© 2013 THE EDUCATION TRUST ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where Are We? What Can We Do?...

© 2013 THE EDUCATION TRUST

ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where Are We? What Can We Do? Critical Steps for Nevada?

SHOW ME THE DATA: ADVANCING STANDARDS TO MEASURE SUCCESSUniversity of Nevada RenoReno, Nevada February, 2013

© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST

America: Two Enduring Stories


1. Land of Opportunity:

Work hard, and you can become anything you

want to be.


2. Generational Advancement:

Through hard work, each generation of parents can assure a better life — and

better education — for their children.


Powerful narratives.

No longer true.


Within the U.S., income inequality has been rising.


Earnings among the lowest income families have declined, even amid big increases at the

top.

Lowest 20%

Second 20%

Third 20%

Fourth 20%

Top 20%

Top 5%

-20%

0%

20%

40%

60%

80%

-7%5%

14%25%

51%

78%

Perc

ent G

row

th in

Mea

n Fa

mily

Inc

ome

Cons

tant

Dol

lars

, 198

0-20

10

Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.


Chile

Mex

icoUni

ted

Stat

esTu

rkey

Israe

l

Italy

Esto

nia

Spain

Irelan

dGr

eece

Polan

dSw

itzer

land

Belgi

umCa

nada

Slove

nia

Hung

ary

Aust

riaGe

rman

yFin

land

Norw

aySw

eden

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Gin

i Coe

ffici

ent

Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.

Instead of being the most equal, the U.S. has the third highest income inequality among OECD

nations.

United States

Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011

http://data.un.org/DocumentData.aspx?q=gini&id=271


Not just wages, but mobility as well.


U.S. intergenerational mobility was increasing until 1980, but has sharply declined since.

Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec. 2005.

1950 1960 1970 1980 1990 20000

0.2

0.4

0.6

0.4 0.35 0.34 0.330000000000006

0.460.58

Earn

ings

Ela

stici

ty

The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.


Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates

of intergenerational mobility.

United Kingdom

United States

France Germany Sweden Canada Finland Norway Denmark0

0.2

0.4

0.6

0.5 0.470.410.320000000000

005 0.270.19 0.18 0.17 0.15

Earn

ings

Ela

stici

ty

Cross-country examples of the link between father and son wages

Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006).


At the macro level, better and more equal education is

not the only answer.

But at the individual level, it really is.


College Grads Earn More

High school

diploma/GED

Some col-lege

Asso-ciate's degree

Bachelor's degree

Master's degree

Profes-sional degree

Ph.D.$0

$20,000

$40,000

$60,000

$80,000

$100,000

$21,569 $27,361

$32,602

$42,783

$53,716

$79,977 $73,575

Annual Earnings by Educational Attainment (2006-08)

Med

ian

annu

al e

arni

ngs

for a

ll in

divi

d-ua

ls

Julian and Kominski, “Education and Synthetic Work-Life Earnings Estimates,” U.S. Census Bureau, 2011.

Note: Data include full-time, year-round workers, those working less than full-time year-round, and those who did not work.


Source:

College Grads Less Likely to be Unemployed

U.S. Bureau of Labor Statistics, Table A-4, http://www.bls.gov/news.release/empsit.t04htm

Less than high school diploma

High school grad-uate

Some college or associate's degree

Bachelor's degree or higher

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

14.3%

9.6%8.2%

4.3%

Unemployment Rate (August 2011)

http://www.bls.gov/news.release/empsit.t04htm


They also stand out on the other things we value.


College graduates more likely to vote

Less than high school

High school/GED

Some college/asso-ciate's degree

Bachelor's degree

Advanced degree

0%

20%

40%

60%

80%

100%

39%

55%

68%77%

83%

Voting Behavior by Educational Attainment (November 2008)

U.S. Census Bureau, “Voting and Registration in the Election of November 2008,” May 2010Note: Data include both those who are and are not registered to vote.


Less than high school

High school Some college or associate's degree

Bachelor's degree or higher

0%

20%

40%

60%

80%

100%

9%19%

31%

43%

College graduates more likely to volunteer

U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)

Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009


Source:

College Grads of all races far more likely to be in “Very Good” or “Excellent” Health

Black Latino American Indian White0

10

20

30

40

50

60

70

80

27.3

15.9

29.4 30.6

56.4 59 59.2

73.3

High School Dropout College Graduate

Robert Wood Johnson Foundation Commission for a Healthier America, 2009


High school or less Some college Bachelor's degree Advanced degree0%

20%

40%

60%

80%

100%

37%45%

54%60%

College Grads Even Have Better Mental Health

Perc

enta

ge o

f res

pond

ents

repo

rting

them

selv

es to

be

in

exce

llent

men

tal h

ealth

Gallup, “Strong Relationship Between Income and Mental Health” (2007)


What schools and colleges do, in other words, is hugely important

to our economy, our democracy, and our society.


