Closing Achievement Gaps in California: What a New Generation of Teachers Needs to Know.
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Transcript of Closing Achievement Gaps in California: What a New Generation of Teachers Needs to Know.
2005 by The Education Trust-West
Closing Achievement Gaps in California: What a New Generation of Teachers Needs to
Know.
Claremont Graduate University Teacher Education Program
August 2006Russlynn Ali, Director - The Education Trust-West
2005 by The Education Trust-West
Where Are We Now? US NAEP Long Term
Trends
2005 by The Education Trust-West
Good News: Looking at National Long Term Trends,
Achievement Gaps for Younger Hispanic and African American Students Are Narrowing at the
Elementary Level.
But We’re Losing Traction in Middle School.
2005 by The Education Trust-West
NAEP Reading, 9 Year-Olds:Record Performance for All
Groups
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
African American-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
29 3526
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
Latino-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
24 2821
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
NAEP Math, 9 Year-Olds: Record Performance for All
Groups
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
African American-White Gap Narrows to Smallest Size in History
NAEP Math, 9 Year-Olds
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
25
2823
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
2126
17
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
8th GradeNAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
But Gaps Getting Bigger in Middle School
Latino-White Gap NAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
Latino White
21 23 24
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
African American-White Gap NAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
18 29 22
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
NAEP Math, 13 Year-Olds
200
220
240
260
280
300
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
African American-White GapNAEP Math, 13 Year-Olds
200
220
240
260
280
300
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
2532
26
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
Latino-White Gap NAEP Math, 13 Year-Olds
200
220
240
260
280
300
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
Latino White
20 2423
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
Progress Stops in High School.
2005 by The Education Trust-West
NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
21 29
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
NAEP Math, 17 Year-Olds
220
240
260
280
300
320
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
20 28
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2005 by The Education Trust-West
African American and Latino 17 Year-Olds Do Math at Same Levels
As White 13 Year-Olds
0%
100%
200 250 300 350
Average Scale Score
Per
cent
of
Stud
ents
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Source: National Center for Education Statistics, NAEP 2004 Long Term Trends
2005 by The Education Trust-West
African American and Latino 17 Year-Olds Read at Same Levels As
White 13 Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score
Per
cent
of
Stud
ents
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Long Term Trends
2005 by The Education Trust-West
A National Crisis: The Nation is Losing Standing in the
Global Economy. Program for International
Student Assessment
2005 by The Education Trust-West
Students in Other Countries Gain far More in
Secondary School TIMSS
2005 by The Education Trust-West
PISA
2005 by The Education Trust-West
U.S. Ranking* Among OECD Countries has Remained the Same or Dropped between
2000 and 2003
2000 2003Math- Space and Shape
21 22
Math- Change and Relationships
16 20
Reading 14 14
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
*Ranking out of 26 OECD Countries
2005 by The Education Trust-West
2003: U.S. Ranked 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
elgi
um
Sw
itzer
land
New
Ze
ala
ndA
ustr
alia
Cze
ch R
epu
blic
Icel
and
Den
mar
kF
ranc
eS
wed
en
Aus
tria
Ger
man
yIr
ela
ndO
EC
D A
vera
geS
lova
ck R
epu
blic
Nor
way
Luxe
mbo
urg
Pol
and
Hun
gar
yS
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/
2005 by The Education Trust-West
Problems are not limited to our high-poverty and high-
minority schools . . .
