A Call to Action: Raising the Achievement of AfricanAmerican

1
A Call to Action Raising the Achievement of
African-American Latino Students in Sacramento
County

• Coalition for African-American and Latino
• Academic Achievement, Now!
• September 24, 2005
• Russlynn Ali - Director, The Education Trust-West

2
Good News Looking at National Long Term Trends,
Achievement Gaps for Younger Hispanic and African
American Students Are Narrowing
3
African American-White Gap Narrows to Smallest
Size in HistoryNAEP Reading, 9 Year-Olds
26
35
29
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
4
Latino-White Gap Narrows to Smallest Size in
HistoryNAEP Math, 9 Year-Olds
17
26
21
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
5
But Gaps Getting Bigger in Middle SchoolAfrican
American-White Gap NAEP Reading, 13 Year-Olds
18
29
22
6
Latino-White Gap NAEP Math, 13 Year-Olds
23
24
20
7
Progress Stops in High SchoolAfrican
American-White Gap NAEP Math, 17 Year-Olds
32
20
28
8
Latino-White GapNAEP Math, 17 Year-Olds
22
24
20
9
How is California doing relative to other states?
10

• Californias NAEP scores are significantly lower
  than the average scores in the nation.

Source Californias k-12 Public Schools How Are
They Doing, RAND, 2005
11
Californias NAEP Scores Lag Far Behind Other
States, Especially for Minority Students Latino
8th Grade Students NAEP READING
268
237
Source The Education Trust Education Watch
Online
12
African American 8th Grade Students NAEP
READING
239
252
Source The Education Trust Education Watch
Online
13
And Lets Be Clear. Its Not Our Demographics.
14
Californias White 8th Grade Students Read at a
Lower Level than White 8th Grade Students in
Most Other States
278
265
Source The Education Trust Education Watch
Online
15
Californias Asian 8th Grade Students Are Closer
to the US Average in Reading, But Still Behind
Many States
289
266
Source The Education Trust Education Watch
Online
16
When students family backgrounds are controlled
for, Californias scores are the lowest in the
nation.
Source Californias k-12 Public Schools How Are
They Doing, RAND, 2005
17
How are students in Sacramento County doing?
18
Reading 4th Grade?Percentage of 4th Graders
Reaching Proficiency on 2005 CA Standards Tests
English Language Arts
Source California Department of Education, 2005
19
Reading - 8th Grade? Percentage of 8th Graders
Reaching Proficiency on 2005 CA Standards Tests
English Language Arts
Source California Department of Education, 2005
20
Math - 4th Grade? Percentage of 4th Graders
Reaching Proficiency on 2005 CA Standards Tests
Math
Source California Department of Education, 2005
21
Math - 8th Grade?Percentage of 8th Graders
Reaching Proficiency on 2005 CA Standards Tests
General Math (6th and 7th grade standards).
Source California Department of Education, 2005
22
Reading All Students 200511th Grade
Source California Department of Education, 2005
23
Success on CAHSEE 2005 All Students
Source California Department of Education, 2005
24
Underneath Those Averages, There are Wide Gaps.
25
4th Grade Reading 2005Sacramento County, by Race
Source California Department of Education, 2005.
26
8th Grade Reading 2005Sacramento County, by Race
Source California Department of Education, 2005.
27
11th Grade Reading 2005Sacramento County, by
Race
Source California Department of Education, 2005.
28
Sacramento County - Success on English Portion of
CAHSEE 2005, By Ethnicity
Source California Department of Education, 2005
29
Sacramento County - Success on Math Portion of
CAHSEE 2005, By Ethnicity
Source California Department of Education, 2005
30
How are students doing in Sacramento County
districts?A Quick Look.
31
CST 4th Grade Reading 2005Center Joint Unified,
by Race
Source California Department of Education, 2005.
32
CST 4th Grade Reading 2005Center Joint Unified,
by Economic Status
Source California Department of Education, 2005.
33
CST 10th Grade Reading 2005Center Joint
Unified, by Race
Source California Department of Education, 2005.
34
CST 10th Grade Reading 2005Center Joint
Unified, by Economic Status
Source California Department of Education, 2005.
35
CST 4th Grade Reading 2005Del Paso Heights
Elementary, by Race
Source California Department of Education, 2005.
36
CST 4th Grade Reading 2005Del Paso Heights
Elementary, by Economic Status
Source California Department of Education, 2005.
37
CST 4th Grade Reading 2005Elk Grove Unified, by
Race
Source California Department of Education, 2005.
38
CST 4th Grade Reading 2005Elk Grove Unified,
by Economic Status
Source California Department of Education, 2005.
39
CST 10th Grade Reading 2005Elk Grove Unified,
by Race
Source California Department of Education, 2005.
40
CST 10th Grade Reading 2005Elk Grove Unified,
by Economic Status
Source California Department of Education, 2005.
41
CST 4th Grade Reading 2005Folsom Cordova
Unified, by Race
Source California Department of Education, 2005.
42
CST 4th Grade Reading 2005 Folsom Cordova
Unified, by Economic Status
Source California Department of Education, 2005.
43
CST 10th Grade Reading 2005Folsom Cordova
Unified, by Race
Source California Department of Education, 2005.
44
CST 10th Grade Reading 2005 Folsom Cordova
Unified, by Economic Status
Source California Department of Education, 2005.
45
CST 10th Grade Reading 2005Grant Joint Union
High, by Race
Source California Department of Education, 2005.
46
CST 10th Grade Reading 2005 Grant Joint Union
High, by Economic Status
Source California Department of Education, 2005.
47
CST 4th Grade Reading 2005Natomas Unified, by
Race
Source California Department of Education, 2005.
48
CST 4th Grade Reading 2005Natomas Unified, by
Economic Status
Source California Department of Education, 2005.
49
CST 10th Grade Reading 2005 Natomas Unified, by
Race
Source California Department of Education, 2005.
50
CST 10th Grade Reading 2005Natomas Unified, by
Economic Status
Source California Department of Education, 2005.
51
CST 4th Grade Reading 2005Sacramento City
Unified, by Race
Source California Department of Education, 2005.
52
CST 4th Grade Reading 2005Sacramento City
Unified, by Economic Status
Source California Department of Education, 2005.
53
CST 10th Grade Reading 2005Sacramento City
Unified, by Race
Source California Department of Education, 2005.
54
CST 10th Grade Reading 2005Sacramento City
Unified, by Economic Status
Source California Department of Education, 2005.
55
CST 4th Grade Reading 2005San Juan Unified, by
Race
Source California Department of Education, 2005.
56
CST 4th Grade Reading 2005San Juan Unified, by
Economic Status
Source California Department of Education, 2005.
57
CST 10th Grade Reading 2005 San Juan Unified,
by Race
Source California Department of Education, 2005.
58
CST 10th Grade Reading 2005San Juan Unified,
by Economic Status
Source California Department of Education, 2005.
59
In the end, these gaps mean poor students and
students of color are years behind their peers.
60
In Sacramento County, Latino and Black 7th
Graders Read Slightly Above White 3rd Graders
White
Black
Latino
Source EdTrust West analysis of 2005 California
Department of Education
61
Are Gaps Closing Over Time in Sacramento County?
62
Sacramento County Gaps Holding Steady in 4th
Grade
2005 Gap 24 points
2003 Gap 25 points
Source California Dept of Education
63
Sacramento County Gaps Holding Steady in 10th
Grade
2005 Gap 21 points
2003 Gap 22 points
Source California Dept of Education
64
Consequences seen in attainment rates.
65
Sacramento City Unified Graduation Rates - 2003
Source Education Trust West analysis of
California Department of Education data, using
Cumulative Promotion Index (CPI) methodology
66
For Those Who do Graduate High School and Go On
to CSU Too Few CSU Freshmen Demonstrate Strong
English Math Skills
Percentage of CSU Freshmen from Sacramento County
Requiring Remediation, Fall 2004
Source CSU, Analytic Studies Unit, 2005.
http//www.asd.calstate.edu/performance/proficienc
y.shtml
67
Students Who Require Remediation Are Less Likely
to Earn a Degree
Source Adelman, Cliff in Crosstalk. Vol 6 No.3,
Summer 1998.
68
Graduation Rates at CSU SchoolsLatino vs. White
Source CollegeResults.org (www.edtrust.org)
69
Graduation Rates at CSU SchoolsAfrican-American
vs. White
Source CollegeResults.org (www.edtrust.org)
70
Graduation Rates at UC SchoolsLatino vs. White
71
Graduation Rates at UC SchoolsAfrican American
vs. White
Source CollegeResults.org (www.edtrust.org)
72
DOES IT HAVE TO BE THIS WAY?
73
A Tale of Two Schools in Merced County
Source California Department of Education
http//www.cde.ca.gov
74
A Tale of Two Schools in Merced County
Source California Department of Education
http//www.cde.ca.gov
75
A Tale of Two Schools in Merced County
Source California Department of Education
http//www.cde.ca.gov
76
A Tale of Two Schools in Merced County
Source California Department of Education
http//www.cde.ca.gov
77
A Tale of Two Schools in Merced County
Source California Department of Education
http//www.cde.ca.gov
78
A Tale of Two Schools in Merced County 3rd
Graders at Yamato Reading at the Level of 5th
Graders at Sparkes
Source California Department of Education, 2004
79
Dispelling the Myth in ReadingHolland
ElementaryFresno Unified

• 52 Latino
• 100 Low-income
• Surpassing state average in 4th Grade Reading

80
Dispelling the Myth in MathTowne Avenue
ElementaryLos Angeles Unified

• 70 Latino
• 87 Low-income
• Surpassing state average in 4th Grade Math

81
Dispelling the Myth in AlgebraWest Middle -
Downey Unified

• 78 Latino
• 63 Low-income
• Surpassing state average in 8th Grade Algebra

82
Dispelling the Myth in ReadingCovina High
SchoolCovina-Valley Unified

• 59 Latino
• 37 Low-income
• Surpassing state average in 9th Grade Reading

83
Source Raising the Roof http//rtr.edtrustwest.or
g
84
Some districts...
85
San Gabriel Unified School District

• 40 Latino
• 51 Low-Income
• Closing the achievement gap between low-income
  and non-low-income students

Source California Department of Education
86
Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
87
Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
88
Charlotte-Mecklenburg, North CarolinaRaising
Achievement, Closing GapsGrade 3 Math
19
35
40
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
89
And some entire states...
90
FloridaRaising Achievement, Closing GapsGrade 4
Reading
26
38
35
Source Florida Department of Education,
http//www.fcatresults.com
91
North CarolinaRaising Achievement, Closing Gaps
Grade 7 Reading
17
27
28
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
92
MA Passing HS Competency Exam
Source Massachusetts Department of Education
Web site.
93
MA Narrowing the High School Competency Gap
Source Massachusetts Department of Education
Web site.
94
MA Narrowing the High School Competency Gap
Source Massachusetts Department of Education
Web site.
95
MA Narrowing the High School Competency Gap
Source Massachusetts Department of Education
Web site.
96
Would More Money Help?
97
Yes, More Money Will Help.

• But how much it will help depends on how wisely
  we spend it.
• Until more comes, schools can and ARE making
  great gains.

98
Focus on Learning and Spreading the
MessageHOPE! There are high-poverty and
high-minority schools all over the country that
are closing opportunity gaps, raising achievement
and narrowing achievement gaps. Learn what
theyre doing. Celebrate their success.
99
Underlying Everything Is the Cycle of Low
Expectations
Low Expectations
Poor Test Results
Less Challenging Courses
Low Level Assignments/Instruction
100
Where Theres an Achievement Gap, There are Big
Opportunity Gaps.

• Teacher Gap Inequitable Distribution of
  Qualified Teachers
• Standards Gaps in Opportunity to Learn the
  Highest
• Curriculum Gaps Gaps in Opportunity to Access
  the Most Rigorous Curriculum
• Funding Gaps Fewer Dollars Spent on the
  Students who Need the Most.

Close these Opportunity Gaps and Achievement Gaps
will close too.
101
What Do We Know About the Places That Are
Improving Results?
102
Focus on Teachers Good Teachers Matter More
Than Anything Else
103
(No Transcript)
104
(No Transcript)
105

• But poor and minority students dont get their
  fair share of our strongest teachers.

106
Students in Californias Highest Minority Schools
Five Times More Likely To Have An Underqualified
Teacher
Source Esch, C. E., Chang-Ross, C. M., Guha, R.,
Tiffany-Morales, J., Shields, P.M.
(2004). Californias teaching force 2004 Key
issues and trends. Santa Cruz, CA The Center
for the Future of Teaching and Learning, p. 35.
107
And, not surprisingly, when students have more
underprepared teachers, they do less well.
Source Californias Approach to Math Instruction
Doesnt Add Up, Center for The Future of Teaching
and Learning, April 2005
108
Reframing the Conversation Making it About
Money
109
(No Transcript)
110
Dollars Spent on Teachers 80 of a Schools
Budget
Source Californias Hidden Teacher Spending Gap
How State and District Budgeting Practices
Shortchange Poor and Minority Students and Their
Schools, Education Trust West, 2005.
111
Average School Gaps in 10 Largest CA Districts by
School Type
112
A Tale of Two Schools

• Kemble Elementary School
• Sacramento City Unified
• 68 Latino African American
• 86 of students - free or reduced price lunch
• Academic Performance Index 552

• Didion Elementary School
• Sacramento City Unified
• 21 Latino African American
• 12 of students - free or reduced price lunch
• Academic Performance Index 894

Source California Dept of Ed, 2003-04 data
113

• Looking at these two schools, some might
  automatically think
• Student demographics lower student performance

But this assumption ignores the underlying
factors.
114

• The average teacher at Kemble Elementary gets
  paid an estimated 13,392 less every year than
  his counterpart at Didion Elementary.
• If Kemble spent as much on Didion on teacher
  salaries for its 30 teachers, the school budget
  would increase by 400,000 every year.

115
Find the hidden teacher-spending gap at your
school www.hiddengap.org
116
If we had the courage and creativity to change
these patterns?
117
The Rivkin, Hanushek, and Kain estimates of
teacher performance suggest that having five
years of good teachers in a row could overcome
the average seventh-grade mathematics
achievement gap .
1.0 standard deviation above average, or at
the 85th quality percentile
SOURCE Eric A. Hanushek and Steven G. Rivkin,
How to Improve the Supply of High-Quality
Teachers, In Brookings Papers on Education
Policy 2004, Diane Ravitch, ed., Brrookings
Institution Press, 2004. Estimates based on
research using data from Texas described in
Teachers, Schools, and Academic Achievement,
Working Paper Number 6691, National Bureau of
Economic Research, revised July 2002.
118
Focus on Goals High Standards and Specific
Goals For What Students Should Learn in Every
Grade LevelALIGNED TO ASSESSMENTS
119
Historically, most of the really important
decisions about what students should learn and
what kind of work was good enough left to
individual teachers.
120
Students can do no better than the assignments
they are given...
121
Grade 7 Writing Assignment
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.
Source Unnamed school district in California,
2002-03 school year.
122
Grade 7 Writing Assignment

• My Best Friend
• A chore I hate
• A car I want
• My heartthrob

Source Unnamed school district in California,
2002-03 school year.
123
A Work in Poor Schools Would Earn Cs in
Affluent Schools
Source Prospects (ABT Associates, 1993), in
Prospects Final Report on Student Outcomes,
PES, DOE, 1997.
124
Good standards help
Source Model College Prep Curriculum from On
Course for Success, EdTrust and ACT, 2005
125
Course Titles Dont Guarantee Good Instruction.

• But not if they sit on the shelf.

126
CA Language Arts Curriculum Calibration Analysis
Source DataWorks Education Research, 2002.
127
High Performing Districts Elementary School
Curriculum

• Usually common across schools
• Model lessons that teachers may use.
• In High School
• Enroll them as if they are going on to college,
  and let them be empowered to make the choice!
• All students enrolled in the A-G Curriculum

128
Why? College/Work Prep for All A Vehicle for
High School Reform.
129
Turning Hopes and Dreams into Concrete
Strategies 8 out of 10 California high schools
students want to go to college.But only 4 out of
10 take the curriculum most likely to help them
get there.
Source The Bridge Project Strengthening K-16
Transition Policies, Stanford University,
Stanford, CA, 2001
130
Even of students who are not on track to complete
the A-G requirements, 71 want to go to college.
12 plan to enter work or the military.
One-third of 11th graders who fail at least
one part of the CAHSEE want to go to college.
Only 18 of those students want to go into the
workforce.
Source LAO Strategic Approach to High School
Report by Paul Warren 2005.
131
Even though most students want to go to college,
the truth is, many low income students and
students of color arent getting the classes in
the first place.
132
Even Fewer Graduate College-ReadyCalifornia 9th
graders who graduate with A-G mastery, class of
2003
Note A-G mastery indicates that students have
completed the full A-G course sequence with a C
or better in each class. Source Education
Trust-West analysis of CDE data, using the
Manhattan Institute methodology
133
Disadvantaged districts are only ¼ as likely to
have enough A-G classes for all students.
Note Disadvantaged means schools at the lower
end of CAs School Characteristics Index (SCI),
which takes into account demographic factors
including poverty level and English language
proficiency. Source Education Trust-West
analysis of CDE data
134
Transcript Study single biggest predictor of
college success isQUALITY AND INTENSITY OF HIGH
SCHOOL CURRICULUM

• Source Cliff Adelman, Answers in the Tool Box,
• U.S. Department of Education.

135
Better alignment has major benefitsA strong
h.s. curriculum improves college completion and
narrows gaps
11
28
Completing at least Algebra II plus other
courses. Source Adapted from Adelman, Clifford,
U.S. Department of Education, Answers in the
Toolbox, 1999.
136
But were talking about ALL now. College isnt
for everyone. But A-G is.
137
Students of all sorts will learn more...
138
MATH ACHIEVEMENT LEVELS BY GRADE 8 PERFORMANCE
Source Maureen Hallinan, Ability Grouping and
Student Learning, May, 2002
139
Low Quartile Students Gain More From College Prep
Courses
Grade 8-grade 12 test score gains based on 8th
grade achievement.
Source USDOE, NCES, Vocational Education in the
United States Toward the Year 2000, in Issue
Brief Students Who Prepare for College and
Vocation
140
San Jose Unified A-G For AllAP Scoreswith a
score of AP 3
748 Test Taken
1197 Tests Taken
Source EdTrust West analysis of California
Department of Education data
141
Students taking rigorous courses will fail less
often...
142
Challenging Curriculum Results in Lower Failure
Rates, Even for Lowest Achievers
Ninth-grade English performance, by high/low
level course, and eighth-grade reading
achievement quartiles
Source SREB, Middle Grades to High School
Mending a Weak Link. Unpublished Draft, 2002.
143
Gaps Will Close.
144
SJUSD SAT9 CAT6 Matched Reading Scores at
Grades 4-9 for Students who Have Been Tested
with STAR Every Year Since 1998
Gap reduced by 48
Median National Percentile
CAT6 scores adjusted to SAT9 scale
Source San Jose Unified School District
145
SJUSD SAT9 CAT6 Matched Mathematics Scores at
Grades 3-9 for Students who Have Been Tested
with STAR Every Year Since 1998
Gap reduced by 43
Median National Percentile
CAT6 scores adjusted to SAT9 scale
Source San Jose Unified School District
146
And theyll be better prepared for the workplace.
147
High School Course-Taking Indicates Opportunity
for Success in the Workplace
The majority of workers who hold well-paid,
white-collar, skilled jobs took high-level math
courses in high school
Source Carnevale and Desrochers, ETS,
Connecting Education Standards Employment
Course Taking Patterns of Young Workers, ADP
Workplace Study, 2002.
148
High-Level Courses Prepare Students for Work as
New Jobs Increasingly Require Higher Level
Education
Employment Policy Foundation tabulation of BLS
Statistics
Slide adapted from presentation given by Steve
Gunderson of the Graystone Group, March 2004
149
Even in Jobs We Dont Expect

• Requirements for Tool and Die Makers
• Four or five years of apprenticeship and/or
  postsecondary training
• Algebra, geometry, trigonometry and statistics
• Average earnings 40,000 per year.

• Requirements for
• Sheet Metal Workers
• Four or five years
• of apprenticeship
• Algebra, geometry,
• trigonometry and
• technical reading

• Requirements for
• Auto Technicians
• A solid grounding
• in physics is
• necessary to
• understand force,
• hydraulics, friction
• and electrical
• circuits.

