Transcript ACHIEVEMENT IN AMERICA 2001

2005 by The Education Trust, Inc.
Achievement In America
1
WHERE ARE WE NOW?
Key Facts on the Achievement
Gap
2005 by The Education Trust, Inc.
Elementary Literacy
Middle School Math Literacy
2
Where Are We Now?
4th Grade Reading All Students 2003
100%
80%
60%
30
32
20%
38
0%
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
3
2005 by The Education Trust, Inc.
40%
Prof/Adv
Basic
Below Basic
Where Are We Now?
8th Grade Math All Students 2003
100%
80%
60%
27
40
20%
33
0%
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
4
2005 by The Education Trust, Inc.
40%
Prof/Adv
Basic
Below Basic
Underneath those nation-wide
figures, there are gaps of all
sorts…
including:
2005 by The Education Trust, Inc.
gaps among states
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
5
tic ut
aro lin
a
a
Idaho
ylv ania
c
a
a
6
Ne w M
e
xic o
Miss is
s ip pi
Ne vad
a
Ha wa
ii
Alask
Ok lah
om
Ark an
s as
Tex as
Na tion
al Pub
li
195
190
185
180
2005 by The Education Trust, Inc.
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Ore go
n
Penns
Kentu
c ky
Utah
Indian
Wis co
n sin
No rth
C
Ohio
rk
Dak ot
a
Ne w Y
o
South
Monta
na
Virgin
ia
Maine
Ne w J
er sey
Mas sa
c hus e
tts
Co nne
c
2003 Grade 4 NAEP Reading
All
230
225
220
215
210
205
200
rk
Islan d
c
7
xic o
Miss is
s ip pi
Ne w M
e
Ark an
s as
Ca lifo
r nia
Tenn e
ss ee
a
We st
Virgin
ia
Florid
Rh ode
Na tion
al Pub
li
260
250
240
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Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Tex as
Illin ois
Mary la
nd
Miss o
ur i
Ne w Y
o
Utah
to n
aro lin
a
Ohio
Wa sh
ing
No rth
C
o
Maine
Co lora
d
tic ut
Iowa
Dak ot
a
Co nne
c
South
Monta
na
Mas sa
c hus e
tts
Minne
s ota
2003 Grade 8 NAEP Math
All
300
290
280
270
Gaps Among Ethnic/Racial
Groups
2005 by The Education Trust, Inc.
8
By Race, Ethnicity NAEP
4th Grade Reading 2003
12
27
14
16
39
29
37
31
Prof/Adv
Basic
61
57
35
32
26
31
Below Basic
53
Black Latino Native White
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Asian
9
2005 by The Education Trust, Inc.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
By Race, Ethnicity NAEP
8th Grade Math 2003
7
32
61
11
16
36
36
53
42
38
Prof/Adv
Basic
43
35
21
23
Below Basic
46
Black Latino Native White
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Asian
10
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100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Gaps By Income Levels
2005 by The Education Trust, Inc.
11
By Family Income NAEP 4th Grade
Reading 2003 (Nation)
15
41
29
34
Prof/Adv
Basic
Below Basic
56
25
Poor
Not Poor
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
12
2005 by The Education Trust, Inc.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
By Family Income NAEP 8th Grade
Math 2003 (Nation)
11
37
36
41
Prof/Adv
Basic
Below Basic
53
22
Poor
Not Poor
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
13
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100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Clearly, we have a lot of heavy
lifting to do.
2005 by The Education Trust, Inc.
14
During seventies and eighties
we made a lot of progress...
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15
But that progress stopped
during the nineties
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16
300
280
260
240
220
African American
Latino
1
9
9
9
1
9
9
6
1
9
9
4
1
9
9
2
1
9
9
0
1
9
8
6
1
9
8
2
1
9
7
8
1
9
7
3
200
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108)
17
Washington, DC: US Department of Education, August 2000
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Average Scale Score
Gaps Narrow, Then Hold Steady or Widen:
NAEP Math Scores, 13 Year-Olds
300
280
260
240
220
19
71
19
75
19
80
19
84
19
88
19
90
19
92
19
94
19
96
19
99
200
African American
Latino
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107)
18
Washington, DC: US Department of Education, August 2000
2005 by The Education Trust, Inc.
