Building A Village to Raise Achievement: Creating Real Reform Today, There are Two Achievement Gaps The gap between white and more affluent students in.
Download ReportTranscript Building A Village to Raise Achievement: Creating Real Reform Today, There are Two Achievement Gaps The gap between white and more affluent students in.
Building A Village to Raise Achievement: Creating Real Reform Today, There are Two Achievement Gaps The gap between white and more affluent students in the U.S. and students of color and those in poverty The gap between U.S. students and those in other high-achieving nations that have made greater – and more equitable - investments in education over the last thirty years. The U.S. is Falling Behind in Educational Attainment Approximated by percentage of persons with ISCED3 qualfications in age groups 55-64, 45-55, 45-44 und 25-34 years 1990s 1980s 1970s 1960s 1 %100 90 80 13 70 60 50 40 30 20 1 27 10 1. Excluding ISCED 3C short programmes 3. Including some ISCED 3C short programmes 2. Year of reference 2004 3. Year of reference 2003. Brazil2 Mexico Portugal Turkey Spain Italy Greece Chile2 Korea Ireland Poland Belgium Iceland Australia France OECD average EU19 average Luxembourg Netherlands United Kingdom3 Finland Hungary New Zealand Slovak Republic Israel Slovenia Austria3 Russian Federation4 Sweden Norway Canada Denmark Switzerland Germany Estonia Czech Republic United States 0 College Participation is Also Falling Behind Each year of additional education in the population nets a gain of 3.7% in long-term economic growth (OECD, 2005). However, the U.S. has dropped from 1st to 17th in college participation over the last decade. About 38% of US students earn a college degree (only 17% of blacks and 11% of Latinos age 25-29), compared to 50% in European countries and over 60% in Korea and Singapore. U.S. high-tech jobs are increasingly filled by foreign nationals. U.S. Outcomes in International Perspective (8th Grade PISA Results in OECD Nations, 2006) Science Math Finland Canada Japan New Zealand Australia Netherlands Korea Germany United Kingdom Finland Korea Netherlands Switzerland Canada Japan New Zealand Belgium Australia U.S. is # 21 / 30 OECD nations #31 / 40 top nations U.S. is #25 / 30 OECD nations #35 / 40 top nations Inequality Influences Low US Rankings Figure 1 U.S. PISA Results, by Subgroup, Compared to OECD Average 540 Reading Science Math Problem Solving 520 500 480 460 440 420 400 OECD avg. White Asian Black Hispanic Achievement Trends for “Minority” Students The achievement gap narrowed dramatically in the 1970s but has widened since 1988 Average NAEP scores for black and Hispanic 13-year olds in reading are comparable to white 9-year olds Graduation rates for minorities have declined since 1995 (90% of whites, 80% of blacks, & 57% of Hispanics) Moving Backward after Moving Forward Programs of the 1960s and ’70s reduced poverty, unemployment, segregation, and teacher shortages; boosted urban education funding and college access. Most of these programs were eliminated or sharply reduced during the 1980s, and have only been partially restored. Had we continued the policies that closed the gap between 1971 and 1988, there would have been no racial achievement gap by 2000. Reasons for the Achievement Gap Students of color in “high-minority” schools have significantly fewer out-of-school and in-school resources Growing poverty and segregation Less access to well-qualified teachers Less access to high-quality, relevant curriculum Less access to high-quality, current, and appropriate materials and equipment Less access to needed counselors, libraries, and other learning supports For ELs, less access to the kinds of teachers, teaching, materials, and assessments needed to support language learning and educational success 0.0% Mexico 30.0% United States 25.0% Italy New Zealand Ireland Portugal UK Spain Japan Poland Greece Germany Austria Netherlands Luxembourg Hungary Belguim France Switzerland Czech Republic Sweden Norway Finalnd Denmark U.S. Leads in % of Children in Poverty, 2007 (OECD Nations) Mexico 22% 20.0% 15.0% 10.0% 5.0% The U.S. Safety Net is Tattered for Children in Poverty Figure 2.2 - Child Poverty Rates, Before and After Governmental Transfers Child Poverty Rate After Taxes and Transfers Child Poverty Rate Based on Market Income 25 22.6 18.4 15 10 5 Source: Bell, Bernstein, & Greenberg (2008), p. 85. U.S. Italy UK Ireland Portugal New Zealand Japan Canada Australia Germany OECD Average Netherlands France Switzerland Czech Republic Finland Belgium Sweden Norway 0 Denmark Poverty Rate 20 Educational Inequality Exacerbates the Effects of Poverty In most states, schools serving minority and low-income students have Lower funding levels Larger class sizes and school sizes Less well-qualified teachers Less engaging and challenging curriculum Fewer computers, books, supplies Education Spending is Unequal and Inadequate California ADA Expenditures 16,583 11,222 9,480 7,863 5,913 A) pt on om C Pa in Ba ld w 5,741 (L A) (L rk y in le cK M lin nk Fr a 6,182 (S J) ag e A C Fr a Sa n Av er nc is co ills H ve rl y e ds id W oo as lin Bo Be El em . . El em El em it o Sa us al 6,360 6,457 . 