The Achievement Gap

Eight points on the achievement gap

On Friday, September 28th, Dr. Arthur Reynolds, Professor at the Institute of Child Development, U of Minnesota, developed 8 points:

1. Close to one half of achievement gap is present at school entry
2. High-quality pre-school programs can close a large part of this gap
3. The Child-Parent Center Program (initiated in Chicago) is an exemplar for improving success
4. Intervention that extends into the primary grades can strengthen learning gains (PK-3 program)
5. Learning experiences after intervention make a big difference
6. The State of Minnesota greatly under invests in early education
7. Evidence is increasing that state-funded prekindergarten programs improve school readiness
8. (The State should) Establish a state prekindergarten program that follows key principles of effectiveness

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Joe Nathan discusses five strategies for inner-city youth

On Friday September 7th Joe Nathan, director of the Center for School Reform at the Humphrey Institute, spelled out these 5 strategies for making a big difference with inner-city youth:

1. Fully fund high quality intensive early childhood for young people from low income and limited English speaking families.
2. Create a Minnesota New Schools Venture Fund to help replicate outstanding models from around the country, district or charter.
3. Require each student to participate in a course-based youth participation project in elementary, middle and high school years.
4. Encourage news media to devote as much attention to students who excel in academics and artistic efforts, as in athletic endeavors.
5. Develop statewide program using multiple form of assessments, that show individual "value-added" and growth.

Nathan spoke of the misleading use of school data on outcomes, asserting that Minnesota ranks in the middle of states on the number of ACT test takers who need remedial work to attend college. Rural schools (mostly smaller) were doing the best. He felt that both the Mpls and St. Paul School Boards failed in the past to respond to opportunities for better outcomes. He also stressed the importance of better training of teachers and principals. He emphasized that his proposals were not focused on charter schools, but wherever the opportunity for improved outcomes appeared.