Average Scale Score
Gaps Narrow, Then Mostly Widen NAEP
Reading, 17 Year-Olds
By End of High School We
Can See the Same Patterns
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19
Too Few 17 Year-Olds Demonstrate
Strong Reading Skills
Latino
White
2%
8%
Understand Complicated
Information
17
24
46
Partial Skills
66
68
87
Make Generalizations
95
97
98
Learn from Specialized
Materials
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
2005 by The Education Trust, Inc.
African
American
1%
20
Too Few 17 Year-Olds Demonstrate
Strong Math Skills
Latino
White
3%
10%
Moderately Complex
Procedures
27
38
70
Numerical Operations
89
94
99
Multi-Step Problem
Solving
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
21
2005 by The Education Trust, Inc.
African
American
1%
100%
80%
60%
40%
20%
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Percentage of Students
African American and Latino 17 Year Olds Have
Been Taught Math to the Same Levels as White
13 Year Olds
0%
200
250
300
350
Scale Scores
White
Source: NAEP 1999 Long Term Trends Summary Tables (online)
Latino
African American
22
African American and Latino 17 Year Olds
Have Been Taught to Read to the Same
Levels as White 13 Year Olds
80%
60%
40%
20%
0%
150
200
250
300
350
Scale Scores
White
Latino
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
African American
23
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Percentage of Students
100%
Students Graduate From High School
At Different Rates
100%
94%
90%
81%
63%
2005 by The Education Trust, Inc.
0%
(18-24 Year-Olds)
African American
Asian
Latino
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States:
March 1998 (p. 20-513), Detailed Tables No. 2
White
24
U.S. students competitive in
the early grades,
2005 by The Education Trust, Inc.
But fall behind by the
end of high school
25
TIMSS
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26
Nations' Average Science Performance
Compared with the U.S.
100%
50%
0%
Grade 8
Grade 12
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Grade 4
Nations scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp
27
Nations' Average Mathematics
Performance Compared with the U.S.
100%
50%
0%
Grade 4
Grade 8
Grade 12
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Nations' scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp
28
PISA
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29
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
30
e
M exi c
o
Tu rke
y
Greec
Ita ly
Cana d
a
Bel giu
m
Switz e
rla nd
New Z
e ala n
d
Aus tra
l ia
Cze ch
Re pub
lic
Ic ela n
d
Denm
ark
Fra nc
e
Swed
en
Aus tria
Germ
any
Ire lan
d
O EC D
Avera
ge
Slo va
c k Re
pub lic
Norwa
y
Lu xem
bo urg
Pol an
d
Hung a
ry
Spa in
Unit ed
St ates
Port ug
al
J apan
Neth e
rla nds
Kore a
Fi nlan
d
350
300
2005 by The Education Trust, Inc.
Average Scale Score
U.S. Ranks 24th out of 29
OECD Countries in Mathematics
550
500
450
400
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
31
e
M exi c
o
Tu rke
y
Greec
Ita ly
Pol an
d
Spa in
Unit ed
St ates
Port ug
al
bo urg
Slo va
k Rep
ubl ic
Norwa
y
Lu xem
Ire lan
d
Hung a
ry
OECD
Avera
ge
Ic ela n
d
Swed
en
Aus tria
J apan
New Z
e ala n
d
Aus tra
l ia
Cana d
a
Bel giu
m
Switz e
rla nd
Neth e
rla nds
Fra nc
e
Denm
ark
Cze ch
Re pub
lic
Germ
any
Fi nlan
d
Kore a
350
300
2005 by The Education Trust, Inc.
Average Scale Score
U.S. Ranks 24th out of 29
OECD Countries in Problem-Solving
550
500
450
400
a
d
da
Aust
ral ia
New
Ze al
a nd
Ire la
nd
Swe
de n
Neth
erla n
ds
Bel g
iu m
Norw
ay
Swit
zerla
nd
Japa
n
Pol a
nd
Fra n
ce
Unit e
d St a
tes
OEC
D Av
era g
e
Denm
ark
Icela
nd
Germ
any
Aust
ria
Cze c
h Re
pub l
ic
Hung
ary
Spa i
n
Lu xe
mbo
urg
Port
ugal
Ita ly
Gree
ce
Slo v
ak R
ep ub
l ic
Tu rk
ey
Mex
i co
Cana
Kore
Fi nla
n
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available
at http://www.oecd.org/
32
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Average Scale Score
U.S. Ranks 15th out of 29
OECD Countries in Reading
550
500
450
400
One measure on which we
rank high?
