Transcript Don’t Turn Back The Clock OPENING PLENARY: Kati Haycock, Director, The Education Trust

Don’t
Turn Back
The Clock
OPENING PLENARY: Kati Haycock, Director, The Education Trust
The Education Trust, 2003
Where Are We Now?
NAEP 4th Grade Reading
All Students, 2002
100%
31
80%
60%
32
40%
36
20%
0%
All
Below Basic
Basic
Prof/Adv
The Education Trust, 2003
By Race, Ethnicity
4th Grade Reading 2002
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
13
28
15
22
41
37
29
29
35
60
Black
56
Latino
33
Prof/Adv
Basic
Below Basic
49
Native
25
30
White
Asian
The Education Trust, 2003
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
By Family Income
4th Grade Reading 2002
17
42
30
35
Prof/Adv
Basic
Below Basic
54
23
Poor
Not Poor
The Education Trust, 2003
Where Are We Now?
NAEP 8th Grade Mathematics All
Students 2000
100%
26
80%
60%
38
40%
20%
35
0%
Below Basic
Basic
Prof/Adv
The Education Trust, 2003
NAEP 8th Grade Mathematics
Race, Ethnicity 2000
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
5
27
9
12
34
31
40
38
68
Black
60
Latino
43
35
23
25
White
Asian
Prof/Adv
Basic
Below Basic
50
Native
The Education Trust, 2003
Progress Over Time?
The Education Trust, 2003
Average Reading NAEP Score
Gaps Narrow 1970-88
NAEP Reading
17 Year-Olds
300
200
1971 1975 1980 1984 1988 1990 1992 1994 1996
African American
Latino
White
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, 2003
Gaps Narrow 1973-86
NAEP Math Scores, 13 Year-Olds
Average Scale Score
300
280
260
240
220
200
1973
1978
1982
1986
1990
African American
1992
Latino
1994
1996
1999
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108)
Washington, DC: US Department of Education, August 2000
The Education Trust, 2003
Between 1988-90, that
progress came to a halt…and
gaps began to widen once
again.
The Education Trust, 2003
Average Reading NAEP Score
Gaps Narrow, Then Hold Steady
or Widen: NAEP Math Scores,
17 Year-Olds
350
32
20
250
1973 1978 1982 1986 1990 1992 1994 1996 1999
African American
Latino
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in
Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000
The Education Trust, 2003
300
21
31
African American
Latino
99
19
96
19
94
19
92
19
90
19
88
19
84
19
80
19
75
19
71
200
19
Average Reading NAEP Score
After 1988, Gaps Mostly Widen
NAEP Reading,
17 Year-Olds
White
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, 2003
AT END OF HIGH
SCHOOL?
The Education Trust, 2003
African American and Latino
17 Year Olds Do Math at Same Levels
As White 13 Year Olds
100%
0%
200
250
White 8th Graders
Latino 12th Graders
Source: NAEP 1999 Long Term Trends Summary Tables (online)
300
350
African American 12th Graders
The Education Trust, 2003
African American and Latino 17
Year Olds Read at Same Levels
as White 13 Year Olds
100%
0%
150
200
White 8th Graders
Latino 12th Graders
250
300
350
African American 12th Graders
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
The Education Trust, 2003
ADD IT ALL UP...
The Education Trust, 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.
The Education Trust, 2003
Of Every 100 African American
Kindergartners:
87
Graduate from
High School
50
Complete at Least
Some College
18
Obtain at Least a
Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current
Population Survey, 1971-2001, In The Condition of Education 2002.
The Education Trust, 2003
Of Every 100 Latino Kindergartners:
from
63 Graduate
high school
at least
32 Complete
some college
11
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.
The Education Trust, 2003
College Graduates by Age 26
Young People From
High Income Families
60%
Young People From
Low Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
The Education Trust, 2003
Some education “leaders” are
talking about the challenges in
closing these gaps one way……
The Education Trust, 2003
“Requiring every group of
students in every school to
be proficient within 12
years, is like asking every
kid to jump the Grand
Canyon.”
