achievement and opportunity in america · 2019-01-16 · © 2015 the education trust 1. land of...
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© 2015 THE EDUCATION TRUST
Copyright 2015 The Education Trust
ACHIEVEMENT AND OPPORTUNITY IN AMERICA
Aspen Institute State Legislative LeadersAspen, ColoradoSeptember, 2015
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America: Two Powerful Stories
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1. Land of Opportunity:
Work hard, and you can become
anything you want to be.
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2. Generational Advancement:
Through hard work, each generation of
parents can assure a better life — and
better education — for their children.
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These stories animated hopes and
dreams of people here at home
And drew countless immigrants to our
shores
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Yes, America was often intolerant…
And they knew the “Dream” was a work in
progress.
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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, …
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1920 1940 1960
1980 2000 2012
Percent of U.S. adults with a high school diploma
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Percent of U.S. adults with a B.A. or more
192019401960198020002012
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Progress was painfully slow, especially
for people of color. But year by year,
decade by decade…
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Percent of U.S. adults with a high school diploma, by race
192019401960198020002012
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Percent of U.S. adults with a B.A. or more, by race
192019401960198020002012
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Then, beginning in the eighties, growing economic
inequality started eating away at our progress.
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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.
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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
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Not just big gaps in income (and
household wealth), but increasing
barriers to social mobility as well.
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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.
© 2015 THE EDUCATION TRUST
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.
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At macro level, better and more equal
education is not the only answer.
But at the individual level, it really is.
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What schools and colleges do, in other
words, is hugely important to our
economy, our democracy, and our
society.
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So, how are we doing?
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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.
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Source:
Since 1999, large gains for all groups of students, especially students of color
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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”
© 2015 THE EDUCATION TRUST
Source:
Since 1999, performance rising for
all groups of students
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1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
9 Year Olds – NAEP Math
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Looked at differently, and on the
other NAEP exam…
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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/
© 2015 THE EDUCATION TRUST
Source:
© 2015 THE EDUCATION TRUST
34%27%
9%
48%
47%
37%
18%26%
54%
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/
2013 NAEP Grade 4 Math
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Middle grades are up, too.
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Record performance for all
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280
290
300
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
13 Year Olds – NAEP Reading
African American Latino White
*Denotes previous assessment format• National Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
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
13 Year Olds – NAEP Math
African American Latino White
*Denotes previous assessment format
National Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Bottom Line:
When we really focus on
something, we make progress!
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Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
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But at least we have some traction on
elementary and middle school problems.
The same is NOT true
of our high schools.
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Source:
Achievement is flat in reading for students overall.
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250
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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)
© 2015 THE EDUCATION TRUST
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
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And despite earlier
improvements, gaps between
groups haven’t narrowed much
since the late 80s and early 90s.
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Source:
Reading: Not much gap narrowing
since 1988.
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230
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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
17 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”
© 2015 THE EDUCATION TRUST
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
e S
cale
Sco
re
17 Year Olds – NAEP Math
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Moreover, no matter how you cut
the data, our students aren’t doing
well compared with their peers in
other countries.
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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.
© 2015 THE EDUCATION TRUST
Source:
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.asp.
350
400
450
500
550
600
Ave
rag
e s
cale
sco
re
2012 PISA - Science
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. Ranks20th in Science
U.S.A.
© 2015 THE EDUCATION TRUST
Source:
Of 34 OECD Countries, U.S.A. Ranks
27th in Math Literacy
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400
450
500
550
Ave
rag
e S
cale
Sco
re
2012 PISA - Math
U.S.A.OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.asp.
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Only place we rank high?
Inequality.
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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.
© 2015 THE EDUCATION TRUST
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
re
2009 PISA – Reading
PISA 2009 Results, OECD, Table II.3.1
U.S.A. OECD
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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.
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How?
By giving students who arrive with less,
less in school, too.
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We spend less on their
education…
© 2015 THE EDUCATION TRUST
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
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We expect less of them…
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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
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We teach them less…
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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
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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
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And we assign them
disproportionately to our least
experienced, least well educated,
and least effective teachers…
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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.
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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.
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST
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.
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The results are devastating.
Kids who come in a little behind, leave a
lot behind.
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And these are the students who
remain in school through 12th
grade.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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.
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Add those numbers up and throw
in college entry and graduation,
and different groups of young
Americans obtain degrees at
very different rates…
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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
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Agenda #1
Working together to get more
low-income students and
students of color through college.
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Among black men, education makes a huge difference in life outcomes
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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.
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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…
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
I hope you will ask them how it is
that schools like these—all
traditional public schools serving
very poor kids…
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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
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Halle Hewetson Elementary SchoolLas Vegas, NV
• 962 students in grades PK – 5
– 85% Latino
– 7% African American
• 100% Low Income
• 71% Limited English
Proficient
Source: Nevada Department of Education
Note: Data are for 2010-2011 school year
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST
Source:
Elmont Memorial High School Elmont, New York
2011-2012 School Year
• 1,907 students in grades 7-12
– 78% African American
– 12% Latino
New York Department of Education
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST
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…
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
-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
© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST
Trying to improve early reading results?
These states have growth rates close to
twice the national average—for every
group of kids.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 4 Reading –Latino Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 4 Reading –African-American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 4 Reading –American Indian/Alaska Native Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST
Or what about middle grades math?
Take a look at what these top gainers
have been doing.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Math –Latino Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Math –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
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Math –African-American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Math –American Indian/Alaska Native Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2013)
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.
© 2015 THE EDUCATION TRUST
Source:
The same differences hold true for:
• high school graduation or college entry rates;
• college graduation rates;
• funding fairness;
• teacher quality or standards implementation.
© 2015 THE EDUCATION TRUST
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.
© 2015 THE EDUCATION TRUST
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