Closing Achievement Gaps in California: What a New Generation of Teachers Needs to Know.

2005 by The Education Trust-West

Closing Achievement Gaps in California: What a New Generation of Teachers Needs to

Claremont Graduate University Teacher Education Program

August 2006Russlynn Ali, Director - The Education Trust-West

Where Are We Now? US NAEP Long Term

Trends

Good News: Looking at National Long Term Trends,

Achievement Gaps for Younger Hispanic and African American Students Are Narrowing at the

Elementary Level.

But We’re Losing Traction in Middle School.

NAEP Reading, 9 Year-Olds:Record Performance for All

Groups

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

African American Latino White

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

African American-White Gap Narrows to Smallest Size in History

NAEP Reading, 9 Year-Olds

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

African American White

29 3526

Latino-White Gap Narrows to Smallest Size in History

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Latino White

24 2821

NAEP Math, 9 Year-Olds: Record Performance for All

Groups

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

African American-White Gap Narrows to Smallest Size in History

NAEP Math, 9 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Latino White

8th GradeNAEP Reading, 13 Year-Olds

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

But Gaps Getting Bigger in Middle School

Latino-White Gap NAEP Reading, 13 Year-Olds

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Latino White

21 23 24

African American-White Gap NAEP Reading, 13 Year-Olds

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

18 29 22

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

African American-White GapNAEP Math, 13 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Latino-White Gap NAEP Math, 13 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Latino White

20 2423

Progress Stops in High School.

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

African American and Latino 17 Year-Olds Do Math at Same Levels

As White 13 Year-Olds

200 250 300 350

Average Scale Score

White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds

Source: National Center for Education Statistics, NAEP 2004 Long Term Trends

African American and Latino 17 Year-Olds Read at Same Levels As

White 13 Year-Olds

150 200 250 300 350

Average Scale Score

White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds

Source: National Center for Education Statistics, NAEP 2004 Long Term Trends

A National Crisis: The Nation is Losing Standing in the

Global Economy. Program for International

Student Assessment

Students in Other Countries Gain far More in

Secondary School TIMSS

U.S. Ranking* Among OECD Countries has Remained the Same or Dropped between

2000 and 2003

2000 2003Math- Space and Shape

Math- Change and Relationships

Reading 14 14

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

*Ranking out of 26 OECD Countries

2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

Problems are not limited to our high-poverty and high-

minority schools . . .

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)

in Math

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-

Performing Students*

* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29OECD Countries in the Math

Achievement of High-SES Students

Our 15-year-olds have a worse average scale score in

mathematics than most of their international peers.

Source: OECD Problem Solving for Tomorrow’s World. 2004

Closest Competitor?

Latvia.

Problems not limited to math, either.

PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD

Countries

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003

More than half of our 15 year olds at problem-solving level

1 or below.

More than half of our 15 year olds at problem-solving level

1 or below.Just ahead of us?

Russia and Latvia

One measure on which we rank high?

Inequality!

Performance Of U.S. 15 Year-Olds Highly Variable

8Mathematical Literacy

PISA 5th-95th Gap Rank*

Source: OECD, Learning for Tomorrow’s World: First Results From PISA 2003.

*Of 29 OECD countries

Problem Solving 6

Reading 8

How Does California Compare?

2005 National Assessment of Educational Progress

California Ranks Low Compared to Other States on NAEP – 4th Grade

ReadingAll 4th Grade Students - 2005 NAEP Reading

Average Scale Scores From Highest to Lowest

Source: NCES, National Assessment of Educational Progress, 2005

California’s Ranking on NAEP – 8th Grade Reading

All 8th Grade Students - 2005 NAEP Reading

Even when statistical significance is taken into account, almost every other state does better than California in 8th grade reading

And Our Achievement Gaps Are Larger Than Many Other States

2005 NAEP Grade 8 Reading, Latino-White Average Scale Score GapFrom Smallest Gap to Largest Gap

Are California’s low achievement levels due to our

demographics?

White 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (White) From Highest to Lowest

CA’s White Students Are Scoring Below White Students in Many Other States.

California’s Non Low-Income Students Do Better Than Non Low-Income Students in Only Three

Other States.Non-Low-Income 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (Non-Low-Income) From Highest to Lowest

On Our Own Assessments?

