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Mo Green: Schools put achievement gap at top of game plan

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Comments (8)

Sunday, November 1, 2009

(Updated 2:00 am)

BY MAURICE "MO" GREEN

As the article, "Closing the Achievement Gap: A Matter of National Survival," which ran in the News & Record on Oct. 18, made clear, the number of minority students in the nation who do not graduate is troubling. The article also pointed out that black students across the nation are "four years behind their white peers in math, English and science by the time they reach 12th grade." This is even more alarming.

Regardless of ethnicity, gender or socioeconomic status, the fact is that when any child does not succeed in school, we all lose -- economically, socially and morally. The impact of that loss does not disappear but instead compounds over time.

Currently for Guilford County Schools, there are achievement gaps. For example, in 2008-09, GCS had an overall graduation rate of 79.9 percent, which is above the state average of 71.7. Unfortunately, not all of our students are graduating at those rates. Indeed, for whites, the rate was 87.4, while for African Americans it was 73.8 and for Latinos/Hispanics, the rate was 68.4.

Results on End-of-Grade tests for grades 3-8 from the 2008-09 school year show that the gap between African American and white students has narrowed in both reading and math. In 2007-08, there was a 37.1 percentage-point gap for reading and a 29.3 percentage-point gap for math. The latest results show a 33.1 percentage-point gap for reading and a 22.6 percentage-point gap for math. While this is good progress, we still have a lot of work ahead of us.

Eliminating the achievement gap, while raising the academic performance levels for all students, is a priority for GCS. We are committed to not only diminishing the gap, but also taking steps toward preventing it, as evidenced in strategies included in Area I of the strategic plan, Achieving Education Excellence.

When we launched the plan, the goal of improving academic achievement as a whole became highly visible for this community. As mentioned in the plan, boosting student learning and academic performance is a team effort, one that requires a systemic and sustained approach to school improvement and reform.

As our nation changes socially, demographically and economically, education must change as well. In the past, schools were designed to prepare students for jobs that are few and far between today. No longer can we educate our students for jobs of the past. We must prepare our children for jobs that do not even exist today.

No longer can we teach just one way, toward one ethnic group or one social group. As our demographics change locally, regionally and nationally, our instructional practices and methods must change also. GCS must continue to adapt the way we approach learning and teaching, and ultimately meet the needs of every child, which will minimize or eliminate the achievement gap.

Studies show that teachers have the ability to improve student performance. Attracting and retaining high-quality teachers continues to be an important goal for GCS. With the success of innovative teacher-incentive programs like Mission Possible and Cumulative Effect, the district is working to improve the way we compensate effective teachers. Currently, by providing all of our students with a qualified teacher, these programs work to close the achievement gap between schools of means and schools of poverty.

The strategic plan initiative of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a way teachers measure the reading skills of kindergarten through second-graders. DIBELS helps schools provide early literacy intervention to students who need extra help and will be an important tool to close the gap in reading.

It's also essential that we spend more time on early identification of gifted characteristics in students, including minority students. Bright IDEA, a program applied in five elementary schools, uses an integrated approach that transforms the K-3 classroom into a vibrant community of problem-solvers. One of the goals of this program is to increase the number of gifted students from under-served populations by changing teacher dispositions and improving capacity to wisely choose curricula tailored to teaching these students. This approach teaches elementary students habits of mind that help children develop critical- and creative-thinking skills, while building self-confidence.

Of the five regions that were developed from the strategic plan, the Enrichment Region focuses on nine highly impacted schools. More staff, including academic coaches, is dedicated to these schools, while resources and programs address specific needs of each school.

These are a few of the strategies GCS is employing to raise the academic performance levels of all students and close the achievement gap. Ultimately, these strategies and others will work if we expect and demand excellence from all of our students. We mustn't applaud mediocrity. Whether a parent, teacher, administrator, volunteer or community member, we must tell each student, no matter their race, gender or background, that they have the capacity to excel, we expect them to excel and we will give them the support to do so. Morally, socially, economically, it's the right thing to do.

Maurice "Mo" Green is superintendent of Guilford County Schools.

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jbcarper

November 1, 2009 - 7:21 am EST

I commend Mr. Green for his leadership in addressing this educational achievement gap. I look forward to hearing more about how he plans to accomplish this task in our very diverse environment.
He mentions making use of the Dynamic Indicators of Basic Early Literacy Skills process. According to a summary of the study which created the foundation for this work:
"At 36 months, the child exhibiting the smallest vocabulary of the children from professional families had a significantly larger vocabulary than any of the children from the welfare families; there was no overlap whatsoever. In addition, the rates of vocabulary growth indicated that this language gap was still getting larger every month.
Statistical analysis of data collected during this time, along with follow-up data at age 9-10, indicated that, in each group, 60% of the variance in vocabulary and IQ scores at age 3, and IQ scores at age 9, were accounted for by variables derived from the parent language experience provided in the first 3 years. Race and SES did not predict accomplishment within each group. " A Review of
Meaningful Differences in the Everyday Experience of Young American Children.
Reviewed by Joseph Cautilli

Meaningful Differences in the Everyday Experience of Young American Children.
Hart, B. & Risley, T. R. Baltimore: Paul H. Brooks, 1995.

