REVISED 09/09/09
Attachment A-1d
BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Board Monitoring System: Indicator A
EXECUTIVE SUMMARY
Purpose
The Houston Independent School District (HISD) exists to strengthen the social
and economic foundation of Houston by assuring its youth the highest-quality
elementary and secondary education available anywhere. In fulfilling this goal, HISD's
Board of Education has designed a program to systematically monitor achievement of
the district’s goals and adherence to core values. The Board Monitoring System
requires the administration to report on each goal and core value on a routine basis.
The indicator currently under review is ELIMINATE THE ACHIEVEMENT GAP
BETWEEN STUDENT GROUPS. The objective of this indicator is: “To eliminate any
achievement gap between student groups as measured by the statewide TAKS
examination” (Goal 1, Section A).
Findings
TAKS Achievement Gap
x
When examining the percentage passing at the state standard on the Texas
Assessment of Knowledge and Skills (TAKS) in 2008 and in 2009, the differences
between white students’ and Hispanic and African American students’ test scores
generally decreased from 2008 to 2009. In 2009, the gap between white students’
test scores and Hispanic students’ test scores decreased in six of the seven
subtests reported, with decreases ranging from 3.3-percentage points in math to 1.0
percentage point in reading. The 2009 gap between white students’ test scores and
African American students’ test scores decreased from 2008 in all subjects, with a
range of 4.3- percentage points in math to 0.9- percentage points in English
language arts (Figure 1a and Figure 1b).
x
In 2009, the largest gaps between white students’ and Hispanic and African
American students’ test scores were in the areas of math and science, with white
students reporting 90.9-percent passing the math section of the TAKS test as
compared with 75.3- percent of Hispanic students and 66.1-percent of African
American students. On the science test in 2009, 93.5-percent of white students
passed at the state standard compared with 70.7-percent of Hispanic students and
65.8-percent of African American students (Figure 1a and Figure 1b).
x
In 2009, the gap between white students and Hispanic students on all TAKS tests
taken decreased from 2008 by 2.3-percentage points from 27.3-percent to 25.0percent. The gap between white students and African American students decreased
on the all-tests-taken indicator by 3.3-percentage points, from 35.1-percent in 2008
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BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
to 31.8-percent in 2009 (Figure 2) although the goal of a five-percentage-point
decrease was not reached.
x
When considering economic status at the state passing standard on the TAKS in
2009 and in 2008, there was a decrease in the gap on six of the seven subtests of
the TAKS. The gap between non-economically disadvantaged students and
economically disadvantaged students decreased by 3.8-percentage points in all
tests taken, by 3.4-percentage points in math, by 2.1-percentage points in science,
by 1.8 in reading, by 1.5-percentage points in social studies, and by 1.0-percentage
point on writing. The gap between non-economically disadvantaged students and
economically disadvantaged students increased in English language arts by 1.2percentage points (Figure 3).
x
In 2009, the largest gap between economically disadvantaged students’ and noneconomically disadvantaged students’ TAKS scores may be found on the science
subtest. On the science TAKS test, 79.9-percent of non-economically disadvantaged
students passed at the state standard as compared to 69.1-percent of economically
disadvantaged students (Figure 3).
x
When examining the 2009 TAKS all-tests-taken indicators by economic status, the
gap between non-economically disadvantaged students’ and economically
disadvantaged students’ scores decreased from 14.2-percentage points in 2008 to
10.4-percentage points in 2009 (Figure 4) thus meeting the goal of a threepercentage-point decrease.
x
In both 2008 and 2009, female students in HISD outscored their male counterparts
in English language arts, reading, math, writing, social studies, and all tests taken,
while males outscored females in science (Figure 5).
x
When examining the state passing standard on the 2009 TAKS test, the gap
between male and female students decreased in three subtests. From 2008 to 2009,
the gap between male and female test scores decreased by 1.3-percentage points
for writing, by 1.0-percentage point in reading, and by 0.8 of a percentage point for
social studies. The gap between male and female TAKS scores increased in English
language arts (0.8), math (0.4), and science (0.3). The all tests taken gap remained
the same between 2008 and 2009 at 3.1-percentage points (Figure 5).
x
In 2009, the largest gaps between male and female TAKS scores are reported in the
areas of writing, with 93.5-percent of females and 86.5-percent of males passing,
and in English language arts, with 89.1-percent of females and 82.3-percent of
males passing (Figure 5).
x
When reviewing the 2009 TAKS all-tests-taken indicator by gender, the gap between
male and female test scores remained the same at 3.1-percentage points (Figure 6)
thus maintaining but not meeting the goal of eliminating the gender achievement
gap.
