Transcript Slide 1

The Role and Responsibilities of District
Leaders in Raising Reading Achievement and
Closing Achievement Gaps for All Students
Russlynn Ali – Director, The Education Trust-West
October 26, 2005
2005 by The Education Trust-West
Where Are We Now?
US NAEP Long Term Trends
2005 by The Education Trust-West
Looking at National Long Term
Trends, Achievement Gaps for
Younger Hispanic and African
American Students Are Narrowing
2005 by The Education Trust-West
African American-White Gap
Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
Average Scale Score
250
230
26
210
35
29
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
White
2005 by The Education Trust-West
Latino-White Gap
Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
Average Scale Score
250
230
21
210
28
24
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Latino
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
White
2005 by The Education Trust-West
Middle School?
2005 by The Education Trust-West
8th Grade
NAEP Reading, 13 Year-Olds
Average Scale Score
300
280
260
240
220
200
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
Latino
White
2005 by The Education Trust-West
Gaps Getting Bigger in Middle School
African American-White Gap
NAEP Reading, 13 Year-Olds
Average Scale Score
300
280
260
18
29
22
240
220
200
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
White
2005 by The Education Trust-West
Latino-White Gap
NAEP Reading, 13 Year-Olds
Average Scale Score
300
280
260
21
23
24
240
220
200
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Latino
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
White
2005 by The Education Trust-West
High School?
2005 by The Education Trust-West
NAEP Reading, 17 Year-Olds
Average Scale Score
320
300
280
260
240
220
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Source: National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
Latino
White
2005 by The Education Trust-West
Gaps Biggest in High School . . . and Growing
African American-White Gap
NAEP Reading, 17 Year-Olds
Average Scale Score
320
300
280
21
31
29
260
240
220
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
White
2005 by The Education Trust-West
Latino-White Gap
NAEP Reading, 17 Year-Olds
Average Scale Score
320
300
280
22
24
29
260
240
220
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Latino
White
2005 by The Education Trust-West
How is California Doing Relative to
Other States?
2005 by The Education Trust-West
Mas s
ac hu
s etts
Verm
Ne w
on t
Ham
ps hir
e
Virgi
nia
De la
war e
Co nn
ec tic
ut
No rth
D ak o
ta
Mont
ana
Minn
es ota
Main
e
Co lo
rad o
Wy o
ming
Wa s
hing t
on
Penn
s ylv a
nia
Ohio
Ne w
Yo rk
Ne w
Jer se
Sout
h Da y
k ota
Idaho
Wis c
on sin
Utah
Ne br
as ka
Miss
our i
Iowa
Mary
land
Kent
uc ky
Kans
as
Tex a
s
Florid
a
Mich
ig an
India
na
O
No rth re gon
C
Na tio aro lin a
n al P
ub lic
Ark a
Rh od ns as
e Isla
nd
Illin o
i
We s
t Virg s
in ia
Tenn
ess
Ok la ee
homa
Geo r
gia
Sout
h Ca
r olina
Alask
a
Ha w
aii
Lo uis
ian
Alab a
ama
Ne w
Me xi
co
Ne va
da
Ca lif
or nia
Arizo
na
Miss
Dis tr
iss ip
ict o f
pi
Colu
mb ia
California’s NAEP Scores for 4th Grade
Reading Lag Behind Other States
All 4th Grade Students - 2005 NAEP Reading
Average Scale Scores From Highest to Lowest
260
250
240
231
230
220
210
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
207
200
190
180
2005 by The Education Trust-West
Mo
nta
n
V ir a
gin
ia
De
So
uth lawar
e
Ca
r ol
ina
Flo
Ark rid a
an
sa
s
Oh
io
Ha
wa
i
Te i
xa
s
Mi
ss o
Ma ur i
ry l
an
d
A la
