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Comprehensive Study Educational Conditions and Academic Performance A Focus on Male African American Students Presentation at Board Special Meeting Gongshu.

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Presentation on theme: "Comprehensive Study Educational Conditions and Academic Performance A Focus on Male African American Students Presentation at Board Special Meeting Gongshu."— Presentation transcript:

1 Comprehensive Study Educational Conditions and Academic Performance A Focus on Male African American Students Presentation at Board Special Meeting Gongshu Zhang, Ed. D. Chief Accountability and Research Officer, GCSNC June 23, GCS Comprehensive Study June 2008

2 Part I Demo Information 2GCS Comprehensive Study June 2008

3 3

4 4 Percentage of Student Population Among Total of Grades K to 12 by February, 2008

5 GCS Comprehensive Study June Percentage of Student Population by Gender Grades K to 12 by February, 2008

6 GCS Comprehensive Study June Percentage of Male Students – Parent Education Levels 2006 Data (2006 was the last year DPI collected this data)

7 7 Percentage of FRL Male Students Grades K to 12 by the End of School Year 7GCS Comprehensive Study June 2008

8 8 Percentage of Male SWD Grades K to 12 by February, GCS Comprehensive Study June 2008

9 9 Percentage of Male SWD Classifications 9GCS Comprehensive Study June 2008

10 10 Percentage of Male Student: LEP Data of February, GCS Comprehensive Study June 2008

11 11 Percentage of AIG Male Students Data of February GCS Comprehensive Study June 2008

12 12 Percentage of Male Students: AIG Reading and Math Data of GCS Comprehensive Study June 2008

13 Summary I AA students and White students have almost same percentages of population, both slightly over 40. Like all ethnic groups, male AA students have slightly larger population than females, about 51% vs. 49% The percentage in FRL of male AA students is four times the percentage of Male White: 64.7 vs Male AA students have higher percentage with identified SWD than male White: 21.6 vs. 17.3, especially in categories of Specific learning disabled, developmentally delayed, educable mentally disabled, and behaviorally-emotionally disabled: 7.5 vs. 5.8, 1.4 vs. 0.6, 1.3 vs. 0.5, & 1.3 vs. 0.6 correspondingly. Male AA students have significantly lower percentage being identified as AIG than male White: 5.1 vs in reading and 5.9 vs in math. In terms of parent education level, male AA students’ parents have higher percentage in high school/below than male White parents: 52.2 vs. 26.3, and lower percentage in college/above: 23.2 vs GCS Comprehensive Study June

14 Part II Schooling and Educational Conditions Study 14GCS Comprehensive Study June 2008

15 15

16 Percentage of K-12 Male Students: Stability Percentage of students in membership in GCS on the 20 th school day who remained in GCS for 160 or more days during a given school year 16GCS Comprehensive Study June 2008

17 Percentage of Male Students Repeating a Grade: Elementary School # of (ethnicity) (gender) students who repeated a grade/course total # of (ethnicity) (gender) Elem/MS/HS students GCS Comprehensive Study June

18 Percentage of Male Students Repeating a Grade: Middle School GCS Comprehensive Study June

19 Percentage of Male Students Repeating EOC Course: High School GCS Comprehensive Study June

20 Percentage of Male Students Suspended One or More Days: Middle School GCS Comprehensive Study June

21 GCS Comprehensive Study June Percentage of Male Students Suspended One or More Days: High School # of (ethnicity) (gender) suspended students (unduplicated) total # of (ethnicity) (gender) MS/HS students

22 Percentage of Male Students Who Dropped Out of High School numerator: # of (ethnicity) (gender) students who dropped out of HS denominator: [(1st month membership grades 9-12 reporting year - initial enrollees + 1st month membership grades 9-12 current year)/2] + # of (ethnicity) (gender) students who dropped out of HS GCS Comprehensive Study June

23 23 True 9 th Grade Cohort Graduation Rate of Male Students: 2007 vs GCS Comprehensive Study June 2008

24 Summary II-(1) Male AA students have significantly lower percentage of stability than male White: 85.8 vs in Although the percentage of repeating a grade for male AA has significantly reduced from 2002 to 2007 in elementary and middle schools, the percentage of repeating a course for male AA in high schools is still much higher than male White: 17.5 vs Although the percentage of suspension of one/more days for male AA has significantly reduced from 2003 to 2007, it is still significantly higher than male White: 34.8 vs in middle schools and 32.0 vs in high schools in The percentage of male AA students who dropped out of high school is still almost twice as high as male White: 4.88 vs in Based on true 9 th grade cohort graduation rate, the rate of GCS male AA was significantly higher than the rate of state all male: 67.5 vs in However, the rate was significantly lower than GCS male White: 67.5 vs GCS Comprehensive Study June

