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Transcript of © 2010 THE EDUCATION TRUST ARE WE MAKING THE GRADE FOR STUDENTS? Lessons from Schools and Districts...
© 2010 THE EDUCATION TRUST
ARE WE MAKING THE GRADE FOR STUDENTS?Lessons from Schools and Districts on the Performance Frontier
Iowa Council on FoundationsOctober, 2010
© 2010 THE EDUCATION TRUST
First, some good news.
After more than a decade of fairly flat achievement and stagnant or
growing gaps, we appear to be turning the corner.
© 2010 THE EDUCATION TRUST
Source:
4th Grade Reading:Record Performance with Gap Narrowing
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST
Source:
4th Grade Math:Record Performance with Gap Narrowing
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST
Source:
8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008200
210
220
230
240
250
260
270
280
290
30013 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST
Source:
8th Grade Math: Progress for All Groups, Some Gap Narrowing
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008200
210
220
230
240
250
260
270
280
290
300
13 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST
Progress Even Clearer When Examined Over a Decade on the
“Main NAEP” Exam
© 2010 THE EDUCATION TRUST
Source:
1996 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
73%61%
26%
24%
32%
49%
3% 7%
26%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2010 THE EDUCATION TRUST
Source:
2007 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
37% 31%
9%
48%47%
40%
15%22%
51%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2010 THE EDUCATION TRUST
Source:
NAEP Grade 4 Math1996 Compared to 2007
1996 20070%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
60%
30%
33%
48%
7%22%
Low-Income Students – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2010 THE EDUCATION TRUST
Bottom Line:
When we really focus on something, we make progress!
© 2010 THE EDUCATION TRUST
Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
© 2010 THE EDUCATION TRUST
But at least we have some traction on elementary and middle school
problems.
The same is NOT true of our high schools.
© 2010 THE EDUCATION TRUST
Source:
Achievement Flat in Reading
1984 1988 1990 1992 1994 1996 1999 2004240
250
260
270
280
290
300
310
320
330
340
289285
17 Year Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
© 2010 THE EDUCATION TRUST
Source:
Math achievement flat over time
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250
260
270
280
290
300
310
320
330
340
350
304300 298
302 305 307 306 307 308 305 306
17-Year-Olds
Aver
age
Scal
e Sc
ore
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
And gaps between groups are mostly wider today than in late
eighties, early nineties
© 2010 THE EDUCATION TRUST
Source:
12th Grade Reading: No Progress, Gaps Wider than 1988
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220
230
240
250
260
270
280
290
300
310
320
17 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST
Source:
12 Grade Math: Results Mostly FlatGaps Same or Widening
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240
250
260
270
280
290
300
310
320
330
340
17 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
And no matter how you cut the data, our students aren’t doing well
compared to their peers in other countries.
© 2010 THE EDUCATION TRUST
Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.
PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject 2000 Rank(out of 26)
Mathematics 17th
Science 13th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results , http://www.oecd.org/
2003 Rank(out of 26)
22nd
Tied for 17th
2006 Rank(out of 26)
22nd
19th
© 2010 THE EDUCATION TRUST
A closer look at math
© 2010 THE EDUCATION TRUST
Source:
Of 29 OECD Countries, U.S.A. Ranked 24thFin
land
Kore
aNet
herla
nds
Japa
nCa
nada
Belgi
umSw
itzer
land
New Ze
aland
Aust
ralia
Czec
h Re
publ
icIce
land
Denm
ark
Fran
ceSw
eden
Aust
riaGe
rman
yIre
land
OECD
Aver
age
Slova
ck R
epub
licNor
way
Luxe
mbo
urg
Polan
dHu
ngar
ySp
ainUni
ted
Stat
esPo
rtuga
lIta
lyGr
eece
Turk
eyM
exico
300
350
400
450
500
550 2003 PISA - Math
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
© 2010 THE EDUCATION TRUST
Problems are not limited to our high-poverty and high-minority
schools . . .
© 2010 THE EDUCATION TRUST
U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math
Bel
gium
Kor
ea
Japa
nF
inla
ndN
ethe
rland
sN
ew Z
eala
ndS
witz
erla
ndA
ustr
alia
Can
ada
Cze
ch R
epub
licIc
elan
dD
enm
ark
Sw
eden
OE
CD
Ave
rage
Aus
tria
Ger
man
yF
ranc
eS
lova
k R
epub
licN
orw
ay
Irel
and
Pol
and
Luxe
mbo
urg
Hun
gary
Uni
ted
Sta
tes
Italy
Tur
key
Spa
inP
ortu
gal
Gre
ece
Mex
ico
0
2
4
6
8
10
Pe
rce
nt
of
Stu
de
nts
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2010 THE EDUCATION TRUST
U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
Belg
ium
Japa
nKo
rea
Switz
erla
ndNe
ther
land
sNe
w Z
eala
ndFi
nlan
dAu
stra
liaCa
nada
Czec
h Re
pu...