So, how are we doing?


First, some good news.

After more than a decade of fairly flat achievement and stagnant or

growing gaps in K-12, we appear to be turning the corner with our

elementary students.


Source:

Fourth-Grade Reading: NAEP LTTRecord performance with gap narrowing

150

160

170

180

190

200

210

220

230

240

250

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008

Aver

age

Scal

e Sc

ore

9-Year Olds – NAEP Reading

African American Latino White

NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Source:

Fourth-Grade Math: NAEP LTTRecord 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


Aver

age

Scal

e Sc

ore

Source: NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Looked at differently(and on the “other” NAEP

exam)…


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


Source:

2011 NAEP Grade 4 Math

African American Latino White0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34% 28%

9%

49%48%

39%

17%24%

52%

By Race/Ethnicity – Nation

Proficient/AdvancedBasicBelow Basic

Perc

enta

ge o

f Stu

dent

s

NAEP Data Explorer, NCES


Middle grades are up, too.


Source:

Over the last decade, all groups have steadily improved and gaps have narrowed

1990* 1992* 1996 2000 2003 2005 2007 2009 2011210

220

230

240

250

260

270

280

290

300

310

236

262245

269269

293

263 266

National Public – Grade 8 NAEP Math

African AmericanLatinoWhiteAmerican Indian/Alaska Native

Aver

age

Scal

e Sc

ore

NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted


Clearly, much more remains to be done in elementary and

middle school.Too many students still enter high

school way behind.


But at least we have some traction on elementary and

middle school problems.

The same is NOT true of our high schools.


Source:

Achievement is flat in reading.

1984 1988 1990 1992 1994 1996 1999 2004 2008240

250

260

270

280

290

300

310

320

330

340

17-Year-Olds Overall - NAEP

Aver

age

Scal

e Sc

ore

NAEP Long-Term Trends, NCES (2004)


Source:

Math achievement is flat over time.

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250

260

270

280

290

300

310

320

330

340

350

17-Year-Olds Overall - NAEP

Aver

age

Scal

e Sc

ore

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


And gaps between groups are mostly wider today than in the late

80s and early 90s.


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


Aver

age

Scal

e Sc

ore



Source:

12th-Grade Math: Results mostly flat, gaps 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


Aver

age

Scal

e Sc

ore



And these are the students who remain in school through 12th grade.


African Amer-ican

Latino White Asian Native Amer-ican

0%

20%

40%

60%

80%

100%

64% 66%

82%

92%

65%

Class of 2009

Aver

aged

Fre

shm

an G

radu

ation

Rat

e

Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).

Students of color are less likely to graduate from high school on time.


Moreover, no matter how you cut the data, our students

aren’t doing well compared with their peers in other

countries.


Source:

Of 34 OECD countries, the U.S. ranks 12th in reading literacy.

Kore

aFin

land

Cana

daNew

Zeala

ndJa

pan

Aust

ralia

Nethe

rland

sBe

lgium

Norw

ayEs

toni

aSw

itzer

land

Polan

dIce

land

Unite

d St

ates

Swed

enGe

rman

y Ire

land

Fran

ceDe

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Unite

d Ki

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yOEC

D Av

erag

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rtuga

lIta

lySlo

veni

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eece

Spain

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h Re

publ

ic

Slova

k Rep

ublic

Israe

lLu

xem

bour

gAu

stria

Turk

eyCh

ile

Mex

ico

300

350

400

450

500

5502009 PISA - Reading

Aver

age

Scal

e Sc

ore

U.S.A. OECD

Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average

“Highlights from PISA 2009,” NCES, 2010


Source: “Highlights from PISA 2009,” NCES, 2010

Finlan

dJa

pan

Kore

aNew

Zeala

ndCa

nada

Esto

nia

Aust

ralia

Nethe

rland

sGe

rman

ySw

itzer

land

Unite

d Ki

ngdo

mSlo

veni

aPo

land

Irelan

dBe

lgium

Hung

ary

Unite

d St

ates

OECD

Aver

age

Czec

h Re

publ

icNor

way

Denm

ark

Fran

ceIce

land

Swed

enAu

stria

Portu

gal

Slova

k Rep

ublic

Italy

Spain

Luxe

mbo

urg

Gree

ceIsr

ael

Turk

eyCh

ileM

exico

350

400

450

500

550

6002009 PISA - Science

Aver

age

scal

e sc

ore

OECD


Of 34 OECD countries, the U.S. ranks 17th in science.

U.S.A.


