Latinos who graduate from California’s high-scoring public high schools enroll in community college at much higher rates than their black, Asian and white classmates, according to a new study. Asian-Americans and whites typically start at four-year colleges and universities, which cost more but have much higher graduation rates than community colleges.
Policies designed to keep guns out of schools are pushing Pennsylvania students out of school, charges Beyond Zero Tolerance, a new report by the American Civil Liberties Union of Pennsylvania.
Black, Latino and disabled students are the most likely to be suspended, according to the report.
The Gun-Free Schools Act of 1995 required states that receive federal funding to mandate expulsion of any students caught with a weapon on campus.
Districts expanded the definition of “weapons” beyond firearms and removed students from the classroom for more minor, discretionary offenses, such as school uniform violations and talking back to adults, the report said.
“I understand the mentality that you’ve got to get the bad kids out of school so the good kids can learn, but when you actually look at who’s doing what in schools, it really doesn’t break down that cleanly or that simply,” report author Harold Jordan told Education Week.
Pennsylvania schools averaged 10.1 suspensions for every 100 students during the 2011-2012 school year. That included 35.9 suspensions for every 100 black students, 17.5 suspensions for every 100 Latino students, and 4.7 suspensions for every 100 white students, according to the report.
Education Week looks at shifting discipline policies in a January 2013 report.
Only 9 percent of first-generation college students are prepared to pass college-level courses in all subjects, reports ACT. Half didn’t meet the college readiness benchmark in any subject.
California Latinos are graduating from high school and enrolling in college in record numbers, but graduation rates remain low. Most start at community colleges and do not complete a credential or transfer.
The Graduates/Los Graduados on PBS’ Independent Lens looks at six Latino students who overcame challenges –including gang involvement, homelessness, teen pregnancy, undocumented status and homophobia — to succeed in school.
Black and Latino males who are doing well in high school credit their parents’ high expectations, relationships with caring teachers, a respectful, college-going culture in their high schools and a desire to get out of poverty.
Succeeding in the City, a study by Penn Education Professor Shaun Harper, is based on interviews with New York City juniors and seniors with a B average or higher in college-prep classes. All were engaged in school activities and planning to enroll in college.
Two-thirds of the students’ mothers and three-quarters of their fathers lacked any college degree. However 45 percent lived with two parents, which is above average for low-income urban neighborhoods.
“Staying on track can mean staying indoors,” writes Emily Richmond in The Atlantic.
When asked how they avoided being drawn into gang activity in their neighborhoods, many of the students said their parents prohibited all outdoor activity after dark. Some students said that having a reputation as a serious scholar headed for college actually protected them from gang conscription. Many of the respondents also stayed on campus long after classes ended for the day in order to do their studying and hang out with friends, often as a means of avoiding the disruptive neighborhood environment.
Harper also tracked 90 young male black and Latino college students from the same high schools. “Students said they had difficulty with time management–in high school, teachers were careful not to overload students with competing assignments due on the same day, and a student who asked for an extension would likely get one.”
All the high school students could name a teacher who’d helped them succeed. None of the college students could name a supportive professor.
“The higher education system is . . . a passive agent in the systematic reproduction of white racial privilege across generations,” concludes a new report. Latino and black students — even those with high grades — are more likely than whites to go to community colleges, where their odds of graduation are lower.
Linking financial aid to graduation rates will penalize colleges that enroll low-income students, two new research papers warn.
Advanced Placement (AP) and International Baccalaureate (IB) courses could help close the “high-end achievement gap” — if more low-income, black and Latino students take these rigorous courses, concludes Finding America’s Missing AP and IB Students. The report is by the Education Trust and Equal Opportunity Schools.
Low-income students are one-third as likely to enroll in AP as their middle and high-income classmates. While 25.1 percent of Asian-American students take at least one AP course, that drops to 11.9 percent for whites, 9 percent for Latinos and 6 percent for blacks.
Ninety-one percent of public high school students attend schools that offer AP courses.
. . . preparation prior to high school is part of the problem, and the nation’s schools need to work hard on that. But a recent analysis of PSAT scores by the College Board suggests there are far more students who have the potential to be successful, but are not enrolling. The College Board found that 72 percent of black students and 66 percent of Hispanic students whose PSAT scores suggested they had the potential to be successful in an AP math course, as well as 69 percent of black students and 65 percent of Hispanic students whose scores suggested they had the potential to be successful in an AP science course, were left out of the program.
