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Student Achievement Gains and Gaps in Saint Paul Public Schools
Tom WatkinsDirector of Research, Evaluation and Assessment
Saint Paul Public Schools
May 12, 2006
Purpose of Presentation
Provide a summary of SPPS student achievement on tests and other performance measures over the past 7 years.
Overview of Demographics
Changes among the three largest demographic groups in SPPS over the past 7 years: Stability in total number of Asian-American
students, who are primarily limited English Proficient (LEP) and receive Free or Reduced Price Lunch (FRL). However, there is an increased proportion of Asian-American students who are immigrant.
Significant decline in Caucasian students who are primarily non-LEP and do not receive FRL
Significant increase in African-American students who are non-LEP and receive FRL.
Racial Balance in the Saint Paul Public Schools - 1987 to present
0
5000
10000
15000
20000
25000
School Year
Num
ber
of Stu
den
ts
CaucasianAfrican Amer.LatinoAsianAmer. Indian
Percentage of Low Income, ELL and Special Education Students in Saint Paul Public Schools from 1997-98 to 2005-06
0%
10%
20%
30%
40%
50%
60%
70%
80%
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
Per
cen
t o
f O
cto
ber
1 E
nro
llm
ent
Low IncomeELLSpecial Ed
Change in Gaps on the Minnesota Comprehensive Assessment
Reading, Math and Writing – change in percent of students proficient (Level III or Above)
Gaps for Grades 3 & 5 averaged together
Gaps for Grades 7 & 10/11 averaged together
Size of Achievement Gaps on MCA in Reading in Grades 3 & 5 in 1999 and 2005 (Lower Score Indicates Less of a Gap)
43
37
26
34
20
39
32
18
38
31 30
26
2931
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
wee
n G
rou
p In
dic
ated
an
d R
efer
ence
Gro
up
*
1999
2005
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Size of Achievement Gaps on MCA in Reading in Grades 7 & 10 in 1999 and 2005 (Lower Score Indicates Less of a Gap)
36
28
39 40
2528
34
15
43
38
26
33
24
21
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
we
en G
rou
p In
dic
ated
an
d R
efer
ence
G
rou
p*
1999
2005
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Size of Achievement Gaps on MCA in Math in Grades 3 & 5in 1999 and 2005 (Lower Score Indicates Less of a Gap)
40
29
20
39
20
34
31
12
31
37
33
28
34
25
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
wee
n G
rou
p In
dic
ated
an
d R
efer
ence
Gro
up
*
1999
2005
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Size of Achievement Gaps on MCA in Math in Grades 7 & 11 in 1999 and 2005 (Lower Score Indicates Less of a Gap)
35
20
40
45
23
19
30
8
3941
26
30
21
14
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
wee
n G
rou
p In
dic
ated
an
d R
efer
ence
Gro
up
*
1999
2005
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Size of Achievement Gaps on MCA in Grade 5 Writing in 1999 and 2005 (Lower Score Indicates Less of a Gap)
31
24
36
26
211818
4
39
1819
12
22
6
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
wee
n G
rou
p In
dic
ated
an
d R
efer
ence
Gro
up
*
1999
2005
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Size of Achievement Gaps on BST/MCA in Grade 10 Writing in 1999 and 2005 (Lower Score Indicates Less of a Gap)
2730
46
29
232524
19
37
24
1816
10
27
0
5
10
15
20
25
30
35
40
45
50
Low Income ELL SpecialEducation
African-American
Hispanic AsianAmerican
AmericanIndian
Gap
in P
erce
nt
Pro
fici
ent
Bet
wee
n G
rou
p In
dic
ated
an
d R
efer
ence
Gro
up
*
2000
2006
* The reference group in ethnic comparisons is Caucasian students. The others are Non-ELL, Non-Low Income,etc.