Denm
ark
Swed
enGe
rman
yO
ECD
AVE.
..Au
stria
Icel
and
Fran
ceSl
ovak
Rep
u...
Norw
ayHu
ngar
yLu
xem
bour
gIre
land
Pola
ndUn
ited
Stat
esSp
ain
Italy
Turk
eyPo
rtug
alGr
eece
Mex
ico
300
350
400
450
500
550
600
650
700
Ave
rage
Sca
le S
core
* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at
http://www.oecd.org/
© 2010 THE EDUCATION TRUST
U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students
Belg
ium
Neth
erla
nds
Finl
and
Czec
h Re
pu...
Cana
daJa
pan
Kore
aSw
itzer
land
Aust
ralia
Germ
any
New
Zea
land
Fran
ceDe
nmar
kSw
eden
Aust
riaHu
ngar
yO
ECD
AVE.
..Sl
ovak
Rep
u...
Luxe
mbo
urg
Irela
ndIc
elan
dPo
land
Norw
ayUn
ited
Stat
esSp
ain
Port
ugal
Italy
Gree
ceTu
rkey
Mex
ico
300
350
400
450
500
550
600
Ave
rage
Sca
le S
core
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2010 THE EDUCATION TRUST
Problems not limited to math, either.
© 2010 THE EDUCATION TRUST
Science?
© 2010 THE EDUCATION TRUST
Finl
and
Can
ada
Japa
nN
ew Z
eala
ndA
ustra
liaN
ethe
rland
sR
epub
of K
orea
Ger
man
yU
nite
d K
ingd
omC
zech
Rep
ubS
witz
erla
ndA
ustri
aB
elgi
umIre
land
Hun
gary
Sw
eden
OE
CD
Ave
rage
Pol
and
Den
mar
kFr
ance
Icel
and
Uni
ted
Sta
tes
Slo
vak
Rep
ubS
pain
Nor
way
Luxe
mbo
urg
Italy
Por
tuga
lG
reec
eTu
rkey
Mex
ico
300
350
400
450
500
550
Av
era
ge
Sc
ale
Sc
ore
PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
© 2010 THE EDUCATION TRUST
Immigrants? The U.S.A. does have a larger percentage of immigrants and children of immigrants than most
OECD countries
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
Per
cen
t o
f S
tud
ents
2nd Generation 1st Generation
Source: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
U.S.A.
© 2010 THE EDUCATION TRUST
But ranks 21st out of 30 OECD countries when only taking into account native student* scores
PISA 2006 Science
Finl
and
Can
ada
New
Zea
land
Net
herla
nds
Ger
man
yJa
pan
Sw
itzer
land
Aus
tralia
Aus
tria
Kor
eaB
elgi
umU
nite
d K
ingd
omC
zech
Rep
ubS
wed
enLu
xem
bour
gIre
land
OE
CD
Ave
rage
Hun
gary
Fran
ceD
enm
ark
Pol
and
Uni
ted
Sta
tes
Icel
and
Spa
inN
orw
ayS
lova
k R
epub
Italy
Por
tuga
lG
reec
eTu
rkey
Mex
ico
300
350
400
450
500
550
600
Av
era
ge
Sc
ale
Sc
ore
U.S.A.
*Students born in the country of assessment with at least one parent born in the same countrySource: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
© 2010 THE EDUCATION TRUST
Even in problem-solving, something we consider an American strength…
© 2010 THE EDUCATION TRUST
Source:
U.S.A. Ranks 24th Out of 29 OECD Countries in Problem-Solving
Kore
aFin
land
Japa
nNew
Zeala
ndAu
stra
liaCa
nada
Belgi
umSw
itzer
land
Nethe
rland
sFr
ance
Denm
ark
Czec
h Re
publ
icGe
rman
ySw
eden
Aust
riaIce
land
Hung
ary
OECD
Aver
age
Irelan
dLu
xem
bour
gSlo
vak R
epub
licNor
way
Polan
dSp
ainUni
ted
Stat
esPo
rtuga
lIta
lyGr
eece
Turk
eyM
exico
350
400
450
500
550
6002003 PISA
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
© 2010 THE EDUCATION TRUST
We used to make up for some of this by sending far more of our
students to college—but no longer.