s
Wi
k
s co a
ns
in
Ne
wY
or
Ind k
ia
Ne
w J na
er s
Co ey
lor
Wy ad o
om
ing
Ok
l
a
No
ho
ma
rth
Ca
ro l
in a
Mi
n
Pe nes o
n
ta
Ma ns yl
s sa v an
ia
ch
us
ett
Ka s
ns
a
Ge s
o rg
Co
ia
nn
e
Wa c tic u
t
shi
ng
t
o
n
Ne
Na
b
tion ras k
al P a
ub
lic
Iow
a
Te Utah
nn
es
Ne
w M s ee
ex
ic o
Illin
ois
Ida
h
Or o
eg
Dis
o
tr ic
Ne n
to
v
a
fC
olu d a
mb
ia
Ca
lifo
Rh
rn
od
e I ia
sla
nd
Ari
zo
na
Latino 4th Grade Students –
NAEP READING
Latino 4th Grade Students - 2005 NAEP Reading
Average Scale Score (Latino) From Highest to Lowest
260
250
240
230
226
220
210
200
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
193
190
180
2005 by The Education Trust-West
W
as
h
D ing
el to
aw n
M
as
a
sa Ala re
ch sk
us a
V etts
N irg
ew in
i
C Y a
ol or
or k
N T ado
ew e
M xas
ex
H ico
a
K w
en a
tu ii
W
c
es Fl ky
t V ori
i da
M rgin
ar ia
yl
a
C
on I nd
P n ow
en e a
ns ctic
yl u
v t
N
or O an
th re ia
C go
ar n
ol
M
in
N
N ew iss a
at
o
io Je uri
na rs
l P ey
S
ou G ub
th e lic
R C org
ho ar ia
de oli
n
O Is a
kl la
ah nd
om
O a
In hio
di
a
Te Ka na
nn nsa
Lo ess s
u e
C isia e
a
W lifo na
is rn
c
N on ia
eb si
ra n
s
I k
A llin a
rk o
an is
A sa
riz s
N on
M ev a
in a
M ne da
is so
si t
s a
D
M sip
is
tri
ic p
ct A h i i
of la ga
C ba n
ol m
um a
bi
a
African American 4th Grade Students –
NAEP READING
African American 4th Grade Students - 2005 NAEP Reading
260
Average Scale Score (African American) From Highest to Lowest
250
240
230
220
212
210
200
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
195
190
180
2005 by The Education Trust-West
And Let’s Be Clear. It’s Not Our
Demographics.
2005 by The Education Trust-West
Di
str
ict
M of C
as o
sa lu m
ch b
u i
De set a
Co la ts
nn wa
ec r e
Vi ticu
rg t
in
T
Ne ex ia
Ne w as
w Yo
J r
M er s k
ar ey
C ylan
M o lor d
inn ad
es o
ot
Oh a
Pe
nn Illin io
W sylv ois
N as a
Ne o rt hing nia
w h D to
Ha ak n
m o
Na N ps ta
tio e b hire
n a ra
l P ska
M ub li
on c
ta
F n
W lor a
i
W yom d a
is c in
No V on s g
rth erm in
C a on
ro t
So
lin
ut
h Utaa
Da h
M kot
i
a
M ssou
ich r
ig i
a
Id n
So
ut Ge aho
h o
Ne Ca rgi
w r ol a
Me ina
xi
M co
a
K a in
Ca nsae
s
Ar lifor
ka nia
Rh A nsa
od las s
e ka
Isl
an
Io d
Ha wa
Ar wa
iz ii
Or o na
Lo e g
uis on
ia
Te Ind n a
nn ian
Ke ess a
M nt ee
iss uc
is ky
Al sip p
Ok aba i
la m a
W Nhom
es e a
t V va
irg d a
in
ia
California’s White 4th Grade Students Are Closer
to the US Average in Reading, But Still Behind
Many States
White 4th Grade Students - 2005 NAEP Reading
Average Scale Score (White) From Highest to Lowest
260
252
250
240
230
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
225
220
210
200
190
180
2005 by The Education Trust-West
California’s Asian 4th Grade Students Also Lag
Behind Many States
Asian 4th Grade Students - 2005 NAEP Reading
Average Scale Scores (Asian) From Highest to Lowest
260
250
243
240
230
222
220
210
200
190
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
Io
wa
No
ifo
rn
rth
ia
C
ar
ol
in
a
O
re
Rh
od gon
e
Is
la
nd
Ut
ah
M
in
ne
so
ta
Ne
va
da
Al
as
ka
Ha
wa
ii
Ca
l
G
eo
rg
Ne
ia
w
Je
rs
De ey
la
wa
re
M
ar
yl
an
d
Vi
rg
in
ia
Ka
ns
Ne as
w
Co Yo
nn rk
M
ec
as
tic
sa
ch ut
us
et
ts
T
Pe
e
nn xas
sy
lv
an
Co ia
lo
ra
do
Fl
or
id
a
Illi
n
W
a s ois
hi
Na
ng
tio
t
na on
lP
ub
W
lic
is
co
ns
in
Ar
izo
na
180
2005 by The Education Trust-West
White 8th Graders in California Read Below Their
Peers in Other States
2005 by The Education Trust-West
When students’ family backgrounds were
controlled for, California’s 2003 NAEP
scores were the lowest in the nation.
