2005 by the education trust, inc. 1 achievement in america
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2
20
05
by T
he
Ed
uca
tion
Tru
st, Inc.
WHERE ARE WE NOW? Key Facts on the Achievement
Gap
Elementary Literacy
Middle School Math Literacy
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Where Are We Now?
4th Grade Reading All Students 2003
38
32
30
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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Where Are We Now?
8th Grade Math All Students 2003
33
40
27
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
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2003 Grade 4 NAEP Reading All
180
185
190
195
200
205
210
215
220
225
230
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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2003 Grade 8 NAEP Math All
240
250
260
270
280
290
300
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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By Race, Ethnicity NAEP 4th Grade Reading 2003
61 57 53
26 31
27 29 31
35 32
12 14 16
39 37
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino Native White Asian
Prof/ Adv
Basic
Below Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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By Race, Ethnicity NAEP 8th Grade Math 2003
61 53 46
21 23
3236
38
43 35
7 11 1636 42
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino Native White Asian
Prof/ Adv
Basic
Below Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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By Family Income NAEP 4th Grade Reading 2003 (Nation)
56
25
29
34
15
41
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)
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By Family Income NAEP 8th Grade Math 2003 (Nation)
53
22
36
41
11
37
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)
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During seventies and eighties we made a lot of progress...
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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
Av
era
ge
Sc
ale
S
co
re
African American Latino White
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
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Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds
200
220
240
260
280
300
Avera
ge S
cale
Sco
re
African American Latino White
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
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Too Few 17 Year-Olds Demonstrate Strong Reading Skills
African American
Latino White
Learn from Specialized Materials
1% 2% 8%
Understand Complicated Information
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 Skills
African American
Latino White
Multi-Step Problem Solving
1% 3% 10%
Moderately Complex Procedures
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 Have Been Taught Math to the Same Levels as White
13 Year Olds
Source: NAEP 1999 Long Term Trends Summary Tables (online)
0%
20%
40%
60%
80%
100%
200 250 300 350
Scale Scores
Per
cen
tag
e o
f S
tud
ents
White Latino African American
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African American and Latino 17 Year Olds Have Been Taught to Read to the Same
Levels as White 13 Year Olds
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
0%
20%
40%
60%
80%
100%
150 200 250 300 350
Scale Scores
Pe
rce
nta
ge
of S
tud
en
ts
White Latino African American
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Students Graduate From High School At Different Rates
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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U.S. students competitive in the early grades,
But fall behind by the end of high school
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Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp
Nations' Average Science Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
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Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp
Nations' Average Mathematics Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations' scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
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U.S. Ranks 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/
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U.S. Ranks 24th out of 29 OECD Countries in Problem-Solving
300
350
400
450
500
550
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: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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U.S. Ranks 15th out of 29 OECD Countries in Reading
300
350
400
450
500
550
Fin
lan
dK
ore
aC
ana
daA
ustr
alia
New
Ze
ala
ndIr
ela
ndS
wed
en
Net
her
land
sB
elgi
um
Nor
way
Sw
itzer
land
Japa
nP
olan
dF
ranc
eU
nite
d S
tate
sO
EC
D A
vera
geD
enm
ark
Icel
and
Ger
man
yA
ustr
iaC
zech
Re
pub
licH
ung
ary
Spa
inLu
xem
bour
gP
ortu
gal
Italy
Gre
ece
Slo
vak
Rep
ublic
Tu
rkey
Mex
ico
Ave
rage
Sca
le S
core
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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To Make Matters Worse, HS Completion Declining
• Proportion of students getting h.s. diploma declining;
• Number opting for GED increasing;
• U.S. slips from 1st in the world in h.s. completion to 14th
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U.S. Ranks 14th in High School Graduation Rates (2001)
0
10
20
30
40
50
60
70
80
90
100
Source: Organization for Economic Cooperation and Development (OECD), Education at a Glance: OECD Indicators 2003 Edition, data available at http://www.oecd.org/
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Not surprisingly, the
consequences of the
achievement gap reach
beyond high school
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Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving
High Income Students
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
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41%
66%
49%
41%
61%
0%
10%
20%
30%
40%
50%
60%
70%
AfricanAmerican
Asian Latino NativeAmerican
White
College Freshmen Graduating Within Six Years (NCAA Division I)
Source: 2002 NCAA Division I Graduation Rates Report http://www.ncaa.org/
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High School Completers Who Were Enrolled in College the October After Completing High School,
By Family Income (2001)
Young People From High Income Families
80%
Young People From Low Income Families
44%
Source: USDE, NCES. The Condition of Education 2003, NCES 2003-067.
