A Focus on Learning
Why the Urgency to Eliminate the Achievement Gap for Latino/Hispanic Students?
Dr. Luis F. Cruz Solution Tree Associate [email protected] Twitter:@lcruzconsulting
At Soluciones, what do we mean by the term Latino/Hispanic?
Soluciones 2017
Any student with family origins from Latin America, possibly learning English as a Second Language, who also are victims of the cycle of poverty.
Latinos and Poverty According to Pew Hispanic Research Center, Poverty rates by ethnicity ages 18-64 in 2015 were as follows: Latino:
17.9%
US Born:
15.9%
Foreign Born:
20.1%
Whites:
9.9%
Blacks:
21.4%
Asian:
11.2%
Other (NL):
17.7%
Students in High Degrees of Poverty Latino Students:
37%
African-American:
50%
Indigenous:
38%
Whites:
9%
“It was the best of times, it was the worst of times…” •
The majority of Latino children had families who participated in key learning activities. In 2012, over 90% of Latino children ages 3-5 had parents who read and sang to them and taught them numbers.
[Child Trends, America’s Hispanic Children: Gaining Ground, Looking Forward, 2014]
•
Latino children were less likely to be enrolled in a Head Start program than others. In Fall 2012, of children who were enrolled in a Head Start program, 37% were Latino and 63% were nonLatino.
[Office of Head Start, Services Snapshot:National (2012-13)]
“It was the best of times, it was the worst of times…” •
Latino students were the second largest group represented in gifted and talented education programs. In 2011-12, Latino students represented 17% of students enrolled in gifted and talented education programs, compared to Whites (60%), Asians (10%), and African Americans (9%).
[U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection Data Snapshot: College and Career Readiness, 2014]
“It was the best of times, it was the worst of times…” Average math and reading scores for Hispanic students were lower than that of other groups, but higher than African Americans. In 2013, the average 4th grade NAEP math scores for Hispanic students were 27 points below Asians and 19 points below Whites. The average 4th grade NAEP reading scores for Hispanic students were 28 points below Asians and 25 points below Whites. Hispanic students scored 7 points above African Americans in math and 1 point above in reading. [NCES, National Assessment of Educational Progress (NAEP), Average Scale Scores for Math and Reading: 2013]
“It was the best of times, it was the worst of times…” • “Over the past decade the drop-out rate has dropped dramatically for Latino students…from 32% in 2000 to 12% in 2014.”
“It was the best of times, it was the worst of times…” • “More Latino students than ever before are reaching postsecondary status…”
What about our English Language Learners?
According to census data, approximately 80 percent of all English Language Learners (ELLs) in the U.S. are Hispanic. The majority of these students were born in the U.S. Nationwide, approximately 2.5 percent of teachers who instruct ELL students possess a degree in ESL or bilingual education.
“All good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current reality.” —Collins, Good to Great: Why Some Companies Make the Leap … and Others Don’t (2001)
Have you confronted the brutal facts of your reality with regard to your ELL students?
BICS (Basic Interpersonal Communication Skills)
CALP (Cognitive Academic Language Proficiency)
A suggested experiment.
Have your faculty and staff attempt to identify, without any assistance, the students on their current roster who are learning English as a Second Language. Analyze whether they are able to identify the difference between those ELL’s at the BICS or CALP stage of English Language Development.
The Achievement Gap (United States) Achievement gap refers to the observed and persistent disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, language, disability, and socioeconomic status. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college enrollment and completion rates. (The Achievement Gap Initiative at Harvard University, http://www.agi.harvard.edu/projects/thegap.php)
To eliminate the achievement gap we must first understand its origins. (Page 32)
Why were public schools established? A. Public schools were established to sort and select cohorts of people into specific societal roles. B. Public schools were established to protect the power of the elite by controlling the economic and political ideas of what would be taught to students.
C. Public schools were established to ensure the dominance of Protestant AngloAmerican culture over other evolving ethnic groups. D. Public schools were established to ensure that all students, including EL’s, learn at high levels.
Is Change Necessary?
“Insanity is doing the same thing over and over and expecting a different result.” —Albert Einstein
Do you agree? The vast majority of public school educators are hard working employees who entered this profession because they wanted to make a difference in the lives of children.
The hardest part of educational reform is not the kids, but the adults.
Two Forms of Change • Technical–structural (skill)
• Cultural (will)
High Will and High Skill (Page 12-15) High Will
High Will
and
and
Low Skill
High Skill
High Skill
Low Skill
and
and
Low Will
Low Will
Embracing both Technical vs. Cultural • Both forms of change are essential to improving organizations. • Schools tend to focus heavily on technical changes and spend little time on cultural change. • Deep change cannot be accomplished without cultural change.