25 GCS Comprehensive Study June

26 GCS Comprehensive Study June Percentage of Pre-K Male Students (includes Montessori Pre-K and EC Pre-K students ) numerator: # of (ethnicity) (gender) Pre-K students denominator: total # of (gender) Pre-K students

27 Percentage of K-8 Male Students Attending Magnet Schools numerator: # of (ethnicity) (gender) magnet students denominator: total # of (ethnicity)(gender) K-8 students GCS Comprehensive Study June

28 Percentage of 3rd-12 th grade Male Students at AL Program numerator: # of (ethnicity) (gender) AL students denominator: total # of (ethnicity) (gender) 3rd-12th grade students GCS Comprehensive Study June 2008

29 Percentage of Male High School Students Taking One or More AP Exams numerator: # of (ethnicity) (gender) students who took one or more AP exams denominator: total # of (ethnicity) (gender) HS students GCS Comprehensive Study June 2008

30 Percentage of Male High School Students Who Took the PSAT (The PSAT is not administered to students enrolled in Algebra I) numerator: # of (ethnicity) (gender) students who took the PSAT denominator: total # of (ethnicity) (gender) 9th - 11th grade students GCS Comprehensive Study June 2008

31 Percentage of Male Seniors Who Took the SAT numerator: # of (ethnicity)(gender)12th grade students who took the SAT denominator: total # of (ethnicity)(gender) 12th grade students GCS Comprehensive Study June

32 Percentage of Male Students at Elementary ACES Programs numerator: # of (ethnicity) (gender) ACES students denominator: total # of (ethnicity) (gender) K-5 students GCS Comprehensive Study June 2008

33 Grades 3-5 Male Students: Homework-Time Spent per Week

34 GCS Comprehensive Study June 2008 Grades 6-8 Male Students: Homework-Time Spent per Week

35 GCS Comprehensive Study June 2008 Grades 3-5 Male Students: TV Watched Each School Day

36 GCS Comprehensive Study June 2008 Grades 6-8 Male Students: TV Watched Each School Day

37 Summary II-(2) Male AA students have a significantly higher percentage in GCS pre-k program than male White. Among all pre-k students they are 46.2 vs The percentage of male AA students in the magnet programs has increased since It is twice as high as male White: 13.6 vs. 6.8 in The percentage of male AA students in the AL programs is far below male White: 6.3 vs in Also, the percentage of male AA students who took one or more AP exams is far below male White: 6.5 vs in Although the percentages of male AA who took PSAT and SAT have increased since 2004, they were still lower than male White: 64.2 vs in PSAT and 53.8 vs in SAT in In terms of big difference in percent FRL between male AA and White, male AA have lower percentage than male White at elementary ACES programs: 15.3 vs in Both AA and White males have low percentages of doing home-work over 3 hours per week: 33 & 46 in grade 3-5 and, especially, 15 & 27 in grade 6-8. Both AA and White males have high percentages of watching TV over 3 hours per day: 49 vs. 32 in grade 3-5 and 60 vs. 33 in grade 6-8 roughly. GCS Comprehensive Study June

38 Teacher Quality: Percent of Teachers in Each Category Students of Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2) An average was taken from percentages reported on the NC School Report Cards 38GCS Comprehensive Study June 2008

39 Teacher Quality: Percent of Teachers in Each Category Students of Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2) 39GCS Comprehensive Study June 2008

40 Number of Teachers per School Receiving National Board Certification Students of Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2) 40GCS Comprehensive Study June 2008

41 Number of Teachers per School Receiving National Board Certification Students of Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2) 41GCS Comprehensive Study June 2008

42 Teacher Turnover Rate Students with Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2) 42GCS Comprehensive Study June 2008

43 Teacher Turnover Rate Students with Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2) 43GCS Comprehensive Study June 2008

44 Principal Turnover Rate: Percentage Over Four School Years ( through ) An average was taken from # of principal changes 44GCS Comprehensive Study June 2008

