Socioeconomically Disadvantaged Achievement Gap Case Study 1

Socioeconomically Disadvantaged Achievement Gap Case Study

Gregory Sloan

CSU San Marcos

Socioeconomically Disadvantaged Achievement Gap Case Study 2

Introduction

Like in most areas of society, there are gaps separating levels of success that groups

achieve. In the field of education, there are patterns of gaps in achievement experienced by

identified subgroups that have been the source of much research. The purpose of this research is

to draw conclusions about the causes and examine efforts to lessen and eliminate the gaps. The

literature themes presented here are focused on socio-economically disadvantaged students, a

broader subgroup with significant overlap into English Learner, Hispanic, and African-American

students. While educational settings have limitations in how they can impact societal conditions,

research has shown how institutional policies potentially exacerbate or alleviate achievement

gaps. With data from Placer High School and identified best practices an action plan will be

created to help the socioeconomically disadvantaged students to reduce the achievement gap in

site and statewide assessments.

Demographics of Placer High School

Located in rural Auburn, California with a population of 1359 students and a history that

goes back over 100 years, Placer High School is the largest high school in the Placer Union High

School District with a significant SED (Socio-economically disadvantaged) population. In 2016-

2017, Placer High was 72.8% White and 18% Hispanic or Latino. 374 students were identified

as socioeconomically disadvantaged, accounting for 27.5% of all students.

Literature Review

Teachers Expectations affect low-income students

The concept of the self-fulfilling prophecy states that what you believe about yourself is

more likely to come true. So, a belief in success or failure increase the likelihood of that result.

Many studies have shown the short-term effects of teacher expectations of student ability, but a
Socioeconomically Disadvantaged Achievement Gap Case Study 3

longitudinal study, which began in 1991, collected data on over 1000 participants from birth to

age 15. A discrepancy score was created that compared 1st grade standardized scores and

teachers academic scoring. The data concluded that teacher expectations by first grade had

lasting impacts on low-income students that were not seen in other income groups. When the

expectations were inaccurately low, test scores at age 15 were lower in math and language

ability. At the same time, teachers overestimation of abilities seemed to disproportionally help

low-income students (Sorhagen & Graesser, 2013).

Through intrinsic motivation and students locus of control, students remain engaged

through the more difficult transitional years of middle and high school (Hanson, Ruff, &

Bangert, 2016). At every income level, students with a growth mindset consistently outperform

students who do not and socioeconomically disadvantaged students are more likely to have a

fixed mindset (Claro, Paunesku, & Dweck, 2016). Since research has shown that

socioeconomically disadvantaged students are most effected both positively and negatively by

teacher expectations, teachers should work to believe and demonstrate positive expectations for

all students (Sorhagen, & Graesser, 2013).

Socioeconomically disadvantaged students lack access to more rigorous coursework

Building upon the previous theme, studies have also shown a gap in access to rigorous

courses also known as the excellence gap. Underrepresented groups in gifted and advanced

courses include racially, ethnically, and linguistically different (RELD) students. National

participation rates show the largest gap is low income to non-low income, with over 500,000

students missing from AP courses (Theokas & Saaris, 2013). One existing problem is the

recruitment of these students into gifted programs. Some identification tests, like IQ tests, have

shown to have inherent cultural biases. Nonverbal tests, while preferred, have shown limited
Socioeconomically Disadvantaged Achievement Gap Case Study 4

improvement in improving diversity. Even teacher referral has shown to identify White, Asian,

and higher income students at a greater proportion than the population. New standards and

rubrics have been developed that have shown to increase the number of minority students in the

recruitment and identification process. One example was the use of a student project chosen by

the teacher. Using a rubric from the GRS-P (Gifted Rating Scale preschool/kindergarten),

students were identified for placement in gifted courses at a higher rate than cognitive testing

(Ecker-Lyster & Niileksela, 2017).

The other issue that comes up is retention in gifted programs. Cultural issues and peer

pressures can create social and psychological barriers for students. The recommendations

presented in the literature include multicultural education using culturally responsive teaching

practices that include the students in the curriculum and promote positive identities and actions.