ENGLISH LANGUAGE ARTS CST

All Students 2006

0%10%20%30%40%50%60%70%80%90%

4th Grade 8th Grade 11 Grade

Prof/ Adv

Below Basic

MATH CSTAll Students 2006

0%10%20%30%40%50%60%70%80%90%

4th Grade 8th GradeGeneral Math*

Prof/ Adv

Below Basic

*General Math – Tests Grades 6 & 7 Standards

Source: California Department of Education, 2005

ENGLISH LANGUAGE ARTS4th Grade, By Ethnicity

CST 2006

32 3111 10

0%10%20%30%40%50%60%70%80%90%

Black Latino White Asian

Prof/ Adv

Below Basic

ENGLISH LANGUAGE ARTS4th Grade, By Economic

StatusCST 2006

0%10%20%30%40%50%60%70%80%90%

EconomicallyDisadvantaged

Non-Economically

Disadvantaged

Prof/ Adv

Below Basic

MATH4th Grade, By Ethnicity

CST 2006

35 2912 6

0%10%20%30%40%50%60%70%80%90%

Prof/ Adv

Below Basic

MATH4th Grade, By Economic

StatusCST 2006

0%10%20%30%40%50%60%70%80%90%

Non-Economically

Disadvantaged

Prof/ Adv

Below Basic

MATH4th Grade, By English

ProficiencyCST 2006

0%10%20%30%40%50%60%70%80%90%

EnglishLearner

RedesignatedEnglishFluent

Proficient

FluentEnglish andEnglish Only

Prof/ Adv

Below Basic

CST 2006

0%10%20%30%40%50%60%70%80%90%

Prof/ Adv

Below Basic

StatusCST 2006

0%10%20%30%40%50%60%70%80%90%

Non-Economically

Disadvantaged

Prof/ Adv

Below Basic

MATH*8th Grade, By Ethnicity

CST 2006

16 1838

0%10%20%30%40%50%60%70%80%90%

Prof/ Adv

Below Basic

MATH*8th Grade, By Economic

StatusCST 2006

0%10%20%30%40%50%60%70%80%90%

Non-Economically

Disadvantaged

Prof/ Adv

Below Basic

MATH*8th Grade, By English

ProficiencyCST 2006

0%10%20%30%40%50%60%70%80%90%

EnglishLearner

RedesignatedEnglishFluent

Proficient

FluentEnglish &

English Only

Prof/ Adv

Below Basic

African American and Latino 7th graders read at about the level of White 3rd

graders680

643 644640

White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade

CAT/6 2006

Low-Income 7th graders read at about the level of Non Low-Income 3rd graders

643638

Non-Poor 3rd Grade Non-Poor 7th Grade Poor 7th Grade

CAT/6 2006

CST 2006

0%10%20%30%40%50%60%70%80%90%

Prof/ Adv

Below Basic

StatusCST 2006

0%10%20%30%40%50%60%70%80%90%

Non-Economically

Disadvantaged

Prof/ Adv

Below Basic

2006 Algebra I CST (Grades 8-11)

By Ethnicity

11 1433

0%10%20%30%40%50%60%70%80%90%

Column 4Prof/ AdvBasicBelow Basic

2006 Geometry CST (Grades 8-11)

By Ethnicity

0%10%20%30%40%50%60%70%80%90%

Prof/ Adv

Below Basic

Are Achievement Gaps Closing?

We’ve Made Some Progress, Especially in the Early Grades

But Some Progress Cannot Be Considered

Enough

English Language Arts CST 4th Grade, Poverty Gap

2003 2004 2005 2006

Not Poor3235

English Language Arts CST 8th grade, Poverty Gap

2003 2004 2005 2006

Not Poor28

English Language Arts CST 8th grade, Black-White Gap

2003 2004 2005 2006

White30

English Language Arts CST8th grade, Latino-White Gap

2003 2004 2005 2006

Latino

White32

Algebra I CST Grades 8-11 Latino-White Gap

2003 2004 2005 2006

Latino

19 16 Source: California Department of Education, 2006

Early Gains are Lost in Secondary Schools, Yet the Stakes are High.

