WHY THE OPPORTUNITY/ACHIEVEMENT GAPS ARE SO PERSISTENT AND WHAT WE CAN DO TO CLOSE THEM

Transcription

1 WHY THE OPPORTUNITY/ACHIEVEMENT GAPS ARE SO PERSISTENT AND WHAT WE CAN DO TO CLOSE THEM MCPS/NAACP Parent s Council Kickoff Meeting October 16, 2017 Karl W. Reid, Ed.D. Executive Director National Society of Black Engineers

2 Introducing NSBE TOPICS OF DISCUSSION MCPS/NAACP Parent s Council Kickoff Meeting Framing the Problem Addressing the Structural Factors Teaching Children to Work Smarter, Not Just Harder

3 THE NATIONAL SOCIETY OF BLACK ENGINEERS NSBE Mission To increase the number of culturally responsible Black engineers who excel academically, succeed professionally, and positively impact the community Established in 1975 One of the largest student-governed societies ~17,000 active domestic members (pre-college, collegiate, and professionals) 15 conferences and conventions 500+ Chapters worldwide Fosters academic achievement, self-efficacy, career readiness, and leadership development

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5 A National Pipeline Crisis Exists 386,390 (68%) Will Complete HS 568,221 African Americans 199,831 (32%) Will Not Complete HS 228,401 (62%) Will Enroll in College 139,989 (38%) Will Not Enroll 91,360 (40%) Will Graduate 137,041 (60%) Will Not Graduate 750,087 (76%) Will Complete HS 986,957 Latinos 236,870 (24%) Will Not Complete HS 2,229,369 (85%) Will Complete HS 2,622,787 White 393,418 (15%) Will Not Complete HS 517,560 (69%) Will Enroll 232,527 (31%) Will Not Enroll in College 1,493,677 (67%) Will Enroll in College 735,692 (33%) Will Not Enroll in College 263,956 (51%) Will Graduate 253,604 (49%) Will Not Graduate 926,080 (62%) Will Graduate 567,597 (38%) Will Not Graduate

6 Percent Readiness is a Major Culprit The readiness gap could explain the lower graduation rates for students of color 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Percentage of ACT-Tested Students Meeting ACT College Readiness Benchmarks in 3 or More Subjects All-US, 39% HI/LAT, 24% NA, 16% AA, 12% Readiness Source: The Condition of College & Career Readiness, National,

7 How Do MCPS Students Do? 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% MCPS SAT/ACT Participation & Performance by Race (Class of 2016) 73% 52% 77% 22% 27% 55% % Took SAT or ACT % Met Readiness Benchmark 80% 70% 60% 50% 40% 30% 20% 10% 0% MCPS Combined African American & Hispanic/Latino College Enrollment & Completion (Classes of ) 74% Enrolled in Postsecondary Institution after Graduation 30% Earned Bachelor's Degree or Higher in 6 Years AA HI All Source: MCPS Office of Shared Accountability Report, 2016

8 How Do MCPS Students Do? (cont d) 30% 25% Percentage Who Earned Bachelor s Degree Within Six Years, By Race/Ethnicity ( ) 25% Percentage of African Americans Who Earned Degree Within Six Years, by Gender ( ) Percentage of Hispanic/Latino Americans Who Earned Degree Within Six Years, by Gender ( ) 20% 15% 10% 18% 66% 34% 61% 39% 5% 0% African American Hispanic/Latino Male Female Male Female

9 There Are Numerous Contributing Factors Certain academically disabling factors compound with each educational level Academic readiness Elementary Early literacy exposure Teacher subject-matter proficiency Special education assignments 4 th Grade Syndrome Skills deficits

10 There Are Numerous Contributing Factors Certain academically disabling factors compound with each educational level Academic readiness Middle School Elementary factors+ Peer influences Identity formation- Good at / Bad at Tracking Teacher expectations Oppositional attitudes Seeking affirmation elsewhere (sports, music, clowning) High School preparation hindered

11 There Are Numerous Contributing Factors Certain academically disabling factors compound with each educational level Academic readiness High School MS factors + Identity reified Expectations reified Good at / Bad at reified Aspirations reified Academic self-efficacy reified College Readiness lacking

12 There Are Numerous Contributing Factors Certain academically disabling factors compound with each educational level Academic readiness College HS factors + Smartness questioned Habits of Mind deficits Limited Faculty engagement Social isolation Financial challenges Persistence is threatened