© 2010 THE EDUCATION TRUST
U.S: 3rd Out of 30 OECD Countriesin Overall Postsecondary AttainmentC
anad
a Ja
pan
Uni
ted
Sta
tes
Fin
land
Den
mar
k N
orw
ayA
ustr
alia
Kor
eaIc
elan
dN
ethe
rland
sB
elgi
umS
wed
en
Uni
ted
Kin
gdom
Irel
and
Sw
itzer
land
Spa
inLu
xem
bour
g N
ew Z
eala
nd
Fra
nce
Ger
man
yG
reec
eA
ustr
iaH
unga
ry
Pol
and
Mex
ico
Slo
vak
Rep
ublic
Cze
ch R
epub
lic
Italy
Por
tuga
l T
urke
y
05
101520253035404550 Chart Title
Per
cen
t o
f A
du
lts
Ag
es 2
5-64
wit
h A
s-so
ciat
es D
egre
e o
r H
igh
er
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
© 2010 THE EDUCATION TRUST
U.S. tied for 9th out of 30 OECD nations in the percentage of younger workers with an associates
degree or higherC
anad
a Ja
pan
Kore
aN
orw
ayIre
land
Belg
ium
Den
mar
k Sp
ain
Fran
ce
Uni
ted
Stat
es
Aust
ralia
Finl
and
Swed
en
Luxe
mbo
urg
Icel
and
Net
herla
nds
Uni
ted
King
dom
Switz
erla
ndN
ew Z
eala
nd
Pola
ndG
reec
eG
erm
any
Aust
riaH
unga
ry
Portu
gal
Mex
ico
Slov
ak R
epub
licIta
ly
Cze
ch R
epub
lic
Turk
ey
0
10
20
30
40
50
60
Pe
rce
nta
ge
(A
ge
s 2
5-3
4)
wit
h
As
so
cia
tes
De
gre
e o
r H
igh
er
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (39%)
© 2010 THE EDUCATION TRUST
U.S. is one of only two OECD nations where today’s young people are not better educated than their
parentsKo
rea
Fran
ce
Irela
ndSp
ain
Luxe
mbo
urg
Japa
nPo
land
Belg
ium
Can
ada
Nor
way
Portu
gal
Swed
en
Den
mar
k Au
stra
liaIc
elan
d
Uni
ted
King
dom
Gre
ece
Net
herla
nds
Italy
M
exic
oFi
nlan
dN
ew Z
eala
nd
Hun
gary
Tu
rkey
Au
stria
Switz
erla
nd
Slov
ak R
epub
lic
Cze
ch R
epub
lic
Uni
ted
Stat
es
Ger
man
y
-5
0
5
10
15
20
25
30
35
40
Dif
fere
nc
e i
n P
erc
en
tag
e o
f W
ork
forc
e
wit
h A
ss
oc
iate
s D
eg
ree
or
Hig
he
r:
Ag
es
25
-34
Co
mp
are
d t
o 4
5-5
4
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
© 2010 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2010 THE EDUCATION TRUST
*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD
Countries
Rank in Performance Gaps Between Highest and Lowest Achieving
Students *
Mathematical Literacy 8th
Problem Solving 6th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2010 THE EDUCATION TRUST
These gaps 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.
© 2010 THE EDUCATION TRUST
How?
By giving students who arrive with less, less in school, too.
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Some of these “lesses” are a result of choices that policymakers make.
© 2010 THE EDUCATION TRUST
Source:
National Inequities in State and Local Revenue Per Student
GapHigh Poverty vs. Low Poverty Districts
–$773 per student
High Minority vs. Low Minority Districts
–$1,122 per student
Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Choices we make about what to expect of whom…
© 2010 THE EDUCATION TRUST
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in
Affluent Schools87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Choices we make about what to teach whom…
© 2010 THE EDUCATION TRUST
African American, Latino & Native American high school graduates are less likely to have been enrolled
in a full college prep track
25
46
22 21
39
0
50
AfricanAmerican
Asian Latino NativeAmerican
White
per
cen
t in
co
lleg
e p
rep
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language
© 2010 THE EDUCATION TRUST
Percent of Students Completing Advanced Math Courses
Pre-calculus/analysis Calculus0
20
40
32
1618
6
20
7
WhiteBlackHispanic
Perc
ent o
f Stu
dent
s W
ho E
arne
d Cr
edits
in M
ath
Cour
ses
Source: MPR Research (2010). STEM Coursetaking Among High School Graduates 1990-2005. Available at http://www.mprinc.com/products/pdf/STEM_Coursetaking_Brief.pdf Data are for 2005.
© 2010 THE EDUCATION TRUST
Percent of Students Completing Advanced Science Courses
Advanced biology Physics0
20
40
60
433836
2827 26WhiteBlackHispanic
Perc
ent o
f Stu
dent
s W
ho E
arne
d Cr
edits
in M
ath
Cour
ses
Source: MPR Research (2010). STEM Coursetaking Among High School Graduates 1990-2005. Available at http://www.mprinc.com/products/pdf/STEM_Coursetaking_Brief.pdf Data are for 2005
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
And choices we make about who teaches whom…
© 2010 THE EDUCATION TRUST
More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers
34%
19%
29%
21%
0%
50%
Per
cen
t o
f C
lass
es T
aug
ht
by
Ou
t o
f F
ield
Tea
cher
s
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey .
High poverty Low poverty High minority Low minorityNote: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.
© 2010 THE EDUCATION TRUST
Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
Perc
en
t o
f T
each
ers
Wh
o A
re
Inexp
eri
en
ced
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
*Teachers with 3 or fewer years of experience.
High poverty Low poverty High minority Low minority
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students
© 2010 THE EDUCATION TRUST
Results are devastating.
Kids who come in a little behind, leave a lot behind.
© 2010 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
© 2010 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
150 200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
And these are the students who remain in school through 12th grade.
Add those all up and throw in college entry and graduation, and…
© 2010 THE EDUCATION TRUST
Of Every 100 White Kindergartners:
94 Graduate from high school or get a GED
67 Complete at least some college
37 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2010 THE EDUCATION TRUST
Of Every 100 African American Kindergartners:
88 Graduate from High School or get a GED
51 Complete at Least Some College
20 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2010 THE EDUCATION TRUST
Of Every 100 Latino Kindergartners:
68 Graduate from high school or get a GED
36 Complete at least some college
12 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2010 THE EDUCATION TRUST
Of Every 100 American Indian/Alaskan Native Kindergartners:
(25 Years Old and Older)
Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf
71 Graduate from high school
30 Complete at least some college
12 Obtain at least a Bachelor’s Degree
© 2010 THE EDUCATION TRUST
College Graduates by Age 24
Young People From High Income Families
75%
Young People From Low Income Families
9%
Source: Tom Mortenson, Postsecondary Educational Opportunity..
© 2010 THE EDUCATION TRUST
What Can We Do?An awful lot of educators have
decided that we can’t do much.
© 2010 THE EDUCATION TRUST
Source:
What We Hear Many Educators Say:
• They’re poor• Their parents don’t care• They come to schools without
breakfast• Not enough books• Not enough parents
N/A
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
© 2010 THE EDUCATION TRUST
Frankford Elementary School
© 2010 THE EDUCATION TRUST
Frankford ElementaryFrankford, Delaware
• 449 Students in Grades PreK-5• 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
© 2010 THE EDUCATION TRUST
Frankford ElementaryClosing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2010 THE EDUCATION TRUST
Frankford ElementaryClosing Gaps, Grade 5 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2010 THE EDUCATION TRUST
Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2010 THE EDUCATION TRUST
Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2010 THE EDUCATION TRUST
Source:
George Hall Elementary SchoolMobile, AL
• 530 Students• 100% African American• 99% Low-Income
Alabama Department of Education
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Four years ago, school was lowest performing in the district and among the bottom few in the state. District
reconstituted—and restaffed.
© 2010 THE EDUCATION TRUST
Source:
Rapid Improvement
Alabama Department of Education
© 2010 THE EDUCATION TRUST
Source:
George Hall Elementary, Grade 5 Math2008
SchoolDistrict--White
Students State--White Students
0102030405060708090
100 96.5
59.153.2
Level IV
Public Affairs Research Council of Alabama, “Does the System succeed with All Kinds of Kids.
© 2010 THE EDUCATION TRUST
Source:
George Hall Elementary, Grade 5 Reading2008
SchoolDistrict--White
Students State--White Students
48
50
52
54
56
58
60
62 61.4
53.5 54.7
Level IV
Public Affairs Research Council of Alabama, “Does the System Succeed with All Kinds of Kids.”
© 2010 THE EDUCATION TRUST
Source:
Elmont Memorial Junior-Senior HighElmont, New York
• 1,880 students in grades 7-12– 76% African American– 14% Latino
• 28% Low-Income
New York Department of Education
© 2010 THE EDUCATION TRUST
Elmont: Out-Performing the StateSecondary-Level English
Source: New York Department of Education, https://www.nystart.gov/publicweb/
© 2010 THE EDUCATION TRUST
Source:
Improvement and High Performance at Elmont Memorial Junior-Senior High
2005 2006 2007 20080%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
85%
93% 96% 93%
46%51%
55% 57%
African-American Students – Secondary-Level Math
ElmontNew York
Perc
enta
ge M
eetin
g St
anda
rds
New York Department of Education
© 2010 THE EDUCATION TRUST
Source:
More Students Graduate at Elmont Memorial Junior-Senior High
African American Latino Low-Income0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 97% 94% 93%
55% 53%60%
Class of 2007
ElmontNew York
Gra
duati
on R
ate
New York Department of Education
© 2010 THE EDUCATION TRUST
Very big differences at district level, too—even in the performance of the
“same” group of students.
