The Superintendent's California P-16 Council
Closing the Achievement Gap
Mission Statement: To develop, implement and sustain a specific, ambitious plan that holds the State of California accountable for creating the conditions necessary for closing the achievement gap.
In February 2007, State Superintendent of Public Instruction Jack O’Connell announced his intent to lead an effort to identify ways the state can better assist counties, districts, and schools in their efforts to close California’s pernicious achievement gap. He asked his statewide P-16 Council to take the lead on this task. The Superintendent’s approach to developing and implementing a plan includes extensive information gathering via examining existing research; surveying educators, students, families, and other stakeholders; identifying current exemplary successful practices in California; town hall meetings, community forums, and a statewide Achievement Gap Summit in Sacramento in November 2007. Based on the information gathered, the Superintendent will outline his initial recommendations in his State of Education Address in early 2008.
State Superintendent’s P-16 Council
The California P-16 Council is a high level, statewide assembly of educators from preschool, K-12, higher education, business, philanthropy, and community leaders appointed by Superintendent O’Connell and chaired by Barry Munitz. The Council is charged with developing strategies to better coordinate, integrate, and improve education for preschool through college students.
Definition Of The Achievement Gap
The U.S. Department of Education describes the achievement gap as “the difference in academic performance between different ethnic groups.” In California, the gap is defined as the disparity between White students and other ethnic groups as well as between English Learners and native English Speakers, Socioeconomically Disadvantaged and Non-disadvantaged, and Students with Disabilities compared to students without disabilities.
An Example Of The Current Achievement Gap*
Subgroup |
California Standards Test English-Language Arts |
California Standards Test |
|---|---|---|
| White | 60% |
53% |
| African American or Black | 29% |
24% |
| American Indian/Alaskan | 37% |
35% |
| Asian | 64% |
67% |
| Filipino | 58% |
54% |
| Hispanic/Latino | 27% |
30% |
| Economically Disadvantaged | 27% |
30% |
| English Learners | 14% |
25% |
| Students Receiving Special Education Services | 13% |
16% |
| Students with no Report Disability | 45% |
42% |
*Data reported from the California 2006 Standardized Testing and Reporting (STAR) Program
Measuring Progress Of Closing The Achievement Gap
The following parameters will guide the work of assessing the progress on addressing California’s achievement gap:
- We will measure progress by the continuous and significant narrowing of the gap, which will result in the eventual closing of the gap as measured by the California Standards Tests (CST), California Alternate Performance Assessment (CAPA), California English Language Development Test (CELDT), and the California High School Exit Examination (CAHSEE).
- We will hold the same high expectations for success of all students and it is our goal that all students will score at proficient or above on all CST.
- In order to achieve success, all students must exhibit continuous gains.
The P-16 Unit
The P-16 Unit is a newly established office within the California Department of Education (CDE) under the Policy Development and External Affairs Branch. The P-16 Unit is charged with assisting the California P-16 Council to conduct research, coordinating the development of recommendations for closing the achievement gap, and assisting in the actualization and implementation of recommendations.
Organizational Themes For Closing The Achievement Gap
Closing the Achievement Gap project is based on the premise that major factors inhibiting the learning of all students can be grouped into four themes known by the acronym, ACES. These themes are defined in the following ways:
- Access - How do all students gain access to what they need? This could include rigorous curriculum and instruction; highly effective teachers; counselors; extra learning options that supplement the education provided in a typical school day; and health and social services; etc.
- Culture/climate - How can schools offer the best learning environment for all students? Is it a safe place for students to learn? Is it an environment that promotes learning and a sense of belonging for students and school staff? Does it offer culturally relevant and responsive instruction? Do effective school- family-community partnerships exist?
- Expectations – Are high expectations for all students and teachers truly held? Is it evident in the curriculum, instructional practices, student assignments, and the school’s communication to students, parents, and school staff? Is student progress measured using data and effective instructional strategies?
- Strategies – What practices have proven effective (or are promising) for closing the achievement gap? Strategies should address improving the quality of instruction; differentiated instruction; increasing instructional time; teacher collaboration time; reconsidering how to differentiate schools by grade span; etc.
California Department of Education • P-16 Unit
1430 N Street, Suite 2312, Sacramento, CA 95814
Tel: (916) 319-0908 • Fax: (916) 319-0120 • E-mail: P16@cde.ca.gov • URL: http://www.cde.ca.gov/eo/in/pc/
1430 N Street
Sacramento, CA 95814