Transcript Education Policy Committee Kati Haycock President The Education Trust © 2013 THE EDUCATION TRUST.

Education Policy Committee
Kati Haycock
President
The Education Trust
© 2013 THE EDUCATION TRUST
ACHIEVEMENT
IN AMERICA:
Where Are We? What Can
We Do? Critical Steps for
Nevada
Las Vegas Metro Chamber of Commerce
Las Vegas, NV
April, 2013
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America: Two Enduring Stories
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1. Land of Opportunity:
Work hard, and you can
become anything you want to
be.
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2. Generational Advancement:
Through hard work, each
generation of parents can assure
a better life — and better
education — for their children.
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Powerful narratives.
Fast slipping away.
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Within the U.S., income
inequality has been rising.
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Earnings among the lowest income families have
declined, even amid big increases at the top.
Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.
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Instead of being the most equal, the U.S. has the third
highest income inequality among OECD nations.
United States
Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
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Not just wages,
but mobility as well.
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U.S. intergenerational mobility was increasing
until 1980, but has sharply declined since.
The falling elasticity meant increased economic mobility until 1980.
Since then, the elasticity has risen, and mobility has slowed.
Earnings Elasticity
0.6
0.4
0.58
0.2
0.4
0.46
0.35
0.34
0.33
1960
1970
1980
0
1950
1990
2000
Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec.
2005.
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Now, instead of being the “land of opportunity,” the
U.S. has one of lowest rates of intergenerational
mobility.
Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006).
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At the macro level, better and
more equal education is not the
only answer.
But at the individual level, it really is.
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More Education=More Income
Note: Data include full-time, year-round workers, those working less than full-time year-round, and those who did not work.
Julian and Kominski, “Education and Synthetic Work-Life Earnings Estimates,” U.S. Census Bureau, 2011.
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More Education=Less Unemployment
Source: U.S. Bureau of Labor Statistics, Table A-4, http://www.bls.gov/news.release/empsit.t04htm
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More education also helps
improve other things we value.
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More Education=More Likely to
Vote
Note: Data include both those who are and are not registered to vote.
U.S. Census Bureau, “Voting and Registration in the Election of November 2008,” May 2010
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Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009
U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)
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More Education=More likely to be in “Very
Good” or “Excellent” Health
Source:
Robert Wood Johnson Foundation Commission for a Healthier America, 2009
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Gallup, “Strong Relationship Between Income and Mental Health” (2007)
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What schools and colleges do, in other
words, is hugely important to our
economy, our democracy, and our
society.
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So, how are we doing?
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First, some good news.
After more than a decade of fairly flat
achievement and stagnant or growing
gaps in K-12, we appear to be turning
the corner with our elementary
students.
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Fourth-Grade Reading: NAEP LTT
Record performance with gap narrowing
9-Year Olds – NAEP Reading
250
240
Average Scale Score
230
220
210
200
190
180
170
African American
160
Latino
White
150
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
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Fourth-Grade Math: NAEP LTT
Record performance with gap narrowing
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
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Looked at differently
(and on the “other” NAEP
exam)…
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1996 NAEP Grade 4 Math
Source: NAEP Data Explorer, NCES
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2011 NAEP Grade 4 Math
Source: NAEP Data Explorer, NCES
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Middle grades are up, too.
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Over the last decade, all groups have steadily
improved and gaps have narrowed
*Accommodations not permitted
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)
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Clearly, much more remains to
be done in elementary and
middle school.
Too many students still enter high
school way behind.
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But at least we have some traction
on elementary and middle school
problems.
The same is NOT true
of our high schools.
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Achievement is flat in reading.
Source: NAEP Long-Term Trends, NCES (2004)
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Math achievement is flat over time.
* Denotes previous assessment format
Source: National Center for Education Statistics, NAEP 2008 Trends in Academic Progress
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And gaps between groups are
mostly wider today than in the late
80s and early 90s.
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12th-Grade Reading:
No progress, gaps wider than 1988
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
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12th-Grade Math:
Results mostly flat, gaps same or widening
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
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And these are the students who
remain in school through 12th grade.
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Students of color are less likely to graduate from
high school on time.
Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).
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Moreover, no matter how you cut
the data, our students aren’t doing
well compared with their peers in
other countries.
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Of 34 OECD countries, the U.S.
ranks 12th in reading literacy.
U.S.A.
Higher than U.S. average
OECD
Not measurably different from U.S. average
Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
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Of 34 OECD countries, the U.S. ranks 17th in science.
U.S.A.
Higher than U.S. average
Not measurably different from U.S. average
Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
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Of 34 OECD countries, the U.S. ranks 25th in math.
U.S.A.
Higher than U.S. average
Not measurably different from U.S. average
Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
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Only place we rank high?
Inequality.
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Among OECD countries, the U.S. has the fourth largest
science gap between high-SES and low-SES students.
U.S.A.
OECD
Source: PISA 2006 Results, OECD, table 4.8b
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Among OECD countries, the U.S. has the fifth largest
reading gap between high-SES and low-SES students.
U.S.A.
OECD
Source: PISA 2009 Results, OECD, Table II.3.1
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We used to make up for at least
some of this by sending more of
our students to college than
anybody else.
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Though no longer #1, we’re still relatively strong in
overall educational attainment
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are
skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years,
are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
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But our world standing drops to 15th for younger adults
Percentage of residents aged 25-34 with a postsecondary degree
100%
80%
United States
OECD Average
60%
40%
20%
0%
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are
skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years,
are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
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We’re near the bottom in intergenerational progress
Difference in percentage of residents aged 45-54 and those aged 25-34
with a postsecondary degree
100%
80%
60%
40%
OECD Average
United States
20%
0%
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are
skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years,
are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
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That’s a quick look at the country
as a whole. What about
Nevada?
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You’ve seen your state
assessment and graduation data
before.
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Students of Color Less than Half as Likely to
Exceed State Reading Standards
Source: Nevada Department of Education
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Students of Color 2-3 Times More Likely to
Perform at Lowest Level in Math
Source: Nevada Department of Education
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Students of Color More Likely to Fall Short
of State Reading Standards in High School
Source: Nevada Department of Education
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Low Graduation Rates for All
Groups of Students
Source: NCES, “ Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10: First Look,” (2013), http://nces.ed.gov/pubs2013/2013309.pdf.
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Percent of NV ACT-Takers Meeting
College-Ready Benchmarks
Source:
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Percent of NV ACT-Takers Meeting All
Four College-Ready Benchmarks
Source:
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What about performance on the
national assessment?
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But there is some good news
here.
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Nevada’s Students Improving
Faster than National Average in
Reading
Students Overall – Grade 4 Reading (2003-2011)
Alabama
13
Maryland
12
Massachusetts
9
Pennsylvania
8
Georgia
7
Florida
7
Nevada
6
National Public
4
0
4
8
12
Mean Scale Score Improvement, 2003-2011
16
20
Source: NAEP Data Explorer, NCES.
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Latino Students in Nevada Improved at
One of the Fastest Rates Nationwide
Latino Students – Grade 4 Reading (2003-2011)
Maryland
17
Massachusetts
14
Georgia
13
New Hampshire
11
Nevada
11
National Public
6
0
4
8
12
Mean Scale Score Improvement, 2003-2011
16
20
Source: NAEP Data Explorer, NCES.
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Low-Income Students in Nevada Improved
Nearly Twice as Fast as Low-Income Students
Nationwide
Low-Income Students – Grade 4 Reading (2003-2011)
Maryland
16
Alabama
16
Pennsylvania
13
New Jersey
12
Florida
11
New Hampshire
10
Nevada
10
National Public
6
0
4
8
12
Mean Scale Score Improvement, 2003-2011
16
20
Source: NAEP Data Explorer, NCES.
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Nevada’s Students Improving
Faster than National Average in
Math
Students Overall – Grade 8 Math (2003-2011)
Arkansas
13
Texas
13
New Jersey
13
Massachusetts
12
Hawaii
12
Rhode Island
11
New Mexico
11
Maryland
10
Nevada
10
National Public
7
0
4
8
12
16
Mean Scale Score Improvement, 2003-2011
20
24
28
Source: NAEP Data Explorer, NCES.