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 The Consequences of Under-Education Each year of additional education nets a 4% gain in long-term economic growth. A new high school dropout in 2010 had less than a 50% chance of getting a job That job earned less than ½ of what the same job earned 20 years ago Lack of education is ever more strongly correlated with incarceration Prison costs now compete with education expenditures in many states What are High-Achieving and Steeply-Improving Nations Doing? Universal preschool and health care Equitable funding with investments in high- need schools and students Large investments in initial teacher education and ongoing support A lean curriculum & performance assessments focused on higher order skills Focus on multilingual, multicultural education Professional Learning Opportunities in High-Achieving Nations Abroad High-achieving nations in Europe and Asia: Ensure extensive (3-4 year) initial preparation that includes clinical training in model schools Provide beginners with intensive mentoring. Offer extensive, sustained learning opportunities embedded in practice: Teachers have 15-25 hours a week for collaboration plus 100 hours a year for professional learning Most engage regularly in Lesson Study, Action Research, and Peer Observation and Coaching to evaluate and improve practice. © Linda Darling-Hammond 2010 The Status of Professional Development in the United States Effective professional development is better understood but still relatively rare in the U.S. Most teachers (>90%) participate in 1 to 2 day workshops and conferences. Well under half get sustained PD, get mentoring or coaching, or observe other classrooms. Only 17% of U.S. teachers reported a great deal of cooperative effort among staff members in 2004. This percentage shrank to 15% in 2008. © Linda Darling-Hammond 2010 What Kind of Policies Can Help? No Child Left Behind: Noble Goals and Unintended Effects Goal to focus on all groups of students Demand for “highly qualified teachers,” but incentives for reducing preparation Demand for higher achievement, but incentives for -- Excluding low-scoring students -- Narrowing curriculum -- Chasing teachers from high-need schools Outcomes of NCLB State scores have ‘increased’ National gains have slowed International scores have dropped Graduation rates have declined Student exclusions have increased Teacher attrition has grown Strategies that Go Straight to the Periphery of the Issues Sanctions without supports for development Merit Pay without competitive, equitable salaries and working conditions Closing schools without creating productive longterm alternatives Firing teachers without investing in a stable supply of well-prepared teachers Requiring charters without ensuring quality and access What Would Actually Work? 1) Create a Level Playing Field Redesign school funding systems to create equal access to stable educational resources Focus resources on investments that matter and ensure that every student gets them 2) Provide Quality Preschool 3) Ensure Well-Prepared Teachers and Leaders Teacher Qualifications Strongly Affect Student Achievement Gains in Math Achievement from 3rd to 5th Grade Due to: Home and Family Factors 49% (parent education, income, language background, race & location) Teacher Qualifications 43% (licensing examination scores, education & experience) Class Size 8% Developed from data presented in Ronald F. Ferguson, Paying for Public Education: New Evidence of How and Why Money Matters, Harvard Journal on Legislation. 28 (Summer 1991): pp. 465-498. National Commission on Teaching & America’s Future, Doing What Matters Most, 1997. The Teaching Gap Creates Most of the Achievement Gap The least experienced and prepared teachers teach the least advantaged students High attrition rates for less-prepared and supported teachers create a revolving door and wasted resources for professional development and reform in less advantaged schools Each teacher replacement costs $15,000 - $20,000 Students taught by underqualified teachers have significantly lower achievement in reading and mathematics. These effects are magnified in poorly staffed schools. Other reforms cannot work when the teaching force is underprepared and unstable. The U.S. invests less in teaching than other countries Preparation is uneven and underfunded Salaries are unequal and noncompetitive Well-prepared teachers are unequally distributed Professional development is “hit & run” Learning & collaboration time is scarce High-performing school systems around the world focus on: 1) Getting the right people to become teachers 2) Developing them into effective instructors, 3) Ensuring that the system is able to deliver high-quality instruction for every child. 