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The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools.

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Presentation on theme: "The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools."— Presentation transcript:

1 The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools

2 PURPOSE This study attempts to pull together achievement data specifically focusing on Hispanic students in our urban schools. This document will provide a reference point or baseline data to ignite and guide our future work. Still, the work is limited in that it examines only six areas in the lives of America’s Hispanic youth: 1. Readiness to learn 2. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP) 3. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP) in selected big city school districts 4. College and career preparedness 5. School experience 6. Postsecondary experience

3 FINDINGS

4 FactorMajor finding Readiness to learn- Since 2000, approximately 90 percent of Hispanic children under the age of 18 were born within the United States 2. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP) - Percentage of Hispanic formerly- ELLs (LC) performing at or above proficient in Reading and Mathematics in both grades 4 and 8 are significantly higher than ELLs (LC) and in some cases higher than Non-ELLs in (NP). 3. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP) in selected big city school districts - Reading and Mathematics scores for Hispanic ELLs in large cities were lower than Hispanic ELLs across the nation in both grades 4 and College and career preparednessWhen compared with White students, Hispanic students were more likely to drop out of high school and not graduate. 5. School experienceHispanic students are less likely to participate in academic clubs, more likely to be suspended from school and more likely to be retained in a grade than their White peers. 6. Postsecondary experienceHispanic students have lower graduation rates, higher unemployment rates and more likely to earn a lower income than their White peers with similar education backgrounds.

5 FACTOR 1: Readiness to Learn

6 FACTOR 2: Hispanic Achievement on NAEP Between 2003 and 2009 average reading scores of grades 4 and 8 Hispanic (LC), Black (LC), and White (NP) students increased significantly. However, in 2009, average scores of Hispanic (LC) and Black (LC) students were not statistically different at both grades 4 and 8.

7 Between 2003 and 2009 scores of formerly ELLs(LC) were higher than Non-ELLs (NP). Additionally, in 2009 Formerly ELLs in large cities scored significantly higher than Non-ELLS in the nation. FACTOR 2: Hispanic Achievement on NAEP

8 TUDA DISTRICTS SIGNIFICANTLY HIGHER THAN LC OR NP IN NAEP MATH AND READING,2009 READINGMATHEMATICS GRADE 4GRADE 8GRADE 4GRADE 8 LCNPLCNPLCNPLCNP Boston Miami- Dade County Austin Charlotte Boston Charlotte Miami- Dade County Charlotte Houston AustinHouston Miami- Dade County NYCMiami- Dade County NYC

9 Access the report online!

10 Data Collection Challenges Data not reported in a consistent manner across national databases, state database and district databases Districts do not collect data requested National and state data are not always disaggregated by race/ethnicity/ELL status

11 Moving Forward with Beating the Odds  Data Dashboard on website  District Demographics  State Assessment Achievement (disaggregated by student group)  SAT/ACT Achievement

12 Dashboard Considerations 1. Are the data the Council currently presents in the annual BTO reports useful? 2. How can we make the dashboard useful to your district? What additional data should be included?


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