Dropout Prevention & Student Engagement Summit February 18, 2011 Welcome!

Dropout Prevention & Student Engagement Summit

February 18, 2011

Welcome!

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Bill De La CruzDe La Cruz Consulting Inc.

[email protected]

303-875-0070

Rachel HeideGreeley-Evans District 6

[email protected]

[email protected]

Using the Equity Toolkit in Building & Maintaining a Positive School

Climate

Introduction

•Personal background•Interest in the study•Goal of the study

• Perhaps a heightened level of awareness will lead to a more culturally proficient teacher and stronger relationships between the teacher, their students, and the school community.

The key here is not the kind of instruction but the attitude underlying it. When teachers do not understand the potential of the students they teach, they will underteach them no matter what the methodology.

--Lisa Delpit (1995, p. 175)

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Research Background and Rationale

•Educators cannot escape the growth of diversity within the student population and the accompanying inequities that are present in our schools and communities•2000 U.S. Census revealed an increasing number of minority groups in the U.S• Many teachers and administrators in schools have a limited awareness of how their class, gender, race, and bias impact their work •These limited, or uneducated, views may also contribute to the achievement gap that exists between students belonging to the minority and non-minority groups

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Demographic Chart

http://www.cde.state.co.us/cde_english/download/Resources-Links/Equity%20toolkit%20Final_2010.pdf

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Reflection

The positive or negative manner in which educators and community members respond to the cultural and racial diversity present within schools has extensive impact on students’ self-esteem and academic success of students from varied cultural backgrounds (Phutsog, 1999).

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In order to effectively teach a diverse population of students, teachers need to examine their own classroom practices and reflect on the contradictions that may be influencing student’s abilities to learn (Delpit, 2006, Beegle, 2003).

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Need for the study

Closing the achievement gap could be viewed as the Civil Rights Movement of our time

• A key element to bridging the achievement gap is to remain student-centered by connecting learning to students’ lives through the students’ culture, strengths, goals, dreams, and interests as a starting point for learning rather than focusing on the students’ deficits (Williams, 2003).

Access and equity in education for all students

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Participants

•Multi-site design comparing four public middle schools in Greeley

• John Evans MS, Heath MS, Franklin MS, and Brentwood MS

•104 participants took the self-assessment from the CDE Equity Toolkit for Administrators•Focus groups- A minimum of five teacher participants and a maximum of eight were gathered for three of the four sites

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District Information

Approximately 19,851 students served in grades K-12 in Greeley-Evans District 6

Approximately 2,900 students in Middle School grades 6-8

Demographic Data• Approximately 57.93% Hispanic• Approximately 37.53% White• Approximately 1.42% Asian• Approximately 1.32% African-American• Approximately 0.36% Native American• Approximately 0.27% Pacific Islander• Approximately 1.17% Two or more demographic identifications

Socio-Economics• Approximately 53% eligible for free/reduced price meals

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Individual School Information

J Evans I.B. Middle School• 674 total students• 73.3% Hispanic• 26.7% Non-Hispanic

Heath Middle School• 781 total students• 63.4% Hispanic• 36.6% Non-Hispanic

Brentwood Middle School• 655 total students• 68.9% Hispanic• 31.1% Non-Hispanic

Franklin Middle School• 751 total students• 77.7% Hispanic• 22.3% Non-Hispanic

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Data Collection and Analysis

•Quantitative data• Survey data• Discipline data

•Qualitative data• Focus group• Reflective journal

•Over/Under Representation Analysis•Pearson’s Correlation and Spearman’s Rho•Coding using a Priori themes•Inductive Coding

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Survey Scoring

Possible answer choices:

• Most of the time= 3• Some of the time=

2• Never= 1

Individual answers added together for one final score

•Cultural Proficiency- 75 and above•Cultural Competence- 65-74•Cultural Precompetence- 55-64•Cultural Blindness- 45-54•Cultural Incapacity- 35-44•Cultural Destructiveness- 34 and below

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Cultural Proficiency Continuum

•Culturally destructiveness: negating, disparaging, or purging cultures that are different from your own. •Cultural incapacity: elevating the superiority of your own cultural values and beliefs and suppressing cultures that are different from your own. •Cultural blindness: acting as if differences among cultures do not exist and refusing to recognize any differences. •Cultural precompetence: recognizing that lack of knowledge, experience, and understanding of other cultures limits your ability to effectively interact with them. •Cultural competence: interacting with other cultural groups in ways that recognize and value their differences that motivate you to assess your own skills and expand your knowledge and resources and that, ultimately, cause you to adapt your relational behavior. •Cultural proficiency: honoring the differences among cultures and viewing diversity as a benefit, and interacting knowledgably and respectfully among a variety of cultural groups. Lindsay (2005, p. 54).

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Findings

Average Cultural Proficiency Score by School

School Identification M Proficiency Level

MS1 59.6 Cultural Precompetence

MS2 58.0 Cultural Precompetence

MS3 62.0 Cultural Precompetence

MS4 62.1 Cultural Precompetence

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April 20, 2023

Findings (cont.)

Over/Under Representation Analysis for Dichotomous Student Groups at Each Site

School Identification Hispanic Non-Hispanic

MS1 -2.92 2.92

MS2 -11.53 11.53

MS3 9.30 -9.30

MS4 -12.79 12.79

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Findings (cont.)

Pearson’s Correlation and Spearman’s Rho• Spearman’s Rho not statistically significant at

the 0.05 level [r(104)= 0.118, p=0.234] • Pearson’s Correlation was also used and was

also not statistically significant at the 0.05 level [r(104)=0.106, p=0.286]

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Findings (cont.)

Journals• Reflective• Participants

identified past experiences which influence their current perspective and understanding of race and culture

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Findings (cont.)

Focus group• Bias• Discrimination/

Harassment• Community and

Family Engagement

• Identify current reality

• Plan of action

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Findings (cont.)

•Recall your table discussions around the Over/Under Representation Analysis

•Focus group data gave insight into why the inequalities represented in this data may be occurring

• “Deficit Descriptors” for Hispanic students

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Findings (cont.)

I don’t really know how to put [this] in words but I think part of this has really opened my eyes to a lot of different views and issues. Part of it has made me a little bit more uneasy about things too that there is such a problem and we right now don’t have anything really concrete in place to deal with it. But I think this was just very beneficial, opening my eyes to what’s going on here and especially the big change since I’ve been out in the classrooms…it’s enlightening really just eye-opening.

And that affects me and how I tell that poor Hispanic student about their ‘C.’ And it might affect how I tell the not so poor Anglo students about their ‘C’ because of how I might forecast their future. And is that okay? As an educator noticing those things has a tendency in me, I just really have to consider those, whether that’s a good thing or not.”

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April 20, 2023

Findings (cont.)

I don’t think we really know the culture that students are coming from as a staff. I don’t think we do. We have some snippets but we’re always—I think that as a staff, we are really in the process of just starting to perceive the culture we’re teaching and comparing it to the one that we came from and pointing out the way that they should be so that we can teach them the way that we teach. And I think that’s where there is a disconnect…I think that it’s very easy to want to expect students to change so that they can learn from us and not expect us to change so that we can teach them how they are.

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Conclusion23