Source: California’s k-12 Public Schools: How Are They Doing,
RAND, 2005
2005 by The Education Trust-West
How are California students doing
on our own assessments?
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS CST
All Students 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
47
39
36
Prof/Adv
30
22
4th Grade
33
28
8th Grade
27
Basic
Below Basic
37
11 Grade
2005 by The Education Trust-West
Underneath Those Averages,
There are Wide Gaps.
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
4th Grade, By Ethnicity
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
35
32
68
34
30
Black
71
Basic
37
31
Latino
Prof/Adv
Below Basic
22
20
11
10
White
Asian
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
4th Grade, By Economic Status
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
32
69
Prof/Adv
36
Basic
31
22
Below Basic
9
Economically
Disadvantaged
NonEconomically
Disadvantaged
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
8th Grade, By Ethnicity
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
24
23
58
35
58
37
Prof/Adv
Basic
Below Basic
41
Black
39
Latino
27
26
15
15
White
Asian
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
8th Grade, By Economic Status
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
22
55
37
Prof/Adv
29
40
Basic
Below Basic
16
Economically
Disadvantaged
NonEconomically
Disadvantaged
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
11th Grade, By Ethnicity
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
21
21
50
27
29
53
Prof/Adv
Basic
Below Basic
52
Black
24
24
25
22
White
Asian
51
Latino
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS
11th Grade, By Economic Status
CST 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
21
46
29
Prof/Adv
26
Basic
Below Basic
51
29
Economically
Disadvantaged
NonEconomically
Disadvantaged
2005 by The Education Trust-West
In the end, these gaps mean poor
students and students of color are
years behind their peers.
2005 by The Education Trust-West
African American and Latino 7th graders read at
about the level of White 3rd graders
679
CAT/6 reading score (2005)
675
650
643
642
Black 7th Grade
Latino 7th Grade
639
625
600
575
White 3rd Grade
White 7th Grade
CAT/6 2005
2005 by The Education Trust-West
Gaps grow wider the longer
students remain in our schools.
When do they start?
2005 by The Education Trust-West
Low income 3-year-olds have significantly smaller
vocabularies than their more affluent peers.
Source: Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday
Experiences of Young American Children excerpted in American Educator, Spring
2003.
2005 by The Education Trust-West
Black and Hispanic children are significantly
less likely than White children to know their
letters when they enter kindergarten.
100
80
Percent of
children
30
45
51
60
40
70
20
Do not know
letters
Know letters
55
49
Black
Hispanic
0
White
Source: America’s Kindergartners. NCES 2000-070.
2005 by The Education Trust-West
Are Gaps Closing Over Time in
California?
2005 by The Education Trust-West
Achievement Gaps Hold Steady
LatinoWhite
Gap: 34
points
Percent Proficient or Above
ALL CA STUDENTS, GRADES 2-11- English CST
70
60
50
40
30
20
LatinoWhite
Gap: 33
points
10
0
2001
Af Am
Asian
Latino
White
Source: California Dept of Education, 2005
2002
2003
2004
2005
American Indian
Filipino
Pacific Islander
2005 by The Education Trust-West
Now, the Most Important
Questions. . .
WHY?
And What To Do About It?
2005 by The Education Trust-West
Learning and Spreading the
Message:
HOPE!
There are high-poverty and high-minority
schools all over the country that are
closing opportunity gaps, raising
achievement and narrowing achievement
gaps. Learn what they’re doing.
Celebrate their success.
