Multnomah County Student Achievement 2000-2008

Multnomah County Student Achievement2000-2008

Presented to the Leaders Roundtable

November 25, 2008

Source: Oregon Department of Education, Dr. Patrick Burk

Multnomah County -- Grade 3 Reading/LiteraturePercent Meeting & Exceeding Standards

0%10%20%30%40%50%60%70%80%90%

100%

Year

African American

Asian

Hispanic

Multi-Racial

Native American

White

Special Education

All Students


0%10%20%30%40%50%60%70%80%90%

100%

Year

African American

Asian

Hispanic

Multi-Racial

Native American

White

Special Education

All Students

Multnomah County -- Grade 3 MathematicsPercent Meeting & Exceeding Standards

0%10%20%30%40%50%60%70%80%90%

100%

Year

African American

Asian

Hispanic

Multi-Racial

Native American

White

Special Education

All Students


0%10%20%30%40%50%60%70%80%90%

100%

Year

African American

Asian

Hispanic

Multi-Racial

Native American

White

Special Education

All Students

The National Assessment of Educational Progress (NAEP)

• The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas.

• Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Assessments in world history and in foreign language are anticipated in 2012.

• NAEP assessments are administered uniformly using the same sets of test booklets across the nation.

• NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.

• In 2007 Oregon assessed 3500 students in 140 schools for NAEP.

National Assessment of Educational Progress—Oregon: 2007READING GRADE 8

National Average 261

Oregon Average 266

National Assessment of Educational Progress—Oregon: 2007Grade 4 Mathematics


Oregon Average 236

National Assessment of Educational Progress—Oregon: 2007Grade 8 Mathematics


Oregon Average 284

National Assessment of Educational Progress—Oregon: 2007WHAT’S NEXT?

NAEP will be administered in High Schools betweenJanuary 26 and March 6, 2009 to a sample oftwelfth-grade students. Students will be assessed ineither mathematics, reading, or science.

In a small number of schools, NAEP will conduct field tests in civics,geography, and U.S. history to prepare for future assessments, andspecial studies of hands-on science tasks and interactive computer tasksin science.

Multnomah County Dropout Rates by Race/Ethnicity--Grades 9-12 1997-98 to 2006-07

7.1 ALL ST UDE NT S

5.6White

8.6 Af r ican Amer ican

14.7Hispanic

4.4Asian/ P acifi c

Islander

12.7

Native Amer ican

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

Between 1997-98 and 2006-07, dropout rates decl ined f or al l r ace/ ethnci ties. Between 2005-06 and 2006-07, dropout rates increased f or al l r ace/ ethnici ties.

Note: Beginning in 1997-98, GED recipients were not counted as dropouts.

All Students 9.1 10.0 9.1 8.4 7.5 7.2 7.1 5.4 6.0 7.1

White 7.7 8.1 7.6 6.8 5.9 5.3 5.1 4.5 4.6 5.6

Af rican American 10.8 11.9 12.0 12.6 11.1 11.4 9.4 6.8 6.6 8.6

Hispanic 24.1 28.7 21.7 18.3 17.7 16.9 20.2 12.2 14.1 14.7

Asian/ Pacifi c Islander 7.4 8.6 7.7 6.3 5.8 5.8 5.5 2.8 3.7 4.4

Native American 17.1 25.8 16.3 17.2 15.0 11.9 7.0 7.6 10.2 12.7

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Figure 7 - Relationship Between the Unemployment Rate and Withdrawal During the Junior & Senior Years in Oregon: 1980-2007

Withdrawal During the J unior & Senior Years

Unemployment Rate Previous Year

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

79-80 80-81 81-82 82-83 83-84 84-85 85-86 86-87 87-88 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07

Historically, when the Oregon unemployment rate goes down, withdrawal and dropout rates go up because jobs are readily available, and students are more likely to withdraw

from school.

US Census

22%

88%

7%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1940 2006

High School Diploma

High School Diploma

Bachelor's Degree

Bachelor's Degree

1940-2006 Multnomah County percent of residents age 25+: Educational Attainment

US Census

Multnomah County SAT and AP2008

• Average SAT Scores in Multnomah County– 2147 Students took the SAT Reasoning Test– 435.77 Reading; 440.35 Math; 417.88 Writing

• Range in Multnomah County– Reading: 380-581; Math:395-580; Writing: 366-561

• State Average– 518 Reading; 525 Math; 497 Writing

• National Average– 497 Reading; 510 Math; 488 Writing

• Participation in Advanced Placement in Multnomah County– 1499 Students took at least 1 AP Exam– 2637 AP exams were taken– 1310 exams scored 3 or better

Part IIIPart I: Academic Achievement Part II

Part III

• ACT Recommended Coursework

•ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum.

•Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work.

•ACT Minimum Core

•English: 4 years Social Studies: At least 3 years

•Mathematics: At least 3 years Natural Sciences: At least 3 years

Part I: Academic Achievement Part II

Part I: Academic Achievement Part IIIPart II

•ACT College Readiness Benchmark Scores

Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores:

•A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.

Part II: Measuring College Readiness

College Readiness Benchmark Score

English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24

ACT SubjectArea Test

College Course(s)

Part IIIPart I

ENGLISH: Readiness for College English Composition

Part II: Measuring College Readiness Part IIIPart I

MATHEMATICS: Readiness for College Algebra


READING: Readiness for College Social Sciences


SCIENCE: Readiness for College Biology


• Achievement Gap persists in Multnomah County, but improvement in grades 3 and 5.

• Oregon performance on national assessments is at or above national averages, but is flat overall.

• Participation and performance in Advanced Placement Exams continues to be a bright spot.

• Clear evidence that participation in a rigorous core set of classes has a positive impact on performance and college readiness. Supports the Oregon Diploma.

• Significant differences by ethnicity in participation in a rigorous core curriculum.

Conclusions

WHAT IS THE BEST RESPONSE OF THE LEADERS ROUNDTABLE?

• Consider the implication of a “Rigor Gap.” To what degree is access predicted by race?

• Select a limited number of clear indicators and mobilize community response.– Pre-school and Full Day Kindergarten– 3rd grade benchmarks for all students– Rigorous and challenging class assignments– 8th grade transition benchmarks– Rigorous core curriculum in every high school for

every student based on proficiency and including student support

• Intervention plans at each grade level• Invest in teacher quality; university partnerships• Support PK-12 alignment to the new diploma

requirements as target objectives

Multnomah County Student Achievement 2000-2008

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