Gender gap: Boys lagging in language

Teachers, parents discuss how to tackle obstacles male students face

By Kerry Benefield

THE PRESS DEMOCRAT

Parents, teachers and administrators gathered Tuesday night to address growing concern over achievement gaps in schools and debate strategies to close the divide between those who succeed and those who struggle.

Boys, especially those from poor families where English is not the primary language, are most likely to struggle academically, skip school and eventually drop out, according to the four panelists who spoke at "Closing Achievement Gaps: A Comprehensive Conversation," hosted by the Bennett Valley Union School District.

"It's not three separate groups," said Don Russell, assistant superintendent of instruction for the Sonoma County Office of Education. "In reality, there is a good portion of them, when you look at this, that are the same kids."

The issue of boys lagging behind girls in language arts was raised in a Press Democrat story in March. A database analysis showed boys consistently score lower than girls in language arts in every grade tested -- second through 11th -- in the Standardized Testing and Reporting Program, typically known as the STAR test.

In seven of the grades, the local divide in language arts scores between boys and girls was greater than the gap statewide.

"It doesn't matter if you grow up in Roseland or Fountaingrove, a boy's sister is going to outperform him in language arts," said Joe Manthey, a gender equity advocate from Petaluma.

But add low family income and English-language-learner status to the mix, and students are faced with steep hurdles in the classroom.

Teachers expressed frustration that increased focus on standardized testing is inhibiting their ability to create individualized instruction that helps struggling students.

Panelists said that while gaps exist, many of the strategies for tackling them can be made in modest, simple steps at home: dinner table conversation, reading out loud, placing value on homework and attendance, and encouraging curiosity about new words.

"Vocabulary is the closest thing we have to the silver bullet," said Kevin Feldman, director of reading and intervention for the county Office of Education. "These gaps are real, we have always had them. What has changed is the landscape, the world we live in."

Yulupa School kindergarten teacher Kinder Johal called the night's discussion "reaffirming."

"It puts you back on track with what your focus is," she said.