Another recommendation is mentoring. Much of the research focuses on African-American

males dropping out of advanced placement programs. Having an individual adult mentor to

show interest and guide students can be the difference between giving up and seeing their own

value and ability. Empirical research is lacking in these areas, but the amount of research has

increased for the third suggestion of non-cognitive skill development. Examples of this include,

grit, motivation, persistence, self-control, and mindset toward ability and effort. (Ecker-Lyster

& Niileksela, 2017) The implementation of these practices should lead to higher rates of

retention and success in gifted programs for students from underrepresented groups.

Equalizing institutional resources isnt enough

If a cause of the achievement gap is discrepancies in income, then would equal funding of

schools created equality in education? This was the question posed by researchers who looked at

the impact of over 20 million dollars to Philadelphia libraries to improve reading resources.
Socioeconomically Disadvantaged Achievement Gap Case Study 5

Studies had shown a lack of resources at home and in the community to access print and

electronic learning materials aimed at youth. Compared with 13 book titles available per child

in the middle-income neighborhoods, only 1 book title was available for every 300 children in

the poor communities. (Neuman & Celano, 2006) The lack of the exposure to vocabulary and

opportunity to build an enjoyment of reading have long lasting impacts for students. A

knowledge gap was identified as access to knowledge leads to the seeking and understanding

of more (2006).

The study looked at usage of the libraries comparing low-income and middle-income

neighborhoods. Additionally, comparisons of the usage in the low-income neighborhood before

and after renovations took place were examined. Results of the study show that that there were

no significant closing of the achievement gap and perhaps a widening. Without guidance in

using the resources, the low-income neighborhood students chose to read below their ability and

spent less time on literacy reading and homework. The addition of technology made better

resources available but didnt increase the use of more academic resources. The conclusion was

that just leveling the playing field did not create a benefit by itself, Instead they argue that a

more reasonable approach provide additional resources above and beyond comparability,

specifically targeted to needs of low income children. (Neuman & Celano, 2006)

Case Study Analysis

Standardized testing at the high school level has diminished over the last few years with

the elimination of 9th and 10th grade exams, exit exams, history and science tests. Exams such as

the SAT and AP tests are not taken schoolwide and are therefore not representative of all school

groups. As a result, the most recent SBAC scores and a grade level site test were chosen to

examine below.
Socioeconomically Disadvantaged Achievement Gap Case Study 6

Table #1:

2015-2016 SBAC ELA

SED Proficiency Level # % SED Proficiency Level # %
Yes Standard Exceeded 23 22.5% No Standard Exceeded 106 44.5%
Yes Standard Met 35 34.3% No Standard Met 98 41.2%
Yes Standard Nearly Met 31 30.4% No Standard Nearly Met 24 10.1%
Yes Standard Not Met 13 12.7% No Standard Not Met 10 4.2%

2015-2016 SBAC Math

SED Proficiency Level # % SED Proficiency Level # %
Yes Standard Exceeded 11 10.8% No Standard Exceeded 55 23.3%
Yes Standard Met 15 14.7% No Standard Met 74 31.4%
Yes Standard Nearly Met 32 31.4% No Standard Nearly Met 67 28.4%
Yes Standard Not Met 44 43.1% No Standard Not Met 40 16.9%

Overall, Placer High School consistently scores very high on ELA and at or above state

average in Math. Scores by last years 11th graders on the SBAC testing show lower scores

across the board in ELA and Math by students identified as socio-economically disadvantaged.

85.7% of all non-SED students met or exceeded ELA standards, but only 56.8% of SED students

did. 54.7% of non-SED met or exceeded math standards, but only 25.5% of SED. 44 of 102

SED students were in the lowest band of Math scores, while only 40 out of 236 in the non-SED

group did. Many 11th graders are not enrolled in math with only a two-year graduation

requirement. This very surface level data shows the need to go deeper and determine who the

SED students are and what there school experiences are like.

Table #2:

9th grade Lexile scores

SED Students Nov 2016 March 2017

No 232 1078.3 1052.8

Yes 77 924.6 892.7

Socioeconomically Disadvantaged Achievement Gap Case Study 7

In order to determine reading levels of students, Placer has begun testing Lexile scores

for 9th graders in the fall and the spring. In both administrations, the mean Lexile score was

about 150 points higher for non-SED students. A study of text demands in 2009, determined the

25th and 75th percentiles for 9th graders as scores between 960 and 1110. The 2012 Common

Core Standards determined 9th graders need to be scoring 1050 to 1260 to be career and college

ready at the end of 12th grade. The non-SED mean shows students at grade level and on track for

reading success. The SED mean is well below. This shows the challenge to catch up and be

ready within a few short years.

Table #3:

9th grade class demographics

Non-SED Other demographic SED

235 Total 81
12 Students with disabilities 12
24 Hispanic 39
198 White 36
2 English Learners 11
0 Parent Ed. Level Not a HS Grad 21
5 Home Language Spanish 30

While looking at the scores, I took it upon myself to identify who the SED students were

in terms of other demographic identifiers. While this is just one grade, it is representative of the

school as a whole. The data isnt so much surprising as it is revealing. It tells us who the SED

students are, what high school courses they may be restricted to taking due to Special Education

and EL status, and what the challenges are to communicate with family and community.

Table #4:

Fall 2017 Schoolwide enrollment

SED Non SED

Grade Total # % # %
Socioeconomically Disadvantaged Achievement Gap Case Study 8

11 335 74 22.1 261 77.9

12 307 47 15.3 260 84.7

Fall 2017 AP Course enrollment

SED Non SED

Grade Total # % # %

11 82 15 18.3 67 81.7

12 83 8 9.6 75 90.4

Most AP courses are offered to only 11th and 12th grade students. Students identified as

socioeconomically disadvantaged are compared to those who are not identified as such for the

spring term of 2017. In both grades, socioeconomically disadvantaged students are represented

at a lower rate with a larger gap existing in the 12th grade. There is also a noticeable difference

in the number and percentage of socioeconomically disadvantaged students in these grades.

Data Conclusion

Numerical data can help to identify problems and targets needing solutions. Deeper

delving is necessary for proper action. Placer High has applied to EOS (Equal Opportunity

Schools) to help identify underrepresented students for Advance Placement courses for the 2017-

2018 school year. They will be relying on their surveys and data analysis to help identify

students and make decisions that affect courses taken. The staff will have to adjust and buy in

for this to be successful. They must avoid using data to label students in negative ways and look

at how they can create successful outcomes for all.

Best Practices

Currently, Placer High School uses data from feeder schools to place some incoming 9th

graders into Academic Literacy courses to supplement their English and other core subjects.
Socioeconomically Disadvantaged Achievement Gap Case Study 9

This allows all students to continue to remain on an A-G path from the start with support to raise

reading levels. They are also expanding their Lexile testing of 9th graders to three times in the

year in order to track growth and effectiveness of this program.

The messages from teachers and schools help to develop growth or fixed mindsets within

students. To address psychosocial factors needed to engage students, it is recommended that

staff develop a school growth mindset culture with faculty. Teachers then work on using the

proper language, praising effort, and supporting persistence towards mastery (Hanson, Ruff, &

Bangert, 2016).

Another best practice for closing the achievement gap is to close the participation gap in

AP courses. This requires identifying, recruiting, and retaining socioeconomically

disadvantaged students. Equal Opportunity Schools (EOS) has recommended examining the data

to see the problem and start asking questions to understand why it exists and then audit the entry

requirements to identify barriers to enrollment (Theokas & Saaris, 2013). Examples of ways to

reduce the barriers include open access registration, the elimination of summer projects, and

An additional best practice is to provide educational resources for students with the

proper supports in place. Just providing computers by itself has not shown to help close the

achievement gap because there is already a knowledge gap in reading and use of technology.

When providing 1:1 devices such as Chromebooks, targeted instructional strategies are

necessary. This should include professional development for teachers to create intensive

engagements with resources. And schools should provide additional help and mentoring for

students, including actively involved librarians or other trained staff. Access to information is

necessary, but is not enough by itself and can lead to increased gaps if care is not taken to

implement a sound plan (Neuman, & Celano, 2006).

Socioeconomically Disadvantaged Achievement Gap Case Study 10

Culturally Proficient Action Plan

Based on Placer High Schools demographic data the largest subgroup is

socioeconomically disadvantaged (SED) students. Further analysis shows the overlap of English

Learners, Students with Disabilities, and Hispanic students making up a large portion of the SED

group. Data collected on Placer High School shows a significant gap in achievement on 11th

grade CAASPP ELA and Math test scores between socioeconomically disadvantaged students on

non-socioeconomically disadvantaged. Additionally, students in the 9th grade were tested in

reading and Lexile scores showed the gap is present among freshmen. And when preparing

students for college, the SED students were less competitive with a lower enrollment in

advanced placement (AP) classes.

Through a review of the literature, a number of causes and consequences were identified.

Combined with research in best practices, this led to my action plan to close the gap in test

scores and AP class enrollment. With over 85% of non-SED students meeting or exceeding

standard in CAASPP ELA, it is clear that many students are successful and career and college

ready at Placer High School. With a gap of almost 30% in ELA and 20% in Math, there is a

clear problem that must be addressed. The gap in enrollment in AP courses for 11th and 12th

graders is 4% and 6%, respectively for the fall of 2017. While this doesnt appear large, only

fifteen 11th grade and eight 12th grade socioeconomically disadvantaged students are enrolled in

fall AP courses.

Cultural proficiency aims to eliminate the beliefs among individuals and groups that hold

us back from achieving real equality. Through the use of language, we may intentionally or

unintentionally create barriers that cause schools and teachers to judge students differently and

promote feelings of inferiority among students. The research by Carol Dweck on growth
Socioeconomically Disadvantaged Achievement Gap Case Study 11

mindset provides the framework for the change in language and attitudes that allow teachers and

students to move past these barriers. By getting the teachers to understand and believe in

themselves and students we take the first step. My plan brings an expert to speak and motivate

staff to promote clarity and buy in. Additionally, select staff will need to be trained as trainers

for fellow teachers. Using existing in-service schedules and weekly PLC time, we will be able to

kick off the initiative and support in throughout the school year. Each teacher will work on their

growth mindset and be responsible to provide lessons to students that reinforce these beliefs.

As students self-esteem and well-being improves, so should their relationships with

teachers and staff. This should result in improved attendance and positive engagement. Through

a positive growth mindset and increased willingness and opportunities to learn, we should expect

students to try harder on the 11th grade CAASPP exam in the spring, persevere through difficult

sections, and bring more knowledge into the test setting. The goal would be a 9% reduction in

the ELA gap and 4% reduction in Math.

The other plan will benefit from growth mindset as students see intelligence as something

that is acquired, not innate. However, it also requires structural changes to the current process for

enrolling in AP courses. Currently, most courses require a summer project that gives a heavy

grade weight to an assignment completed before the school term begins. This puts some students

at a disadvantage when they either need to work, care for siblings, or just need a teachers support

and encouragement to complete complex quality work. Often projects like this are used as a

filter by teachers, who will ask that students who did not complete the project be disenrolled at

the beginning of a term. So this requirement will have to be eliminated and teachers will use the

school year to assign work and support student learning. This will require an adjustment to their

pacing and instruction.

Socioeconomically Disadvantaged Achievement Gap Case Study 12

While the project can be a barrier that prevents students from signing up, there are also

teachers and counselors who use GPA or grade in a previous course to determine if a student is

allowed to enroll. The use of GPA discounts improvements students have made and a grade in a

course is unfortunately not always an accurate reflection of effort or ability. The willingness to

challenge and push oneself should be rewarded with opportunity. And finally, students who

have never considered college or AP classes need encouragement and recruitment. Teachers and

counselors should use the information they have and relationships with students to send this

message. Interest surveys and course previews are perfect opportunities to find the interested

students and educate them about the benefits.

Figure 1.1
Action Plan for SED Students
Placer High School
Auburn, California
Problem to be Addressed: Socioeconomically disadvantaged students (SED) have large
achievement gaps in CAASPP ELA and Math results.
Goal One:
Reduce the 28.9% gap of SED students meeting/exceeding standard on CAASPP ELA to 20% or
less and reduce the gap of 19.2% of SED students meeting/exceeding standard CAASPP Math to
15% or less by 2018.
A Growth Mindset will be established among teachers and expressed to students through language
and behavior. The psychological focus will help motivation and perseverance to learn and achieve.
Action steps Position(s) Resources: Timeline Costs (Optional)
responsible
(Limit to 2 or 3 action Materials and/or
steps) Personnel
Arrange professional Principal Speaker fees, August 2017
development in-service transportation and
speaker on Growth 1 night lodging
Mindset
Socioeconomically Disadvantaged Achievement Gap Case Study 13

Train staff to present to Assistant Release time (1-2 September

teachers in break out principal, site full days), 2017
groups curriculum and training materials
instruction such as books and
coordinator lesson examples
Lessons focusing on Teachers, Growth mindset Begin in
student achieving a curriculum and curriculum October and
growth mindset instruction examples, use of continue
coordinator weekly PLC time yearlong
Evaluation and Indicators of success (toward achieving goal): Measures of school engagement such
as improved attendance, lower rates of discipline referrals, and extracurricular participation.
Improvements in rates of Fs and Ds earned in courses. Increased scores on common benchmarks at
all grade levels.

Figure 1.2
Action Plan for SED Students
Placer High School
Auburn, California
Problem to be Addressed: Socioeconomically disadvantaged students (SED) enroll in AP courses
at a lower rate than non SED.
Goal Two:
Equal percentages of SED and non-SED students enrolled in AP Courses by 2018.

AP courses will be made more accessible for all students and traditionally underrepresented
students will be encouraged to challenge themselves and prepare to take AP courses.
Action steps Position(s) Resources: Timeline Costs (Optional)
responsible
(Limit to 2 or 3 action Materials and/or
steps) Personnel
Eliminate summer AP Teachers Time for teachers August
project requirements to reorganize
curriculum (Three
days)
Identify students from Counselors & Test scores Fall Term
underserved groups Teachers database, 2017
Socioeconomically Disadvantaged Achievement Gap Case Study 14

who would be transcript records,

successful in AP and teacher
courses recommendations
Allow all students who Administration, Increased sections Spring Term
want to take AP to sign counselors, and of AP classes 2018
up teachers offered (likely
decrease of non-
AP sections)
Evaluation and Indicators of success (toward achieving goal): Student surveys showing increased
interest in taking AP courses next year. Increased attendance at AP course preview days. Increased
course requests for AP courses.

Conclusion

As students begin school, the perceptions of their abilities began to form. The teacher,

having the largest influence among school staff, makes the determination that whether that

student is at, above, or below their classes in reading and math. For lower income students, low

expectations lead students to question their own competence and the reverse is true as well.

Developing a growth mindset among teachers and students has shown to improve educational

outcomes. It isnt too late in high school to change mindsets and show students that through

effort everyone improves. Placer High School has the duty and opportunity to use this

knowledge to achieve measureable results in closing the achievement gap among

socioeconomically disadvantaged students. Traditional means of identifying gifted or high

achieving students often underrepresent socioeconomically disadvantaged students, so new

measures to identify and retain students in programs must be implemented. With an increase in

the number of students at Placer High School in these courses, students will be more college and

career ready.
Socioeconomically Disadvantaged Achievement Gap Case Study 15

References

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty

on academic achievement. Proceedings of the National Academy of Sciences, 113(31),

8664-8668. doi:10.1073/pnas.1608207113

Ecker-Lyster, M. & Niileksela, C. (2017) Enhancing Gifted Education for Underrepresented

Students: Promising Recruitment and Programming. Journal for the Education of the

Gifted. 40(1), 7995. doi: 10.1177/0162353216686216

Hanson, J., Ruff, W., & Bangert, A. (2016). Investigating the Relationship between School Level

and a School Growth Mindset. Journal of Educational Issues, 2(2), 203.

doi:10.5296/jei.v2i2.10052

Jeynes, W. H. (2015) A Meta-Analysis on the Factors That Best Reduce the Achievement Gap.

Education and Urban Society. 47(5), 523554. doi: 10.1177/0013124514529155

Neuman, S. B., & Celano, D. (2006). The Knowledge Gap: Implications of Leveling the Playing

Field for Low-Income and Middle-Income Children. Reading Research Quarterly,

41(2), 176-201.

Reardon, S. F. (2013). The Widening Income Achievement Gap. Educational Leadership, 70(8),

10-16.

Sorhagen, N., & Graesser, A. C. (2013). Early Teacher Expectations Disproportionately Affect

Poor Children's High School Performance. Journal of Educational Psychology, 105(2),

465-477.

Theokas, C., & Saaris, R. (2013). Finding Americas Missing AP and IB Students. The

Education Trust.
Socioeconomically Disadvantaged Achievement Gap Case Study 16

Annotated Bibliography Income Achievement Gap

Introduction

My research interest is in socioeconomically disadvantaged students. Each article, in

part, explains research data related to the current gap. The initial article focuses solely on

historical data and current trends. The next articles attempt to explain factors related to the

achievement gap. These range from how teacher behaviors affect the achievement gap to

equality of school funding for the resources that are provided for students.

Annotated Bibliographies

Neuman, Susan B., & Celano, Donna. (2006). The Knowledge Gap: Implications of Leveling the
Playing Field for Low-Income and Middle-Income Children. Reading Research
Quarterly, 41(2), 176-201.

The study reports on efforts to provide reading resources and technology to level the

playing field of access for students. Results showed that usage was unequal and resulted in a

larger achievement gap between low and middle income. Since equal resources do not give

equal results, a conclusion is drawn that low-income students need greater access to resources

and more money spent. Leveling the playing field at school does not account for the gaps at

home and in the community.

Reardon, Sean F. (2013). The Widening Income Achievement Gap. Educational Leadership,
70(8), 10-16.

Research shows the gap in standardized test scores in reading and math to be widening

between families in the highest and lowest earning groups. The increase begins to widen for

students born starting in the mid-1970s and is much larger at the time of this article. Meanwhile,

the achievement gap for African-American students compared to white students has narrowed

over the same period. Both gaps are large and still exist but the trend shows the impact
Socioeconomically Disadvantaged Achievement Gap Case Study 17

socioeconomic status has on school success. Other measures such as graduation rates and

extracurricular participation show the same trends. The achievement gap is large entering school

and grows in small amounts. A conclusion is drawn that income gaps have dramatically widened

in the United States and therefore low and high-income students have a much larger gap in

resources.

Sorhagen, N., & Graesser, Arthur C. (2013). Early Teacher Expectations Disproportionately
Affect Poor Children's High School Performance. Journal of Educational
Psychology, 105(2), 465-477.

Expectations of teachers in the grade has shown to correspond to reading and

mathematics performance at age 15. Expectations from age 15 on had no impact on

performance. The impact on low-income students was significantly stronger with both high and

low expectations than affluent ones. The concept of the self-fulfilling prophecy is used to

explain why this might have resulted. The implications lead to a focus on teacher expectations

and behaviors to help close the achievement gap.

Conclusion

As students begin school, the perceptions of their abilities began to form. The teacher,

having the largest influence among school staff, makes the determination that whether that

student is at, above, or below their classes in reading and math. For lower income students,

expectations that are set low lead students to question their own competence. They continue

through school with less access to resources than higher income peers. Just equalizing this

access does not overcome the achievement gap for students and once they reach age fifteen, even

high expectations from teachers do not lead to changes in the gap. This gap has been growing
Socioeconomically Disadvantaged Achievement Gap Case Study 18

over the last forty years larger than other achievement gaps due to the growth in inequality of

income in general.