Do they break down the same data by income/SES? I’m betting if you divide the group in two by that measure, your graph’s gap will in fact be more stark.

We need to address the big picture.

http://www.desmoinesregister.com/apps/pbcs.dll/article?AID=/20080817/OPINION03/808170318/-1/LIFE04

I see it already in a first grade class. Kid in the class, bright, already reading well. Single parent with early morning job, so kid’s up very early, tired by afternoon. Anger management problems — when parent is called after problem, swears at kid up and down, intimates that worse will be on the way.

If he were the only kid in the school or even the grade (or even the class) with these sorts of problems, there might be a way to get him some sort of behavioral/emotional services that would be successful. But there are too many needy, attention craving children for the staff to fill them all up with anywhere near what they need. Instead, I’m sad to say that the path to his being lost is far more clearly marked than the path to success.

O.k. — let’s say that just sucks all over. 30% isn’t good for any demo and 10% is horrific. So unless the tests are SO out of whack as to be completely unrealistic in their expectations, let’s all agree that the data sucks from its starting point.

But I also find it fascinating that there is a common rise between whites and latinos. Both groups are at similar rates. What’s the significance of that? What do we make of the rise in scores? When we are talking about state wide results, is a 5% rise over five years statistically significant? What are the systemic changes, other than a renewed focus on the test itself, that would make one expect to see a rise in test scores? You are talking about a massive sample size… what can we reasonably expect on a statewide level without massive changes to the system itself?

I’m not saying these numbers are good — they are not. But I also wonder why we expect the scores to rise without major changes in the way we construct our schools. That’s what depresses me — it’s the same question I always come back to — so many good, caring people in such a broken system, and everyone loses, especially the kids.

The gap is a reflection of institutionalized discrimination. It’s all of us making accommodations for students of poverty and color.

Staff holding students accountable to higher expectations, eliminating the “pobrecito” attitude and replacing it with a “can do” attitude and addressing each individual student’s need will break the centuries long cycle of institutional racism.

There are several districts who have figured out how to do it:

Montgomery County Maryland
http://mdreportcard.org/Assessments.aspx?K=15AAAA&WDATA=Local+School+System

This is a large urban district that is making tremendous progress for African American and Hispanic students.

Another example – Atlanta Public Schools – 86% of students are African American and they are meeting and exceeding in the 80+% at all grade levels in reading and language arts

http://www.atlanta.k12.ga.us/default.htm

It is being done…

@ Killian: CT, too, at least in my district. And my mom’s district. And my friends’ districts.

@ Chris: First good idea w/r/t testing I’ve heard in a while. Granted, I’ve been sticking my fingers in my ears and going “la la la” recently, but still.

Put African Americans on that graph and you’ll see another achievement gap. AA’s score below Latinos for the most part.

Dan, you might be interested in the book Courageous Conversations About Race by Singleton. Our district is using that as a spring board to actually attempt to close the achievement gap. So far, we’ve come up with the fact that students are painfully aware that the face at the front of the classroom is white, even if we don’t notice it ourselves.

Mgccl,

You’re kidding, right? Algebra not culturally “friendly” to Latino kids?

There IS institutionalized racism. We give less of everything that matters in education — less reasources, less qualified teachers, less need-based instruction, less positive expectations of success — to those who already start off with less, and then explain away the predictable gaps in achievement that result as saying that tests or subject matter or whatever are not culturally friendly? Or that an entire ethnic group devalues education?

Oh, please.

Kilian and Chris L agreeing on a testing issue? Now that makes you pay attention.

First I think you need to focus on what causes the gap. There are probably several variables which are in play here, many already mentioned (SES, institutionalized racism, ESL/ELL, etc.).

Then we need to look at whether, as educators and citizens, we can eliminate those variables. Many times they’re a little over our heads, or would require serious societal transformations (We’d all like to root out the (sometimes) subtle systemic racism that exists in our schools, but it’s not going to be a quick & easy fix).

Since many of these variables (whether for good or ill) are ingrained in our society, the question should be asked, “What extra can we provide for this group that’s facing an uphill struggle?”

For me, this speaks to the idea of the school as being a community service center in high minority, high poverty areas.

@Chris – In British Columbia we have a provincial test given to grades 4, 7, 10 each year. The results are then sent to each school and to the parents. At the school level the results are used to plan school wide literacy and numeracy yearly goals, classroom instruction etc… But then a wonderful think-tank, The Fraser Institute, gets a hold of these results and prints a list that rates schools against each other in the province which causes a flurry of Union backlash, parental letters to the editors…Beware what you wish for!

@Ben – our most notorious inner city school is a community service centre in its area and this has seemly proven helpful on a social level, but it hasn’t improved it much academically. Those “extras” you talked about are being put into place here too. Here it is for our Aboriginal students. We have had town-hall style meetings with Aboriginal parents and school board officials, and teachers. The District has hired an Aboriginal Principal and there is talk of an Aboriginal/Non-aboriginal dual-trac school or separate school. We also have Aboriginal curriculum. Too soon to say whether it is helping, but my concern is it may create the “them” and “us” mentality. Not exactly helping institutional racism. What’s the solution? Maybe just the courage to keep trying and adjusting as we work our way along this journey.
@Dan – I’m glad this data exists too. What if we focused on our little corner of the world and taught our best to our students making the most significant difference possible for them – is it possible bit by bit the achievement gap may close? Ah, maybe I’m still too idealistic. PS: I would have given that hypothetical student the “A” too! You made my entire day over that and my ADHD son thanks you too. Apologies for the length of this comment.

All,
Can we at least agree that the word “data” is a plural noun? “Data are…” not “data is…”
“These data….” not “this data…”
Etc.

We probably won’t agree, but I can try…

@Chris I couldn’t agree with you more on using a national leveled test. Our district is using the ACT series of tests for 8th – 11th grade which helps our students be college ready. Oregon has implemented the PSAT for all 10th graders across the state – again helping students ready themselves for college entry. I believe some students who may never think of themselves as college worthy will be given the opportunity to see that they are.

While state tests cannot be compared to one another – I still think we should pay attention to these two districts – Montgomery County and Atlanta as they’ve made a difference in many kids’ lives.

@Dan – thanks for having the courage to bring up a very uncomfortable subject. We need to continue working through the issue until we find the solutions.

from Grammarphobia.com:

“R.I.P. It’s time to admit that data has joined agenda, erotica, insignia, opera, and other technically plural Latin and Greek words that have become thoroughly Anglicized as singular nouns taking singular verbs. No plural form is necessary, and the old singular form, datum, can be left to the Romans. (Media, it seems, is going the same way, though it’s not there yet. Ask again in a few years.)”

The first sentence should have read: The system, public schools, and teachers have little or nothing to do with the *problem* unless they are surrounded by supplementary programs.