An Analysis of Grades 3, 5, 8, and 10 Basic Reading and Mathematic Skills among Three Racial Groups in Maryland Public Schools
Data Provided by the Maryland Department of Education
AND
Comparative Analysis of Mean Combined SAT Scores Nationally, in Maryland, and for Maryland's Historic Public Black Colleges/Universities*, and Maryland's Other Public Colleges/Universities** from 2003 to 2004
Data Provided by the College Board and the Maryland Higher Education Commission
CONCLUSIONS: THE DATA DO NOT SUPPORT THE VIEW, WIDELY PUBLICIZED BY BOTH THE MARYLAND STATE DEPARTMENT OF EDUCATION AND THE US DEPARTMENT OF EDUCATION THAT:- THE STATE OF MARYLAND IS A NATIONAL PARADIGM FOR REDUCING RACIAL DISPARITIES IN EDUCATION
- Except for Grades 5 and 8 Reading, and Grade 3 Math (among only Hispanic Students) there has been an INCREASE of minority Students who CAN NOT Read or do Basic Mathematics from 2003 to 2004,
- in Maryland: African Americans continue to score 27% Lower than Whites and 16% Lower than Hispanics on the SAT; and Hispanics 11% Lower than Whites, and
- There has been NO improvement in the 33 % difference in Combined Mean SAT Scores between Maryland's Historic Public Black Colleges/Universities and Maryland's Other Public Colleges/Universities
THE ANALYSIS: - For Maryland's Public Elementary/Secondary Schools, we are interested in the Level of Achievement of each Racial Group, their difference, and if these differences are changing. For Example: If 50% of students of Group A achieve at the Basic Level and 25% of Students of Group B at that same Level, a simple ratio, Group A/Group B = 50/25 = 2, tells us that there are twice as many students achieving at this Level in Group A. If the following year the numbers are: Group A, 55%, and Group B, 22%: Group A/Group B = 55/22 = 2.5. There are now two and a half (2.5) as many Students in Group A achieving at this Level. The percent change can be determined as follows: 2.5/2 = 1.25; or a 25 % INCREASE in the number of Students in Group A now achieving at this Level.
- For SAT Scores, Nationally and in Maryland, we are interested in a comparing the Mean Combined SAT scores for African Americans, Hispanics, and Whites; for Maryland's Historic Public Black Colleges/Universities, a comparison of Combined Mean SAT Scores between Maryland's Historic Public Black Colleges/Universities and Maryland's Other Public Colleges/Universities
Basic Level Reading:
Students at this level are unable to adequately read and comprehend grade appropriate literature and informational passages.
Basic Level Mathematics:
Students at this level demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.
AA = African American, W = White, H = Hispanic
Numbers represent the percentage of Students at the Basic Level, for that Racial Classification, and for that year
GRADE 3 READING
- Grade 3 Reading 2003 (AA, W, H) 58.6, 27.8, 60.8
AA vs W: 58.6/27.8 = 2.11
H vs W: 60.8/27.8 = 2.19
- Grade 3 Reading 2004 (AA, W, H) 42.5, 18.4, 40.8
AA vs W: 42.5/18.4 = 2.31
H vs W: 40.8/18.4 = 2.22
From 2003 -2004: An approximate 9 % increase in African American Students and a 1 % increase in Hispanic Students who are unable to adequately read and comprehend grade appropriate literature and informational passages
GRADE 5 READING
- Grade 5 Reading 2003 (AA, W, H) 52.0, 20.0, 48.6
AA vs W 52.0/20.0 = 2.6
H vs W: 48.6/20.0 = 2.43
- Grade 5 Reading 2004 (AA, W, H) 47.2, 19.0, 44.7
AA vs W 47.2/19.0 = 2.48
H vs W: 44.7/19.0 = 2.35
From 2003 -2004: An approximate 5 % decrease in African American Students and a 3 % decrease in Hispanic Students who are unable to adequately read and comprehend grade appropriate literature and informational passages
GRADE 8 READING
- Grade 8 Reading 2003 (AA, W, H) 59.8, 25.7, 55.4
AA vs W: 59.8/25.7 = 2.33
H vs W: 55.4/25.7 = 2.16
- Grade 8 Reading 2004 (AA, W, H) 51.9, 24.5 51.7
AA vs W: 51.9/24.5 = 2.12
H vs W: 51.7/24.5 = 2.11
From 2003 -2004: An approximate 10 % decrease in African American Students and a 2 % decrease in Hispanic Students who are unable to adequately read and comprehend grade appropriate literature and informational passages.
GRADE 10 READING
- Grade 10 Reading 2003 (AA, W, H) 58.6, 24.8, 56.1
AA vs W 58.6/24.8 = 2.36
H vs W: 56.1/24.8 = 2.26
- Grade 10 Reading 2004 (AA, W, H) 52.5, 20.8, 50.7
AA vs W 52.5/20.8 = 2.52
H vs W: 50.7/20.8 = 2.44
From 2003 -2004: An approximate 7 % increase in African American Students and an 8 % increase in Hispanic Students who are unable to adequately read and comprehend grade appropriate literature and informational passages.