–educator, Connecticut
June 10, 2002
Associated Press
The Education Trust, 2003
"President Bush often talks
about every child reading by
the end of third grade. It's like
saying every child needs to talk
at nine months. It's ridiculous."
Yetta Goodman, a University of Arizona
education professor, The Arizona Republic,
6/2/03
The Education Trust, 2003
"It is so inflexible. If any
group of kids fails to meet
the standard, the whole
school is labeled as failing.”
–suburban superintendent
(used to doing extremely well under
old system of averages)
The Education Trust, 2003
Even if schools are doing extremely well, they
can be cited for poor performance if designated
groups of students or minorities do not meet
annual expectations two years in a row. Under
this standard it is theoretically possible to have
sanctions imposed on schools in our state where
there are dozens of Illinois state scholars.”
– Larry Vigon, Local School Council teacher representative
(Chicago) in a letter to the Chicago Tribune, 8/26/03
The Education Trust, 2003
"I have difficulty with the
standards because they're
so unattainable for so many
of our students . . . We just
don't have the same kids
they have on Long Island or
Orchard Park.”
–Superintendent, New York
October 21, 2002, The Buffalo News
The Education Trust, 2003
"If a school has five subgroups
(of students) and four do well, but
one fails, the entire school is a
failure. We don't think that's fair.”
Reg Weaver, President of the NEA, Whittier Daily
News, 5/24/03
The Education Trust, 2003
“They may as well have
decreed that pigs can fly . . .
I think the State Board of
Education is dealing with
reality, not myth. Some of
these politicians just have
their heads in the sand.”
-Wayne Johnson, CTA President
Los Angeles Times
August 6, 2002
The Education Trust, 2003
“If we could do it, we
already would have.”
-- Peter Gutierrez, assistant superintendent of the
Hollister School District, Hollister Free Lance (CA),
4/30/03
The Education Trust, 2003
Think about the messages in what
they say…
 To parents…about whose kids matter;
 To students…about how much educators
think they can learn; and,
 To teachers…about whether they even have
to try.
The Education Trust, 2003
Myths and Realities
The Education Trust, 2003
#1. Poverty has a bigger effect
than anything that educators
can ever do.
The Education Trust, 2003
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
70
80
90
100
Percent FRPL
The Education Trust, 2003
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
70
(www.schooldata.org).
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Percent FRPL
The Education Trust, 2003
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
70
(www.schooldata.org).
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Percent FRPL
The Education Trust, 2003
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
70
(www.schooldata.org).
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Percent FRPL
The Education Trust, 2003
Samuel W. Tucker
Elementary
68% African
American and Latino
Alexandria, VA
53% low-income
In 2002, outperformed 92% of VA
elem. schools in
reading and 86% in
math.
% 3rd-5th graders meeting state
standard (2003)
Outperformed 2/3 of
VA elem. schools in
both reading and math
for two years in a row
(2001-2).
African American
100%
Latino
White
93%
92%
83% 85%
84%
76%
75%
50%
25%
0%
Math
English/Language Arts
Source: Virginia Department of Education
The Education Trust, 2003
David D. Jones Elementary
69% African
American and Latino
Greensboro, NC
58% low-income
On average,
outscored 83% of GA
elementary schools in
2002.
94% of African
American 5th graders
met the state standard
in math in 2002..
% 5th graders meeting state
standard in math
African American
100%
100%
89%
White
94%
100%
75%
50%
25%
0%
Source: The Education Trust, Dispelling the Myth Online
2001
2002
The Education Trust, 2003
West Manor Elementary
Atlanta, GA
99% African
American.
2000
80% low-income
Outscored 98% of
GA elementary
schools in 2nd grade
reading in 2002.
Outperformed 90%
of GA elementary
schools in 2nd grade
math in 2002.