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Latino Students in Nevada Improved at
One of the Fastest Rates Nationwide
Latino Students – Grade 8 Math (2003-2011)
Arkansas
24
Massachusetts
18
Delaware
17
Texas
16
Rhode Island
16
Pennsylvania
16
Nevada
16
Idaho
16
National Public
11
0
4
8
12
16
Mean Scale Score Improvement, 2003-2011
20
24
28
Source: NAEP Data Explorer, NCES.
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But clearly we’ve got to move
faster, because performance still
trails that in other states.
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Nevada’s Overall Performance Trails Other States
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
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Nevada’s Overall Performance Trails Other States
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)
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All about demographics?
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Nevada Schools: More Diverse
Than Many States
Source: Nevada Department of Education
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But, even when you compare
“same” group of students,
Nevada’s children are behind.
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Black Students Below National Average in Nevada
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
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Nevada’s White Students Below the National Average
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
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In Nevada, Latino Students Below the National Average
for Latinos (33rd)
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
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2003 Grade 4 NAEP Reading
Latino (2nd from bottom)
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP
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And the same patterns exist in 8th
grade math.
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Higher Income Students in Nevada
Trail Peers Nationwide
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)
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Lower Income Students in Nevada
Behind Peers in Other States (37th)
NV
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)
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2003 Grade 8 NAEP Math
Low Income (42nd)
280
275
270
265
260
255
250
245
240
235
230
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP
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Summing across?
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Reading: Looking at Performance and
Improvement in Nevada
Source:
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Math: Looking at Performance and
Improvement in Nevada
Source:
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Post High School?
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Relatively few of Nevada’s graduates go on
to college
Nevada
Source: Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986-2008”
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When High School Dropout Rate is
Factored In, the Picture is Worse
(HS Grad Rate x College Continuation Rate, 2008)
45.8%
Source: Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986--2008”
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And of those who enter, few
graduate.
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Among those who start in four-year colleges, Nevada has
one of the lowest Bachelor’s degree attainment rates
Nevada
First-time, full-time freshmen completing a BA within 6 years
Source: U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
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Six-Year College Graduation Rates
Hispanic, 2009
62.5%
First-time, full-time freshmen completing a BA within 6 years
Source: U.S. Department of Education , 2011. United States Education Dashboard.
http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
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Six-Year College Graduation Rates
African American, 2009
40%
First-time, full-time freshmen completing a BA within 6 years
Source: U.S. Department of Education , 2011. United States Education Dashboard.
http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
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Six-Year College Graduation Rates
White, 2009
72.9%
First-time, full-time freshmen completing a BA within 6 years
Source: U.S. Department of Education , 2011. United States Education Dashboard.
http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
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Only place Nevada’s performance is
strong relative to other states?
Community College Student
Success
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Among those in Associate’s programs, Nevada
has one of the highest completion rates
Nevada
First-time, full-time freshmen completing an AA or certificate within 3 years
Source: U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=l&id=0&wt=40
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Put this all together, and few young
adults in Nevada have completed a
postsecondary degree.
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Nevada has one of the lowest rates of young
adults with at least an associate’s degree
Nevada
Source:
2009 American Community Survey data from NCHEMS Information Center ,
http://www.higheredinfo.org/dbrowser/?level=nation&mode=data&state=0&submeasure=239
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In sum, Nevada is below average
in a country whose results are
increasingly below the
international average.
Not a place you want to be.
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What Can You Do?
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First, stop for a moment and
celebrate the progress.
Don’t forget to say thanks to the
educators whose work made this
possible.
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Second, don’t accept excuses for
why progress can’t continue—
even accelerate—for “these”
kids.
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What we hear many say:
•
•
•
•
They’re poor.
They don’t speak English.
Their parents don’t care.
They come to school without
breakfast.
• They don’t have enough books.
• They don’t have enough parents.
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On the college level, we hear much
the same thing:
•
•
•
•
Our students are unprepared.
They come from a culture of poverty.
They have to work too many hours.
Their families don’t value college
education.
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But if there’s truly nothing that we can
do, why are low-income students and
students of color performing so much
higher in some schools? Some
colleges? Even some whole states?
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Mary McLeod Bethune Elementary School
New Orleans, Louisiana
• 341 students in grades PK – 6
– 97% African American
• 88% Low Income
Note: Enrollment and demographic data are from 2009-2010
Source: Louisiana Department of Education
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Big Gains at Bethune Elementary
Source: Louisiana Department of Education
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Exceeding State Averages
at Bethune Elementary
Source: Louisiana Department of Education
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Outperforming the State
at Bethune Elementary
Source:
Source:Louisiana Department of Education
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Halle Hewetson Elementary School
Las Vegas, NV
• 938 students in grades PK – 5
– 87% Latino
– 5% African American
• 100% Low Income
• 62% Limited English
Proficient
Note: Data are for 2011-12 school year
Source: Nevada Department of Education
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Big Improvement
at Halle Hewetson Elementary
Source: Nevada Department of Education
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Outperforming the State
at Halle Hewetson Elementary
Source: Nevada Department of Education
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Outperforming the State
at Halle Hewetson Elementary
Source: Nevada Department of Education
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Exceeding State Standards
at Halle Hewetson Elementary
Source: Nevada Department of Education
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Big gains in some districts, too.
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In Boston and Houston, Latino students made far faster
progress between 2003 and 2011 than in the country as a
Latino Studentswhole
– NAEP TUDA Grade 8 Math
Boston
19
Houston
17
San Diego
15
Los Angeles
15
National Public
11
0
5
10
15
20
25
Change in Mean Scale Score, 2003-2011
Note: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
Source: NCES, NAEP Data Explorer
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African-American students in Atlanta and Boston improved at
twice the rate of their counterparts nationally
African-American Students – NAEP TUDA Grade 8 Math
Boston
21
Atlanta
21
Chicago
15
National Public
10
0
5
10
15
20
25
Change in Mean Scale Score, 2003-2011
Note: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
Source: NCES, NAEP Data Explorer
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Colleges Can Close Gaps, Too:
Virginia Commonwealth University
Six-Year Graduation Rates at VCU (2004-2010)
First-time, full-time freshmen who graduated from the same college they started from 6 years ago
Source: Education Trust analysis of IPEDS data.
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You can help by pointing to the
successes—here in Nevada and
elsewhere--and by pressing for
similar results.
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Third, start early, especially with
low-income children.
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High quality pre-school is the
best investment we can make. It
pays to prevent problems rather
than ameliorate them later.
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Fourth, get behind the Common
Core Standards.
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But adopting the standards and
the new tests isn’t enough.
You’ve got to make sure that all
students take the courses in high
school that lead to college readiness.
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Moreover, a few more
“workshops” on the new
standards won’t do the trick.
We need to help teachers remake what
they do every day, especially the
assignments they give to their
students.
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Students can do no better than
the assignments we give them.
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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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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.
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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.
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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 regularly to measure progress;
and,
• Don’t leave student supports to chance.
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In other words, they strive for
consistency in everything they
do.
And they bring that consistency to
school discipline, as well.
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Fifth, keep up the work on
teacher effectiveness, even
though it is hard.
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Students in Dallas Gain More in Math
with Effective Teachers: One Year
Growth From 3rd-4th Grade
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Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement,
1997.
DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT
FOR LARGE DIFFERENCES IN STUDENT LEARNING
The distribution of value-added
scores for ELA teachers in LAUSD
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ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN
DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency
trends for second-graders
at ‘Below Basic’ or ‘Far
Below Basic’ in 2007 who
subsequently had three
consecutive high or low
value-added teachers
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So, there are VERY BIG
differences among our teachers.
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BUT…
We pretend that there aren’t.
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Source:
© 2013 THE EDUCATION TRUST
Make sure your state and districts are
acting on this knowledge by:
Source:
• Putting into place an honest evaluation system,
that takes student growth into account;
• Training principals and expert teachers in
evaluation and feedback techniques;
• Providing support to teachers who are
struggling;
• Working hard to hold onto the strongest ones,
and chasing out the weak ones; and,
• Assuring that all groups of children get their fair
share of strong teachers.