2005 by The Education Trust, Inc.
Inequality!
33
To Make Matters Worse, HS
Completion Declining
34
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• Proportion of students getting h.s. diploma
declining;
• Number opting for GED increasing;
• U.S. slips from 1st in the world in h.s.
completion to 14th
U.S. Ranks 14th in High School
Graduation Rates (2001)
100
90
80
70
60
50
40
20
10
Source: Organization for Economic Cooperation and Development (OECD), Education at a Glance: OECD Indicators35
2003
Edition, data available at http://www.oecd.org/
Ic ela n
d
Swed
en
St ates
Unit ed
Slo va
k ia
Ire lan
d
Ita ly 1
Bel giu
m
Hung a
ry 1
Fra nc
e
Re pub
lic
Cze ch
la nd
Switz e
r
Fi nlan
d
any
Germ
Pol an
d
J apan
Denm
ark
0
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30
Not surprisingly, the
consequences of the
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achievement gap reach
beyond high school
36
Highest Achieving Low-Income Students Attend
Postsecondary at Same Rate as Bottom Achieving
High Income Students
LowIncome
36%
50%
63%
78%
HighIncome
77%
85%
90%
97%
2005 by The Education Trust, Inc.
Achievement
Level (in quartiles)
First (Low)
Second
Third
Fourth (High)
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES
Condition of Education 1997 p. 64
37
College Freshmen Graduating Within
Six Years (NCAA Division I)
66%
70%
60%
50%
61%
49%
41%
41%
40%
20%
10%
0%
African
American
Asian
Latino
Native
American
White
38
Source: 2002 NCAA Division I Graduation Rates Report http://www.ncaa.org/
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30%
High School Completers Who Were
Enrolled in College the October
After Completing High School,
By Family Income (2001)
80%
Young People From
Low Income Families
44%
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Young People From
High Income Families
Source: USDE, NCES. The Condition of Education 2003, NCES 2003-067.
39
Bachelor’s or Higher
Degree by Age 26
60%
Young People From
Low-SES Families
7%
* SES= Socio Economic Status
Source: National Center for Education Statistics Statistical Analysis Report, Coming of Age in the
1990s: The Eighth-Grade Class of 1988 12 Years Later, U.S. Department of Education Office of
Educational Research and Improvement; June 2002.
40
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Young People From
High-SES Families
Add it all up...
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41
Of Every 100 White Kindergartners:
65
Complete at least
some college
33
Obtain at least a
Bachelor’s Degree
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93
Graduate from
high school
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current
Population Surveys, 1971-2001, in The Condition of Education 2002.
42
Of Every 100 African American
Kindergartners:
50
Complete at Least
Some College
18
Obtain at Least a
Bachelor’s Degree
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87
Graduate from
High School
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current
Population Survey, 1971-2001, In The Condition of Education 2002.
43
Of Every 100 Latino Kindergartners:
from high
63 Graduate
school
11
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at least
32 Complete
some college
Obtain at least a
Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current
Population Surveys, 1971-2001, In The condition of Education 2002.
44
It doesn’t have to be
this way!
45
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Poor and Minority children will
rise to the challenge when it’s
presented to them
2005 by The Education Trust, Inc.
Poor and Minority
students ARE
succeeding
in some schools ...
46
Centennial Place Elementary School
Atlanta, Georgia
Source: Georgia Department of Education, http://www.doe.k12.ga.us
Dispelling the Myth Online, http://www.edtrust.org
School Information Partnership, http://www.schoolresults.org
47
2005 by The Education Trust, Inc.
• 92% African American
• 64% Low Income
• Performed in the top 2% of all Georgia
schools in 4th grade reading in 2003
• Performed in top 7 % of Georgia schools
in 4th grade math in 2003
High Achievement at Centennial Place
2004 Reading Composite
94
94
92
All
African
American
Low Income
80
60
40
20
0
Source: Georgia Department of Education, http://www.doe.k12.ga.us
48
2005 by The Education Trust, Inc.