Evidence Based Practices (Skill) Desired • Teaching clarity (.75) Practices • Providing formative (>.4) evaluation (.9) • Feedback (.73)
• Response to Intervention (1.24)
John Hattie
Evidence Based Practices (Will) Desired • Teacher estimates of Practices achievement (1.62) (>.4) • Collective teacher efficacy (1.57) • Student confidence and efficacy (1.44)
John Hattie
Predeterminations
“The unique human experiences individuals bring into a school.” Transforming School Culture Dr. Anthony Muhammd
Adult Drama (Telenovela) Dysfunctional social interactions between adult professionals within a school environment that interfere with the proper implementation of important policies, practices, and procedures that support the proper education of students.
Predeterminations • Perceptual
• Intrinsic
• Institutional
Perceptual Predetermination “Perceptual predetermination involves an educator’s own socialization and the impact of that socialization on his or her practice in the classroom, including expectations for student performance.” —Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 21
Corrective Lenses “The Optometrist” Combat false/incomplete information with better information.
• Enlightenment • Encouragement • Experimentation
Dr. Anthony Muhammad
Intrinsic Predetermination “Intrinsic predetermination is the student’s perception of his or her probability of success in school. The messages that students receive from their environment—the home, community, and school—can either build their confidence or work to destroy it.”
—Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 23
Learned Helplessness “Learned helplessness is a mental state in which an organism forced to endure aversive stimuli, or stimuli that are painful or otherwise unpleasant, becomes unable or unwilling to avoid subsequent encounters with those stimuli, even if they are escapable, presumably because it has learned that it cannot control the situation.” Seligman, M. (1975). Helplessness: On Depression, Development, and Death. San Francisco, CA, W. H. Freeman.
Do Latino parents value education?
Nearly nine-in-ten (88%) Hispanics agree that a college degree is important for getting ahead in life, greater than the share (74%) of the general public that says the same (Pew Social & Demographic Trends, 2009).
Institutional Predetermination “I contend that we have institutional barriers in place that make the job of educating every student very difficult.” —Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 25
The three P’s Policies
Practices
Procedures
Home of the Braves
Breakouts for Today (Page 3) 1. Dr. Margarita Calderon 2. Diane Kerr 3. Linda Mira and Laura Reyes 4. Dr. Hector Montenegro 5. Dr. Luis F. Cruz
Our children will elevate their pants when we elevate their minds! - Pedro Noguera, - Professor of Education - at University of California, - Los Angeles
Muchas Gracias! To schedule professional development at your site, contact Solution Tree at 800.733.6786.
Luis F. Cruz Email: [email protected] Twitter: @lcruzconsulting
Dr. Luis F. Cruz Solution Tree Associate [email protected] Twitter:@lcruzconsulting
At Soluciones, what do we mean by the term Latino/Hispanic?
Soluciones 2017
Any student with family origins from Latin America, possibly learning English as a Second Language, who also are victims of the cycle of poverty.
Latinos and Poverty According to Pew Hispanic Research Center, Poverty rates by ethnicity ages 18-64 in 2015 were as follows: Latino:
17.9%
US Born:
15.9%
Foreign Born:
20.1%
Whites:
9.9%
Blacks:
21.4%
Asian:
11.2%
Other (NL):
17.7%
Students in High Degrees of Poverty Latino Students:
37%
African-American:
50%
Indigenous:
38%
Whites:
9%
“It was the best of times, it was the worst of times…” •
The majority of Latino children had families who participated in key learning activities. In 2012, over 90% of Latino children ages 3-5 had parents who read and sang to them and taught them numbers.
[Child Trends, America’s Hispanic Children: Gaining Ground, Looking Forward, 2014]
•
Latino children were less likely to be enrolled in a Head Start program than others. In Fall 2012, of children who were enrolled in a Head Start program, 37% were Latino and 63% were nonLatino.
[Office of Head Start, Services Snapshot:National (2012-13)]
“It was the best of times, it was the worst of times…” •
Latino students were the second largest group represented in gifted and talented education programs. In 2011-12, Latino students represented 17% of students enrolled in gifted and talented education programs, compared to Whites (60%), Asians (10%), and African Americans (9%).
[U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection Data Snapshot: College and Career Readiness, 2014]
“It was the best of times, it was the worst of times…” Average math and reading scores for Hispanic students were lower than that of other groups, but higher than African Americans. In 2013, the average 4th grade NAEP math scores for Hispanic students were 27 points below Asians and 19 points below Whites. The average 4th grade NAEP reading scores for Hispanic students were 28 points below Asians and 25 points below Whites. Hispanic students scored 7 points above African Americans in math and 1 point above in reading. [NCES, National Assessment of Educational Progress (NAEP), Average Scale Scores for Math and Reading: 2013]
“It was the best of times, it was the worst of times…” • “Over the past decade the drop-out rate has dropped dramatically for Latino students…from 32% in 2000 to 12% in 2014.”
“It was the best of times, it was the worst of times…” • “More Latino students than ever before are reaching postsecondary status…”
What about our English Language Learners?
