ERIC ED459224: State Summary of Arkansas. Ed Watch Online.

28 Pages·2001·0.59 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 476
ED 459 224
State Summary of Arkansas. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
Carnegie Corp. of New York, NY.
SPONS AGENCY
2001-00-00
PUB DATE
27p.; Also supported by the Washington Mutual Foundation.
NOTE
For the other State Summaries, see UD 034 473-523. For the
Summary of the Nation, see UD 034 472.
The Education Trust, 1725 K Street, NW, Suite 200,
AVAILABLE FROM
Washington, DC 20006. Tel: [phone]; Fax: [phone].
For full text: http://204.176.179.36/dc/edtrust/edstart.cfm.
Numerical/Quantitative Data (110)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; *Black Students; Curriculum;
DESCRIPTORS
Educational Attainment; Educational Finance; Elementary
Secondary Education; Equal Education; *Hispanic American
Students; Mathematics Achievement; Minority Group Children;
*Poverty; *Racial Differences; Reading Achievement; Science
Achievement; Special Needs Students; Tables (Data); Teacher
Effectiveness; Teaching Skills; White Students
African Americans; Arkansas; Latinos; National Assessment of
IDENTIFIERS
Educational Progress
ABSTRACT
This report provides data on the academic achievement gap
that separates low-income and minority students from other students,
examining how well different groups of students perform in Arkansas and
noting inequities in teacher quality, course offerings, and funding. Included
are tables and data that provide: a frontier gap analysis (a comparison of
Arkansas to the leaders in achievement and gap closing); student profile (the
demographic distribution of youth in Arkansas); state performance (academic
opportunity (well prepared teachers,
achievement and educational attainment) ;
challenging curricula, special student placements, effective instruction, and
annual per pupil investments); minority achievement gains, state by state;
and analysis of minority-white achievement gaps by subject area and grade
level. Hispanic 4th graders in Arkansas made more progress in math from 1992
to 1996 than Hispanic 4th graders in almost any other state. However,
Hispanic 8th graders in Arkansas score more than 3 years behind white 8th
graders in the state in reading and science, and more than 2 years behind in
writing. African American 8th graders in Arkansas score more than 3 years
behind white 8th graders in the state in math and science, and more than 2
years behind in reading and writing. The state's poor/non-poor achievement
gap would close for 8th graders in both math and science if poor students in
Arkansas scored as well as poor students in North Dakota. (Contains 24
references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
State Summary
of
kans
s
T
o eliminate the achievement gap that separates low-income and minority students from
other students, we must understand what that gap looks like and where it originates.
Consider first how well different groups of students perform in your state. Look for in-state
inequities in teacher quality and course offerings.Attention must also be paid to funding gaps.
This State Summary Report provides a closer look at how these and other factors may be con-
tributing to the gap.
ARKANSAS HIGHLIGHTS
Latino 4th graders in Arkansas made more progress in math from 1992 to 1996 than Latino
4th graders in almost every other state.
However, Latino 8th graders in Arkansas score more than three years behind White 8th
graders in the state in reading and science, and more than two years behind in writing.
African American 8th graders in Arkansas score more than three years behind White 8th
graders in the state in math and science, and more than two years behind in reading and
writing.
The state poor/non-poor achievement gap would CLOSE for 8th graders in both math and
science if poor students in Arkansas scored as well as poor students in North Dakota.
The state African American/White achievement gap would CLOSE for 8th graders in writing
if African American 8th graders in Arkansas scored as well as those in Texas.
Similarly, the state Latino/White achievement gap would CLOSE for 8th graders in writing if
Latino 8th graders in Arkansas scored as well as those in Virgina.
(The description above is meant to provide a general overview of the state's gaps and progress
in student achievement. Readers who wish to compare states on these measures should con-
sult the precise figures reported on the "Frontier Gap Analysis" page inside.)
The
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
NieV45
A
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
/ Education
BEEN GRANTED BY
CENTER (ERIC)
red'i
p Trust
lhis document has been reproduced as
received from the person or organization
originating it.
awy44A-
0 Minor changes have been made to
ESuLdior, Tr
improve reproduction quality.
41"
www.edtrust.org
TO THE EDUCATIONAL RESOURCES
° Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
BEST COPY AMIABLE
Table of Contents
Frontier Gap Analysis
I
a comparison of your state to the leaders in achievement and gap closing
2
Student Profile
the demographic distribution of youth in your state
State Performance
3
Academic achievement
3
NAEP,ACT/SAT scores by group
7
Attainment
high school & college by group
8
Opportunity
8
Well-prepared teachers
8
Challenging curricula
9
Special student placements
9
Effective instruction
I 0
Investments
Biggest Gainer
I 2
How big is the achievement gap in your state?
15
analysis of minority-White gaps by subject area and grade level
23
References
PLEASE NOTE that the State Summary Reports are merely
a selection of the data from the Education Watch Interactive
Data site. For more complete data, and for more cross-state com-
parisons, please visit the site at www.edtrust.org. Do remember,
however, that you may have fuller, richer or more current data
sets in your state for some of the indicators we report, because
we only use data that can be compared across states. We there-
fore encourage you to gather and examine a wide range of data
from your own state and local districts. In this way, communities
will come to see a full picture of how their students are faring
and what can be done to improve results.
3
ARKANSAS
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows that,
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch Online interactive Web
site to see how far your state has to go before all groups of students perform at the "proficient" level on the National Assessment
of Educational Progress (NAEP).
How to read the table:
Group's Distance to Frontier State: For African American,
Within-State Achievement Gap: For African American and
Latino students, this is the difference between that group's aver- Latino, and low-income students, this is the difference between
age score and the average score of white students on a particu- their average score and the average score for the same group of
students in the frontier state.
lar test. For low-income students, this is the difference between
their average score and the average score of non-poor students
Example: "African American students in Arkansas scored 19 points
on the test.
behind African American students in Texas, the frontier state for
African American students on that test"
Example: "On Average,Arkansas'African American students scored
31 points lower than the state's White students on NAEP's 1996
Amount State's Achievement Gap Would Shrink:This is
4th Grade Math Assessment"
approximately how much the state's achievement gap would
Frontier State for Group:This is the state where a particu-
shrink if its African American, Latino, and low-income students
lar group of students - African American, Latino, or low-income
scored as well as the same group of students in the frontier
- scores the highest on the test. But, because such students can
state.
achieve much higher than they do even in the frontier state, the
Example: "lfArkansas'African American 4th graders scored as well
current frontier should be viewed as a short-term target rather
as those in Texas, the state's math achievement gap between
than a long-term goal.
African American and White 4th Graders would shrink by 62%."
Example: "African American students in Texas out-perform African
American students in all other states on NAEP's 1996 4th Grade
NOTE:A difference of 10 points is roughly equivalent to one year's
Math Assessment"
worth of learning.
Within-State
Frontier
Amount State's
Group's
State for
Achievement
NAEP
Distance to Achievement Gap
Frontier
Would Shrink *
Group
Group
Assessment
Gap
TX
African American
62%
I 9
3 I
4th Grade
ND
Latino
90%
2 I
I 9
Math (1996)
ND
Low-Income
23
83%
I 9
African American
NE
35 60%
2 I
8th Grade
SAMPLE SIZE TOO SMALL TO REPORT
Latino
Math (1996)
ND
would close
Low-Income
24
28
CO
African American
37
26
70%
8th Grade
MT
Latino
32
25
78%
Science (1 996)
ND
Low-Income
would close
24
29
59%
CT
African American
32
19
4th Grade
Latino IA
23
74%
31
Reading (1998)
Low-Income
20
25
80%
ME
African American
28
64%
KS
I 8
8th Grade
Latino
VA
33 23
70%
Reading (1998)
Low-Income
22
86%
ME
19
TX
would close
African American
22
25
8th Grade
would close
27 VA
Latino
30
Writing (1998)
OK
20
Low-Income
23
87%
Note: Low-Income refers to students eligible for
* Calculations take into account decimals. For clarity of presentation, data are displayed as whole numbers.
free or reduced price lunch.
Therefore, some figures may differ slightly from hand calculations.
SOURCE: Education Trust calculations based on average scale scores on the National Assessment of Educational Progress as reported by the National Center for
Education Statistics.
4
ARKANSAS
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in your state. Comparing the
demographic distribution of students across each educational level will show what happens to children as they journey
through the education system. Significant differences should raise questions about equity.
