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This review highlights the achievement gap faced by African American students in Multnomah County and provides recommendations to improve college readiness and academic rigor, including pre-kindergarten investment, equity plans, frequent assessment, culturally competent staff, improved retention, and relevant education initiatives.
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Data Review: Multnomah County Patrick Burk Portland State University November, 24, 2009
College Readiness and Academic Rigor • ACT Performance • SAT Performance • Impact of Rigorous Academic Core
State of Black OregonThe Urban League of Portland • During 2006-07, Black high school students were nearly twice as likely as White students to be expelled or suspended. • The Black-White Difference share of students meeting or exceeding state benchmarks grows dramatically with grade level. • 68 percent of Black students graduate on time compared with 85 percent of White students • 32 percent of the Black graduating class of 2006 have enrolled in an Oregon public university or college (through Spring 2008); compared with 47 percent of white students.
Recommendations: Attack the achievement gap before it starts Invest aggressively in pre-kindergarten Require all school districts to develop equity plans Assess student progress frequently and intervene at key stages Provide the best teachers to the students with the greatest learning needs. Ensure that staff are culturally competent Ensure that students stay in school. Make classes more engaging and relevant. Support and expand education initiatives that work for African American Students. State of Black OregonThe Urban League of Portland
“Beyond the first fall, students admitted with low GPA and test scores continue to experience lower retention than those entering with standard admission. Students entering with missing subject requirements also consistently have lower retention than those entering with standard admission.” • Source: PSU Office of Institutional Research and Planning, 2008