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Bachelor’s or Higher Degree by Age 26
Young People FromHigh-SES Families
60%
Young People FromLow-SES Families
7%
Source: National Center for Education Statistics Statistical Analysis Report, Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later, U.S. Department of Education Office of Educational Research and Improvement; June 2002.
* SES= Socio Economic Status
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Of Every 100 White Kindergartners:
93 Graduate from high school
65 Complete at least some college
33 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.
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Of Every 100 African American Kindergartners:
87 Graduate from High School
50 Complete at Least Some College
18 Obtain at Least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.
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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
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.
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It doesn’t have to be this way!
Poor and Minority children will
rise to the challenge when it’s
presented to them
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Poor and Minority
students ARE
succeeding
in some schools ...
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Centennial Place Elementary SchoolAtlanta, Georgia
• 92% African American
• 64% Low Income
• Performed in the top 2% of all Georgia schools in 4th grade reading in 2003
• Performed in top 7 % of Georgia schools in 4th grade math in 2003
Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org
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High Achievement at Centennial Place2004 Reading Composite
94 94 92
0
20
40
60
80
100
All African
American
Low Income
Pe
rce
nt
Pro
fic
ien
t
Source: Georgia Department of Education, http://www.doe.k12.ga.us
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High Achievement at Centennial Place2004 Math Composite
89 88 84
0
20
40
60
80
100
All African
American
Low Income
Pe
rce
nt
Pro
fic
ien
t
Source: Georgia Department of Education, http://www.doe.k12.ga.us
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Lapwai ElementaryLapwai, ID
• 75% Native American
• 21% White
• 69% Low-income
• Outperformed the state in 4th grade reading and math in 2003
• Native American students outscored all students in the state in 4th grade reading and math in 2003
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Making Gains at LapwaiGrade 4
27%32%
84%88%
0%
25%
50%
75%
100%
Reading Math
% P
rofi
cie
nt
an
d A
bo
ve
1999 2004
Source: Idaho Department of Education: http://www.sde.state.id.us/Dept/
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Norview High SchoolNorfolk, Virginia
• 67% African American
• 46% Low-Income
• Performed in the top 11% of Virginia schools in 11th grade reading/language arts in 2003
Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org
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High Achievement at Norview2004 English Composite
93 93 93 91
0
20
40
60
80
100
All AfricanAmerican
White Low-Income
Per
cen
t P
rofi
cien
t
Source: Virginia Department of Education, http://www.pen.k12.va.us
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High Achievement at Norview2004 Math Composite
89 8696
88
0
20
40
60
80
100
All AfricanAmerican
White Low-Income
Per
cen
t P
rofi
cien
t
Source: Virginia Department of Education, http://www.pen.k12.va.us
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Aldine, TX: Raising Achievement for All Students While Narrowing Gaps
35%
60%
85%
1994 1995 1996 1997 1998 1999 2000 2001 2002
Passin
g T
AA
S m
ath
test
African American White Hispanic Poor
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
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Boston, MassachusettsRaising Achievement, Narrowing Gaps
High School Exit Exam, First-Time Pass Rate
32 30
706861
91
0
20
40
60
80
100
African American Latino White
Per
cen
t P
assi
ng
2000 2003
Source: Massachusetts Department of Education, http://www.doe.mass.edu
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Pueblo, ColoradoRaising Achievement, Closing Gaps
Grade 3 Reading
88
8178
58
40
60
80
100
1999 2000 2001 2002 2003
Per
cen
t P
rofi
cien
t
White Latino
Source: Data provided by the Pueblo School District.
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Charlotte-Mecklenburg, North CarolinaRaising Achievement, Closing Gaps
Grade 3 Math
0
20
40
60
80
100
1998 1999 2000 2001 2002 2003 2004
Per
cen
t P
rofi
cien
t
African American
Latino
White
Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org
4035
16
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180
190
200
Chicago Los Angeles District ofColumbia
Atlanta New York City National(Public)
Houston
Black Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.
* There is a 15 point gap between Chicago and Houston (equivalent to 1 ½ years worth of learning)
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180
190
200
210
Los Angeles Chicago District ofColumbia
National (Public) New York City Houston
Latino Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.
* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)
Sca
le S
core
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States with Biggest Gains for African American 4th Graders
(NAEP 2003 Math*)
United States +24
North Carolina +32
California +29
Massachusetts +28
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
* Gains Between 1992 and 2003
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States with Biggest Gains for Latino 4th Graders (NAEP 2003 Math*)
United States +20
North Carolina +35
South Carolina +32
Delaware +27
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
* Gains Between 1992 and 2003
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Delaware: Gains in Grade 4 Reading
Outpace the Nation, 1998-2003
15
33
4
7
0
5
10
15
20
25
30
35
White Gain Latino Gain
Delaware
United States
Source: NCES, National Assessment of Educational Progress
Change in Average Scale Score
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Delaware: Gains in Grade 4 Reading Outpace the Nation 1998-2003
15
22
45
0
5
10
15
20
25
White Gain African American Gain
Change in Average Score
Delaware
United States
Source: NCES, National Assessment of Educational Progress
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Differences among states so large that minority and/or poor students in some states are
outperforming white and/or non-poor students in others.
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Latinos in Ohio Perform as Well or Better Than Whites
in 21 States (2003 NAEP 8th Grade Reading)
259260
262262
265265
266267267267267267267
268268268268268268268268268
254 256 258 260 262 264 266 268 270
HawaiiWest Virginia
AlabamaNevada
CaliforniaTennessee
ArkansasIdaho
LouisianaMississippiOklahoma
OregonRhode Island
AlaskaArizonaFlorida
GeorgiaNew Mexico
PennsylvaniaUtah
WashingtonOhio
Source: NCES, National Assessment of Educational Progress (NAEP)
Scale Score
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Latinos in Virginia Perform as Well or Better Than
Whites in 7 States (2003 NAEP 8th Grade Reading)
259
260
262
262
265
265
266
266
254 256 258 260 262 264 266 268
Hawaii
West Virginia
Alabama
Nevada
California
Tennessee
Arkansas
Virginia
Source: NCES, National Assessment of Educational Progress (NAEP)
Scale Score
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% of Black Students at Basic Level or Above in Delaware is Equal to or Greater than the % of White
Students at Basic Level or Above in 7 States
79%
80%
81%
81%
84%
84%
84%
84%
Hawaii
Utah
Nevada
West Virginia
North Dakota
Arkansas
Arizona
Delaware
Source: NCES, National Assessment of Educational Progress
NAEP 8th Grade Writing 2002
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What do we know
about the places that
are improving results
for poor and minority
students?
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Element 1: Clear, high
goals for all students
and curriculum aligned
to those goals
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Poor and minority
students have less
access to high-level
curriculum ...
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African American, Latino & Native American youth are less likely to be
enrolled in full college prep track
25
46
22 21
39
0
50
AfricanAmerican
Asian Latino NativeAmerican
White
per
cen
t in
co
lleg
e p
rep
SOURCE: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
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Minority High School Graduates Are Less Likely to Have Completed Advanced Math
and Science Courses
29%
43%
31%
56%
32%
61%
47%
64%
0%
25%
50%
75%
Math Science
Per
cen
t of H
igh
Sch
oo
l Gra
du
ates
American Indian Latino African American White
Source: U.S. Department of Education, NCES, Condition of Education 2004, p 148. Data from 2000 NAEP High School Transcript Study.
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Students can do no better than
the assignments they are given...
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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
Schools87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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Transcript Study: single biggest
predictor of college success is
the quality and intensity of
students’ high school curriculum
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.
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Curriculum Counts:Chances for Bachelor’s Degree
by High School Grads
45
73
61
7975
86
010
2030
4050
6070
8090
100
Students Entering 4-YrCollege
Students With Highest HSCurriculum
Black
Latino
White
Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999. Table 40: Bachelor’s degree completion rates for students in the top two quintiles ... who entered 4-year colleges directly from on-time high school graduation by race.
Per
cent
age
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st, Inc.Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for
Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994
A Rigorous Math Curriculum Improves Scores For All Students
240
260
280
300
320
340
360
Pre-Algebraor General
Math
Algebra I Geometry Algebra I I Precalculusor Calculus
African American
Latino
White
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Students Who Take Algebra Show Greater Gains in Mathematics
Achievement
4
8
10
0 15
No AlgebraTaken
taken only inhigh school
taken in 8thgrade
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 Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.
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Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores.
