Narrowing the Achievement Gaps in the Shaker Heights City School District

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Narrowing the Achievement Gaps in the Shaker
Heights City School District
April 1, 2006
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Causes of the Achievement Gap

• Economic Circumstances especially poverty
• Student Mobility
• Education of Parents
• Racial and Ethnic Prejudice/Discrimination
• Cultural Differences
• Peer Influences
• Teacher Expectations

• Academic Coursework
• Preschool
• Parenting Practices
• Stereotype Threat
• Television
• Sources Debra Viadero, Bridging the Gap, May 1,
  2000, Vol. II number 8 page 30, Education Week
  and Gordon, E.W. Cota-Robles, E.H. (Co-chairs)
  (1999). Reaching the Top A Report of the
  National Task Force on Minority High Achievement.
  New York The College Board

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Achievement Gaps in Shaker

• 4th Grade Proficiency Test Scores
• Math 99 white Reading 99white Writing
  98white
• 68Af. Amer 74Af. Amer
  86Af. Amer
• (OH 72/39) (OH -77/48) (OH
  -82/65)
• One letter grade difference in GPA (grades 7-12)
• 200 point difference on the SAT
• 16AP enrollment is African American (34 Honors
  enrollment)

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Survey Findings

• African Americans watch twice as much television
• Popularity African Americans - important to be
  tough Whites self
  confident, outgoing
• Bigger difference in communitys educational
  levels
• Much higher percentage of African American single
  parent households
• Stereotype anxiety evidence in Shaker
• Blacks are more likely to study alone

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SHAKER IS IMPROVING STUDENT ACHIEVEMENT THROUGH

• Professional Development
• Early Intervention
• Extended Learning Time
• Parent/Community Involvement
• Computer-Assisted Instruction
• Student Scholar Groups
• Teacher-Led Study Circles

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Professional Development
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Ron Fergusons Conclusions

• Skill deficits more than effort are reason for
  GPA gap
• Black students report spending as much or more
  time on homework
• Attitudes and behaviors predict within race
  rather than between race GPA disparities
• AP and honors classes are somewhat isolating for
  black students
• Faculty should focus on skills and not
  oppositional culture

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John Ogbus Recommendations

• Use MAC scholars program for academic
  reengagement
• Develop programs for non-MAC members
• Provide study skill training
• Focus on teacher expectations
• Emphasize parental involvement
• Build trust between the school district and the
  African American community

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Early Intervention
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Extended Learning Time
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Parent/Community Involvement
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Parent Involvement

• Creating a home study area
• Limiting television viewing
• Monitoring homework completion
• Finding ways to support achievement at home
• Knowing resources available in the schools
• Forming a home/school partnership
• Involving all families in educational process

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Community Speakers

• Role models/successful professionals from the
  community discuss the importance of education and
  making wise life decisions
• Career education emphasizes the course
  work/co-curricular involvement necessary to
  pursue various professions

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Computer-Assisted Instruction
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Student Programming

• All-day kindergarten for all students
• Kindergarten Resource Program
• Before and after school tutoring assistance
• Challenges Mathematics Initiative and Algebra
  Academy (Grades 4-6)
• The MAC (minority achievement committee) scholars
  program has been expanded to include upper
  elementary and middle school students
• SGORR (student group on race relations) has been
  introduced at earlier grade levels

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Student ScholarGroups
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Teacher-Led Study Groups
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Study Groups

• Teachers have formed study groups to reduce the
  tendency to study in isolation. Fourteen
  teachers/administrators are supporting primarily
  African American students enrolled in honors and
  AP classes
• Faculty members are traveling to homes and/or the
  public library to work with students
• District is carefully monitoring enrollment and
  student progress in all classes

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Results

• Improved performance on proficiency tests,
  primarily by African-American students
• Doubled the of African American sixth graders
  scoring proficient in past 3 years
• Black combined SAT scores average 976
• 110 points above the average for African American
  students
• 50 increase in AP/Honors enrollment of black
  students over past six years

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African-American Enrollment in Honors AP
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African-American Enrollment in Honors AP
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Action Plan to Narrow Shakers Current
Achievement Gaps

• Continued focus on professional development,
  early intervention, extended learning time,
  parent/community involvement, computer-assisted
  instruction, student scholar groups, and
  teacher-led study circles
• Data driven curricular focus
• District coordinators at the elementary
  secondary levels
• Teacher leaders (all buildings)

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The Shaker Heights City School District
gratefully acknowledges the ongoing support of
its local residents, community groups, the PTO,
the City of Shaker Heights, the public library,
the Youth Center and grants from the Cleveland
and George Gund foundations in our efforts to
help all students reach their maximum potential.