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BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Analysis/Administrative response
x The district continued to close the majority-minority and the socio-economic
achievement gaps. The gender achievement gap remained the same as last year
with female students out performing male students.
Activities that the district has implemented to help eliminate the achievement gap of
Limited English Proficient students:
x Collaborated with Departments of Academic Services to provide support for
identifying and providing instructional support for Preliterate LEP Students
x
Provided district-wide training on the district standards based curriculum
(approximately 3 out 4 core teachers trained in August at EmPOWERing Effective
Teaching and Learning)
x
District-wide Curriculum Based Assessments (CBAs) are developed to monitor the
curriculum and serve as a data point for teachers
x
Literacy Initiative:
o Literacy Coaches (campus and feeder pattern)
o Language! (program for middle school struggling readers)
o ABLE/Neuhaus Training (A Balanced Literacy Education)
o 6+1 Trait Writing (Training and Resources)
o Vocabulary Focus (pending McREL partnership to develop district-wide
vocabulary)
o Focus on High Frequency Evaluation for lower grades
o Word Generation at the secondary level provides vocabulary support for
struggling readers.
x
One elementary and one secondary Numeracy Coach for each feeder pattern
x
Systemic, ongoing staff development for teachers of mathematics and science
o Accomplished Teaching in Mathematics and Science (ATeaMS) offered at
the secondary level
o Science Learning and Leadership Collaborative (SLLC) with the Baylor
College of Medicine offered at the elementary level
x
Districtwide training (August, 2009) to facilitate effective planning and
implementation of the HISD curriculum including the English Language Proficiency
Standards, Renzulli Learning, and Literacy Leads the Way best practices
x
Texas Performance Reading Inventory (TPRI), Tejas LEE (Spanish equivalent of
TPRI) and Assessing Math Concepts (AMC) provide data for planning instruction to
meet individual needs
x
Continue to build marketing strategies to communicate early childhood education
opportunities and PK enrollment
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BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
x
Development and support for Montessori programs
x
Developed TAKS support documents for various Math/Science subjects (i.e.
Algebra, Geometry, Biology, etc) to provide instructional strategies for content
teachers of LEP students……training will be provided this fall
x
Hired feeder-pattern Secondary ESL Content Specialists to provide on-site
instructional support specifically to Gr. 6-12 content teachers of LEP students
x
Embedded new English Language Proficiency standards (ELPS) in the content
area HAPGs to provide teachers with appropriate language supports
x
Initiated region-based training on the Sheltered Instructional Observation Protocol
(SIOP) model for cohorts of math/science middle school teachers. (SIOP is a
research-based instructional strategies model designed to facilitate structured
accommodations for LEP students.)
Activities that the district has implemented to help eliminate the achievement gap of
Students with Disabilities:
x
Provided funds to campuses to implement tutoring services for students with
disabilities
x
Provided instructional materials to Academically Unacceptable campuses for TAKS
tutoring
x
Provided professional development for teachers on teaching strategies for on
grade-level assessment for general education teachers
x
Provided information on utilizing accommodations for general and special education
teachers
x
Provided professional development to campuses through on-site consultant
services, special education office staff, and regional office staff on the
implementation of the co-teaching process
x
Provided districtwide curriculum and instructional materials for disability conditions
x
Provided districtwide support for reading and mathematics, e.g., Voyager reading
and mathematics
x
Employed regional and districtwide reading coordinators to support teachers with
reading instruction
x
Provided summer enrichment programs, “Literacy and Learning to Excel and
Accelerate Progress” (LEAP Reading and LEAP Mathematics) instruction at no
