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Native Hawaiian Educational Outcomes

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by

Dave Moyer

on 20 March 2013

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Transcript of Native Hawaiian Educational Outcomes

...and often face overlapping disadvantages and what advantages and disadvantages exist? Who are they? Where are they? What do we know about them as a group Characteristics Outcomes in Hawaii Public Schools Native Hawaiian Students How do they perform as a group Historical Testing Trends Postsecondary Outcomes 49,484 which represents

of the entire state's public school enrollment students aged 2 through 20 consider themselves Native Hawaiian Native Hawaiian students are overrepresented in high need groups Proportion of all students Proportion of economically disadvantaged students Proportion of special education students 26.5% Native Hawaiian
Students Today All else equal, what is the differential effect of being Native Hawaiian in a given complex? The Simplest Story A more nuanced story that accounts for other factors the standardized scale scores of the two groups over time Native Hawaiians are underrepresented among the students who enter college each year College-going rates for the Classes of 2009 and 2010 have increased about 6.5% over the Class of 2008 College-going rates have improved for Native Hawaiian students, but not recently Source: Hawaii Data Exchange Partnership Despite representing about 25% of the state's graduates every year, only about 20% of the college enrollees are Native Hawaiians Proportion of Hawaii's public school college enrollees that are Native Hawaiian Proportion of Hawaii's high school graduates that are Native Hawaiian 24.8 24.4 24.9 Today's indicators Year over year attendance is also improving Native Hawaiian students are less likely to be chronically absent (miss more than 8.5% of school) than their counterparts Native Hawaiians 12.9% Non-Native Hawaiians 17.8% Serious behavioral incidents are down from last year, but have risen slightly over time Class B Incidents Class A Incidents March 20, 2013 Icon size describes the number of Native Hawaiian students Icon color denotes the percentage of the complex that is Native Hawaiian Native Hawaiian Enrollment by Complex Math Reading Some definitions and a note on interpreting test score data Scale Scores
the underlying score (0-500) from which we set proficiency cut scores. Using these allows us to compare students within proficiency bands. Effect Sizes
most of the scale scores are presented as a fraction of a standard deviation, which helps us compare gaps between the two tested subjects. Reading Math Grade K-1
Grade 1-2
Grade 2-3
Grade 3-4
Grade 4-5
Grade 5-6
Grade 6-7
Grade 7-8
Grade 8-9
Grade 9-10
Grade 10-11
Grade 11-12

Grade 3-8 average 1.52
.97
.6
.36
.4
.32
.23
.26
.24
.19
.19
.06

.30 1.14
1.03
.89
.52
.56
.41
.3
.32
.22
.25
.14
.01

.39 Average Annual Effect Size Gain from Nationally Normed Tests In some complexes Native Hawaiian students outperform their counterparts when prior scores and disadvantage are accounted for:

Lanai
Nanakuli
Ka'u
Leilehua
Lahainaluna What do the gaps in scores look like, with no controls added? So what does this mean? Native Hawaiian achievement is much too low, but we are beginning to better understand some of the drivers of the gap
When we account for the challenges of poverty and past performance, many complexes we traditionally understand to be low performing are actually adding value for their students
Work in the Zones of School Innovation seems to be paying off, with those complexes showing progress recently
Leading indicators are encouraging, as attendance is up and behavioral incidents are down--and most importantly awareness and use of formative data is rising in the department Next Steps Every analyst always suggests more analysis, and I'm no different.

Our main challenge in determining our effectiveness in educating Native Hawaiians is the lack of an appropriate reference group. Ideally we'd be able to compare data on Native Hawaiian students across the state, including from private schools. We also must keep up the work, and build in evaluation as we do more One of the most difficult problems in analyzing educational reform efforts is that too often activities are abandoned before one could know if they were effective.

Early indications are positive, and focus during this stage is key.

We also must consider how to evaluate as we embark on new efforts. Building in evaluation from the beginning is the key to effective measurement. Mahalo Dave Moyer, Data Fellow
david_moyer@notes.k12.hi.us
(808) 681-2164 If you'd prefer to go your own speed you can see the presentation here:

http://is.gd/B8SsC3 Non-Native Hawaiian Native Hawaiian Questions or concerns:
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