GRADE 3 MATH
- Grade 3 Math 2003 (AA, W, H) 52.9 21.0, 47.0
AA vs W: 52.9/21.0 = 2.52
H vs W: 47.0/21.0 = 2.24
- Grade 3 Math 2004 (AA, W, H) 42.6, 16.7, 36.5
AA vs W: 42.6/16.7 = 2.55
H vs W: 2.19
From 2003 -2004: An approximate 1 % increase in African American Students and a 2 % decrease in Hispanic Students who demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.
GRADE 5 MATH
- Grade 5 Math 2003 (AA, W, H) 65.0, 30.7, 56.4
AA vs W 65.0/30.7 = 2.12
H vs W: 56.4/30.7 = 1.84
- Grade 5 Math 2004 (AA, W, H) 54.1, 23.7, 47.9
AA vs W 54.1/23.7 = 2.28
H vs W: 47.9/23.7 = 2.02
From 2003 -2004: An approximate 8 % increase in African American Students and a 10 % increase in Hispanic Students who demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.
GRADE 8 MATH
- Grade 8 Math 2003 (AA, W, H) 82.4, 46.2, 73.2
AA vs W 82.4/46.2 = 1.78
H vs W: 73.2/46.2 = 1.58
- Grade 8 Math 2004 (AA, W, H) 75.6, 40.1, 68.5
AA vs W 75.6/40.1 = 1.89
H vs W: 68.5/40.1 = 1.71
From 2003 -2004: An approximate 6 % increase in African American Students and an 8% increase in Hispanic Students who demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.
MSA GEOMETRY (Basic Level)
- 2003 (AA, W, H) 83.3, 42.6, 70.3
AA vs W 83.3/42.6 = 1.96
H vs W: 70.3/42.6 = 1.65
- 2004 (AA, W, H) 79.5, 37.0, 65.0
AA vs W 79.5/37.0 = 2.15
H vs W: 65.0/37.0 = 1.75
From 2003 -2004: An approximate 10 % increase in African American Students and a 6 % increase in Hispanic Students who demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.
Comparative Analysis of Mean Combined SAT Scores for Maryland's Historic Public Black Colleges/Universities*, and Maryland's Other Public Colleges/Universities** from 2003 to 2004
| School | 2003
State SAT Average: 1,111 | 2004
State SAT Average: 1,026 |
|
| Percent Difference between Historic Public Black Colleges/Universities and Other Colleges/Universities for that Year |
|---|
| Historic Public Black Colleges/Universities | 1,111/871 =
1.28 | 1,026/875 =
1.17 |
|
| 33%
(2003) 1,158/871 |
| Other Colleges/Universities | 1,111/1,158 =
0.96 | 1,026/1,165 =
0.88 |
|
| 33%
(2004) 1,165/875 |
* Bowie State University, Coppin State College, University of Maryland: Eastern Shore, and Morgan State University
** Salisbury State University, Frostburg State University, Towson University, University of Maryland: Baltimore County, University of Maryland: College Park, and St. Mary's College
National and Maryland Combined Mean SAT Score for African Americans, Hispanic and White Students for 2002, 2003, and 2004
| YEAR | African American | Hispanic | White |
|---|
| 2002 | 857 (National)
848 (Maryland) | 910 (National)
984 (Maryland) | 1060 (National)
1092 (Maryland) |
| 2003 | 857 (National)
855 (Maryland) | 911 (National)
979 (Maryland) | 1060 (National)
1089 (Maryland) |
| 2004 | 857 (National)
853 (Maryland | 915 (National)
986 (Maryland) | 1059 (National)
1084 (Maryland) |
National Comparison of Combined Mean SAT Score with the National Average for African Americans, Hispanic and White Students for 2002, 2003, and 2004
| YEAR | African American | Hispanic | White |
|---|
| 2002 | 11% Lower | 5% Lower | 11% Higher |
| 2003 | 13% Lower | 7% Lower | 9% Higher |
| 2004 | 14% Lower | 5% Lower | 9% Higher |
Maryland Comparison of Combined Mean SAT Score with the National Average for African Americans, Hispanic and White Students for 2002, 2003, and 2004
| YEAR | African American | Hispanic | White |
|---|
| 2002 | 18% Lower | 1% Lower | 10% Higher |
| 2003 | 14% Lower | Same | 12% Higher |
| 2004 | 14% Lower | 1% Higher | 11% Higher |
Paired National Comparisons of Combined Mean SAT Score for African Americans, Hispanic and White Students for 2002, 2003, and 2004
| YEAR | African American v White | Hispanic v White | Hispanic v African American |
|---|
| 2002 | 24% Lower | 16% Lower | 6% Higher |
| 2003 | 24% Lower | 16% Lower | 6% Higher |
| 2004 | 24% Lower | 15% Lower | 6% Higher |
Paired Comparisons in Maryland of Combined Mean SAT Score for African Americans, Hispanic and White Students for 2002, 2003, and 2004
| YEAR | African American v White | Hispanic v White | Hispanic v African American |
|---|
| 2002 | 29% Lower | 11% Lower | 16% Higher |
| 2003 | 27% Lower | 11% Lower | 15% Higher |
| 2004 | 27% Lower | 10% Lower | 16% Higher |