Perspectives on public education for poor students and students of color
Download
1 / 29

Perspectives on Public Education for Poor Students and Students of Color - PowerPoint PPT Presentation


  • 116 Views
  • Uploaded on

Perspectives on Public Education for Poor Students and Students of Color. Suzanne Adair March 26, 2003 Information provided by the Education Trust. The Myth:. College isn’t for everyone. Most High School Grads Go On To Postsecondary Within 2 Years.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Perspectives on Public Education for Poor Students and Students of Color' - wells


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Perspectives on public education for poor students and students of color

Perspectives on Public Education for Poor Students and Students of Color

Suzanne Adair

March 26, 2003

Information provided by the Education Trust


The myth

The Myth: Students of Color

College isn’t for everyone


Most high school grads go on to postsecondary within 2 years
Most High School Grads Go On To Postsecondary Within 2 Years Students of Color

Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.


Even low achieving grads go on to postsecondary
Even Low Achieving Grads Students of ColorGo On To Postsecondary

Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, Condition of Education 1997, p. 64


Of every 100 white kindergartners
Of Every 100 White Kindergartners: Students of Color

(24 Year-Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2


Of every 100 african american kindergartners
Of Every 100 African American Kindergartners: Students of Color

(24 Year-Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2


Of every 100 latino kindergartners
Of Every 100 Latino Kindergartners: Students of Color

(24 Year-Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2


College graduates by age 24
College Graduates by Age 24 Students of Color

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.


African american and latino 17 year olds read at same levels as white 13 year olds
African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds

Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)


African american and latino 17 year olds do math at same levels as white 13 year olds
African American and Latino as White 13 Year Olds17 Year Olds Do Math at Same Levels As White 13 Year Olds

Source: NAEP 1999 Long Term Trends Summary Tables (online)


Why is there an achievement gap
Why is there an achievement gap? as White 13 Year Olds


Why what we hear adults say
Why? as White 13 Year OldsWhat We Hear Adults Say:

  • They’re poor;

  • Their parents don’t care;

  • They come to schools without breakfast;

  • Not enough books

  • Not enough parents . . .


What we hear students say we can learn but
What We Hear Students Say: as White 13 Year OldsWe CAN Learn, But…

  • some teachers don’t know their subjects

  • counselors underestimate our potential

  • principals dismiss concerns

  • curriculum and expectations are low


Within school effects
Within School Effects: as White 13 Year Olds

  • Curriculum/Opportunity

  • Expectations

  • Teacher Quality


Grade 10 writing assignment
Grade 10 Writing Assignment as White 13 Year Olds

A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.


Grade 10 writing assignment1
Grade 10 Writing Assignment as White 13 Year Olds

Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.


African american and latino 10th graders less likely to be enrolled in a college preparatory track
African American and Latino 10th Graders Less Likely to be Enrolled in a College Preparatory Track

Source:US Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1998, “First Follow-Up Student Study.”

1998 by The Education Trust, Inc.


Low income students less likely to be enrolled in a college preparatory track
Low-Income Students Less Likely to be Enrolled in a College Preparatory Track

Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992.( p. 36) Washington, DC: US Department of Education, June 1995.

1998 by The Education Trust, Inc.


Poor and minority students get more inexperienced teachers
Poor and Minority Students Get More Inexperienced* Teachers Preparatory Track

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.


Classes in high poverty high schools more often taught by misassigned teachers
Classes in High Poverty High Schools More Often Taught by Misassigned* Teachers

*Teachers who lack a major or minor in the field

Source: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.


Students in low track classes are more often taught by underqualified teachers
Students in Low Track Classes Are More Often Taught by Underqualified Teachers

Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37


Why these factors matter
Why These Factors Matter? Underqualified Teachers


Mount royal elementary middle baltimore md
Mount Royal Elementary/Middle, Baltimore, MD Underqualified Teachers

  • 99% African American

  • 73% Low-Income

  • Highest Performing in State on the state’s 5th grade Math test.

MARYLAND

* or tied


African americans in texas write as well or better than whites in 7 states
African Americans in Texas Write as Well or Better Than Whites in 7 States

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


A rigorous math curriculum improves scores for all students
A Rigorous Math Curriculum Improves Scores For All Students Whites in 7 States

Source:National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

1998 by The Education Trust, Inc.


Vocational students taking high level english courses score higher
Vocational Students Taking High-Level English Courses Score Higher

Source: Bottoms, Gene. “High Schools That Work”, SREB, .



A strong h s curriculum equals higher college completion
A Strong H.S. Curriculum* Equals Higher College Completion Higher

*Completing at least “Algebra II” plus other courses.

Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.


Role of future educators
Role of Future Educators Higher

  • Analyze and share data

  • Raise questions about district/school policies

  • Serve as a voice for all students

  • Maintain high expectations/encourage students to aim higher


ad