The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools 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 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 Figure 1.11. Percentage of Children Between the Ages of 3 to 5 Years -Old with Parental Involvement in Home Literacy Activities by Race, 2007 Figure 1.12. Percent of Children Between the Ages of 3 to 5 Years-Old with School Readiness Skills by Race, 2007 91% Read to 78% 36% 37% Recognizes all letters 15% 68% 69% 69% Counts to 20 or higher 53% 54% Told a story 41% 50% 64% 58% Writes name 49% 76% Taught letter, words, or numbers 81% 74% 75% 67% Reads or pretends to read storybooks 55% 47% 44% 41% Visited a library Has 3 to 4 skills 25% 26% 27% White Black Hispanic White Black Hispanic 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. Figure 2.1. Average Grade 4 Reading Scores by Ethnicity, 2003-2009 240 230 227*** 228 197*** 198 230 229 220 210 202 200 199 201 199 190 196 193*** 180 170 2003 2005 White (NP) 2007 Black (LC) Hispanic (LC) 2009 FACTOR 2: Hispanic Achievement on NAEP 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. Figure 2.5. Average Grade 4 Reading Scores of ELL Hispanic (LC), Formerly ELL Hispanic (LC), and Non-ELL Hispanic (NP) Students, 2005-2009 230 220 216* 220 212 215 210 211*** 214 200 190 182 180 183 180 170 160 150 2005 ELL (LC) 2007 2009 Non ELL (NP) Formerly ELL (LC) TUDA DISTRICTS SIGNIFICANTLY HIGHER THAN LC OR NP IN NAEP MATH AND READING,2009 READING GRADE 4 MATHEMATICS GRADE 8 GRADE 4 GRADE 8 LC NP LC NP LC NP LC NP Boston Boston MiamiDade County MiamiDade County Austin Austin Austin Austin Charlotte Charlotte Boston Boston Charlotte Charlotte MiamiDade County MiamiDade County Charlotte Charlotte Houston Houston Austin Houston Houston MiamiDade County MiamiDade County NYC MiamiDade County MiamiDade 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 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?