How does Mr. Green propose that we tackle the problem of vocabulary creation when most of the variance appears to occur long before a child enters the school program? It appears the real issue that must be addressed is the lack of literacy skills found in too many low income parents. Perhaps part of the requirements for receiving assistance, particularly prenatal care, should include enrollment in reading skill programs.

Paul Daniels

November 1, 2009 - 8:45 am EST

JB:

You make a great point: so much of how a child does in school depends upon what happens at home. I have been harping on this this very simple point since I was elected to the board. There are very influential people, however, who believe that it really doesn't matter what happens at home; if you have a good teacher in the classroom that teacher can teach anyone and if students are not being taugh, it is the fault of the teacher. I strenously disagree.

School, teachers, administrator and school boards must do their part to ensure that our children get a first-class education. But this is only half the equation. The other half is parents and student. Parents must do things like read to their children when they are young, ensure that students do their homework and impress upon students that education is important and that they are to put forth their best efforts while at school. (Prior to being elected to the board, I didn't think that these ideas were revolutionary or controversial - I have since been disabused of this notion). Moreover, it does not take a college education to do things like read to a child when they are young or ensure that kids get to bed on time so that they are prepared for school the next day. (One school board member remarked to me that the steps I have outlined used to be called "good parenting.")

The last piece of the equation is students. Like most things in life, one gets from education what one puts into it. If a child comes to school and is disruptive or won't do homework, or sleeps in class, that child will not do well in school, no matter what we do. (I keep telling folks, this really is not rocket science, because its not.) Kids need to understand that school is their version of work, and that while they are at school they must work hard and obey the rules.

We simply cannot deliver the sort of education that reasonable people expect given their $630 million investment, or close the achievement gap without parents and students doing their part. While I am hopeful that Mo's Parent University will help us to begin to help parents, guardians, etc, understand the role that they play in a child's education, I wonder if we are not being too timid in making the points I expressed above.

People tell me, Paul, you can't make people be good parents. And for the most part I agree, although we can provide incentives, like those you discussed, for parents to do the things that everyone knows that parents must do. We can also use things like moral suasion to change the way people think about their responsibilities. We have billboards all over town talking about things like teenage pregnancy, aids, etc. These messages, over time, make things that used to be acceptable, unacceptable. By changing the way people think about parent involvement in education and student responsibility for outcomes we can begin to see the sort of changes of heart that we must have to succeed. Unless we make these sort of changes, I fear that we will be no better off ten years from now.

jbcarper

November 1, 2009 - 10:18 am EST

I think the ratio for success is much more 60% parent / 40% school, or maybe even 75% parent. A parent can provide an excellent education for a child even if the school they attend is struggling. It is much more difficult, maybe improbable, for the school to provide an education if parenting is lacking. The proof for this, to me, is the education that is provide via home schooling. Involved parents make the difference.

The school system provides structured learning which works if parents have already prepared a child with a sense of discipline, a comfortable relationship with reading, an attention span that is longer than a couple of minutes (no easy task by the way), and a desire to attend school. Parents are also in the position of supplementing what the school day provides. Weekly trips to the library were a fundamental part of our children's lives when they were growing up.

If our society really wishes to close the educational achievement gap, we must reach out into the community where the pre-school children are located. Adult literacy classes, parenting classes, and social support groups must be fostered before we will see a change in student achievement. Churches, political organizations, and civic groups will need to set aside cultural bias and learn how to work together for these changes to take place.

Any suggestions on where we start?

Paul Daniels

November 1, 2009 - 3:42 pm EST

JB:

Amen!!

I think the starting point is to impress upon the school board and other policy makers that this is the sort of change that must take place. I think that there is a reticence among a lot of folks in elected office to be honest about parents not doing their part (see my earlier remarks). I believe that there are a lot of people who share our thoughts; the key is to mobilize them to attend school board meetings, write letters, run for office, etc. and push politicians to the place they need to be. I urge you and others to begin attending achievement gap committee meetings and let people there hear your thoughts. I( think too often we surrender issues to the professional educators who helped get us in the position to begin with).