Source: “Highlights from PISA 2009,” NCES, 2010

Kore

aFin

land

Switz

erlan

dJa

pan

Cana

daNet

herla

nds

New Ze

aland

Belgi

umAu

stra

liaGe

rman

yEs

toni

aIce

land

Denm

ark

Slove

nia

Norw

ayFr

ance

Slova

k Rep

ublic

Aust

riaOEC

D Av

erag

ePo

land

Swed

enCz

ech

Repu

blic

Unite

d Ki

ngdo

mHu

ngar

yLu

xem

bour

gUni

ted

Stat

esIre

land

Portu

gal

Spain Ita

lyGr

eece

Israe

lTu

rkey

Chile

Mex

ico

350

400

450

500

550

600 2009 PISA - Math

Aver

age

scal

e sc

ore

OECD


Of 34 OECD countries, the U.S. ranks 25th in math.

U.S.A.


Only place we rank high?

Inequality.


Source:

Among OECD countries, the U.S. has the fourth largest science gap between high-SES and low-SES students.

Fran

ceLu

xem

bour

gBe

lgium

Unite

d St

ates

Unite

d Ki

ngdo

mSw

itzer

land

Czec

h Re

pub

Nethe

rland

sGe

rman

ySlo

vak R

epub

New Ze

aland

Aust

riaGr

eece

Hung

ary

Portu

gal

Swed

enOEC

D Av

erag

eAu

stra

liaSp

ainDe

nmar

kIre

land

Norw

ayM

exico Italy

Polan

dCa

nada

Turk

eyIce

land

Japa

nFin

land

Kore

a

350

400

450

500

550

6002006 PISA - Science

Gap

in A

vera

ge S

cale

Sco

re

PISA 2006 Results, OECD, table 4.8b

U.S.A. OECD


Source:

Among OECD countries, the U.S. has the fifth largest reading gap between high-SES and low-SES students.

Hung

ary

Belgi

umLu

xem

bour

gFr

ance

Unite

d St

ates

Aust

riaGe

rman

yNew

Zeala

ndIsr

ael

Switz

erlan

d

Unite

d Ki

ngdo

mTu

rkey

Chile

Gree

ceSw

eden

Aust

ralia

OECD

aver

age

Slove

nia

Polan

dPo

rtuga

l

Slova

k Rep

ublic

Irelan

dIta

lyCz

ech

Repu

blic

Mex

icoSp

ainDe

nmar

kNet

herla

nds

Japa

nKo

rea

Norw

ayCa

nada

Finlan

dIce

land

Esto

nia

350

400

450

500

550

6002009 PISA – Reading

Gap

in A

vera

ge S

cale

Sco

re

PISA 2009 Results, OECD, Table II.3.1

U.S.A. OECD


We used to make up for at least some of this by sending

more of our students to college than anybody else.


Cana

daIsr

ael

Japa

nUn

ited

Stat

esNe

w Ze

aland

Kore

aFin

land

Austr

alia

Unite

d Ki

ngdo

mNo

rway

Esto

nia

Irelan

dSw

itzer

land

Luxe

mbo

urg

Denm

ark

Belgi

umSw

eden

Neth

erlan

dsIce

land

OECD

aver

age

Spain

Fran

ceGe

rman

yCh

ileGr

eece

Slove

nia

Polan

dHu

ngar

yAu

stria

Mex

icoSlo

vak R

epub

licCz

ech

Repu

blic

Portu

gal

Italy

Turk

ey

0%

20%

40%

60%

80%

100%

Percentage of residents aged 25-64 with a postsecondary degree

United States

OECD Average

Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)

Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)

Though no longer #1, we’re still relatively strong in overall educational attainment


Kore

aCa

nada

Japa

nIre

land

Norw

ayNe

w Ze

aland

Unite

d Ki

ngdo

mAu

strali

aDe

nmar

kLu

xem

bour

gFr

ance

Israe

lBe

lgium

Swed

enUn

ited

Stat

esNe

ther

lands

Switz

erlan

dFin

land

Spain

OECD

aver

age

Esto

nia

Icelan

dPo

land

Chile

Slove

nia

Gree

ceGe

rman

yHu

ngar

yPo

rtuga

lAu

stria

Slova

k Rep

ublic

Czec

h Re

publ

icM

exico Italy

Turk

ey

0%

20%

40%

60%

80%

100%

Percentage of residents aged 25-34 with a postsecondary degree



But our world standing drops to 15th for younger adults

United StatesOECD Average


Kore

aPo

land

Fran

ceIre

land

Denm

ark

Luxe

mbo

urg

Chile

Norw

aySw

eden

Spain

Belgi

umPo

rtuga

lCa

nada

Japa

nUn

ited

King

dom

Austr

alia

Slove

nia

OECD

aver

age

New

Zeala

ndNe

ther

lands

Italy

Switz

erlan

dGr

eece

Hung

ary

Slova

k Rep

ublic

Turk

eyM

exico

Icelan

dCz

ech

Repu

blic

Austr

iaFin

land

Unite

d St

ates

Germ

any

Esto

nia

Israe

l0%

20%

40%

60%

80%

100%

Difference in percentage of residents aged 45-54 and those aged 25-34 with a postsecondary degree



We’re near the bottom in intergenerational progress

OECD Average

United States


That’s a quick look at the country as a whole. What

about Nevada?