San Jose Unified has doubled AP participation rates for under-represented subgroups, the report finds.
In Washington state, the Federal Way went beyond open access to AP and IB courses. Now automatically enroll students who scored proficient or better on the state exam are enrolled automatically in AP or IB.
Teachers found that some of the new AP/IB students didn’t need additional supports to be successful in AP/IB — they had been ready all along — but others did. Schools relied on the Advancement Via Individual Determination (AVID) program that was already in place . . . the district extended instructional coaching support to ensure teachers were capable of meeting the demands of their new classes, offering techniques and strategies for differentiating lessons to reach all their students.
The Road to Equity: Expanding AP Access and Success for African-American Students, a new report by the Broad Foundation, looks at six urban districts where more black students are passing AP exams.
While racial and ethnic achievement gaps are narrowing, Asian-Americans (81 percent) and whites (80 percent) do much better than Latinos (68 percent) and blacks (62 percent).
Diplomas Count also looks at dropout recovery programs.
“When I came to this country, I saw the American dream. You get an education, go to college . . . Even American citizens can’t get the American dream now,” says Roberto Aguirrez, a parent group leader, in Broken Promises: The Children Left Behind in Silicon Valley Schools. I wrote the report for Innovate Public Schools.
Aguirrez is working to bring a charter K-8 school to Morgan Hill, the San Jose suburb where he lives. But it won’t happen soon enough for his fifth-grade daughter. If he can’t get her into a good charter middle school — there are wait lists at all the high-performing charters — he’ll pay for private school.
“You know that movie? I’m not waiting for Superman,” he says.
Aguirrez and his wife earned college degrees. They were able to help their daughter with homework when she fell behind. They could afford to hire a tutor. When teachers said their kids were doing “OK,” they could read the report card and see that wasn’t true. Most Latino parents don’t know their children are scoring below basic, says Aguirrez.
Silicon Valley draws talented people from around the world. In 2011, 64 percent of the valley’s college-educated, high-tech professionals were born outside the U.S.
Only about one in five Latino and black students in Santa Clara and San Mateo counties is on track to complete high school in four years and go on to college, and even fewer will qualify for a high-tech job.
It’s not hopeless. The Alum Rock elementary district, which serves a low-income, heavily immigrant neighborhood in east San Jose, used to have dreadful schools. PACT, a church-based parent group, demanded the district authorize charter schools and start new, small autonomous schools (a bit like Boston’s “pilot” schools). The new schools are doing very well and the traditional district schools are improving. Alum Rock parents have real choices now.
Charters and Alum Rock’s autonomous schools dominate the top-ranked schools for Latino success, notes the San Jose Mercury News. (Innovate ranked schools with at least 38 percent Latino enrollment, the region average.)
The top five middle schools for Latino algebra proficiency are KIPP Heartwood charter in Alum Rock at 81 percent; Renaissance Academy at 59 percent and Adelante at 53 percent, both in Alum Rock; Solorsano Middle in Gilroy at 48 percent and ACE Charter in San Jose at 47 percent.
At Jefferson High in Daly City, 78 percent of Latino students graduate UC/CSU ready — the highest percentage among comprehensive high schools. Other schools with high percentages of college-ready Latino grads are six charters: Summit Preparatory in Redwood City at 90 percent; KIPP San Jose Collegiate at 83 percent, Aspire East Palo Alto Phoenix at 62 percent, Downtown College Preparatory at 49 percent, Leadership Public Schools-San Jose at 46 percent and Latino College Preparatory at 39 percent.
In Morgan Hill, where Aguirrez and his wife are raising their children, 9 percent of Latino high school graduates qualify for state universities. (Update: The district says the number is off because one of its high schools was left out of state data.) Right next door in Gilroy, which has more Latino and low-income students, 20 percent are college eligible. Gilroy also has two elementary schools that make the top 10 list for Latino success in reading and math. Why can’t Morgan Hill do as well as Gilroy?
Educating the children of poorly educated, low-income, immigrant parents is very difficult. But some schools are showing it’s possible.