2009 PCSD Student Achievement Gap Report
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2009 PCSD Student Achievement Gap Report

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The latest data with recommendations and plans to tackle the state's largest achievement gap between Caucasian and Hispanic students.

The latest data with recommendations and plans to tackle the state's largest achievement gap between Caucasian and Hispanic students.

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  • Total number fairly consistent over three years
  • MCES has 66 and 60 respectfullly

2009 PCSD Student Achievement Gap Report 2009 PCSD Student Achievement Gap Report Presentation Transcript

  • Park City School District 2009 Achievement Gap Review
  • How do we know that all students are achieving at high levels of success?… and what do we do when they are not?
  • Comparison of 2008-2009 Language Arts
  • Comparison of Math CRTs 2007-2009
  • Comparison of Science CRT, 2008-2009
  • But, Dig a Little Deeper…
  • The District’s Demographics…
    • In 2009, 3474 students took CRT tests.
    • Of that number, 2,942 were Caucasian or 85%
    • 435 students tested were Hispanic, or about 13%, an increase of 2 % from 2008
    • 559 were economically disadvantaged, or about 16% , an increase of 3% from 2008
    • 336 were served in special education, or just under 10% of the total, about 1% fewer than in 2008
    • This year K-2 classes, Hispanic students comprise 34-38% of the population, a proportion that keeps growing
    • Hispanics are 16% of the overall population, an increase of 2% from 2008
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  • The Gap is More Than Just Test Scores…
    • In the GATES program, although Hispanics make up 20% and 17% in grades 4 and 5, there are only 3 Hispanic students in the program
    • At EHIMS, where Hispanics make up 16% of the population, there are no Hispanic students in Algebra and only .05% of the students in Pre-Algebra are Hispanic
    • At TMIS, Hispanics make up 12% of the population, but 20% of the enrollment in Pre-Algebra. There are no Hispanic students in Biology, and only 2% of the students in Honors English and 3% of the students in AP Geography are Hispanic.
    • At PCHS, enrollment for AP and advanced math classes stands at 960 with only 10 seats taken by Hispanic students.
    • At PCLC, Hispanics make up 28% of the population
  • What do all students need?
    • Access to challenging curriculum and instruction
    • High quality teachers
    • High expectations
    • Extra supports
  • So, what are we doing?
    • We have “confronted the brutal facts.”
    • We are making decisions based on the study of research
    • We have developed a system-wide strategic plan
    • We are providing support through professional development and coaching
    • We are holding ourselves accountable for the work
  • What does the research say must be in place to close the gap?
    • Focus on curriculum & instruction
    • Align the curriculum to instruction and assessment
    • Develop cultural responsiveness in instruction
    • Use strategies to help students make meaning of new learning
    • Strong & effective leadership
    • Strong instructional leadership
    • Facilitates collaborative decision-making and problem solving
    • Data-driven
    • Adaptive & personalized environments
    • Class size
    • Sheltered classes
    • Instructional Teams
    • ESL classes
    • Co-teaching classes
    • Effective and efficient use of time
    • Full Day Kindergarten
    • Summer programs
    • Flexible schedules
    • On-going professional development
    • Vital to developing expertise and renewal
    • Aligned with curriculum and focused on improving
    • Instruction
    • Built into the school day and calendar
    • Activities centered on the classroom
    • New learning sustained with coaching
  • Identify what is currently working and what is not. “ Get the Right People on the Bus” Study from examples what programs are having a positive effect Develop SMART goals
  • Integral to the daily work of educators not superfluous Focused on effective instruction Data-driven Collaborative Based on high standards Learning supported with coaching to foster implementation
  • Wise stewardship of resources No excuses It’s everyone’s responsibility
  • The long and short of it is that we need more rigor in all kinds of programs --Margaret Spellings