2005 by The Education Trust-West
U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)
in Math
0
2
4
6
8
10
Bel
giu
m
Kor
ea
Japa
nF
inla
nd
Net
her
land
sN
ew Z
eal
and
Sw
itzer
land
Aus
tral
iaC
ana
daC
zech
Re
pub
licIc
ela
ndD
enm
ark
Sw
ede
nO
EC
D A
vera
geA
ustr
iaG
erm
any
Fra
nce
Slo
vak
Rep
ublic
Nor
way
Ire
land
Pol
and
Luxe
mbo
urg
Hun
gar
yU
nite
d S
tate
s
Italy
Tu
rkey
Spa
inP
ortu
gal
Gre
ece
Mex
ico
Per
cen
t o
f S
tud
ents
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
2005 by The Education Trust-West
U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-
Performing Students*
300
350
400
450
500
550
600
650
700
Bel
giu
mJa
pan
Kor
ea
Sw
itzer
land
Net
her
land
sN
ew Z
eal
and
Fin
lan
dA
ustr
alia
Can
ada
Cze
ch R
epu
blic
Den
mar
kS
wed
en
Ger
man
yO
EC
D A
VE
RA
GE
Aus
tria
Icel
and
Fra
nce
Slo
vak
Rep
ublic
Nor
way
Hun
gar
yLu
xem
bour
gIr
ela
ndP
olan
dU
nite
d S
tate
sS
pain
Italy
Tu
rkey
Por
tuga
lG
reec
eM
exic
o
Ave
rag
e S
cale
Sco
re
* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
2005 by The Education Trust-West
U.S. Ranks 23rd out of 29OECD Countries in the Math
Achievement of High-SES Students
300
350
400
450
500
550
600
Bel
giu
mN
eth
erla
nds
Fin
lan
dC
zech
Re
pub
licC
ana
daJa
pan
Kor
ea
Sw
itzer
land
Aus
tral
iaG
erm
any
New
Ze
ala
ndF
ranc
eD
enm
ark
Sw
ede
nA
ustr
iaH
ung
ary
OE
CD
AV
ER
AG
ES
lova
k R
epub
licLu
xem
bour
gIr
ela
ndIc
ela
ndP
olan
dN
orw
ayU
nite
d S
tate
sS
pain
Por
tuga
lIta
lyG
reec
eT
urk
eyM
exic
o
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/
2005 by The Education Trust-West
Our 15-year-olds have a worse average scale score in
mathematics than most of their international peers.
Source: OECD Problem Solving for Tomorrow’s World. 2004
Closest Competitor?
Latvia.
2005 by The Education Trust-West
Problems not limited to math, either.
2005 by The Education Trust-West
PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD
Countries
300
350
400
450
500
550
600
Kor
ea
Fin
lan
dJa
pan
New
Ze
ala
ndA
ustr
alia
Can
ada
Bel
giu
mS
witz
erla
ndN
eth
erla
nds
Fra
nce
Den
mar
kC
zech
Re
pub
licG
erm
any
Sw
ede
nA
ustr
iaIc
ela
ndH
ung
ary
OE
CD
Ave
rage
Ire
land
Luxe
mbo
urg
Slo
vak
Rep
ublic
Nor
way
Pol
and
Spa
inU
nite
d S
tate
sP
ortu
gal
Italy
Gre
ece
Tu
rkey
Mex
ico
Ave
rag
e S
cale
Sco
re
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
2005 by The Education Trust-West
More than half of our 15 year olds at problem-solving level
1 or below.
Source: OECD Problem Solving for Tomorrow’s World. 2004
2005 by The Education Trust-West
More than half of our 15 year olds at problem-solving level
1 or below.Just ahead of us?
Russia and Latvia
Source: OECD Problem Solving for Tomorrow’s World. 2004
2005 by The Education Trust-West
One measure on which we rank high?
Inequality!
2005 by The Education Trust-West
Performance Of U.S. 15 Year-Olds Highly Variable
8Mathematical Literacy
PISA 5th-95th Gap Rank*
Source: OECD, Learning for Tomorrow’s World: First Results From PISA 2003.
*Of 29 OECD countries
Problem Solving 6
Reading 8
2005 by The Education Trust-West
How Does California Compare?