% 4th graders meeting state
standard in reading
100%
75%
2002
90%
68%
50%
25%
0%
Source: The Education Trust, Dispelling the Myth
The Education Trust, 2003
St. James Gaillard
Elementary
99% African
American and Latino.
87% low-income
Outperformed 97%
of SC elem. schools in
3rd grade math in
2002.
Outperformed 82%
of SC elem. schools in
4th grade reading in
2002.
% 3rd graders meeting state standard
in math
Eutawville, SC
1999
80%
2002
64%
60%
40%
21%
20%
0%
Math
Source: The Education Trust, Dispelling the Myths Online
The Education Trust, 2003
93% African
American.
83% low-income
100% of seniors
in the first two
graduating classes
were accepted to
four-year colleges
and universities.
% class of 2002 passing
Regents Exam
The Young Women’s Leadership
School of East Harlem, New York
NYC average
97%
100%
TYWLS
78%
75%
61%
58%
50%
25%
0%
English/LA
Math
Source: TYWLS Web site and New York State Department of Education and NYC Public Schools, 2001-2 Annual School Report.
The Education Trust, 2003
YES College Prep
96% African
American.
85% lowincome
100% of
seniors in the first
two graduating
classes were
accepted to at
least two
colleges and
universities.
% students passing state test in
2002 (grades 6-8 and 10)
Houston, TX
100%
99%
99%
100%
100%
Reading
Writing
Math
Social
Studies
80%
60%
40%
20%
0%
Source: YES College Prep Web site and Texas Education Agency
The Education Trust, 2003
Of course, poverty is a barrier.
And it doesn’t help to imply
otherwise.
But what’s clear from these
schools, is that it is a barrier that
can be overcome.
The Education Trust, 2003
#2. Perhaps we could narrow the
gap, but given all those
advantages, we’ll certainly never
close it.
The Education Trust, 2003
Sycamore Elementary
School
37% African
American and
Latino.
Kokomo, IN
62% low-income
African American
Closed BlackWhite 3rd grade
reading gap.
100%
% 3rd graders meeting state
standard in math (2002)
Increased African
American 3rd
graders meeting
state standard in
math by 55
percentages points
between 2000 and
2002.
White
79%
78%
75%
50%
25%
0%
Source: Indiana Department of Education
The Education Trust, 2003
Lincoln Elementary School
69% African
American and Latino
Mount Vernon, NY
49% low-income
Has outperformed
nearly ¾ of NY elem.
schools in both math
and English for three
years in a row.
In 2002, outscored
98% of NY elem.
schools in math and
99% in English.
% 4th graders
meeting state standard (2003)
African American
100%
98%
100% 100%
Latino
98%
White
100% 100%
75%
50%
25%
0%
Math
English/Language Arts
Source: Ed Trust. Dispelling the Myth Online and New York State Department of Education. Overview of School
Performance In English Language Arts, Mathematics, and Science and Analysis of Student Subgroup
Performance for Lincoln School. April 10, 2003
The Education Trust, 2003
South Scotland Elementary
Laurinburg, NC
47% African
American and Native
American.
Over 80% of both
African American and
Native American 4th
graders met state
standard in math in
both 2001 and 2002.
Closed reading gap
between African
American and White
students in 2003.
% 3rd-5th graders
meeting state standard in reading
47% low-income
African American
Native American
White
94%
100%
92%
82%
75%
50%
65%
42% 42%
25%
0%
1993
2003
Source: Data provided by South Scotland Elementary School
The Education Trust, 2003
#3. There may be schools, but no
school districts that get high
performance from poor children
or children of color.
The Education Trust, 2003
The Education Trust, 2003
Aldine, TX: Raising Achievement
for All While Narrowing Gaps
Passing TAAS math test
100%
75%
50%
72%
55%
42%
25%
0%
1994
African American
Latino
White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
The Education Trust, 2003
Aldine, TX: Raising Achievement
for All While Narrowing Gaps
97%
96%
92%
Passing TAAS math test
100%
75%
50%
72%
55%
42%
25%
0%
1994 1995 1996 1997 1998 1999 2000 2001 2002
African American
Latino
White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
The Education Trust, 2003
Houston Independent School
District
African American
% passing state math test
100%
75%
Latino
White
97%
91%
89%
80%
50% 44%
41%
25%
0%
1994 1995 1996 1997 1998 1999 2000 2001 2002
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2002The Education Trust, 2003
#4. There are certainly no whole
states that are getting it right.
The Education Trust, 2003
Black 4th Graders? Big
Differences in State Performance
NAEP MATH
The Education Trust, 2003
Hispanic 4th Graders? Big
Differences in State Performance
NAEP MATH
The Education Trust, 2003
Black 8th Graders: Big
Differences in State Performance
NAEP Math
The Education Trust, 2003
4th Grade Math
African American Gains
Between 1992 and 2000
United States
+13
North Carolina
+25
Texas
+21
Massachusetts
+18
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
The Education Trust, 2003
4th Grade Math
Latino Gains Between 1992
and 2000
United States
+10
North Carolina
+18
Texas
+15
Mississippi
+15
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
The Education Trust, 2003
8th Grade Math
African American Gains
Between 1990 and 2000
United States
+9
(1) North Carolina
+23
(2) Illinois
+22
(3) Ohio
+22
Source: USDOE, NCES, National Assessment of Educational Progress
(NAEP) Summary Data Tables
The Education Trust, 2003
8th Grade Math Latino
Gains Between 1990 and 2000
United States
+10
(1) North Carolina
+51
(2) Ohio
+33
(3) Maryland
+28
Source: USDOE, NCES, National Assessment of Educational Progress
(NAEP) Summary Data Tables
The Education Trust, 2003
1998 NAEP Reading
10 Point Gap Between White and Latino
Children
220
10 point gap= 1 year
worth of learning
215
210
205
217
207
200
Latinos in Virginia
Whites in California
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP)
The Education Trust, 2003
2002 NAEP Reading
Now Latinos in Virginia are outperforming
Whites in California
225
224
223
220
Latinos in Virginia
Whites in California
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP)
The Education Trust, 2003
4th Grade Reading: Latinos in Virginia Perform as Well
or Better Than Whites in 17 States
Virginia
Utah
Idaho
Wyoming
Oregon
New Mexico
California
Arkansas
Kentucky
Louisiana
Tennessee
Arizona
Oklahoma
West Virginia
Hawaii
Alabama
Nevada
Mississippi
224
224
224
224
223
223
223
222
222
221
220
220
220
220
219
218
218
218
215
216
217
218
219
220
221
222
223
224
225
Scale Score
Source: NCES, National Assessment of Educational Progress (NAEP), 2002
The Education Trust, 2003
#5. We might be able to make
some improvements in “these”
children, but it will take a decade
or two.
The Education Trust, 2003
Centennial Place Elementary
Atlanta, GA
79% low-income
Outscored 93% of GA
elementary schools in
4th grade reading in
2002.
Outscored 88% of GA
elementary schools in
4th grade math in 2002.
2000
% 4th graders meeting state standard
92% African American
and Latino
100%
2002
94%
94%
84%
75%
67%
61%
48%
50%
25%
0%
Reading
Math
English/LA
Source: The Education Trust, Dispelling the Myth Online
The Education Trust, 2003
Longfellow Elementary School
Mount Vernon, NY
92% low-income
Outperformed 90%
of NY elem. schools in
math for two years in a
row (2001-2).
4th
In 2002, 93% of
grade students met
state standard in
English.