You’ve seen your state assessment and graduation

data before.


White Latino African American0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8%18% 24%12%

20%22%

49%

47%42%

32%15% 12%

Grade 4 Reading (2012)

Exceeds StandardMeets StandardApproaches StandardEmergent/Developing

Perc

ent o

f Stu

dent

sStudents of Color Less than Half as Likely to

Exceed State Reading Standards

Source: Nevada Department of Education



10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6% 11%18%

23%

36%38%

64%

51%43%

8% 3% 1%

Grade 8 Math (2012)


Perc

ent o

f Stu

dent

sStudents of Color 2-3 Times More Likely to

Perform at Lowest Level in Math




10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

7%18% 23%6%

13%15%

67%

62%56%

19%6% 5%



Perc

ent o

f Stu

dent

sStudents of Color More Likely to Fall Short of State Reading Standards in High School



Low Graduation Rates for All Groups of Students

Overall White Latino African-American0%

20%

40%

60%

80%

100%

58%66%

47% 47%

Nevada – Class of 2010

Aver

aged

Fre

shm

an G

radu

ation

Rat

e

Source: NCES, “ Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10: First Look,” (2013), http://nces.ed.gov/pubs2013/2013309.pdf.

http://nces.ed.gov/pubs2013/2013309.pdf

http://nces.ed.gov/pubs2013/2013309.pdf


Source:


Percent of NV ACT-Takers Meeting College-Ready Benchmarks

English Comp

College Algebra

Social Science

Biology All Four0%

10%20%30%40%50%60%70%

Nevada


Source:


Percent of NV ACT-Takers Meeting All Four College-Ready Benchmarks

Black American Indian

White Latino Asian0%5%

10%15%20%25%30%35%

Nevada


What about performance on the national assessment?

There’s some good news here.


Nevada’s Students Improving Faster than National Average in Reading

National Public

Nevada

Florida

Georgia

Pennsylvania

Massachusetts

Maryland

Alabama

0 4 8 12 16 20

4

6

7

7

8

9

12

13

Students Overall – Grade 4 Reading (2003-2011)

Mean Scale Score Improvement, 2003-2011

Source: NAEP Data Explorer, NCES.


Latino Students in Nevada Improved at One of the Fastest

Rates Nationwide

National Public

Nevada

New Hampshire

Georgia

Massachusetts

Maryland

0 4 8 12 16 20

6

11

11

13

14

17

Latino Students – Grade 4 Reading (2003-2011)




Low-Income Students in Nevada Improved Nearly Twice as Fast as Low-

Income Students Nationwide

National Public

Nevada

New Hampshire

Florida

New Jersey

Pennsylvania

Alabama

Maryland

0 4 8 12 16 20

6

10

10

11

12

13

16

16

Low-Income Students – Grade 4 Reading (2003-2011)




Nevada’s Students Improving Faster than National Average in Math

National Public

Nevada

Maryland

New Mexico

Rhode Island

Hawaii

Massachusetts

New Jersey

Texas

Arkansas

0 4 8 12 16 20 24 28

7

10

10

11

11

12

12

13

13

13

Students Overall – Grade 8 Math (2003-2011)




Latino Students in Nevada Improved at One of the Fastest

Rates Nationwide

National Public

Idaho

Nevada

Pennsylvania

Rhode Island

Texas

Delaware

Massachusetts

Arkansas

0 4 8 12 16 20 24 28

11

16

16

16

16

16

17

18

24

Latino Students – Grade 8 Math (2003-2011)




But clearly we’ve got to move faster, because

performance still trails that in other states.


Source:

Mas

sach

usett

sM

aryla

ndCo

nnec

ticut

Verm

ont

North

Dak

ota

Kent

ucky

Florid

aOhi

oCo

lora

doNew

York

Min

neso

taNor

th C

arol

ina

Idah

oIn

dian

aW

ashi

ngto

nM

issou

riNati

onal

publ

icIlli

nois

Texa

sOre

gon

Sout

h Ca

rolin

aW

est V

irgin

iaNev

ada

Calif

orni

aM

ississ

ippi

Alas

ka

160

170

180

190

200

210

220

230

240

250

260

Grade 4 – NAEP Reading (2011)

Aver

age

Scal

e Sc

ore

NAEP Data Explorer, NCES (Proficient Scale Score = 238)

Nevada’s Overall Performance Trails Other States

NV


Source:

Nevada’s Overall Performance Trails Other StatesM

assa

chus

etts

New Je

rsey

Mon

tana

North

Dak

ota

Sout

h Da

kota

Kans

asM

aine

Ohio

Mar

yland

Conn

ectic

utNor

th C

arol

ina

Indi

ana

Utah

Illino

isRh

ode I

sland

Nation

al pu

blic

Miss

ouri

Sout

h Ca

rolin

aM

ichiga

nAr

kans

asGe

orgia

Florid

aNew

Mex

icoW

est V

irgin

iaCa

lifor

nia

Alab

ama

220

230

240

250

260

270

280

290

300

310

320Grade 8 – NAEP Math (2011)

Aver

age

Scal

e Sc

ore


NV


All about demographics?


