© 2013 THE EDUCATION TRUST
DRIVING FOR EQUITY IN COMMON CORE IMPLEMENTATION : What Can We Borrow from Schools and Districts on the Performance Frontier
Pittsburgh, PA February, 2014
© 2013 THE EDUCATION TRUST
America: Two Powerful Stories
© 2013 THE EDUCATION TRUST
1. Land of Opportunity:
Work hard, and you can become anything you want to be.
© 2013 THE EDUCATION TRUST
2. Generational Advancement:
Through hard work, each generation of parents can assure a better life — and better education — for their children.
© 2013 THE EDUCATION TRUST
These stories animated hopes and dreams of people here at home
And drew countless immigrants to our shores
© 2013 THE EDUCATION TRUST
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, …
© 2013 THE EDUCATION TRUST
1920 1940 1960
1980 2000 2012
Percent of U.S. adults with a high school diploma
© 2013 THE EDUCATION TRUST
Percent of U.S. adults with a B.A. or more
4%
1920
6%
1940
11%
1960
23%
1980
29%
2000
33%
2012
© 2013 THE EDUCATION TRUST
Sometimes, progress was painfully slow--especially for
people of color.
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Percent of U.S. adults with a high school diploma, by race 192019401960198020002012
© 2013 THE EDUCATION TRUST
Percent of U.S. adults with a B.A. or more, by race
192019401960198020002012
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Then, beginning in the eighties, inequality started growing again.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
In the past four years alone, 95% of all income gains have gone to the
top 1%.
Source: Stiglitz, “Inequality is a Choice,” New York Times, October 13, 2013.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
In 2012:
• In 2012, the top 5% of Americans took home 22% of the nation’s income; the top .1% took home 11%.
• And the bottom 20% took home just 3%.
Source: DeNavas-Walt, Proctor, & Smith, “Income, Poverty, and Health Insurance Coverage in the United States: 2012,” U.S Census Bureau, September 2013; Stiglitz, “Inequality is a Choice,” New York Times, October 13, 2013.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Chile
Mex
icoUni
ted
Stat
esTu
rkey
Israe
l
Italy
Esto
nia
Spain
Irelan
dGr
eece
Polan
dSw
itzer
land
Belgi
umCa
nada
Slove
nia
Hung
ary
Aust
riaGe
rman
yFin
land
Norw
aySw
eden
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
Gin
i Coe
ffici
ent
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
© 2013 THE EDUCATION TRUST
Median Wealth of White Families
20 X that of African Americans
18 X that of Latinos
Source: Rakesh Kochhar, Richard Fry, and Paul Taylor, “Twenty-to-One: Wealth Gaps Rise to Record Highs Between Whites, Blacks, and Hispanics,” Pew Social & Demographic Trends, 2011.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Not just wages and wealth, but economic mobility as well.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates
of intergenerational mobility.
United Kingdom
United States
France Germany Sweden Canada Finland Norway Denmark0
0.2
0.4
0.6
0.5 0.470.410.320000000000
006 0.270.19 0.18 0.17 0.15
Earn
ings
Ela
stici
ty
Cross-country examples of the link between father and son wages
Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006).
© 2013 THE EDUCATION TRUST
At macro level, better and more equal education is not the only answer.
But at the individual level, it really is.
© 2013 THE EDUCATION TRUST
What schools and colleges do, in other words, is hugely important to our economy, our
democracy, and our society.
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
So, how are we doing?
