GOOD TEACHING MATTERS: Strategies for Improving Achievement And Closing Gaps Between Groups
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Transcript of GOOD TEACHING MATTERS: Strategies for Improving Achievement And Closing Gaps Between Groups
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GOOD TEACHING MATTERS:Strategies for Improving Achievement And Closing Gaps Between
Groups
Prepared for the University of Louisiana System Board of Supervisors
by The Education Trust, 2003
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Achievement in America: Key Facts on Where We Are Now
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Where Are We Now?4th Grade Reading, All Students, 1998
All
39
32
29
0%
20%
40%
60%
80%
100%
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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Where Are We Now? 8th Grade Mathematics All Students
2000
35
38
26
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
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Differences Among States: Grade 4 Reading
46
10
05
101520253035404550
Highest State Lowest State
Proficient or Above
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Today’s Focus:Examining Performance of Key Racial and Economic Groups
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By Race, Ethnicity 4th Grade Reading 1998
65 62 55
28 34
26 26 33
3432
9 12 12
38 34
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino Native White Asian
Prof/AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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By Family Income4th Grade 1998
58
22
29
33
13
39
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) Summary Data Tables
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NAEP 8th Grade Mathematics 2000
68 6050
23 25
2731
38
43 35
5 9 1234 40
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino Native White Asian
Prof/AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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NAEP 8th Grade Math Performance 2000
56
24
34
41
10
35
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) Summary Data Tables
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Progress over time?
During seventies and eighties we made a lot of progress, but that progressed
stopped by 1990.
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Gaps Narrow, Then Mostly Widen NAEP Reading,
17 Year-Olds
200
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999
Ave
rage
Rea
ding
NA
EP
Scor
e
African American Latino WhiteSource: 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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Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 13 Year-Olds
200
220
240
260
280
300
1973 1978 1982 1986 1990 1992 1994 1996 1999
Ave
rage
Sca
le S
core
African American Latino WhiteSource: 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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By End of High School?
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Too Few 17 Year-Olds Demonstrate
Strong Reading SkillsAfrican
AmericanLatino White
Learn from SpecializedMaterials
1% 2% 8%
Understand ComplicatedInformation
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 SkillsAfrican
AmericanLatino White
Multi-Step ProblemSolving
1% 3% 10%
Moderately ComplexProcedures
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 Do Math at Same Levels As
White 13 Year Olds
0%
100%
200 250 300 350
White 8th Graders African American 12th GradersLatino 12th Graders
Source: NAEP 1999 Long Term Trends Summary Tables (online)
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African American and Latino 17 Year Olds Read at Same Levels as White 13
Year Olds
Source: NAEP 1999 Long Term Trends Summary Tables (online)
0%
100%
150 200 250 300 350
White 8th Graders African American 12th GradersLatino 12th Graders
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Not Surprisingly, These Same Patterns Evident in High School
Graduation
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Students Graduate From High School At Different Rates, 1998
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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Despite Poor Preparation, Most Graduates Will Go Immediately
On To College
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IMMEDIATE COLLEGE-GOING GROWING
49 5055
6065 63
0
10
20
30
40
50
60
70
1972 1978 1984 1990 1996 1999
TOTAL
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Within 2 Years of HS Graduation?
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Most High School Grads Go On To Postsecondary Within 2 YearsEntered Public 2-Year Colleges
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
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Unfortunately, About Half of these Students Must Take Remedial
Coursework…
and Many Do Not Even Make it to the Sophomore Year
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College Freshmen Not Returning for Sophomore Year
4 year Colleges 26%2 year Colleges 45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
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Result: Gains In College Completion Are Not
Proportionate With Gains In College Attendance
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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
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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
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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.
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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
32 Obtain at Least a Bachelor’s Degree
(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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Of Every 100 African American Kindergartners:
87 Graduate from High School
51 Complete at Least Some College
17 Obtain at Least a Bachelor’s Degree
(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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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
(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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College Graduates by Age 24
Young People FromHigh Income Families
48%
Young People FromLow Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
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WHY?
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What We Hear Adults Say:
• They’re poor;• Their parents don’t care;• They come to schools without breakfast; • Not enough books• Not enough parents . . .
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But if they’re right, then why are poor and minority children performing so high in...
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Some schools...