Estimated Cumulative Passing Rates for the Class of 2007 – All Students

English-Language Arts Math

Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade

Estimated Cumulative Passing Rates for the Class of 2007 – English Language

ArtsBy Ethnicity

8783 89 94 9583 89 96

Estimated Cumulative Passing Rates for the Class of 2007 – English Language

ArtsOther Sub-Groups

All Students Low-Income Students English Learners Special EducationStudents

Estimated Cumulative Passing Rates for the Class of 2007 - Math

By Ethnicity

65 7286

7686 97 95

82 88 95

Estimated Cumulative Passing Rates for the Class of 2007 - Math

Other Sub-Groups

All Students Low-IncomeStudents

English Learners Special EducationStudents

Sample ELA Question on CAHSEE

Fill in the blank: _______________ going to be late if they

don’t hurry.

• They’re • Their • There • They’ll

Source: How Hard is the Exit Exam? EdSource, February 2006.

Sample Math Question on CAHSEE

Some students attend school 180 of the 365 days in a year. About what part of the year do they attend school?

A) 18%B) 50%C) 75% D) 180%

Source: How Hard is the Exit Exam? EdSource, February 2006.

With the right supports,students soar.

CAHSEE, Class of 2006as of January 2006

0102030405060708090

Initial Pass Rates10th grade Class of

by 11th grade Classof '06

As of J anuary 2006Class of '06

All Black Latino White Asian English Learners Low-Income

Source: Wise, L., et al., Independent Evaluation of the CAHSEE, 2006 HumRRO

Is it fair to require students to pass the CAHSEE in order

to graduate?

What about alternative assessments?

Lowest-Poverty Schools (0-10%) Highest-Poverty Schools(91-100%)

Average Percent of New Jersey general education students graduating via alternative assessment, 2004

Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005

If we don’t hold the line on standards, we run the risk of creating devastating unintended

consequences… Alternatives to the High School Exit Exam?

Example: New Jersey

79%71%

Central High, Newark 99% Black & Latino

52% poor

West Side, Newark 99% Black & Latino

58% poor

Woodrow Wilson, Camden95% Black & Latino

62% poor

Average Percent of NJ general education students graduating via alternative assessment, 2004

State Average

Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005

In New Jersey’s large urban high schools…

A lawsuit of this nature projects an image of "dumbing down" for those that cannot

comprehend nor compete and in the public mind those are Latino and African-American

students.”

- Sacramento Citizen, Latino Male

"If you can't pass this test, you're not ready to go on in life, to

college or to achieve your goals," she said. "We should be there

academically…"

- Sophomore Lynsey Davis, Palm Springs High School

Source: “Exit exam tests students, schools”, The Desert Sun, March 20, 2006

Far too many never get to the end of high school in the

first place. (And that’s a problem that pre-dates

CAHSEE.)

California’s Latino & African-American Students Graduate From High School In

Fewer Numbers Than Their Peers9th graders who graduated four years later, class of 2004

69%58%

0%10%20%30%40%50%60%70%80%90%

AllStudents

AfricanAmerican

Asian Latino White

Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology

Overall, California ranks 32nd when it comes to high school graduation rates.

Graduation Rates - 2000-01

Source: Losing Our Future: How Minority Youth Are Being Left Behind by the Graduation Rate Crisis, Harvard Civil Rights Project & Urban Institute, 2004 – Uses the Cumulative Promotion Index.

California’s High School Seniors Enroll in 4-Year Colleges at Lower Rates than Most

Other States.Only Mississippi sends a smaller percentage of its

students to 4-year colleges.

101520253035404550

Source: CA Educational Opportunity Report 2006: Roadblocks to College, UC Accord, UCLA IDEA

EVEN FOR THOSE WHO MAKE IT TO COLLEGE,

GAINS IN COLLEGE COMPLETION ARE NOT PROPORTIONATE WITH

GAINS IN COLLEGE ATTENDANCE.

Once they arrive, low-income students and students of

color less likely to succeed.

College Going vs. Completion of BA or Higher, Whites

White College-Going White Completion

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.

College Going vs. Completion of BA or Higher, Blacks

Black BlackCompletion

College Going vs. Completion of BA or Higher, Hispanics

Hispanic Hispanic Completion

?? ##!!!