2005 National Assessment of Educational Progress
2005 by The Education Trust-West
California Ranks Low Compared to Other States on NAEP – 4th Grade
ReadingAll 4th Grade Students - 2005 NAEP Reading
Average Scale Scores From Highest to Lowest
231
207
180
190
200
210
220
230
240
250
260
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
California’s Ranking on NAEP – 8th Grade Reading
All 8th Grade Students - 2005 NAEP Reading
274
250
220
230
240
250
260
270
280
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
Even when statistical significance is taken into account, almost every other state does better than California in 8th grade reading
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
And Our Achievement Gaps Are Larger Than Many Other States
2005 NAEP Grade 8 Reading, Latino-White Average Scale Score GapFrom Smallest Gap to Largest Gap
0
10
20
30
40
50
60
Mis
so
uri
Iow
a
Flo
rid
a
Wy
om
ing
Ala
sk
a
Ma
ryla
nd
Vir
gin
ia
Ark
an
sa
s
Ok
lah
om
a
Mic
hig
an
Ind
ian
a
Ha
wa
ii
Illin
ois
Ne
w M
ex
ico
No
rth
Ca
rolin
a
Ne
va
da
De
law
are
Ge
org
ia
Ida
ho
Te
xa
s
Uta
h
Ore
go
n
Ka
ns
as
Wa
sh
ing
ton
Na
tion
al P
ub
lic
Wis
co
ns
in
Ca
lifo
rnia
Ari
zo
na
Co
lora
do
Ne
bra
sk
a
Ne
w Y
ork
Pe
nn
sy
lva
nia
Ne
w J
ers
ey
Oh
io
Co
nn
ec
ticu
t
Min
ne
so
ta
Rh
od
e I
sla
nd
Ma
ss
ac
hu
se
tts
Dis
tric
t o
f C
olu
mb
ia
25
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
Are California’s low achievement levels due to our
demographics?
2005 by The Education Trust-West
White 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (White) From Highest to Lowest
301
264
230
240
250
260
270
280
290
300
310
CA’s White Students Are Scoring Below White Students in Many Other States.
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
California’s Non Low-Income Students Do Better Than Non Low-Income Students in Only Three
Other States.Non-Low-Income 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (Non-Low-Income) From Highest to Lowest
280
262
230
235
240
245
250
255
260
265
270
275
280
285
Source: NCES, National Assessment of Educational Progress, 2005
2005 by The Education Trust-West
On Our Own Assessments?
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS CST
All Students 2006
23
28
49
26
32
41
40
24
36
0%10%20%30%40%50%60%70%80%90%
100%
4th Grade 8th Grade 11 Grade
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
MATH CSTAll Students 2006
22
24
54
42
32
26
0%10%20%30%40%50%60%70%80%90%
100%
4th Grade 8th GradeGeneral Math*
Prof/ Adv
Basic
Below Basic
*General Math – Tests Grades 6 & 7 Standards
Source: California Department of Education, 2005
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS4th Grade, By Ethnicity
CST 2006
32 3111 10
32 33
20 17
37 35
69 73
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS4th Grade, By Economic
StatusCST 2006
32
33
35
10
20
70
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
MATH4th Grade, By Ethnicity
CST 2006
35 2912 6
2728
1912
38 43
6881
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
MATH4th Grade, By Economic
StatusCST 2006
30
28
42
11
18
71
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
MATH4th Grade, By English
ProficiencyCST 2006
34
30
36
314
83
16
21
63
0%10%20%30%40%50%60%70%80%90%
100%
EnglishLearner
RedesignatedEnglishFluent
Proficient
FluentEnglish andEnglish Only
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS8th Grade, By Ethnicity
CST 2006
37 36
13 13
36 38
25 24
27 25
62 62
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS8th Grade, By Economic
StatusCST 2006
38
37
25
15
27
58
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
MATH*8th Grade, By Ethnicity
CST 2006
56 51
28 22
29 32
3331
16 1838
48
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
*General Math – Tests Grades 6 & 7 Standards
2005 by The Education Trust-West
MATH*8th Grade, By Economic
StatusCST 2006
51
31
17
31
33
37
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
*General Math – Tests Grades 6 & 7 Standards
2005 by The Education Trust-West
MATH*8th Grade, By English
ProficiencyCST 2006
63
27
10
26
40
34
35
34
31
0%10%20%30%40%50%60%70%80%90%
100%
EnglishLearner