Nevada Schools: More Diverse Than Many States

40%

37%

10%

7%

5% 1%

Nevada Public School Enrollment (2011-12)

LatinoWhiteAfrican AmericanAsian/Pacific IslanderMultiracialAmerican Indian/Alaska Native



But, even when you compare “same” group of students,

Nevada’s children are behind.


Source:

Mar

yland

Florid

aNew

Ham

pshi

reM

assa

chus

etts

North

Dak

ota

Wyo

min

gOhi

oVi

rgin

iaHa

waii

New Yo

rkNeb

rask

aSo

uth

Dako

taNor

th C

arol

ina

Nation

al pu

blic

Arka

nsas

Conn

ectic

utNev

ada

Arizo

naM

ississ

ippi

Penn

sylva

nia

Idah

oIo

wa

Was

hing

ton

Utah

160

170

180

190

200

210

220

230

240

250

260


Aver

age

Scal

e Sc

ore


In Nevada, Latino Students Below the National Average for Latinos

NV


Source:

North

Dak

ota

Mas

sach

usett

sDe

lawar

eTe

xas

Virg

inia

Was

hing

ton

New Yo

rkGe

orgia

Colo

rado

North

Car

olin

aNati

onal

publ

icPe

nnsy

lvani

aSo

uth

Dako

taAr

izona

Indi

ana

Nevad

aOkla

hom

aSo

uth

Caro

lina

Illino

isM

ississ

ippi

Arka

nsas

Wes

t Virg

inia

Main

e

160

170

180

190

200

210

220

230

240

250

260


Aver

age

Scal

e Sc

ore


Black Students Below National Average in Nevada

NV


Source:

Mas

sach

usett

sNew

Jers

eyCo

lora

doVi

rgin

iaPe

nnsy

lvani

aNor

th C

arol

ina

New H

amps

hire

Geor

giaAl

abam

aNeb

rask

aOhi

oW

ashi

ngto

nM

onta

naVe

rmon

tW

iscon

sinHa

waii

Utah

Miss

ouri

Idah

oIo

wa

New M

exico

Nevad

aAl

aska

Orego

nTe

nnes

see

Wes

t Virg

inia

160

170

180

190

200

210

220

230

240

250

260


Aver

age

Scal

e Sc

ore


Far Below the National Average for White Students

NV


And the same patterns exist in 8th grade math.


Source:

Lower Income Students in Nevada Behind Peers in Other States

Texa

sM

onta

naVe

rmon

tSo

uth

Dako

taM

aine

New H

amps

hire

Ohio

North

Car

olin

aCo

lora

doOre

gon

Kent

ucky

Oklaho

ma

Illino

isW

iscon

sinNati

onal

publ

icNeb

rask

aAl

aska

Penn

sylva

nia

Arizo

naGe

orgia

New M

exico

Mar

yland

Loui

siana

Wes

t Virg

inia

Miss

issip

piAl

abam

a

220

230

240

250

260

270

280

290

300

310


Aver

age

Scal

e Sc

ore


NV


Source:

Higher Income Students in NevadaTrail Peers Nationwide

Mas

sach

usett

sM

inne

sota

New Je

rsey

Mon

tana

North

Car

olin

aM

aryla

ndW

ashi

ngto

nVi

rgin

iaPe

nnsy

lvani

aM

aine

Illino

isNati

onal

publ

icOre

gon

Indi

ana

Kent

ucky

Wyo

min

gDe

lawar

eNew

York

Miss

ouri

Florid

aM

ichiga

nCa

lifor

nia

Miss

issip

piTe

nnes

see

Haw

aiiW

est V

irgin

ia

220

230

240

250

260

270

280

290

300

310


Aver

age

Scal

e Sc

ore


NV


Post High School?


Source:

Relatively few of Nevada’s graduates go on to college

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%

20%

40%

60%

80%

100%High School Graduates Going Directly to College (2008)

Colle

ge C

ontin

uatio

n Ra

te

Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986-2008”

Nevada


Source:

When High School Dropout Rate is Factored In, the Picture is Worse

(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%

44.0%

Chart Title

Chan

ce fo

r Col

lege

by

Age

19

Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986--2008”

45.8%


And of those who enter, few graduate.


Source:

Among those who start in four-year colleges, Nevada has one of the lowest Bachelor’s degree attainment rates

U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40

First-time, full-time freshmen completing a BA within 6 years

Dist

rict o

f Col

umbi

a M

assa

chus

etts

Pen

nsylv

ania

Iow

a C

alifo

rnia

New

York

V

erm

ont

New

Jers

ey Il

linoi

s M

aine

Mich

igan

Indi

ana

U.S.