© 2010 THE EDUCATION TRUST
180
190
200
210
District ofColumbia
LosAngeles
Atlanta Chicago Cleveland NationalPublic
SanDiego
Charlotte Houston New YorkCity
Boston
Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)
© 2010 THE EDUCATION TRUST
225
235
245
255
LosAngeles
District ofColumbia
Atlanta Chicago NationalPublic
SanDiego
Cleveland Boston Charlotte New YorkCity
Houston
Low-Income African American Students do Better in Some Districts
(NAEP Math 8th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
There are even big differences among states in the performance of
the “same” group of students.
© 2010 THE EDUCATION TRUST
Bottom Line:
At every level of education, what we do matters a lot!
© 2010 THE EDUCATION TRUST
Iowa?
© 2010 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
Source:
Performance of Iowa’s 4th Graders on State and National Reading Exams
Education Watch: 2009
© 2010 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
Source:
Performance of Iowa 8th Graders on State and National Math Exams
Education Watch: 2009
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Compared with other states?
© 2010 THE EDUCATION TRUST
Source:
Mas
sach
usett
sNew
Ham
pshi
reVe
rmon
tM
aryla
ndCo
lora
doKe
ntuc
kyM
onta
naNew
York
Miss
ouri
Penn
sylva
nia
Rhod
e Isla
ndW
yom
ing
Sout
h Da
kota
Was
hing
ton
Nation
al Pu
blic
North
Car
olin
aIlli
nois
Mich
igan
Geor
giaTe
nnes
see
Arka
nsas
Wes
t Virg
inia
Alas
kaM
ississ
ippi
Calif
orni
aLo
uisia
na
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average Overall Scale Scores by State
Iowa
© 2010 THE EDUCATION TRUST
Source:
Mas
sach
usett
sM
aryla
ndCo
lora
doVi
rgin
iaNew
York
Illino
isM
inne
sota
North
Car
olin
aPe
nnsy
lvani
aGe
orgia
Verm
ont
Kent
ucky
Mon
tana
North
Dak
ota
Indi
ana
Wisc
onsin
Haw
aiiAl
abam
aId
aho
Mich
igan
Utah
Iow
aTe
nnes
see
Oklaho
ma
Nevad
aW
est V
irgin
ia
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average White Scale Scores by State
Iowa
© 2010 THE EDUCATION TRUST
Source:
Mas
sach
usett
sVe
rmon
tDe
lawar
eTe
xas
Kans
asVi
rgin
iaNew
York
Rhod
e Isla
ndIn
dian
aNati
onal
Publ
icGe
orgia
Kent
ucky
North
Car
olin
aIo
wa
Ohio
Utah
Nevad
aCa
lifor
nia
Arka
nsas
Main
eOkla
hom
aLo
uisia
naM
ichiga
n
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average African-American Scale Scores by State
© 2010 THE EDUCATION TRUST
Source:
Florid
aM
onta
naDe
lawar
eSo
uth
Dako
taHa
waii
Ohio
New Je
rsey
Wyo
min
gKa
nsas
Texa
sIo
wa
Oklaho
ma
Mich
igan
Sout
h Ca
rolin
aCo
lora
doIlli
nois
Arka
nsas
Wisc
onsin
New M
exico
Alab
ama
Nevad
aAr
izona
Orego
nUta
h
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average Latino Scale Scores by State
© 2010 THE EDUCATION TRUST
Source:
Florid
aKe
ntuc
kyVe
rmon
tM
onta
naKa
nsas
Main
eId
aho
Indi
ana
Miss
ouri
Virg
inia
Texa
sOhi
oAr
kans
asGe
orgia
Nation
al Pu
blic
Penn
sylva
nia
North
Car
olin
aTe
nnes
see
Alab
ama
Orego
nM
inne
sota
Illino
isLo
uisia
naNew
Mex
icoAr
izona
Alas
ka
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average Low-Income Scale Scores by State
© 2010 THE EDUCATION TRUST
Source:
Average Overall Scale Scores by StateM
assa
chus
etts
Verm
ont
New Je
rsey
Mon
tana
Was
hing
ton
Kans
asPe
nnsy
lvani
aCo
lora
doIn
dian
aM
aine
Virg
inia
Ohio
North
Car
olin
aIo
wa
Delaw
are
New Yo
rkNati
onal
Publ
icFlo
rida
Mich
igan
Geor
giaAr
kans
asTe
nnes
see
Haw
aiiCa
lifor
nia
New M
exico
Miss
issip
pi
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
© 2010 THE EDUCATION TRUST
Source:
Average White Scale Scores by StateM
assa
chus
etts
New Je
rsey
Min
neso
taCo
nnec
ticut
Mon
tana
Sout
h Da
kota
Delaw
are
Kans
asPe
nnsy
lvani
aW
iscon
sinNew
Ham
pshi
reVe
rmon
tAr
izona
Indi
ana
Ohio
Orego
nFlo
rida
Utah