1999
% 4th graders meeting state standard
100% African
American and Latino
100%
2002
95%
93%
75%
47%
50%
25%
13%
0%
English/Language Arts
Math
Source: The Education Trust, Dispelling the Myth Online
The Education Trust, 2003
Long Beach
Unified School District
% elementary students meeting
state standard in math
1999
2002
100%
81%
70%
75%
53%
50%
36%
25%
0%
Low Income Students
Non-Low Income Students
Source: Research by the National Center for Educational Accountability
The Education Trust, 2003
% 10th graders passing high school
exit exam on first attempt
Boston Public Schools
2000
2003
91%
100%
75%
50%
68%
32%
61%
70%
30%
25%
0%
African
American
Latino
White
Source: Massachusetts Department of Education
The Education Trust, 2003
% high school students meeting
state standard in math
Norfolk Public Schools
2000
2002
100%
67%
75%
50%
75%
81%
49%
25%
0%
African American
White
Source: Research by the National Center on Educational Accountability
The Education Trust, 2003
% elementary school students
meeting state standard in math
Garden Grove
Unified School District
1999
2002
100%
80%
59%
50%
60%
40%
66%
30%
20%
0%
Latino
Source: Research by the National Center on Educational Accountability
White
The Education Trust, 2003
Delaware: Gains in Grade 4
Reading Outpace the Nation,
1998-2002
6
African American Gain
21
8
Latino Gain
4
White Gain
0
36
15
10
20
30
40
Change in Average Score
Delaware
United States
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
The Education Trust, 2003
State Progress in Moving African American 8th
Graders From Below Basic to at Least Basic
Math 1990-2000
State
% Below
basic 1990
% Below
basic 2000
Change
1990-2000
United
States
(1) Indiana
78%
68%
-10%
77%
52%
-25%
(1) Ohio
83%
59%
-25%
(3) North
Carolina
(4) New
York
82%
58%
-24%
80%
56%
-23%
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
The Education Trust, 2003
State Progress in Moving Latino 8th Graders
From Below Basic to at Least Basic
Math 1990-2000
State
% Below
basic 1990
% Below
basic 2000
Change
1990-2000
United
States
(1) North
Carolina
(2) Ohio
69%
60%
-9%
90%
43%
-46%
79%
42%
-38%
(3) Maryland
74%
43%
-31%
(4) Indiana
72%
43%
-29%
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
The Education Trust, 2003
But look at how the system
worked…
The Education Trust, 2003
Abraham Lincoln Middle School
Gainesville, Florida




31% White
59% African American
57% Low Income
An “A” school under the Florida
accountability model
Source: Florida Department of Education, http://web.fldoe.org.
The Education Trust, 2003
Achievement Gaps at Lincoln
2002-03 Reading
90
Percent Proficient
100
80
60
52
40
22
22
African
Low
American
Income
20
0
All
White
AYP Target= 31%
Source: Florida Department of Education, http://web.fldoe.org
The Education Trust, 2003
Achievement Gaps at Lincoln
2002-03 Math
Percent Proficient
100
88
80
60
48
40
15
16
African
Low
American
Income
20
0
All
White
AYP Target= 38%
Source: Florida Department of Education, http://web.fldoe.org
The Education Trust, 2003
Alexis I du Pont High School
Red Clay, Delaware





49% White
24% African American
21% Latino
31% Low Income
Named “ One of America’s Best High
Schools” by Newsweek Magazine
Source: Delaware Department of Education, http://www.doe.state.de.us
Newsweek Magazine, June 2, 2003
The Education Trust, 2003
87
100
80
60
40
20
0
66
43
32
e
o
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c
a
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o
w
In
L
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ri
A
fr
ic
a
n
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m
e
W
m
n
n
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18
ll
Percent Proficient
Achievement Gaps at du Pont
2002-03 English/Language Arts
AYP Target= 57%
Source: Delaware Department of Education, http://www.doe.state.de.us
The Education Trust, 2003
Achievement Gaps at du Pont
2002-03 Math
Percent Proficient
100
80
60
66
51
32
40
20
19
22
Latino
Low
0
All
White
African
American
Income
AYP Target= 33%
Source: Delaware Department of Education, http://www.doe.state.de.us
The Education Trust, 2003
All NCLB Says is That These
Schools Need to Improve
Wouldn’t you agree?