Percent Proficient
100
High Achievement at Centennial Place
2004 Math Composite
89
88
84
All
African
American
Low Income
80
60
40
20
0
49
Source: Georgia Department of Education, http://www.doe.k12.ga.us
2005 by The Education Trust, Inc.
Percent Proficient
100
Lapwai Elementary
Lapwai, ID
75% Native American
21% White
69% Low-income
Outperformed the state in 4th grade
reading and math in 2003
• Native American students outscored all
students in the state in 4th grade reading
and math in 2003
50
2005 by The Education Trust, Inc.
•
•
•
•
Making Gains at Lapwai
100%
88%
84%
75%
50%
32%
27%
2005 by The Education Trust, Inc.
% Proficient and Above
Grade 4
25%
0%
Reading
1999
Math
2004
Source: Idaho Department of Education: http://www.sde.state.id.us/Dept/
51
Norview High School
Norfolk, Virginia
Source: Virginia Department of Education, http://www.pen.k12.va.us
School Information Partnership, http://www.schoolresults.org
2005 by The Education Trust, Inc.
• 67% African American
• 46% Low-Income
• Performed in the top 11% of Virginia
schools in 11th grade reading/language
arts in 2003
52
High Achievement at Norview
2004 English Composite
93
93
93
91
All
African
American
White
Low-Income
80
60
40
20
0
Source: Virginia Department of Education, http://www.pen.k12.va.us
53
2005 by The Education Trust, Inc.
Percent Proficient
100
High Achievement at Norview
2004 Math Composite
96
89
86
All
African
American
88
80
60
40
20
0
Source: Virginia Department of Education, http://www.pen.k12.va.us
White
Low-Income
54
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Percent Proficient
100
Some districts...
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55
85%
60%
35%
1994 1995 1996 1997 1998 1999 2000 2001 2002
African American
White
Hispanic
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
Poor
56
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Passing TAAS math test
Aldine, TX: Raising Achievement for
All Students While Narrowing Gaps
Boston, Massachusetts
Raising Achievement, Narrowing Gaps
High School Exit Exam, First-Time Pass Rate
91
80
70
68
61
60
40
32
30
2005 by The Education Trust, Inc.
Percent Passing
100
20
0
African American
Latino
2000
White
2003
Source: Massachusetts Department of Education, http://www.doe.mass.edu
57
Pueblo, Colorado
Raising Achievement, Closing Gaps
Grade 3 Reading
88
80
78
60
58
81
40
1999
2000
2001
White
2002
2003
Latino
58
Source: Data provided by the Pueblo School District.
2005 by The Education Trust, Inc.
Percent Proficient
100
Charlotte-Mecklenburg, North Carolina
Raising Achievement, Closing Gaps
Grade 3 Math
35
80
16
40
60
African American
Latino
White
40
20
0
1998 1999 2000 2001 2002 2003 2004
Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org
59
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Percent Proficient
100
Black Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
200
190
Chicago
Los Angeles
District of
Columbia
Atlanta
New York City
National
(Public)
Houston
* There is a 15 point gap between Chicago and Houston (equivalent to
1 ½ years worth of learning)
60
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2002 Trial Urban District Reading Assessment.
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180
Latino Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
Scale Score
210
200
190
Los Angeles
Chicago
District of
Columbia
National (Public)
New York City
Houston
* There is an 18 point gap between Los Angeles and Houston (equivalent
to almost 2 years worth of learning)
61
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2002 Trial Urban District Reading Assessment.
2005 by The Education Trust, Inc.
180
And some entire states...
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62
States with Biggest Gains for
African American 4th Graders
(NAEP 2003 Math*)
+24
North Carolina
+32
California
+29
Massachusetts
+28
2005 by The Education Trust, Inc.