Vocational Students Taking High-Level English Courses Score Higher
% Seniors TakingHigh-Level English
ReadingScores
1996 28% 283
1998 43% 292
83
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st, Inc.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-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College Prep Courses*
1916
28
20
0
30
Math Reading
NE
LS
Sco
re G
ain
Vocational College Prep
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All Students Perform Better In High-Level Courses
Math Achievement in grades 9-11 by grade 8 Performance (based on course assignment)
2732
5142
46
64
0
10
20
30
40
50
60
70
80
90
100
predicted in verybasic course
predicted in regularcourse
predicted inadvanced
Very Basic
Regular
Source: Margaret Hallinan, “Ability Grouping and Student Learning,” May 2002
Prior Performance level
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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
16
23
47
31
0
50
Quartile I (Lowest) Quartile 2
Per
cen
t E
arn
ing
"D
" o
r "F
"
College Prep Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
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Students of All Abilities Are Generally More Likely
to Fail Low-Level Mathematics Courses9th-graders earning Ds or Fs by 8th grade achievement & course
assignment
0
5
10
15
20
25
30
35
40
45
50
LowestQuartile 1
Quartile 2 Quartile 3 HighestQuartile 4
College PrepLow-level
Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB, 2002
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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
• Indiana gives schools extra funding to provide
instruction for students struggling to meet
state standards
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Boston Students with Effective Teachers Showed Greater Gains
in Reading and Math
(0.3)
(-0.6)
(14.6)
(5.6)
-1
16
Math Reading
Ave
rag
e S
tud
ent
Gro
wth
Ove
r O
ne
Yea
r
Least Effective Teachers Most Effective Teachers
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
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Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)
76
27
15
90
Beginning 3rd Grade
Score (Percentile)
Avera
ge M
ath
Sco
re 3
yrs
late
r in
Perc
en
tile
s
Dallas StudentsAssigned To 3Highly EffectiveTeachers In ARow
Dallas StudentsAssigned To 3IneffectiveTeachers In ARow
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.
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Cumulative Effects of Teachers on 5th Grade Math Scores: Tennessee
83%
29%
Students With 3 Very Ineffective Teachers Students With 3 Very Effective Teachers
Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12
Stu
de
nt
gai
ns
ov
er 3
yea
rs
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But students who need
these resources do not
always get them
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Minority Students Get More Inexperienced* Teachers
21%
10%
0%
25%
High-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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More Math Classes in High-Minority High
Schools are Taught by Teachers Lacking a
Major in the Field
41%
29%
0%
10%
20%
30%
40%
50%
High-minority schools Low-minority schools
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
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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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More Courses in High-African American Middle Schools Taught
by Out-of-Field Teachers62%
50%44%
0%
10%
20%
30%
40%
50%
60%
70%
90% or HigherAfrican American
11-89% AfricanAmerican
10% or LowerAfrican American
*Teachers lacking a college major or minor in the field. Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
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More Courses in High-Latino High
Schools Taught by Out-of-Field Teachers
40%
31%
24%
0%
10%
20%
30%
40%
50%
90% or HigherLatino
11-89% Latino 10% or LowerLatino
*Teachers lacking a college major in the field. Data for high school core academic classes only.Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
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Most teachers--like most other professionals--can get more and more effective.
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Accordingly, smart districts do two important things:
• STOP drive-by workshops;
• invest in intensive, focused professional development.
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In 35 of 48 states, districts
enrolling the highest proportions of
minority students have
substantially fewer state & local
dollars per student than districts
with the lowest percentages of
minority students.
Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.
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For example, in New York the funding gap between high- and
low-poverty school districts amounts to $2,615 per student. This translates into a shortfall of
$1 million for a high-poverty elementary school serving 400
children.
Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.
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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
Source: Eric Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” Brookings Papers on Education Policy: 2004, Brookings Institution Press, 2004
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NCLB Can Help Communities Bolster
Achievement
Under this Powerful New Law You have:
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You have the right to clear honest information, including:
• all school information regarding your child’s education in your language
• your child’s performance in mathematics and reading/language arts
• your child’s school overall performance in comparison to state standards
• your school’s performance with groups of students
• the qualifications of your child’s teacher
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Options for better educational opportunities or services for your child:
• If your child’s school does not meet statewide
goals for 2 years in a row, you have the right to
transfer your child to a higher performing school in
the district
• If the school does not meet its goals for 3 years,
children from low-income families are entitled to
supplemental services
• If you request it, the school must have regular
meetings with you to discuss your concerns about
your child’s education.
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More options and control for parents of English-language learners:
If your child is placed in a special program to learn English, the school has to notify you of the following:
1. your child’s level of English proficiency;
2. a description of the recommended program and any other programs available;
3. when the school expects the child to join the regular program in English;
4. the expected high school graduation rate of students who participate in the program
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• If your child is not making adequate progress toward full English proficiency you must be notified within 30 days
• If you are not satisfied with the English learning program you can choose another program or insist that your child be placed in regular academic program
More options and control for parents of English-language learners (cont’d)
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NCLB gives parents a strong voice to advocate for their children
These are only some of the ways NCLB
can help you ensure that All children get a good public school education
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