ACHIEVEMENT AND OPPORTUNITY IN AMERICA · 2019-01-16 · © 2015 THE EDUCATION TRUST 1. Land of...

© 2015 THE EDUCATION TRUST

Copyright 2015 The Education Trust

ACHIEVEMENT AND OPPORTUNITY IN AMERICA

Aspen Institute State Legislative LeadersAspen, ColoradoSeptember, 2015


America: Two Powerful 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.


These stories animated hopes and

dreams of people here at home

And drew countless immigrants to our

shores


Yes, America was often intolerant…

And they knew the “Dream” was a work in

progress.


We were:

• The first to provide universal high school;

• The first to build public universities;

• The first to build community colleges;

• The first to broaden access to college, through GI

Bill, Pell Grants, …


1920 1940 1960

1980 2000 2012

Percent of U.S. adults with a high school diploma


Percent of U.S. adults with a B.A. or more

192019401960198020002012


Progress was painfully slow, especially

for people of color. But year by year,

decade by decade…


Percent of U.S. adults with a high school diploma, by race

192019401960198020002012


Percent of U.S. adults with a B.A. or more, by race

192019401960198020002012

© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST

Then, beginning in the eighties, growing economic

inequality started eating away at our progress.


In recent years, most income

gains have gone to those at the

top of the ladder, while those at

the bottom have fallen

backwards.

Source: Stiglitz, “Inequality is a Choice,” New York Times, October 13, 2013.


0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Gin

iC

oe

ffic

ien

t

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


Not just big gaps in income (and

household wealth), but increasing

barriers to social mobility as well.


U.S. intergenerational mobility was improving

until 1980, but barriers have gotten higher 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.

0.40.35 0.34 0.33

0.46

0.58

0

0.2

0.4

0.6

1950 1960 1970 1980 1990 2000

Earn

ing

s E

lasti

cit

y

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


Source:

The US now has one of lowest rates of

intergenerational mobility

0.5 0.48 0.470.41 0.4

0.320.27 0.26

0.19 0.18 0.17 0.15

0

0.2

0.4

0.6

United

Kingdom

Italy United

States

France Spain Germany Sweden Australia Canada Finland Norway Denmark

Ea

rnin

gs

Ela

stic

ity

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

Source: Corak, Miles. Chasing the Same Dream, Climbing Different Ladders. Economic Mobility Project; Pew Charitable Trusts, 2010.


At macro level, better and more equal

education is not the only answer.

But at the individual level, it really is.


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:

Since 1999, large gains for all groups of students, especially students of color

150

160

170

180

190

200

210

220

230

240

250

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re

9 Year Olds – NAEP Reading

African American Latino White

*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”


Source:

Since 1999, performance rising for

all groups of students

160

170

180

190

200

210

220

230

240

250

260

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re

9 Year Olds – NAEP Math




Looked at differently, and on the

other NAEP exam…


Source:

1996 NAEP Grade 4 Math

73%61%

26%

24%

32%

49%

3% 7%

26%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

African

American

Latino White

Pe

rce

nta

ge

of

Stu

de

nts

By Race/Ethnicity – National Public

Proficient/Advanced

Basic

Below Basic

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


Source:


34%27%

9%

48%

47%

37%

18%26%

54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Pe

rce

nta

ge

of

Stu

de

nts

By Race/Ethnicity – National Public

Proficient/Advanced

Basic

Below Basic

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

2013 NAEP Grade 4 Math


Middle grades are up, too.


Record performance for all

200

210

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250

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270

280

290

300

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re



*Denotes previous assessment format• National Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”


Source:

Performance for all groups has risen

200

210

220

230

240

250

260

270

280

290

300

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re



*Denotes previous assessment format

National Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”


Bottom Line:

When we really focus on

something, we make progress!


Clearly, much more remains to be done

in elementary and middle school

Too many youngsters 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 for students overall.

240

250

260

270

280

290

300

310

320

330

340

1984 1988 1990 1992 1994 1996 1999 2004 2008 2012

Ave

rag

e S

cale

Sco

re

17-Year-Olds Overall - NAEP

NAEP Long-Term Trends, NCES (2004)


Source:

Math achievement for students overall is flat over

time.

250

260

270

280

290

300

310

320

330

340

350

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re

17-Year-Olds Overall - NAEP

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress

* Denotes previous assessment format


And despite earlier

improvements, gaps between

groups haven’t narrowed much

since the late 80s and early 90s.


Source:

Reading: Not much gap narrowing

since 1988.

220

230

240

250

260

270

280

290

300

310

320

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

e S

cale

Sco

re





Source:

Math: Not much gap closing since

1990.

