Woodburn Independent Online

Study shows Hispanic and white students learn at same rate

With the highest percentage of Hispanics in the state, the WSD is accelerating the learning of ESL students without leaving the other students behind

• By: Charissa Bernard  
• Published: 9/22/2009 9:21:49 AM

WOODBURN — A new report released by the Chalkboard Project is bringing achievement gaps between Hispanics and white students to the attention of school districts across Oregon.
 
At first glance, the report shows an early and persistent gap between the achievement of Hispanic students and that of their white peers. Taking a second look, though, reveals multiple reasons why white students, as a whole, are outperforming Hispanic students, including in Woodburn.
 
During the 2007-08 school year, the Woodburn School District (WSD) had, by far, the highest concentration of Hispanic students in the state.
 
Seventy-five percent of the 5,121 students were classified Hispanic and 71 percent of those students were not proficient enough in English to benefit from instruction in core subjects in the regular classroom. Because of this lack of proficiency, these students are given the opportunity to be a part of English as a second language (ESL) programs within their school day.
 
Although these students — classified as limited English proficient (LEP) — do not speak fluent English yet, the state tests they take, starting in third grade, are mostly in English. This leads to lower test scores.
 
On average, Hispanic students in Oregon score significantly lower than white students on achievement tests in reading and math, but this gap remains relatively constant between third and 10th grades. However, when Hispanic students are compared to white students with similar socio-demographic and educational characteristics, across all tested grades, the Chalkboard Project found much smaller, but persistent, achievement gaps in reading and math.
 
“This means that Hispanic students start out behind, but learn at about the same pace as white students,” the report read.
 
The report also revealed that, over time, Hispanics participating in ESL programs grow at a faster rate than non-ESL Hispanics and non-ESL whites.
 
Last year, the LEP students in Woodburn middle and high schools showed they could hold their own amongst their counterparts. Woodburn LEP students exceeded the LEP state average for sixth-graders, seventh-graders, eighth-graders and 10th-graders in reading and math, with fifth-graders also exceeding the LEP state average in math.
“It is a matter of acceleration,” said WSD superintendent Walt Blomberg. “How do you accelerate a group beyond the normal growth pattern that allows them the chance to catch up?”
 
Two schools seem to have answered this question, as Lincoln and Nellie Muir elementary schools have been recognized by the state for closing this gap between white students and Hispanic students in both reading and math over four years (2003-04 through 2007-08).
Both schools also met the No Child Left Behind adequate yearly progress this past year, crediting grassroots teacher tutoring groups and parent involvement as the keys to success.
 
Overall, in Woodburn, white students and Hispanic students are progressing at relatively the same rate, which doesn’t necessarily close the achievement gap, but does mean that the student body, as whole, is improving.
 
“I was very pleased to see that because I think that is a statement that the district has not forgotten about anybody,” Blomberg said. “It could be dangerous if people perceive closing the gap means holding one group back.”
 
Last year, the district’s 450 white students — including 256 Russian students who were not yet English language proficient — flirted with the state averages for white students in multiple grades and on multiple tests.
 
White eighth-graders exceeded the state average in both math and reading with 81 and 80 percent of students passing those tests, respectively.

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