TUSD Mexican American Studies TUSD Mexican American Studies Department Department Presentation to the TUSD Governing Board Presentation to the TUSD Governing Board January 12, 2010 January 12, 2010 Director: Sean Arce, M.Ed. Director: Sean Arce, M.Ed.
TUSD Mexican American Studies Department Vision • The Mexican American Studies Department is dedicated to the empowerment and strengthening of TUSD’s community of learners. learners. • Students will attain an understanding and appreciation of historic and contemporary Mexican American contributions. • Students will be prepared for dynamic and confident leadership in the 21st Century.
TUSD MASD Department Goals • Advocating for and providing culturally responsive curriculum for grades K-12 that is centered within the Mexican American/Chicano cultural and historical experience and within the notion of social justice. • Working towards the invoking of a critical consciousness within each and every student. within each and every student. • Providing and promoting teacher education that is centered within Cultural and Social Relevancy and Responsiveness. • Promoting and advocating for social and educational transformation through the demonstration of respect, understanding, appreciation, inclusion, and love at every level of service.
MASD Framework • Catalina, Cholla, Pueblo, Rincon, & Tucson • 781 Students • 7.8% White; 86.0 Latina/o; 1.8% African American; 1.0% High Schools Asian American; 3.4% Native American • Pistor, Roskruge & Wakefield • 220 Students Middle Schools • Davis, Carrillo, Ochoa, Hollinger, Sam Hughes, Mission View, & Van Buskirk Elementary • 210 Students Schools * Students self-select to enroll in all courses
09-10 SY MASD High School Course Offerings �������������� �������������� �������������� �������������� �������������� • American • American • Chicano Art 1 • American • American History / Government / & 2 (1 section) Government / Government / Mexican Social Justice Social Justice Social Justice American Education Education Education • American Perspectives Project (2 Project (1 Project (2 History / (1 section) sections) section) sections) Mexican • Senior English American / Latino • American Perspectives • American ���������������� �������������� �������������� �������������� ������� Literature (2 Literature (2 History / History / (2 sections) (2 sections) History / History / sections) Mexican Mexican American American • American • Junior English Perspectives Perspectives History / / Latino (3 sections) (3 sections) Mexican Literature (2 American sections) Perspectives • Junior English/ (3 sections) Latino • Junior English Literature (2 / Latino sections) Literature (3 sections)
MASD: Teacher Education & Professional Development • “ Redemptive Rememberings ” – 27.0 Hours of Salary Increment Credit • University of Arizona’s College of Education & • University of Arizona’s College of Education & TUSD’s Mexican American Studies Department: Annual Institute for Transformative Education. - 30.0 Hours of Salary Increment Credit
The MASD CCI Model Increased Academic Achievement for Latino Students = Academic Proficiency for Academic Identity for + Latino Students Latino Students = CURRICULUM PEDAGOGY TEACHER-STUDENT-PARENT INTERACTION INTERACTION • Culturally & Historically Relevant • Critical Thinkers • Respect • Social Justice Centered • Community Service • Understanding • State Aligned • Critical Consciousness • Appreciation + + (honors aligned in most cases) • Social Transformation + • Centered in the Creation of an Academic Identity + • Academically Rigorous + = = = MASD CURRICULUM MASD PEDAGOGY MASD TEACHER-STUDENT- PARENT Relations Model Cammarota, J. & Romero, A. (2006). A Critically Compassionate Pedagogy for Latino Youth. Latino Studies , 4 (3), 305-312. Cammarota, J. & Romero, A. (2008). In W. Ayers, T. Quinn, & D. Stovall (Eds.) Handbook of Social Justice in Education. Romero, A., Arce, S. & Cammarota, J. (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race Ethnicity and Education, 12 (2), 217-233.
What is the “demographic imperative” and how is TUSD’s MASD responsive to it? MASD responsive to it?