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Wrigley Elementary
• 78% Low-Income• 3rd Highest Performing in State in
Reading• 6th Highest Performing in State in
WritingKENT
UCKY
Sources: Kentucky Department of Education Web site, http://www.kde.state.ky.us/
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Mount Royal Elementary/Middle,
Baltimore, MD• 99% African American• 73% Low-Income• Highest Performing in State on state’s
5th grade Math test. • Top 10% of state in 5th grade reading. MAR
YLAN
D
* or tiedSources: Maryland Department of Education Web site, http://www.msde.state.md.us/
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Pimlico Elementary, Baltimore, MD
• 100% African American
• 94% Low-Income
• Top 1% in improvement on the state’s 5th grade Math test.
Marylan
d Improvement
28 31
53
77
0
100
Percent Satisfactory
1997 1998 1999 2000Sources: Maryland Department of Education Web site, http://www.msde.state.md.us/
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Prince Edward County High, Farmville VA
12%
44%
74%
92%
71% 78%
40%
0%
25%
50%
75%
100%
1998 1999 2000 2001 2002
Pass
ing
stat
e A
lgeb
ra I
test
Prince Edward High State Average
Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.
(715 students – 55% African American and Latino)
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Dis
pelli
ng th
e M
yth
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Dis
pelli
ng th
e M
yth
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Dis
pelli
ng th
e M
yth
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Some districts...
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Aldine, TX: Raising Achievement for All While Narrowing Gaps
42%
55%
72%
0%
25%
50%
75%
100%
1994
Pass
ing
TAA
S m
ath
test
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
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Aldine, TX: Raising Achievement for All While Narrowing Gaps
42%
89%
55%
94%96%
72%
0%
25%
50%
75%
100%
1994 1995 1996 1997 1998 1999 2000 2001
Pass
ing
TAA
S m
ath
test
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
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And some entire states...
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4th Grade Math African American Gains Between
1992 and 2000United States +13
North Carolina +25
Texas +21
Indiana +20Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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4th Grade Math Latino Gains Between 1992 and
2000United States +10
North Carolina +18
Texas +15
Mississippi +15Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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North Carolina: Gains in Grade 4 Reading Outpace the Nation, 1992-
1998UnitedStates
NorthCarolina
Overall +0 +5African American +1 +6Latino -4 +4White +2 +6
Source: NCES, National Assessment of Educational Progress
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Connecticut: Gains in Grade 4 Reading Outpace the Nation, 1994-
98
6
15
15
2
7
7
0 5 10 15
White Gain
Latino Gain
AfricanAmerican
Gain
Change in Average Score
United StatesConnecticut
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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Differences among states so large that minority and/or poor students in
some states outperforming white and/or non-poor students in others.
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8th Grade Writing: African Americans in Texas Perform as Well or Better Than Whites in 7
States
140
143
145
146
146
146
146
146
136 138 140 142 144 146 148
Hawaii
Arkansas
West Virginia
Utah
Missouri
Mississippi
Louisiana
Texas
NAEP Grade 8 Writing 1998Source: NCES, National Assessment of Educational Progress
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What We Hear Students Say:We CAN Learn, But…
• some teachers don’t know their subjects• counselors underestimate our potential• principals dismiss concerns• curriculum and expectations are low
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Where’s Louisiana in All This?
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NAEP MATH:Louisiana 4th Graders (2000)
6555
24
2038
53
2 722
0 0 1
0%10%20%30%40%50%60%70%80%90%
100%
Black Hispanic White
Below Basic Basic Proficient Advanced
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NAEP 4th Grade Math: LA (1992-2000)
160
170
180
190
200
210
220
230
240
1992 1996 2000
BlackHispanicWhite
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LA: NAEP Grade 4 Math
• LA students made third biggest growth in country;
• Growth for every student group--Whites, Blacks and Hispanics--exceeded national growth;
• In 2000, performance of each group of students not much different than national average.
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NAEP MATH:Louisiana 8th Graders (2000)
78 74
29
20 22
50
2 419
0 0 1
0%10%20%30%40%50%60%70%80%90%
100%
Black Hispanic White
Below Basic Basic Proficient Advanced
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NAEP 8th Grade Math: LA (1992-2000)
220
230
240
250
260
270
280
290
300
1992 1996 2000
BlackHispanicWhite
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LA: NAEP Grade 8 Math
• Ninth in growth overall;• Growth for all groups exceeded national
growth for that group;• Gap widened somewhat;• Performance for each group significantly
below national average.