According to census data, approximately 80 percent of all English Language Learners (ELLs) in the U.S. are Hispanic. The majority of these students were born in the U.S. Nationwide, approximately 2.5 percent of teachers who instruct ELL students possess a degree in ESL or bilingual education.
“All good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current reality.” —Collins, Good to Great: Why Some Companies Make the Leap … and Others Don’t (2001)
Have you confronted the brutal facts of your reality with regard to your ELL students?
BICS (Basic Interpersonal Communication Skills)
CALP (Cognitive Academic Language Proficiency)
A suggested experiment.
Have your faculty and staff attempt to identify, without any assistance, the students on their current roster who are learning English as a Second Language. Analyze whether they are able to identify the difference between those ELL’s at the BICS or CALP stage of English Language Development.
The Achievement Gap (United States) Achievement gap refers to the observed and persistent disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, language, disability, and socioeconomic status. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college enrollment and completion rates. (The Achievement Gap Initiative at Harvard University, http://www.agi.harvard.edu/projects/thegap.php)
To eliminate the achievement gap we must first understand its origins. (Page 32)
Why were public schools established? A. Public schools were established to sort and select cohorts of people into specific societal roles. B. Public schools were established to protect the power of the elite by controlling the economic and political ideas of what would be taught to students.
C. Public schools were established to ensure the dominance of Protestant AngloAmerican culture over other evolving ethnic groups. D. Public schools were established to ensure that all students, including EL’s, learn at high levels.
Is Change Necessary?
“Insanity is doing the same thing over and over and expecting a different result.” —Albert Einstein
Do you agree? The vast majority of public school educators are hard working employees who entered this profession because they wanted to make a difference in the lives of children.
The hardest part of educational reform is not the kids, but the adults.
Two Forms of Change • Technical–structural (skill)
• Cultural (will)
High Will and High Skill (Page 12-15) High Will
High Will
and
and
Low Skill
High Skill
High Skill
Low Skill
and
and
Low Will
Low Will
Embracing both Technical vs. Cultural • Both forms of change are essential to improving organizations. • Schools tend to focus heavily on technical changes and spend little time on cultural change. • Deep change cannot be accomplished without cultural change.
Evidence Based Practices (Skill) Desired • Teaching clarity (.75) Practices • Providing formative (>.4) evaluation (.9) • Feedback (.73)
• Response to Intervention (1.24)
John Hattie
Evidence Based Practices (Will) Desired • Teacher estimates of Practices achievement (1.62) (>.4) • Collective teacher efficacy (1.57) • Student confidence and efficacy (1.44)
John Hattie
Predeterminations
“The unique human experiences individuals bring into a school.” Transforming School Culture Dr. Anthony Muhammd
Adult Drama (Telenovela) Dysfunctional social interactions between adult professionals within a school environment that interfere with the proper implementation of important policies, practices, and procedures that support the proper education of students.
Predeterminations • Perceptual
• Intrinsic
• Institutional
Perceptual Predetermination “Perceptual predetermination involves an educator’s own socialization and the impact of that socialization on his or her practice in the classroom, including expectations for student performance.” —Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 21
Corrective Lenses “The Optometrist” Combat false/incomplete information with better information.
• Enlightenment • Encouragement • Experimentation
Dr. Anthony Muhammad
Intrinsic Predetermination “Intrinsic predetermination is the student’s perception of his or her probability of success in school. The messages that students receive from their environment—the home, community, and school—can either build their confidence or work to destroy it.”
—Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 23
Learned Helplessness “Learned helplessness is a mental state in which an organism forced to endure aversive stimuli, or stimuli that are painful or otherwise unpleasant, becomes unable or unwilling to avoid subsequent encounters with those stimuli, even if they are escapable, presumably because it has learned that it cannot control the situation.” Seligman, M. (1975). Helplessness: On Depression, Development, and Death. San Francisco, CA, W. H. Freeman.
Do Latino parents value education?
Nearly nine-in-ten (88%) Hispanics agree that a college degree is important for getting ahead in life, greater than the share (74%) of the general public that says the same (Pew Social & Demographic Trends, 2009).
Institutional Predetermination “I contend that we have institutional barriers in place that make the job of educating every student very difficult.” —Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 25
The three P’s Policies
Practices
Procedures
Home of the Braves
Breakouts for Today (Page 3) 1. Dr. Margarita Calderon 2. Diane Kerr 3. Linda Mira and Laura Reyes 4. Dr. Hector Montenegro 5. Dr. Luis F. Cruz
Our children will elevate their pants when we elevate their minds! - Pedro Noguera, - Professor of Education - at University of California, - Los Angeles
Muchas Gracias! To schedule professional development at your site, contact Solution Tree at 800.733.6786.
Luis F. Cruz Email: [email protected] Twitter: @lcruzconsulting
