Back to State of Education Address - February 6, 2007
Finding Solutions to Close the Achievement Gap
"Real, measurable progress has been made since the institution of standards-based education. But, while improvement in our schools has been nearly universal, our across-the-board success has still failed to close an achievement gap that threatens the future of our diverse state. Groups of California children who have traditionally struggled – groups that in many instances make up the fastest growing portion of our society – continue to trail behind their peers, and the gap is not closing. Recognizing this is important. Addressing it is imperative."
State Superintendent of Public Instruction Jack O’Connell
Intensive Effort to Find Solutions to the Achievement Gap:
In 2007, State Superintendent of Public Instruction Jack O’Connell will lead an intensive effort to find ways to close the achievement gap that exists between successful students who are often white or Asian and financially well off, and struggling students who are too often poor, Hispanic, African American, or disabled. He will work with educators, researchers, business leaders, and other experts to find strategies that work, and visit schools that are beating the odds and successfully closing the gap.
- O’Connell has directed his statewide P-16 Council to develop a comprehensive plan to narrow the achievement gap. The P-16 Council includes a regionally diverse group of educators, business leaders, preschool experts, college presidents, parents, librarians, and others committed to effective school reform.
- He will convene a statewide summit focused on closing the achievement gap to be held in November, and,
- He will work with leaders in higher education to make sure that educational programs preparing new teachers for the classroom are better linked to California’s rigorous academic standards and the needs of California’s diverse student population.
"Too often, the struggles of the African American student, the English learner, the learning disabled student were hidden by overall school achievement gains. That day is past. Today we are holding ourselves accountable for the results of all children. And when we see significant groups of students falling far short of the goal of proficiency that we hold for all students we must act. Today, equipped with specific knowledge of those gaps, we must focus as never before on solutions."
State Superintendent of Public Instruction Jack O’Connell
The Achievement Gap in California Public Schools: A Snapshot
Achievement results from the 2006 California Standards Test show that statewide, 42 percent of students scored proficient or above in English-language Arts and 40.6 percent of students scored proficient in math. But when these results are examined by subgroup, the achievement gap is pronounced.
Student Proficiency in English-Language Arts by Subgroup*
- Hispanic 27.4%
- African American 29.0%
- White 60.3%
- Asian 64.3%
- Filipino 58.0%
Student Proficiency in Math by Subgroup*
- Hispanic 29.8%
- African American 24.9%
- White 53.0%
- Asian 66.9%
- Filipino 53.0%
The achievement gap remains significant when comparing students similarly in poverty.
Percent Proficient Among Socio-economically Disadvantaged Students in English-Language Arts by Subgroup*
- Hispanic 25.3%
- African American 22.9%
- White 39.2%
- Asian 45.8%
- Filipino 47.5%
Percent Proficient Among Socio-economically Disadvantaged Students in Math by Subgroup*
- Hispanic 28.1%
- African American 21.6%
- White 38.3%
- Asian 53.2%
- Filipino 48.9%
The achievement gap is also evident when comparing the achievement of subgroups of students, even when poverty is taken into account.
Percent of Students Proficient in English-Language Arts who are NOT Socio-economically Disadvantaged, by Subgroup*
- Hispanic 39.9%
- African American 37.9%
- White 65.7%
- Asian 76.1%
- Filipino 62.3%
Percent of Students Proficient in Math who are NOT Socio-economically Disadvantaged, by Subgroup*
- Hispanic 35.5%
- African American 29.9%
- White 56.6%
- Asian 75.5%
- Filipino 54.6%
"All students must continue to improve, but to close the gap we need to find strategies to ensure that those who are struggling the most actually learn and improve their achievement at an even faster pace. I am calling for a renewed sense of urgency in finding solutions to closing the achievement gap. In today’s global economy we simply cannot afford to have any student unprepared to compete."
State Superintendent of Public Instruction Jack O’Connell
*Data from the STAR 2006 California Standards Test Results
