Presenter:
David Kennedy, Coordinator
Regional Systems for District and School Support
David Kennedy
28 years in education
Teacher
Counselor
Asst. Principal
Principal
Educational Consultant
Regional Coordinator
Objectives
Develop a deeper understanding of the
academic achievements of African-American
students
Review key statistical data from Santa Clara
County districts and schools
Compare African-American students’ academic
achievements to other ethnic student groups
Identify trends in graduation, dropout,
suspension and expulsion rates
Discuss implications of the data
California Department of Education
California Assessment of Student Performance and
Progress (CAASPP) System
http://www.cde.ca.gov/ta/tg/ca/
CAASPP Results
http://caaspp.cde.ca.gov/sb2016/default
Smarter Balance
English Language Arts Assessment
Math Assessment
CST Science
Social Science Assessment coming soon!
California Department of Education
DataQuest
http://data1.cde.ca.gov/dataquest/
Graduation
Enrollment
Expulsions & Suspensions
Santa Clara County Office of Education
2009 County Report Card
Ed-Data
DataUSA
647,313
34.2%
Asian
627,332
33.1%
White
503,062
26.6%
Hispanic
59,199
3.1%
45,916
2.4%
2+
Black
6,095
0.3%
Hawaiian
3,417
0.2%
Other
https://datausa.io/profile/geo/santa-clara-county-ca/#demographics 2013-2014
2,271
0.1%
Native
Enrollment by Ethnic Group in Santa Clara County
#
%
6,384
2.3%
969
0.4%
Asian
76,398
27.6%
Filipino
11,718
4.2%
Hispanic/Latino
108,349
39.2%
Pacific Islander
1,526
0.6%
White (not Hispanic)
58,986
21.4%
Multiple or No Response
11,845
4.3%
Total
276,175
100%
African American
American Indian/Alaska Native
2013-2014 Ed-Data.org
English Language Arts
English Language Arts Area Assessments
READING
How well do students understand stories and information
that they read?
WRITING
How well do students communicate in writing?
LISTENING
How well do students understand spoken information?
RESEARCH/INQUIRY
How well can students find and present information
about a topic?
Scale Scores
Scale scores are used to equate the assessment
from year to year. They are used to adjust for any
differences in the difficulty levels of the tests that
result from this question replacement.
Mean Scores
The sum of scale scores for students with valid
scores divided by the Number of Tests with Scores
% Above, Near, or Below Standard
Standards: % Exceeded, Met, Nearly Met, or
Not Met
2015 ELA Overall Mean Scale
2750
2700
+8
2650
2600
AF-AM
2550
-89.4
Asian
-97.4
2500
Hispanic
White
Two or
More
2450
2400
2350
3rd
4th
5th
6th
7th
8th
11th
2016 ELA Overall Mean Scale
2750
-110.9
2700
+26.7
2650
2600
AFAM
2550
2500
Asian
-84.2
Hispanic
White
2450
Two or
More
2400
2350
3rd
4th
5th
6th
7th
8th
11th
Reading
The student demonstrates a thorough ability to
read closely and analytically to understand a range
of literacy texts (e.g. stories, plays, and poems) and
informational texts (e.g. articles and other writing
covering disciplines like science and social studies)
of high complexity.
2015 Overall Reading
Two or More
43%
42%
15%
White
42%
44%
14%
Hispanic
12%
Asian
43%
45%
50%
AF-AM
18%
0%
40%
45%
20%
Above
Standard
40%
10%
37%
60%
80%
100%
At or
Near
Standard
Below
Standard
2016 Overall Reading
Two or More
47
White
45
Hispanic
14
39
14
42
13
45
Above
Standard
Near
Standard
41
Below
Standard
Asian
52
AFAM
19
0%
38
47
20%
40%
10
34
60%
80%
100%
Writing
The student demonstrates
a thorough ability to
produce compelling, wellsupported writing for a
diverse range of wellorganized, developed, and
supported writing (e.g.
narrative, informational,
explanatory, and opinion)
for different purposes and
audiences.
2015 Overall Writing
Two or More
48%
White
40%
46%
Hispanic
43%
13%
47%
Asian
20%
0%
34%
46%
20%
12%
Above
Standard
At or Near
Standard
Below
Standard
39%
58%
AF-AM
12%
40%
8%
33%
60%
80%
100%
2016 Overall Writing
Two or More
52.0%
White
37.0%
49.0%
Hispanic
16.0%
40.0%
47.0%
Asian
23.0%
0%
30.0%
46.0%
20%
11.0%
40%
7.0%
32.0%
60%
80%
Above
Standard
Near
Standard
30.0%
60.0%
AFAM
11.0%
100%
Below
Standard
Research/Inquiry
The student demonstrates a
thorough ability to use research
and inquiry methods as a way to
engage with a topic and then to
investigate topics, and to
analyze, integrate, and present
information in a persuasive and
sustained exploration of a topic.