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NAEP READING:Louisiana 4th Graders (1998)
75 72
31
19 19
38
5 825
1 1 6
0%10%20%30%40%50%60%70%80%90%
100%
Black Hispanic White
Below Basic Basic Proficient Advanced
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NAEP READING:Louisiana 8th Graders (1998)
55 58
20
39 31
54
6 1125
0 0 1
0%10%20%30%40%50%60%70%80%90%
100%
Black Hispanic White
Below Basic Basic Proficient Advanced
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NAEP READING OVER TIME: LA
• Trends headed down for minorities;• Fourth grade more serious problems;• PERFECT TIME FOR YOUR NEW
READING INITIATIVE!
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LA: A Look at the Education “Pipeline”
8th Graders
HS Grads
College Frosh
College Grads
Black 42.6% 39% 31.7% 23.7%
White 54.7 57.8 62.4 68.5
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Changing These Patterns: What Do We Know About The Places that are Improving Results?
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Four Key Elements:
• clear, high goals and consistent instructional approaches;
• all students in curriculum lined up with those goals;
• students who arrive behind get extra instruction...
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But most of all, they understand that:
Good Teaching Matters More Than Anything Else
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SEE FOR YOURSELF
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Boston Students with Effective Teachers Showed Greater Gains
in Reading and Math
0.3
14.6
5.6
-0.6
-1
4
9
14
19
Math Reading
Ave
rage
Stu
dent
Gro
wth
O
ver O
ne Y
ear
Least Effective Teachers Most Effective Teachers
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
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1998 by The Education Trust, Inc.
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1998 by The Education Trust, Inc.
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Teachers Matter Big Time!
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Problem: Teachers Not Evenly Distributed Across Different
Schools, Kids
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Virtually every high poverty school has some spectacularly
wonderful teachers, but...
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Classes in High Poverty High Schools More Often Taught by Misassigned*
Teachers
28%
14%19%
16%
40%
20%
31%
18%
0%
50%
Math Science English Social Studies
less than 20% Free Lunch greater than 49% Free Lunch
*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
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Math and Science Classes of Mostly Minority Students Are More Often Taught by
Misassigned Teachers
54%
86%
42%
69%
0%
100%
90-100% Non-White 90-100% White
Certified in Field BA or BS in FieldSource: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
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Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
High-poverty schools Low-poverty schoolsHigh-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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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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In Louisiana?
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Out-of-Field TeachersLA: Secondary Schools
Low-poverty schools: 38%High Poverty schools: 51%
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Multiple Reasons;Devastating Impact
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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
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What Contributes to Teacher Effectiveness?
• Academic (especially Verbal) Skills;• Subject Matter Knowledge;• Experience; • ??????
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Measures not great, but…let’s look at what
we have.
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Combined SAT ScoreArts & Humanities 920
Biological Sciences and Related Areas 909
Business, Commerce, and Communications 875
Computer and Information Sciences 894
Education 854
Engineering 999
Mathematics 1082
Social sciences & related areas 902
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Praxis II Passers vs. All College Grads
SAT Mean
Praxis II Passers 1029
All College Grads 1085
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A Look at Prose and Math Literacy
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Average Prose, Document and Quantitative Literacy: Teachers vs.
Other 4-Year Degrees
305
310
315
320
325
330
Prose Document Quantitative
TeachersOther BA
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Prose Literacy of Teachers vs. Other BAs
05
1015202530354045
Level 1 Level 2 Level 3 Level 4 Level 5
TeachersOther BA
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Description: Prose Literacy Levels 1 and 2
• CAN Underline meaning of term given in government brochure
• CAN Locate two features of information in a sports article
• CAN Interpret instructions from an appliance warranty
• CAN’T Integrate information from lengthy or dense text
• CAN’T Generate response based on information easily identified in text
• CAN’T Match information when low-level inferences are required
Source: USDOE, NCES, National Adult Literacy Survey, 1992, in Literacy in the Labor Force: Results from the NALS, September 1999, p. 61.