Some institutions do better than others.

Graduation Rates at CSU SchoolsLatino vs. White

Source: CollegeResults.org (www.edtrust.org)

Graduation Rates at CSU SchoolsAfrican-American vs. White

Graduation Rates at UC Schools

Latino vs. White

Graduation Rates at UC Schools

African American vs. White

Minority Students Require More Remediation at CSU

64%61% 59%

African Amer. Latino Asian White All Students

Percentage of all CSU Freshmen Requiring Remediation in English, Fall 2005

Source: CSU, Analytic Studies Unit, 2005. http://www.asd.calstate.edu/performance/proficiency.shtml

Minority Students Require More Remediation at CSU

30%25%

African Amer. Latino Asian White All Students

Percentage of CSU Freshmen Requiring Remediation in Math, Fall 2005

Source: CSU, Analytic Studies Unit, 2004. http://www.asd.calstate.edu/performance/proficiency.shtml

Students Requiring Remediation in College Earn Bachelor’s Degrees at Lower

Earned BA

No Remedial Courses 70%

Any Remedial Courses 49%

Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

Based on students who attended a four-year institution at any time in their education.

Now, the Most Important Questions. . .

Does it have to be this way?

And What Can YOU Do About It?

#1: Neither Make Nor Tolerate Excuses. Get the

Data Out and Take Responsibility for Student

Learning.

Only 26% of High School Teachers Believe All Students Should be Held to

Same Standard

Source: Ready for the Real World: Americans Speak on High School Reform, ETS, 2005

60%59%

0%10%20%30%40%50%60%70%80%90%

K-12 Parents High School Teachers

We shouldn't expect disadvantaged students to reach the same level ofperformance on standardized tests

All students should be held to same standard

Low Expectations

Low Level Assignments/Instruction

Poor Test Results

Less Challenging

Courses

Underlying Everything Is the Cycle of Low Expectations

#2. Think very hard about how to deploy their

resources…both people and time.

School Size Matters

4-State Study:

Small Schools Reduce “Power” of Poverty by

30-50%

Source: Rural Community Education Trust, 2/2000

Why These Effects?

• ACADEMIC FOCUS/PURPOSE PERVADES EVERYTHING;

• STUDENTS MORE ACTIVELY ENGAGED WITH SCHOOL;

• RELATIONSHIPS AMONG ADULTS MORE COLLEGIAL

Source: Small Schools, Big Imaginations 1998

But small alone is not enough. . .

Take, for example, the matter of reading.

Kids who arrive behind in reading…often simply assigned to courses that don’t demand much

reading.

Average High School: Percent of Instructional Time in Reading Intensive Courses

Below Grade Level Students

On Grade Level Students

Advanced Students

24% 29% 35%

Surprise: Gaps Grow.

– “Behind” students spend 60 additional hours (25% more time) over 1 year in reading related courses)

– “Behind” students get 240 additional hours over 4 years!

Higher Performing High Schools:

In other words, use of instructional time not left to

chance.

There is also the matter of how we deploy our people.

9th Grade Bulge:Largely about “poor

preparation” and “difficult transitions?”

One Colorado High School: Student/Teacher Ratio by

GradeGrade 9th 10th 11th 12th

Average number of students per

teacher

30.3 16.7 11.6 12.1

Source: Jovenes Unidos & Padres Unidos; March, 2004.

Same Colorado High School:Counselor Deployment by

GradeGrade 9th 10th 11th 12th

Number of Counselors

1 1 1 1

Number of Students

572 366 309 213

Source: Jovenes Unidos and Padres Unidos; March, 2004

Is this school structured around student, or adult

needs?

Most of us think of semester- or year-long increments to

teach kids what they need to learn, but...

The Full Year Calendar

USE OF INSTRUCTIONAL TIMEAnalysis of One California Urban Middle School Calendar

Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA

Less Summer Vacation

Less Weekends, Holidays, & Summer Vacation

Less Professional Development Days & Early Dismissal/Parent Conferences

Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah,

Awards, Assembles, & Concerts

Less State and District Testing and Other Non-Instructional Time

Closing Achievement Gaps in California: What a New Generation of Teachers Needs to Know.

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