Research/Inquiry
Highest percentage of
African-American students
scoring in the Above
Standard range of any ELA
assessment 23%
34 percentage point
difference between
African-American and
Asian students in Above
Standard range
Listening
The student
demonstrates a
thorough ability to
deliver information orally
for a variety of uses,
effective listening skills
for a range of purposes
and audiences, and to
critically interpret and
use information
delivered orally.
African-American
students had 22% and
19% fewer students
score Above Standards
than their Asian and
White classmates
The fewest percentage
of African-American
students at Above
Standard than any
other area. 14%
Listening
Mathematics
Mathematics Area Assessments
CONCEPTS & PROCEDURES
How well do students use mathematical rules and ideas?
PROBLEM SOLVING: MODELING & DATA ANALYSIS
How well can students show and apply their problem
solving skills?
COMMUNICATING REASONING
How well can students think logically and express their
thoughts in order to solve a problem?
+8
2015 Math Mean Scale
2750
2700
2650
2600
-97.4
-89.4
2550
2500
2450
2400
2350
3rd
AF-AM
4th
Asian
5th
6th
Hispanic
7th
White
8th
11th
Two or More
+83.6
2016 Math Mean Scale
2750
2700
2650
2600
-180.9
-97.3
2550
2500
2450
2400
2350
3rd
AFAM
4th
5th
Asian
6th
Hispanic
7th
White
8th
11th
Two or More
CONCEPTS & PROCEDURES
The Concepts and Procedures claim (i.e., area)
assesses the student’s understanding of key
mathematical concepts and procedures and the
student’s ability to apply these concepts and
procedures to solve problems.
2015 Concepts & Procedures
Two or More
51%
White
30%
47%
Hispanic
12%
33%
31%
Asian
17%
0%
23%
32%
20%
19%
57%
67%
AF-AM
19%
10%
52%
40%
60%
80%
100%
Above
Standard
At or Near
Standard
Below
Standard
2016 Concepts & Procedures
Two or More
55%
White
27%
52%
18%
31%
17%
Above
Standard
Hispanic
15%
31%
54%
Near
Standard
Asian
72%
AFAM
19%
0%
20%
31%
20%
8%
50%
40%
60%
80%
100%
Below
Standard
PROBLEM SOLVING: MODELING & DATA
ANALYSIS
The Problem Solving and Modeling/Data Analysis
claim (i.e., area) assesses the student’s ability to
use appropriate tools and strategies to solve realworld and mathematical problems.
PROBLEM SOLVING &
MODELING/DATA ANALYSIS
Showed virtually no
statistical movement
on assessments from
2015 to 2016
The 2% increase from
2015 to 2016 in
African-American
students scoring in the
Above Standard
category is the
smallest increase by
any ethnic group
COMMUNICATING REASONING
The student demonstrates the thorough ability to
clearly and precisely put together valid arguments
to support his or her own mathematical thinking
and to critique the reasoning of others.