cost to students
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BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
x
Purchased for campuses, audio versions of software to support reading of
textbooks at various reading levels and languages, e.g., Kursweil technology
x
Provide funding for teaching assistants to support students in general and special
education
Next steps:
x
Provide instructional coordinator support in the Regional Offices for mathematics
and additional coordinator for reading
x
Work with the Curriculum Department and general education teachers to identify
research based supplementary instructional materials in science and social studies
that can be used with students with disabilities participating in general education
x
Provide professional development with the Curriculum Department in the areas of
science and social studies
x
Upgrade technology used in special education classrooms
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BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Figure 1a: HISD TAKS Percent Passing by Subject and by Race/Ethnicity:
2008 and 2009
120
95.2
94.4
86.9
85.7
85.7
96.4
95.2
95.4
96.0
83.8
83.3
83.1 85.4
81.6 82
79.6 78.1
90.9
90.3
90.3
96.4
95.4
71.4
80
61.2
75.3
66.1
61.9
White
60 58.4 50.6
55.1
African American
Hispanic
40
20
Math 2009
Math 2008
Reading 2009
Reading 2008
ELA 2009
ELA 2008
All Tests 2009
All Tests 2008
0
Figure 1b: HISD TAKS Percent Passing by Subject and by Race/Ethnicity:
2008 and 2009, continued
120
96.5
95.2
86.3
86.7
89.1
93.5
92.8
100
98.2
87.3
89.4
80
67.3
86.3
98.2
89.1
62.1
African American
65.8
Hispanic
40
20
Social Studies
2009
Social Studies
2008
Science 2009
Science 2008
Writing 2009
0
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88.8
White
70.7
60
Writing 2008
Percent Passing
Percent Passing
100
REVISED 09/09/09
BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Figure 2: HISD All Tests Taken Gap by Race/Ethnicity
45
41.5
40
42.3
41.0
38.0
38.4
Gap in Percent Passing
37.8
35
30
35.1
35.5
35.0
31.8
33.0
34.4
24.4
27.3
25
20
23.6
25.0
19.8
14.8
18.7
15
13.7
10
5
0
2000
2001
2002
2003
2004
2005
TAAS
2006
2007
2008
2009
TAKS
White-AfrAm
White-Hisp
All TAKS results are shown at the Panel Recommended student passing standard.
Data from 2003 and 2004 come from the Texas Education Agency’s Academic Excellence
Indicator System while data from 2005 to the present come from the vendor file.
Target: Annual decrease by five
percentage points.
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REVISED 09/09/09
BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Figure 3: HISD TAKS Percent Passing by Subject and by Economic Status: 2008 and 2009
100
89.0
89.8
89.9
90.8
78.4
81.1
93.3
90
83.6 83.2
80
70.1
93.0 93.6
86.5 88.6
85.9
79.4
78.5
70.7
73.2
79.9
69.1
68.5
70
Percent Passing
78.1
95.1
88.7
65.6
55.9 60.3
60
50
40
30
20
10
Econ Disadvantaged
Non-Econ Disadvantaged
Figure 4: HISD All Tests Taken Gap by Economic Status
Target: Annual
decrease by
three
percentage
points.
30
Gap in Percent Passing
25
23.9
21.3
20
15
15
14.2
10.4
10
5
0
2005
2006
2007
2008
2009
Met Standard-Gap
All TAKS results are shown at the Panel Recommended student passing standard.
Source: TEA, TAKS data file Spring 2005–2009.
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Social Studies 2009
Social Studies 2008
Science 2009
Science 2008
Writing 2009
Writing 2008
Math 2009
Math 2008
Reading 2009
Reading 2008
ELA 2009
ELA 2008
All Tests 2009
All Tests 2008
0
REVISED 09/09/09
BOARD OF EDUCATION MONITORING SYSTEM: 2009–2010
Figure 5: HISD TAKS Percent Passing by Subject and by Gender: 2008 and 2009
100
90
81.2
70 61.2
78.3
82.4
64.8
83.3
75.2
71
86.5
74.5
71.5
70.1
88
74.8
67.1
70.7
61.7
60
58.1
50
40
30
20
10
Female
Male
Figure 6: HISD All Tests Taken Gap by Gender
10
9
Gap in Percent Passing
8
7
6
5
4
3.1
3.1
2008
2009
3
2
1.4
1.3
1
0
2006
2007
Met Standard-Gap
Target: Eliminate achievement gap.
All TAKS results are shown at the Panel Recommended student passing standard.
Source: TAKS data file Spring 2006–2009.
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Social Studies 2009
Social Studies 2008
Science 2009
Science 2008
Writing 2009
Writing 2008
Math 2009
Math 2008
Reading 2009
Reading 2008
ELA 2009
ELA 2008
All Tests 2009
0
All Tests 2008
Percent Passing
80
89.2
85.6
83.7
82.3
90.5 90.1
93.5
91.6
89.1
88.4