Data Implications: TUSD Demographic Shift 04-05 SY to 09-10 SY 100 90 80 70 04-05 SY 56.3 60 52.2 52.2 05-06 SY 05-06 SY 50 06-07 SY 40 34.4 07-08 SY 28.9 30 08-09 SY 20 09-10 SY 7.5 6.7 4.5 10 4.1 2.7 2.7 0 White/Anglo African Latina/o Native Asian American American American
Data Implications: TUSD Loss of Latina/o Enrollment (%): 2005 to 2009 Graduating Classes 100 90 80 70 60 50 42 Latinas/os 38 35 40 32 28 30 20 10 0 2005 2006 2007 2008 2009
Chicana/o Educational Pipeline 100 Students 2. 1. 56 Drop out of 44 School 3. Graduate from High School 4. 5. 24 Enroll in College 13 11 6. 7. Go to Community Go to 4-Year College College 8. 8 1 9. 10. Persist to the Transfers to a 4-Year College 3rd Year 11. 6 Graduate with a B.A. Degree 12. 2 Graduate with a Graduate/Professional Degree 13. >1 Source: Solórzano & Yosso (2004) ; U.S. Graduate with a Doctoral Degree Census, 2000
Data Implications: 2008 Participation in Arizona State Institutions (%) 100 90 80 706771 70 60 60 Population 50 50 ADC ADC 41 40 UofA 40 29 ASU 30 NAU 17 20 14 13 13 6 10 5 5 4 4 4 3 3 2 0 White/Anglo African Latina/o Native American American
th Grade 09 SY: Cholla 11 th 04 04- -05 SY to 08 05 SY to 08- -09 SY: Cholla 11 Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%) 100 90 80 69 67 70 60 50 50 50 MASD 38 40 Next Highest 26 30 24 20 10 0 Reading Writing Math
th Grade 09 SY: Pueblo 11 th 04 04- -05 SY to 08 05 SY to 08- -09 SY: Pueblo 11 Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%) 100 90 80 74 66 70 64 60 50 MASD 39 37 40 Next Highest 32 30 20 10 0 Reading Writing Math
th Grade 09 SY: Rincon HS 11 th 04 04- -05 SY to 08 05 SY to 08- -09 SY: Rincon HS 11 Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%) 100 90 80 66 70 59 60 52 52 50 MASD 40 Next Highest 29 28 27 30 20 10 0 Reading Writing Math
th Grade 09 SY: Tucson 11 th 04 04- -05 SY to 08 05 SY to 08- -09 SY: Tucson 11 Grade MASD AIMS Cohort Comparison (%) MASD AIMS Cohort Comparison (%) 100 90 77 80 68 70 60 49 49 50 Next Highest 39 40 MASD 33 30 25 20 10 0 Reading Writing Math
Data Highlights: Data Highlights: MASD 2004 MASD 2004- -05 SY to 2008 05 SY to 2008- -09 SY 09 SY When compared to similarly situated peers: • MASD students are 3X more likely to pass the AIMS Reading section Reading section • MASD students are 4X more likely to pass the AIMS Writing section • MASD students are 2.5X more likely to pass the AIMS Math section
Data Highlights: Data Highlights: MASD 2004 MASD 2004- -05 SY to 2008 05 SY to 2008- -09 SY 09 SY • MASD students have graduated at a rate of 97.5% compared to a national average of 44.0% for Mexican Americans. • Over the last six academic years slightly more • Over the last six academic years slightly more than 67% of MASD students have enrolled in post-secondary education after graduation. This is 193% greater than the national average of 24% for Mexican Americans.
MASD Comprehensive Student MASD Comprehensive Student Measures Measures Human measures? Yes Positive self identity Purpose Hope Critical Socio-Historical Identity Barrio / Organic Intellectualism Barrio / Organic Intellectualism State measures? Yes Test scores Grades College preparation College going Suspensions, Expulsion and Dropouts
2003/04 – 2008/09 MASD Student Survey Data • 96% of the students agree or strongly agree that working on this project or taking this class has improved their writing skills • 96 % of the students agree or strongly agree that they talk to their parents and/or other adults about what I’ve learned on this project or in this class. • 97 % of the students agree or strongly agree that the project or the class has better prepared them for college. • 97% of the students agree or strongly agree that working on this project or taking this class has improved their reading skills. • 95% of the students agree or strongly agree that they are willing to do homework in order to keep the project moving along on time or to ensure participation in the class. • 98% of the students agree or strongly agree that working on this project or taking this class has help them believe that they have something worthwhile to contribute to society. * Over 1500 Respondents
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