Neb

rask

a F

lorid

a W

yom

ing

Geo

rgia

Miss

issip

pi

Tex

as N

orth

Dak

ota

Okla

hom

a W

est V

irgin

ia H

awaii

L

ouisi

ana

Nev

ada

Alas

ka

0%

20%

40%

60%

80%

100%

Six-Year College Graduation Rate (2009)

Gra

duati

on R

ate

Nevada


Source:

Six-Year College Graduation Rates Hispanic, 2009



Mai

ne

Dist

rict o

f Col

umbi

a M

assa

chus

etts

Mar

yland

P

enns

ylvan

ia

Virg

inia

C

onne

cticu

t O

hio

Wyo

min

g M

ichig

an

Ten

ness

ee

New

Jers

ey M

issou

ri A

laba

ma

U.S.

Ore

gon

Uta

h A

rkan

sas

Neb

rask

a C

olor

ado

Tex

as O

klaho

ma

Wes

t Virg

inia

M

onta

na

Ariz

ona

Sou

th D

akot

a

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48.7%

Gra

duati

on R

ate

62.5%


Source:

Six-Year College Graduation Rates African American, 2009



New

Ham

pshi

re

Main

e

Dist

rict o

f Col

umbi

a V

erm

ont

Con

necti

cut

New

Jers

ey N

ew Yo

rk

Nor

th C

arol

ina

Geo

rgia

Ore

gon

Mar

yland

U.S

. M

issou

ri T

enne

ssee

K

entu

cky

Illin

ois

Okla

hom

a N

ew M

exico

N

evad

a M

onta

na

Alab

ama

Tex

as K

ansa

s U

tah

Sou

th D

akot

a A

rkan

sas

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

39.1%

Gra

duati

on R

ate

40%


Source:

Six-Year College Graduation Rates White, 2009



Dist

rict o

f Col

umbi

a D

elaw

are

Mas

sach

usett

s P

enns

ylvan

ia R

hode

Islan

d Io

wa

Illin

ois

Nor

th C

arol

ina

Sou

th C

arol

ina

Wisc

onsin

M

ichiga

n U.S

. M

ississ

ippi

M

aine

Ohi

o T

exas

Alab

ama

Wyo

min

g C

olor

ado

Ken

tuck

y O

klaho

ma

Lou

isian

a A

rkan

sas

New

Mex

ico

Idah

o H

awaii

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

60.8%

Gra

duati

on R

ate

72.9%


Only place Nevada’s performance is strong relative to other states?

Community College Student Success


Source:

Among those in Associate’s programs, Nevada has one of the highest completion rates

U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=l&id=0&wt=40

First-time, full-time freshmen completing an AA or certificate within 3 years

Sou

th D

akot

a F

lorid

a A

rizon

a C

alifo

rnia

Pen

nsylv

ania

Wisc

onsin

W

ashi

ngto

n M

issou

ri N

ebra

ska

Virg

inia

U.S.

Okla

hom

a Id

aho

Ten

ness

ee

Main

e M

ississ

ippi

In

dian

a A

rkan

sas

Mar

yland

N

ew Yo

rk

Mas

sach

usett

s H

awaii

M

ichiga

n V

erm

ont

Dela

war

e C

onne

cticu

t

0%

20%

40%

60%

80%

100%Three-Year College Graduation Rate (2009)

Gra

duati

on R

ate

Nevada


Put this all together, and few young adults in Nevada have completed a

postsecondary degree.


Source:

Nevada has one of the lowest rates of young adults with at least an associate’s degree

2009 American Community Survey data from NCHEMS Information Center , http://www.higheredinfo.org/dbrowser/?level=nation&mode=data&state=0&submeasure=239

Mas

sach

usett

sM

inne

sota

New Je

rsey

New H

amps

hire

Iow

aIlli

nois

Virg

inia

Nebra

ska

Haw

aiiKa

nsas

Wisc

onsin U.S

.Nor

th C

arol

ina

Utah

Ohio

Delaw

are

Sout

h Ca

rolin

aFlo

rida

Kent

ucky

Wyo

min

gAl

abam

aOkla

hom

aLo

uisia

naAl

aska

Nevad

aAr

kans

as

0%

20%

40%

60%

80%

100%

Adults Ages 25-34 with at least an Associate’s Degree (2009)

Perc

ent w

ith C

olle

ge D

egre

e

Nevada


In sum, Nevada is below average in a country whose

results are increasingly below the international average.

Not a place you want to be.


What Can You Do?


First, don’t accept the excuses.


What we hear many say:

• They’re poor.• They don’t speak English.• Their parents don’t care.• They come to school without

breakfast.• They don’t have enough books.• They don’t have enough

parents.