United States
* Gains Between 1992 and 2003
63
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
States with Biggest Gains for Latino
4th Graders (NAEP 2003 Math*)
+20
North Carolina
+35
South Carolina
+32
Delaware
+27
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United States
* Gains Between 1992 and 2003
64
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Delaware: Gains in Grade 4 Reading
Outpace the Nation, 1998-2003
35
33
30
25
Delaware
United States
20
15
15
5
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10
7
4
0
White Gain
Latino Gain
Change in Average Scale Score
Source: NCES, National Assessment of Educational Progress
65
Delaware: Gains in Grade 4 Reading Outpace the
Nation 1998-2003
25
22
20
Delaware
United States
15
15
5
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10
5
4
0
White Gain
African American Gain
Change in Average Score
Source: NCES, National Assessment of Educational Progress
66
67
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Differences among states so
large that minority and/or poor
students in some states are
outperforming white and/or nonpoor students in others.
Latinos in Ohio Perform as Well or Better Than Whites
in 21 States (2003 NAEP 8th Grade Reading)
Ohio
Washington
Utah
Pennsylvania
New Mexico
Georgia
Florida
Arizona
Alaska
Rhode Island
Oregon
Oklahoma
Mississippi
Louisiana
Idaho
Arkansas
Tennessee
California
Nevada
Alabama
West Virginia
Hawaii
268
268
268
268
268
268
268
268
268
266
265
265
262
262
260
259
254
256
258
260
262
264
266
268
270
Scale Score
Source: NCES, National Assessment of Educational Progress (NAEP)
68
2005 by The Education Trust, Inc.
267
267
267
267
267
267
Latinos in Virginia Perform as Well or Better Than
Whites in 7 States (2003 NAEP 8th Grade Reading)
Virginia
266
Arkansas
266
Tennessee
265
California
265
262
Alabama
262
West Virginia
260
Hawaii
259
254
256
258
260
262
264
266
268
Scale Score
Source: NCES, National Assessment of Educational Progress (NAEP)
69
2005 by The Education Trust, Inc.
Nevada
% of Black Students at Basic Level or Above in
Delaware is Equal to or Greater than the % of White
Students at Basic Level or Above in 7 States
Delaware
84%
Arizona
84%
Arkansas
84%
North Dakota
84%
81%
Nevada
81%
80%
Utah
Hawaii
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West Virginia
79%
NAEP 8th Grade Writing 2002
70
Source: NCES, National Assessment of Educational Progress
What do we know
about the places that
are improving results
2005 by The Education Trust, Inc.
for poor and minority
students?
71
Element 1: Clear, high
goals for all students
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and curriculum aligned
to those goals
72
2005 by The Education Trust, Inc.
Poor and minority
students have less
access to high-level
curriculum ...
73
African American, Latino & Native
American youth are less likely to be
enrolled in full college prep track
50
46
25
22
21
Latino
Native
American
0
African
American
Asian
White
SOURCE: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
74
2005 by The Education Trust, Inc.
percent in college prep
39
75%
56%
47%
50%
61% 64%
43%
29% 31% 32%
25%
0%
Math
American Indian
Science
Latino
African American
White
Source: U.S. Department of Education, NCES, Condition of Education 2004, p 148. Data from 2000 NAEP High School
75
Transcript Study.
2005 by The Education Trust, Inc.
Percent of High School Graduates
Minority High School Graduates Are Less
Likely to Have Completed Advanced Math
and Science Courses
2005 by The Education Trust, Inc.
Students can do
no better than
the assignments
they are given...
76
‘A’ Work in Poor Schools Would
Earn ‘Cs’ in Affluent Schools
100
87
Percentile - CTBS4
Seventh Grade Math
56
22
2005 by The Education Trust, Inc.
41
34
35
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.
77
Transcript Study: single biggest
predictor of college success is
students’ high school curriculum
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.
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2005 by The Education Trust, Inc.
the quality and intensity of
Curriculum Counts:
100
90
80
70
60
50
40
30
20
10
0
86
75
73
79
61
Black
Latino
White
45
Students Entering 4-Yr
College
Students With Highest HS
Curriculum
Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999.
Table 40: Bachelor’s degree completion rates for students in the top two quintiles ... who
entered 4-year colleges directly from on-time high school graduation by race.
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2005 by The Education Trust, Inc.
Percentage
Chances for Bachelor’s Degree
by High School Grads
A Rigorous Math Curriculum Improves
Scores For All Students
360
340
320
African American
300
Latino
White
260
240
Pre-Algebra
or General
Math
Algebra I
Geometry
Algebra II
Precalculus
or Calculus
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for
Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education.