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Description:Prose Literacy Level 3
• CAN Write brief letter explaining error on credit card bill
• CAN Read news article and identify sentence that provides interpretation of situation
• CAN’T State in writing argument made in a lengthy newspaper article
• CAN’T Contrast views in two editorials on technologies available to make fuel-effective cars
• CAN’T Compare two metaphors used in a poem
Source: USDOE, NCES, National Adult Literacy Survey, 1992, in Literacy in the Labor Force: Results from the NALS, September 1999, p. 61.
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0
5
10
15
20
25
30
35
40
Level 1 Level 2 Level 3 Level 4 Level 5
teachersother BA
Math Literacy of Teachers vs. Other BAs
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Description:Quantitative Literacy Level 3
• CAN Determine correct change using information on a menu
• CAN Use information stated in news article to calculate amount of money it takes to raise a child
• CAN’T Determine shipping and total costs on an order form for items in a catalog
• CAN’T Use information in news article to calculate difference in time for completing a race
Source: USDOE, NCES, National Adult Literacy Survey, 1992, in Literacy in the Labor Force: Results from the NALS, September 1999, p. 61.
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Preparation in the Field
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25
17.4
39.5
34
0
5
10
15
20
25
30
35
40
English Social Studies Science Math
Percentage of Public School Teachers without a Major or Minor in Teaching Field
Perc
ent
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Clearly, important roles for higher education in assuring both adequate core academic skills and
knowledge of content.But...
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Other critical needs as well, including (among others):
• Assuring that ALL new teachers are steeped in new research about reading;
• Assuring that ALL new teachers are familiar with state standards and assessments, know how to analyze data and find related resources; and,
• Assuring that ALL new teachers immersed in lessons from high-performing, high poverty schools.
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Improving Teaching:
Key Roles for Higher Education
Lessons from NASH Systems, States
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Three Key Roles:
• Preparing new teachers capable of teaching all students to standards;
• Helping to improve the skills and knowledge of current teachers;
• Increasing supply and equitable distribution.
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1. Preparing teachers capable of teaching all students to high
standards
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TEACHING IN A STANDARDS-BASED
SYSTEM...
• REQUIRES SO MUCH MORE THAN EVER BEFORE
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FOCUS ON STUDENT ACHIEVEMENT
• Educator preparation should be driven by and flow from K-12 standards/learning goals
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Most States Have Moved to Raise Licensure Standards
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Higher Education Response:
• Raising Standards for Entry;• Increasing Content;• Aligning preparation with standards
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Increasing Content
• University System of Georgia;• North Carolina
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Aligning University Preparation with State K-12 Standards
• Louisiana;• Texas A & M System
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2. Supporting the Growth of the Current Teacher Force
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University of Pittsburgh: Support for Schools Helps Wipe Out Black/White Gap in Math
Skills
30%
74%
48%
71%
0%
100%
Weak Implementation Strong Implementation
Met
Sta
ndar
d on
New
Sta
ndar
d R
efer
ence
Exa
m
African American White
Note: Chart compares students in schools with similar demographics.Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
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El Paso TAAS Pass Rates Reading Grades 3, 8 and 10
57.7
69.974.2
7982.1
86.2
54.2
65.769.8
74.277.8
83.581.4
86 87.691
93.6 95.4
20
100
92-93 93-94 94-95 95-96 96-97 97-98
Academic Year
African American Latino White
Source: El Paso Collaborative for Academic Excellence
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California Subject Matter Projects
• University of California System;• California State University System
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3. Increasing Supply, especially in Shortage Fields, and Working
Toward More Equitable Distribution of Teacher Talent
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Raising Standards for Teachers:
Automatically Reduce Supply?
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State Policy Directives and Incentives Can Help
• New York;• Louisiana
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Serious, Aggressive Institutional Recruitment Will Also Help
• California State University;• North Carolina One-Stop
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But Need to Expand Quality Alternate Routes, as Well
• New York Teaching Fellows: CUNY and New Teacher Project;
• East Baton Rouge;• ULS and New Teacher Project.
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For Higher Education…a lingering worry about K-12 hiring
practices?
Georgia
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Putting It All Together:Texas A & M
• aggressive production goals, especially minorities, shortage areas;
• higher institutional pass rate standards than state as a whole--for all groups of teachers;
• Quality Assurance Process.
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The Education Trust
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