Professional Documents
Culture Documents
Data Summary: A Comparison of Olivenhain Pioneer Elementary School and the Adaire
Alexander School
1. Demographics:
Race
Olivenhain Pioneer Elementary School is 81.3% White, 7.2% Hispanic, 4.1% Asian, 0.6%
Black, 6.3% Multiracial, 0.3% Native Hawaiian or Pacific Islander, and 0.3% American Indian
or Alaska Native. Adaire is 71% White, 10% hispanic, 2% asian, 10% Black, 5.9% multiracial,
0% Native Hawaiian or Pacific Islander, and 0% American Indian or Alaska Native. OPE
therefore has less diversity than Adaire.
Scott 3
Encinitas is 85.5% White, 0.6% Black, 4.1% Asian, 13.7% Hispanic, 0.2% Native Hawaiian or
Pacific Islander, and 0.5% American Indian or Alaska Native, and 3.4% Multiracial. Fishtown is
78.1% White, 5.9% Black, 5.8% Asian, 14.2% Hispanic, 0.1% Native Hawaiian or Pacific
Islander, and 0.3% American Indian or Alaska Native. Accordingly, Fishtown is more diverse
than Encinitas.
Special Ed (IDEA)
11.7% of students at OPE qualify for IDEA. 15.4% of students at Adaire qualify for IDEA.
There are more students at Adaire who qualify for IDEA than OPE.
1.9% of students at OPE are English Language Learners. 0.9% of the students at Adaire are
English Language Learners. Therefore, theres a slightly higher concentration of ELL students at
OPE than at Adaire, but not by much.
Assigned Sex
OPE has 47.1% females and 52.9% males. Adaire has 50.7% females, and 49.3% males. Ergo,
both schools seem to have a fairly even proportion of males and females.
2. In-School Suspensions
The Adaire Alexander School has not reported the use of in school suspension for disciplinary
problems. Olivenhain Pioneer Elementary School has reported four in-school suspensions, and
all four students who were given in-school suspensions were White.
3. Out-of-School Suspensions:
Out of the 41 students who received out-of-school suspensions at the Adaire School, 73% were
White, 22% were Black, and 4.4% were Hispanic. Out of the two students at Olivenhain Pioneer
Elementary School who received out-of school suspensions, 100% of them identified as
Multiracial.
In my hometown, Encinitas, 94.9% of the population graduates from high school and 59.4%
graduate from college. In Fishtown, 80% graduate from high school and 32.3% are college
graduates. Overall, Encinitas residents have attained more formal education than Fishtown
residents.
The median household income in Encinitas, CA is $95,149. The median household income in
Fishtown is $45, 720. Consequently, the median household income is much higher in Encinitas
than in Fishtown.
Scott 7
8.1% of Encinitas residents live below the poverty line. 22.9% of Fishtowns residents live
below the poverty line. Therefore, there is a higher concentration of poverty in Fishtown than in
Encinitas.
8. State Assessments
Scott 8
At Olivenhain Pioneer Elementary School, 79% of students are proficient in math, 86% are
proficient in English, and 91% are proficient in science. At Adaire Alexander Elementary
School, 38% of students are proficient in math, 23% are proficient in English, and 34% are
proficient in science according to standardized testing measures.
At
Olivenhain Pioneer Elementary School, there are 24 students for each 1 teacher. At the Adaire
school, there are 16 students for every 1 teacher. Therefore, OPE has significantly higher class
sizes than Adaire.
Olivenhain Pioneer Elementary School had extremely low chronic absenteeism, as 0.3% of
students were chronically absent. In contrast, 36.7% of the students at the Alexander Adaire
School are chronically absent.This is a stark difference that is worth investigating.
Scott 10
Reflection
It is an unfortunate reality in the U.S. that children of color and impoverished children
continue to be systematically undercut in our educational system. These groups have been
consistently undermined in a variety of ways that frequently go unnoticed. Because the many
ways these children are subverted are invisible, the system perpetuates itself continuously,
problems such as the reproduction of inequality and the school-to-prison pipeline. Through
aggregating a mass of data in regard to my hometown and former elementary school as well as
my fall placement site and its surrounding neighborhood, some of the mechanisms that are
Discriminatory Discipline
One of the most salient ways these schools seem to be carrying out these patterns is
through what appear to be discriminatory practices. I noticed in doing my research was that both
my site placement (The Alexander Adaire School) and the elementary school I attended
(Olivenhain Pioneer Elementary School) seem to reflect institutional racism through disciplinary
measures. The data clearly show a disproportionate number of students of color receiving
out-of-school suspensions. In fact, at OPE out of the six students who received reported
suspensions, the four White students all received in-school suspensions, while the two
multiracial students received out-of-school suspensions. Although the Alexander Adaire School
didnt make use of in-school suspensions, out of the students who received out-of-school
Scott 11
their school as a whole. This discrepancy in the severity and incidence of punishment between
White students and students of color expose the biases that are pervasive in U.S. society, as well
as one of the many ways that students of color in this country are discriminated against. The
occurrence of white children receiving less severe punishments than children of color truly
reflects Wellmans conception of racism as a system of advantage that Tatum discusses in her
Discriminatory Student-Retention
The nature of student suspensions was unfortunately not the only aspect of the data that
reflected institutional racism, as student retention rates also indicated racist tendencies. Out of
the six students who were reportedly retained at the Alexander Adaire School, four of them were
children of color, including two latino students and two Black students. When comparing the
races of the proportion of retained students to the general demographics of the student body,
students of color are vastly overrepresented. OPEs data shows a similar trend. Despite having a
homogeneous student body with 81% White students, two of the four students who were retained
at OPE were latino. It is difficult to make generalizations about the practices of varying schools
with such small numbers of retained and suspended students, however, the trends that are
highlighted here reflect the destructive pattern of discrimination that pervades the United States
students are retained and suspended, they are more likely to drop out of school, which may
influence their likelihood of earning a high salary and engaging in criminal activities in the
Scott 12
stereotypes and subconscious biases influence the ways I perceive and treat children.