1994
2005 by The Education Trust, Inc.
280
Students Who Take Algebra Show
Greater Gains in Mathematics
Achievement
taken in 8th
grade
10
taken only in
high school
8
4
0
15
Change in Average NELS Score from 8th to 10h Grade
Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in
Early Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.
81
2005 by The Education Trust, Inc.
No Algebra
Taken
Vocational Students Taking HighLevel English Courses Score Higher
Reading
Scores
1996
28%
283
1998
43%
292
2005 by The Education Trust, Inc.
% Seniors Taking
High-Level English
Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary
Teacher Survey”, SREB, 1998, NAEP Scores.
82
Low Quartile Students Gain More
From College Prep Courses*
28
NELS Score Gain
30
20
19
16
Math
Reading
Vocational
College Prep
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief:
Students Who Prepare for College and Vocation
83
2005 by The Education Trust, Inc.
0
All Students Perform Better In High-Level
Courses
Math Achievement in grades 9-11 by grade 8 Performance
(based on course assignment)
30
20
10
0
64
42
27
predicted in very
basic course
51
46
Prior
Performance
level
Very Basic
Regular
2005 by The Education Trust, Inc.
100
90
80
70
60
50
40
32
predicted in regular
course
predicted in
advanced
Source: Margaret Hallinan, “Ability Grouping and Student Learning,” May 2002
84
They will also fail less often...
2005 by The Education Trust, Inc.
85
Challenging Curriculum Results in Lower Failure Rates,
Even for Lowest Achievers
Ninth-grade English performance, by high/low level
course, and eighth-grade reading achievement quartiles
47
31
23
16
2005 by The Education Trust, Inc.
Percent Earning "D" or "F"
50
0
Quartile I (Lowest)
College Prep
Quartile 2
Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
86
Students of All Abilities Are Generally More Likely
to Fail Low-Level Mathematics Courses
9th-graders earning Ds or Fs by 8th grade achievement & course
assignment
50
45
40
35
30
College Prep
Low-level
25
15
10
5
0
Lowest
Quartile 1
Quartile 2
Quartile 3
Highest
Quartile 4
Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB,
2002
87
2005 by The Education Trust, Inc.
20
Element 2: Extra
instruction for students
2005 by The Education Trust, Inc.
who need it
88
When Kids Are Behind, Schools Must
Provide More Instruction and Support:
• Kentucky provides extra time for struggling
students in high-poverty schools
• Maryland offers extra dollars for 7th and 8th
• Indiana gives schools extra funding to provide
instruction for students struggling to meet
state standards
89
2005 by The Education Trust, Inc.
graders who need more support
2005 by The Education Trust, Inc.
Element 3: Good
teaching matters more
than anything else
90
Average Student Growth Over One Year
Boston Students with Effective
Teachers Showed Greater Gains
in Reading and Math
(14.6)
16
2005 by The Education Trust, Inc.
(5.6)
(0.3)
-1
(-0.6)Math
Least Effective Teachers
Reading
Most Effective Teachers
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
91
Cumulative Effects On Students’ Math
Scores: Dallas (Grades 3-5)
Average Math Score 3 yrs later in Percentiles
90
76
Dallas Students
Assigned To 3
Ineffective
Teachers In A
Row
27
15
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects
On Longitudinal Student Achievement” 1997.
92
2005 by The Education Trust, Inc.
Beginning
3rd Grade
Score
(Percentile)
Dallas Students
Assigned To 3
Highly Effective
Teachers In A
Row
Cumulative Effects of Teachers on
5th Grade Math Scores: Tennessee
29%
Students With 3 Very Ineffective Teachers
Students With 3 Very Effective Teachers
Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects
of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12
93
2005 by The Education Trust, Inc.
Student gains over 3 years
83%
2005 by The Education Trust, Inc.
But students who need
these resources do not
always get them
94
Minority Students Get More
Inexperienced* Teachers
25%
21%
10%
High-minority schools
Low-minority schools
*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
95
2005 by The Education Trust, Inc.
0%
More Math Classes in High-Minority High
Schools are Taught by Teachers Lacking a
Major in the Field
50%
41%
40%
29%
30%
2005 by The Education Trust, Inc.