New M
exico
Main
eM
ichiga
nAr
kans
asHa
waii
Oklaho
ma
Alab
ama
Wes
t Virg
inia
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
Iowa
© 2010 THE EDUCATION TRUST
Source:
Average African-American Scale Scores by StateM
assa
chus
etts
Haw
aiiW
ashi
ngto
nVi
rgin
iaNew
Jers
eyM
aryla
ndKa
nsas
Orego
nSo
uth
Caro
lina
Geor
giaNor
th C
arol
ina
Main
eNati
onal
Publ
icOhi
oIo
wa
Kent
ucky
Nevad
aIlli
nois
Wisc
onsin
Arka
nsas
Calif
orni
aM
ichiga
n
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
STATE
© 2010 THE EDUCATION TRUST
Source:
Average Latino Scale Scores by StateM
issou
riM
onta
naHa
waii
Mar
yland
Kans
asVi
rgin
iaKe
ntuc
kyM
assa
chus
etts
New H
amps
hire
Arka
nsas
Mich
igan
Sout
h Ca
rolin
aSo
uth
Dako
taCo
lora
doNati
onal
Publ
icPe
nnsy
lvani
aId
aho
Was
hing
ton
Oklaho
ma
Nevad
aNew
York
Utah
Rhod
e Isla
nd
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
STATE
© 2010 THE EDUCATION TRUST
Source:
Average Low-Income Scale Scores by StateNor
th D
akot
aM
onta
naId
aho
New H
amps
hire
Texa
sIn
dian
aM
aine
Delaw
are
New Je
rsey
Orego
nFlo
rida
Ohio
Kent
ucky
Penn
sylva
nia
Utah
Colo
rado
Nebra
ska
Oklaho
ma
Arka
nsas
Conn
ectic
utNev
ada
Wes
t Virg
inia
New M
exico
Tenn
esse
eCa
lifor
nia
Alab
ama
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
STATE
© 2010 THE EDUCATION TRUST
Source:
College Going Rate for Recent High School Graduates, 2008
Miss
issip
piNew
York
New Je
rsey
Geor
giaVi
rgin
iaNew
Mex
icoRh
ode I
sland
Delaw
are
Indi
ana
Kans
asLo
uisia
naPe
nnsy
lvani
aU.S
.Ohi
oAr
kans
asTe
nnes
see
Kent
ucky
Mich
igan
Wisc
onsin
Florid
aIlli
nois
Oklaho
ma
Mon
tana
Was
hing
ton
Verm
ont
Alas
ka
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Chart Title
Colle
ge C
ontin
uatio
n Ra
te
Postsecondary Education Opportunity
National Average = 63.3%
© 2010 THE EDUCATION TRUST
Source:
When High School Dropout Rate is Factored In, the Picture is Different
(HS Grad Rate x College Continuation Rate, 2008)
Sout
h Da
kota
New Je
rsey
North
Dak
ota
Conn
ectic
utNew
Ham
pshi
rePe
nnsy
lvani
aVi
rgin
iaRh
ode I
sland
Miss
ouri
Indi
ana
Mar
yland
Colo
rado
Calif
orni
aTe
nnes
see
North
Car
olin
aUta
hW
est V
irgin
iaM
ichiga
nKe
ntuc
kyNew
Mex
icoM
onta
naLo
uisia
naTe
xas
Was
hing
ton
Arizo
naNev
ada
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Chart Title
Chan
ce fo
r Col
lege
by
Age
19
Postsecondary Education Opportunity
National Average = 44.0%
© 2010 THE EDUCATION TRUST
Source:
Six-Year College Graduation Rates, 2008M
assa
chus
etts
Mar
yland
Verm
ont
Conn
ectic
utCa
lifor
nia
New Je
rsey
New H
amps
hire
Min
neso
taW
iscon
sinSo
uth
Caro
lina
Indi
ana
Orego
nOhi
oM
ichiga
nKa
nsas
Wyo
min
gM
ississ
ippi
Florid
aGe
orgia
Oklaho
ma
North
Dak
ota
Wes
t Virg
inia
Mon
tana
Arka
nsas
New M
exico
Alas
ka
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Chart Title
Gra
duati
on R
ate
NCHEMS Information Center, 2008
National Average = 55.9%
First-time, full-time freshmen completing a BA within 6 years
© 2010 THE EDUCATION TRUST
Source:
Adults Ages 25-64 with at least an Associate’s Degree, 2008
Mas
sach
usett
sNew
Ham
pshi
reNor
th D
akot
aNew
Jers
eyNew
York
Virg
inia
Was
hing
ton
Illino
isNeb
rask
aSo
uth
Dako
taCa
lifor
nia
Wisc
onsin U.S
.De
lawar
eM
aine
Alas
kaW
yom
ing
Miss
ouri
Idah
oAr
izona
Indi
ana
Alab
ama
Tenn
esse
eM
ississ
ippi
Loui
siana
Wes
t Virg
inia
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Chart Title
Perc
ent w
ith C
olle
ge D
egre
es
NCHEMS Information Center, 2008
National Average = 37.9%
© 2010 THE EDUCATION TRUST
Source:
Adults Ages 25-64 with at least a Bachelor’s Degree, 2008
Mas
sach
usett
sNew
Jers
eyCo
lora
doNew
Ham
pshi
reM
inne
sota
Rhod
e Isla
ndKa
nsas
Haw
aiiCa
lifor
nia
Utah
U.S.
