Schools
Achievement Gap Widens for Racine Unified Students
While there is progress, the achievement gap between white students and minority students is growing.
A new report from the Racine Unified School District finds that the District is making reasonable progress toward its education goals with certain exceptions noted.
Specifically, the District notes that the achievement gap in Math has widened at grades five and nine; also, that none of the tested grades scored at or above the Annual Measurable Objective (AMO).
Some District members also are concerned about a widening achievement gap between white students and other minority students.
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The RUSD Board of Education held a special work session on Sept. 6 to discuss the report. It heard testimony from Dr. Steve Miller, director of Standards, Assessment and Accountability; John Esser, Secondary Math Coordinator and Laura Maier, Elementary Math Coordinator.
“We’re concerned about the achievement gap between white students and other groups,” Miller said.
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According to the latest Results Monitoring Report to assess achievement in math, the District finds that although it made progress toward its North Star targets for math with selected demographic groups, the achievement gap between white students and other demographic groups remains unacceptable.
The achievement gap for black students is of primary concern, the report said. The Board at times debated amongst itself how to measure and encourage progress. One solution proposed was to continue to implement “intervention blocks,” wherein teachers spend extra time per day with struggling students.
“Should we be saying we’re making progress when we’re leaving the majority of minority students behind?” asked Board Vice President Susan Kutz.
The report cited specific data that further illustrated the issue. At the District level, the proficiency results for four of seven 5th grade demographic groups increased. The results for three groups decreased, however.
The 5th grade math achievement gap between black and white students widened to 33.8 percentage points from 28.9. All demographic groups improved in successful completion of 9th grade Algebra I over the previous year. White students, however, not only achieved the target but exceeded the target for the following year. The gap between black and white students widened to 35.3 from 28.3 percentage points in this category.
Per its Coherent Governance Policy, the Board benchmarks student progress at grade five by testing for a proficient or advanced score in math on the WKCE/WAA test. It benchmarks progress at grade nine by requiring completion of Algebra I with a grade of B or higher.
The AMO is a percentage of students who need to score Proficient and Advanced in reading and math as determined by the Wisconsin Department of Public Instruction in adherence to the No Child Left Behind Act. The AMO increased in 2010-2011 to 68.5 percent. The AMO will continue to rise in Wisconsin to 79 percent in 2011-2012, 89.5 percent in 2012-2013 and will rise to 100 percent in 2013-2014.
The District prepares an internal report, which is reviewed annually by the Board to assess progress in reading in August, math in September and writing in October.
Former Superintendent Dr. James Shaw already certified this report as “making reasonable progress with exceptions” and the Board of Education must do the same or reject that notion. The Board also can make commendations and recommendations. It will vote on the issue at its Sept. 26 meeting.
Despite the report’s news, Maier and Esser briefed the Board on encouraging signs of learning at the elementary and secondary levels, respectively. Maier was particularly pleased with a new, technology-focused math curriculum. Esser was encouraged by a pilot supplemental curriculum at the middle school level.
Board members agreed that resources had improved in recent years.
“We’ve done a great job of getting the tools in place,” said Board member Kim Plache. “Teachers haven’t had some of these tools available before.”
Still, Board President William Van Atta was confident a solution could be found within the District. He pointed to recent curriculum success amongst minority groups at West Ridge Elementary School.
“There are very, very good things happening here,” Van Atta said. “Is (West Ridge) doing something broadly with African Americans that we can learn from?”