I realize that the problem of poor, or even nonexisting, parenting is almost institutional in many ways and that it is going to take a lot to fix it. We didn't get here over night. I also realize that parenting is tough if you are going to do a good job, and that there are a lot of people who are in the role of parent who didn't have parents and don't know how to do it. While I am wary of programs because I see them as a way of sometimes shielding program participants from personal responsibility for outcomes, we will need to do some "retooling" to teach parents what is expected of them. You have mentioned some great ideas about how to begin making these changes. Some have also suggested early education schools as "one stop" centers like the one proposed recently by former congressman Robin Britt, where there would also be parenting classes, literacy classes, etc. Another thought is contracts with parents and students, who are required to do certain things, i.e.,maintain a particular g.p.a., perfect attendance, to get into a school. I know that there is a way to do this if we have the will.

One final thought. We need to help those who need it (I do believe that we are our brother's keeper). In the final analysis, however, it is going to be up to the parents and students who need the help to determine that the status quo is not good enough and to be willing to put in hard work that is required to get from point A to point B. They must be part of the change they seek.

dcolin

November 1, 2009 - 2:23 pm EST

Mission Possible/Cumulative Effect.

Have accomplished the following
By paying significantly more money for teachers.
Met most goals
1)Attracted teachers to failing schools
2)Reduced teacher turn over
3)Trained these teachers ( :” Summer Mathematics Institute” )

Absolutely. Money would do this.

However I observed the Board Meeting where Zhang and Holcombe were elated with the results.

School board member Garth Herbert pointed out that the results failed to show any improvement in student achievement.

However the system has pronounced it a success.

The “Summer Mathematics Institute” is a joke.

The teachers review High School Algebra and Geometry.
Ms. Holcombe ( Director Talent Development * note below) claims it is run by UNCG math department.
I have checked. The UNCG math department is not involved.

Mission Possible/Cumulative Effect.

It actually appears to be a failure.

Eastern a Mission possible school won the Hubert Humphrey improvement award.
The Principal Mr. Reeves has left ( moved on to superintendent at another school system ) He would have been replaced for poor school performance anyway. He saved Mr. Green the trouble.

Go the School report card for Eastern on GCS WEB site.

Their results are a disgrace. Don’t take my word for it.

GO LOOK

The Education Problem is not Liberals Vs Conservatives.

It’s all of us.
If you keep lying to yourself you don’t get better.

The school administrations are not meeting the performance required.

The parents are not doing their job.

I don’t know why but if we don’t fix those two things nothing will improve.

Programs with fancy names don’t really accomplish anything when they are empty shells.

Ask the UNCG math department about “Summer Mathematics Institute.”

*Note above Yes that is her actual title

JackK

November 2, 2009 - 11:59 am EST

If the developmental psychologists and biologists are correct, the negative impact for children raised in a less wealthy, less academic setting goes beyond not actually having much of a vocabulary or certain attained math skills. For scientists tell us that between birth and age 5 the brain is "hard-wired" to be receptive to language and mathematics, and that if this major window is missed then a child will be playing catch-up for the rest of their lives. No matter what a school does, certain children will never "get" algebra or do well in reading under these circumstances.

Then there is the matter of time. Currently, schools have children for 37.5 hours per week out of the 168 available . . . or 22% of the time. How much can teachers do if children have 78% of each week to unlearn, forget or ignore what happens in school, given that there is little or no positive reinforcement in many homes? Can anyone imagine the Commandant of the Marine Corps testifying that he only needed his Marines to be in training 22% of the time and be out doing whatever for the rest, but that they would be ready in a moment's notice to go anywhere in the world to protect our interests? Just how long would he be the Commandant?

I think many of these comments are on target. As Plato wisely observed many centuries ago, "The most important part of education is proper training in the nursery."

tonymo

November 1, 2009 - 10:14 am EST

"I commend Mr. Greene for his leadership in addressing this educational achievement gap." From which far planet did you arrive? I moved here in 1972 and began hearing about "closing the achievement gap" since the day I arrived. It all began with school busing to, "close the achievement gap." Now 38 years later we're still talking about narrowing the "achievement gap!" This is the essence of liberalism. They care. They try. and when they, as they almost always do, FAIL, they congratulate themselves for caring and trying. That, and not results, matter most to liberals!

There is a way to close the gap. Ditch the racism of low expectations! The self obsessed liberals love to throw the racist term around, but they, in fact are, the racists. Oh they don't run around shouting the "N" word, or refuse to serve blacks in their places of business, but they refuse to hold black to the same standards as whites, and Asians because they believe that blacks can't make it without help from kindly, caring liberals.

This is refuted by the many black, private schools around the country where black students excel, and where almost all graduates go on to college. There secret. There is none. They require committments for parental involvement, and they expect excellence from the students, rather than putting them in remedial classes, and not requiring excellence!

I believe that Marva Collins was instrumental in this trend mkany years ago in Chicago, yes Chicago. Instead of talking incessantly about an achievement gap, she not only closed, but eliminated that gap with her students. She set high, not low standards for her students, as do so many of today's failing government schools.

Hey Mo, go research the schools that have narrowed, closed, or eliminated the gap and find out how they did it, rather than talking about it for another 40 years!