Category Archives: achievement gap

Performance Accountability for All Kentucky Public Schools, or Just Charter Schools?

Over the last year as Kentucky lawmakers, educators, and educational leaders have debated the merits of adopting charter school legislation, demands for accountability for charter schools from the traditional public education community were heard all over the state. In fact, concerns about accountability for Kentucky’s charter schools came second only to concerns about funding following children who exited traditional public schools to attend charter schools.

Personally, I welcome and encourage public accountability for schools specifically, and government more generally. I believe tax payers, students, and their parents should expect and demand transparency from public schools and school districts, and that schools should be held accountable for their outcomes, including students’ academic performance and authentic measures of students’ career and postsecondary readiness. I have encouraged that conversation with the consideration of charter school legislation in Kentucky, and I will be a fierce proponent of performance accountability for charter schools as they are established in Kentucky.

The end result of our charter accountability conversations is that Kentucky’s charter school law will hold Kentucky’s charter schools to a very high standard, as it should. Truthfully, there wasn’t much to debate, as charter school advocates in the state were as adamant about performance accountability for charter schools as charter school opponents were. Central to what charter school advocates argued for was providing charter schools with greater organizational and governance flexibility and autonomy in exchange for increased accountability. That’s what the new law now requires. Kentucky’s charters will participate in the same assessment and accountability system as traditional public schools in the state. Additionally, because charter contracts will be granted for periods of no longer than five years, charter schools will be required to make the case to their authorizers for charter renewal and continued existence based on their performance. As well, because no students will be assigned to or required to attend a Kentucky charter school, charter schools face consumer accountability, in that a failure to attract and retain students will result in the school having to close its doors for lack of enrollment and funding.

What is unfortunate but not surprising, however, is that I’ve never heard demands for performance accountability for Kentucky’s traditional public schools with anywhere near the same intensity as I have heard from educators and educational leaders concerning charter school accountability.  I don’t believe I have ever heard the school boards association, or teachers unions, or superintendents associations demanding that traditional public schools be held accountable for their outcomes. Do Kentucky’s educator and educational leadership organizations only believe in performance accountability for charter schools? Should traditional public schools simply be trusted to work hard and do the best they can with students? Given that a healthy and successful charter school sector in Kentucky is not likely to directly serve more than 5 or 6% of Kentucky’s public school students, a focus on performance accountability for only charter schools leaves the rest of Kentucky’s public school students in a bind.

Kentucky does have an assessment and accountability system for public schools, but that system has been woefully inadequate in holding schools accountable for closing achievement gaps and preparing students for success in careers and postsecondary education. Under that system gaps have grown in some school school districts. Further, the system is far from being transparent with parents about the performance of schools. For example, one Kentucky high school classified as Distinguished in the current school accountability system posted the following assessment results for the 2015-2016 academic year:

  • 39.6% of students scored proficient or higher on the K-PREP Language Mechanics assessment (lower than state average)
  • 47% of students scored proficient or higher on the English II End-of-Course assessment (lower than the state average),
  • 49% of students scored proficient or higher on the Algebra II End-of-Course assessment,
  • 20% of its students scored proficient t or higher on the Biology End-of-Course assessment (lower than the state average)
  • 47% of students scored proficient or higher on the U.S. History End-of-Course assessment (lower than the state average)

As troubling as those numbers are, those are the averages across all students. The scores for low-income students and students of color are much worse. There is absolutely nothing Distinguished about that school’s results. And while I celebrate the progress the school has made, or any school similarly situated, we are at best misleading parents and students when we say  school performance like that is distinguished. It is not. Yet I have not heard of teachers unions or organizations of school boards or educational leaders decrying the ineptitude of a school accountability system that inappropriately labels schools as being high achieving when we know in fact they are not.

It is past time for Kentucky’s educators and educational leaders to get serious about performance accountability for our public schools; as serious as they were about accountability for charter schools. Kentucky will not move the needle on postsecondary success, degree attainment, or workforce participation until we design and implement accountability systems that center on students’ academic achievement, significant and meaningful achievement growth, and authentic measures of college and career readiness.

