Working Document on Racial and Ethnic Disparities Data from the Davis Joint Unified School District compiled by Jann Murray-García, M.D., M.P.H. Nicelma.

Working DocumentWorking Documenton Racial and Ethnic Disparitieson Racial and Ethnic Disparities

Data from the Data from the Davis Joint Unified School DistrictDavis Joint Unified School District

compiled bycompiled byJann Murray-GarcJann Murray-García, M.D., M.P.H.ía, M.D., M.P.H.

Nicelma J. King, Ph.D.Nicelma J. King, Ph.D.Blacks for Effective Community ActionBlacks for Effective Community Action

Davis, CADavis, CAMay 13, 2003May 13, 2003

Racial and Ethnic Disparities in DJUSD

Jann Murray-Garcia, MD, MPH

Nicki King, PhD

BECA -- May, 2003

Data on African American and Hispanic Youth: (Nation)

• Nationally:– Between the ages of 18 and 34; 791,600 black

males are in prison or jail, while only 603,000 are enrolled in some form of higher education. [Jet Magazine, September, 2002]

• In 2000, 87% of African American, 94% of Asian American, and 62% of Hispanic Americans aged 24 had finally received a high school diploma or its equivalent.

Data on African American and Hispanic Youth (Nation)

• In 1999, Black and Latino 17 year olds Read and did Math at the SAME grade levels as White 13 year olds. [NEA Priority Schools Initiative, 2002]

• African American and Latino 10th graders are less likely to be enrolled in a college preparatory track.(I.e. GATE & AP classes) [Jet Magazine, September, 2002].

“Leave No Child Behind” Initiative and Federal Law

GOALS

• To ensure that ALL students are proficient in reading and math within 12 years.

• To close the achievement gap between poor and minority students and their more affluent, non-minority peers.

“Leave No Child Behind” Initiative and Federal Law

• Requires annual testing of ALL students in 3rd through 8th grade (same as 1994).

• States must set measurable or numerical performance goals for students.

• Numerical targets must be set for for all disaggregated groups of students.

• First increase in performance must be shown within 2 years.

• Performance thresholds must be raised at least once every 3 years .

“Leave No Child Behind” Initiative and Federal Law

After chronic failure to meet “adequate yearly progress” (6 years in a row), a school must do at least one of the following:

• Reopen as a charter school;• Replace the principal and other staff deemed

relevant to the failure;• Turn the school over to a private management

company;• Turn the school over to the state;• Other restructuring that constitutes making major

reforms.

DJUSD Students, by Race/Ethnicity, 2002-2003

Source:http:/data1.cde.ca.gov/dataquest

DJUSD Enrollment Compared to Statewide Enrollment, 2002-03

4.1

8.3

0.8 0.9

14.5

11.312.3

45.2

67.8

33.7

0.6 0.8

0

10

20

30

40

50

60

70

AfricanAmerican

AmericanIndian

Asian/PacificHispanic/Latino White Decline/Multiple

DJUSD

California

Source:http:/data1.cde.ca.gov/dataquest

DJUSD and California Teachers by Race/Ethnicity, 2001-2002

• Over 95% of DJUSD Teachers are fully credentialed, and turnover is low

• Overall number of minority teachers is low

DJUSD Administrators by Race/Ethnicity, 2001-2002

• Small school district, small number of administrators, but efforts can and should be made to identify and recruit minority applicants for open positions

Percentage of 11th Graders by Ethnicity who have passed the California High

School Exit Exam (CAHSEE) (required for graduation 6/04)

Source: DJUSD Table (as of 2/24/03

Percent of DHS 11th Graders w/scores at 50th Percentile or better,

2002 Sat9--Reading & Math

*Pacific Islander and Filipino scores not included

Source: SAT9 data provided by DJUSD

Average Percent of Davis High School Graduates who met UC/CSU Entrance

Requirements, by Ethnic Group,96-97 through 00-01

Comparison of Davis High Graduates who met UC/CSU Entrance Requirements with

Berkeley High Graduates 2000-2001

73.2

31.5

74.6

35.7 33.3

84.1

54.2

88.6

53.3

0102030405060708090

100

AfricanAmerican

AmericanIndian

AsianPacific

HispanicLatino

White

DHS Grads

Berkeley

Racial Composition of DJUSD Students Assigned to GATE classes, 2001-2002

Racial Composition of DJUSD Students Assigned to Special Ed classes,

2002-2003

Source: DJUSD Table-Ethnic Distribution by Disability 5/1/03

Suspensions from DJUSD by Race, Ethnicity, 2000-2001

Average Racial/Ethnic Composition of Students Attending DHS and MLK

Continuation High School, 1997-98 to 2001-2002

APPENDIXAPPENDIXEvidence of Ability Tracking by Race from Evidence of Ability Tracking by Race from

Research Studies (Non-DJUSD Data)Research Studies (Non-DJUSD Data)