Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-26T08:33:33.480Z Has data issue: false hasContentIssue false

9 - The Academic Support Index: A Tool for Contextualizing Student Data

from Part II - Teacher- and System-Level Interventions

Published online by Cambridge University Press:  18 September 2020

By
David Stevens
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

The common practice of disaggregating student data by singular demographic fields such as race, English learner, or disability status can lead to flawed conclusions or reinforce harmful stereotypes. The Academic Support Index (ASI) provides an alternative lens for looking at student data by considering the interaction of seven common demographic fields and their relationship to academic achievement. The ASI has a strong association with outcomes including standardized assessments, grade point average, and postsecondary outcomes. This chapter will provide a history of the development of the ASI and its statistical foundation. Additionally, examples of how the ASI has been used to analyze data, identify students for support, design interventions, and evaluate programs are provided. The ASI has the potential to be an important tool in addressing both achievement and opportunity gaps.

Keywords

achievement gapaction researchat-risk studentsdata useeducational reformequityevaluationschool improvement
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 138 - 154
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, S., Medrich, E., & Fowler, D. (2007). Which achievement gap? Phi Delta Kappan, 88, 547–550. https://doi.org/10.1177/003172170708800716Google Scholar
Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post-Brown era: Benign neglect of the constitutional rights of students of color. Remedial and Special Education, 26, 70–81. https://doi.org/10.1177/07419325050260020201CrossRefGoogle Scholar
Carter, P. L., & Welner, K. G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. New York, NY: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199982981.001.0001Google Scholar
Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14, 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8Google Scholar
Fenning, P., & Rose, J. (2007). Overrepresentation of African American students in exclusionary discipline the role of school policy. Urban Education, 42, 536–559. https://doi.org/10.1177/0042085907305039Google Scholar
Guyatt, G. H. (1991). Evidence-based medicine. American College of Physicians Journal Club, 114, A16–A16. Retrieved from www.acpjc.org/Content/114/2/issue/ACPJC-1991-114-2-A16.htmGoogle Scholar
Kozol, J. (2012). Savage inequalities: Children in Americas schools. New York, NY: Broadway Books.Google Scholar
Noguera, P. A., & Wing, J. Y. (2006). Unfinished business: Closing the racial achievement gap in our schools. San Francisco, CA: Jossey-Bass.Google Scholar
Orenstein, N. (2018, September 28). 10 years later, progress made on 2020 Vision goals, but big gaps remain, Berkeleyside. Retrieved from www.berkeleyside.com/2018/09/28/10-years-later-progress-made-on-2020-vision-goals-but-big-gaps-remainGoogle Scholar
Solorzano, D. G. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24(3), 5–19.Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797–811. https://doi.org/10.1037/0022-3514.69.5.797Google Scholar
Stevens, D. (2015a, April). Building and utilizing an academic support index. Paper presented at the annual meeting of the American Educational Research Association Conference, Chicago, IL.Google Scholar
Stevens, D. (2015b, December). Boosting test performance for at-risk students. Paper presented at the annual meeting of the California Educational Research Association Conference, Anaheim, CA.Google Scholar
Stevens, D. (2015c, December). Identifying students for transition support. Paper presented at the annual meeting of the California Educational Research Association Conference, Anaheim, CA.Google Scholar
Stevens, D. (2016, December). A comparison of the local control funding formula and the academic support index in predicting academically underperforming students. Paper presented at the annual meeting of the California Educational Research Association Conference, Sacramento, CA.Google Scholar
Stevens, D. (2018, November). Interrupting the impact of stereotype threat in testing environments using the Academic Support Index to create academically homogeneous testing groups. Paper presented at the annual meeting of the California Educational Research Association Conference, Anaheim, CA.Google Scholar
Sue, D. W., Capodilupo, C. M., Torino, G. C., et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271–286. https://doi.org/10.1037/0003-066X.62.4.271Google Scholar
Wood, D., Kaplan, R., & McLoyd, V. C. (2007). Gender differences in the educational expectations of urban, low-income African American youth: The role of parents and the school. Journal of Youth and Adolescence, 36, 417–427. https://doi.org/10.1007/s10964-007-9186-2 Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×