2005 by The Education Trust, Inc. 1 Achievement In America.

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1 2 0 0 5 b y T h e E d u c a t i o n T r u s t , I n c . Achievement In America

Transcript of 2005 by The Education Trust, Inc. 1 Achievement In America.

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Achievement In America

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WHERE ARE WE NOW? Key Facts on the Achievement

Gap

Elementary Literacy

Middle School Math Literacy

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Where Are We Now?

4th Grade Reading All Students 2003

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32

30

0%

20%

40%

60%

80%

100%

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

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Where Are We Now?

8th Grade Math All Students 2003

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40

27

0%

20%

40%

60%

80%

100%

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

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Underneath those nation-wide figures, there are gaps of all

sorts…including:

gaps among states

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

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2003 Grade 4 NAEP Reading All

180

185

190

195

200

205

210

215

220

225

230

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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2003 Grade 8 NAEP Math All

240

250

260

270

280

290

300

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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Gaps Among Ethnic/Racial Groups

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By Race, Ethnicity NAEP 4th Grade Reading 2003

61 57 53

26 31

27 29 31

35 32

12 14 16

39 37

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

100%

Black Latino Native White Asian

Prof/ Adv

Basic

Below Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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By Race, Ethnicity NAEP 8th Grade Math 2003

61 53 46

21 23

3236

38

43 35

7 11 1636 42

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

100%

Black Latino Native White Asian

Prof/ Adv

Basic

Below Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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Gaps By Income Levels

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By Family Income NAEP 4th Grade Reading 2003 (Nation)

56

25

29

34

15

41

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

100%

Poor Not Poor

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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By Family Income NAEP 8th Grade Math 2003 (Nation)

53

22

36

41

11

37

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

100%

Poor Not Poor

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

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Clearly, we have a lot of heavy lifting to do.

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During seventies and eighties we made a lot of progress...

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But that progress stopped during the nineties

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Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 13 Year-Olds

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300

1973

1978

1982

1986

1990

1992

1994

1996

1999

Av

era

ge

Sc

ale

S

co

re

African American Latino White

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

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Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds

200

220

240

260

280

300

Avera

ge S

cale

Sco

re

African American Latino White

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

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By End of High School We Can See the Same Patterns

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Too Few 17 Year-Olds Demonstrate Strong Reading Skills

African American

Latino White

Learn from Specialized Materials

1% 2% 8%

Understand Complicated Information

17 24 46

Partial Skills 66 68 87

Make Generalizations 95 97 98

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

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Too Few 17 Year-Olds Demonstrate Strong Math Skills

African American

Latino White

Multi-Step Problem Solving

1% 3% 10%

Moderately Complex Procedures

27 38 70

Numerical Operations 89 94 99

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

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African American and Latino 17 Year Olds Have Been Taught Math to the Same Levels as White

13 Year Olds

Source: NAEP 1999 Long Term Trends Summary Tables (online)

0%

20%

40%

60%

80%

100%

200 250 300 350

Scale Scores

Per

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White Latino African American

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African American and Latino 17 Year Olds Have Been Taught to Read to the Same

Levels as White 13 Year Olds

Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

0%

20%

40%

60%

80%

100%

150 200 250 300 350

Scale Scores

Pe

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of S

tud

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White Latino African American

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Students Graduate From High School At Different Rates

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 1998 (p. 20-513), Detailed Tables No. 2

81%94%

63%

90%

0%

100%

(18-24 Year-Olds)

African American Asian Latino White

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U.S. students competitive in the early grades,

But fall behind by the end of high school

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TIMSS

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Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp

Nations' Average Science Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

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Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp

Nations' Average Mathematics Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations' scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

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PISA

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U.S. Ranks 24th out of 29 OECD Countries in Mathematics

300

350

400

450

500

550

Fin

lan

dK

ore

aN

eth

erla

nds

Japa

nC

ana

daB

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um

Sw

itzer

land

New

Ze

ala

ndA

ustr

alia

Cze

ch R

epu

blic

Icel

and

Den

mar

kF

ranc

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wed

en

Aus

tria

Ger

man

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ela

ndO

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D A

vera

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lova

ck R

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Nor

way

Luxe

mbo

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Pol

and

Hun

gar

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pain

Uni

ted

Sta

tes

Por

tuga

l

Italy

Gre

ece

Tu

rkey

Mex

ico

Ave

rag

e S

cale

Sco

re

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

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U.S. Ranks 24th out of 29 OECD Countries in Problem-Solving

300

350

400

450

500

550

Kor

ea

Fin

lan

dJa

pan

New

Ze

ala

ndA

ustr

alia

Can

ada

Bel

giu

mS

witz

erla

ndN

eth

erla

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Fra

nce

Den

mar

kC

zech

Re

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licG

erm

any

Sw

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nA

ustr

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ela

ndH

ung

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OE

CD

Ave

rage

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land

Luxe

mbo

urg

Slo

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Rep

ublic

Nor

way

Pol

and

Spa

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nite

d S

tate

sP

ortu

gal

Italy

Gre

ece

Tu

rkey

Mex

ico

Ave

rag

e S

cale

Sco

re

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

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U.S. Ranks 15th out of 29 OECD Countries in Reading

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450

500

550

Fin

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ore

aC

ana

daA

ustr

alia

New

Ze

ala

ndIr

ela

ndS

wed

en

Net

her

land

sB

elgi

um

Nor

way

Sw

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land

Japa

nP

olan

dF

ranc

eU

nite

d S

tate

sO

EC

D A

vera

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ark

Icel

and

Ger

man

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zech

Re

pub

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ung

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Spa

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bour

gP

ortu

gal

Italy

Gre

ece

Slo

vak

Rep

ublic

Tu

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Mex

ico

Ave

rage

Sca

le S

core

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

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One measure on which we rank high?

Inequality!

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To Make Matters Worse, HS Completion Declining

• Proportion of students getting h.s. diploma declining;

• Number opting for GED increasing;

• U.S. slips from 1st in the world in h.s. completion to 14th

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U.S. Ranks 14th in High School Graduation Rates (2001)

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40

50

60

70

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90

100

Source: Organization for Economic Cooperation and Development (OECD), Education at a Glance: OECD Indicators 2003 Edition, data available at http://www.oecd.org/

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Not surprisingly, the

consequences of the

achievement gap reach

beyond high school

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Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving

High Income Students

AchievementLevel (in quartiles)

Low-Income

High-Income

First (Low) 36% 77%Second 50% 85%Third 63% 90%Fourth (High) 78% 97%

Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

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41%

66%

49%

41%

61%

0%

10%

20%

30%

40%

50%

60%

70%

AfricanAmerican

Asian Latino NativeAmerican

White

College Freshmen Graduating Within Six Years (NCAA Division I)

Source: 2002 NCAA Division I Graduation Rates Report http://www.ncaa.org/

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High School Completers Who Were Enrolled in College the October After Completing High School,

By Family Income (2001)

Young People From High Income Families

80%

Young People From Low Income Families

44%

Source: USDE, NCES. The Condition of Education 2003, NCES 2003-067.

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Bachelor’s or Higher Degree by Age 26

Young People FromHigh-SES Families

60%

Young People FromLow-SES Families

7%

Source: National Center for Education Statistics Statistical Analysis Report, Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later, U.S. Department of Education Office of Educational Research and Improvement; June 2002.

* SES= Socio Economic Status

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Add it all up...

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Of Every 100 White Kindergartners:

93 Graduate from high school

65 Complete at least some college

33 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.

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Of Every 100 African American Kindergartners:

87 Graduate from High School

50 Complete at Least Some College

18 Obtain at Least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.

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Of Every 100 Latino Kindergartners:

63 Graduate from high school

32 Complete at least some college

11 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.

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It doesn’t have to be this way!

Poor and Minority children will

rise to the challenge when it’s

presented to them

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Poor and Minority

students ARE

succeeding

in some schools ...

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Centennial Place Elementary SchoolAtlanta, Georgia

• 92% African American

• 64% Low Income

• Performed in the top 2% of all Georgia schools in 4th grade reading in 2003

• Performed in top 7 % of Georgia schools in 4th grade math in 2003

Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org

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High Achievement at Centennial Place2004 Reading Composite

94 94 92

0

20

40

60

80

100

All African

American

Low Income

Pe

rce

nt

Pro

fic

ien

t

Source: Georgia Department of Education, http://www.doe.k12.ga.us

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High Achievement at Centennial Place2004 Math Composite

89 88 84

0

20

40

60

80

100

All African

American

Low Income

Pe

rce

nt

Pro

fic

ien

t

Source: Georgia Department of Education, http://www.doe.k12.ga.us

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Lapwai ElementaryLapwai, ID

• 75% Native American

• 21% White

• 69% Low-income

• Outperformed the state in 4th grade reading and math in 2003

• Native American students outscored all students in the state in 4th grade reading and math in 2003

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Making Gains at LapwaiGrade 4

27%32%

84%88%

0%

25%

50%

75%

100%

Reading Math

% P

rofi

cie

nt

an

d A

bo

ve

1999 2004

Source: Idaho Department of Education: http://www.sde.state.id.us/Dept/

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Norview High SchoolNorfolk, Virginia

• 67% African American

• 46% Low-Income

• Performed in the top 11% of Virginia schools in 11th grade reading/language arts in 2003

Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org

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High Achievement at Norview2004 English Composite

93 93 93 91

0

20

40

60

80

100

All AfricanAmerican

White Low-Income

Per

cen

t P

rofi

cien

t

Source: Virginia Department of Education, http://www.pen.k12.va.us

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High Achievement at Norview2004 Math Composite

89 8696

88

0

20

40

60

80

100

All AfricanAmerican

White Low-Income

Per

cen

t P

rofi

cien

t

Source: Virginia Department of Education, http://www.pen.k12.va.us

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Some districts...

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Aldine, TX: Raising Achievement for All Students While Narrowing Gaps

35%

60%

85%

1994 1995 1996 1997 1998 1999 2000 2001 2002

Passin

g T

AA

S m

ath

test

African American White Hispanic Poor

Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

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Boston, MassachusettsRaising Achievement, Narrowing Gaps

High School Exit Exam, First-Time Pass Rate

32 30

706861

91

0

20

40

60

80

100

African American Latino White

Per

cen

t P

assi

ng

2000 2003

Source: Massachusetts Department of Education, http://www.doe.mass.edu

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Pueblo, ColoradoRaising Achievement, Closing Gaps

Grade 3 Reading

88

8178

58

40

60

80

100

1999 2000 2001 2002 2003

Per

cen

t P

rofi

cien

t

White Latino

Source: Data provided by the Pueblo School District.

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Charlotte-Mecklenburg, North CarolinaRaising Achievement, Closing Gaps

Grade 3 Math

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004

Per

cen

t P

rofi

cien

t

African American

Latino

White

Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org

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180

190

200

Chicago Los Angeles District ofColumbia

Atlanta New York City National(Public)

Houston

Black Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

* There is a 15 point gap between Chicago and Houston (equivalent to 1 ½ years worth of learning)

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180

190

200

210

Los Angeles Chicago District ofColumbia

National (Public) New York City Houston

Latino Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)

Sca

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And some entire states...

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States with Biggest Gains for African American 4th Graders

(NAEP 2003 Math*)

United States +24

North Carolina +32

California +29

Massachusetts +28

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

* Gains Between 1992 and 2003

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States with Biggest Gains for Latino 4th Graders (NAEP 2003 Math*)

United States +20

North Carolina +35

South Carolina +32

Delaware +27

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

* Gains Between 1992 and 2003

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Delaware: Gains in Grade 4 Reading

Outpace the Nation, 1998-2003

15

33

4

7

0

5

10

15

20

25

30

35

White Gain Latino Gain

Delaware

United States

Source: NCES, National Assessment of Educational Progress

Change in Average Scale Score

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Delaware: Gains in Grade 4 Reading Outpace the Nation 1998-2003

15

22

45

0

5

10

15

20

25

White Gain African American Gain

Change in Average Score

Delaware

United States

Source: NCES, National Assessment of Educational Progress

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Differences among states so large that minority and/or poor students in some states are

outperforming white and/or non-poor students in others.

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Latinos in Ohio Perform as Well or Better Than Whites

in 21 States (2003 NAEP 8th Grade Reading)

259260

262262

265265

266267267267267267267

268268268268268268268268268

254 256 258 260 262 264 266 268 270

HawaiiWest Virginia

AlabamaNevada

CaliforniaTennessee

ArkansasIdaho

LouisianaMississippiOklahoma

OregonRhode Island

AlaskaArizonaFlorida

GeorgiaNew Mexico

PennsylvaniaUtah

WashingtonOhio

Source: NCES, National Assessment of Educational Progress (NAEP)

Scale Score

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Latinos in Virginia Perform as Well or Better Than

Whites in 7 States (2003 NAEP 8th Grade Reading)

259

260

262

262

265

265

266

266

254 256 258 260 262 264 266 268

Hawaii

West Virginia

Alabama

Nevada

California

Tennessee

Arkansas

Virginia

Source: NCES, National Assessment of Educational Progress (NAEP)

Scale Score

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% of Black Students at Basic Level or Above in Delaware is Equal to or Greater than the % of White

Students at Basic Level or Above in 7 States

79%

80%

81%

81%

84%

84%

84%

84%

Hawaii

Utah

Nevada

West Virginia

North Dakota

Arkansas

Arizona

Delaware

Source: NCES, National Assessment of Educational Progress

NAEP 8th Grade Writing 2002

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What do we know

about the places that

are improving results

for poor and minority

students?

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Element 1: Clear, high

goals for all students

and curriculum aligned

to those goals

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Poor and minority

students have less

access to high-level

curriculum ...

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African American, Latino & Native American youth are less likely to be

enrolled in 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.

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Minority High School Graduates Are Less Likely to Have Completed Advanced Math

and Science Courses

29%

43%

31%

56%

32%

61%

47%

64%

0%

25%

50%

75%

Math Science

Per

cen

t of H

igh

Sch

oo

l Gra

du

ates

American Indian Latino African American White

Source: U.S. Department of Education, NCES, Condition of Education 2004, p 148. Data from 2000 NAEP High School Transcript Study.

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Students can do no better than

the assignments they are given...

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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

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

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Transcript Study: single biggest

predictor of college success is

the quality and intensity of

students’ high school curriculum

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.

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Curriculum Counts:Chances for Bachelor’s Degree

by High School Grads

45

73

61

7975

86

010

2030

4050

6070

8090

100

Students Entering 4-YrCollege

Students With Highest HSCurriculum

Black

Latino

White

Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999. Table 40: Bachelor’s degree completion rates for students in the top two quintiles ... who entered 4-year colleges directly from on-time high school graduation by race.

Per

cent

age

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Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

A Rigorous Math Curriculum Improves Scores For All Students

240

260

280

300

320

340

360

Pre-Algebraor General

Math

Algebra I Geometry Algebra I I Precalculusor Calculus

African American

Latino

White

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Students Who Take Algebra Show Greater Gains in Mathematics

Achievement

4

8

10

0 15

No AlgebraTaken

taken only inhigh school

taken in 8thgrade

Change in Average NELS Score from 8th to 10h Grade

Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

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Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores.

Vocational Students Taking High-Level English Courses Score Higher

% Seniors TakingHigh-Level English

ReadingScores

1996 28% 283

1998 43% 292

83

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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*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep

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All Students Perform Better In High-Level Courses

Math Achievement in grades 9-11 by grade 8 Performance (based on course assignment)

2732

5142

46

64

0

10

20

30

40

50

60

70

80

90

100

predicted in verybasic course

predicted in regularcourse

predicted inadvanced

Very Basic

Regular

Source: Margaret Hallinan, “Ability Grouping and Student Learning,” May 2002

Prior Performance level

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They will also fail less often...

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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

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

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Students of All Abilities Are Generally More Likely

to Fail Low-Level Mathematics Courses9th-graders earning Ds or Fs by 8th grade achievement & course

assignment

0

5

10

15

20

25

30

35

40

45

50

LowestQuartile 1

Quartile 2 Quartile 3 HighestQuartile 4

College PrepLow-level

Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB, 2002

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Element 2: Extra

instruction for students

who need it

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When Kids Are Behind, Schools Must

Provide More Instruction and Support:

• Kentucky provides extra time for struggling

students in high-poverty schools

• Maryland offers extra dollars for 7th and 8th

graders who need more support

• Indiana gives schools extra funding to provide

instruction for students struggling to meet

state standards

90

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Element 3: Good teaching

matters more than

anything else

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Boston Students with Effective Teachers Showed Greater Gains

in Reading and Math

(0.3)

(-0.6)

(14.6)

(5.6)

-1

16

Math Reading

Ave

rag

e S

tud

ent

Gro

wth

Ove

r O

ne

Yea

r

Least Effective Teachers Most Effective Teachers

Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

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Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)

76

27

15

90

Beginning 3rd Grade

Score (Percentile)

Avera

ge M

ath

Sco

re 3

yrs

late

r in

Perc

en

tile

s

Dallas StudentsAssigned To 3Highly EffectiveTeachers In ARow

Dallas StudentsAssigned To 3IneffectiveTeachers In ARow

Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

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Cumulative Effects of Teachers on 5th Grade Math Scores: Tennessee

83%

29%

Students With 3 Very Ineffective Teachers Students With 3 Very Effective Teachers

Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12

Stu

de

nt

gai

ns

ov

er 3

yea

rs

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But students who need

these resources do not

always get them

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Minority Students Get More Inexperienced* Teachers

21%

10%

0%

25%

High-minority schools Low-minority schools

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

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More Math Classes in High-Minority High

Schools are Taught by Teachers Lacking a

Major in the Field

41%

29%

0%

10%

20%

30%

40%

50%

High-minority schools Low-minority schools

Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

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High-Poverty Schools Get More Low-Scoring* Teachers

42%

28%

0%

50%

High-poverty* schools All other schools

*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch.

Source: Education Week, “Quality Counts 2001,” January 2001.

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More Courses in High-African American Middle Schools Taught

by Out-of-Field Teachers62%

50%44%

0%

10%

20%

30%

40%

50%

60%

70%

90% or HigherAfrican American

11-89% AfricanAmerican

10% or LowerAfrican American

*Teachers lacking a college major or minor in the field. Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

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More Courses in High-Latino High

Schools Taught by Out-of-Field Teachers

40%

31%

24%

0%

10%

20%

30%

40%

50%

90% or HigherLatino

11-89% Latino 10% or LowerLatino

*Teachers lacking a college major in the field. Data for high school core academic classes only.Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

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Most teachers--like most other professionals--can get more and more effective.

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Accordingly, smart districts do two important things:

• STOP drive-by workshops;

• invest in intensive, focused professional development.

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Element 4: Funds

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In 35 of 48 states, districts

enrolling the highest proportions of

minority students have

substantially fewer state & local

dollars per student than districts

with the lowest percentages of

minority students.

Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.

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For example, in New York the funding gap between high- and

low-poverty school districts amounts to $2,615 per student. This translates into a shortfall of

$1 million for a high-poverty elementary school serving 400

children.

Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.

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If we had the courage and creativity to change these

patterns?

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“By our estimates from Texas schools, having an above

average teacher for five years running can completely close the average gap between low-income

students and others.” John Kain and Eric Hanushek

Source: Eric Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” Brookings Papers on Education Policy: 2004, Brookings Institution Press, 2004

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NCLB Can Help Communities Bolster

Achievement

Under this Powerful New Law You have:

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You have the right to clear honest information, including:

• all school information regarding your child’s education in your language

• your child’s performance in mathematics and reading/language arts

• your child’s school overall performance in comparison to state standards

• your school’s performance with groups of students

• the qualifications of your child’s teacher

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Options for better educational opportunities or services for your child:

• If your child’s school does not meet statewide

goals for 2 years in a row, you have the right to

transfer your child to a higher performing school in

the district

• If the school does not meet its goals for 3 years,

children from low-income families are entitled to

supplemental services

• If you request it, the school must have regular

meetings with you to discuss your concerns about

your child’s education.

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More options and control for parents of English-language learners:

If your child is placed in a special program to learn English, the school has to notify you of the following:

1. your child’s level of English proficiency;

2. a description of the recommended program and any other programs available;

3. when the school expects the child to join the regular program in English;

4. the expected high school graduation rate of students who participate in the program

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• If your child is not making adequate progress toward full English proficiency you must be notified within 30 days

• If you are not satisfied with the English learning program you can choose another program or insist that your child be placed in regular academic program

More options and control for parents of English-language learners (cont’d)

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NCLB gives parents a strong voice to advocate for their children

These are only some of the ways NCLB

can help you ensure that All children get a good public school education

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The Education Trust

For More Information . . .

www.edtrust.org

202-293-1217