Four Year
Two Year
Population
Public K-I 2
Private K-I 2
Colleges
Colleges
Ages 5-24
African American
15.0%
23.5%
15.9%
5.0%
21.2%
Asian
0.8%
1.3%
1.8% 1.1%
0.8%
0.9%
Latino
2.2%
1.0%
3.0%
1.2%
0.9%
Native American
0.4% 0.2%
0.6%
1.1%
White
78.6%
80.7%
91.7%
73.1%
74.4%
Other
3.3%
0.2%
100.0%
100.0%
100.0%
Total
100.0% 100.0%
72,804
30,694
456,497
Number
26,048
734,048
Population and Enrollment
100%
90%
80% ----
70% -
60% ---
0 African American
0 Asian
50% -
0 Latino
40% -
0 Native American
30% -
0 White
0 Other
20% --
10% --
0%
1
1
1
Four Year College
Private K12
Population
Two Year College
Public K12
5
ARKANSAS
(State Performance
ACADEMIC ACHIEVEMENT
NAEP achievement levels: The National Assessment of Educational Progress (NAEP) is administered to representative
samples of students nationally and in participating states. NAEP achievement is reported by percents in four categories:
Advanced, Proficient, Basic and Below Basic. "Proficient" indicates the desired level of competency for students at a particular
grade in a particular subject. In this indicator, closing the achievement gap between groups is critical, but it is not enough.
Schools have a long way to go to move all American young people to proficiency.
1998 NAEP 8th grade reading
Adv.
Prof.
< Basic
Basic
50
50
African
58
American
0
6 36
Asian
o
Il
59
Latino
0
30
Native
American
White
48
27
23
2
.50
-50
32
45
All
22
1
Non-Poor
48
28 23
1
47
Poor
0
41
12
-100
-100
I
I
I I
I
I
1
Native American Mite
NonPoor
African American
Poor
Asian
All
Latino
*Note:all proficiency level data in percents.
0 Advanced E Proficient 0 Basic
Below Basic
1998 NAEP 8th grade writing
Adv. Prof.
< Basic
Basic
50
50
African
40
American
0 56
4
Asian
0
45
48
Latino
0
7
Native
American
--
White
66
0
17
-50
17
-50
All
0 64
23
13
Non-Poor
67
0
15
18
Poor
0 38
57
5
-100
-100
I I
I
I I I
Mite
African American Asian
Native American
All
Latino
NonPoor
Poor
*Note:all proficiency level data in percents.
r- Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 4th grade reading
Adv. Prof.
< Basic
Basic
50
50
African
American
20
73
6
1
099999999999,
Asian
0
66
Latino
24
9
1
Native
111
American
White
-50
24 36
35
5
-50
All
45
4
32
19
Non-Poor
26 32
6
36
Poor
59
28
12
-100
-100
1
1
NonPoor
Poor
African American Asian
Native American
All
Latino
White
*Note:all proficiency level data in percents.
.] Proficient 0 Basic
0 Advanced
Below Basic
lyt6
6
ARKANSAS
(State Performance
1996 NAEP 4th grade math
Adv. Prof.
< Basic
Basic
50
50
African
79
American
0
2
19
Asian
0
64
0
Latino
33
3
Native
55
American
39
5
1
-50
White
48
34
17
-50
1
All
46
41
12
1
Non-Poor
50
30
19
1
-100
Poor
63
0 6
31
-100
I
Poor NonPoor
I
I
I
I
1
Native American
All
White
Asian
African American
Latino
*Note:all proficiency level data in percents.
L.: Proficient 0 Basic
0 Advanced
Below Basic
1996 NAEP 8th grade math
Prof.
< Basic
Adv.
Basic
50
50
African
SO=
American
83
0
2
15
Asian
0
ID
Latino
Native
American
-50
White
45
38
2
-50
15
All
48
39
2
I
I
Non-Poor
44
38
2
16
-100
Poor
67
28
0
5
-100
I
NonPoor
Poor
I I
I
I
I
Native American
African American Asian
All
White
Latino
*Note:all proficiency level data in percents.
Lie! Proficient 0 Basic
0 Advanced
Below Basic
1996 NAEP 8th grade science
< Basic
Prof.
Adv.