© 2013 THE EDUCATION TRUST
Sixth, principals matter hugely.
States and districts need clear
plan to grow new leaders.
© 2013 THE EDUCATION TRUST
This is way too important to be
left to higher education.
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Seventh, higher education needs
your attention, too.
© 2013 THE EDUCATION TRUST
Current College Completion Rates:
4-Year Colleges
 Fewer than 4 in 10 (38%) entering freshmen
obtain a bachelor’s degree within 4 years
 Within six years of entry, that proportion rises to
just under 6 in 10 (58%)
 If you go beyond IPEDS, and look at graduation
from ANY institution, number grows to about
two-thirds.
NCES (March 2012). First Look: Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003
and 2006 Cohorts; and Financial Statistics Fiscal Year 2009. Ed Trust analysis of BPS:09.
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But graduation rates vary widely across the
nation’s postsecondary institutions
Ed Trust analysis of College Results Online dataset 2010.
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Some of these differences are
clearly attributable to differences
in student preparation and/or
institutional mission.
n/a
© 2013 THE EDUCATION TRUST
But…when you dig underneath
the averages, one thing is very
clear:
Some colleges are far more
successful than their students’
“stats” would suggest.
Ed Trust analysis of College Results Online dataset 2009.
© 2013 THE EDUCATION TRUST
College Results Online
www.collegeresults.org
College Results Online 2010.
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Colleges need to be pressed to
work harder to make sure those
they admit actually get the
degrees they are seeking.
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Finally, mind the gaps in
opportunity and achievement.
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True, gaps in achievement 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.
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We spend less on their education…
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Funding Gaps Within States: National
inequities in state and local revenue per student
High-Poverty versus
Low-Poverty Districts
High-Minority versus
Low-Minority Districts
Gap
–$773
per student
–$1,122
per student
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
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We expect less of them.....
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Students in poor schools receive As 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.
© 2013 THE EDUCATION TRUST
We teach them less…
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Even African-American students with high math
performance in fifth grade are unlikely to be placed in
algebra in eighth grade
Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
(ECLS-K)” (2010).
© 2013 THE EDUCATION TRUST
Students of color are less likely to attend
high schools that offer calculus.
Percent of Schools Offering Calculus
Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection
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And we assign them
disproportionately to our least
experienced, least well-educated,
and least effective teachers…
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Students at high-minority schools more
likely to be taught by novice* teachers.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander.
Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer
experience.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
© 2013 THE EDUCATION TRUST
Math classes at high-poverty, high-minority secondary schools are
more likely to be taught by
out-of-field* teachers.
Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the
students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or
Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S.
Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
© 2013 THE EDUCATION TRUST
Tennessee: High-poverty/high-minority schools have
fewer of the “most effective” teachers and more “least
effective” teachers.
23.8%
25
Percent of Teachers
21.3%
20
17.6%
16%
15
Most Effective
Teachers
10
Least Effective
Teachers
5
0
High-poverty/highminority schools
Low-poverty/low-minority
schools
Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority.
Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?”
http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.
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Los Angeles: Black, Latino students have fewer
highly effective teachers, more weak ones.
Latino and
black
students
are:
READING/LANGUAGE ARTS
3X as
likely to get
loweffectiveness
teachers
½ as
likely to get
highly
effective
teachers
Source: Education Trust—West, Learning Denied, 2012.
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The results are devastating.
Kids who come in a little behind, leave
a lot behind.
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Those practices aren’t good for
kids. And they are not good for
our country.
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We are taking the diversity that
should be our competitive
advantage in the international
marketplace, and obliterating it.
Don’t just stand by and watch, even if
they are not “your” kids. Speak up.
Demand the data. Demand progress.
© 2013 THE EDUCATION TRUST
Download this presentation and learn more about the
Education Trust.
www.edtrust.org
Washington, D.C.
202/293-1217
Royal Oak, MI
734/619-8009
Oakland, CA
510/465-6444
© 2013 THE EDUCATION TRUST