240

250

260

270

280

290

300

310

320

330

340

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012

Ave

rag

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cale

Sco

re





Moreover, no matter how you cut

the data, our students aren’t doing

well compared with their peers in

other countries.


Source:

National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp.

350

400

450

500

550

600

Ave

rag

e s

cale

sco

re

2012 PISA - Reading

OECD

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

Of 34 OECD Countries, U.S.A. Ranks 17th in Reading

U.S.A.


Source:


350

400

450

500

550

600

Ave

rag

e s

cale

sco

re

2012 PISA - Science

OECD


Of 34 OECD Countries, U.S.A. Ranks20th in Science

U.S.A.


Source:

Of 34 OECD Countries, U.S.A. Ranks

27th in Math Literacy

300

350

400

450

500

550

Ave

rag

e S

cale

Sco

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2012 PISA - Math

U.S.A.OECD




Only place we rank high?

Inequality.


Source:

Among OECD Countries, U.S.A. has the 4th

Largest Gap Between High-SES and Low-SES Students

350

400

450

500

550

600

Ga

p in

Ave

rag

e S

cale

Sco

re

2006 PISA - Science

PISA 2006 Results, OECD, table 4.8b

U.S.A.


Source:

Among OECD Countries, U.S.A. has the 5th

Largest Gap Between High-SES and Low-SES Students

350

400

450

500

550

600

Ga

p in

Ave

rag

e S

cale

Sco

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2009 PISA – Reading

PISA 2009 Results, OECD, Table II.3.1

U.S.A. OECD


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.


How?

By giving students who arrive with less,

less in school, too.


We spend less on their

education…


Source:

National Inequities in State and Local Revenue Per Student

Gap

High Poverty vs.

Low Poverty Districts

–$1200

per student

High Minority vs.

Low Minority Districts

–$2,000

per student

Education Trust analyses based on U.S. Dept of Education and U.S. Census Bureau data for 2010-12


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

3441

22 21

11

0

100

Perc

entile

- C

TB

S4

A B C DGrades

Seventh-Grade Math

Low-poverty schools High-poverty schools


We teach them less…


35%

68%63%

94%

0%

20%

40%

60%

80%

100%

African American Latino White Asian

Pe

rce

nta

ge

of

stu

de

nts

wh

o w

ere

in

th

e t

op

tw

o

qu

inti

les

of

ma

th p

erf

orm

an

ce in

fif

th g

rad

e a

nd

in

alg

eb

ra in

eig

hth

gra

de

Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, KindergartenClass 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


Latino and African American students less likely to attend

high schools that offer Algebra II.

65

82

0

20

40

60

80

100

High schools with the highestAfrican-American and Latino

enrollment

High schools with the lowestAfrican-American and Latino

enrollment

Perc

en

t o

f sch

oo

ls o

fferi

ng

A

lgeb

ra I

I

• Source: U.S Department of Education Office of Civil Rights, Civil Rights Data Collection, March 2012


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.

25%

22%

11%13%

0%

30%

Poverty Minority

Pe

rce

nt

of

Cla

ss T

au

gh

t b

y T

ea

che

rs

Wit

h N

eit

he

r C

ert

ific

ati

on

no

r M

ajo

r

High

Low

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

Perc

en

t o

f Teach

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.


And these are the students who

remain in school through 12th

grade.


71%75%

87% 89%

70%

0%

20%

40%

60%

80%

100%

African American Latino White Asian Native American

Ave

rag

ed

Fre

shm

an

Gra

du

ati

on

Ra

te

Class of 2013

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.


Add those numbers up and throw

in college entry and graduation,

and different groups of young

Americans obtain degrees at

very different rates…


Whites attain bachelor’s degrees at nearly twice the rate of blacks and

almost three times the rate of Hispanics

Source: U.S. Census Bureau, Educational Attainment in the United States: 2013

40%

20%16%

White African American Latino

Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2013


Young adults from high-income families are 7

times more likely to earn bachelor’s degrees by

age 24

79%

11%0%

20%

40%

60%

80%

100%

Highest income quartile Lowest income quartile

Pe

rce

nt

wit

h B

ach

elo

r’s

De

gre

e b

y A

ge

24

7x

Tom Mortenson, Bachelor’s Degree Attainment by age 24 by Family Income Quartiles, 1970 to 2010, Postsecondary Education Opportunity, 2012.


Those numbers are not good news

for the future competitiveness of your

workforce…or, more importantly, for

the lives of the young people in

question.


Agenda #1

Working together to get more

low-income students and

students of color through college.