 

10 Truths About Charter School Legislation Charter School Opponents in Kentucky Don’t Want You to Know

The Kentucky General Assembly is carefully considering passage of the state’s first charter school law, and some parts of the traditional public school establishment are in a state of panic. In that panic, lots of half-truths and misinformation are being spread. Here are 10 thing you need to know about public charter schools and House Bill 520, the bill that would bring charters to Kentucky.

  1. Kentuckians want additional public school options.  Polling data from national and local groups including the Kentucky Charter Schools Association, the Black Alliance for Educational Options (BAEO), the National Alliance for Public Charter Schools, and Americans for Prosperity (AFP) show that the vast majority of Kentuckians are (a) supportive of public charter schools, and (b) want additional public school options for students in Kentucky.
  2. All charter schools are public schools. Public schools are public because they are open to the public, cannot charge tuition, are funded by tax dollars, and are accountable to the public. Just like traditional public schools, all charter schools meet these criteria. Charter school opponents like to argue that charter schools are not public because they are permitted to contact with private education management organizations (EMOs). What they fail to acknowledge, however, is that traditional public schools can and do contract with EMOs as well. In fact, the state education agency in MD and local public school districts across the U.S. have enjoyed successful contractual partnership with Edison Learning, Inc., a for-profit EMO. The MD State Department of Education contracted with Edison Learning to manage five persistently low performing schools in Baltimore. Similarly, the Peioria (IL) District 150 contracted with Edison Learning to provide school turnaround services over a five year period. Just as with public charters that contract for services, these schools in MD and IL remained public schools.
  3. Because public charter schools are schools of choice, no students would be assigned to them.  If a parent likes the school her child attends, she would keep her child at that  school. The only students who would attend public charter schools would be those students whose parents believe they would be better served at a public charter. If no students choose to attend the public charter school, the school would not receive public funding and would have to close.
  4. Parents don’t take their children out of schools that are serving their children well. School districts that are meeting the needs of their students have no reason to be fearful of public charter schools. It’s the rare parent who dis-enrolls her child from a school she and her child are happy with just to try something new. On the other hand, school districts that know they are failing to meet the needs of some or all of their students should be in a panic about the healthy competition public charter schools may bring to their communities.
  5. Public education funds are allocated for students; not for local school districts. The argument that charter schools will take funding away from traditional public schools makes no sense. Public education funds would continue to follow students to whatever public schools they attend, regardless of whether that school is a traditional public school or a public charter school. What is absurd is the argument that a local school district is entitled to public funds allocated for a child who no longer attends a school in that district.
  6. Public charter schools inject competition into public schooling, forcing local school districts to work harder to meet the needs of low income students. Local school districts have always had to compete to keep middle income students in their districts. Superintendents and school board members know that middle class parents dissatisfied with public schools will move to another school district or pay tuition for their children to attend a private or parochial school. But regardless of how dissatisfied low income parents are, school districts could typically count on the public dollars that follow low income students to their districts. Why? Because low income parents don’t often have the means to relocate to a school district that better meets the needs of their kids. Public charter schools give low income families additional public school options, forcing school districts to work harder to retain those students and their accompanying state and federal dollars in their districts.
  7. House Bill 520 would make local school boards the only charter school authorizers across most of the state. Only in Lexington and Louisville would mayors also be permitted to authorize and oversee public charter schools.
  8. Kentucky’s traditional public schools need lots of help meeting the learning needs of low income students and students of color. While Kentucky’s public schools have made tremendous progress since the early 1990s, the academic performance of these low income students across the state remains incredibly low. The approaches we have tried in the past and what we are currently doing is not meeting the learning needs of these students. It’s time to try some different approaches.
  9. House Bill 520 would hold public charter schools to higher standards of academic performance accountability than traditional public schools in Kentucky. In addition to public charter schools’ required participation in the state assessment and accountability system, Kentucky charters would be held accountable to performance standards articulated in their charter contracts. Charters that fail to meet or make significant progress toward meeting those goals could be shut down by their authorizer (local school boards or mayor’s offices in Louisville and Lexington only).
  10. Teachers unions’ opposition to public charter schools is about job security for adults, not what’s best for kids. No teachers would be assigned to or required to teach at public charter schools. The only teachers who would teach at a Kentucky charter are those who apply to teacher there. Still, groups like the Kentucky Education Association (KEA) oppose HB 520 because (a) Kentucky charter teachers would be less likely to be dues-paying members of KEA; (b) charter school teachers would be held to higher standards of performance accountability and could be terminated if they fail to meet performance standards; and (c) existing collective bargaining agreements between teachers unions and local school districts would not apply to public charter school teachers.

