Achievement of Hmong Students in Saint Paul Public Schools Hmong Youth Educational Services Banquet – June 2006 Tom Watkins Director of Research, Evaluation and Assessment Saint Paul Public Schools

Purpose of Presentation Provide a summary of Hmong and Asian student demographics, achievement, and other performance in Saint Paul Public Schools (SPPS) Encourage you to use the SPPS Data Center (http: datacenter.spps.org), discuss the data and research findings with others, and let us know how we can improve it.

Overview of Demographics Saint Paul is #1! One reason: the district has the most Hmong students in the USA. Hmong students make up about 90% of Asian students in SPPS The three largest demographic groups in SPPS: Asian-American students who are limited English Proficient (LEP) and receive Free or Reduced Price Lunch (FRL) Caucasian students who are non-LEP and do not receive FRL African-American students who are non-LEP and receive FRL.

SPPS has the largest population of both Somalis and Hmong in the U.S. Overall, the Twin Cities is home to the largest Tibetan population outside of Tibet and the second largest Southeast Asian population. The Twin Cities are also experiencing the most rapid increase in Hispanic/Latino immigration of any urban area in the nation. A much higher percentage of MN immigrants come as refugees than the national average (about 24 percent compared to 8 percent nationally). 1,100 new Hmong students enrolled in SPPS last year. In the past decade, overall enrollment has increased by 2% while the number of students with language barriers has increased by 11%. Facts About English Language Learners in SPPS

Asian American student enrollment in SPPS has increased from about 5,000 in 1987 to about 14,000 in 1999, and has declined and stabilized since…

Achievement Outcomes Stanford Achievement Test, 10 th Edition (SAT10) is a national norm-referenced test. Students in grades 2-8 in SPPS have taken this test each spring since The Minnesota Comprehensive Assessment (MCA) was used for determining adequate yearly progress for No Child Left Behind from 2002 to The Basic Skills Test has been a graduation requirement since Students currently in 8 th grade and future classes will take the new GRAD requirements instead. The ACT Assessment is a college placement test, taken by half of the students in the class of Advanced Placement (AP) tests provide an opportunity for high school students to gain college credit and earn recognition

In READING on the Stanford Achievement Test, 10 th Edition (SAT10), Hmong students have improved each year but are still below the national and district averages…

On the SAT10 in Math, Hmong students have had large gains and are above the district average.

On the MCA in Reading, Hmong students have increased their proficiency in grades 3 and 5, and are at or near the SPPS average in grades 7 & 10 where most students have had more time in the country.

On the MCA in Math, Hmong students are performing near or above the district average at each grade level.

Over the past six years, there has been a consistent narrowing of the Asian-Caucasian Achievement Gap on the Minnesota Comprehensive Assessment in SPPS (Grades 3 & 5) in Reading and Mathematics. Gaps have also been narrowing between ELL and non-ELL and Free-Reduced and Non-Free-Reduced.

On the Basic Skills Test in READING, Asian-American students demonstrated large increases, especially in the last year. The Asian-Caucasian gap decreased significantly from 2000 to 2005.

On the Basic Skills Test in MATH, scores for Asian-American students were stable from 2000 to 2004, but then increased significantly in 2005, narrowing the Asian- Caucasian achievement gap.

There are still significant achievement gaps between Asian and Caucasian students on the ACT Assessment

Asian-American students have participated in honors courses at about the same level as the district over the past few years, and their current participation rate is higher than the district…

In terms of Advanced Placement (AP) Test participation over the past five years, the number of Asian-American students has been stable…

…at the same time, the percentage of Asian-American students passing AP Tests has not increased since 2002, and decreased significantly in 2005.

Other Outcomes Attendance – absenteeism by grade. Four Year Completion Rate NCLB Graduation Rate Dropout Rate

Although Asian-American students generally have better attendance than other students in SPPS, the increase in absenteeism at the high school level is more dramatic.

Four-Year Completion Rates for Asian-American students have increased over the past four years to 70%, while the drop-out rate has decreased to about 10%...

…and district-wide the completion rates match the best rate ever in 2001, and the dropout rate is the best since this measure was first tracked in Graduated in four years 56.9%56.0%59.8%63.4%63.0%57.4%58.3%59.1%63.3% Continuing high school 16.3%19.8%19.1%16.8%22.6%27.6%27.4% 26.1% Dropped out 26.8%24.2%21.1%19.8%14.4%15.0%14.3%13.5%10.6%

On the NCLB Graduation Rate, Asian American Students and Caucasian students have seen increases and are the highest performing student groups. Note: The NCLB Graduation Rate is the graduates divided by the graduates plus dropouts.

Summary of Strengths Asian-American math achievement is generally at or above district average, and reading achievement is improving over time (MCA and SAT10) The Asian-Caucasian achievement gap is narrowing on the MCA Asian-American attendance is better than the district average Asian-American students have rising graduation rates and lower dropout rates – both better than district average.

Summary of Challenges Asian-American composite ACT score significantly below comparable state and national averages Asian-American Advanced Placement Test passing percentage is significantly lower than district average.

Learn More! Use the Data Center! Website: School Data Student Data for Parents District Data, Research Reports Phone Number: