© 2011 THE EDUCATION TRUST
Raising Achievement and Closing Gaps Between Groups:Lessons from Schools and Districts on the Performance Frontier
Hillsborough County SchoolsTampa, FL March, 2011
© 2011 THE EDUCATION TRUST
First, some good news.
After more than a decade of fairly flat achievement and stagnant or
growing gaps, we appear to be turning the corner.
© 2011 THE EDUCATION TRUST
Source:
4th Grade Reading:Record Performance with Gap Narrowing
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008150
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
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
4th Grade Math:Record Performance with Gap Narrowing
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008200
210
220
230
240
250
260
270
280
290
30013 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
8th Grade Math: Progress for All Groups, Some Gap Narrowing
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008200
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
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Yes, no matter which of the national exams (“NAEP”) you look at, the suggestion that
funding is up and results are flat is wrong.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Math achievement rising over time
Source: NAEP Data Explorer, NCES
2000 2003 2005 2007 2009220
230
240
250
260
270
280
290
300
310
320
272276 278 280 282
National Public – NAEP Grade 8 Math
Aver
age
scal
e sc
ore
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Rising achievement, narrowing gaps
Source: NAEP Data Explorer, NCES
2000 2003 2005 2007 2009220
230
240
250
260
270
280
290
300
310
320
283287 288
290 292
243252 254
259 260252
258 261 264 266
287 289294 296
300
National Public – NAEP Grade 8 Math
WhiteAfrican AmericanLatinoAsian
Aver
age
scal
e sc
ore
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Rising achievement, some gap narrowing
Source: NAEP Data Explorer, NCES
2000 2003 2005 2007 2009220
230
240
250
260
270
280
290
300
310
320
229
242 244 246249
275280 281 284 285
National Public – NAEP Grade 8 Math
Students With DisabilitiesStudents Without Disabilities
Aver
age
scal
e sc
ore
Note: Includes students with Section 504 plans
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Source:
Gains Are Not Just Among Low-Achievers: Increase at the Top, Too
Hanushek, Peterson and Woesmann. “US Math Performance in Global Perspective; November, 2010
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Some states making much greater progress.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 4 Reading – Latino Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainFlorida 12
Maryland 12
Massachusetts 9
Nevada 7
California 5
Texas 5
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for Latino fourth-grade students increased by 5 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 4 Reading – African American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainAlabama 13
Florida 13
Kansas 13
New Jersey 13
Rhode Island 11
Texas 11
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for African American fourth-grade students increased by 7 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 4 Reading – Low Income Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainFlorida 12
Alabama 11
Maryland 11
Nevada 8
New Jersey 8
Pennsylvania 8
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for low income fourth-grade students increased by 5 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 8 Mathematics – Latino Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainArkansas 21
Delaware 20
Massachusetts 16
Idaho 13
Maryland 13
Pennsylvania 13
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for Latino eighth-grade students increased by 8 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 8 Mathematics – African American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainFlorida 15
Indiana 15
New Jersey 14
Kansas 13
Pennsylvania 13
Texas 13
Wisconsin 13
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for African American eighth-grade students increased by 8 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
NAEP Grade 8 Mathematics – Low Income Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2009)
State GainMassachusetts 17
New Jersey 14
Florida 13
Georgia 12
Maryland 12
Pennsylvania 12
Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for low income eighth-grade students increased by 8 points from 2003 to 2009.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
What do these changes mean for individual children?
© 2011 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 – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
2009 NAEP Grade 4 Math
African Amer-ican
Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
37%30%
10%
48%49%
40%
16% 21%
50%
By Race/Ethnicity – National Public
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
Source:
More low-income students are performing at higher levels today than in 1996
1996 20090%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
60%
29%
33%
49%
7%21%
Lower Income Students (National Public) – Grade 4 NAEP Math
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
Bottom Line:
When we really focus on something, we make progress!
© 2011 THE EDUCATION TRUST
Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
© 2011 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.
© 2011 THE EDUCATION TRUST
Source:
Achievement Flat in Reading
1984 1988 1990 1992 1994 1996 1999 2004 2008240
250
260
270
280
290
300
310
320
330
340
289285 285
17 Year Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
© 2011 THE EDUCATION TRUST
Source:
Math achievement flat over time
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250
260
270
280
290
300
310
320
330
340
350
304300 298
302 305 307 306 307 308 305 306
17-Year-Olds
Aver
age
Scal
e Sc
ore
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And gaps between groups are mostly wider today than in late
eighties, early nineties
© 2011 THE EDUCATION TRUST
Source:
12th Grade Reading: No Progress, Gaps Wider than 1988
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220
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
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
12 Grade Math: Results Mostly FlatGaps Same or Widening
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240
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
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And no matter how you cut the data, our students aren’t doing well
compared to their peers in other countries.
© 2011 THE EDUCATION TRUST
Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.
PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject 2000 Rank(out of 26)
Math 17th
Science 13th
Reading 14th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results , http://www.oecd.org/
2003 Rank(out of 26)
22nd
Tied for 17th
14th
2006 Rank(out of 26)
2009 Rank(out of 26)
22nd Tied 20th
19th 13th
n/a Tied 10th
© 2011 THE EDUCATION TRUST
A closer look at math
© 2011 THE EDUCATION TRUST
Source:
Of 29 OECD Countries, U.S.A. Ranked 24thFin
land
Kore
aNet
herla
nds
Japa
nCa
nada
Belgi
umSw
itzer
land
New Ze
aland
Aust
ralia
Czec
h Re
publ
icIce
land
Denm
ark
Fran
ceSw
eden
Aust
riaGe
rman
yIre
land
OECD
Aver
age
Slova
ck R
epub
licNor
way
Luxe
mbo
urg
Polan
dHu
ngar
ySp
ainUni
ted
Stat
esPo
rtuga
lIta
lyGr
eece
Turk
eyM
exico
300
350
400
450
500
550 2003 PISA - Math
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
© 2011 THE EDUCATION TRUST
Problems are not limited to our high-poverty and high-minority
schools . . .
© 2011 THE EDUCATION TRUST
U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math
Bel
gium
Kor
ea
Japa
nF
inla
ndN
ethe
rland
sN
ew Z
eala
ndS
witz
erla
ndA
ustr
alia
Can
ada
Cze
ch R
epub
licIc
elan
dD
enm
ark
Sw
eden
OE
CD
Ave
rage
Aus
tria
Ger
man
yF
ranc
eS
lova
k R
epub
licN
orw
ay
Irel
and
Pol
and
Luxe
mbo
urg
Hun
gary
Uni
ted
Sta
tes
Italy
Tur
key
Spa
inP
ortu
gal
Gre
ece
Mex
ico
0
2
4
6
8
10
Pe
rce
nt
of
Stu
de
nts
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2011 THE EDUCATION TRUST
U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
Belg
ium
Japa
nKo
rea
Switz
erla
ndNe
ther
land
sNe
w Z
eala
ndFi
nlan
dAu
stra
liaCa
nada
Czec
h Re
pu...
Denm
ark
Swed
enGe
rman
yO
ECD
AVE.
..Au
stria
Icel
and
Fran
ceSl
ovak
Rep
u...
Norw
ayHu
ngar
yLu
xem
bour
gIre
land
Pola
ndUn
ited
Stat
esSp
ain
Italy
Turk
eyPo
rtug
alGr
eece
Mex
ico
300
350
400
450
500
550
600
650
700
Ave
rage
Sca
le S
core
* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at
http://www.oecd.org/
© 2011 THE EDUCATION TRUST
U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students
Belg
ium
Neth
erla
nds
Finl
and
Czec
h Re
pu...
Cana
daJa
pan
Kore
aSw
itzer
land
Aust
ralia
Germ
any
New
Zea
land
Fran
ceDe
nmar
kSw
eden
Aust
riaHu
ngar
yO
ECD
AVE.
..Sl
ovak
Rep
u...
Luxe
mbo
urg
Irela
ndIc
elan
dPo
land
Norw
ayUn
ited
Stat
esSp
ain
Port
ugal
Italy
Gree
ceTu
rkey
Mex
ico
300
350
400
450
500
550
600
Ave
rage
Sca
le S
core
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2011 THE EDUCATION TRUST
Problems not limited to math, either.
© 2011 THE EDUCATION TRUST
Science?
© 2011 THE EDUCATION TRUST
Finl
and
Can
ada
Japa
nN
ew Z
eala
ndA
ustra
liaN
ethe
rland
sR
epub
of K
orea
Ger
man
yU
nite
d K
ingd
omC
zech
Rep
ubS
witz
erla
ndA
ustri
aB
elgi
umIre
land
Hun
gary
Sw
eden
OE
CD
Ave
rage
Pol
and
Den
mar
kFr
ance
Icel
and
Uni
ted
Sta
tes
Slo
vak
Rep
ubS
pain
Nor
way
Luxe
mbo
urg
Italy
Por
tuga
lG
reec
eTu
rkey
Mex
ico
300
350
400
450
500
550
Av
era
ge
Sc
ale
Sc
ore
PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
© 2011 THE EDUCATION TRUST
Immigrants? The U.S.A. does have a larger percentage of immigrants and children of immigrants than most
OECD countries
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
Per
cen
t o
f S
tud
ents
2nd Generation 1st Generation
Source: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
U.S.A.
© 2011 THE EDUCATION TRUST
But ranks 21st out of 30 OECD countries when only taking into account native student* scores
PISA 2006 Science
Finl
and
Can
ada
New
Zea
land
Net
herla
nds
Ger
man
yJa
pan
Sw
itzer
land
Aus
tralia
Aus
tria
Kor
eaB
elgi
umU
nite
d K
ingd
omC
zech
Rep
ubS
wed
enLu
xem
bour
gIre
land
OE
CD
Ave
rage
Hun
gary
Fran
ceD
enm
ark
Pol
and
Uni
ted
Sta
tes
Icel
and
Spa
inN
orw
ayS
lova
k R
epub
Italy
Por
tuga
lG
reec
eTu
rkey
Mex
ico
300
350
400
450
500
550
600
Av
era
ge
Sc
ale
Sc
ore
U.S.A.
*Students born in the country of assessment with at least one parent born in the same countrySource: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
© 2011 THE EDUCATION TRUST
Even in problem-solving, something we consider an American strength…
© 2011 THE EDUCATION TRUST
Source:
U.S.A. Ranks 24th Out of 29 OECD Countries in Problem-Solving
Kore
aFin
land
Japa
nNew
Zeala
ndAu
stra
liaCa
nada
Belgi
umSw
itzer
land
Nethe
rland
sFr
ance
Denm
ark
Czec
h Re
publ
icGe
rman
ySw
eden
Aust
riaIce
land
Hung
ary
OECD
Aver
age
Irelan
dLu
xem
bour
gSlo
vak R
epub
licNor
way
Polan
dSp
ainUni
ted
Stat
esPo
rtuga
lIta
lyGr
eece
Turk
eyM
exico
350
400
450
500
550
6002003 PISA
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
© 2011 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2011 THE EDUCATION TRUST
*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD
Countries
Rank in Performance Gaps Between Highest and Lowest Achieving
Students *
Mathematical Literacy 8th
Problem Solving 6th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
© 2011 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
h Re
pub
Nethe
rland
sGe
rman
ySlo
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.
© 2011 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
© 2011 THE EDUCATION TRUST
These gaps 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.
© 2011 THE EDUCATION TRUST
How?
By giving students who arrive with less, less in school, too.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Some of these “lesses” are a result of choices that policymakers make.
© 2011 THE EDUCATION TRUST
Source:
National Inequities in State and Local Revenue Per Student
GapHigh Poverty vs. Low Poverty Districts
–$773 per student
High Minority vs. Low Minority Districts
–$1,122 per student
Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Choices we make about what to expect of whom…
© 2011 THE EDUCATION TRUST
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in Poor Schools Receive ‘A’s for Work That 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
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Choices we make about what to teach whom…
© 2011 THE EDUCATION TRUST
African American, Latino & Native American high school graduates are less likely to have been enrolled
in a 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.
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And choices we make about who teaches whom…
© 2011 THE EDUCATION TRUST
More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers
34%
19%
29%
21%
0%
50%
Per
cen
t o
f C
lass
es T
aug
ht
by
Ou
t o
f F
ield
Tea
cher
s
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey .
High poverty Low poverty High minority Low minorityNote: High Poverty school-50% 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 - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.
© 2011 THE EDUCATION TRUST
Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
Perc
en
t o
f T
each
ers
Wh
o A
re
Inexp
erie
nce
d
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
*Teachers with 3 or fewer years of experience.
High poverty Low poverty High minority Low minority
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students
© 2011 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.
© 2011 THE EDUCATION TRUST
Results are devastating.
Kids who come in a little behind, leave a lot behind.
© 2011 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
© 2011 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
150 200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
© 2011 THE EDUCATION TRUST
And those are the students who remain in high school through
the end of 12th grade.
© 2011 THE EDUCATION TRUST
Best available estimates of national four-year graduation rates
Class of 2006
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.
© 2011 THE EDUCATION TRUST
Add it all up, and throw in college entry and graduation…
© 2011 THE EDUCATION TRUST
Of Every 100 White Kindergartners:
94 Graduate from high school or get a GED
67 Complete at least some college
37 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2011 THE EDUCATION TRUST
Of Every 100 African American Kindergartners:
88 Graduate from High School or get a GED
51 Complete at Least Some College
20 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2011 THE EDUCATION TRUST
Of Every 100 Latino Kindergartners:
68 Graduate from high school or get a GED
36 Complete at least some college
12 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, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf
© 2011 THE EDUCATION TRUST
Of Every 100 American Indian/Alaskan Native Kindergartners:
(25 Years Old and Older)
Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf
71 Graduate from high school
30 Complete at least some college
12 Obtain at least a Bachelor’s Degree
© 2011 THE EDUCATION TRUST
College Graduates by Age 242009
Young People From High Income Families
82%
Young People From Low Income Families
8%
Source: Tom Mortenson, Postsecondary Educational Opportunity..
© 2011 THE EDUCATION TRUST
What Can We Do?An awful lot of educators have
decided that we can’t do much.
© 2011 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
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
© 2011 THE EDUCATION TRUST
Source:
George Hall Elementary SchoolMobile, AL
• 530 Students• 100% African American• 99% Low-Income
Alabama Department of Education
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Four years ago, school was lowest performing in the district and among the bottom few in the state. District
reconstituted—and restaffed.
© 2011 THE EDUCATION TRUST
Source:
George Hall Elementary, Grade 5 Math2008
SchoolDistrict--White
Students State--White Students
0102030405060708090
100 96.5
59.153.2
Level IV
Public Affairs Research Council of Alabama, “Does the System succeed with All Kinds of Kids.
© 2011 THE EDUCATION TRUST
Source:
George Hall Elementary, Grade 5 Reading2008
SchoolDistrict--White
Students State--White Students
48
50
52
54
56
58
60
62 61.4
53.5 54.7
Level IV
Public Affairs Research Council of Alabama, “Does the System Succeed with All Kinds of Kids.”
© 2011 THE EDUCATION TRUST
Frankford Elementary School
© 2011 THE EDUCATION TRUST
Frankford ElementaryFrankford, Delaware
• 449 Students in Grades PreK-5• 29% African American• 34% Latino• 34% White• 76% Low-Income
Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
© 2011 THE EDUCATION TRUST
Frankford ElementaryClosing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2011 THE EDUCATION TRUST
Frankford ElementaryClosing Gaps, Grade 5 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2011 THE EDUCATION TRUST
Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2011 THE EDUCATION TRUST
Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
© 2011 THE EDUCATION TRUST
Source:
Elmont Memorial Junior-Senior HighElmont, New York
• 1,945 students in grades 7-12– 77% African American
• 27% Low-Income
New York Department of Education
© 2011 THE EDUCATION TRUST
Elmont: Out-Performing the StateSecondary-Level English (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
© 2011 THE EDUCATION TRUST
Source:
Improvement and High Performance at Elmont Memorial Junior-Senior High
2005 2006 20070%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
85%
93% 96%
46%51%
55%
African-American Students – Secondary-Level Math
ElmontNew York
Perc
enta
ge M
eetin
g St
anda
rds
New York Department of Education
© 2011 THE EDUCATION TRUST
Source:
More Students Graduate at Elmont Memorial Junior-Senior High
African American Latino Low-Income0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 97% 94% 93%
55% 53%60%
Class of 2007
ElmontNew York
Gra
duati
on R
ate
New York Department of Education
© 2011 THE EDUCATION TRUST
Very big differences at district level, too—even in the performance of the
“same” group of students.
© 2011 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)
© 2011 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)
© 2011 THE EDUCATION TRUST
Bottom Line:
At every level of education, what we do matters a lot!
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
St. J
ohns
Sant
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Stat
e of F
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anat
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bia
Polk
St. L
ucie
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Students Overall
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Dade
Palm
Bea
chSe
min
ole
Leon
Brow
ard
Orang
eBr
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Sara
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Lee
Clay
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boro
ugh
Stat
e of F
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anat
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Hern
ando
Pasc
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lk St
. Luc
ie
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:White Students
Hillsborough Florida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Clay
Okalo
osa
Sant
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aLe
onOsc
eola
Brow
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sota
Brev
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Lee
Sem
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Pasc
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Bay
Collie
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anat
eePo
lk Al
achu
aPi
nella
s
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:African American Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
St. J
ohns
Sant
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aLe
onOka
loos
aCl
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cam
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Sem
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rM
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Hills
boro
ugh
Polk
Osceo
laBa
yM
anat
ee
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Latino Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
Sant
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Sem
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St. J
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Dade
Mar
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Pine
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Esca
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llsbo
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val
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Alac
hua
Man
atee
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Low Income Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Brev
ard
Sem
inol
eSa
raso
taSt
. Joh
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Orang
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Pasc
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eola
Polk
St. L
ucie
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 4 Reading (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:High Income Students
Hillsborough Florida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
Sant
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min
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St. J
ohns
Brev
ard
Sara
sota Bay
Palm
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Orang
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lM
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cam
bia
Polk
Osceo
la
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Students Overall
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Palm
Bea
chSe
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Okalo
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Volu
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lk
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:White Students
Hillsborough Florida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Sant
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aOka
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anat
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cam
bia
Pine
llas
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:African American Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
St. J
ohns
Okalo
osa
Brow
ard
Palm
Bea
chSe
min
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Bay
Clay
Leon
Brev
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boro
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lusia
Osceo
laPo
lk M
anat
ee
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Latino Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Sant
a Ros
aOka
loos
aSe
min
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Brev
ard
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Hern
ando
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Bea
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Polk
Esca
mbi
aLe
onAl
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a
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:Low Income Students
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
Sem
inol
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nta R
osa
Brev
ard
St. J
ohns
Palm
Bea
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raso
taLe
onBr
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hOra
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Lee
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doLa
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cam
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Dade
Volu
siaDu
val
Polk
Osceo
laSt
. Luc
ie
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Grade 8 Math (2010)
Perc
ent s
corin
g at
or a
bove
Lev
el 3
Source: Florida Department of Education
Average Percent Proficient by District:High Income Students
Hillsborough Florida
Note: Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
St. J
ohns
Brev
ard
Sem
inol
eSa
nta R
osa
Osceo
laPa
lm B
each
Brow
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rOra
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Sara
sota
Lake
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boro
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Lee
Stat
e of F
lorid
aHe
rnan
doM
anat
eeLe
on Bay
Pine
llas
Pasc
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deSt
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lk Vo
lusia
Mar
ion
Esca
mbi
aAl
achu
aDu
val0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Class of 2009
Perc
ent o
f stu
dent
s
Source: Florida Department of Education
Average Cohort Graduation Rate by District: Students Overall
Hillsborough Florida
Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
St. J
ohns
Brev
ard
Palm
Bea
chSe
min
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Collie
rOsc
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Brow
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Man
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Stat
e of F
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cam
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Pasc
oM
ario
n
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Class of 2009
Perc
ent o
f stu
dent
s
Source: Florida Department of Education
Average Cohort Graduation Rate by District: White Students
Hillsborough Florida
Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Okalo
osa
Osceo
laBr
evar
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rnan
doSt
. Joh
nsCo
llier
Brow
ard
Sem
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Palm
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Stat
e of F
lorid
aHi
llsbo
roug
hDa
deLa
keM
anat
ee Lee
Mar
ion
Leon
Duva
lSa
raso
taEs
cam
bia
Volu
siaPi
nella
sAl
achu
a
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Class of 2009
Perc
ent o
f stu
dent
s
Source: Florida Department of Education
Average Cohort Graduation Rate by District: African American Students
HillsboroughFlorida
Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
St. J
ohns
Okalo
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Sant
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evar
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lusia
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sota
Alac
hua
Man
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Class of 2009
Perc
ent o
f stu
dent
s
Source: Florida Department of Education
Average Cohort Graduation Rate by District: Latino Students
HillsboroughFlorida
Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
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30%
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Perc
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Source: Florida Department of Education
Average Cohort Graduation Rate by District: Low-Income Students
HillsboroughFlorida
Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Sem
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0%
10%
20%
30%
40%
50%
60%
70%
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90%
100%Class of 2009
Perc
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Source: Florida Department of Education
Average Percent Completing College Preparatory Curriculum by District
Hillsborough Florida
Note: Chart includes all Florida districts with more than 20,000 students. The college preparatory curriculum includes 4 credits in English, 3 credits in math (Algebra I or higher), 3 credits in science (with 2 labs), 3 credits in social sciences, 2 credits in the same second language, and 3 credits in electives.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
St. J
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Class of 2009
Perc
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f gra
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es
Source: Florida Department of Education
Average Percent Meeting College Readiness Cutoffs in Reading, Math, and Writing by District
Hillsborough
Florida
Note: Chart includes all Florida districts with more than 20,000 students. Florida’s public colleges and universities have established cutoff scores for the SAT-I, the ACT, and the Florida College Entry-Level Placement Test (CPT); students who score below these cutoffs are required to enroll in remedial coursework. Chart only includes students who: took the ACT/SAT/CPT, graduated from a Florida public high school, and enrolled in a Florida public college or university during the academic year immediately following high school graduation.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Leon
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0%
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Perc
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Source: Florida Department of Education
Average Percent Enrolling in Public Postsecondary Institution in Florida by District
HillsboroughFlorida
Note: Chart includes all Florida districts with more than 20,000 students. Includes students who enrolled in a state university, community college, or public postsecondary career center in the fall following high school graduation.
© 2011 THE EDUCATION TRUST
What Do We Know About How To Accelerate Success?
What do the high performers do?
© 2011 THE EDUCATION TRUST
#1. They focus on what they can do, rather than what they can’t.
© 2011 THE EDUCATION TRUST
Some schools and districts get all caught up in “correlations”.
© 2011 THE EDUCATION TRUST
Spend endless time tracking:
• Percent of babies born at low-birthweight;• Percent of children born to single moms;• Percent of children in families receiving
government assistance;• Education levels of mothers; and…
© 2011 THE EDUCATION TRUST
The leaders in high-performing high poverty schools and districts don’t do that.
They focus on what they can do, not on what they can’t.
© 2011 THE EDUCATION TRUST
“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because
we can’t change it. So when we come here, we have to dwell on that which is going to move our
kids.”
Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia
© 2011 THE EDUCATION TRUST
#2. They don’t leave anything about teaching and learning to chance.
© 2011 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.
© 2011 THE EDUCATION TRUST
“No,” say the education leaders. “They’re supposed to teach to
standards!”But when is the last time you looked
at a standard?
© 2011 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 9
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2011 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 10
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2011 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 11
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2011 THE EDUCATION TRUST
Sample Language Arts Standard:Grade 12
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
© 2011 THE EDUCATION TRUST
Sample History Standard
“Students understand how science, technology and economic activity
have developed, changed and affected societies throughout
history.”
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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.
© 2011 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
© 2011 THE EDUCATION TRUST
Students can do no better than
the assignments they are given...
© 2011 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.
© 2011 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.
© 2011 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
© 2011 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
© 2011 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?
© 2011 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.
© 2011 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 every 4-8 weeks to measure progress• Act immediately on the results of those assessments
© 2011 THE EDUCATION TRUST
In other words, they strive for consistency in everything they
do.And they bring that consistency to
school discipline, as well.
© 2011 THE EDUCATION TRUST
#3. They set their goals high.
© 2011 THE EDUCATION TRUST
Elementary Version…
© 2011 THE EDUCATION TRUST
M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED
1
30
1
42
05
1015202530354045
2001 2005
Reading
Math
© 2011 THE EDUCATION TRUST
High School Version…
© 2011 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.”
© 2011 THE EDUCATION TRUST
We’re not going to close the achievement gap if we continue to think about our work only as
“bringing the bottom up.”
© 2011 THE EDUCATION TRUST
We also have to bring the middle- and higher-achievers up.
And we’re not doing so well on that front right now.
© 2011 THE EDUCATION TRUST© 2008 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
© 2011 THE EDUCATION TRUST© 2010 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
© 2011 THE EDUCATION TRUST
#4. Higher performing secondary schools put all kids—not just some—in a demanding high
school core curriculum.
© 2011 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.
© 2011 THE EDUCATION TRUST
College prep curriculum has benefits far beyond college.
© 2011 THE EDUCATION TRUST
Students of all sorts will learn more...
© 2011 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
© 2011 THE EDUCATION TRUST
They will also fail less often...
© 2011 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
© 2011 THE EDUCATION TRUST
And they’ll be better prepared for the workplace.
© 2011 THE EDUCATION TRUST
Leading states, districts making college prep the default
curriculum.
Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.
© 2011 THE EDUCATION TRUST
#5. Principals are hugely important, ever present, but
NOTthe only leaders in the school
© 2011 THE EDUCATION TRUST
Elmont Memorial Junior-Senior High School
© 2011 THE EDUCATION TRUST
High performing schools…
• Teachers regularly observe other teachers;• Teachers have time to plan and work
collaboratively; • New teachers get generous and careful
support and acculturation;• Teachers take on many other leadership tasks
at the school
© 2011 THE EDUCATION TRUST
#6. Good schools know how much teachers matter, and they act on that
knowledge.
© 2011 THE EDUCATION TRUSTSource: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.
10 Percentile Point Average Difference for Students who have Top and Bottom QuartileTeachers
© 2011 THE EDUCATION TRUST
Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
© 2011 THE EDUCATION TRUST
Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5)
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
© 2011 THE EDUCATION TRUST
Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers
Source: William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement, University of Tennessee Value-Added Research and Assessment Center, 1996.
© 2011 THE EDUCATION TRUST
So, there are VERY BIG differences among our teachers.
© 2011 THE EDUCATION TRUST
BUT…
We pretend that there aren’t.
© 2011 THE EDUCATION TRUST
The Widget Effect
“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”
• The New Teacher Project, 2009
© 2011 THE EDUCATION TRUST
Source:
© 2011 THE EDUCATION TRUST
Source:
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
So, we paper over the differences among our teachers AND…we
continue to assign our weakest to the kids who need the strongest.
© 2011 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.
© 2011 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.
© 2011 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.
© 2011 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.
© 2011 THE EDUCATION TRUST
High performing schools and districts…
• Work hard to attract and hold good teachers • Make sure that their best are assigned to the
students who most need them• Chase out teachers who are not “good
enough” for their kids.
© 2011 THE EDUCATION TRUST
All in all, not a very long list.
Mostly just common sense.
© 2011 THE EDUCATION TRUST
The children in the pictures that follow are some of the lucky ones. Though they are poor…they live on the high end of the gap because they attend schools
that enable their students to soar.
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
But most of the children who look like them aren’t so lucky. They live on the bottom side of the gap.
Not because they couldn’t learn…but because we didn’t bother to teach them.
© 2011 THE EDUCATION TRUST
The most important agenda for all of us?
Turning that around.
© 2011 THE EDUCATION TRUST
The Education Trust
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