 

 

All Parents Like School Choice, For Their Own Children

I haven’t had the opportunity as of yet to meet a parent who would would prefer to not have school options available for their children. To be clear, I run into parents in Kentucky and across the nation regularly who argue, fight against, and curse charter schools and the expansion of other school choice policy measures, but these parents are fighting to stop the expansion of school choice for other people’s children, not their own. Even the most die-hard charter school opponent will usually tell me, without recognizing the irony, how he or she carefully selected a neighborhood, used social and political connections, negotiated as part of an employment contract, or pay tuition at a private school in order to choose the best schools for their children. And what is implied in our conversation is that they believe their middle class and/or professional status qualifies them to be able to exercise school choice.

I don’t know of an American parent who doesn’t want at least a few school options available to their kids, and you likely don’t know one either. So why are charter schools and school choice so controversial if everyone wants it for their own kids? Simple. Some of us continue to put adults and adult organizations above the needs and best interests of children.

Opposition to charter schools and school choice is usually about adults: adults’ jobs and job security; enrollment and financial stability of traditional public school districts; teachers unions and their membership rolls, dues, and collective bargaining agreements; etc. That’s the stuff that makes charter schools and school choice controversial: stability, security, and power for adults and adult organizations.

So what if traditional public school districts can’t keep up with parent and student demand for increased specialization in academic, arts, and career pathways as evidenced by ridiculously long waiting lists at the limited number of programs offered… So what if traditional public school districts have proven to be ill-equipped to meet the diverse needs of learners… So what if the instructional approach used at a particular school is simply not appropriate for engaging and/or meeting the academic needs of a whole population of students… So what if less than a quarter of the kids in a school district who qualify for free or reduced price meals meet the mark of being proficient or distinguished on state standardized examinations in reading and mathematics… That’s just how the cookie crumbles, right? Teachers unions have to fill membership rolls and collect dues. School districts can’t take the chance of parents opting to send their kids to a non-district run public school because the district is counting on the dollars the state sends for their kid (whether the district serves the kid well or not). So no, we can’t afford to deal with this school choice nonsense because the adult business of school is not set up for parents to be able to choose.

It turns out it’s not ‘all about kids’ after all, is it?

Accountability and Choice are Central to Improving Education Outcomes in Kentucky

Since the early 1990s Kentucky has continued to make strides in education reform. The state of education in the Commonwealth in 2017 is completely different from what it was 25 years ago. No longer is Kentucky at the very bottom of academic performance rankings of the states. By most accounts, Kentucky now sits ahead of 15 or more states in academic performance. That is progress to be proud of.

But even with that progress , significant educational challenges remain for Kentucky. Even with the strides we have made, very large percentages of students across the Commonwealth continue to make little or no academic gains . Children who qualify for free or reduced price meals, students of color, and students of disabilities continue to be shortchanged in many of our state’s public school districts. In fact in many instances, the gaps between the performance of low-income students and their middle income peers is increasing. While the performance of middle income students is accelerating in some Kentucky school districts, the performance of low-income students moves very little. While Kentucky’s school districts seem to have figured out what works for improving learning for some students, other students continue to fall through the cracks. What makes that very sad reality even sadder is knowing that it doesn’t have to be that way.

First and foremost, Kentucky’s public schools and school districts must be held accountable for the learning of each and every student they serve. There may be no more important task facing the Kentucky Board of Education in the next ten years than the current work of redesigning our school accountability system. Schools and professionals will do what we hold them accountable for; and it’s time for Kentucky to have an accountability system that holds schools accountable in very clear ways for improving the performance of low-income children and children of color. If a public school takes the public dollars allocated for the education a child, be they rich, poor, disabled, blue, red, or purple, that school must be held accountable for providing that child with the opportunity to realize his or her God given academic potential. If a school is unwilling or unable to meet a child’s academic needs, that school has no right to the public dollars appropriated for the education of that child.

Second, as many of our traditional public schools have shown themselves to be unwilling or unable to meet the needs of our most vulnerable students, we must create public school options alongside district-run schools that are willing and able to meet those students’ needs. Over the last 25 years, public charter schools, with convincing results, have shown themselves to be an effective tool for meeting the academic needs of some of the very children Kentucky’s traditional public schools have struggled with most. With that understanding, it is only logical that state lawmakers would provide a pathway for giving the parents of those children additional public school options. Hopefully that pathway will be in statute by the end of the 2017 legislative session.

Kentucky’s traditional public schools need real help with meeting  the learning needs of specific populations of students. The reality of our current system is arguably only a hair short of being criminally negligent. Traditional public schools take the public dollars allocated for the education of low income children, often lacking the intent or ability to truly meet those children’s needs. Too many of our traditional public schools have refused to create school options or use alternative approaches within their districts that would meet the learning needs of low income kids. And along with that refusal, many leaders of those districts fight as hard as they can to prevent the creation of public school options alongside district-run schools because such options, namely public charter schools, jeopardize the tax dollars they now enjoy flowing into their school districts for low income children.

Time is up for traditional public school districts taking low income children and the tax dollars that come with them for granted. Kentucky’s school accountability system must hold all public schools accountable for the learning of each and every student they take tax dollars for; and we must provide additional public school options for parents, especially low income parents. Not only is doing so a moral and ethical imperative, but it’s in economic interest of the Commonwealth.

Fundamental Education Reform in Kentucky: An Economic Imperative

I love being a Kentuckian. Our state has been blessed with unbelievable natural beauty and some of the friendliest, good-natured, hardworking people you could ever hope to meet. My wife and I thank God daily for the blessings of our Kentucky home, church family, and friends. But there remains tremendous untapped potential in our state. We have not yet become the state that we can be, that we should be. And central to our untapped potential is a public education system that while much better than it has been in generations past, is still in dire need of reform.

Kentucky has made significant strides in public education since the early 1990s. The passage of the Kentucky Education Reform Act (KERA) and other subsequent reforms have been good for Kentucky’s children. But the academic performance and employment and earnings outcomes for our low income children and children of color is drastically different from performance and outcomes for our middle income and White children. That reality is crippling our state.

Much work remains to be done to improve the education attainment, employment, and earnings outcomes for all of Kentucky’s students, but drastic improvement in performance and employment outcomes for our low income children and children of color is both a moral and economic imperative. We are a state that has for years ranked near the bottom in labor force participation. In 2015 we ranked 47th out of the 50 U.S. states and DC, with a labor force participation rate of 57.9%. We lead only Arkansas, Alabama, Mississippi, and West Virginia in labor force participation. While those are fine states, we can do better. In sum, not nearly enough Kentuckians are working, and a major factor contributing to our labor force woes is our failure to equip all of our students with the knowledge and skills needed for gainful employment. That failure has in turn led to our challenges with attracting companies with high wage jobs to Kentucky, jobs that require a pipeline of skilled workers. There is no doubt about it, we have to do better.

First, there must be acknowledgement by education leaders and policy makers that current academic and performance outcomes for our students are unacceptable. Period.

Second, leaders must acknowledge that what’s happened and what’s happening in Kentucky’s public schools contributes to the current racial and socioeconomic performance and outcomes gaps. Leaders and policy makers seem content with pointing to out-of-school factors which contribute to gaps, but most leaders seem unwilling to admit that school factors have contributed to the problem as well. While our schools are not wholly responsible for the gaps, our schools have played a role and continue to play a role in the maintenance and in some cases exacerbation of performance and outcomes gaps.

The frequently heard refrain that “we’re working to ensure that all kids learn” is meaningless when what we are doing doesn’t lead to all kids learning. Leaders have talked about public schooling working for all kids in Kentucky for a long time, but low income kids and kids of color continue to be left behind. It’s past time for state and school leaders to acknowledge that what we’ve been doing in the name of all kids hasn’t worked for all kids; and begin exploring what we can do different to ensure that low income kids are learning, that Black kids are learning, that Latino kids are learning, etc.

Third, leaders must commit to fundamental change; not tinkering here and there, but fundamental change in our state’s public education system. The magnitude of socioeconomic and racial performance and outcomes gaps in Kentucky are such that tinkering with the system will get us nowhere. Fundamental reform to Kentucky’s public education system is an absolute necessity. Reform is needed in every area, from the recruitment, selection, and training of teachers and leaders, all the way to the mechanisms we use for holding schools, leaders, and teachers accountable for student learning and outcomes, and everything in between. A system that produces such disparate outcomes for different groups of children is fundamentally broken, and nothing short of large scale reform is worthy of consideration.

We can and we must reform Kentucky’s public education system to be responsive to the needs of our most vulnerable children; reform is both a moral and an economic imperative. The health of our state’s economy is dependent on our ability to better prepare all of our children for success. We cannot afford to prepare only some of our children for gainful employment, and lives as civically responsible, tax-paying citizens of our state. All Kentuckians’ futures are inextricably bound together.

English School Reform Plan Looks a Lot Like Charter School Expansion

A recent article in The Economist pointed to education system reforms in England which look a lot like charter school expansion and the establishment of charter management organizations (CMO). The plan being outlined is for all of the system’s schools to become academies. English academies bear striking resemblance to American charter schools. In sum, these are autonomous, state-funded schools that have relative freedom from government interference, may select their own curricula (may or may not use the national curriculum), decide the length of the school day, and may establish policies pertaining to teacher pay independently. They receive funding directly from the central government, without having funds flow through a local authority;

In addition to converting all current English schools to academies, academies would join multi-academy trusts, defined as charitable bodies which run chains of schools. These trusts bear striking resemblance to non-profit CMOs in the U.S. And similar to the bipartisan intent of the Charter Schools Program of the Every Student Succeeds Act (ESSA) in the U.S., English officials want to see academy administrators who have proven their effectiveness, have the opportunity to manage additional schools.

English academies are not a new concept. Currently, English academies make up nearly 60% of secondary schools and just under 20% of primary schools. The rationale for the plan is the same as the rationale for education reforms internationally that seek to increase schools’ flexibility and autonomy: (a) increased autonomy allows schools the flexibility needed to innovate, and (b) increased competition results in schools improving and being more attune to the needs and desires of students and parents. The plan to expand academies in England, however, is not without objections from some. Opposition to English academies is similar to opposition for charter schools in the U.S. In England, teachers unions and the Labour Party have been vocal critics of academies and the new plan to expand them.

Even with the aforementioned opposition from some groups, English policy makers and education leaders have decided that all schools in England would benefit form the flexibility that current academies have experienced. In England and in the U.S., policy makers and education leaders have come to realize that raising that educational achievement of students who have traditionally been under-served by public schools, requires granting schools much greater flexibility in the areas of budgeting, personnel, curriculum, and instruction. And in exchange for that increased flexibility, schools can and should be held accountable for higher standards of performance.

Teachers unions and their advocates will continue to fight such reforms. There is no way around their opposition. Granting personnel autonomy to school leaders means removing some of the employment protections teachers in the public sector have enjoyed for generations. But increased autonomy in personnel matters is essential to increasing schools’ flexibility; and granting schools additional flexibility to innovate is in the best interest of children.