The Education Trust, 2003
Fortunately, other education
leaders are talking about the same
challenge in quite different
ways…
The Education Trust, 2003
"It means to me that all kids can
learn, all kids can be successful, and
that I will never ever lower my
standard of expectations, because I
know now in my heart that it's real."
Ft. Worth Walton Elementary’s top
Reading Teacher Vanessa Kemp re:
Walton’s dramatically improved student
reading levels, Reporter Matt Frazier, Ft.
Worth Star Telegram, 10/24/03
The Education Trust, 2003
“At the end of the day, school districts
have to make sure that all their schools
are strong academically. It won't be
easy, but it's doable. As educators, this
is what we signed up for; this is the
work that we have to do."
Saginaw School District Superintendent Gerald
Dawkins (MI), The Saginaw News, 4/13/03.
The Education Trust, 2003
"There are people who'll say, 'Given
that neighborhood a child is from,
what do you expect.’ It's our job to
say there are no excuses - that we
have to address students' needs so
they can achieve."
Frank Tinney, director of standards, assessment and
accountability in the Palm Springs Unified School District, The
Desert Sun (Palm Springs, CA), 4/8/03
The Education Trust, 2003
"Until the gap is closed, our work is
not done."
Des Moines Superintendent Eric Witherspoon, Des
Moines Register, 4/15/03
The Education Trust, 2003
"It's not that they are failing so much as
we are failing…This shines a very bright
light on something we have known for
years but haven't been forced to deal with
until now ---- that we have to close this
massive gap if all of our students are
going to succeed."
Ken Noonan, Oceanside Unified School District
Superintendent, North County Times (CA), 5/25/03
The Education Trust, 2003
"As you put in accountability, people
pay more attention to what the
expectations are. . . You're seeing a
lot of things coming together and
paying off for kids."
Susan Agruso, assistant superintendent for
instructional accountability for CharlotteMecklenburg, Raleigh News and Observer,
6/18/03
The Education Trust, 2003
“[McMillan] said the goals of NCLB
may be lofty, but without, for
example, President Kennedy’s lofty
goal of putting a man on the moon,
it would not have happened.”
Houghton Lake Community Schools
Superintendent Greg McMillan,
Reporter Cheryl Holladay, Hougton
Lake Resorter, 10/3/03
The Education Trust, 2003
“We have really blown that myth
about high-poverty schools being
low achievers out of the water.
Economically deprived doesn't
mean brain deprived.”
Janie Moran, Principal Southern Hills, a high
poverty school in Louisiana where all but one
of their 48 4th grade student passed LEAP,
Shreveport Times, 5/29/03
The Education Trust, 2003
“…this new era is not just a matter of
kids having access to school… This
new era is about how we're going to
make sure all kids learn.
Andy Tompkins, Kansas Department of
Education Commissioner, Topeka Capital
Journal, 7/8/03
The Education Trust, 2003
"Neither poverty nor
race is an excuse. All
children can rise to the
standards and there are
many schools in the
data that you have to
prove it.”
–Rick Mills, Commissioner of Education,
New York. March 28, 2002, New York Times
The Education Trust, 2003
“With proper instruction,
students here can blow
other kids away in the
humanities. The more you
challenge them, the better
they'll do.”
–Dolores Edwards Sullivan, an English teacher in the predominantly
African American Roosevelt school district, whose 11th graders are
starting to earn higher marks on state Regents exams.
The Education Trust, 2003
“Yes, parents may have
the greatest impact on
how their children come
to us. But we have the
greatest impact on how
they leave us.”
–Superintendent, North Carolina
The Education Trust, 2003
Yes, this is going to be hard. But
how we communicate will play a
large role in whether people will
even try.
The Education Trust, 2003
The Education Trust
For More Information . . .
www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444
The Education Trust, 2003