20%
10%
0%
High-minority schools
Low-minority schools
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 19992000 Schools and Staffing Survey.
96
High-Poverty Schools Get More
Low-Scoring* Teachers
50%
42%
28%
High-poverty* schools
All other schools
*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more
students eligible for reduced-price lunch.
Source: Education Week, “Quality Counts 2001,” January 2001.
97
2005 by The Education Trust, Inc.
0%
More Courses in High-African
American Middle Schools Taught
by Out-of-Field Teachers
70%
62%
60%
50%
50%
44%
40%
30%
10%
0%
90% or Higher
African American
11-89% African
American
10% or Lower
African American
*Teachers lacking a college major or minor in the field.
Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from
original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
98
2005 by The Education Trust, Inc.
20%
More Courses in High-Latino High
Schools Taught by Out-of-Field Teachers
50%
40%
40%
31%
30%
24%
10%
0%
90% or Higher
Latino
11-89% Latino
10% or Lower
Latino
*Teachers lacking a college major in the field. Data for high school core academic
classes only.
Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for 99
the
Ed Trust of 1999-2000 Schools and Staffing Survey.
2005 by The Education Trust, Inc.
20%
Most teachers--like most
other professionals--can get
more and more effective.
2005 by The Education Trust, Inc.
100
Accordingly, smart districts do
two important things:
2005 by The Education Trust, Inc.
• STOP drive-by workshops;
• invest in intensive, focused
professional development.
101
Element 4: Funds
2005 by The Education Trust, Inc.
102
Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.
103
2005 by The Education Trust, Inc.
In 35 of 48 states, districts
enrolling the highest proportions of
minority students have
substantially fewer state & local
dollars per student than districts
with the lowest percentages of
minority students.
Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.
104
2005 by The Education Trust, Inc.
For example, in New York the
funding gap between high- and
low-poverty school districts
amounts to $2,615 per student.
This translates into a shortfall of
$1 million for a high-poverty
elementary school serving 400
children.
2005 by The Education Trust, Inc.
If we had the courage and
creativity to change these
patterns?
105
John Kain and Eric Hanushek
Source: Eric Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality
Teachers,” Brookings Papers on Education Policy: 2004, Brookings Institution Press,
2004
106
2005 by The Education Trust, Inc.
“By our estimates from Texas
schools, having an above
average teacher for five years
running can completely close the
average gap between lowincome students and others.”
NCLB Can Help
Communities Bolster
Achievement
2005 by The Education Trust, Inc.
Under this Powerful New Law
You have:
107
You have the right to clear honest
information, including:
• all school information regarding your child’s
education in your language
• your child’s performance in mathematics and
reading/language arts
• your school’s performance with groups of students
• the qualifications of your child’s teacher
108
2005 by The Education Trust, Inc.
• your child’s school overall performance in
comparison to state standards
Options for better educational
opportunities or services for your child:
• If your child’s school does not meet statewide
goals for 2 years in a row, you have the right to
transfer your child to a higher performing school in
the district
• If you request it, the school must have regular
meetings with you to discuss your concerns about
your child’s education.
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2005 by The Education Trust, Inc.
• If the school does not meet its goals for 3 years,
children from low-income families are entitled to
supplemental services
More options and control for parents of
English-language learners:
If your child is placed in a special program to
learn English, the school has to notify you of the
following:
your child’s level of English proficiency;
2.
a description of the recommended program and
any other programs available;
3.
when the school expects the child to join the
regular program in English;
4.
the expected high school graduation rate of
students who participate in the program
110
2005 by The Education Trust, Inc.
1.
More options and control for parents of
English-language learners (cont’d)
• If your child is not making adequate progress
toward full English proficiency you must be
notified within 30 days
111
2005 by The Education Trust, Inc.
• If you are not satisfied with the English
learning program you can choose another
program or insist that your child be placed in
regular academic program
NCLB gives parents a strong voice to
advocate for their children
112
2005 by The Education Trust, Inc.
These are only some of the ways
NCLB can help you ensure that All
children get a good public school
education
The Education Trust
2005 by The Education Trust, Inc.
For More Information . . .
www.edtrust.org
202-293-1217
113