Delaw
are
Mon
tana
Sout
h Da
kota
Alas
kaM
issou
riM
aine
Texa
sAr
izona
New M
exico
Indi
ana
Tenn
esse
eOkla
hom
aLo
uisia
naM
ississ
ippi
Wes
t Virg
inia
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Chart Title
Perc
ent w
ith B
ache
lor’
s Deg
ree
or H
ighe
r
NCHEMS Information Center, 2008
National Average = 29.5%
© 2010 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Accelerating Progress:What can we learn from the
high performers?
© 2010 THE EDUCATION TRUST
#1. They focus on what they can do, rather than what they can’t.
© 2010 THE EDUCATION TRUST
Some schools and districts get all caught up in “correlations”.
Spend endless time tracking:
• Percent of babies born at low birth-weight• Percent of children born to single moms• Percent of children in families receiving
government assistance• Education levels of mothers
© 2010 THE EDUCATION TRUST
“ Some of our children live in pretty dire circumstances. But we can’t dwell
on that, because we can’t change it. So when we come here, we have to
dwell on that which is going to move our kids.”
Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia
The leaders in high-performing high poverty schools and districts don’t do that.
© 2010 THE EDUCATION TRUST
#2. They don’t leave anything about teaching and learning to chance.
© 2010 THE EDUCATION TRUST
Result? A System That:
• Doesn’t expect very much from MOST students
• Expects much less from some types of students than others.
An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach and what constitutes
“good enough” work.
© 2010 THE EDUCATION TRUST
“No,” say the education leaders. “They’re supposed to teach to
standards!”But when is the last time you looked
at a standard?
© 2010 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 9
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2010 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 10
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2010 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 11
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2010 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 12
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2010 THE EDUCATION TRUST
Sample History Standard
“Students understand how science, technology and economic activity
have developed, changed and affected societies throughout
history.”
© 2010 THE EDUCATION TRUST
What does this do?
Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to
teach it…and to what level.
© 2010 THE EDUCATION TRUST
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
© 2010 THE EDUCATION TRUST
Students can do no better than
the assignments they are given...
© 2010 THE EDUCATION TRUST
Grade 10 Writing AssignmentA 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.
© 2010 THE EDUCATION TRUST
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.
© 2010 THE EDUCATION TRUSTSource: Unnamed school district in California, 2002-03 school year.
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.
Grade 7 Writing Assignment
© 2010 THE EDUCATION TRUST
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.
Grade 7 Writing Assignment
© 2010 THE EDUCATION TRUST
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 every 4-8 weeks to measure progress• Act immediately on the results of those assessments
© 2010 THE EDUCATION TRUST
In other words, they strive for consistency in everything they
do.And they bring that consistency to
school discipline, as well.
© 2010 THE EDUCATION TRUST
#3. They set their goals high.
© 2010 THE EDUCATION TRUST
Elementary Version…
© 2010 THE EDUCATION TRUST
M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED
1
30
1
42
05
1015202530354045
2001 2005
Reading
Math
© 2010 THE EDUCATION TRUST
High School Version…
© 2010 THE EDUCATION TRUST
Even when they start with high drop out rates, high impact high schools focus on preparing all
kids for college and careers
Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
© 2010 THE EDUCATION TRUST
#4. Higher performing secondary schools put all kids
—not just some—in a demanding high school core
curriculum.
And those demanding courses are not just demanding in name only.
© 2010 THE EDUCATION TRUST
The single biggest predictor post-high
school success is the QUALITY AND
INTENSITY OF THE HIGH SCHOOL
CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education
© 2010 THE EDUCATION TRUST
College prep curriculum has benefits far beyond college.
© 2010 THE EDUCATION TRUST
Students of all sorts will learn more...
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Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College Prep Courses*
© 2010 THE EDUCATION TRUST
They will also fail less often...
© 2010 THE EDUCATION TRUST
Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
© 2010 THE EDUCATION TRUST
And they’ll be better prepared for the workplace.
© 2010 THE EDUCATION TRUST
Twenty-two states now making college prep the
default curriculum.
© 2010 THE EDUCATION TRUST
#5. Principals are hugely important, ever present, but NOT the only leaders
in the school
© 2010 THE EDUCATION TRUST
Source:
Elmont Memorial Junior-Senior HighElmont, New York
New York Department of Education
© 2010 THE EDUCATION TRUST
In high performing schools…
• Teachers regularly observe other teachers• Teachers have time to plan and work
collaboratively• New teachers get generous and careful
support and acculturation• Teachers take on many other leadership tasks
at the school
© 2010 THE EDUCATION TRUST
#6. Good schools know how much teachers
matter, and they act on that knowledge.