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUST
Source:
Since 1999, large gains for all groups of students,
especially students of color
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2013 THE EDUCATION TRUST
Source:
Since 1999, performance rising for all groups of students
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012160
170
180
190
200
210
220
230
240
250
260
9 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2013 THE EDUCATION TRUST
Looked at differently(and on the “other” NAEP exam)
…
© 2013 THE EDUCATION TRUST
Source:
All groups have improved since 1990, some gap narrowing
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013170
180
190
200
210
220
230
240
250
260
270
187
224
199
230
219
250
217
228231
258
National Public – Grade 4 NAEP Math
African American Latino WhiteAmerican Indian/Alaska Native Asian/Pacific Islander
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 249)*Accommodations not permitted
© 2013 THE EDUCATION TRUST
Source:
1996 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
73%61%
26%
24%
32%
49%
3% 7%
26%
By Race/Ethnicity – National Public
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2013 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
34%27%
9%
48%47%
37%
18%26%
54%
By Race/Ethnicity – National Public
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2013 NAEP Grade 4 Math
© 2013 THE EDUCATION TRUST
Middle grades are up, too.
© 2013 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Reading: Modest improvement and some gap closing over the last decade
1992* 1994* 1998 2002 2003 2005 2007 2009 2011 2013200
210
220
230
240
250
260
270
280
290
300
236
250238
255265
275
247 252
267
279
National Public – Grade 8 NAEP Reading
African American Latino White American Indian/Alaska Native Asian/Pacific Islander
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 281)*Accommodations not permitted
© 2013 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Math: More improvement and gap narrowing.
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013210
220
230
240
250
260
270
280
290
300
310
236
263
245
271
269
293
263270
275
306
National Public – Grade 8 NAEP Math
African American Latino White American Indian/Alaska Native
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted
© 2013 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Science: NAEP 8th Grade2009 2011
White 162 163Black 126 129Latino 132 137Asian 160 159American Indian 137 141
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Pennsylvania:One of biggest gainers!
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
NAEP Grade 4 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 GainArkansas 17
Arizona 15
Rhode Island 14
Pennsylvania 14
Minnesota 13
Tennessee 13
Florida 13
Note: On average, mean scale scores in math for African-American fourth-grade students increased by 9 points from 2003 to 2013.
© 2013 THE EDUCATION TRUST© 2014 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 GainNew 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.
© 2013 THE EDUCATION TRUST© 2014 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 GainNew 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.
© 2013 THE EDUCATION TRUST
Bottom Line:
When we really focus on something, we make progress!
© 2013 THE EDUCATION TRUST
Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
© 2013 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Africa
n American
Latino
White
American In
dian/Alaska
Native
Asian/P
acific I
slander
0%10%20%30%40%50%60%70%80%90%
100%
49%38%
17%40%
13%
38%41%
39%
38%
27%
14% 21%44%
21%
60%
By Race/Ethnicity – National Public
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2013 NAEP Grade 8 Math
© 2013 THE EDUCATION TRUST
But at least we have some traction on elementary and middle school
problems.
The same is NOT true of our high schools.
© 2013 THE EDUCATION TRUST
Source:
Achievement is flat in reading for students overall.
1984 1988 1990 1992 1994 1996 1999 2004 2008 2012240
250
260
270
280
290
300
310
320
330
340
17-Year-Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
© 2013 THE EDUCATION TRUST
Source:
Math achievement for students overall is flat over time.
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012250
260
270
280
290
300
310
320
330
340
350
17-Year-Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And despite earlier improvements, gaps between groups haven’t
narrowed much since the late 80s and early 90s.
© 2013 THE EDUCATION TRUST
Source:
Reading: Not much gap narrowing since 1988.
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012220
230
240
250
260
270
280
290
300
310
320
17 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2013 THE EDUCATION TRUST
Source:
Math: Not much gap closing since 1990.
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012240
250
260
270
280
290
300
310
320
330
340
17 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Moreover, no matter how you cut the data, our students aren’t doing well compared with their peers in other
countries.
© 2013 THE EDUCATION TRUST
Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp.
