2001 by the education trust, inc. achievement in america 2001 the education trust, inc

2001 by The E

ducation Trust, Inc.A

chie

vem

ent

In America2001

The Education Trust, Inc.

2001 by The E

ducation Trust, Inc.

Section I:

How Many Students Make It Through?

2001 by The E


Grad Rates Flat; MoreNon-Traditional Diplomas

80%

75%

6%

10%

0% 100%

1990

1998

Regular H.S. Diploma GED, other non trad

Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998

(18-24 Year-Old High School Completers)

2001 by The E


Students Graduate From High School

At Different Rates, 2000

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2

87%94%

62%

91%

0%

100%

(AGE 24)

African American Asian Latino White

2001 by The E


Most High School Grads Go On To Postsecondary

Within 2 Years

Entered 2 Year Colleges 26%Entered 4 Year Colleges 45%Other Postsecondary4%Total75%

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.

2001 by The E


Low-Income Students Attend Postsecondary at Lower Rates

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

2001 by The E


Fewer African Americans and Latinos Go to College Immediately

After High School

62%

47%

69%

0%

70%

African American Latino White

Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149

2001 by The E


Remediation at 4 Year-Colleges

Percent of AllStudents Taking

Any remedial reading 10.2

No remedial reading, but > 2other remedial courses

18.7

No remedial reading, but 1 or 2other remedial courses

20.4

No remedial coursework 50.7

Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment.US DOE, OERI, June, 1999.

2001 by The E


College Freshmen Not Returning for Sophomore Year

4 year Colleges 26%

2 year Colleges 45%

Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

2001 by The E


College Freshmen Graduating Within Six Years (NCAA Division I)

39%

65%

46%

37%

59%

0%

70%

African American Asian American Latino Native American White

Source: 1999 NCAA Division I Graduation Rates Report, p.636

2001 by The E


Of Every 100 White Kindergartners:

91 Graduate from HighSchool

62 Complete at LeastSome College

30 Obtain at Least aBachelor’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

2001 by The E


Of Every 100 African American Kindergartners:




(24 Year-Olds)


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Of Every 100 Latino Kindergartners:




(24 Year-Olds)


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Of Every 100 Asian Kindergartners:




(24 Year-Olds)


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Of Every 100 Native American Kindergartners:


7 Obtain at least aBachelor’s Degree

(24 Year-Olds)

2001 by The E


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.

2001 by The E


Section II:

What Do We Know About Student Achievement?

2001 by The E


In K-12, Achievement Flat:

Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.

2001 by The E


Gap Narrows, Then Widens NAEP Reading Scores,

17 Year-Olds

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

2001 by The E


Gap Narrows, Then Widens NAEP Math Scores, 13 Year-Olds

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

2001 by The E


Too Few 17 Year-Olds Demonstrate

Strong Reading Skills

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

2001 by The E


Too Few 17 Year-Olds Demonstrate Strong Math Skills

AfricanAmerican

Latino White

Numerical Operations 89% 94% 99%

Moderately ComplexProcedures

27 38 70

Multi-Step ProblemSolving

1 3 10

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

2001 by The E


Source: USDOE, NCES 1999 NAEP Summary Tables online.

African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds

2001 by The E


Source: USDOE, NCES, 1999 NAEP Summary Tables online.

African American and Latino 17 Year Olds Read at Same Levels

as White 13 Year-Olds

2001 by The E


Why?

2001 by The E


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 . . .

2001 by The E


But if they’re right, then why are poor and minority children performing so high in some

schools . . .

2001 by The E


Wrigley Elementary SchoolKentucky

78% poverty 3rd in the state in reading 6th in the state in writing

Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

2001 by The E


Mount Royal SchoolBaltimore, MD

77% Poverty 99% African American Highest 5th grade math results in the state

(over 93% scoring at satisfactory level)

Source: Maryland Department of Education Website.1999 Scores

2001 by The E


some districts . . .

2001 by The E


Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.

All Groups Gain in El Paso: El Paso TAAS Pass Rates Math

Grades 3, 8 and 10

45.5 49.5

61.669

75.2 77.9 80.5

50.4 53.2

66.972

78.8 81.5 85

72.9 75.583.7

87.8 91.2 91.9 91.8

0

100

1994 1995 1996 1997 1998 1999 2000

Academic Year


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And some entire states . . .

2001 by The E


4th Grade Math African American Gains Between

1992 and 1996

United States +8

Massachusetts +14

Texas +13

Michigan +13

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

2001 by The E


4th Grade Math Latino Gains Between 1992

and 1996

United States +4

Tennessee +15

Rhode Island +11

Minnesota +11


2001 by The E


NAEP 4th Grade Reading: U.S. and North Carolina Change in Average

Scores From 1992-1998

UnitedStates

NorthCarolina

Overall +0 +5

African American+1 +6

Latino -4 +4

White +2 +6

UnitedStates

NorthCarolina

Overall +0 +5

African American+1 +6

Latino -4 +4

White +2 +6


2001 by The E


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


2001 by The E



African Americans in Texas Write 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

Lousisiana

Texas

NAEP Grade 8 Writing 1998

2001 by The E


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

2001 by The E


Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.

When Asked Students’ Main Plan After High School, Expectations

Differed

2001 by The E


Section III:

What Do We Know About Improving Results?

