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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley
Students in K-12
Paul A. Garcia, Ed. D.California Latino Leadership Network
October 30, 2015
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
President Johnson signing ceremony for Elementary and Secondary Education Act, 1965
Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
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ESEA Goal
We are going to eliminate poverty with education…This is going to be something where people are going to learn their way out of poverty.
President Lyndon B. Johnson, 1964Planning meeting on the War on Poverty
Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
ESEA 1965
• This first iteration of ESEA was input based • Cultural deficit model was the prevailing
paradigm for the instruction of minority students• Only schools could correct cultural and
cognitive deficits
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
ESEA Educational Practices• Remedial Reading Classes• Low Track Classes• Prescribed Intervention Programs• Pull Out Programs• Ability Grouping
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No Child Left Behind Act, 2001
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
No Child Left Behind Act, 2001• NCLB radically shifted the emphasis to an outcome
based enterprise• Ambitious accountability targets were established for all
students and schools• Federally defined annual accountability targets based
largely on standardized test scores• Sub-groups required to meet targets without regard
social, economic, or educational factors that contributed to their underachievement
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
ESEA Revisited• Disproportionate number of schools with large
percentages of ethnic/racial minority students were designated as school improvement schools
• Many minority students were labeled underperforming and assigned to remedial educational programs
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Summary Statement• Both ESEA and NCLB were necessary policies to
support low income students • Both reauthorizations were problematic for
ethnic and racial minority students• Exercise caution when interpreting
achievement levels of ethnic/racial minority and low income students
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Demographics 2015
849,244 Students in 8 Counties536,448 Latino Students24% English Learners in the
Central San Joaquin Valley89% English Learners are Spanish
Speakers
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Ethnic/Racial Composition of Central San Joaquin Valley K-12 Students
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
High Density Latino Districts
67% The percent of school districts in the service area, with at least 50 % or more Latino students
40 % The percent of school districts in the service area, with at least 75% Latino students
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
High Density Latino Schools
•91% of all schools are at least 50 percent Latino*
•25% of all schools are at least 75 percent Latino*
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Research Questions• What are the educational and social
implications of having such high density schools and school districts?
• Does it matter whether the density/segregation is defacto or forced?
• How serious is the density factor?
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School Composition and the Black–White Achievement Gap
George Bohrnstedt, Sami Kitmitto, Burhan Ogut, Daniel Sherman, and D. Chan
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Academic Achievement
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
California Assessment of Student Performance and Progress (CAASPP)
• Common Core State Standards• Technology Enhanced Items• Computer Adaptive Testing
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Data Interpretation• Caution against interpreting low test scores as a
reflection of cultural characteristics or student background variables
• Recognize the rich diversity of Latino students, and not treat them as a homogenous monolithic population
• Consider school-related factors and social variables that contribute to student achievement
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
The Achievement Level Descriptors presented here are linked to an operational definition of college content-readiness to inform score interpretation for high schools and colleges.
In particular, a score at or above “Level 3” in 11th grade is meant to suggest conditional evidence of readiness for entry-level, transferable, credit-bearing college courses.
Interpretation and Use of Scores and Achievement Levels, p.2Smarter Balanced Assessment Consortium, 2014
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Students Meeting or Exceeding Standard in English Language Arts (CAASPP)
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Students Meeting or Exceeding Standard in Mathematics (CAASPP)
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Research Questions• What factors contribute to differences in student
achievement?• To what extent does the diversity of Latino student
experiences explain differences in achievement? i.e. immigrants, English Learners, bilingual, migrants
• To what extent have Latino students had equal access challenging courses, and educational programs, or technology enhanced schools and classrooms?
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Percent of Parents with a College Degree16% San Joaquin14% Fresno12.6% Stanislaus12.1% Kings11.3% Tulare11.2% Merced10.2% Madera9.8% Kern17.3% California
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Percent of Students Meeting or Exceeding Standard on CAASPP by Parent Education: ELA
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Percent of Students Meeting or Exceeding Standard on CAASPP by Parent Education: Mathematics
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Research Questions
• Does parent education explain disparity in test scores for minority students to the same extent as white students?
• Can increased parent education mitigate the detrimental effects of poverty on academic achievement?
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Parent Education
7% Latino parents reported at least college degree*
29% White parents reported at least college degree*
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Percent of District Students Meeting or Exceeding Standard on CAASPP by Parent Education: ELA
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Percent of District Students Meeting or Exceeding Standard on CAASPP by Parent Education: Mathematics
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Percent of Students, Teachers and Administrators in Central San Joaquin Valley, 2015
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Research Questions• To what extent does teacher ethnicity/race affect
student achievement?• Does teacher ethnicity/race affect non-academic factors?• How can teachers and administrators increase cultural
competence toward the students and families they serve?
• To what extent have Latino teachers been recruited, hired, and given equal opportunities to serve as school or district administrators?
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Concluding Remarks
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Creating the will: Hispanics Achieving Educational Excellence
We know that the achievement levels can be raised. The question is whether we have the will to do what we know works.President William J. ClintonWhite House Strategy Session on Improving Hispanic Student Achievement, June 15, 2000
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2003
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2006
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2010
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Latino Educational Research1991 and 2002
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
Today we can begin to make a difference
Let’s be reminded, we have everyone here in the room who has the experience, expertise and power to make a change
• Policy makers, elected officials, practitioners, school district superintendents, UC officials, CSU system representatives, community college presidents, parents and the business community
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
ConclusionToday, let’s begin the noble and courageous work as a P-20 team to:•Eliminate the barriers to an effective and comprehensive intersegmental approach to education in the Central San Joaquin Valley.•Create a coherent and fully articulated system of schooling for all students in the Central San Joaquin Valley.
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2 Guiding Principles
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Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
If you want to go fast, go alone. If you want to go far, go together.
African proverb
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I am asking you to take a stand. Don’t be neutral. Neutrality is for referees in a football game. You have to take a stand. The really, really good journalists always take a stand with those who have no power, with those who have no rights and with those who have no voice.
Jorge Ramos, Univision News anchor addressing the USC Annenberg graduates in 2014.
Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12
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Latino Educational Research2010
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