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

TODAY’S PROMISE, TOMORROW’S FUTURE

PURPOSEThis 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

FINDINGS

Factor Major 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 8.

4. College and career preparedness When compared with White students, Hispanic students were more likely to drop out of high school and not graduate.

5. School experience Hispanic 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 experience Hispanic students have lower graduation rates, higher unemployment rates and more likely to earn a lower income than their White peers with similar education backgrounds.

FACTOR 1: Readiness to Learn

Read to

Told a story

Taught letter, words, or numbers

Visited a library

91%

53%

76%

41%

78%

54%

81%

25%

68%

50%

74%

27%

Figure 1.11. Percentage of Children Be-tween the Ages of 3 to 5 Years -Old with Parental Involvement in Home Literacy

Activities by Race, 2007

Hispanic Black White

Recognizes all letters

Counts to 20 or higher

Writes name

Reads or pretends to read storybooks

Has 3 to 4 skills

36%

69%

64%

75%

47%

37%

69%

58%

67%

44%

15%

41%

49%

55%

26%

Figure 1.12. Percent of Children Between the Ages of 3 to 5 Years-Old with School

Readiness Skills by Race, 2007

Hispanic Black White

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.

2003 2005 2007 2009170

180

190

200

210

220

230

240

227*** 228 230 229

193***196

199 201197*** 198 199202

Figure 2.1. Average Grade 4 Reading Scores by Ethnicity, 2003-2009

White (NP) Black (LC) Hispanic (LC)

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.

2005 2007 2009150

160

170

180

190

200

210

220

230

182 180 183

211***215 214

212220

216*

Figure 2.5. Average Grade 4 Reading Scores of ELL Hispanic (LC), Formerly

ELL Hispanic (LC), and Non-ELL Hispanic (NP) Students, 2005-2009

ELL (LC) Non ELL (NP)Formerly ELL (LC)

FACTOR 2: Hispanic Achievement on NAEP

TUDA DISTRICTS SIGNIFICANTLY HIGHER THAN LC OR NP IN NAEP MATH AND READING,2009

READING MATHEMATICSGRADE 4 GRADE 8 GRADE 4 GRADE 8

LC NP LC NP LC NP LC NPBoston Boston Miami-

Dade County

Miami-Dade County

Austin Austin Austin Austin

Charlotte

Charlotte

Boston Boston Charlotte

Charlotte

Miami-Dade County

Miami-Dade County

Charlotte

Charlotte

Houston

Houston

Austin Houston

Houston

Miami-Dade County

Miami-Dade County

NYC Miami-Dade County

Miami-Dade County

NYC NYC

Access the report online!

http://tinyurl.com/CGCSHispanicReport

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

Moving Forward with Beating the Odds

Data Dashboard on website District Demographics State Assessment Achievement

(disaggregated by student group) SAT/ACT Achievement

Dashboard Considerations1. 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?