RedesignatedEnglishFluent
Proficient
FluentEnglish &
English Only
Prof/ Adv
Basic
Below Basic
*General Math – Tests Grades 6 & 7 Standards
2005 by The Education Trust-West
African American and Latino 7th graders read at about the level of White 3rd
graders680
643 644640
575
600
625
650
675
White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
5)
CAT/6 2006
2005 by The Education Trust-West
Low-Income 7th graders read at about the level of Non Low-Income 3rd graders
677
643638
575
600
625
650
675
Non-Poor 3rd Grade Non-Poor 7th Grade Poor 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
5)
CAT/6 2006
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS11th Grade, By Ethnicity
CST 2006
56 53
28 24
23 26
2221
21 21
50 55
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2005
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS11th Grade, By Economic
StatusCST 2006
54
25
21
31
23
46
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
2006 Algebra I CST (Grades 8-11)
By Ethnicity
70 64
38
2023
28
25
11 1433
23
53
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Column 4Prof/ AdvBasicBelow Basic
2005 by The Education Trust-West
2006 Geometry CST (Grades 8-11)
By Ethnicity
71 64
32 24
2024
32
25
9 12
3652
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
Are Achievement Gaps Closing?
We’ve Made Some Progress, Especially in the Early Grades
But Some Progress Cannot Be Considered
Enough
2005 by The Education Trust-West
English Language Arts CST 4th Grade, Poverty Gap
0
20
40
60
80
100
2003 2004 2005 2006
Poor
Not Poor3235
Source: California Department of Education, 2006
2005 by The Education Trust-West
English Language Arts CST 8th grade, Poverty Gap
0
20
40
60
80
100
2003 2004 2005 2006
Poor
Not Poor28
33
Source: California Department of Education, 2006
2005 by The Education Trust-West
English Language Arts CST 8th grade, Black-White Gap
0
20
40
60
80
100
2003 2004 2005 2006
Black
White30
35
Source: California Department of Education, 2006
2005 by The Education Trust-West
English Language Arts CST8th grade, Latino-White Gap
0
20
40
60
80
100
2003 2004 2005 2006
Latino
White32
37
Source: California Department of Education, 2006
2005 by The Education Trust-West
Algebra I CST Grades 8-11 Latino-White Gap
0
20
40
60
80
100
2003 2004 2005 2006
Latino
White
19 16 Source: California Department of Education, 2006
2005 by The Education Trust-West
Early Gains are Lost in Secondary Schools, Yet the Stakes are High.
2005 by The Education Trust-West
Estimated Cumulative Passing Rates for the Class of 2007 – All Students
77 75
89 88
0
20
40
60
80
100
English-Language Arts Math
Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade
Source: California Department of Education, 2006
2005 by The Education Trust-West
Estimated Cumulative Passing Rates for the Class of 2007 – English Language
ArtsBy Ethnicity
6674
85 86
6774
8783 89 94 9583 89 96
0
20
40
60
80
100
Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade
Source: California Department of Education, 2006
2005 by The Education Trust-West
Estimated Cumulative Passing Rates for the Class of 2007 – English Language
ArtsOther Sub-Groups
7766
4738
8981
6756
0
20
40
60
80
100
All Students Low-Income Students English Learners Special EducationStudents
Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade
Source: California Department of Education, 2006
2005 by The Education Trust-West
Estimated Cumulative Passing Rates for the Class of 2007 - Math
By Ethnicity
5872
89 85
65 7286
7686 97 95
82 88 95
0
20
40
60
80
100
Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade
Source: California Department of Education, 2006
2005 by The Education Trust-West
Estimated Cumulative Passing Rates for the Class of 2007 - Math
Other Sub-Groups
7565
54
37
8881
74
54
0
20
40
60
80
100
All Students Low-IncomeStudents
English Learners Special EducationStudents
Percent Passed in 10th Grade Estimated Percent Passed by End of 11th Grade
Source: California Department of Education, 2006
2005 by The Education Trust-West
Sample ELA Question on CAHSEE
Fill in the blank: _______________ going to be late if they
don’t hurry.