New Years Resolution: Be Honest About Education 2012

As we start 2012 I propose that we all make the resolution that we begin to be honest with ourselves, and with our children, about education in America. For too long we have led ourselves and our children to believe untruths about schools, teachers, and our systems of public education. This ends for me today. For I believe the only way to move toward fixing our education uglies is to expose them. In that vein, I begin today with a exposing a few lies that we have continued to tell our ourselves and our children about education. Here are a few to get us started:

Lie #1: Schools are all about children.

The Truth: Schools are about money and adults too.
It is true that if there were no children there would be no schools. It is true that children are at the heart of many of the decisions we make in and about schools. But it is also true that P-12 education is a multi-billion dollar enterprise in every state. Thousands of adults in every state are public school employees and state public school systems spend millions of dollars every year on contracts with vendors. All this is to say that schools are also the places where lots of adults work, and many of the decisions we make in and about schools are based not on what is best for children, but on what is most convenient for adults. Whether you want to call this truth good, bad, or ugly, it remains the truth.

Is there any way around this? Would it be reasonable to say that we can get to the point where all decisions in schools are made strictly on the basis of what is best for student learning? Probably not. But it is reasonable to set the goal that children’s learning will become our top priority when making decisions. It is reasonable to say that if a decision comes down to two choices: one option being better for student learning, and the other option being easier/more convenient/more lucrative for policy makers/school leaders/teachers, the clear choice would be the option that is best for student learning. We are not currently at that place.

Lie #2: We believe all children deserve a quality education.

The Truth: We do not.
This one is a pretty obvious fabrication. If it were true we would not continue to provide lesser quality education to students based on their socioeconomic background/neighborhood. The vast majority of children in the US who live in more affluent neighborhoods have a higher quality educational experience than children who live in lower socioeconomic neighborhoods. Children in lower income neighborhoods typically attend schools with poorer quality facilities, teachers who are less able to meet their needs, and lesser quality instructional and technological resources. Many factors contribute to this reality. A few of these factors are many teachers’ preference to not teach in predominantly low income and minority schools, teacher preparation programs failing to prepare aspiring teachers to meet the needs of low income and minority students, a failure to attract candidates into the teacher profession who would serve low income and minority students well, differential school funding, and outright neglect of resources in schools that serve predominantly low income and minority students.

Lie #3: All teachers are good teachers.

The Truth: Some teachers are completely ineffective.
The claim that all teachers are effective or even that all teachers have the potential to be effective is ridiculous and is an insult to the teaching profession. High-quality teachers are highly-skilled professionials with a mastery of both the academic content that they teach and the pedagogical skill necessary to effectively deliver that content to students. It is insulting to the profession to assume not only that anyone could do this, but that anyone could do this well. Many of our current crop of teachers are not effective teachers. Some of them have no desire to become effective teachers. These teachers should be relieved of their classroom duties immediately.

Lie #4: People become teachers because they love children.

The Truth: Some teachers/principals do it for the money.
I believe that the majority of educators went into the field because they care about children, but I know very well that this is not the case for a significant minority of educators. Contrary to popular belief, public school teaching is not the worst paying job in town. Some people actually do become educators for the money. The stability and benefits that come along with the profession are attractive to some people as well. Also, it might be a little less than pleasant for the general public to find out the number of teachers that majored in education because it was easier to get into and keep a job than the field they would prefer to be in.

What about the principalship? Well, some principals make really good money (really good)! That is attractive to some educators whether they believe they would be effective at the job or not. Higher education institutions have exacerbated this problem as many education administration graduate degree programs have become diploma mills, recommending principal certification to the state for any living breathing human being who pays two years worth of tuition. Worse still, some teachers go into school administration in an effort to work less directly with children.

Please join me in telling the truth about education in 2012. Being honest about our shortcomings in education is the necessary first step toward making things better, and I really want things to get better. Our children’s future depends on it.

Happy New Year!

ACT Scores Highlight Kentucky’s Persisting Racial Achievement Gap

The Kentucky Department of Education released the results of Kentucky high school juniors’ spring ACT scores today. Since 2008, the ACT has been administered to high juniors across the commonwealth as a way of measuring students’ readiness for college. There were modest increases in scores from last year in English (17.3 to 17.8), mathematics (18.2 to 18.3), reading (18.4 to 18.9), and science (18.5 to 18.7). Male and female students’ scores were rougly even.