150
Employers Are Less Willing to Help

• Remedial programs were victims of mid-90s cost
  cutting initiatives from a high point of 24 of
  businesses in 1993, the share of companies
  sponsoring such programs dropped to 15 in 1999
  and 12.3 in 2001.
• --2001 American Management Association Survey on
  Workplace Testing

151
To make the high school diploma more than an
empty promise, All has to mean All. Some
Districts Taking the Lead San JoseLos
AngelesVisalia
152
Focus on Proven Supports for Teachers and
StudentsEspecially Professional Development
and More Time to get the Job Done
153
Professional DevelopmentHigh Implementation
Schools Wipe Out Black/White Gap in Math Skills
Pittsburgh
Note Chart compares students in schools with
similar demographics. Source Briar and Resnick,
CSE Technical Report 528, CRESST, UCLA, August
2000.
154
The Full Year Calendar
USE OF INSTRUCTIONAL TIME Analysis of One
California Urban Middle School Calendar
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
155
Less Summer Vacation
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
156
Less Weekends, Holidays, Summer Vacation
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
157
Less Professional Development Days Early
Dismissal/Parent Conferences
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
158
Less Class Picnic, Class Trip, Thanksgiving
Feast, Christmas, Kwanzaa, Hanukkah, Awards,
Assembles, Concerts
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
159
Less State and District Testing and Other
Non-Instructional Time
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
160
Use of Instructional Time?

• BOTTOM LINE?
• Teachers are Left with about
• 24 School Days
• OR
• 18 Eight Hour Days Per Subject Per Year

161
When Kids Are Behind, Schools Must Provide More
Instruction and Support
Students and Teachers Need More Time

• Kentucky provides extra time for struggling
  students in high-poverty schools, in whatever way
  works best for the community before school,
  after school, weekends or summers.
• Maryland offers extra dollars for 7th and 8th
  graders who need more support
• San Diego City created more time, mostly within
  the regular school day, by doubling even
  tripling the amount of instructional time in
  literacy and mathematics for low-performing
  students.

162
Goals For Yearly Progress Must Also be Clear
and Focused on Gap Closing. Long before NCLB,
state officials waxed eloquent that proficiency
is our goal for ALL kids. Improvement alone is
not enough, accountability system must also set
an ambitious time line to reach the end goal.
163
Distribution for California Schools with over 50
Percent White Students across the 10 API Ranks in
2004
Source Unpublished analysis by WestEd, 2005.
164
Distribution for California Schools with over 50
Percent African American Students across the 10
API Ranks in 2004
Source Unpublished analysis by WestEd, 2005.
165
Distribution for California Schools with over 50
Percent Latino Students across the 10 API Ranks
in 2004
166
Focus on Data Driven Everything Monitoring and
Measuring
167

• Administer Common District-wide benchmark or
  snap-shot assessments, at least every 6-9 weeks.
• Get the results immediately in the hands of
  principals, teachers, parents and supplemental
  instruction providers and,
• Create vehicles for teachers to meet together to
  discuss assignments and student work.

168
Focus on Fixing Intervene and Adjust
169
High Performing Schools and Districts Act
Immediately on Results from Snapshot Assessments

• When the data suggests individual kids are behind
  those kids get immediate help.
• When the data suggests that ½ or more of the kids
  in a class are behind, the teacher gets help.
• No one right way, but high performers have
  consistent methods to intervene and help ...
  whoever needs it . . . when they need it.

170
Focus on the role of parents and community

• At the Main, Achievement and Opportunity Gaps
  Come from Choices That Educators and Policymakers
  Make.
• Choices About
• How Much to Spend on Whom.
• What to Expect of Different Schools and Students.
  
• Choices Even About Who Teaches Whom.
• Choices About How to Organize Classroom and
  Schools.
• Parents and community advocates have a role in
  shaping these choices.

171
PARENTAL INVOLVEMENT

• Get involved in your childrens schools, work
  with your childrens teachers
• Monitor your childrens progress
• Meaningful parental involvement can result in
  improved student achievement with high
  expectations for all children

172
THE COMMUNITY HAS A ROLE

• Whether you are retired, have children in school,
  or are simply an active member of your community,
  you have a role in improving the education that
  the school in your community provides.
• The support of the community is as important to
  the success of the school as any other factor
  leading to improved student achievement.

173
NCLB PUTS PARENTS ON THE FRONT LINES. PARENTS
NOW HAVE

• Publicly released data on student and school
  performance
• Information about teacher quality
• A written Parent Involvement Policy
• A seat at the decision making table and a
  meaningful role as a full partner.

174
Next Years EdTrust West Conference, February 5
7 2006 The Education TrustWest510-465-6444www
.edtrustwest.org