Transcript Slide 1

It’s Up to Us:
Going the Distance to
Improve Results and
Close Gaps
Governor’s Education Summit
Lansing, MI
April, 2009
© 2009 THE EDUCATION TRUST
First, some good news.
After more than a decade of fairly flat
achievement and stagnant or
growing gaps, we appear to be
turning the corner.
© 2009 THE EDUCATION TRUST
Record Performance for All Groups
9 Year Olds – NAEP Reading
250
240
226
Average Scale Score
230
220
214
210
205
200
200
190
183
180
170
160
170
African American
Latino
White
150
1971
1975
1980
1984
1988
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Record Performance for All Groups
9 Year Olds – NAEP Math
250
247
240
Average Scale Score
230
230
225
224
220
210
200
190
202
190
180
170
African American
160
Latino
White
150
1973
1978
1982
1986
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Not Much Progress
13 Year Olds – NAEP Reading
300
290
Average Scale Score
280
270
266
261
260
250
244
240
242
232
230
220
222
African American
210
Latino
White
200
1971
1975
1980
1984
1988
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Increases and Record Performance for All Groups
13 Year Olds – NAEP Math
300
290
Average Scale Score
280
288
274
270
265
260
262
250
240
239
230
228
220
African American
210
Latino
White
200
1973
1978
1982
1986
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Those trends have continued on
“Main” NAEP Exams, too
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NAEP Grade 4 Math,
Average Scale Scores Over Time
All Students, Nation
Proficient Scale Score: 249
* Accommodations for students with disabilities and English language learners not permitted.
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
NAEP Grade 4 Math,
Average Scale Scores Over Time
by Race/Ethnicity, Nation
Proficient Scale Score: 249
* Accommodations for students with disabilities and English language learners not permitted.
© 2009 THE EDUCATION TRUST
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
NAEP Grade 4 Math,
Average Scale Scores Over Time
by Family Income, Nation
Proficient Scale Score: 249
© 2009 THE EDUCATION TRUST
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Bottom Line:
When we really focus on
something, we make
progress!
© 2009 THE EDUCATION TRUST
Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
© 2009 THE EDUCATION TRUST
But at least we have some traction on
elementary and middle school problems.
The same is NOT true
of our high schools.
© 2009 THE EDUCATION TRUST
Achievement Flat in Reading
17 Year Olds Overall - NAEP
340
330
Average Scale Score
320
310
300
290
280
289
285
270
260
250
240
1984
1988
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Achievement Also Flat in Math
17 Year Olds Overall - NAEP
340
330
Average Scale Score
320
310
300
307
302
290
280
270
260
250
240
1986
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
And gaps between groups are wider
today than in 1990
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17 Year Olds – NAEP Reading
320
310
Average Scale Score
300
290
21
280
29
270
260
250
240
230
African American
Latino
White
220
1971
1975
1980
1984
1988
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
17 Year Olds – NAEP Math
340
330
Average Scale Score
320
310
28
20
300
290
280
270
260
African American
250
Latino
White
240
1973
1978
1982
1986
1990
1992
1994
1996
1999
2004
Source: NAEP Long-Term Trends, NCES (2004)
© 2009 THE EDUCATION TRUST
Why so much less progress in our
high schools?
Hormones?
If so, we’d see the same pattern
in other countries.
And we don’t.
© 2009 THE EDUCATION TRUST
In TIMSS Grade 4 and 8, US middle
of pack. On the high school exam—
PISA—our rankings slip.
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Of 29 OECD Countries, U.S.A. Ranked 24th
2003 PISA - Math
550
Average Scale Score
U.S.A.
500
450
400
350
300
Source: PISA 2003 Results, OECD
© 2009 THE EDUCATION TRUST
Problems are not limited to
our high-poverty and highminority schools . . .
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U.S.A. Ranks Low in the Percentage of Students in the
Highest Achievement Level (Level 6) in Math
2003 PISA - Math
10%
8%
6%
4%
U.S.A.
2%
0%
Source: PISA 2003 Results, OECD
© 2009 THE EDUCATION TRUST
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math
Achievement of the Highest-Performing Students*
2003 PISA - Math
700
Average Scale Score
U.S.A.
650
600
550
500
450
* Students at the 95th Percentile
Source: PISA 2003 Results, OECD
© 2009 THE EDUCATION TRUST
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math
Achievement of High-SES Students
600
2003 PISA - Math
U.S.A.
Average Scale Score
550
500
450
400
350
Source: PISA 2003 Results, OECD
© 2009 THE EDUCATION TRUST
Problems not limited to math,
either.
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Science?
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Of 30 OECD Countries, U.S.A. Ranked 21st
2006 PISA - Science
Average Scale Score
600
550
U.S.A.
500
450
400
350
Higher than U.S. average
Not measurably different from U.S. average
Lower than U.S. average
Source: PISA 2006 Results, OECD
© 2009 THE EDUCATION TRUST
Even in problem-solving, something
we consider an American strength…
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U.S.A. Ranks 24th Out of 29 OECD Countries
in Problem-Solving
2003 PISA
Average Scale Score
600
550
U.S.A.
500
450
400
350
Source: PISA 2003 Results, OECD
© 2009 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2009 THE EDUCATION TRUST
PISA 2003: Gaps in Performance Of U.S.15
Year-Olds Are Among the Largest of OECD
Countries
Mathematical Literacy
Problem Solving
Rank in Performance
Gaps Between Highest
and Lowest Achieving
Students *
8th
6th
*Of 29 OECD countries, based on scores of students at the 5th and
95th percentiles.
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
© 2009 THE EDUCATION TRUST
Among OECD Countries, U.S.A. has the 4th Largest
Gap Between High-SES and Low-SES Students
2006 PISA - Science
Gap in Average Scale Score
600
U.S.A.
550
500
450
400
350
Source: PISA 2006 Results, OECD, table 4.8b
© 2009 THE EDUCATION TRUST
These gaps begin before children
arrive at the schoolhouse door.
But, rather than organizing our educational
system to ameliorate this problem, we
organize it to exacerbate the problem.
© 2009 THE EDUCATION TRUST
How?
By giving students who arrive with
less, less in school, too.
© 2009 THE EDUCATION TRUST
Some of these “lesses” are a result
of choices that policymakers make.
©
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National Inequities in State and Local Revenue
Per Student
High Poverty vs.
Low Poverty Districts
High Minority vs.
Low Minority Districts
Gap
–$773
per student
–$1,122
per student
Source: Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2009 THE EDUCATION TRUST
MICHIGAN? Less Spent Educating Children
in High Poverty Districts, Too
Source:
© 2009 THE EDUCATION TRUST
In truth, though, some of the most
devastating “lesses” are a function
of choices that we educators make.
©
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Choices we make about what to
expect of whom…
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© 2009
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Students in Poor Schools Receive ‘A’s
for Work That 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.
© 2009 THE EDUCATION TRUST
Choices we make about what to
teach whom…
©
© 2009
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Fewer Latino students are enrolled
in Algebra 2
80
Percent Enrolled
62
45
Latino
White
0
1998
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
© 2009 THE EDUCATION TRUST
African American, Latino & Native American high
school graduates are less likely to have been
enrolled46in a full college prep track
50
percent in college prep
39
25
22
21
Latino
Native
American
0
African
American
Asian
White
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science,
2 years of social science and 2 years of foreign language
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
© 2009 THE
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Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep
curriculum.
And choices we make about
who teaches whom…
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Percent of Classes Taught by Out
of Field Teachers
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
50%
34%
29%
19%
21%
0%
High poverty Low poverty
High minority Low minority
Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are
nonwhite.
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.
© 2009
EDUCATION
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools
andTHE
Staffing
Survey. TRUST
Poor and Minority Students Get
More Inexperienced* Teachers
Percent of Teachers Who Are
Inexperienced
25%
21%
20%
11%
10%
0%
High poverty Low poverty
High minority Low minority
*Teachers with 3 or fewer years of experience.
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with
the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of
minority students
© 2000.
2009 THE EDUCATION TRUST
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December
MICHIGAN:
More Classes in High-Poverty, High-Minority Schools Taught By Out-ofField Teachers
High poverty Low poverty
High minority Low minority
Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are
nonwhite.
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.
© 2009
EDUCATION
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools
andTHE
Staffing
Survey. TRUST
Results are devastating.
Kids who come in a little behind,
leave a lot behind.
© 2009 THE EDUCATION TRUST
African American and Latino
17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
Percent of Students
100%
0%
200
250
300
350
Average Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17-Year Olds
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
© 2009 THE EDUCATION TRUST
African American and Latino
17 Year-Olds Read at Same Levels As White 13 Year-Olds
Percent of Students
100%
0%
150
200
250
300
350
Average Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17 Year-Olds
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
© 2009 THE EDUCATION TRUST
And those are the students who
remain in school…
© 2009 THE EDUCATION TRUST
How Many Students Graduate With Their
Class? (2006)
Source:
© 2009 THE EDUCATION TRUST
Among High School Graduates,
College-going is up for all groups.
© 2009 THE EDUCATION TRUST
Percent Going to College
100
90
80
70
60
50
40
30
20
10
0
Immediate* College-Going Increasing for
All Groups: 1980 to 2006
Year
African American
Latino
White
* Percent of high school completers who were enrolled in college the October after completing high school
© 2009 THE EDUCATION TRUST
Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902
College-Going Generally Increasing for All
Income Groups
90.0
College Going Rate
80.0
70.0
60.0
50.0
40.0
30.0
Low-Income
High-Income
20.0
10.0
0.0
Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1
© 2009 THE EDUCATION TRUST
But though college-going up for
minorities, gains among whites have
been greater
© 2009 THE EDUCATION TRUST
Percentage Point Increase in
College Going, 1980-2005
All Groups Up In College-Going from 19802006, But Gaps Also Increase
50
40
30
19
20
12
10
6
0
Black
Hispanic
White
© 2009 THE EDUCATION TRUST
Source: U.S. Department of Education, NCES, The Condition of Education
And though college going up for
low-income students, they still
haven’t reached rate of high income
students in mid-seventies.
© 2009 THE EDUCATION TRUST
College-Going Rates by Family Income
Year
1976
1986
1996
2006
Low
Income
39%
34%
49%
51%
Middle
Income
41%
49%
63%
61%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.
High
Income
63%
71%
78%
81%
© 2009 THE EDUCATION TRUST
What about graduation?
© 2009 THE EDUCATION TRUST
Black and Latino Freshmen Complete College at
Lower Rates
(6 Year Rates; All 4-Year Institutions)
70%
60%
64%
59%
Overall
rate: 55%
50%
41%
41%
40%
30%
20%
10%
0%
White
Black
Latino
Asian
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students
© 2009 THE EDUCATION TRUST
Longitudinal Study, Second Follow-Up (BPS: 96/01) in U.S. DOE,
Add it all up…
© 2009 THE EDUCATION TRUST
Different groups of young
Americans obtain degrees at very
different rates.
© 2009 THE EDUCATION TRUST
Some Americans Are Much Less Likely
to Graduate From College
25-29 Year Olds
with B.A. or Higher
White
35.5%
Black
19.5%
Latino
11.6%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.
© 2009 THE EDUCATION TRUST
Some Americans Are Much Less Likely
to Graduate From College
B.A. Rate
by Age 24
Young People from
High SES Families
Young People from
Low SES Families
75%
9%
Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and
family income. “High” and “low” refer to the highest and lowest quartiles of SES.
© 2009
THE
EDUCATION TRUST
Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity
1970 to
2003”
These rates threaten health of
our democracy.
But even for those who don’t care much
about that, they are particularly
worrisome, given which groups are
growing…and which aren’t.
© 2009 THE EDUCATION TRUST
Growth Differs Substantially by Group
White
Native American
Latino
Asian
African American
0
2
4
6
8
10
12
Millions
Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020
Source: U.S. Census Bureau, Population Projections
© 2009 THE EDUCATION TRUST
Not surprisingly, our international
lead is slipping away
We’re still relatively strong (although
no longer in the lead) with all adults.
© 2009 THE EDUCATION TRUST
Percent of Adults Ages 25-64 with
Associates Degree or Higher
U.S: 3rd Out of 30 OECD Countries
in Overall Postsecondary Attainment
50
45
40
35
30
25
20
15
10
5
0
United States (38%)
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
© 2009 THE EDUCATION TRUST
Percentage (Ages 25-34) with
Associates Degree or Higher
U.S. tied for 9th out of 30 OECD nations in the
percentage of younger workers with an
associates degree or higher
60
50
United States (39%)
40
30
20
10
0
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
© 2009 THE EDUCATION TRUST
Difference in Percentage of Workforce
with Associates Degree or Higher:
Ages 25-34 Compared to 45-54
U.S. is one of only two OECD nations where
today’s young people are not better
educated than their parents
40
35
30
25
20
15
10
United States (0)
5
0
-5
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
© 2009 THE EDUCATION TRUST
To reach top performing countries
Percent of Adults Ages 25-64
100
80
60
BA + AA
40
55
20
38
0
U.S. Attainment
Top Performers
© 2009 THE EDUCATION TRUST
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007.
What Can We Do?
An awful lot of Americans have
decided that we can’t do much.
© 2009 THE EDUCATION TRUST
What We Hear Many Adults Say:
• They’re poor
• Their parents don’t care
• They come to schools without
breakfast
• Not enough books
• Not enough parents
Source: N/A
© 2009 THE EDUCATION TRUST
But if they are right, why are lowincome students and students of
color performing so much higher in
some schools…
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© 2009
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Capitol View Elementary
Atlanta, Georgia
• 228 students in grades K-5
– 96% African American
• 88% Low-Income
Source: Georgia Department of Education
© 2009 THE EDUCATION TRUST
High Achievement for All
at Capitol View Elementary
Students Overall (2007)
Percentage Meeting Standards
100%
98%
96%
95%
98%
100%
97%
Grade 3
Grade 4
Reading
Grade 5
Grade 3
Grade 4
Math
Grade 5
80%
60%
40%
20%
0%
Source: Georgia Department of Education
© 2009 THE EDUCATION TRUST
Exceeding Standards at Capitol View
African American Students
Grade 3 Reading (2007)
© 2009 THE EDUCATION TRUST
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
Frankford Elementary School
© 2009 THE EDUCATION TRUST
Frankford Elementary
Frankford, Delaware
•
•
•
•
•
449 Students in Grades PreK-5
29% African American
34% Latino
34% White
76% Low-Income
Source: Delaware Department of Education Online School Profiles,
http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
© 2009 THE EDUCATION TRUST
Frankford Elementary
Closing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2009 THE EDUCATION TRUST
Frankford Elementary
Closing Gaps, Grade 5 Math
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2009 THE EDUCATION TRUST
Frankford Elementary
Higher Proficiency Rates than the State,
2005 Grade 3 Reading
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2009 THE EDUCATION TRUST
Frankford Elementary
Higher Proficiency Rates than the State,
2005 Grade 3 Math
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2009 THE EDUCATION TRUST
Elmont Memorial Junior-Senior High
Elmont, New York
• 1,945 students in grades 7-12
– 77% African American
• 27% Low-Income
Source: New York Department of Education
© 2009 THE EDUCATION TRUST
Elmont: Out-Performing the State
Secondary-Level English (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
© 2009 THE EDUCATION TRUST
Improvement and High Performance
at Elmont Memorial Junior-Senior High
African-American Students – Secondary-Level Math
100%
Percentage Meeting Standards
90%
96%
93%
85%
80%
70%
60%
46%
50%
51%
55%
Elmont
New York
40%
30%
20%
10%
0%
2005
2006
2007
Source: New York Department of Education
© 2009 THE EDUCATION TRUST
More Students Graduate at Elmont
Memorial Junior-Senior High
Class of 2007
100%
97%
94%
93%
90%
80%
Graduation Rate
70%
60%
55%
60%
53%
50%
Elmont
40%
New York
30%
20%
10%
0%
African American
Latino
Low-Income
Source: New York Department of Education
© 2009 THE EDUCATION TRUST
Very big differences at college
level, too.
© 2009 THE EDUCATION TRUST
Research Institutions
Similar Students, Different Results
Median
SAT
Size
% Pell
% URM
Overall URM Grad
Grad Rate
Rate
Penn State
University
1,190 33,684
18.5%
7.4%
84.2%
68.8%
University of
Wisconsin
1,260 27,869
13.7%
5.9%
76.7%
57%
University of
Washington
1,200 24,540
23.2%
8.7%
74.3%
63.7%
Purdue
University
1,145 30,579
18.4%
6.6%
66.4%
52.4%
University of
Minnesota
1,165 28,910
18.4%
7.2%
60.7%
41.4%
Source: College Results Online 2005 data
© 2009 THE EDUCATION TRUST
Masters Institutions – Large
Similar Students, Different Results
University of
Northern Iowa
Montclair
State
Western
Illinois
University of
Wisconsin
Whitewater
Southern
Illinois
Edwardsville
Median
SAT
Size
% Pell
Overall
Graduation
Rate
1,045
10,167
26.5%
65%
1,045
10,664
27.1%
58.3%
990
10,639
28.9%
55.4%
1,030
8,844
21%
50%
1,045
9,803
29.1%
44.8%
Source: College Results Online 2005 data
© 2009 THE EDUCATION TRUST
Historically Black Colleges
Similar Students, Different Results
Median
SAT
Size
% Pell
Overall
Graduation
Rate
Elizabeth City
835
2,390
65.6%
48.8%
Delaware
State
810
3,111
52.1%
35.1%
University of
Arkansas
Pine Bluff
Norfolk State
775
2,931
75.3%
30.3%
880
4,726
55.5%
29.2%
2,968
67.1%
20.2%
Coppin State
Source: College Results Online 2005 data
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Bottom Line:
At every level of education,
what we do matters a lot!
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What about Michigan?
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Compared with other states?
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2007 NAEP Grade 4 Reading
Average Overall Scale Scores by State
National Average
Michigan
Proficient Scale Score: 238
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average White Scale Scores by State
National Average
Proficient Scale Score: 238
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average Latino Scale Scores by State
National Average
Proficient Scale Score: 238
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average African American Scale Scores by State
National Average
Proficient Scale Score: 238
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average Overall Scale Scores by State
National Average
Proficient Scale Score: 299
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average White Scale Scores by State
National Average
Proficient Scale Score: 299
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average Latino Scale Scores by State
National Average
Proficient Scale Score: 299
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average African American Scale Scores by State
National Average
Proficient Scale Score: 299
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Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
At the college level?
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College Graduation Rates:
Michigan Below Top States
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Michigan Lags in College Degrees
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College Costs for Low-Income Families:
Michigan Higher than Most
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Needs-Based Aid to Help With College:
Michigan Lower Than Most
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What Do We Know About How
To Accelerate Success?
What do the high performers do?
(Today, focusing mainly on lessons
from K-12)
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#1. They focus on what
they can do, rather than
what they can’t.
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Some schools and districts get all caught
up in “correlations”.
Spend endless time tracking:
• Percent of babies born at low birth-weight
• Percent of children born to single moms
• Percent of children in families receiving
government assistance
• Education levels of mothers
Source: N/A
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The leaders in high-performing high poverty
schools and districts don’t do that.
“ Some of our children live in pretty dire
circumstances. But we can’t dwell on
that, because we can’t change it. So
when we come here, we have to dwell
on that which is going to move our kids.”
Barbara Adderly, Principal,
M. Hall Stanton Elementary, Philadelphia
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#2. They don’t leave
anything about teaching
and learning to chance.
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An awful lot of our teachers—even brand new
ones—are left to figure out on their own what to
teach and what constitutes “good enough” work.
Result?
