View Content #203
| Contentid | 203 |
|---|---|
| Content Type | 1 |
| Title | Superintendent's Advisory Team on Underrepresented & Minority Student Achievement |
| Body | FROM: Anselmo Villanueva Below are some discussion topics for the committee that was recently appointed by Superintendent Castillo. As I understand it, the committee will be looking at several issues, including the education of students of color and the achievement gap. Superintendent's Advisory Team on Underrepresented & Minority Student Achievement Discussion Topics A gap in student achievement has persisted despite a variety of efforts to address it. Even though consistent growth in achievement has occurred for all students in Oregon, state student achievement results indicate that significant differences appear when looked at by race/ethnicity, income, disability and English proficiency. The new No Child Left Behind Act requires that this gap be closed by the 2013-14 school year. Doing so will require that student achievement for students below standard will have to accelerate at significantly higher rates than the present. What actions by the Oregon Department of Education will be necessary to make this happen? 1. At ODE, what are the current barriers to ensuring student achievement? Are there obstacles in either policy or operations that interfere with a district or local school in its efforts to improve student achievement? 2. At ODE, what are the current strategies, tools, or systems that assist a school or district in its efforts to improve student achievement? What are the current activities ODE is doing that should be continued or expanded? 3. What are the strengths and weaknesses of the Oregon Department of Education in addressing underrepresented and minority student achievement? 4. What are the critical barriers to accelerating equitable student access to achievement at the district and school level? 5. Are there existing efforts at the school or district level (in Oregon and/or other states) that seem to be making a significant difference and should be made available to others as model programs and strategies? How should model programs and strategies be provided to schools and school districts? 6. How should the state monitor and report to communities on the progress that schools and districts make in closing the achievement gap? Do we have current reporting processes that are clear and understandable? What changes could be made to improve understanding and communication? 7. What is ODE's enforcement authority regarding schools and school districts who fail to close the achievement gap? Should there be consequences for a school or district that is not closing the achievement gap? Should a corrective Action Plan be required? What is a reasonable amount of time in which districts/schools must show improvement? 8. What kinds of technical assistance (e.g. links to research, on-site assistance, ODE clearinghouse) should be granted to schools and districts th are not making progress in closing the achievement gap? What is the appropriate balance between technical support for continuous improvement and intervention when conditions are not improving? 9. Should there be a process for public recognition when schools and districts make significant progress toward closing the achievement gap? If so, what criteria would be used and who would evaluate the criteria? |
| Source | Oregon State |
| Inputdate | 2003-05-30 16:03:00 |
| Lastmodifieddate | 2003-05-30 16:03:00 |
| Expdate | Not set |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
