Transcript ACHIEVEMENT IN AMERICA 2001

Latino
Achievement in America
1
© The Education Trust, Inc., 2003
Between 1970 and 1990, the
achievement gap between Latino
and White students narrowed by
one half or more.
Since 1990, the gap has been flat,
or in some subjects, is wider.
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© The Education Trust, Inc., 2003
Gap Narrows, Then Holds Steady
Math Scores, 13 Year-Olds
Average Scale Score
300
280
260
240
220
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
3
Source: US Department of Education, National Center for Education Statistics. NAEP 1 999 Trends in Academic Progress (p. 108)
Washington, DC: US Department of Education, August 2000
© The Education Trust, Inc., 2003
Gap Narrows, Then Progress Stops
Reading, 17 Year-Olds
Average Scale Score
300
280
260
240
220
1
9
7
1
1
9
7
5
1
9
8
0
1
9
8
4
1
9
8
8
1
9
9
0
1
9
9
2
1
9
9
4
1
9
9
6
1
9
9
9
200
Latino
White
4
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107)
Washington, DC: US Department of Education, August 2000
© The Education Trust, Inc., 2003
The achievement gap:
How far has the system left
Latino students behind?
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© The Education Trust, Inc., 2003
Nationally, 4th Grade Latinos Lag Behind
Their White Peers in Reading (2003)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
14
39
29
35
Prof/Adv
Basic
Below Basic
57
26
Latino
Source: USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
White
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© The Education Trust, Inc., 2003
And Things Are Similar
in 8th Grade Mathematics (2003)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
11
36
36
43
Prof/Adv
Basic
Below Basic
53
21
Latino
White
Source: USDOE, NCES, National Assessment of Educational Progress
(NAEP) Summary Data Tables
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© The Education Trust, Inc., 2003
The results of the Latino
achievement gap by the
end of high school?
8
© The Education Trust, Inc., 2003
Percentage of Students
Latino 17 Year Olds Have Been Taught
Math to the Same Levels
as White 13 Year Olds
100%
80%
60%
40%
20%
0%
200
250
300
350
Scale Scores
White
Source: NAEP 1999 Long Term Trends Summary Tables (online)
Latino
9
© The Education Trust, Inc., 2003
Latino 17 Year Olds Have Been
Taught to Read to the Same Levels
as White 13 Year Olds
Percentage of Students
100%
80%
60%
40%
20%
0%
150
200
250
300
350
Scale Scores
White
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
Latino
10
© The Education Trust, Inc., 2003
The consequences of the
achievement gap reach
beyond high school
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© The Education Trust, Inc., 2003
College going rates for Latino and
White students are close …
90
80
70
60
50
40
30
20
10
White College-Going
2000
1999
1998
1997
1996
1995
1994
1993
1992
1991
1990
1989
1988
1987
1986
1985
1984
1983
1982
1981
1980
1979
1978
1977
0
Latino College Going
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
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© The Education Trust, Inc., 2003
But BA completion rates are greater for
Whites than for Latinos
90
80
70
60
50
40
30
20
10
19
80
19
81
19
82
19
83
19
84
19
85
19
86
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
0
Latino Completion
White Completion
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Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US
DOE, NCES, The Condition of Education 2002, p.166 and 174.
© The Education Trust, Inc., 2003
Regardless of Race/Ethnicity, More Than 9 in 10
Students in Grades 6-12 and Their Parents Expect
the Student to Attend Postsecondary Ed.
100%
94%
96% 94%
90% 94%
96%
Percent
African American
Latino
50%
White
0%
Students
Parents
Source: NCES, Getting Ready to Pay for College, September 2003.
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© The Education Trust, Inc., 2003
Add it all up...
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© The Education Trust, Inc., 2003
Of Every 100 White Kindergartners:
93
Graduate from
high school
65
Complete at least
some college
33
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.
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© The Education Trust, Inc., 2003
Of Every 100 Latino Kindergartners:
from
63 Graduate
high school
at least
32 Complete
some college
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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.
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© The Education Trust, Inc., 2003
It doesn’t have to be
this way!
Latino children will rise to the
challenge when it’s presented
to them
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© The Education Trust, Inc., 2003
Latino students
ARE succeeding
in some schools ...
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© The Education Trust, Inc., 2003
Hambrick Middle School,
Aldine, TX
• 72% Latino (state = 42%)
• 22% African American (state = 14%)
• 85% low-income (state = 50%)
Source: Texas Education Agency Web site.
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© The Education Trust, Inc., 2003
8th graders passing all tests
Hambrick Middle School,
Aldine, TX
93%
100%
87%
75%
46%
50%
29%
25%
0%
1994
2002
Latino
Source: Texas Education Agency Web site.
White
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© The Education Trust, Inc., 2003
Hambrick Middle School,
Aldine, TX
• Has performed in the top fifth of all Texas
middle schools in both reading and math
in both 7th and 8th grades over a 3-year
period.
Source: Texas Education Agency Web site.
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© The Education Trust, Inc., 2003
Some districts...
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© The Education Trust, Inc., 2003
Percent at or above Proficient
Pueblo, CO: Raising Achievement
for Students While Narrowing Gaps,
Reading 3rd Grade
100%
90%
80%
70%
State Average 2003= 74%
60%
50%
1998
1999
2000
White
Source: Pueblo District 60
2001
Latino
2002
2003
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© The Education Trust, Inc., 2003
Latino Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
Scale Score
210
200
190
180
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)
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SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
© The Education Trust, Inc.,
Progress (NAEP), 2002 Trial Urban District Reading Assessment.
2003
And some entire states...
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© The Education Trust, Inc., 2003
Latino 8th Graders in Some States are
Making Much Better Gains than the National
Average in Math
United States
+6
District of Columbia
+22
Hawaii and Georgia
+15
Arkansas
+14
* Gains Between 2000 and 2003
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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© The Education Trust, Inc., 2003
Delaware: Gains in Grade 4 Reading
Outpace the Nation, 1998-2003
35
33
30
25
Delaware
United States
20
15
15
10
5
7
4
0
White Gain
Latino Gain
Change in Average Scale Score
Source: NCES, National Assessment of Educational Progress
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© The Education Trust, Inc., 2003
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
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268
268
268
268
268
267
267
267
267
267
267
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)
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© The Education Trust, Inc., 2003
What do we know
about the places that
are improving results
for Latino students?
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© The Education Trust, Inc., 2003
Element 1: Clear, high
goals for all students
and curriculum aligned
to those goals
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© The Education Trust, Inc., 2003
Transcript Study: single biggest
predictor of college success is
the quality and intensity of
students’ high school curriculum
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.
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© The Education Trust, Inc., 2003
Curriculum Counts:
Percentage
Chances for Bachelor’s Degree
by High School Grads
100
90
80
70
60
50
40
30
20
10
0
86
75
79
61
Latino
White
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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© The Education Trust, Inc., 2003
Element 2: Extra
instruction for students
who need it
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© The Education Trust, Inc., 2003
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
graders who need more support
• Indiana gives schools extra funding to provide
instruction for students struggling to meet
state standards
35
© The Education Trust, Inc., 2003
Element 3: Good
teaching matters more
than anything else
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© The Education Trust, Inc., 2003
Average Student Growth Over One Year
Boston Students with Effective
Teachers Showed Greater Gains
in Reading and Math
(14.6)
16
(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.
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© The Education Trust, Inc., 2003
Cumulative Effects On Students’ Math
Scores: Dallas (Grades 3-5)
Average Math Score 3 yrs later in Percentiles
90
76
Beginning
3rd Grade
Score
(Percentile)
Dallas Students
Assigned To 3
Highly Effective
Teachers In A
Row
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.
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© The Education Trust, Inc., 2003
Cumulative Effects of Teachers on
5th Grade Math Scores: Tennessee
Student gains over 3 years
83%
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
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© The Education Trust, Inc., 2003
But students who need
these resources do not
always get them
40
© The Education Trust, Inc., 2003
Latino students get less
than their fair share of
qualified teachers ...
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© The Education Trust, Inc., 2003
Minority Students Get More
Inexperienced* Teachers
25%
21%
10%
0%
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.
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© The Education Trust, Inc., 2003
More Math Classes in High-Minority High
Schools are Taught by Teachers Lacking a
Major in the Field
50%
41%
40%
29%
30%
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.
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© The Education Trust, Inc., 2003
More Courses in High-Latino High
Schools Taught by Out-of-Field Teachers
50%
40%
40%
31%
30%
24%
20%
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.
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Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the
© The Education Trust, Inc., 2003
Ed Trust of 1999-2000 Schools and Staffing Survey.
Less access to high-level
curriculum ...
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© The Education Trust, Inc., 2003
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
46
© The Education Trust, Inc., 2003
Fewer Latino students are enrolled in
chemistry
80
Percent Enrolled
63
44
Latino
White
0
1998
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
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© The Education Trust, Inc., 2003
.. and fewer funds
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© The Education Trust, Inc., 2003
In 31 of 47 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: The Education Trust. Analysis by Greg F.Orlofsky based ib 19992000 Department of Education and U.S. Census Bureau data.
49
© The Education Trust, Inc., 2003
Funding gap in some states with
large Latino population
State
Gap Per Pupil*
Gap Per
400-pupil School
New York
$2,034
$813,600
Texas
$1,068
$427,200
Illinois
$965
$386,000
* state & local funds between high and low-minority districts. District funding levels adjusted for local price
differences and the additional cost of educating low-income students and students with disabilities
Source: The Education Trust. Analysis by Greg F.Orlofsky based in 1999-2000
Department of Education and U.S. Census Bureau data.
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© The Education Trust, Inc., 2003
Given what we know, what
would happen if we had
the courage to change
these patterns?
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© The Education Trust, Inc., 2003
Researchers John Kain and
Eric Hanushek have found
that having an above average
teacher for five years in a row
can completely close the
achievement gap.
52
© The Education Trust, Inc., 2003
NCLB Can Help
Communities Bolster
Latino Academic
Achievement
Under this Powerful New Law
You have:
53
© The Education Trust, Inc., 2003
You have the right to clear honest
information, including:
• all school information regarding your child’s
education in Spanish
• your child’s performance in mathematics and
reading/language arts
• your child’s school overall performance in
comparison to state standards
• your school’s performance with groups of
students, including Latinos and English language
learners
• the qualifications of your child’s teacher
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© The Education Trust, Inc., 2003
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 the school does not meet its goals for 3 years,
children from low-income families are entitled to
supplemental services
• 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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© The Education Trust, Inc., 2003
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:
1.
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
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© The Education Trust, Inc., 2003
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
• 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
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© The Education Trust, Inc., 2003
NCLB gives parents a strong voice to
advocate for their children
These are only some of the ways
NCLB can help you ensure that Latino
children get a good public school
education
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© The Education Trust, Inc., 2003
The Education Trust
For More Information . . .
www.edtrust.org
202-293-1217
59
© The Education Trust, Inc., 2003