Basic
50
50
African
IMI=0
American
83
0
14
3
Asian
68
Latino
0 23
9
Native
American
-50
White
27
2 38
33
-50
All
33
45
21
1
Non-Poor
27
34
38
1
.100
Poor
67
0 23
10
.100
NonPoor
Poor
African American Asian All
Native American
White
Latino
[
*Note:all proficiency level data in percesnts.
Proficient 0 Basic
0 Advanced
Below Basic
7
ARKANSAS
(State Performance
ACADEMIC ACHIEVEMENT
NAEP multiyear trends: Looking at change over time both in absolute student performance and in achievement gaps can
show whether a state is making progress, holding static, or even backsliding.This can help states focus actions needed for
improvement, and measure whether existing initiatives are effectively meeting their goals in achievement and equity
1992-98 4th grade reading
Gap Changes Over Time
Anaa erdifti 4 Rwa dk Sicii14 Storrs
African American- Latino-
242
Year
White Gap
099
White Gap
034
211
29
1992
31
9
219
26
35
1994
J09
32
1998
31
109
11'4 Change*
92-98
0
trign
1990
3
0111X2
10sitivo AT:mime-on * While 4. taw
Afriicon Ansiricur, -4- Minn Latina
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1992-96 4th grade math
Gap Changes Over Time
iiGth. lMzi
Seal. S
-
HO-
African American- Latino-
Year
White Gap
White Gap
749..
29
23
1992
110
1996
21
31
200
so-
Change*
=
92-96
-2
2
109
Note:Change based on absolute difference in average group scale
Bra
1909
1092
scoreinterpret with caution (not necessarily statistically significant)
lattei
MON, Aurnertrali.* Whits
Amerman *positive change=gap widened; negative change=gap narrowed
1990-96 8th grade math
Gap Changes Over Time
AilOntai*Sr444 QM9sSak S414444
Iso-
African American-
Latino-
Year
210
White Gap
White Gap
zoo-
200
35
1990 33
pa-
34 36
1992
IS9*
249
35
1996
1:99
129
Change*
90-96
1306
1909
1090 2
1992
1E99
Ststige, Axnaricon * thib
0 Ablaut &roman "e- &own 0 Lasno
Gate
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
8
ARKANSAS
)
(State Performance
Average scores on college admissions tests:While increasing numbers of minorities are taking college admissions tests, in
virtually every state,African American, Latino and Native American students still score well below other students.To close this
gap, states should ensure that all students complete a rigorous college preparatory sequence, and that all students are held to
the same expectations of postsecondary attainment.The SAT and ACT are the major nationally used college admissions tests.
Below we report the scores for the predominant test used by your state's colleges and universities.
ACT Performance
ACT Performance by Race/Ethnicity, 2000
25
20
2'do'd
a
15
10
5
0
I
I I I
I
African American
Asian
Latino
White All
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of ACT Test Takers, 2000
Test Takers
African American
16.0%
Asian
1.5%
Latino
1.5%
Native American
1.r.
White
80.9%
Total
100.0%
Number
19,534
1.r. low reliability
4
9
ARKANSAS
(State Performance
ATTAINMENT
In order to determine equity in attainment rates, we compare regular diploma recipients with the number of 8th graders four
years earlier, and report freshmen enrollments compared to bachelor's degrees four years later.Taken together, these show the
flow of groups of students from middle school to high school graduation and through postsecondary education.Although these
data do not track individual students from year to year, they should paint a fairly representative picture of who makes it through
high school and college.
8th Graders vs. Diplomas
8th Graders
Diplomas
1993-94
1998
African American
24.0% 22.2%
Asian
0.6%
1.0%
Latino
0.8%
1.2%
Native American
0.3% 0.3%
White
75.2%
74.3%
Total
100.0%
100.0%
Number
26,855
36,471
Chances For College, 1998
In the fall of 1998, the percentage of 19 year-olds in Arkansas who were enrolled in college
was (includes part-time and full-time students):
39.3%
Freshmen vs. Degrees Awarded
Bachelor's Degrees
Freshmen*
1997
1993-94
African American
18.0% 10.6%
Asian
1.1%
1.4%
Latino
0.8% 0.7%
Native American
I.r.
I.r.
White
82.1%
77.2%
Other
2.9% 5.2%
Total
100.0% 100.0%
Number
9,214
17,339
*Note: Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
l.r. low reliability
10