© 2010 THE EDUCATION TRUSTSource: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.
10 Percentile Point Average Difference for Students who have Top and Bottom QuartileTeachers
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Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
© 2010 THE EDUCATION TRUST
Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5)
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
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Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers
Source: William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement, University of Tennessee Value-Added Research and Assessment Center, 1996.
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So, there are VERY BIG differences among our teachers.
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BUT…
We pretend that there aren’t.
© 2010 THE EDUCATION TRUST
The Widget Effect
“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”
• The New Teacher Project, 2009
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Source:
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Source:
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So, we paper over the differences among our teachers AND…we
continue to assign our weakest to the kids who need the strongest.
© 2010 THE EDUCATION TRUST
Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers
Note: High Poverty school-75% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. 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.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
© 2010 THE EDUCATION TRUST
Students at High-Minority Schools More Likely to Be Taught By Novice* Teachers
*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.
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.
© 2010 THE EDUCATION TRUST
Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective”
teachers
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
Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.
© 2010 THE EDUCATION TRUST
Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers
Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.
© 2010 THE EDUCATION TRUST
High performing schools and districts…
• Work hard to attract and hold good teachers • Make sure that their best are assigned to the
students who most need them• Chase out teachers who are not “good
enough” for their kids.
© 2010 THE EDUCATION TRUST
#7. In good systems, leaders are focused, relentless, and they
have the…
© 2010 THE EDUCATION TRUST© 2008 THE EDUCATION TRUST
…Courage to take on the tough parts.
© 2010 THE EDUCATION TRUST
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Preserving our freedoms as Americans has required courage, tenacity and a high level of skill from generations of soldiers.
Today, it requires those same things of us.
© 2010 THE EDUCATION TRUST
The children in the pictures that follow are some of the lucky ones. Though they are poor…they live on the high end of the gap because they attend schools
that enable their students to soar.
© 2010 THE EDUCATION TRUST
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But most of the children who look like them aren’t so lucky. They live on the bottom side of the gap.
Not because they couldn’t learn…but because we didn’t bother to teach them.
© 2010 THE EDUCATION TRUST
The most important agenda for all of us?
Turning that around.
© 2010 THE EDUCATION TRUST
Participate in our 2010 Conference
1250 H Street N.W. Suite 700Washington, D.C. 20005202/293-1217
This November, Take Charge of Change. Join us November 4-6 for our National Conference,
Taking Charge of Change: Effective Practices to Close Gaps and Raise Achievement.”
For more information, visit www.edtrust.org
© 2010 THE EDUCATION TRUST
College Ready: Iowa vs. NationalAll test takers
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College Ready: Iowa vs. National White Test Takers
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College Ready: IA, MN, NationalAll test takers
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College Ready: IA, MN, NationalWhite
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Average ACT Performance
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What can funders do?
A few thoughts
© 2010 THE EDUCATION TRUST
1. Honest evaluation
What could you do to help your district, state “get over” the idea that
honest evaluation is somehow punitive? If honest evaluation is
fundamental to the improvement of any organization, how could you
provide help on both the substance of a better approach and on
communication?
© 2010 THE EDUCATION TRUST
2. Changing the status hierarchy.Right now, status and rewards are perverse: they flow not based on
how good a teacher or school is, but how elite the kids are. What could you do to help turn that around, so that honor and support flowed to those doing the most challenging
work?
© 2010 THE EDUCATION TRUST
3. Honest information for parents.
How could you help the parents in your community know how far away are kids are from the internationally
benchmarked performance they need to be competitive?
© 2010 THE EDUCATION TRUST
4. Demand for excellence.
Do most parents in Iowa get that their kids aren’t doing so well? Are they demanding improvement from district leaders? If not, what could you do to stimulate that demand?
© 2010 THE EDUCATION TRUST
5. School boards
Are your school boards leading for change, or are they mostly protecting
the status quo? If the latter, what could you do to change that?
© 2010 THE EDUCATION TRUST
6. School leadership matters a lot.
What could you do to help create a supply of great school leaders?
© 2010 THE EDUCATION TRUST
7. Learning from successSchool folks learn best from each
other. But most school people don’t actually have much opportunity to learn from the teachers, principals
and superintendents who are hitting it out of the park on student
achievement. What could you do to create such a vehicle?
© 2010 THE EDUCATION TRUST
8. High quality curriculum.
In high performing countries, teachers don’t have to make up what
they are going to teach each day: they have a strong, coherent
curriculum and lots of well designed lessons. What could you do to make
sure teachers in your community/state had that kind of
support?