45 Summary II-(3) In terms of teacher quality and turnover rate, for comparing school group (1) concentrated students with color (over 75%) and school group (2) with less students with color (below 25%): overall, group (1) has higher percentage in lateral entry teachers and teachers with few years (0-3) of experience, and lower percentage in advanced degree teachers and teachers with over 10 years of experience than group (2). Group (1) has less number of teachers with National Board of Certification. Group (1) has significantly higher turnover rate than group (2): 27.7 vs in elementary schools, and 42.1 vs in middle and high schools. During a 4-year period, in terms of principal turnover rate: a.Both groups have low percentages of schools with no principal change. b.Group (1) has higher percentage of schools with one change: 62.2 vs c.Group (2) has a higher percentage of schools with 2-3 changes 25 vs GCS Comprehensive Study June

46 Part III Longitudinal Study on Academic Performance 46GCS Comprehensive Study June 2008

47 47GCS Comprehensive Study June 2008

48 EOG Reading Percentage Proficiency: All Students - Grade 3 to Grade 8 48GCS Comprehensive Study June 2008

49 EOG Reading Mean T Score: All Students - Grade 3 to Grade 8 49GCS Comprehensive Study June 2008

50 EOG Math Percentage Proficiency: All Students - Grade 3 to Grade 8 50GCS Comprehensive Study June 2008

51 EOG Math Mean T Score: All Students - Grade 3 to Grade 8 51GCS Comprehensive Study June 2008

52 EOC Algebra I Percentage Proficiency: All Tested Students 52GCS Comprehensive Study June 2008

53 EOC Algebra I Mean Scale Score: All Tested Students 53GCS Comprehensive Study June 2008

54 EOC English I Percentage Proficiency: All Tested Students 54GCS Comprehensive Study June 2008

55 EOC English I Mean Scale Score: All Tested Students 55GCS Comprehensive Study June 2008

56 EOC Biology Percentage Proficiency: All Tested Students 56GCS Comprehensive Study June 2008

57 EOC Biology Mean Scale Score: All Tested Students 57GCS Comprehensive Study June 2008

58 Summary III-(1) Overall academic performance for all unmatched grade cohort: to As measured by percent proficient, the achievement gaps in EOG between male AA and male White had been reduced from 1997 to 2003 in reading and math, the gaps kept almost the same from 2004 to 2007 in reading, and increased again after 2006 in math. As measured by T score, the achievement gaps in EOG reading and math between male AA and male White have not been reduced from 1997 to As measured by percent proficient, the achievement gaps in EOC between male AA and male White have been reduced from 1997 to 2007 in Algebra I and English I, kept the same in Biology. As measured by scale score, the achievement gaps in EOC between male AA and male White have been slightly reduced in Algebra I from 1997 to 2007, and kept the same in English I and Biology. GCS Comprehensive Study June

59 59GCS Comprehensive Study June 2008

60 % Stayed in Cohort: Tracking Students - 3 rd Grade (97-98) to 12 th Grade (06-07) 60GCS Comprehensive Study June 2008

61 % Stayed in Cohort: Tracking Male -3 rd Grade (97-98) to 12 th Grade (06-07) 61GCS Comprehensive Study June 2008

62 % Stayed in Cohort: Tracking FRL Male - 3 rd Grade (97-98) to 12 th Grade (06-07) 62GCS Comprehensive Study June 2008

63 Reading % Proficiency: Students-3 rd Grade (97-98) to 12 th Grade (06-07) 63GCS Comprehensive Study June 2008

64 Math % Proficiency: Students-3 rd Grade (97-98) to 12 th Grade (06-07) 64GCS Comprehensive Study June 2008

65 Reading Mean T Score: Students-3 rd Grade (97-98) to 12 th Grade (06-07) 65GCS Comprehensive Study June 2008

66 Math Mean T Score: Students-3 rd Grade (97-98) to 12 th Grade (06-07) 66GCS Comprehensive Study June 2008

67 Summary III-(2) Academic performance for all matched student cohort, 3 rd grade to 12 th grade The matched student cohort has significantly performed better than unmatched student cohort in EOG reading & math and EOC English I, Algebra I, Biology, & US history as measured by percent proficient as well as T score. If all other facts and conditions are the same, the higher stability is the better academic performance. As measured by percent proficient, the achievement gaps in EOG reading & math and EOC English I between male AA and male White have been reduced from 3 rd grade to 10 th grade, but increased in Algebra I, Biology, and US history. As measured by T score, the achievement gaps in EOG reading & math and EOC English I, US history, Algebra I & Biology between male AA and male White have not been reduced. They kept almost the same. The gaps in SAT Verbal, Writing, & Math between male AA and male White have increased in comparing gaps in the corresponding EOCs. GCS Comprehensive Study June


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