• They’re • Their • There • They’ll
Source: How Hard is the Exit Exam? EdSource, February 2006.
2005 by The Education Trust-West
Sample Math Question on CAHSEE
Some students attend school 180 of the 365 days in a year. About what part of the year do they attend school?
A) 18%B) 50%C) 75% D) 180%
Source: How Hard is the Exit Exam? EdSource, February 2006.
2005 by The Education Trust-West
With the right supports,students soar.
2005 by The Education Trust-West
CAHSEE, Class of 2006as of January 2006
69
52
82
36
69
89
8082
56
9694
8082
55
0102030405060708090
100
Initial Pass Rates10th grade Class of
'06
by 11th grade Classof '06
As of J anuary 2006Class of '06
per
cen
t p
asse
d
All Black Latino White Asian English Learners Low-Income
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, 2006 HumRRO
2005 by The Education Trust-West
Is it fair to require students to pass the CAHSEE in order
to graduate?
What about alternative assessments?
2005 by The Education Trust-West
3%
41%
0%
20%
40%
60%
80%
100%
Lowest-Poverty Schools (0-10%) Highest-Poverty Schools(91-100%)
Average Percent of New Jersey general education students graduating via alternative assessment, 2004
Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005
If we don’t hold the line on standards, we run the risk of creating devastating unintended
consequences… Alternatives to the High School Exit Exam?
Example: New Jersey
2005 by The Education Trust-West
79%71%
77%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Central High, Newark 99% Black & Latino
52% poor
West Side, Newark 99% Black & Latino
58% poor
Woodrow Wilson, Camden95% Black & Latino
62% poor
Average Percent of NJ general education students graduating via alternative assessment, 2004
State Average
14.9%
Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005
In New Jersey’s large urban high schools…
2005 by The Education Trust-West
A lawsuit of this nature projects an image of "dumbing down" for those that cannot
comprehend nor compete and in the public mind those are Latino and African-American
students.”
- Sacramento Citizen, Latino Male
2005 by The Education Trust-West
"If you can't pass this test, you're not ready to go on in life, to
college or to achieve your goals," she said. "We should be there
academically…"
- Sophomore Lynsey Davis, Palm Springs High School
Source: “Exit exam tests students, schools”, The Desert Sun, March 20, 2006
2005 by The Education Trust-West
Far too many never get to the end of high school in the
first place. (And that’s a problem that pre-dates
CAHSEE.)
2005 by The Education Trust-West
California’s Latino & African-American Students Graduate From High School In
Fewer Numbers Than Their Peers9th graders who graduated four years later, class of 2004
81%
56%
89%
69%58%
0%10%20%30%40%50%60%70%80%90%
100%
AllStudents
AfricanAmerican
Asian Latino White
Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology
2005 by The Education Trust-West
Overall, California ranks 32nd when it comes to high school graduation rates.