COMMUNICATING REASONING
Over 50% of
African-American
students scoring
in Near Standard
category highest amount
of any math area
assessments
2016: 33% Below
Standard – lowest
amount of any of math
area assessments
Science
8th Grade 2015 CST Science
100%
1%
2%
5%
9%
11%
8%
90%
11%
11%
14%
80%
70%
2%
3%
17%
19%
23%
60%
50%
26%
80%
40%
25%
70%
30%
20%
34%
27%
10%
0%
AF-AM
% Advanced
Asian
% Proficient
Hispanic
% Basic
% Below Basic
White
% Far Below Basic
2013-2014 CAHSEE % Passing
2014-2015 CAHSEE % Passing
White
White
Hispanic
Hispanic
Asian
Asian
AF-AM
AF-AM
0
Math
ELA
20
40
60
80
100
AF-AM
83
Asian
98
Hispanic
77
White
96
81
95
74
95
Math
ELA
0
Math
ELA
20
40
60
80
100
AF-AM
81
Asian
98
Hispanic
77
White
96
80
96
78
96
Math
ELA
California High School Exit Exam
Percentage of High School
Graduates Meeting UC/CSU
Course Requirements
Subgroups
AfricanAmerican
2006
2007
2008
2009
2010
Difference
20062010
25.2%
29.5%
26.5%
34.3%
31.8%
+6 .6
AsianAmerican
69.6%
72.6%
70.2%
70.1%
70.8%
+1 .2
Caucasian
53.7%
56.6%
51.9%
55.5%
57.1%
+3 .4
22.8%
29.6%
22.7%
25.7%
24.6%
+1 .8
48.4%
52.4%
47.6%
49.3%
48.9%
+0.5
36.1%
35.5%
33.9%
35.3%
36.3%
-0.2
Hispanic/L
atino
Santa
Clara
County
California
2012-2015 Graduation Rates
100
90
80
70
60
50
40
30
20
10
0
Hispanic
American
Indian or
Alaska
Native
Asian
Pacific
Islander
Filipino
African
American
White
Two or
Not
More Races Reported
2014-2015 Cohort Graduation Rate
2013-2014 Cohort Graduation Rate
2012-2013 Cohort Graduation Rate
2012-2015 Dropout Rate
100%
90%
80%
54.2
52.2
29.7
70%
6.9
60%
6.2
4.5
50%
14.9
7.4
5.1
4.6
16.5
15.7
6.4
3.1
9.1
3.2
40%
30%
20%
10%
5
13.3
24.5
26.3
7.3
15.9
3.8
14.7
20.8
20.5
0%
20.7
2014-2015 Cohort
Dropouts Rate
2013-2014 Cohort
Dropouts Rate
2012-2013 Cohort
Dropouts Rate
Asian
Hispanic
American Indian or Alaska Native
Pacific Islander
Filipino
African American
White
Two or More Races
Not Reported
2012-2015 Suspension:
Percentage of Total Enrollment
18.00%
16.00%
14.00%
12.00%
10.00%
8.00%
6.00%
4.00%
2.00%
0.00%
2012-2013 Suspension Percentage
Af-Am
16.05%
Asian
1.21%
Hispanic
8.98%
White
3.42%
2013-2014 Suspension Percentage
13.74%
1.09%
8.71%
3.26%
2014-2015 Suspension Percentage
11.63%
0.85%
7.12%
2.87%
2012-2015 Expulsion:
Percentage of Total Enrollment
0.25%
0.20%
0.15%
0.10%
0.05%
0.00%
2012-2013 Expulsion Percentage
2013-2014 Expulsion Percentage
2014-2015 Expulsion Percentage
Af-Am
0.21%
0.20%
0.20%
Asian
0.02%
0.02%
0.02%
Hispanic
0.16%
0.17%
0.11%
White
0.02%
0.05%
0.05%
2009 Santa Clara County High School
Graduates: National College Attendance
Percentage of Total
High
Number of High School School Graduates
Graduates Enrolled in Enrolled in
Postsecondary
Postsecondary
Institutions
Institutions
Student Groups
Total High School
Graduates
African-American
505
410
81.2%
Asian-American
5,570
4,759
85.4%
Caucasian
5,058
3,929
77.7%
Hispanic/Latino
4,567
2,664
58.3%
Socioeconomically
Disadvantaged
4,458
2,907
65.2%
English Learner
1,280
667
52.1%
Students with
Disabilities
892
521
58.4%
Total
16,236
12,146
74.8%
5,846
8,468
5,973
1,449
1,099
880
202
92
White
Asian
Hispanic
Unknw
2+
Black
Hawaiian
https://datausa.io/profile/geo/santa-clara-county-ca/#demographics 2013-2014
Native
Ethnicity
Number of Male
Teachers
American Indian or Alaska
Native
Number of Female
Teachers
Total
475
1,052
1,527
3,662
12,331
15,993
264
675
939
1,134
3,173
4,307
Hispanic or Latino
15,033
39,956
54,989
African American
3,448
7,929
11,377
51,401
140,285
191,686
648
1,637
2,285
3,149
8,773
11,922
79,214
215,811
295,025
Asian
Pacific Islander
Filipino
White (not Hispanic)
Two or More Races Not
Hispanic
No Response
Total*
Ethnic distribution of public school teachers:
2014–15
*Some totals in the Public School Teachers table may
not match due to difference in reporting strategy.
SCC: 12,300 Full Time Teachers
The educational institutions of Santa Clara
County have been unsuccessful in creating an
educational environment that promotes and
increases the learning of African-American
students
The effects of this “under-education” of AfricanAmerican youth is that it creates a series of
lifelong disadvantages in all the institutions of
American society