2005 by The Education Trust-West
2005 by The Education Trust-West
Closing the Black-White Gap
2005 by The Education Trust-West
2005 by The Education Trust-West
API score
A Tale of Two Schools in Merced County
700
675
650
625
600
575
550
525
500
475
450 437
425 443
400
1999
489
481
2000
2001
Yamato Colony Elementary
2002
2003
2004
Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
API score
A Tale of Two Schools in Merced County
700
675
650
625
600
575
550
525
500
475
450 437
425 443
400
1999
588
532
489
2000
2001
Yamato Colony Elementary
2002
2003
2004
Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
API score
A Tale of Two Schools in Merced County
700
675
650
625
600
575
550
525
500
475
450 437
425 443
400
1999
614
559
2000
2001
Yamato Colony Elementary
2002
2003
2004
Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
API score
A Tale of Two Schools in Merced County
700
675
650
625
600
575
550
525
500
475
450
425
400
668
612
443
437
1999
2000
2001
Yamato Colony Elementary
2002
2003
2004
Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
800
750
737
API score
700
668
650
614
600
588
559
550
533
500
450
400
615
612
489
481
443
437
1999
2000
2001
Yamato Colony Elementary
2002
2003
2004
Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
2003 CAT/6 Reading score
A Tale of Two Schools in Merced County:
3rd Graders at Yamato Reading at the Level of 5th
Graders at Sparkes
675
650
619
625
600
629
618
609
624
594
575
550
Sparkes
3rd grade
Yamato
4th grade
5th grade
Source: California Department of Education, 2004
2005 by The Education Trust-West
Dispelling the Myth in Reading
Holland Elementary
Fresno Unified
• Surpassing
state average
in 4th Grade
Reading
Latino
% 4th Graders
at or above proficient (2005)
• 52% Latino
• 100% Lowincome
100
90
80
70
60
50
40
30
20
10
0
Low-income
62
48
32 32
State Average
Source: California Department of
Education
Holland
2005 by The Education Trust-West
Dispelling the Myth in Math
Towne Avenue Elementary
Los Angeles Unified
• Surpassing
state average
in 4th Grade
Math
Latino
% 4th Graders
at or above proficient (2005)
• 70% Latino
• 87% Lowincome
100
90
80
70
60
50
40
30
20
10
0
Low-income
77
38
79
38
State Average
Source: California Department of
Education
Towne
Avenue
2005 by The Education Trust-West
Some districts...
2005 by The Education Trust-West
2005 by The Education Trust-West
2005 by The Education Trust-West
Where There’s an Achievement Gap,
There are Big Opportunity Gaps.
•
•
•
•
Teacher Gap: Inequitable Distribution of
Qualified Teachers
Standards: Gaps in Opportunity to Learn the
Highest
Curriculum Gaps: Gaps in Opportunity to
Access the Most Rigorous Curriculum
Funding Gaps: Fewer Dollars Spent on the
Students who Need the Most.
Close these Opportunity Gaps and
Achievement Gaps will close too.
2005 by The Education Trust-West
Would More Money Help?
2005 by The Education Trust-West
Yes, More Money Will Help.
But how much it will help depends
on how wisely we spend it.
Until more comes, schools can and
ARE making great gains.
2005 by The Education Trust-West
Some Districts Get More for
Less.
2005 by The Education Trust-West
Some districts that out-perform spend less
$= Cost-adjusted per-pupil spending
Average Scale Score, NAEP Grade 8
Math, 2003
300
$8,019
$7,419
$7,512
280
$7,899
260
$12,619
$10,634
$7,417
$7,981
$12,339
$9,639
$10,995
240
220
District of Atlanta
Columbia
Los
Cleveland Chicago
Angeles
Boston
Houston
San
Diego
New York National Charlotte
City
Public
Red= District spends less than L.A
Blue= District spends more than L.A.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2003 Trial Urban District
Reading Assessment. And U.S. Census 02-03
2005 by The Education Trust-West
EXPECTATIONS MATTER A LOT!
2005 by The Education Trust-West
Cycle of Low Expectations
Poor Test
Results
Low Level
Assignments/
Instruction
Low
Expectations
Less
Challenging
Courses
2005 by The Education Trust-West
Only 26% of Teachers Believe All Students
Should be Held to Same Standard
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
60%
59%
34%
26%
K-12 Parents
High School Teachers
We shouldn't expect disadvantaged students to reach the same level of
performance on standardized tests
All students should be held to same standard
Source: Ready for the Real World: Americans
Speak on High School Reform, ETS, 2005
2005 by The Education Trust-West
Close the Expectations-Gap
“Schools that tended to demonstrate a strong
culture of high expectations—as evidenced by their
attention to meeting and exceeding state and
federal accountability targets and setting high
standards for student achievement —on average
had higher API scores. . .
Equally important, better school performance
seems to be associated with both teachers’ and
principals’ reports that teachers at the school take
responsibility for and are committed to improving
student achievement.”
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different
Results: Why Do Some Schools Do Better? A large-scale survey of California
elementary schools serving low-income students. Mountain View, CA: EdSource. Initial Report of Findings, see www.edsource.org.
2005 by The Education Trust-West
Good Teachers Matter More
Than Anything Else
2005 by The Education Trust-West
2005 by The Education Trust-West
2005 by The Education Trust-West
But poor and minority
students don’t get their fair
share of our strongest
teachers.
2005 by The Education Trust-West
Students in California’s Highest Minority Schools Five
Times More Likely To Have An Underqualified Teacher
16%
Average Percent of Faculty Teaching Without
Full Credentials, 2003-04
15%
14%
12%
10%
8%
6%
4%
3%
2%
0%
Lowest-Minority (0-30%)
Highest-Minority (91-100%)
Source: Esch, C. E., Chang-Ross, C. M., Guha, R., Tiffany-Morales, J., & Shields, P.M. (2004).
California’s teaching force 2004: Key issues and trends. Santa Cruz, CA: The Center for
the Future of Teaching and Learning, p. 35.
2004 by The Education Trust-West
2005 by The Education Trust-West
And, not
surprisingly,
when students
have more
underprepared
teachers, they
do less well.
Source: California’s Approach to Math Instruction Doesn’t Add Up, Center
for The Future of Teaching and Learning, April 2005
2005 by The Education Trust-West
Reframing the Conversation –
Making it About Money
2005 by The Education Trust-West
Education study points to disparity in
quality
Group studies LBUSD teachers' pay
study shows disparities
SCHOOLS’ GREAT Teacher
DIVIDE: salary
No
Study: Teachers at needy schools earn less
Incentive for more-experienced teachers to
go where they’re needed most
Affluent Visalia schools pay more
Vallejo TimesLa
Opinión
Ed Trust
finds disparities
in
Discriminan
a maestros y estudiantes
Herald
The
Sacramento
Bee
VCUSD,
Vacaville
are anomaly in state -
teacher pay within districts
spending
more money
on minority
students
State’s
teacher
pay gap
studied:
Salaries
white, pay
highfound to be lower at schools with more Report: Teacher salary gaps
Rich,between
white schools
teachers more: Report
minority schools
poverty and minorities
finds large gaps in salaries based on race,
income of populations
The Fresno Bee
Teachers paid less at poorest schools
CONTRA COSTA TIMES
State’s teacher pay gap examined
Schools 'fair' with funding
Less is spent
on education
Report:
Disparityofinminorities
Salary Totals Found Lower in Poor Schools
teacher
salaries
Report Shows Uneven Spending on Teachers Within Calif. Districts
The Press-Enterprise
Disparities in teacher salaries
The Orange County Register
TeacherFrancisco
pay varies with school
San
Baypoverty
View
School districts shortchange students of color
LAUSD pay rates favor needy
areas
Study shows that teachers not
Study finds big gap in teachers’ salaries
evenly distributed in state's school
NORTHdistricts
COUNTY TIMES
Report: Districts put highly paid
teachers in low-income 2005
schools
by The Education Trust-West
Dollars Spent on Teachers – 80% of a
School’s Budget
In the 50 largest California districts, significantly less money is spent
on teachers in high-poverty and high-minority schools within the
same district.
$3,100
$3,014
$3,000
$2,900
$2,800
$2,700
$2,576
$2,600
$2,500
$2,400
$2,300
Estimated Gap Per Teacher in Estimated Gap Per Teacher in
High-Poverty Schools
High-Minority Schools
Source: California’s Hidden Teacher Spending Gap: How State and District
Budgeting Practices Shortchange Poor and Minority Students and Their
Schools, Education Trust West, 2005.
2005 by The Education Trust-West
Average School Gaps in 10 Largest CA
Districts by School Type
Poverty
Minority
Middle
High
School
36,561
-157,937
325,113
102,762
-319,075
252,503
Fresno Unified
125,881
104,980
85,534
108,113
126,829
125,639
Long Beach
Unified
362,683
251,012
574,387
381,587
218,585
289,968
Los Angeles
Unified
83,363
175,960
-23,763
112,743
200,178
161,686
Sacramento City
Unified
140,144
-39,078
227,073
142,012
89,692
522,459
San Bernardino
City Unified
228,668
239,357
463,426
231,464
345,367
382,690
San Diego Unified
139,972
216,460
267,900
223,072
268,907
254,832
San Francisco
Unified
43,817
44,905
195,426
86,399
146,006
263,816
San Juan Unified
81,899
202,423
103,330
53,964
150,314
139,570
Santa Ana Unified
120,456
309,381
-215,960
84,678
175,133
64,291
2005 by The Education Trust-West
DISTRICT
Elk Grove Unified
Elementary
Elementary
Middle
High
School
A Tale of Two Schools
Didion Elementary School
Kemble Elementary School
Sacramento City Unified
Sacramento City Unified
• 21% Latino & African American
• 12% of students - free or
reduced price lunch
• Academic Performance Index =
894
• 68% Latino & African American
• 86% of students - free or
reduced price lunch
• Academic Performance Index =
552
Source: California Dept of Ed, 2003-04 data
2005 by The Education Trust-West
Looking at these two schools, some might
automatically think…
Student demographics = lower student performance
But this assumption ignores the
underlying factors….
2005 by The Education Trust-West
The average teacher at Kemble
Elementary gets paid an estimated
$13,392 less every year than his
counterpart at Didion Elementary.
If Kemble spent as much on Didion on
teacher salaries for its 30 teachers, the
school budget would increase by
$400,000 every year.
2005 by The Education Trust-West
What does this mean in terms of dollars?
Shortchanging Poor Schools and Their Students.
www.hiddengap.org
2005 by The Education Trust-West
If we had the courage and
creativity to change these
patterns?
2005 by The Education Trust-West
“The Rivkin, Hanushek, and Kain
estimates of teacher performance
suggest that having five years of
good teachers in a row* could
overcome the average seventhgrade mathematics
achievement gap […].”
* “1.0 standard deviation above average, or at the 85th quality percentile”
SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,”
In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004.
Estimates based on research using data from Texas described in “Teachers, Schools, and Academic
Achievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002.
2005 by The Education Trust-West
Practices that Work
• To the extent possible, provide your best
teachers to the students who need them
the most.
• Create Professional Learning
Communities or other opportunities for
teachers to share expertise and learn from
one another.
2005 by The Education Trust-West
Goals.
Stretch Goals.
At the State, Local,
School and Classroom
Levels.
Goals For Yearly Progress Must
Also be Clear – and Focused on
Gap Closing.
2005 by The Education Trust-West
STRETCH and GAP-CLOSING
GOALS!
Long before NCLB, state officials waxed
eloquent that proficiency is our goal for ALL
kids. Improvement alone is not enough,
accountability system must also set an
ambitious time line to reach the end goal.
2005 by The Education Trust-West
Distribution for California Schools with over
50 Percent White Students across the 10
API Ranks in 2004
700
600
551
482
500
Number of
Schools
361
400
278
300
200
100
587
70
51
75
126
183
0
1
2
3
4
5
6
7
8
9
10
API Ranks
Source: Unpublished analysis by WestEd, 2005.
2005 by The Education Trust-West
Distribution for California Schools with
over 50 Percent African American
Students across the 10 API Ranks in
2004
60
54
50
Number of
Schools
40
26
30
15
20
11
10
9
9
5
5
7
8
2
1
9
10
0
1
2
3
4
5
6
API Ranks
Source: Unpublished analysis by WestEd, 2005.
2005 by The Education Trust-West
Distribution for California Schools with over
50 Percent Latino Students across the 10
API Ranks in 2004
700
631
600
590
540
500
Number of
Schools
449
400
318
300
231
200
113
100
36
10
8
9
0
1
2
3
4
5
6
7
3
10
API Ranks
2005 by The Education Trust-West
Local, School and Classroom
Stretch Goals.
High Standards and Specific Goals For
What Students Should Learn in Every
Grade Level
ALIGNED TO ASSESSMENTS
2005 by The Education Trust-West
What Works?
“Teachers who report schoolwide instructional
consistency within grades — and curricular
alignment from grade-to-grade — work in schools
that performed better on average. . .Those teachers who
reported that their school has identified essential standards
and that their classroom instruction is guided by
state academic standards were also more likely to be
in high performing schools. They report that the school’s
curriculum materials in math and language arts are aligned
with the state’s standards and that they frequently map
state curriculum standards onto their
classroom lesson plans.”
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different
Results: Why Do Some Schools Do Better? A large-scale survey of California
elementary schools serving low-income students. Mountain View, CA: EdSource. Initial Report of Findings, see www.edsource.org.
