Articles tagged with minority students

SAT results show minorities better prepared for college

Jim Hull, Senior Policy Analyst for the Center for Public Education (CPE) at the National School Boards Association, recently analyzed the latest batch of SAT scores for CPE’s blog, The Edifier:

While the overall flat nature of the scores are nothing to celebrate, a closer look at the latest SAT data shows public schools are doing a better job preparing poor and minority students for college according to the 2013 SAT Report on College Readiness released today.

Although scores for minority students have increased, it is important to point out that huge gaps remain between minority students and their white classmates. The results show that minority students are not completing the rigorous courses they need not only to score higher on the SAT but to prepare them to get into and succeed in college.

Just as the ACT showed last month, these results show schools need to double and even triple their efforts in making sure all students are adequately prepared for college-level work. To do so, high schools need to ensure that all students are taking the courses they need to succeed in college. Unfortunately, as CPE’s latest report Out of Sync found, most states do not require the courses students need to succeed in college as a high school graduation requirement. As more graduates plan on enrolling in college, it is more important than ever that a high school diploma represent a student who is ready for higher education, whether at a two or four-year institution. – Jim Hull

The Findings

National Scores

  • The nation’s graduating Class of 2013 had an average composite score of 1498, which is unchanged from 2012 (1500) but significantly lower than 2009 (1505).
    • At a score of 1498, an average high school graduate has about a 75 percent chance of getting admitted into a competitive four-year college.*
  • Scores remained unchanged in all three sections over the past year. Just as in 2012, scores were 496 in Critical Reading, 514 in Math, and 488 in Writing for 2013.
  • Scores improved for most racial/ethnic groups.
    • The average combined Hispanic student score was 1354 in 2013, which is three points higher than in 2012 and nine points lower than in 2008.
    • The average black student score was 1278 in 2013, which is five points higher than in 2012 and two points lower than in 2008.
    • The average white student score was 1576 in 2013, which is two points lower than in 2012 and three points lower than in 2008.

College Readiness

  • Nearly half (43 percent) of the test-takers met the SAT College-Ready Benchmark in 2013, which is unchanged from the year prior and slightly lower than in 2009 (44 percent).
    • The SAT College Ready Benchmarks represent a student who scores a combined 1550 or higher. Students hitting this benchmark have a 65 percent chance of earning a B-minus grade point average in their freshman year courses.
  • Minority students are less likely to be college ready.
    • Just 15.6 of black students and 23.5 percent of Hispanic students were college ready according to the SAT’s Benchmark.
    • However, both black and Hispanic students saw increases in reaching the SAT Benchmark from 2012 to 2013.

Core Course Rigor

  • Seventy-five percent of SAT test-takers completed the recommended “core” college-preparatory curriculum, which is an increase from 70 percent in 2001.
    • Just 66 percent of black students and 70 percent of Hispanic students completed the core curriculum, compared to 80 percent of white students.
    • However, both black and Hispanic students saw a one percentage point increase in core curriculum completion rates since 2012.
  • High school graduates who took math or English AP or Honors courses scored significantly higher than students who complete four or more year’s worth in each subject, not only in the relevant subject area, but in all three SAT sections.

Test Takers

  • Just over 1.66 million students from the Class of 2013 took the SAT sometime during their high school which was a slight dip from 2012.
  • Slightly more minority students are taking the SAT.
    • In 2013, 17 percent of SAT test-takers were Hispanic which was the same as in 2012, but greater than the 12 percent in 2008.
    • Thirteen percent of SAT test-takers were black in 2013 which was the same as in 2012, but greater than the 11 percent in 2008.
    • The percent of test-takers who were white continues to drop from 57 percent in 2008 to 51 percent in 2012 to just 50 percent in 2013.
  • A greater number of students whose first language isn’t English are taking the SAT.
    • In 2013 13 percent of SAT test-takers’ first language was not English compared to 9 percent in 2008.
  • The vast majority (82 percent) of SAT test-takers want to earn at least a Bachelor’s degree, up from 75 percent a decade ago.

For more information on how to use college entrance exam scores to evaluate your school, check out the Center’s Data First Website.

Alexis Rice|September 26th, 2013|Categories: Center for Public Education, Center for Public Education Update, High Schools, Student Achievement|Tags: , , , , |

School leaders lack understanding of minority male students’ home lives, CUBE speaker says

How is it that an African-American student attending his high school graduation ceremony can feel depressed—overwhelmed by what the future holds and wondering why other students appear to be looking forward to college and the years ahead?

Why could this youth see no advantage in his success—and the opportunity to go to college—compared to students who enlisted in the military or entered the workforce?

There is a crippling power in the disconnect that exists between many African-American and Latino male students and their educational opportunities, David Heifer, executive director of Concentric Educational Solutions, told urban school leaders during a workshop Friday at the Council of Urban Boards of Education (CUBE) conference in Atlanta.

In an hour-and-a-half discussion of strategies that schools can use to help young men of color, Heifer noted that these students often face challenges that undermine their confidence, discourage their hopes, and leave them frustrated and defensive.

Many of these challenges have their roots in the poverty, broken homes, drug abuse, and other social ills that exist in urban communities. But another part of the problem rests in the failure of urban educators to understand what these students are going through—and the failure of schools to provide the social and emotional support these young men need.

That’s the result of another disconnect—between students and the adults in their schools, he said. Teachers and principals don’t live in the same neighborhoods as their students, and they cannot really understand what’s happening in the lives of these students.

Instead, school leaders turn to data to try to make sense of what’s happening.

“We get caught up in numbers—the dropout rate, the truancy rate,” he said. “We skip right to solutions … then come back next year and try to come up with policies to figure out” how to do better.

It’s a dynamic that Heifer indicated he understood all too well. During his high school years, his father died of a heart attack, and as a grief-stricken youth, he began to act out—a troublemaker transferred to five different schools over the course of his senior year. He eventually was arrested 28 times and sent to prison.

With a little luck and the support of others, however, Heifer says he managed to turn his life around, earn his GED, attend college, and become a school principal. But he still recalls that, after his father’s death, not a single teacher or school counselor offered any condolences.

None of the adults in his school understood his pain—or recognized that there was an underlying reason for his dramatic change in behavior.

The story underscored Heiber’s argument that, if educators truly want to help their minority male students, they need to do a better job of understanding what’s going on in these students’ lives. There are a variety of ways to do that, but Heiber focused most of his comments one strategy—encouraging teachers to make home visits.

It’s a strategy that his nonprofit school-support organization encourages in the schools that it works with. In fact, he boasted, teachers at these schools have made more than 5,000 home visits in recent years.

Schools also can do more to strengthen “wrap-around services” for students, he suggested. “Students need their social-emotional support.”

What they don’t need, however, is “discipline policy that mimics the criminal justice system.”

Many school boards already have recognized the need to provide these supports. If a school board isn’t seeing results, however, the reason may lie with another common “disconnect”—between what the school board wants to happen and the actual practices taking place in schools.

“We come up with policies at the school board level, then we go to the schools … quite frankly, they don’t want to hear what you have to say.”

So school board members need to get out more—into their schools and, yes, even into their students’ homes—so they can better understand the dynamics at work in young men’s lives.

“You have to uncover it, and the only way to uncover it is to ask the hard questions,” Heifer said. “You’ve got to get dirty. You’ve got to get in there.”

 

Del Stover|October 8th, 2012|Categories: 21st Century Skills, Assessment, Board governance, CUBE, Data Driven Decision Making, Discipline, Diversity, Dropout Prevention, Educational Research, School Boards, School Reform, School Security|Tags: , , |

Educators must engage minority male students, CUBE speaker says

When urban school leaders ask themselves why young men of color are not doing well in their schools, they may be asking the wrong question.

The real question may be why school leaders—on their watch— are allowing so many of these students to struggle in their schools.

That was the provocative beginning of the two-hour opening session of the 45th annual conference of the Council of Urban Board of Education (CUBE), which opened Thursday in Atlanta.

As she began talking of the role of school leaders in helping these students, speaker Sonya Gunnings–Moton, an assistant dean at Michigan State University’s College of Education, hammered home a series of damning facts regarding the school experience of many African-American and Latino students.

Academic performance is lower on average for minority male students compared to their white peers, she said. These students are more likely to end up suspended or expelled, assigned to a special education program, or enrolled in an under-resourced school.

They also are less likely to be enrolled in gifted and talented programs.

This reality is disturbing enough to fuel action, Gunnings-Moton said. But, in her mind, she added, there was a more-compelling reason for her audience to return home from the conference and address the issue.

“It’s happening under our watch … this is not a history lesson,” she argued. “These are our realities today—the realities with our children.”

“One of the things I want you to be very clear about … we are responsible. This is our responsibility.”

So where to begin? Start with the research that shows that many minority male students don’t drop out of school because of poor academics, as is commonly believed, Gunnings -Moton said.

According to research, “what large populations of [these students] really did not believe, did not internalize, was the belief that going to school and being educated was going to make a difference in the outcome of their lives,” she told urban school leaders

Society, she added, has sent these students a consistent message that they will not succeed in school—and they have responded by deciding there is no need to make the attempt.

“Now that has profound implications around what we may need to think about … what it means to engage African-American males in education.”

To address this reality, urban school leaders need to go beyond the focus on instructional and management issues that has been the centerpiece of school reform efforts for the past decade, she said. Now it’s time for educators to focus on the very real social and emotional needs of young urban male students.

Efforts are needed to engage young male students in school, convince them they can succeed academically, and provide more supports to help them with the very real emotional and social issues that these students must address in a poor urban community.

Winning support to put scarce resources into such an effort can be a challenge, Gunnings-Moton agreed, but she said school leaders can argue that such efforts serve the needs of all students—and shouldn’t be looked at as an intervention solely for minority male students.

“You have a tremendous amount of data that all students who receive socio-emotional support and prevention services achieve better academically, regardless of race or socioeconomic status,” she said. “It makes sense for all students.”

Del Stover|October 5th, 2012|Categories: Governance, High Schools, Immigrants, Policy Formation, School Reform, Student Achievement, Student Engagement|Tags: , , , |
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