Graduation Rates - 2000-01
0
10
20
30
40
50
60
70
80
90
100
NE
W J
ER
SE
YID
AH
ON
OR
TH
DA
KO
TA
SO
UT
H D
AK
OT
AM
INN
ES
OT
AU
TA
HIO
WA
WIS
CO
NS
INV
ER
MO
NT
NE
BR
AS
KA
MO
NT
AN
AC
ON
NE
CT
ICU
TP
EN
NS
YL
VA
NIA
MA
RY
LA
ND
ILL
INO
ISK
AN
SA
SM
ICH
IGA
NN
EW
HA
MP
SH
IRE
VIR
GIN
IAO
RE
GO
NR
HO
DE
IS
LA
ND
MIS
SO
UR
IIN
DIA
NA
WY
OM
ING
MA
INE
MA
SS
AC
HU
SE
TT
SO
HIO
WE
ST
VIR
GIN
IAA
RK
AN
SA
SO
KL
AH
OM
AC
OL
OR
AD
OC
AL
IFO
RN
IAA
RIZ
ON
AH
AW
AII
KE
NT
UC
KY
DIS
TR
ICT
TE
XA
SL
OU
ISIA
NA
DE
LA
WA
RE
AL
AS
KA
NO
RT
H C
AR
OL
INA
WA
SH
ING
TO
NA
LA
BA
MA
NE
W Y
OR
KN
EW
ME
XIC
OM
ISS
ISS
IPP
IT
EN
NE
SS
EE
GE
OR
GIA
NE
VA
DA
FL
OR
IDA
SO
UT
H C
AR
OL
INA
69%
Source: Losing Our Future: How Minority Youth Are Being Left Behind by the Graduation Rate Crisis, Harvard Civil Rights Project & Urban Institute, 2004 – Uses the Cumulative Promotion Index.
2005 by The Education Trust-West
California’s High School Seniors Enroll in 4-Year Colleges at Lower Rates than Most
Other States.Only Mississippi sends a smaller percentage of its
students to 4-year colleges.
2329
47
33
46
37
05
101520253035404550
Per
cent
of
9th g
rade
enr
ollm
ent
Source: CA Educational Opportunity Report 2006: Roadblocks to College, UC Accord, UCLA IDEA
2005 by The Education Trust-West
EVEN FOR THOSE WHO MAKE IT TO COLLEGE,
GAINS IN COLLEGE COMPLETION ARE NOT PROPORTIONATE WITH
GAINS IN COLLEGE ATTENDANCE.
Once they arrive, low-income students and students of
color less likely to succeed.
2005 by The Education Trust-West
College Going vs. Completion of BA or Higher, Whites
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
White College-Going White Completion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
19
10
2005 by The Education Trust-West
College Going vs. Completion of BA or Higher, Blacks
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Black BlackCompletion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
21
7
2005 by The Education Trust-West
College Going vs. Completion of BA or Higher, Hispanics
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Hispanic Hispanic Completion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
?? ##!!!
2005 by The Education Trust-West
Some institutions do better than others.
2005 by The Education Trust-West
Graduation Rates at CSU SchoolsLatino vs. White
Source: CollegeResults.org (www.edtrust.org)
2005 by The Education Trust-West
Graduation Rates at CSU SchoolsAfrican-American vs. White
Source: CollegeResults.org (www.edtrust.org)
2005 by The Education Trust-West
Graduation Rates at UC Schools
Latino vs. White
Source: CollegeResults.org (www.edtrust.org)
2005 by The Education Trust-West
Graduation Rates at UC Schools
African American vs. White
Source: CollegeResults.org (www.edtrust.org)
2005 by The Education Trust-West
Minority Students Require More Remediation at CSU
64%61% 59%
26%
45%
0%
20%
40%
60%
80%
100%
African Amer. Latino Asian White All Students
Percentage of all CSU Freshmen Requiring Remediation in English, Fall 2005
Source: CSU, Analytic Studies Unit, 2005. http://www.asd.calstate.edu/performance/proficiency.shtml
2005 by The Education Trust-West
Minority Students Require More Remediation at CSU
63%
51%
30%25%
36%
0%
20%
40%
60%
80%
100%
African Amer. Latino Asian White All Students
Percentage of CSU Freshmen Requiring Remediation in Math, Fall 2005
Source: CSU, Analytic Studies Unit, 2004. http://www.asd.calstate.edu/performance/proficiency.shtml
2005 by The Education Trust-West
Students Requiring Remediation in College Earn Bachelor’s Degrees at Lower
Rates
Earned BA
No Remedial Courses 70%
Any Remedial Courses 49%
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.