Japa
nKo
rea
Finlan
dIre
land
Cana
daPo
land
Esto
nia
New Ze
aland
Aust
ralia
Nethe
rland
sBe
lgium
Switz
erlan
dGe
rman
yFr
ance
Norw
ay
Unite
d Ki
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mUni
ted
Stat
esOEC
D av
erag
eDe
nmar
kCz
ech
Repu
blic
Italy
Aust
riaHu
ngar
ySp
ainLu
xem
bour
gPo
rtuga
lIsr
ael
Swed
enIce
land
Slove
nia
Gree
ceTu
rkey
Slova
k Rep
ublic
Chile
Mex
ico
350
400
450
500
550
600 2012 PISA - Reading
Aver
age
scal
e sc
ore
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.
© 2013 THE EDUCATION TRUST
Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.asp.
Japa
nFin
land
Esto
nia
Kore
aPo
land
Cana
daGe
rman
yNet
herla
nds
Irelan
dAu
stra
liaNew
Zeala
ndSw
itzer
land
Slove
nia
Unite
d Ki
ngdo
mCz
ech
Repu
blic
Aust
riaBe
lgium
OECD
aver
age
Fran
ceDe
nmar
kUni
ted
Stat
esSp
ainNor
way
Hung
ary
Italy
Luxe
mbo
urg
Portu
gal
Swed
enIce
land
Slova
k Rep
ublic
Israe
lGr
eece
Turk
eyCh
ileM
exico
350
400
450
500
550
600 2012 PISA - Science
Aver
age
scal
e sc
ore
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.
© 2013 THE EDUCATION TRUST
Source:
Of 34 OECD Countries, U.S.A. Ranks 27th in Math Literacy
Kore
aJa
pan
Switz
erlan
dNet
herla
nds
Esto
nia
Finlan
dCa
nada
Polan
dBe
lgium
Germ
any
Aust
riaAu
stra
liaIre
land
Slove
nia
Denm
ark
New Ze
aland
Czec
h Re
publ
icFr
ance
OECD
aver
age
Unite
d Ki
ngdo
mIce
land
Luxe
mbo
urg
Norw
ayPo
rtuga
lIta
lySp
ainSlo
vak R
epub
licUni
ted
Stat
esSw
eden
Hung
ary
Israe
lGr
eece
Turk
eyCh
ileM
exico
300
350
400
450
500
5502012 PISA - Math
Aver
age
Scal
e Sc
ore
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.
© 2013 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2013 THE EDUCATION TRUST
Source:
Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students
Fran
ceLu
xem
bour
gBe
lgium
Unite
d St
ates
Unite
d Ki
ngdo
mSw
itzer
land
Czec
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Nethe
rland
sGe
rman
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vak R
epub
New Ze
aland
Aust
riaGr
eece
Hung
ary
Portu
gal
Swed
enOEC
D Av
erag
eAu
stra
liaSp
ainDe
nmar
kIre
land
Norw
ayM
exico Italy
Polan
dCa
nada
Turk
eyIce
land
Japa
nFin
land
Kore
a
350
400
450
500
550
6002006 PISA - Science
Gap
in A
vera
ge S
cale
Sco
re
PISA 2006 Results, OECD, table 4.8b
U.S.A.
© 2013 THE EDUCATION TRUST
Source:
Among OECD Countries, U.S.A. has the 5th Largest Gap Between High-SES and Low-SES Students
Hung
ary
Belgi
umLu
xem
bour
gFr
ance
Unite
d St
ates
Aust
riaGe
rman
yNew
Zeala
ndIsr
ael
Switz
erlan
d
Unite
d Ki
ngdo
mTu
rkey
Chile
Gree
ceSw
eden
Aust
ralia
OECD
aver
age
Slove
nia
Polan
dPo
rtuga
l
Slova
k Rep
ublic
Irelan
dIta
lyCz
ech
Repu
blic
Mex
icoSp
ainDe
nmar
kNet
herla
nds
Japa
nKo
rea
Norw
ayCa
nada
Finlan
dIce
land
Esto
nia
350
400
450
500
550
6002009 PISA – Reading
Gap
in A
vera
ge S
cale
Sco
re
PISA 2009 Results, OECD, Table II.3.1
U.S.A. OECD
© 2013 THE EDUCATION TRUST
Source:
The U.S. Gap Between High-SES and Low-SES Students is Equivalent to Over Two Years of Schooling
Slova
k Rep
ublic
Fran
ceHu
ngar
yIsr
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New Ze
aland
Luxe
mbo
urg
Portu
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Czec
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publ
icGe
rman
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lgium
Polan
dAu
stria
Slove
nia
Unite
d St
ates
Spain
OECD
aver
age
Gree
ceSw
itzer
land
Aust
ralia
Unite
d Ki
ngdo
mTu
rkey
Denm
ark
Irelan
dNet
herla
nds
Kore
aJa
pan
Italy
Swed
enCa
nada
Finlan
dNor
way
Esto
nia
Icelan
dM
exico
350
400
450
500
550
6002012 PISA – Math
Gap
in A
vera
ge S
cale
Sco
re
PISA 2012 Results, OECD, Annex B1, Chapter 2, Table II.2.4a
U.S.A. OECD
© 2013 THE EDUCATION TRUST
Kore
aJa
pan
Switz
erlan
dEs
toni
aNet
herla
nds
Polan
dCa
nada
Finlan
dBe
lgium
Portu
gal
Germ
any
Turk
eyOEC
D av
erag
eIta
lySp
ainIre
land
Aust
ralia
Aust
riaLu
xem
bour
gCz
ech
Repu
blic
Slove
nia
Unite
d Ki
ngdo
mFr
ance
Norw
ayIce
land
New Ze
aland
Unite
d St
ates
Denm
ark
Swed
enHu
ngar
ySlo
vak R
epub
licM
exico
Gree
ceIsr
ael
Chile
0%
5%
10%
15%
20% PISA 2012 - Math
Perc
enta
ge o
f Stu
dent
s
Source: PISA 2012 Results, OECD, Annex B1, Chapter 2, Table II.2.7a
The U.S. ranks 26th among 34 OECD Countries on the Percentage of Low-SES Students who are High-Performing
U.S.A.OECD
Note: High-performing, low-SES students are those who are in the bottom quarter of the ESCS in their country but perform in the top quarter across students from all countries after accounting for socioeconomic background.
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUST
How?
By giving students who arrive with less, less in school, too.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Some of these “lesses” are a result of choices that policymakers make.
© 2013 THE EDUCATION TRUST
Funding Gaps Between States
GapHigh-Poverty versus Low-Poverty States
–$2,278per student
High-Minority versus Low-Minority States
–$2,330per student
© 2013 THE EDUCATION TRUST
Funding Gaps Within States: National inequities in state and local revenue per student
GapHigh-Poverty versus Low-Poverty Districts
–$773 per student
High-Minority versus Low-Minority Districts
–$1,122 per student
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
In truth, though, some of the most devastating “lesses” are a function
of choices that educators make.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Choices we make about what to expect of whom.....
© 2013 THE EDUCATION TRUST
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
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
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Choices we make about what to teach whom…
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
African American Latino White Asian0%
20%
40%
60%
80%
100%
35%
68%63%
94%
Perc
enta
ge o
f stu
dent
s who
wer
e in
the
top
two
quin
-til
es o
f mat
h pe
rfor
man
ce in
fift
h gr
ade
and
in a
lgeb
ra
in e
ight
h gr
ade
Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class 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
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Students of color are less likely to attend high schools that offer Algebra II.
020406080
100
6582
Pe
rce
nt
of
sch
oo
ls o
ffe
rin
g A
lge
bra
II
Source: U.S Department of Education Office of Civil Rights, Civil Rights Data Collection, March 2012
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Students of color are less likely to attend high schools that offer calculus.
Schools with the Most Black and Latino Students
Schools with the Fewest Black and Latino Students
0% 10% 20% 30% 40% 50% 60%
29%
55%
Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection
Percent of Schools Offering Calculus
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And choices we make about who teaches whom…
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUST
Math classes at high-poverty, high-minority secondary schools are more likely to be taught by
out-of-field* teachers.
Poverty Minority0%
30%
25%22%
11%13%
HighLow
Perc
ent o
f Cla
ss T
augh
t by
Teac
hers
W
ith N
eith
er C
ertifi
catio
n no
r Maj
or
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.
© 2013 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
Per
cen
t o
f Te
ach
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.
© 2013 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.
© 2013 THE EDUCATION TRUST
The results are devastating.
Kids who come in a little behind, leave a lot behind.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And these are the students who remain in school through 12th grade.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
African Amer-ican
Latino White Asian Native Amer-ican
0%
20%
40%
60%
80%
100%
64% 66%
82%
92%
65%
Class of 2009
Aver
aged
Fre
shm
an G
radu
ation
Rat
e
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.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Add those numbers up and throw in college entry and graduation, and
different groups of young Americans obtain degrees and very different
rates…
© 2013 THE EDUCATION TRUST
Whites attain bachelor’s degrees at twice the rate of blacks and three times the rate of Hispanics.
Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.
White African American Latino
39%
20%13%
Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2011
2x 3x
© 2013 THE EDUCATION TRUST
Young people from high-income families earn bachelor’s degrees at seven times the rate of those
from low-income families.
Source: Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.”
20100%
10%
20%
30%
40%
50%
60%
70%
80%
90%
11%
79%
Lowest Income Quartile Highest Income Quartile
Bach
elor
’s D
egre
e att
ainm
ent b
y Ag
e 24
7x
© 2013 THE EDUCATION TRUST
What Can We Do?An awful lot of Americans have decided that we can’t do much.
© 2013 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
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
© 2013 THE EDUCATION TRUST
Source:
George Hall Elementary SchoolMobile, Alabama
• 549 students in grades PK-599% African American
• 99% Low Income
Alabama Department of Education
Note: Enrollment data are for 2009-10 school year
© 2013 THE EDUCATION TRUST
Source:
Big Improvement at George Hall Elementary
2004 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
48%
96%
73%
83%
Low-Income Students – Grade 4 Reading
George HallAlabama
Perc
enta
ge M
eetin
g or
Exc
eedi
ng S
tand
ards
Alabama Department of Education
© 2013 THE EDUCATION TRUST
Source:
Exceeding Standards: George Hall students outperform white students in Alabama
African-American Students - George
Hall
White Students - Alabama
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
97%
69%
7%
24%
Grade 5 Math (2011)
Exceeds StandardsMeets StandardsPartially Meets StandardsDoes Not Meet Standards
Perc
enta
ge o
f Stu
dent
s
Alabama Department of Education
© 2013 THE EDUCATION TRUST© 2014 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 EducationNote: Data are for 2010-2011 school year
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
2004 20100%
20%
40%
60%
80%
100%
7%
78%
26%
50%
Latino Students – Grade 3 Reading
HewetsonNevada
Perc
enta
ge M
eets
Sta
ndar
ds a
nd A
bove
Big Improvementat Halle Hewetson Elementary
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
All
Latino
Low In
come
Limite
d Engli
sh Proficie
nt0%
20%
40%
60%
80%
100% 91% 95% 91% 95%
69% 63% 61% 61%
Grade 3 Math (2011)
Halle HewetsonNevada
Perc
enta
ge M
eets
Sta
ndar
ds o
r Adv
ance
dHigh Performance Across Groups
at Halle Hewetson Elementary
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
Exceeding Standards at Halle Hewetson Elementary
Halle Hewetson Nevada0%
20%
40%
60%
80%
100%
4%14%6%
25%28%
33%
63%
29%
Low-Income Students – Grade 3 Math (2011)
Exceeds StandardsMeets StandardsApproaches StandardsEmergent/Developing
Perc
enta
ge o
f Stu
dent
s
© 2013 THE EDUCATION TRUST
Source:
Elmont Memorial Junior-Senior HighElmont, New York
• 1,895 students in grades 7-12– 77% African American– 13% Latino
• 25% Low-Income
New York Department of Education
© 2013 THE EDUCATION TRUST
Source:
Outperforming the State at Elmont
All Students African American Students
Low-Income Students0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 95% 96% 93%
79%
67%73%
Secondary-Level English (2010)
ElmontNew York
Perc
enta
ge M
eetin
g St
anda
rds o
r Abo
ve
New York State Department of Education
© 2013 THE EDUCATION TRUST
Source:
Improvement and High Performance at Elmont Memorial Junior-Senior High
2005 2006 2007 2008 2009 20100%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
85%
93% 96% 93% 93% 96%
46% 51% 55%57% 61%
64%
African-American Students – Secondary-Level Math
ElmontNew York
Perc
enta
ge M
eetin
g St
anda
rds o
r Abo
ve
New York State Department of Education
© 2013 THE EDUCATION TRUST
Source:
High Graduation Rates at Elmont Memorial High School
Overal
l
Africa
n American
Latino
Economica
lly Disa
dvantag
ed
Not Eco
nomically
Disadva
ntaged
0%10%20%30%40%50%60%70%80%90%
100% 96%98%
89%99% 95%
73%
58% 57%64%
80%
Class of 2010
ElmontNew York
Perc
enta
ge o
f 200
6 Fr
eshm
en G
radu
ating
in
Four
Yea
rs
New York State Department of Education
© 2013 THE EDUCATION TRUST
Available from Harvard Education Press
and amazon.com
© 2013 THE EDUCATION TRUST
Very big differences at district level, too—even in the performance of the
“same” group of students.
© 2013 THE EDUCATION TRUST
Source:
Average Scale Scores, by DistrictLatino Students
Hous
ton
Austi
nDa
llas
Hills
boro
ugh
Coun
ty, F
la.M
iami-D
ade
Char
lotte
Bost
onCh
icago
Jeffe
rson
Cou
nty,
Ky.
Albu
quer
que
Nation
al Pu
blic
Scho
ols
Larg
e City
Atlan
taSa
n Di
ego
New Yo
rk C
ityM
ilwau
kee
Clev
eland
Detro
itPh
ilade
lphi
aLo
s Ang
eles
Dist
rict o
f Col
umbi
a Pub
lic Sc
hool
sFr
esno
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES
Note: Basic Scale Score = 262; Proficient Scale Score = 299
Houston
© 2013 THE EDUCATION TRUST
Source:
Average Scale Scores, by DistrictAfrican-American Students
Bost
onHo
usto
nCh
arlo
tteAu
stin
Dalla
s
Hills
boro
ugh
Coun
ty, F
la.At
lanta
New Yo
rk C
ity
Nation
al Pu
blic
Scho
ols
Larg
e City
Chica
goPh
ilade
lphi
aBa
ltim
ore C
ity
Jeffe
rson
Cou
nty,
Ky.
Miam
i-Dad
eSa
n Di
ego
Clev
eland
Dist
rict o
f Col
umbi
a Pub
lic Sc
hool
sLo
s Ang
eles
Milw
auke
eDe
troit
Fres
no
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES
Note: Basic Scale Score = 262; Proficient Scale Score = 299
Boston
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
National Public
Los Ange-
les
San Diego
Houston
Boston
0 5 10 15 20 25
11
15
15
17
19
Latino Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
In Boston and Houston, Latino students made far faster progress between 2003 and 2011 than in the country as a whole
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
National Public
Chicago
Atlanta
Boston
0 5 10 15 20 25
10
15
21
21
African-American Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally
© 2013 THE EDUCATION TRUST
Bottom Line: At Every Level of Education,
What We Do Matters!
© 2013 THE EDUCATION TRUST
Assuring Equity in Common Core Implementation
What can the high performers teach us?
© 2013 THE EDUCATION TRUST
#1. Good schools, districts don’t leave anything about teaching and
learning to chance.
© 2013 THE EDUCATION TRUST
An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach
and what constitutes “good enough” work.
© 2013 THE EDUCATION TRUST
What does this do?
Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to
teach it…and to what level.
© 2013 THE EDUCATION TRUST
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
87
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
© 2013 THE EDUCATION TRUST
Students can do no better than
the assignments they are given...
© 2013 THE EDUCATION TRUST
Grade 10 Writing AssignmentA frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.
© 2013 THE EDUCATION TRUST
Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.
© 2013 THE EDUCATION TRUSTSource: Unnamed school district in California, 2002-03 school year.
Essay on Anne Frank
Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book
You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.
Grade 7 Writing Assignment
© 2013 THE EDUCATION TRUST
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.
Grade 7 Writing Assignment
© 2013 THE EDUCATION TRUST
High Performing Schools and Districts
• Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it;
• Provide teachers with common curriculum, assignments;
• Have regular vehicle to assure common marking standards;
• Assess students regularly to measure progress; and,• Don’t leave student supports to chance.
© 2013 THE EDUCATION TRUST
In other words, they strive for consistency in everything they
do.
© 2013 THE EDUCATION TRUST
Questions for Common Core Implementation Efforts
1. What do you need to do—what kinds of supports, etc—to avoid
teachers having to “make it up for themselves?”
2. What do you need to do differently in schools, classrooms where the aims have been lower?
© 2013 THE EDUCATION TRUST
#2. Good schools, districts know how much teachers matter, and they act on
that knowledge.
© 2013 THE EDUCATION TRUST
There are VERY BIG differences among our teachers.
© 2013 THE EDUCATION TRUST
Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers
Note: High Poverty school-75% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. 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.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
© 2013 THE EDUCATION TRUST
Students at High-Minority Schools More Likely to Be Taught By Novice* Teachers
*Novice teachers are those with three years or fewer experience.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.
© 2013 THE EDUCATION TRUST
Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “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% qualify for FRPL and at least 75% are minority.
© 2013 THE EDUCATION TRUST
A low-income student is 66% more likely to have a low value-added teacher.
Los Angeles: LOW-INCOME STUDENTS LESS LIKELY TO HAVE HIGH VALUE-ADDED TEACHERS
A low-income student is more than twice as likely to have a low value-added teacher for ELA
In math, a student from a relatively more affluent background is 39% more likely to get a high value-added math teacher.
ELA MATHA student from a relatively more affluent background is 62% more likely to get a high value-added ELA teacher.
© 2013 THE EDUCATION TRUST
Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers
Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.
© 2013 THE EDUCATION TRUST
DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING
The distribution of value-added scores for ELA teachers in LAUSD
© 2013 THE EDUCATION TRUST
ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers
© 2013 THE EDUCATION TRUST
Questions for Common Core Implementation Efforts
3. What are you doing to make sure low-income students and students
of color are taught by their fair share of strong teachers?
4. How can you stagger or layer your Common Core efforts to provide differential support for teachers
with different needs?
© 2013 THE EDUCATION TRUST
#3. Leading schools/districts put all kids—not just some—in a rigorous course
sequence that prepares them for postsecondary education.
© 2013 THE EDUCATION TRUST
Single biggest predictor post-high school success is
QUALITY AND INTENSITY OF HIGH SCHOOL
CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
© 2013 THE EDUCATION TRUST
College prep curriculum has benefits far beyond college.
© 2013 THE EDUCATION TRUST
Students of all sorts will learn more...
© 2013 THE EDUCATION TRUST
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
© 2013 THE EDUCATION TRUST
They will also fail less often...
© 2013 THE EDUCATION TRUST
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
© 2013 THE EDUCATION TRUST
And they’ll be better prepared for the workplace.
© 2013 THE EDUCATION TRUST
Speaking of preparation for college and careers…
In both Common Core and non-Common Core states, college
readiness for all is the new goal.
© 2013 THE EDUCATION TRUST
Common Core Implementation
5. What will the new standards mean for your high school course
sequences?6. And what about equitable access
that old friend, 8th grade Algebra.
© 2013 THE EDUCATION TRUST
Yes, reasonable people can disagree on whether 8th grade
algebra should be a goal for all of our students.
© 2013 THE EDUCATION TRUST
But what’s harder to fathom is this:
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
African American Latino White Asian0%
20%
40%
60%
80%
100%
35%
68%63%
94%
Perc
enta
ge o
f stu
dent
s who
wer
e in
the
top
two
quin
-til
es o
f mat
h pe
rfor
man
ce in
fift
h gr
ade
and
in a
lgeb
ra
in e
ight
h gr
ade
Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class 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
© 2013 THE EDUCATION TRUST
How does this happen?Race, Preparation and 8th Grade
Algebra in NCNorth Carolina
© 2013 THE EDUCATION TRUST
Background
• What 7th Graders at end of 2006-2007 with EVAAS projections to proficiency in 8th Grade Algebra actually enrolled the following year?
• Students Eligible: 42,144• Students Enrolled: 18,670
© 2013 THE EDUCATION TRUST
2008 8th Grade Algebra in NC
© 2013 THE EDUCATION TRUST
Source:
Percent of Prepared Students Actually Enrolled in 8th Grade Algebra, by Race
American Indian
Latino
Black
White
Asian
0 10 20 30 40 50 60 70
32.7
37.3
41
45.1
66
Percent of Eligibles Enrolled
Statewide Aver-age: 44%
© 2013 THE EDUCATION TRUST
#4. Leading schools/districts set their goals high.
© 2013 THE EDUCATION TRUST
Elementary Version…
© 2013 THE EDUCATION TRUST
M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED
1
30
1
42
05
1015202530354045
2001 2005
Reading
Math
© 2013 THE EDUCATION TRUST
High School Version…
© 2013 THE EDUCATION TRUST
Even when they start with high drop out rates, high impact high schools focus on preparing all kids for
college and careers
Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
© 2013 THE EDUCATION TRUST
And the leaders don’t think about closing the achievement
gap only as “bringing the bottom up.”
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
1996 2000 2003 2005 2007 20090%
2%
4%
6%
8%
10%
12%
14%
0% 0% 0%
1% 1% 1%1%
0%
1% 1%
2% 2%
5%
6%
7% 7%
9%
10%
NAEP – Grade 8 Math
African American
Latino
White
Perc
ent a
t Adv
ance
d
African American and Latino students are not making gains at the advanced level at the same
rate as white students
Source: NAEP Data Explorer, NCES
© 2013 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
1996 2000 2003 2005 2007 20090%
2%
4%
6%
8%
10%
12%
14%
1% 1% 1% 1%
2% 2%
4%
7% 7%
8%
10%
12%
NAEP – Grade 8 Math
Lower Income
Higher Income
Perc
ent a
t Adv
ance
d
Lower income students are not making gains at the advanced level at the same rate as higher
income students
Source: NAEP Data Explorer, NCES
© 2013 THE EDUCATION TRUST
Common Core Implementation
7. How do we make certain we move students all along the
achievement spectrum?8. How can we get educators to aim
higher for initially higher achieving low-income students and students
of color?
© 2013 THE EDUCATION TRUST
#5. Principals are hugely important, ever present, but
NOTthe only leaders in the school
© 2013 THE EDUCATION TRUST
Elmont Memorial Junior-Senior High School
© 2013 THE EDUCATION TRUST
Common Core Implementation
9. How can we structure and support bigger leadership roles for
department and grade-level chairs?
10. What sources of “data” can tell us how implementation is going and
how equitable our progress is?
© 2013 THE EDUCATION TRUST
Washington, D.C. Royal Oak, MI 202/293-1217 734/619-8009
Oakland, CA
510/465-6444
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