On the college level, we hear much the same thing:

• Our students are unprepared.• They come from a culture of

poverty.• They have to work too many

hours.• Their families don’t value college

education.


But if there’s truly nothing that we can do, why are low-income students and students of color performing so much higher in

some schools? Some colleges? Even some whole states?


Source:

Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana

• 341 students in grades PK – 6– 97% African American

• 88% Low Income

Louisiana Department of EducationNote: Enrollment and demographic data are from 2009-2010


Source:


Big Gains at Bethune Elementary

2007 20110%

20%

40%

60%

80%

100%

41%

75%

59%

67%

Students Overall – Grade 5 Math

BethuneLouisiana

Perc

enta

ge B

asic

or A

bove

Louisiana Department of Education


Source:


Exceeding State Averages at Bethune Elementary

English Language Arts Math0%

20%

40%

60%

80%

100%

86% 90%

58%52%

African-American Students – All Grades (2009)

BethuneLouisiana

Perc

enta

ge B

asic

or A

bove

Louisiana Department of Education


Source:

Outperforming the Stateat Bethune Elementary

Bethune Louisiana0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3%14%6%

20%28%

46%44%

15%19%4%

Students Overall – Grade 5 Social Studies (2011)

AdvancedMasteryBasicApproaching BasicUnsatisfactory

Perc

enta

ge o

f Stu

dent

s

Source: Louisiana Department of Education


Halle Hewetson Elementary SchoolLas Vegas, NV

• 938 students in grades PK – 5– 87% Latino– 5% African American

• 100% Low Income• 62% Limited English

Proficient

Source: Nevada Department of EducationNote: Data are for 2011-12 school year



2004 20100%

20%

40%

60%

80%

100%

7%

78%

26%

50%

Latino Students – Grade 3 Reading

HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds a

nd A

bove

Big Improvementat Halle Hewetson Elementary



All Latino Low Income0%

20%

40%

60%

80%

100%

88% 89% 88%

70%62% 61%


HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds a

nd A

bove

Outperforming the Stateat Halle Hewetson Elementary



All Latino Low Income0%

20%

40%

60%

80%

100%

83% 86% 83%

71%66% 64%

Grade 5 Math (2012)

HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds a

nd A

bove

Outperforming the Stateat Halle Hewetson Elementary


Halle Hewetson Nevada0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

9%

24%33%

34%

55%

30%

12%

Low-Income Students – Grade 3 Math (2012)


Perc

ent o

f Stu

dent

sExceeding State Standards

at Halle Hewetson Elementary



Big gains in some districts, too.


National Public

Los Ange-

les

San Diego

Houston

Boston

0 5 10 15 20 25

11

15

15

17

19

Latino Students – NAEP TUDA Grade 8 Math

Change in Mean Scale Score, 2003-2011

Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .

In Boston and Houston, Latino students made far faster progress between 2003 and 2011 than in the country as a

whole


National Public

Chicago

Atlanta

Boston

0 5 10 15 20 25

10

15

21

21

African-American Students – NAEP TUDA Grade 8 Math

Change in Mean Scale Score, 2003-2011

Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .

African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally


Colleges Can Close Gaps, Too:Virginia Commonwealth University

2004 2005 2006 2007 2008 2009 201030

35

40

45

50

34.5

49.8

41.9

49.1

Black Grad Rate White Grad Rate

Six-Year Graduation Rates at VCU (2004-2010)First-time, full-time freshmen who graduated from the same college they started from 6 years ago

Source: Education Trust analysis of IPEDS data.


You can help by pointing to the successes—here in Nevada and elsewhere--and by pressing for

similar results.


Second, start early, especially with low-income

children.


High quality pre-school is the best investment we can make. It pays to prevent

problems rather than ameliorate them later.


Third, get behind the Common Core Standards.


But adopting the standards and the new tests isn’t

enough.You’ve got to make sure that all

students take the courses in high school that lead to college

readiness.


And a few more “workshops” on the new standards won’t

do the trick.We need to help teachers remake what they do every day, especially the assignments they give to their

students.


Students can do no better than the assignments we

give them.


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.


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.

© 2013 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.



•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.



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 regularly to measure progress; and,

• Don’t leave student supports to chance.


In other words, they strive for consistency in everything

they do.And they bring that consistency to

school discipline, as well.


Fourth, keep up the work on teacher effectiveness, even

though it is hard.


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.


DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING

The distribution of value-added scores for ELA teachers in LAUSD


ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING

CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers


So, there are VERY BIG differences among our

teachers.


BUT…

We pretend that there aren’t.


Source:


Source:

Make sure your state and districts are acting on this knowledge by:

• Putting into place an honest evaluation system, that takes student growth into account;

• Training principals and expert teachers in evaluation and feedback techniques;

• Providing support to teachers who are struggling;

• Working hard to hold onto the strongest ones, and chasing out the weak ones; and,

• Assuring that all groups of children get their fair share of strong teachers.


Fifth, principals matter hugely. States and districts need clear plan to grow new

leaders.


This is way too important to be left to higher education.


Sixth, higher education needs your attention, too.


Current College Completion Rates:4-Year Colleges

Fewer than 4 in 10 (38%) entering freshmen obtain a bachelor’s degree within 4 years

Within six years of entry, that proportion rises to just under 6 in 10 (58%)

If you go beyond IPEDS, and look at graduation from ANY institution, number grows to about two-thirds.

NCES (March 2012). First Look: Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 and 2006 Cohorts; and Financial Statistics Fiscal Year 2009. Ed Trust analysis of BPS:09.


But graduation rates vary widely across the nation’s postsecondary institutions

0-5 5.1-10

10.1-15

15.1-20

20.1-25

25.1-30

30.1-35

35.1-40

40.1-45

45.1-50

50.1-55

55.1-60

60.1-65

65.1-70

70.1-75

75.1-80

80.1-85

85.1-90

90.1-95

95.1-100

0

50

100

150

200

250

14

5377 70

102 115139

181151

190152

168147 135

89 8451 54

38 30

Distribution of six-year graduation rates for first-time, full-time freshmen at four-year institutions

Graduation Rate

Num

ber o

f Ins

tituti

ons

Ed Trust analysis of College Results Online dataset 2010.


Some of these differences are clearly attributable to

differences in student preparation and/or

institutional mission.

n/a


But…when you dig underneath the averages,

one thing is very clear:

Some colleges are far more successful than their

students’ “stats” would suggest.

Ed Trust analysis of College Results Online dataset 2009.


College Results Onlinewww.collegeresults.org

College Results Online 2010.


Colleges need to be pressed to work harder to make sure those they admit actually get

the degrees they are seeking.


Finally, mind the gaps in opportunity and achievement.


True, gaps in achievement 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.


We spend less on their education…


Funding Gaps Within States: National inequities in state and local revenue per student

GapHigh-Poverty versus Low-Poverty Districts

–$773 per student

High-Minority versus Low-Minority Districts

–$1,122 per student

Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.


We expect less of them.....


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

Students in poor schools receive As for work that 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


We teach them less…


African American Latino White Asian0%

20%

40%

60%

80%

100%

35%

68%63%

94%

Perc

enta

ge o

f stu

dent

s who

wer

e in

the

top

two

quin

-til

es o

f mat

h pe

rfor

man

ce in

fift

h gr

ade

and

in a

lgeb

ra

in e

ight

h gr

ade

Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)” (2010).

Even African-American students with high math performance in fifth grade are unlikely

to be placed in algebra in eighth grade


Students of color are less likely to attend high schools that offer calculus.

Schools with the Most Black and Latino Students

Schools with the Fewest Black and Latino Students

0% 10% 20% 30% 40% 50% 60%

29%

55%

Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection

Percent of Schools Offering Calculus


And we assign them disproportionately to our least

experienced, least well-educated, and least effective teachers…


Students at high-minority schools more likely to be taught by novice* teachers.

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. Novice teachers are those with three years or fewer experience.


Math classes at high-poverty, high-minority secondary schools are more likely to be taught by

out-of-field* teachers.

Poverty Minority0%

30%

25%22%

11%13%

HighLow

Perc

ent o

f Cla

ss T

augh

t by

Teac

hers

W

ith N

eith

er C

ertifi

catio

n no

r Maj

or

Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent 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 the U.S. Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.


Tennessee: High-poverty/high-minority schools have fewer of the “most effective” teachers and

more “least effective” teachers.

17.6%

21.3%

23.8%

16%

0

5

10

15

20

25

High-poverty/high-minority schools

Low-poverty/low-minority schools

Per

cen

t o

f Te

ach

ers

Most Effective Teachers

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 percent of students qualify for FRPL and at least 75 percent are minority.


Los Angeles: Black, Latino students have fewer highly effective teachers, more weak

ones.

Latino and black students are:

3X as

likely to get low- effectiveness teachers

½ as

likely to get highly effective teachers

READING/LANGUAGE ARTS

Source: Education Trust—West, Learning Denied, 2012.


The results are devastating.

Kids who come in a little behind, leave a lot behind.


Those practices aren’t good for kids. And they are not

good for our country.


We are taking the diversity that should be our

competitive advantage in the international marketplace,

and obliterating it.Don’t just stand by and watch,

even if they are not “your” kids. Speak up. Demand the data.

Demand progress.


Washington, D.C. Royal Oak, MI 202/293-1217 734/619-8009

Oakland, CA

510/465-6444

Download this presentation and learn more about the Education Trust. www.edtrust.org

© 2013 THE EDUCATION TRUST ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where Are We? What Can We Do?...

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