Racial achievement gaps, however, persist. For example, black students’ scores lag behind white students by 3.4 points in English, 2.1 points in math, 4 points in reading, and a 2 points in science. Black students’ composite score lags behind white students’ composite by 3.2 points (15.8 versus 19). But in addition to the black/white racial achievement gap, black students’ scores also continue to lag behind those of American Indian, Hispanic, and Asian American/Pacific Islander students.

My purpose is only to draw attention to the scores, so I refrain from editorializing. There has been enough of that. I will say, however, that the gaps are absolutely unacceptable. Much remains to be desired with Kentucky’s scores overall, but for me, the persisting achievement gaps are even more upsetting.  Personally, I am sad, outraged, disappointed, and motivated all at once. These scores are part of mounting evidence that we continue to fail our children. This failure lies at the feet of us all; yes schools, but also parents, communities, and higher education institutions. There is so much that can and should be done, but we choose not to do it. Again, we choose not to do it.

Well, I have said enough. Now let’s do something.

For anyone interesting in looking at the results, here is the link to the Kentucky Department of Education’s press release: http://www.education.ky.gov/KDE/HomePageRepository/News+Room/Current+Press+Releases+and+Advisories/10-043.htm

Proposed Hispanic Education Act in New Mexico

Governor Bill Richardson has proposed the passage of a Hispanic Education Act in New Mexico in an effort to close the achievement gap for Latino students who make up 56% of New Mexico students. Critics of such a bill argue that the state’s department of education and schools are already doing much of what such an act would put into law. The problem remains, however, that even when achievement scores for all students across the state have increased, the scores of Hispanic students, as well as American Indian and African American students, have consistently remained significantly lower than those of Asian and Caucasian students. So while critics of Governor Richardson’s proposal may or may not be correct that the new law would not give any substantial new powers to the New Mexico schools, I believe that such a proposal would serve to focus the attention of the state on a critical issue. It is not okay that students of color consistently score significantly lower than Asian and Caucasian peers. And if what is presently being done in New Mexico schools is not closing that gap, then something else needs to be done. It’s really pretty simple. How do you know when you’ve fixed a leaky roof? It stops leaking. How do you know when you’ve fixed the achievement gap? The gap disappears. Well, it hasn’t. And until it does we have to keep working on it and not assuming that by some roundabout fashion it will be ameliorated. 

Nice move Gov. Richardson and good luck to the good people of New Mexico who want to do what is right for all children.

Kentucky Achievement Gap Remains- ACT Scores

 


The Kentucky Department of Education released the results of ACT tests taken by Kentucky Juniors this year (2009). State statute mandates that all Kentucky high school juniors take the ACT test. The composite score for all students fell very slightly from the previous year’s cohort—18.3 to 18.2. There were no noteable increases or decreases in composite scores for any subgroups of students (i.e., African-American, American Indian, Caucasian). What is troubling, however, is the significant gap that remains between the scores of students of color and their white counterparts. This years results show a three (3) point difference between the composite scores of African-American and white juniors, and nearly a two (2) point difference between the composite scores of Hispanic and white juniors. Hispanic juniors trailed their white classmates by 2.8 points in English, 1.2 points in mathematics, and 2 points in Reading. The discrepancies were even greater for African-American students. African-American juniors’ scores trailed white juniors by 3.7 points in English, 2.4 points in mathematics, and 3.2 points in reading.

Is this surprising? Sadly, no.

Why did I write this post? Because “we” have yet to take the steps necessary ameliorate these shameful discrepancies.

Who is “we”? We is all of us. From state education leaders, to school leaders, to teachers, to students, to parents, to communities, we are all responsible for this lack of progresss. The ACT test score gap betweem students of color and white students did not worsen from 2008 to 2009, but it didn’t improve either. My only hope is that “we” have not come to the point of being satisfied with the way things are and no longer strive to make things what they ought to be.