Summary of Apples to Apples Comparisons on the MCA
Compares students in SPPS with their Minnesota peers
Matching students on:EthnicityFree/Reduced Lunch EligibilityELL StatusSpecial Education students excluded
Groups with 100 or more students tested per grade
"Apples to Apples" Comparisons for Groups with 100+ Students per GradePercent of Students Proficient on the Minnesota Comprehensive Assessments in 2005
Gr 3 Rd
Gr 3 Math
Gr 5 Rd
Gr 5 Math
Gr 7 Rd
Gr 7 Math
Gr 10 Rd
Gr 11 Math
African American SPPS 54 46 63 52 44 38 45 30 = SPPS is three or moreMinnesota 55 49 60 53 48 43 55 35 points above MN peers
Caucasian SPPS 81 78 86 88 66 68 70 58 = SPPS is within threeMinnesota 80 78 85 82 76 76 84 70 points of MN peers
= SPPS is three or morepoints below MN peers
Caucasian SPPS 95 91 96 92 90 91 91 81Minnesota 91 89 93 92 88 90 93 83
Asian American SPPS 52 62 54 63 49 58 52 51Minnesota 49 54 50 57 41 56 50 48
Hispanic SPPS 55 52 54 51 43 47 48 34Minnesota 44 45 43 47 29 36 36 29
Low Income, not ELL
Not Low Income, not ELL
Low Income, ELL
Change in Performance on the SAT10 and Basic Skills Tests
SAT10 Reading, Mathematics and Science
Basic Skills Test – Reading and Mathematics
Percent Passing BST in Reading
0
10
20
30
40
50
60
70
80
90
Amer
ican
India
n
Asian
-Am
eric
an
Africa
n-Am
eric
an
Hispan
ic
Cauca
sian
Specia
l Educa
tion
Limite
d Englis
h Pro
ficie
nt
Low Inco
me
2001
2005
Percent Passing BST in Math
0
10
20
30
40
50
60
70
80
Amer
ican
India
n
Asian
-Am
eric
an
Africa
n-Am
eric
an
Hispan
ic
Cauca
sian
Specia
l Educa
tion
Limite
d Englis
h Pro
ficie
nt
Low Inco
me
2001
2005
MCA, SAT10 and BSTGAINS GAPS
ELL – All Tests FRL – All but 1 MCA math &
SAT10 Sci, Non-ELL MCA below MN peers
Special Education – BST Read
Asian American – All but Grd 10 MCA Writing
American Indian – Elem MCA, SAT10 Math, BST Rd
African American – MCA Mid, HS Math, BST, SAT10
Hispanic - Grd 10 Wri, BST Rd, SAT10 Math, MCA above MN peers
Special Education – All MCA’s but Grd 10 Wri, SAT10 Read, Sci
American Indian – Mid, HS MCA, SAT10 Rd, Sci
Hispanic – Elem MCA, Mid,HS Math, SAT10 Sci
African American – MCA below MN peers
Other Outcomes
NCLB Graduation Rate Four Year Completion RateDropout RateHonors Course Participation AP and ACT Results
Honors Course Participation in SPPS - 2002 and 2005
44
23
44
3026
59
32
8
44
20
47
33
26
37
11
32 34
62
0
10
20
30
40
50
60
70
Distri
ct T
otal
Amer
ican
India
n
Asian
Am
eric
an
Hispan
ic A
mer
ican
Africa
n Am
eric
an
Cauca
sian
Recei
ving F
/R L
unch
English L
anguag
e Lea
rner
s
Specia
l Educa
tion S
tuden
ts
Per
cen
t o
f S
tud
ents
Rec
eivi
ng
Cre
dit
fo
r O
ne
or
Mo
re
Ho
no
rs C
ou
rses 2002
2005
Advanced Placement (AP) Test participation has been stable over the past four years overall and for most groups.
Table 2: Number of AP Students Tested by Ethnic Composition
2001 2002 2003 2004 2005
Caucasian 296 329 308 338 333
Asian American 140 189 195 200 194
African American 28 39 51 35 40
American Indian Less than 10 students
Hispanic 22 17 30 36 30
Other/ Not Stated 24 39 39 42 43
Total 510 614 627 654 645
In AP test performance, there have been increases over the past four years for Caucasian and Hispanic students, but significant decreases for Asian-American and African-American Students
ACT participation has generally increased for Asian-American and African-American students, but has decreased for Caucasian and Hispanic students
Table 1: Number of Students Who Took the ACT by Ethnic Group (2001 to 2005)
2001 2002 2003 2004 2005
American Indian, Alaskan Native 14 <10 15 <10 <10
Asian-American, Pacific Islander 438 466 484 505 469
Mexican-American, Chicano 51 38 40 40 34
Puerto Rican, Hispanic <10 10 12 11 17
African-American, Black 128 116 209 117 197
Caucasian-American, White 519 475 463 412 401
DISTRICT TOTAL * 1266 1231 1435 1353 1350
There are still significant achievement gaps between Caucasian and students of color on the ACT Assessment
Grad Rate, 4 Yr Completion, Honors, AP, ACT
GAINS GAPS ELL – Grad Rate, 4 yr
Completion, Honors, Dropouts
FRL – Grad Rate, 4 yr Completion, Dropouts
Asian American – Grad Rate, 4 yr Completion, Dropouts & Honors
African American – Grad Rate, 4 yr Completion & Dropouts
Hispanic – Dropouts, Honors, AP
American Indian – All measures except Dropouts
Special Education – All measures except Dropouts
Asian American – AP & ACT
African American – AP & ACT
Hispanic – Grad Rate, 4 yr Completion, ACT