2005 by The Education Trust-West
Historically, most of the really
important decisions about
what students should learn
and what kind of work was
“good enough” left to individual
teachers.
2005 by The Education Trust-West
Students can do
no better than
the assignments
they are given...
2005 by The Education Trust-West
Grade 7 Writing Assignment
Essay on Anne Frank
Your essay will consist of an opening paragraph which
introduced the title, author and general background of the
novel.
Your thesis will state specifically what Anne's overall
personality is, and what general psychological and
intellectual changes she exhibits over the course of the
book
You might organize your essay by grouping psychological
and intellectual changes OR you might choose 3 or 4
characteristics (like friendliness, patience, optimism, self
doubt) and show how she changes in this area.
Source: Unnamed school district in California, 2002-03 school year.
2005 by The Education Trust-West
Grade 7 Writing Assignment
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:
Source: Unnamed school district in California, 2002-03 school year.
2005 by The Education Trust-West
‘A’ Work in Poor Schools Would
Earn ‘Cs’ in Affluent Schools
100
87
Percentile - CTBS4
Seventh Grade Math
56
41
34
35
22
21
11
0
A
B
Grades
Low-poverty schools
C
D
High-poverty schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on
Student Outcomes”, PES, DOE, 1997.
2005 by The Education Trust-West
Good standards help…
Source: Model College Prep Curriculum from “On Course for
Success”, EdTrust and ACT, 2005
2005 by The Education Trust-West
…But not if they sit on the shelf.
Course Titles Don’t Guarantee Good
Instruction.
2005 by The Education Trust-West
CA: Language Arts Curriculum
Calibration Analysis
Source: DataWorks Education Research, 2002.
2005 by The Education Trust-West
High Performing Districts:
Elementary School Curriculum:
• Usually common across schools;
• Model lessons that teachers may use.
In High School:
• Enroll them as if they are going on to
college, and let them be empowered to
make the choice!
• All students enrolled in the A-G Curriculum
2005 by The Education Trust-West
SJUSD SAT9 & CAT6
Median National Percentile
Matched Reading Scores at
Grades 4-9 for Students who Have Been Tested with
STAR Every Year Since 1998
Source: San Jose Unified School District
Gap
reduced by 48%
*CAT6 scores adjusted to SAT9 scale
2005 by The Education Trust-West
Median National Percentile
SJUSD SAT9 & CAT6
Matched Mathematics Scores at
Grades 3-9 for Students who Have Been Tested
with STAR Every Year Since 1998
Source: San Jose Unified School District
Gap reduced
by 43%
*CAT6 scores adjusted to SAT9 scale
2005 by The Education Trust-West
Even though most students want to go to college, the
truth is, many low income students and students of
color aren’t getting the classes in the first place.
2005 by The Education Trust-West
But A-G Isn’t Just About College.
Why Ontario, Canada is a better
location for a new Toyota plant…
“The level of the workforce in general is so
high the training program you need for
people, even for people who have never
worked in a Toyota plant before, is minimal
compared to what you have to go through in
the southeastern United States,”
--Gerry Fedchun, president of Automotive
Parts Manufacturers’ Association, 7/8/2005
Source: www.cbc.ca/cp/business/050630/b0630102.html
2005 by The Education Trust-West
“In Alabama, trainers had to use
‘pictorials’ to teach some
illiterate workers how to use
high-tech plant equipment.”
--Gerry Fedchun, president of Automotive
Parts Manufacturers’ Association, 7/8/2005
Source: www.cbc.ca/cp/business/050630/b0630102.html
2005 by The Education Trust-West
Focus on Proven Supports
for Teachers and Students:
Especially Professional
Development and More Time
to get the Job Done
2005 by The Education Trust-West
Professional Development:
High Implementation Schools Wipe Out Black/White
Gap in Math Skills: Pittsburgh
Met Standard on New Standard
Reference Exam
African American
White
100%
74% 71%
48%
30%
0%
Weak
Implementation
Note: Chart compares students in schools with similar demographics.
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA,
August 2000.
Strong
Implementation
2005 by The Education Trust-West
Provide time & support for teachers to learn how
to adapt instruction to the needs of their students.
•Shift professional development from a “one-shot”
or “one-size-fits-all” model to an ongoing,
embedded coaching/mentoring model.
•To the extent possible, adjust schedules/
calendars so that students get the most
instructional time possible.