Among black men, education makes a huge difference in life outcomes


But Can We Really DO Anything

To Change These Results??

An awful lot of Americans—including a lot

of American educators--have decided that

there really isn’t much we can do.


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


Let’s be clear, these things do

matter. And we ought to be doing

whatever we can to reduce the

numbers of our children growing

up in poverty.


That said, the next time somebody

tells you that there is nothing our

schools can do…that

underachievement in inevitable

among children suffering from the

effects of poverty or racism…


I hope you will ask them how it is

that schools like these—all

traditional public schools serving

very poor kids…


George Hall Elementary SchoolMobile, Alabama

• 545 students in grades PK-5

– 99% African American

• 98% Low Income

Source: Alabama Department of Education

Note: Enrollment data are for 2011-12 school year


Source:

Big Improvement at George Hall Elementary

48%

94%

73%

89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2004 2012

Pe

rce

nta

ge

Me

eti

ng

or

Exc

ee

din

g S

tan

da

rds

Low-Income Students – Grade 4 Reading

George Hall

Alabama

Alabama Department of Education


Source:

Exceeding Standards: George Hall students

outperform white students in Alabama

7%

24%

97%

69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

African-American

Students - George Hall

White Students - Alabama

Pe

rce

nta

ge

of

Stu

de

nts

Grade 5 Math (2011)

Exceeds Standards

Meets Standards

Partially Meets Standards

Does Not Meet Standards

Alabama Department of Education


Halle Hewetson Elementary SchoolLas Vegas, NV

• 962 students in grades PK – 5

– 85% Latino


• 100% Low Income

• 71% Limited English

Proficient

Source: Nevada Department of Education

Note: Data are for 2010-2011 school year


Source: Nevada Department of Education

7%

78%

26%

50%

0%

20%

40%

60%

80%

100%

2004 2010

Pe

rce

nta

ge

Me

ets

Sta

nd

ard

s a

nd

Ab

ove

Latino Students – Grade 3 Reading

Hewetson

Nevada

Big Improvement

at Halle Hewetson Elementary


Source:

Elmont Memorial High School Elmont, New York

2011-2012 School Year

• 1,907 students in grades 7-12


– 12% Latino

New York Department of Education


Source:

High Performance by ALL Students at

Elmont Memorial High School

New York Department of Education https://reportcards.nysed.gov/schools.php?district=800000049235&year=2012

94% 94% 97% 96%

82%

71% 72% 76%

0%

20%

40%

60%

80%

100%

Overall African

American

Hispanic Low Income

Pe

rce

nta

ge

Pro

fici

en

t a

nd

Ab

ov

e

Secondary Level Math (2012)

EMHS

New York


Source:

High Performance by ALL Students at

Elmont Memorial High School

New York Department of Education https://reportcards.nysed.gov/schools.php?district=800000049235&year=2012

96% 96%93%

98%

82%

72% 71% 75%

0%

20%

40%

60%

80%

100%

Overall African

American

Hispanic Low Income

Pe

rce

nta

ge

Pro

fici

en

t a

nd

Ab

ov

e

Secondary Level English (2012)

EMHS

New York


Source:

High Graduation Rates at Elmont Memorial High School

94% 95%

89%

97%93%

74%

58% 58%

64%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall African

American

Latino Economically

Disadvantaged

Not

Economically

Disadvantaged

Pe

rce

nta

ge

of

20

07

Fre

shm

en

Gra

du

ati

ng

in

Fou

r Y

ea

rs

Class of 2011

Elmont

New York

New York State Department of EducationNote: Includes students graduating by June 2011.


And, it’s not just individual schools that

are teaching us these kids can learn.

Some whole districts…

If I were a legislator from Ohio, for

example…


Source:

Average Scale Scores, by DistrictLow-Income African American Students

160

170

180

190

200

210

220

230

240

250

260

Ave

rag

e S

cale

Sco

re

Grade 4 – NAEP Reading (2013)

NAEP Data Explorer, NCES

Note: Basic Scale Score = 208; Proficient Scale Score = 238


-7

2

3

4

6

8

8

9

9

12

13

18

-10 -5 0 5 10 15 20 25

Cleveland

Houston

Chicago

Boston

District of Columbia (DCPS)

New York City

National public

Large city

San Diego

Charlotte

Atlanta

Los Angeles

Change in Mean Scale Score, 2003-2013

Grade 4 – NAEP Reading (2003-2013)

Source: NCES, NAEP Data Explorer

Note: Chart includes only districts that participated, and had members of this specific subgroup, in both the 2003 and 2013 NAEP TUDA administrations .

Change in Average Scale Scores, by District

Low-Income African American Students


Source:

Average Scale Scores, by DistrictLow-Income Latino Students

200

210

220

230

240

250

260

270

280

290

300

Ave

rag

e S

cale

Sco

re

Grade 8 – NAEP Math (2013)

NAEP Data Explorer, NCES

Note: Basic Scale Score = 262; Proficient Scale Score = 299


2

5

10

11

13

14

14

17

19

21

0 5 10 15 20 25

Cleveland

New York City

Chicago

San Diego

District of Columbia (DCPS)

National public

Large city

Los Angeles

Houston

Boston

Change in Mean Scale Score, 2003-2013

Grade 8 – NAEP Math (2003-2013)

Source: NCES, NAEP Data Explorer

Note: Chart includes only districts that participated, and had members of this specific subgroup, in both the 2003 and 2013 NAEP TUDA administrations .

Change in Average Scale Scores, by District

Low-Income Latino Students


In every state, there are schools and

districts that can teach us a lot about

what to do.

And there are schools and districts about

which we need to get A LOT MORE

SERIOUS.


But the same differences in performance

and growth characterize states, as well.

And states have a lot to learn from the top

performers—and top gainers.


Trying to improve early reading results?

These states have growth rates close to

twice the national average—for every

group of kids.


NAEP Grade 4 Reading –Low-Income Students

Source: National Center for Education Statistics, NAEP Data Explorer

States with the Biggest Gains in Mean Scale Scores (2003 – 2013)

State Gain

Maryland 17

Alabama 14

Florida 13

Pennsylvania 13

Nevada 11

Georgia 11

Note: On average, mean scale scores in reading for low-income fourth-grade students increased by 6 points from 2003 to 2013.


NAEP Grade 4 Reading –Latino Students



State Gain

Maryland 15

Florida 14

Pennsylvania 13

Georgia 13

Minnesota 12

California 10

Nevada 10

Note: On average, mean scale scores in reading for Latino fourth-grade students increased by 7 points from 2003 to 2013.


NAEP Grade 4 Reading –African-American Students



State Gain

Pennsylvania 17

Florida 15

Alabama 14

Minnesota 14

Maryland 14

Note: On average, mean scale scores in reading for African-American fourth-grade students increased by 8 points from 2003 to 2013.


NAEP Grade 4 Reading –American Indian/Alaska Native Students



State Gain

Oklahoma 11

Wyoming 10

Note: On average, mean scale scores in reading for American Indian/Alaska Native fourth-grade students increased by 4 points from 2003 to 2013.


Or what about middle grades math?

Take a look at what these top gainers

have been doing.


NAEP Grade 8 Math –Latino Students



State Gain

Arkansas 25

Massachusetts 22

New Jersey 21

Delaware 19

Nevada 18

Rhode Island 18

Maryland 18

Indiana 18

Note: On average, mean scale scores in math for Latino eighth-grade students increased by 13 points from 2003 to 2013.


NAEP Grade 8 Math –Low-Income Students



State Gain

New Jersey 22

Massachusetts 20

Hawaii 19

Pennsylvania 16

Note: On average, mean scale scores in math for low-income eighth-grade students increased by 12 points from 2003 to 2013.


NAEP Grade 8 Math –African-American Students



State Gain

New Jersey 21

Rhode Island 19

Massachusetts 17

Kansas 16

Arkansas 16

Florida 15

Tennessee 15

Pennsylvania 15

Note: On average, mean scale scores in math for American-African eighth-grade students increased by 11 points from 2003 to 2013.


NAEP Grade 8 Math –American Indian/Alaska Native Students



State Gain

New Mexico 15

Oklahoma 9

Wyoming 8

Note: On average, mean scale scores in math for American Indian/Alaska Native eighth-grade students increased by 6 points from 2003 to 2013.


Source:

The same differences hold true for:

• high school graduation or college entry rates;

• college graduation rates;

• funding fairness;

• teacher quality or standards implementation.


Remember, it’s about

IMPROVEMENT!

If all of us could learn from each other and match the improvement rates of the top states among us, our country—and our kids—would be a whole lot better off.


Washington, D.C. Metro Detroit, MI

202/293-1217 734/619-8009

Download this presentation on our website

www.edtrust.org

Oakland, CA

510/465-6444

ACHIEVEMENT AND OPPORTUNITY IN AMERICA · 2019-01-16 · © 2015 THE EDUCATION TRUST 1. Land of...

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Transcript of ACHIEVEMENT AND OPPORTUNITY IN AMERICA · 2019-01-16 · © 2015 THE EDUCATION TRUST 1. Land of...