A System That:
• Doesn’t expect very much from MOST
students
• Expects much less from some types of
students than others.
Source: N/A
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‘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.
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Students can do
no better than
the assignments
they are given...
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Grade 10 Writing Assignment
A frequent theme in literature is the
conflict between the individual and
society. From literature you have read,
select a character who struggled with
society. In a well-developed essay,
identify the character and explain why
this character’s conflict with society is
important.
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Grade 10 Writing Assignment
Write a composition of at least 4
paragraphs on Martin Luther
King’s most important
contribution to this society.
Illustrate your work with a neat
cover page. Neatness counts.
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High Performing Schools and Districts
• Have clear and specific goals for what students
should learn in every grade, including the order
in which they should learn it
• Provide teachers with common curriculum,
assignments
• Have regular vehicle to assure common marking
standards
• Assess students every 4-8 weeks to measure
progress
• Act immediately on the results of those
assessments
Source: N/A
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#3. They set their goals
high.
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Elementary Version…
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M. Hall Stanton Elementary:
Percent of 5th Graders ADVANCED
45
40
35
30
25
20
15
10
5
0
42
30
Reading
Math
1
1
2001
2005
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High School Version…
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Even when they start with high drop out
rates, high impact high schools focus on
preparing all kids for college and careers
Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
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#4. Higher performing
secondary schools put all
kids—not just some—in a
demanding high school core
curriculum.
And those demanding courses are
not just demanding in name only.
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The single biggest predictor post-high
school success is the QUALITY AND
INTENSITY OF THE HIGH SCHOOL
CURRICULUM
Cliff Adelman, The Toolbox Revisited, U.S. Department of Education
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College prep curriculum ALSO
has benefits far beyond college.
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Students of all sorts will learn
more...
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Low Quartile Students Gain More
From College Prep Courses*
*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
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They will also fail less often...
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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
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
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And they’ll be better prepared
for the workplace.
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Leading states are making
college prep the default
curriculum.
Texas, Indiana, Arkansas,
Michigan, Oklahoma,
South Dakota, New York
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#5. Good schools know
how much teachers
matter, and they act on
that knowledge.
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Students in Dallas Gain More in Math
with Effective Teachers
One Year Growth from 3rd to 4th Grade
Average Normal Curve Equivalents
20
16
15
10
7
5
0
Students with Teachers in Lowest Quintile of
Effectiveness
Students with Teachers in Highest Quintile of
Effectiveness
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
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Cumulative Teacher Effects On Students’
Math Scores in Dallas
Grades 3-5
100
90
Average Percentile Rank
80
76
70
Beginning Grade 3
Percentile Rank= 57
60
50
Beginning Grade 3
Percentile Rank= 55
Dallas Students Assigned to 3
Highly Effective Teachers in a
Row
Dallas Students Assigned to 3
Ineffective Teachers in a Row
40
30
20
27
10
0
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
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Good teachers matter a lot.
But some groups of kids don’t get
their fair share of quality teachers.
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High performing schools and districts…
• Work hard to attract and hold good
teachers
• Make sure that their best are assigned to
the students who most need them
• Chase out teachers who are not “good
enough” for their kids.
Source: N/A
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#6. In good systems, leaders are
focused, relentless, and they
have the…
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The single biggest predictor post-high
school success is the QUALITY AND
INTENSITY OF THE HIGH SCHOOL
CURRICULUM
Cliff Adelman, The Toolbox Revisited, U.S. Department of Education
But are most of our kids getting anything
that even remotely resembles
INTENSE?
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…Courage to take on the tough
parts.
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Preserving our freedoms as Americans
has required courage, tenacity and a
high level of skill from generations of
soldiers.
Today, it requires those same things of
us.
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TRUST
The children in these pictures are some of the lucky
ones. Though they are poor…they live on the high
end of the gap because they attend schools that
enable their students to soar.
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But most of the children who look like them aren’t
so lucky. They live on the bottom side of the gap.
Not because they couldn’t learn…but
because we didn’t bother to teach them.
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The most important agenda for
all of us?
Turning that around.
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