2005 by The Education Trust-West
MORE TIME IS KEY.
All Must Mean All.
But Not All in the Same Time.
Some Students, Especially Low
Performing Students, Need More
Time.
2005 by The Education Trust-West
USE OF INSTRUCTIONAL TIME
Analysis of One California Urban Middle School Calendar
The Full Year Calendar
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Weekends, Holidays, & Summer
Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Professional Development Days & Early
Dismissal/Parent Conferences
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Class Picnic, Class Trip, Thanksgiving Feast,
Christmas, Kwanzaa, Hanukkah, Awards, Assembles,
& Concerts
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less State and District Testing and Other NonInstructional Time
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Use of Instructional Time?
BOTTOM LINE?
Teachers are Left with about
24 School Days
OR
18 Eight Hour Days
Per Subject
Per Year
2005 by The Education Trust-West
Students and Teachers Need More
Time
When Kids Are Behind, Schools Must Provide
More Instruction and Support:
• Kentucky provides extra time for struggling students in
high-poverty schools, in whatever way works best for the
community: before school, after school, weekends or
summers.
• Maryland offers extra dollars for 7th and 8th graders who
need more support
• San Diego City created more time, mostly within the
regular school day, by doubling –even tripling – the amount
of instructional time in literacy and mathematics for lowperforming students.
2005 by The Education Trust-West
Focus on Data Driven
Everything:
Monitoring and Measuring
2005 by The Education Trust-West
Schools that Close the Achievement Gap Use
Data to Understand Skill Gaps of Low-Achieving
Students
80%
74%
70%
60%
50%
46%
gap-closers
non-gap-closers
36%
40%
30%
16%
20%
10%
5%
18%
5%
0%
0%
Never
A few times A few times A few times
a year
a month
a week
Source: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005.
http://www.springboardschools.org/research/other_research.html
What Works? Extensive use of student assessment data.
[P]rincipals from better performing schools more often reported that they and the
district use assessment data from multiple sources — curriculum program
and other commercial assessments, district-developed assessments, and
the California Standards Tests and the CAT/6 — to evaluate teachers’
practices and to identify teachers who need instructional improvement.
Teachers report receiving CST/CAT-6 test data in a variety of formats: for all
students in their grade level; disaggregated by specific skills for all students in
their classrooms; and disaggregated by student subgroup for students in their
classrooms. Principals report using the CST and CAT/6 data to examine schoolwide instructional issues, to develop strategies for moving students from below
basic and basic to proficient, to compare grades within the school, to identify
struggling students and evaluate their progress, and to inform and communicate
with parents.
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different
Results: Why Do Some Schools Do Better? A large-scale survey of California
elementary schools serving low-income students. Mountain View, CA: EdSource. Initial Report of Findings, see www.edsource.org.
2005 by The Education Trust-West
What Works?
• Administer Common District-wide
benchmark or snap-shot assessments, at
least every 6-9 weeks.
• Get the results immediately in the hands of
principals, teachers, parents and
supplemental instruction providers; and,
• Create vehicles for teachers to meet
together to discuss assignments and
student work.
2005 by The Education Trust-West
MONITORING AND MEASURING,
FREQUENTLY IS KEY.
60%
55%
47%
50%
40%
36%
32%
30%
21%
20%
10%
9%
0%
A few times A few times A few times
a year
a month
a week
Source: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005.
http://www.springboardschools.org/research/other_research.html
gap-closers
non-gap-closers
Focus on Fixing:
Intervene and Adjust
2005 by The Education Trust-West
What Works?
Acting Immediately on Results from
Snapshot Assessments
• When the data suggests individual kids
are behind, those kids get immediate
help.
• When the data suggests that ½ or more
of the kids in a class are behind, the
teacher gets help.
• No one right way, but high performers
have consistent methods to intervene
and help ... whoever needs it . . . when
2005 by The Education Trust-West
they need it.
In the End, We Have to Make
Different Choices.
At the Main, Achievement and Opportunity Gaps
Come from Choices That Educators and
Policymakers Make. Choices About:
- What to Expect of Different Schools and
Students.
- How Much to Spend on Whom.
- Choices Even About Who Teachers
Whom.
- Choices About How to Organize Classroom
and Schools.
2005 by The Education Trust-West
The Education Trust–West
510-465-6444
Please Join us for our 2nd Biennial Conference
www.edtrustwest.org
2005 by The Education Trust-West