13 Preparation and Access are Key Leverage Points 8 th grade math proficiency and early adult income are tied to 4 th grade proficiency in math While 81 percent of Asian high students and 71 percent of white students attend schools that offer a full range of math and science courses--algebra 1 through calculus; biology through physics--only 57 percent of African Americans and 47 percent of American Indian students do. - Change the Equation

14 Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. The Achievement Gap Has Related Structural and Individual Contributors Structural Environment Faculty-student-student interactions Rigor/ Rewards/ Affirmation Campus climate Opportunity Gaps Individual Motivation Confidence Mindset Attribution Resilience Self-Efficacy I CAN! Behavior Habits & Practice Time mgmt Study groups Effort & resilience Individual

15 SOLUTIONS TO ADDRESS THE STRUCTURAL BARRIERS

16 Engineer the ENVIRONMENT Self-Efficacy I Can Structure curricula so students can demonstrate mastery Facilitate out-of-class time with teachers/faculty* Assess expectations & unconscious biases Educate adult staff about racial/ethnic/ sexual orientation identity development Examine implicit & explicit rewards Structure facilitated study groups* Diagnose and teach to diverse learning styles Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. Environment (Culture) Affirmation Academic Rigor (within Zone of Proximal Development Rewards/Punishment Faculty/Teacher Integration Peer Integration (posses) Climate

17 FOSTERING STUDENT SUCCESS AT THE INDIVIDUAL LEVELS

18 A Modified Ecosystem for Achievement: Internal/Motivational Strategies Self-Efficacy I Can Motivation Confidence Mindset Attribution Resilience Help students make empowering attributions Foster growth mindsets Help students develop healthy resistance strategies to respond to the isms Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.

19 A Modified Ecosystem for Achievement: Behavior: Practicing Good Habits of Mind Self-Efficacy I Can Behavior Habits of Mind : Planning the Work Deliberate Practice Reading Comprehension Utilizing Study Groups Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. Teach and model effective learning skills ( homework, note taking, reading, exam prep, problem solving), study groups Demonstrate how to Harness Time by semester, by week, and by day

20 Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. REVIEW: The Achievement Gap Has Related Structural and Individual Contributors Structural Environment Faculty-student-student interactions Rigor/ Rewards/ Affirmation Campus climate Opportunity Gaps Individual Motivation Confidence Mindset Attribution Resilience Self-Efficacy I CAN! Behavior Habits & Practice Time mgmt Study groups Effort & resilience Individual

21 IS SOMETHING ELSE AT PLAY? Stereotype Threat Rumors of Inferiority Perceived Social Constraints Performance Impact

22 WHO I AM MATTERS! Environment Faculty-student interactions Student-student relations Classroom climate/ rewards Identity Racial/ Ethnic Identity Gender Identity Career Identity Personal Factors Physical Emotional Mental/Motivational Behavior Time mgmt & habits Study groups Effort & resilience Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.

23 A Modified Ecosystem for Achievement: Positive identity Development Self-Efficacy I Can Integrate identity topics in curricula Create space for identity safety and sense-making Facilitate cross-cultural interactions Help students discover their Element Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. Identity (Self-Concept) Racial, Gender, Sexual Orientation Being an Engineer Cultural Fluency

24 Identities are the stories we tell ourselves and the world about who we are, and our attempt to act in accordance with these stories. - Dorothy Hollard

25 The 3 Shifts Attitude Shift Connections Shift Behavior Shift Available on Amazon

26 The structural and individual challenges are acute and yet, thousands succeed every year!!

27 Ross, M., McGrade, S. An exploration into the impacts of the National Society of Black Engineers (NSBE) on student persistence. 123rd ASEE Annual Conference & Exposition, June 26-29, 2016.

28 THANK YOU! KARL W. REID, Ed.D. EXECUTIVE DIRECTOR

29 A Modified Ecosystem for Achievement: Why NSBE Works Self-Efficacy I Can Motivation Confidence Mindset Attribution Resilience Behavior Habits of Mind : Planning the Work Deliberate Practice Reading Comprehension Utilizing Study Groups Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company. Environment (Culture) Affirmation Academic Rigor (within Zone of Proximal Development) Rewards/Punishment Faculty/Teacher Integration Peer Integration (posse s) Identity (Self-Concept) Racial, Gender, Sexual Orientation Being an Engineer Cultural Fluency

30 Success in School: It s All About the SLOPE! Achievement Effort (Persistence) Purpose Organize Learning Orientation (Mindset) Study Approach (How and with Whom) Time