2001 by The E


1. We Need Clear Goals

The Role of Standards

2001 by The E


Historically, No Agreement on What Students Should Learn Or

What Kind of Work Is Good Enough

2001 by The E


These Decisions Left, Often, to Individual Teachers and Schools

2001 by The E


What Teenagers Say About School Rigor

Fewer than 3 in 10 think their school is very academically rigorous

Source: 1998 Annual Survey for Who’s Who Among American High School Students

2001 by The E


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 Schools

2001 by The E


Standards Make a Difference

2001 by The E



Kentucky Elementary Reading:

Top 20 Schools

#1: 38% Poverty

#2: 0.2% Poverty

#3: 78% Poverty

Total High Poverty Schools in Top 20: 7

2001 by The E


Kentucky Elementary Top 20 Schools

Mathematics: Top 20 Includes 8 High Poverty* Schools

Writing: Top 20 Includes 13 High Poverty* Schools


*High Poverty is defined as greater than 40% free and reduced price lunch.

2001 by The E


2. All Kids Need a Rigorous Curriculum Matched With Standards

2001 by The E


Students Taking a Rigorous Math Curriculum Score Higher

Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for EducationalStatistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

2001 by The E


Students Who Take Algebra Show Greater Gains in

Mathematics Achievement

10

8

4

0 15

taken only in 8thgrade

taken only in highschool

No AlgebraTaken

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 SecondarySchool,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

2001 by The E


Students In Vocational Courses Do Not Develop Strong Reading

Skills

Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement: An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education, May 1995.

299.3

280

269.4

260

300

Fewer than 4.0Vocational Credits

4.0 to7.9 VocationalCredits

8.0 or moreVocational Credits

Average NAEP Reading Score

2001 by The E


Vocational Students Taking High-Level English Courses

Score Higher

Percent TakingHigh-Level English

ReadingScores

1996 28% 283

1998 43% 292

Source: Bottoms, Gene. “High School That Work”, SREB, 1998.

2001 by The E


Low Quartile Students Gain More From College Prep Courses*

Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

*Grade 8-12 test score gains based on 8th grade achievement.

2001 by The E


Low-Income Students Less Likely to be Enrolled in a College

Preparatory Track

28.3

48.8

65.1

20

90

Low Medium High

Socio-Economic Status

Percent Enrolled

Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992. (p. 36) Washington, DC: US Department of Education, June 1995.

2001 by The E


African American and Latino 10th Graders Less Likely to be Enrolled in a

College Preparatory Track

Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: “First Follow-Up Student Study.”

2001 by The E


Change Can Happen Quickly

2001 by The E


New York City 9th Graders Passing Regents Science

Source: New York City Chancellor’s Office; Annual Report on the Mathematics and Science Initiative in the High Schools, 1995.

2001 by The E


3. Provide Extra Help for Students Who Need It

2001 by The E


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

San Diego doubles time in literacy and mathematics for kids below grade level

2001 by The E


4. Teachers Matter Hugely

2001 by The E


Many Secondary Students Have Teachers Without a Major or Minor

in Teaching Field

24.0%

19.3% 20.0%

31.0%

0.0%

45.0%

English Social Studies Science Math

Source: Richard M. Ingersoll, "The Problem of Underqualified Teachers in American Secondary Schools," Educational Researcher, Vol. 28, Number 2, March 1999

2001 by The E


Classes in High Poverty High Schools More Often Taught by

Underqualified* 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.

2001 by The E


Math and Science Classes of Mostly Minority Students Are More Often

Taught by Underqualified Teachers

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

2001 by The E


Boston Students with Effective Teachers Showed Greater Gains

in Reading and Math

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

2001 by The E


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

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

2001 by The E


Cumulative Effects of Teacher Sequence on Fifth Grade Math

Scores: Tennessee

83%

29%

620

800

Low-Low-Low High-High-High

Source: Sanders, William L. and June C. Rivers, "Cumulative and Residual Effects of Teachers on Future Student Academic Achievement," 1996.

2001 by The E


African American Students More Likely To Have Ineffective Teachers:

Tennessee

Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996

2001 by The E


Teachers in High Poverty Schools Spend Less Time

Developing Reasoning Skills

% Teachers Who Spenda Lot of Time

on Reasoning Skills

High Poverty Schools 39%

More Affluent Schools 55%

Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)

2001 by The E


More African American and Latino 12th Graders Do Daily Worksheets

African American 24%

Latino 23%

White 15%

Source: 1996 Summary Data NAEP Math

2001 by The E


Percentage of Students Who Use Computers

Primarily for . . .

Simulationsand

Applications

Drills andPractice

AfricanAmerican

14% 52%

Asian 43% 27%

Latino 25% 34%

White 31% 30%

Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)

2001 by The E


African Americans Are Less Likely to Get Hands on Science

63%86%

37%

14%

0%

100%

African American White

Once A Week or More Twice a Month or Less

Source: NCES, NAEP Summary Data Tables, 1996.

2001 by The E


Changing This Pattern:

Time and Supports for Teachers Are Key

2001 by The E


High Implementation Schools Wipe Out Black/White Gap in Math Skills:

Pittsburgh

Note: Chart compares students in schools with similar demographics.Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.

2001 by The E


Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.

In Math Problem-Solving, Black Students in High Implementation

Schools Outperform White Students in Other Schools

2001 by The E


El Paso Schools

1992 2000# Low Performing 15 0

# Recognized 2 58

# Exemplary 0 18

Source: Texas Education Agency online, www.tea.state.tx.us, 2000 District Accountability Summary

2001 by The E


El Paso TAAS Pass Rates Reading Grades 3, 8 and 10

Source: Texas Education Agency - Academic Excellence Indicator System Report 1994 through 1999

86 87.691 93.6 95.3 93.6 93.8

69.974.2

79 82.186.1 83.8

65.769.8

74.277.8

82.1 80.684.483.8

30

100

1994 1995 1996 1997 1998 1999 2000

Academic Year


2001 by The E


The Education Trust

For More Information . . .

www.edtrust.org

202-293-1217

2001 by the education trust, inc. achievement in america 2001 the education trust, inc

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