Based on students who attended a four-year institution at any time in their education.
2005 by The Education Trust-West
Now, the Most Important Questions. . .
Does it have to be this way?
And What Can YOU Do About It?
2005 by The Education Trust-West
#1: Neither Make Nor Tolerate Excuses. Get the
Data Out and Take Responsibility for Student
Learning.
2005 by The Education Trust-West
Only 26% of High School Teachers Believe All Students Should be Held to
Same Standard
Source: Ready for the Real World: Americans Speak on High School Reform, ETS, 2005
34%
60%59%
26%
0%10%20%30%40%50%60%70%80%90%
100%
K-12 Parents High School Teachers
We shouldn't expect disadvantaged students to reach the same level ofperformance on standardized tests
All students should be held to same standard
2005 by The Education Trust-West
Low Expectations
Low Level Assignments/Instruction
Poor Test Results
Less Challenging
Courses
Underlying Everything Is the Cycle of Low Expectations
2005 by The Education Trust-West
#2. Think very hard about how to deploy their
resources…both people and time.
2005 by The Education Trust-West
School Size Matters
2005 by The Education Trust-West
4-State Study:
Small Schools Reduce “Power” of Poverty by
30-50%
Source: Rural Community Education Trust, 2/2000
2005 by The Education Trust-West
Why These Effects?
• ACADEMIC FOCUS/PURPOSE PERVADES EVERYTHING;
• STUDENTS MORE ACTIVELY ENGAGED WITH SCHOOL;
• RELATIONSHIPS AMONG ADULTS MORE COLLEGIAL
Source: Small Schools, Big Imaginations 1998
2005 by The Education Trust-West
But small alone is not enough. . .
2005 by The Education Trust-West
Take, for example, the matter of reading.
Kids who arrive behind in reading…often simply assigned to courses that don’t demand much
reading.
2005 by The Education Trust-West
Average High School: Percent of Instructional Time in Reading Intensive Courses
Below Grade Level Students
On Grade Level Students
Advanced Students
24% 29% 35%
2005 by The Education Trust-West
Surprise: Gaps Grow.
2005 by The Education Trust-West
– “Behind” students spend 60 additional hours (25% more time) over 1 year in reading related courses)
– “Behind” students get 240 additional hours over 4 years!
Higher Performing High Schools:
2005 by The Education Trust-West
In other words, use of instructional time not left to
chance.
2005 by The Education Trust-West
There is also the matter of how we deploy our people.
9th Grade Bulge:Largely about “poor
preparation” and “difficult transitions?”
2005 by The Education Trust-West
One Colorado High School: Student/Teacher Ratio by
GradeGrade 9th 10th 11th 12th
Average number of students per
teacher
30.3 16.7 11.6 12.1
Source: Jovenes Unidos & Padres Unidos; March, 2004.
2005 by The Education Trust-West
Same Colorado High School:Counselor Deployment by
GradeGrade 9th 10th 11th 12th
Number of Counselors
1 1 1 1
Number of Students
572 366 309 213
Source: Jovenes Unidos and Padres Unidos; March, 2004
2005 by The Education Trust-West
Is this school structured around student, or adult
needs?
2005 by The Education Trust-West
Most of us think of semester- or year-long increments to
teach kids what they need to learn, but...
2005 by The Education Trust-West
The Full Year Calendar
USE OF INSTRUCTIONAL TIMEAnalysis of One California Urban Middle School Calendar
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Weekends, Holidays, & Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Professional Development Days & Early Dismissal/Parent Conferences
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah,
Awards, Assembles, & Concerts
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less State and District Testing and Other Non-Instructional Time
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA