Download - Achievement and Opportunity in America
© 2014 THE EDUCATION TRUST
Leading EducatorsNew Orleans, LA
June, 2014Copyright 2014 The Education Trust
Achievement and Opportunity in
America
© 2014 THE EDUCATION TRUST
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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Vehicles by no means perfect, but…
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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
4%
1920
6%
1940
11%
1960
23%
1980
29%
2000
33%
2012
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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
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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, inequality started growing again.
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Earnings among the lowest income families have declined, even amid big increases at the
top.
Lowest 20%
Second 20%
Third 20%
Fourth 20%
Top 20%
Top 5%
-20%
0%
20%
40%
60%
80%
-7%5%
14%25%
51%
78%
Perc
ent G
row
th in
Mea
n Fa
mily
Inc
ome
Cons
tant
Dol
lars
, 198
0-20
10
Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.
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Chile
Mex
icoUn
ited
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
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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.
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Not just wages and wealth, but mobility as well.
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Source:
U.S. intergenerational mobility was increasing until 1980, but has sharply declined 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.
1950 1960 1970 1980 1990 20000
0.2
0.4
0.6
0.4 0.35 0.34 0.330000000000006
0.46
0.580000000000001
Earn
ings
Ela
stici
ty
The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.
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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).
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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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There is one road up, and that road runs through us.
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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.
© 2014 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”
© 2014 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”
© 2014 THE EDUCATION TRUST
Looked at differently(and on the “other” NAEP exam)
…
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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 – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2014 THE EDUCATION TRUST
Source:
© 2013 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
© 2014 THE EDUCATION TRUST
Middle grades are up, too.
© 2014 THE EDUCATION TRUST
Source:
Record performance for students of color
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012200
210
220
230
240
250
260
270
280
290
300
13 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”
© 2014 THE EDUCATION TRUST
Source:
Performance for all groups has risen dramatically
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012200
210
220
230
240
250
260
270
280
290
300
13 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”
© 2014 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.
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)
© 2014 THE EDUCATION TRUST
Source:
Math achievement 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
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And gaps between groups haven’t narrowed since the late 80s and
early 90s.
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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”
© 2014 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”
© 2014 THE EDUCATION TRUST© 2013 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.
Japa
nKo
rea
Finlan
dIre
land
Cana
daPo
land
Esto
nia
New
Zeala
ndAu
stra
liaNe
ther
lands
Belgi
umSw
itzer
land
Germ
any
Fran
ceNo
rway
Unite
d Ki
ngdo
mUn
ited
Stat
esOE
CD 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.
© 2014 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
yNe
ther
lands
Irelan
dAu
stra
liaNe
w Ze
aland
Switz
erlan
dSlo
veni
a
Unite
d Ki
ngdo
mCz
ech
Repu
blic
Aust
riaBe
lgium
OECD
aver
age
Fran
ceDe
nmar
kUn
ited
Stat
esSp
ainNo
rway
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.
© 2014 THE EDUCATION TRUST
Source:
Of 34 OECD Countries, U.S.A. Ranks 27th in Math Literacy
Kore
aJa
pan
Switz
erlan
dNe
ther
lands
Esto
nia
Finlan
dCa
nada
Polan
dBe
lgium
Germ
any
Aust
riaAu
stra
liaIre
land
Slove
nia
Denm
ark
New
Zeala
ndCz
ech
Repu
blic
Fran
ceOE
CD av
erag
e
Unite
d Ki
ngdo
mIce
land
Luxe
mbo
urg
Norw
ayPo
rtuga
lIta
lySp
ainSlo
vak R
epub
licUn
ited
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.
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Only place we rank high?
Inequality.
© 2014 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
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land
Czec
h Re
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epub
New
Zeala
ndAu
stria
Gree
ceHu
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lSw
eden
OECD
Ave
rage
Aust
ralia
Spain
Denm
ark
Irelan
dNo
rway
Mex
ico 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.
© 2014 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
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rman
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aland
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land
Unite
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Gree
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Aust
ralia
OECD
aver
age
Slove
nia
Polan
dPo
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l
Slova
k Rep
ublic
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dIta
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ech
Repu
blic
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icoSp
ainDe
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kNe
ther
lands
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
© 2014 THE EDUCATION TRUST
Source:
The U.S. Gap Between High-SES and Low-SES Students is Equivalent to Over Two Years of Schooling
Slova
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ublic
Fran
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Chile
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erlan
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Irelan
dNe
ther
lands
Kore
aJa
pan
Italy
Swed
enCa
nada
Finlan
dNo
rway
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
© 2014 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.
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How?
By giving students who arrive with less, less in school, too.
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Some of these “lesses” are a result of choices that policymakers make.
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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.
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In truth, though, some of the most devastating “lesses” are a function
of choices that educators make.
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Choices we make about what to expect of whom.....
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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
34 41
22 21
11
0
100
Per
cent
ile -
CTB
S4
A B C DGrades
Seventh-Grade Math
Low-poverty schools High-poverty schools
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Choices we make about what to teach whom…
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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
tiles
of m
ath
perf
orm
ance
in fi
fth
grad
e an
d in
al-
gebr
a in
eig
hth
grad
e
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
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Students of color are less likely to attend high schools that offer physics.
020406080
100
40
66
Perc
ent o
f sch
ools
offe
ring
Phys
ics
Source: U.S. Department of Education Office of Civil Rights, Civil Rights Data Collection, March 2012
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And choices we make about who teaches whom…
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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.
© 2014 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.
© 2014 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
ent o
f Tea
cher
s
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.
© 2014 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.
© 2014 THE EDUCATION TRUST
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.
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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.
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Add those numbers up and throw in college entry and graduation, and
different groups of young Americans obtain degrees and 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: NCES, Condition of Education 2010 (Table A-22-1) and U.S. Census Bureau, Educational Attainment in the United States: 2012
White African American Latino
40%
23%15%
Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2011
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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
© 2014 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
© 2014 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
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What Can We Do?An awful lot of Americans have decided that we can’t do much.
© 2014 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
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
© 2014 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
© 2014 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
© 2014 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
© 2014 THE EDUCATION TRUST© 2013 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
© 2014 THE EDUCATION TRUST© 2013 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
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Source: Nevada Department of Education
AllLati
no
Low In
come
Limite
d Engli
sh Proficient
0%
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
© 2014 THE EDUCATION TRUST© 2013 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
© 2014 THE EDUCATION TRUST
Source:
Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana
• 376 students in grades PK – 6– 94% African American
• >95% Low Income
Source: Louisiana Department of EducationNote: Enrollment and demographic data are from 2010-11
© 2014 THE EDUCATION TRUST
Source:
Big Gains at Bethune Elementary
2007 20120
20
40
60
80
100
54
76
4651
Students Overall – Grade 6 National Percentile Rank
BethuneLouisiana
Nati
onal
Per
centi
le R
ank
Louisiana Department of Education
© 2014 THE EDUCATION TRUST
Source:
Exceeding Expectations at Bethune Elementary School
2007 2008 2009 2010 2011 20120%
10%20%30%40%50%60%70%80%90%
100%
82%93% 92%
99%90%
100%
62% 62%68%
73%70% 69%
Grade 6 English Language Arts
BethuneLouisiana
Perc
ent B
asic
or A
bove
© 2014 THE EDUCATION TRUST
Source:
Advanced Performance at Bethune Elementary
Bethune Louisiana0%
20%
40%
60%
80%
100%
50%
48%
33%
22%
17%9%
4%
17%
Students Overall – Grade 6 English Language Arts (2012)
AdvancedMasteryBasicApproaching BasicUnsatisfactory
Perc
enta
ge o
f Stu
dent
s
Louisiana Department of Education
© 2014 THE EDUCATION TRUST
Source:
Classroom Instruction
© 2014 THE EDUCATION TRUST
Source:
Classroom Instruction
© 2014 THE EDUCATION TRUST
Source:
Classroom Instruction
© 2014 THE EDUCATION TRUST
Source:
Classroom Instruction
© 2014 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
© 2014 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
© 2014 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
© 2014 THE EDUCATION TRUST
Source:
High Graduation Rates at Elmont Memorial High School
Overal
l
African
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
© 2014 THE EDUCATION TRUST
Source:
University Park Campus SchoolWorcester, Massachusetts
• 244 students in grades 7-12– 44% Latino– 24% White– 23% Asian– 9% African American
• 82% Low Income
Source: Massachusetts Department of Education
Note: Enrollment data are for 2011-12.
© 2014 THE EDUCATION TRUST
Source:
Exceeding Standardsat University Park
University Park Massachusetts0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
24%
26%
35%
30%
41%25%
18%
Latino Students – Grade 10 Mathematics (2012)
AdvancedProficientNeeds ImprovementFailing
Perc
enta
ge o
f Stu
dent
s
Source: Massachusetts Department of Education
© 2014 THE EDUCATION TRUST
Source:
Exceeding Standardsat University Park
University Park Massachusetts0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
16%19%
48%
60%
35%
17%
5%
Low-Income Students – Grade 10 English Language Arts (2012)
AdvancedProficientNeeds ImprovementFailing
Perc
enta
ge o
f Stu
dent
s
Source: Massachusetts Department of Education
© 2014 THE EDUCATION TRUST
Source:
High Graduation Rates at University Park
All Students Latino Low-Income0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 95% 95% 97%
83%
62%70%
4-Year Graduation Rate (Class of 2011)
University ParkMassachusetts
Perc
enta
ge P
rofic
ient
and
Abo
ve
Source: Massachusetts Department of Education
© 2014 THE EDUCATION TRUST
Source:
University Park Campus School
© 2014 THE EDUCATION TRUST
Available from Harvard Education Press
and amazon.com
© 2014 THE EDUCATION TRUST
Very big differences at district level, too—even in the performance of the
“same” group of students.
© 2014 THE EDUCATION TRUST
180
190
200
210
District ofColumbia
LosAngeles
Atlanta Chicago Cleveland NationalPublic
SanDiego
Charlotte Houston New YorkCity
Boston
Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)
© 2014 THE EDUCATION TRUST
225
235
245
255
LosAngeles
District ofColumbia
Atlanta Chicago NationalPublic
SanDiego
Cleveland Boston Charlotte New YorkCity
Houston
Low-Income African American Students do Better in Some Districts
(NAEP Math 8th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)
© 2014 THE EDUCATION TRUST
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
© 2014 THE EDUCATION TRUST
Those differences hold true today.
In some districts, students perform considerably lower
than similar students in other districts. And some districts
are making far more progress than others.
© 2014 THE EDUCATION TRUST
Source:
Average Scale Scores, by DistrictAfrican American Students
Char
lotte
Hills
boro
ugh
Coun
ty (F
L)Ne
w Yo
rk C
ityM
iami-D
ade
Austi
nBo
ston
San
Dieg
oNa
tiona
l pub
licAt
lanta
Los A
ngele
s
Jeffe
rson
Cou
nty (
KY)
Hous
ton
Larg
e city
Dalla
sBa
ltim
ore C
ityCh
icago
Phila
delp
hia
Dist
rict o
f Col
umbi
a (DC
PS)
Milw
auke
eDe
troit
Fres
noCl
evela
nd
160170180190200210220230240250260
Grade 4 – NAEP Reading (2013)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES
Note: Basic Scale Score = 208; Proficient Scale Score = 238
© 2014 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Average Scale Scores, by DistrictLatino Students
Char
lotte
Hous
ton
Hills
boro
ugh
Coun
ty (F
L)Da
llas
Bost
onM
iami-D
ade
Austi
nNa
tiona
l pub
licCh
icago
Larg
e city
Albu
quer
que
Milw
auke
e
Jeffe
rson
Cou
nty (
KY)
New
York
City
Atlan
ta
Dist
rict o
f Col
umbi
a (DC
PS)
Phila
delp
hia
San
Dieg
oLo
s Ang
eles
Fres
noCl
evela
ndDe
troit
200210
220230240250
260270280
290300
Grade 8 – NAEP Math (2013)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES
Note: Basic Scale Score = 262; Proficient Scale Score = 299
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Big differences in improvement, too.
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
National public
Los Ange-
les
Houston
Boston
0 5 10 15 20 25
14
17
19
21
Grade 8 – NAEP Math (2003-2013)
Change in Mean Scale Score, 2003-2013
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated, and had members of this specific subgroup, in both the 2003 and 2013 NAEP TUDA administrations .
In Boston and Houston, low-income Latino students made far faster progress between 2003 and 2013 than the country as a
whole
© 2014 THE EDUCATION TRUST
Bottom Line: It’s not just the kids.
What we do MATTERS!
© 2014 THE EDUCATION TRUST
What Can The High Performers and High Gainers Teach Us?
© 2014 THE EDUCATION TRUST
In a few minutes, you’ll have a chance to take a “trip” to some schools that are hitting it out of
the park for poor kids…and some that aren’t.
© 2014 THE EDUCATION TRUST
Some things to listen for…
© 2014 THE EDUCATION TRUST
1. Academic press for ALL kids
© 2014 THE EDUCATION TRUST
Source:
• Set goals high;• Rigorous assignments that are more
challenging over time;• All kids in courses that will prepare for
college.
© 2014 THE EDUCATION TRUST
What we ask of kids often differs dramatically from classroom to classroom
and school to school.
© 2014 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.
© 2014 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.
© 2014 THE EDUCATION TRUST
The Odyssey Ninth GradeHigh-level Assignment
Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey and the Movie "0 Brother Where Art Thou"
By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.
For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?
© 2014 THE EDUCATION TRUST
The Odyssey Ninth GradeLow-level Assignment
Divide class into 3 groups:Group 1 designs a brochure titled
"Odyssey Cruises". The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place.
Group 2 draws pictures of each adventure.
Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.
© 2014 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
© 2014 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
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Yes, most of us now have the same standards. But which of the
following assignments are actually aligned with the Common Core?
© 2014 THE EDUCATION TRUST
Source:
5th Grade
Write a poem about yourself using at least two metaphors.
© 2014 THE EDUCATION TRUST
Source:
5th Grade
Write an analysis in which you identify the metaphor Gwendolyn Brooks uses in the poem Bronzeville Man and explain its impact on the meaning of the poem.
© 2014 THE EDUCATION TRUST
Source:
7th Grade History
Do you think Julius Caesar was a tyrant or hero?
© 2014 THE EDUCATION TRUST
Source:
7th Grade History
What do these authors tell us about Julius as a leader? Was he a tyrant or hero? After reading primary and secondary sources about Caesar, write a debate position that addresses the questions and support your position with evidence from the texts. Be sure to acknowledge competing views.
© 2014 THE EDUCATION TRUST
Source:
9th Grade Science
After viewing particles in your microscope, draw a picture of particles in motion in a liquid.
© 2014 THE EDUCATION TRUST
Source:
9th Grade
After reading the scientific articles about the states of matter, develop a model to describe particle motion in solids, liquids and gases.
© 2014 THE EDUCATION TRUST
Source:
High School Math
Define “quadratic equation” and complete the worksheet.
© 2014 THE EDUCATION TRUST
Source:
HS MathAfter creating a model for tee-shirt sales and
revenue, write a short report for a business owner in which you discuss the appropriateness of your model for predicting the amount of revenue for a given number of shirts sold. Address specific conditions under which the model fits or fails.
© 2014 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.
© 2014 THE EDUCATION TRUST
#2. Striving for consistency in everything they do.
© 2014 THE EDUCATION TRUST
Source:
• Consistency in discipline;• Consistency in how supports are provided
and monitored.
© 2014 THE EDUCATION TRUST
#3. Honest feedback for both adults and students.
© 2014 THE EDUCATION TRUST
• High goals for students, but painfully honest about where they are now;
• Teachers, too, get honest feedback—including look at the data on how much their students are growing;
• Counselors, too, held accountable.
© 2014 THE EDUCATION TRUST
#4. Every student matters
© 2014 THE EDUCATION TRUST
Source:
• Constant use of data;• Middle- and high-achievers get attention,
too.
© 2014 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Percentage Below Basic Over Time
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%
20%
40%
60%
80%
100%
67% 67%63% 60%
53% 50%46% 44%
40% 38%
Latino Students (National Public) – Grade 8 NAEP Math
Perc
enta
ge o
f Stu
dent
s at B
elow
Bas
ic
*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2014 THE EDUCATION TRUST
Source:
© 2014 THE EDUCATION TRUST
Percentage Below Basic Over Time
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%
20%
40%
60%
80%
100%
79% 81%75%
70%
61% 59%53% 51% 50% 49%
African-American Students (National Public) – Grade 8 NAEP Math
Perc
enta
ge o
f Stu
dent
s at B
elow
Bas
ic
*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Yet while we’re making progress in getting White students to the
Advanced level…
© 2014 THE EDUCATION TRUST
Source:
Percentage Advanced Over Time
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
3% 3%
5%6%
7% 7%
9%10% 10%
11%
White Students (National Public) – Grade 8 NAEP Math
Perc
enta
ge o
f Stu
dent
s at A
dvan
ced
*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2014 THE EDUCATION TRUST
Source:
Percentage Advanced Over Time
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
0% 0% 0% 0% 0%1% 1% 1% 1%
2%
African-American Students (National Public) – Grade 8 NAEP Math
Perc
enta
ge o
f Stu
dent
s at A
dvan
ced
*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2014 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Percentage Advanced Over Time
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
1%0%
1%0%
1% 1%2% 2%
3% 3%
Latino Students (National Public) – Grade 8 NAEP Math
Perc
enta
ge o
f Stu
dent
s at A
dvan
ced
*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
© 2014 THE EDUCATION TRUST
You can help create attention and action on this problem in
your school.
© 2014 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
Finally, taking on the hard, important stuff:
Getting strong teachers to the kids who need them the most.
© 2014 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
© 2014 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
© 2014 THE EDUCATION TRUST
Washington, D.C. Metro Detroit, MI 202/293-1217 734/619-8009
Oakland, CA510/465-6444
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