Unfortunately, it is all too common that Black children receive more severe punishments
and consequences than their White peers. This data reflects a reality illuminated by a research
study executed by Yates & Marcelo. In this study, teachers were instructed to watch a video and
point out misbehavior occurring while students were engaged in imaginative play. Tellingly, the
misbehavior, although no misbehavior was present (Yates & Marcelo, 2014). Perhaps part of the
reason Black children are given more severe consequences because of the way they are perceived
perceived as four years older than their actual age (Goff, 2014). As a result of this bias, many
teachers may have expectations of Black children in their classes that exceed the limitations of
their developmental stage, and consequently give them more punitive punishments than their
behavior merits. Excessive punishment for children of color on part of educators may be
contributing to the creation of negative associations with figures of authority and school evasion.
These factors are likely to be integral factors playing into the school-to-prison pipeline.
Chronic Absenteeism
Another notable trend I observed in analyzing the data is the vast difference between
schools in achievement on standardized testing measures as Adaires test scores are significantly
lower than OPEs. One factor that may be contributing to Adaires relatively low test scores is
the proportion of students who are chronically absent. While at OPE only 0.3% of students are
Scott 13
chronically absent, at Adaire, 36.7% of students are chronically absent. As a teacher, I need to
remember to give chronically absent students extra academic support, and make sure to give
them some work to bring home reviewing concepts they may have missed. I also need to be
aware of factors that may be influencing chronic absence on part of students. I imagine that
some of these factors include illness, bullying, negative relationships with teachers, low grades,
parent work schedules, mental illness, parental drug addiction, unstable transportation, and
unstable housing. This ties back to a conversation weve had in class--how much responsibility
should schools and teachers have for the issues that arise in students lives? Although teachers
may not be able to provide their students reliable housing or cure students illnesses, teachers
may be able to intervene in a variety of other ways. For example, teachers might be able to help
students who are targeted by bullies, help prevent bullying, create rapport, get to know students
in a meaningful way, and keep an open line of communication with parents. Teachers may also
be able to provide extra emotional support to students who feel unmotivated due to consistently
feeling behind.
When I read about how many students at the Alexander Adaire School are chronically
absent, it reminded me of Carters work, Closing the Opportunity Gap. Carter argued that in
order for us to address differences in student achievement, we must first address the differences
in opportunities available to students. When students dont have the opportunity to come to
school, its unsurprising that their achievement is lower than it could be. In spite of any extra
support teachers give when chronically absent students return to school, these students are at
are much more likely to drop out of high school, and dropouts are significantly more likely to
Scott 14
earn lower wages and end up in prison than their peers who graduate from high school. This is
likely to be a significant contribution to the cycle of poverty and the school-to-prison pipeline
differences in financial prospects. This is evidenced by the fact that when compared to OPE,
Adaire (the lower-achieving school) has a much higher incidence of students living under the
poverty line. There are a variety of factors related to poverty that influence the ways that children
learn and are therefore affecting performance on these standardized measures. For instance, not
having reliable transportation and housing, and proper nutrition, medical care and dental care all
may impede learning. In addition, families who arent able to pay for the extra support their
children need (tutors, therapists, specialists etc.) are at a fundamental disadvantage when
compared to children from more affluent homes, as they are not receiving equal opportunities to
learn.
in parents educational backgrounds. More educated parents are more likely to read to their
children which is known to help children learn basic literacy skills. More educated parents also
impart cultural and social capital to their children that may reproduce inequalities. As a teacher,
I need to remember that even in a preschool or kindergarten context many students come to the
Conclusion
In Teaching to Change the World, Oakes and Lipton talk about Manns vision of schools
as great equalizers (Oakes & Lipton, 2002). We clearly have not achieved this ideal since
children of color and children of low socioeconomic status have their education undermined by
invisible mechanisms that often result in cyclical poverty and the school-to-prison pipeline.
chronic absenteeism, discrepancies in parental education, and factors associated with familial
poverty. These societal mechanisms reflect some of the flaws inherent in U.S. society.
Undergoing this investigation was highly impactful for me as a teacher. Having theoretical
discussions about discrimination and poverty affecting children is imperative, but something
about seeing these truths reflected in data connecting to my own personal life made me
understand the problems in the U.S. educational system on a much deeper level.
Scott 16
Sources
Carter, P. L., & Welner, K. G. (2016). Closing the opportunity gap: what America must do to
give all children an even chance. Oxford: Oxford University press.
Data Access and Dissemination Systems (DADS). (2010, October 05). American FactFinder.
Retrieved July 26, 2017, from https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml
Jackson, M. C., & Goff, P. A. (n.d.). The Essence of Innocence: Consequences of Dehumanizing
Outgroup Children. PsycEXTRA Dataset. doi:10.1037/e506052012-085
Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2015). Teaching to Change the World.
Florence: Taylor and Francis.
Tatum, B. D. (2008). Can we talk about race?: and other conversations in an era of school
resegregation. Boston, MA: Beacon.
The School District of Philadelphia. (n.d.). Retrieved July 26, 2017, from http://www.philasd.org/
Welcome to the Encinitas Union School District! (n.d.). Retrieved July 26, 2017, from
http://www.eusd.net/