4) Focus on the Right Kind of Learning Redirect tests to support thoughtful curriculum and teaching Side Effects of High-Stakes Multiple-Choice Testing on Teaching “I have seen more students who can pass [the test] but cannot apply those skills to anything if it’s not in the test format. I have students who can do the test but can’t look up words in a dictionary and understand the different meanings…. As for higher quality teaching, I’m not sure I would call it that. Because of the pressure for passing scores, more and more time is spent practicing the test and putting everything in the test format” -- A Texas teacher NAEP, 8th and 12th Grade Science 1. What two gases make up most of the Earth's atmosphere? A) Hydrogen and oxygen B) Hydrogen and nitrogen C) Oxygen and carbon dioxide D) Oxygen and nitrogen 2. Is a hamburger an example of stored energy? Explain why or why not. ____________________________________ ____________________________________ High School Biology Exam, Victoria, Australia 3. When scientists design drugs against infectious agents, the term “designed drug” is often used. A. Explain what is meant by this term. _________________________________________________________ _________________________________________________________ Scientists aim to develop a drug against a particular virus that infects humans. The virus has a protein coat and different parts of the coat play different roles in the infective cycle. Some sites assist in the attachment of the virus to a host cell; others are important in the release from a host cell. The structure is represented in the following diagram: The virus reproduces by attaching itself to the surface of a host cell and injecting its DNA into the host cell. The viral DNA then uses the components of host cell to reproduce its parts and hundreds of new viruses bud off from the host cell. Ultimately the host cell dies. Analysis and Application of Knowledge B. Design a drug that will be effective against this virus. In your answer outline the important aspects you would need to consider. Outline how your drug would prevent continuation of the cycle of reproduction of the virus particle. Use diagrams in your answer. Space for diagrams is provided on the next page. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Design and Scientific Inquiry Before a drug is used on humans, it is usually tested on animals. In this case, the virus under investigation also infects mice. C. Design an experiment, using mice, to test the effectiveness of the drug you have designed. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 5) Scale-Up Successful School Models Successful Schools Models Small and personalized Rigorous and relevant with strong relationships Focused on adult & student learning & the whole child Connected to the community Wraparound services Coherent curriculum College and career pathways Extended learning – Including summers What Happens When States Make Smart and Equitable Investments? New Jersey Math Achievement Trends 4th Grade NAEP 260 White, 255 250 White, 248 NAEP Scale Score 240 National Ave., 239 White, 239 White, 236 Hispanic, 234 Black, 232 CA, 230 230 National Ave., 226 Hispanic, 224 National Ave., 222 220 Black, 217 National Ave., 219 210 Hispanic, 206 Black, 204 Hispanic, 204 200 Black, 198 190 1992 1996 Source: National Assessment of Educational Progress, NAEP Data Trends 2003 2007 What Did New Jersey Do? Parity funding for high-minority, low-wealth districts Investment in high-quality preschool Whole school reform based on a model supporting child development and parent involvement Teacher education & PD focused on urban teaching in literacy and mathematics Curriculum and assessment focused on higher order thinking and performance What Can All of Us Do? Tackling the Agenda that Matters Most "On some positions, Cowardice asks the question, 'Is it safe?' Expediency asks the question, 'Is it politic?' And Vanity comes along and asks the question, 'Is it popular?' But Conscience asks the question 'Is it right?' And there comes a time when one must take a position that is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it is right." -- Martin Luther King, 1968