Transcript Document 7134006

IMPROVING ACHIEVEMENT AND CLOSING GAPS
BETWEEN GROUPS:
How Can Researchers Help?
IES
June, 2006
As a group, educators are a
pretty conservative lot. It’s hard
to get them to change what they
do.
Not clear that more and better
research will cause many of them
to do things differently, but it
certainly can help.
Would help, however, if it
focused on the questions most
on the minds of educators today.
Here are the ones I get most
often.
1. What differentiates the
teachers who are most effective
in growing student learning from
those who are less effective?
Average Normal
Curve Equivalents
Students in Dallas Gain More in
Math with Effective Teachers: One
Year Growth From 3rd-4th Grade
18
16
14
12
10
8
6
4
2
0
16
7
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.
Cumulative Teacher Effects On
Students’ Math Scores in Dallas
(Grades 3-5)
100
Average Percentile Rank
90
80
76
70
Beginning Grade 3
Percentile Rank= 57
60
50
Beginning Grade 3
Percentile Rank= 55
40
30
20
10
27
Dallas Students
Assigned to 3
Highly Effective
Teachers in a
Row
Dallas Students
Assigned to 3
Ineffective
Teachers in a
Row
0
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement, 1997.
Some of the things we most need
to know…in order to act:
• Are teachers who are high value-added on
state assessment also same when second
measure is introduced?
• How stable are value-added measures?
• What are the characteristics and practices of
teachers with high value added?
• What can we do to produce/attract/select
more of them?
#2. What is it about unusually
effective schools—especially
those serving low-income
students and students of color-that makes them so effective?
Poverty vs. Achievement
in Kentucky Elementary Schools
100
Source: Education Trust
analysis of data from
Elementary Math Percentile Score
90
National School-Level
State Assessment Score
Database
80
(www.schooldata.org).
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
Percent FRPL
70
80
90
100
Poverty vs. Achievement
in Kentucky Elementary Schools
100
Source: Education Trust
analysis of data from
Elementary Math Percentile Score
90
National School-Level
State Assessment Score
Database
80
(www.schooldata.org).
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
Percent FRPL
70
80
90
100
Poverty vs. Achievement
in Michigan Elementary Schools
Percent 4th Graders Meeting Standard in Math
100
Source: Education Trust
analysis of data from
National School-Level
State Assessment Score
Database
(www.schooldata.org).
Data are from 2002.
90
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
Percent Low-Income Students
80
90
100
Not all these schools are
consistently high performers in
multiple years and subjects. But
some certainly are.
Centennial Place Elementary School
Atlanta, Georgia
• 528 students in grades K-5
• 92% African American
• 62% Low-Income
Source: School Information Partnership, http://www.schoolmatters.com
Centennial Place
High Achievement for All Students
Grade 5 Math, 2005
Percent Proficient
100
92
92
92
92
Overall
African
American
Poor
Non-Poor
80
60
40
20
0
Source: School Information Partnership, http://www.schoolmatters.com
Centennial Place
High Achievement for All Students
Grade 5 Reading, 2005
Percent Proficient
100
91
91
90
92
Overall
African
American
Poor
Non-Poor
80
60
40
20
0
Source: School Information Partnership, http://www.schoolmatters.com
Frankford Elementary
Frankford, Delaware
•
•
•
•
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
Percent Meeting or Exceeding Standards
Frankford Elementary
Closing Gaps, Grade 5 Math
96
100
80
96
94
70
60
Poor
Non-Poor
40
20
0
2003
2005
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
University Park High School
Worcester, MA
•
•
•
•
Grades 7-12;
70+% poverty;
50% ELL;
Most students enter at least two grade
levels behind.
University Park Results: 2004
• 100% of 10th graders passed MA high
school exit exam on first attempt.
• 87% passed at advanced or proficient
level.
• Fifth most successful school in the
state, surpassing many schools serving
wealthy students.
#3. What explains the big
differences in how the “same”
groups of children perform across
different districts and states?
Low-Income African American Students
do Better in Some Districts
(Urban NAEP Grade 4 Reading, 2005)
Proficient Scale Score = 238
Average Scale Score
230
220
210
200
190
180
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ieg
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t
to n
Bo
s
Ch
a
Sa
Ne
w
Yo
rk
Cit
y
170
Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language
Learners
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
Low-Income African American Students
do Better in Some Districts
(Urban NAEP Grade 8 Math, 2005)
Proficient Scale Score = 281
Average Scale Score
250
240
230
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
Lo
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ele
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te
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t
Ch
a
tin
Au
s
Yo
Ne
w
Bo
s
to n
rk
Cit
y
220
Latino Students Do Better In Some Districts
(Urban NAEP Grade 4 Reading, 2005)
Proficient Scale Score = 238
Average Scale Score
230
220
210
200
190
180
ele
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t
of
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te
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Cit
y
170
Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language
Learners. Latino scores are not available for Atlanta
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Math,
African American Scale Scores
Average Scale Score
295
Proficient Scale Score: 299
MA
285
RI
275
265
255
245
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235
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Math,
Latino Scale Scores
295
TX
Proficient Scale Score: 299
CA
Average Scale Score
285
275
265
255
245
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
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#4. None of these educators,
schools, districts or states are yet
achieving what we need them to
achieve, especially for the kids
who enter behind. What do we
know—from learning science,
psychology, brain research and
the like—that could help them go
further, faster?
Average High School: Percent of
Instructional Time in Reading
Intensive Courses
Below Grade
On Grade
Advanced
Level Students Level Students Students
24%
29%
35%
Surprise: Gaps Grow.
We know that this isn’t smart.
But what, exactly, is?
What many educators think they
know from “research”:
• If they’re not good at reading or math, let
them “express themselves” with another
“intelligence”;
• If you don’t get them by the time they are 3
(or 3 months) those “synapses” will never
grow or connect;
• If the students are black or brown, virtually
every lesson must be “culturally relevant”
(and if that means taking the content or rigor
out, well then so be it).
You can do better!
Really important to both get research
out there AND to guard against deeply
“dumbed down” versions of your
research.
Getting Results USED: What
DOESN’T Work
• Writing it up in journals;
• Expecting Ed School faculty to integrate
your findings into their instruction.
Getting Results Used: What
CAN work
• First, get Russ Whitehurst to give you lots of
money to ensure that the findings are solid;
• Then, get the federal government (or, if you
prefer) the Gates Foundation to put lots of
money behind training people to do it; and,
• Make really, really sure that your trainers
don’t dumb it down.
The Education Trust
Download this Presentation
www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444