Administrators, Teachers Work Together to Close Achievement Gaps

A Texas high school is proving what can happen when administrators and teachers commit to preparing every student for college and careers.

Their dedication is closing the gaps in academic achievement between white and minority students, and between lower-income and higher-income students at Foster High School (FHS) in Richmond.

Students in a science class at Foster High School record a video for a class project.

ACT researchers studying FHS over a recent four-year period have concluded that the school is making noteworthy strides in improving its students’ college and career readiness. The school enrolls approximately 2,000 students—29 percent Hispanic, 15 percent African American, and 53 percent white. The school is part of the Lamar Consolidated Independent School District, which administers EXPLORE, PLAN, and the ACT.

The district uses the three tests as supplementary sources of information for administrators, teachers, and students. Some teachers have found the test results useful in identifying areas of weakness for students in need of supplemental instruction. Many teachers have also found the UNIACT Interest Inventory—a career exploration tool included with ACT assessments—helpful in selecting students for career and technical education programs.

Across racial/ethnic and income groups, ACT-tested FHS graduates have made notable improvements in five areas: test score increases, taking a core curriculum, college and career readiness, educational aspirations, and enrollment in college.

Test Score Increases

Average ACT Composite scores have increased for Hispanic and African American students, while remaining unchanged for white students, and increased for lower-income students compared to higher-income students. For FHS students who took both PLAN^® and the ACT^®, average score gains from PLAN to the ACT were larger across all subject areas, compared to slight declines in average Mathematics, Reading, and Science score gains for students nationally.

Taking a Core Curriculum

A teacher at Foster High School takes fingerprints of a student as part of a crime scene investigation assignment.

The percentage of ACT-tested students taking the core curriculum as recommended in A Nation at Risk has increased for Hispanic and African American students. The percentage of lower-income students taking the core curriculum has also increased. The recommended core curriculum is four years of English and three years each of mathematics, science, and social studies.

College and Career Readiness

The percentage of ACT-tested students meeting or exceeding ACT’s College Readiness Benchmarks has generally increased, especially for Hispanic students and lower-income students.

Students’ Educational Aspirations

The percentages of ACT-tested students aspiring to earn at least a bachelor’s degree has increased for both Hispanic and African American students, as well as for both income groups, while decreasing for white students.

Enrollment in College

The percentage of ACT-tested students enrolling in college in the fall immediately following high school graduation has increased for Hispanic, African American students, and lower-income and higher-income students.

ACT researchers surveyed and interviewed Foster administrators, teachers, counselors, students, and parents to identify specific actions that appeared to be consistent with these academic improvements:

• A Leadership Team connects the administration to faculty to address current and future school needs.
• Data-driven decision-making and administrative demands for high standards in the classroom place emphasis on academic achievement.
• A partnership with a neighboring community college provides dual-credit course offerings and supplemental programs in support of postsecondary education.
• Of the school’s approximately 120 teachers, 30 have master’s degrees and others are working toward them. Professional development is both encouraged and required.
• District-level subject specialists work with teachers to coordinate and facilitate curriculum development to ensure alignment within subjects.
• Students participate in several career-oriented programs that prepare them for postsecondary education.
• Counselors help students develop four-year plans and meet with them yearly to evaluate progress.
• Teachers provide scheduled tutoring sessions before or after school and mentor at-risk and economically disadvantaged students.
• The dropout prevention program provides a half day or full day of self-paced computer learning, allowing students who have fallen behind to catch up to their peers or to work toward a general equivalency diploma.
• Each ninth grader is assigned an assistant principal who regularly monitors the student’s progress until the student graduates.
• Parents are actively involved in their children’s education through teacher conferences and school volunteer programs.

Read more about Foster High School’s academic successes (PDF; 14 pages, 113KB).