Title: IMPROVING ACADEMIC ACHIEVEMENT AND CLOSING GAPS BETWEEN GROUPS
1- IMPROVING ACADEMIC ACHIEVEMENT AND CLOSING GAPS
BETWEEN GROUPS
Hacienda-LaPuente School District
March,
2005
2What Do We Know About Student Achievement?
312th Grade Achievement In Math and Science is Up
Somewhat
4High School Achievement Math and Science
Source NAEP 1999 Trends in Academic Progress.
5In Reading, 12th Grade Achievement is Headed
Downward
6HIGH SCHOOL ACHIEVEMENT READING AND WRITING
7What about different groups of students?During
seventies and eighties, much progress.
8Gaps Narrow 1970-88NAEP Reading 17 Year-Olds
Source US Department of Education, National
Center for Education Statistics. NAEP 1999 Trends
in Academic Progress (p. 107) Washington, DC US
Department of Education, August 2000
9Gaps Narrow 1973-86NAEP Math Scores, 13 Year-Olds
Source US Department of Education, National
Center for Education Statistics. NAEP 1999 Trends
in Academic Progress (p. 108) Washington, DC US
Department of Education, August 2000
10Between 1988-90, that progress came to a haltand
gaps began to widen once again.
11Gaps Narrow, Then Hold Steady or Widen NAEP
Math Scores, 17 Year-Olds
22
20
Source US Department of Education, National
Center for Education Statistics. NAEP 1999 Trends
in Academic Progress (p. 108) Washington, DC US
Department of Education, August 2000
12After 1988, Gaps Mostly Widen NAEP Reading, 17
Year-Olds
22
24
Source US Department of Education, National
Center for Education Statistics. NAEP 1999 Trends
in Academic Progress (p. 107) Washington, DC US
Department of Education, August 2000
13How much learning takes place at each level?
14Students Make More Growth Grade 5 to 8 than
Grade 9 to 12
15Academic GrowthGrades 5-8, 9-12
16Value Added in High School Declined During the
Nineties
17Value Added Declining in High School Math...
Age 13-17 Growth
Source NAEP 1999 Trends in Academic Progress
18Still
Age 13-17 Growth
Source Main NAEP 1996, 2000
19Reading Students Entering Better Prepared, But
Leaving Worse
Source NAEP 1996 Trends in Academic Progress
20Hormones?
21Students in Other Countries Gain far More in
Middle and High School
22TIMSS
23Source NCES 1999-081R, Highlights From TIMSS
24Source NCES 1999-081R, Highlights From TIMSS
25PISA
26 US 15 Year-Olds Rank Near Middle Of The Pack
Among 32 Participating Countries
27One measure on which we rank high?Inequality!
28Performance Of U.S.15 Year-Olds Highly Variable
Of 27 OECD countries
Source OECD, Knowledge and Skills for Life
First Results From PISA 2000, 2001.
29Where are we now?
30Where Are We Now? 4th Grade Reading All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
31By Race, Ethnicity NAEP 4th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
32By Family Income NAEP 4th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
33Where Are We Now? 8th Grade Math All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
34By Race, Ethnicity NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
35By Family Income NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
36AT END OF HIGH SCHOOL?
37Latino and African American 17 Year Olds Do Math
at Same Levels As White 13 Year Olds
Source NAEP 1999 Long Term Trends Summary Tables
(online)
38Latino and African American 17 Year Olds Read at
Same Levels as White 13 Year Olds
Source Source NAEP 1999 Long Term Trends
Summary Tables (online)
39Not Surprisingly, These Patterns Also Clear in HS
Graduation, College Entry and Graduation Rates
40Students Graduate From High School At Different
Rates, 2001
Source Jay P. Greene and Greg Forster, Public
High School Graduation and College Readiness
Rates in the United States, Manhattan Institute
for Policy Research, September 2003.
41 ADD IT ALL UP...
42Of Every 100 White Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2001, in The Condition of Education 2002.
43Of Every 100 African American Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Survey,
1971-2001, In The Condition of Education 2002.
44Of Every 100 Latino Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2001, In The condition of Education 2002.
45Of Every 100 American Indian/Alaskan Native
Kindergartners
(24 Year Olds)
46College Graduates by Age 26
Source Tom Mortenson, Research Seminar on Public
Policy Analysis of Opportunity for Post
Secondary, 1997.
47WHY?
48What We Hear Adults Say
- Theyre poor
- Their parents dont care
- They come to schools without breakfast
- Not enough books
- Not enough parents . . .
49But if theyre right, then why are poor and
minority children performing so high in...
50Some schools...
51Samuel W. Tucker ElementaryAlexandria, VA
- ?68 African American and Latino
- ?53 low-income
- Outperformed 2/3 of VA elem. schools in both
reading and math for two years in a row (2001-2). - In 2002, out-performed 92 of VA elem. schools in
reading and 86 in math.
Source Virginia Department of Education
52West Manor Elementary Atlanta, GA
- ?99 African American.
- ?80 low-income
- Outscored 98 of GA elementary schools in 2nd
grade reading in 2002. - Outperformed 90 of GA elementary schools in 2nd
grade math in 2002.
Source The Education Trust, Dispelling the Myth
53Lincoln Elementary SchoolMount Vernon, NY
- ?69 African American and Latino
- ?49 low-income
- Has outperformed nearly ¾ of NY elem. schools in
both math and English for three years in a row. - In 2002, outscored 98 of NY elem. schools in
math and 99 in English.
Source Ed Trust. Dispelling the Myth Online and
New York State Department of Education. Overview
of School Performance In English Language Arts,
Mathematics, and Science and Analysis of Student
Subgroup Performance for Lincoln School. April
10, 2003
54Hambrick Middle SchoolHouston, TX
- 72 Latino
- 23 African American
- 5 White
- 87 Low-Income
- Outperformed the district and state in 8th grade
math in 2003
55Hambrick Middle SchoolMaking Gains, Narrowing
Gaps
Source Texas Education Agency,
http//www.tea.state.tx.us
56Norview High SchoolNorfolk, VA
- 67 African American
- 28 White
- 2 Latino
- 45 Low-Income
- Outperformed the state and district in math and
reading in 2003
57High Achievement at NorviewHigh School Math, 2003
Source The Department of Education,
http//www.schoolresults.org/
58High Achievement at Norview
Source The Department of Education,
http//www.schoolresults.org/
59University Park High SchoolWorcester, MA
- Grades 7-12
- 70 poverty
- 50 ELL
- Most students enter at least two grade levels
behind.
60University Park Results 2004
- Only one 10th grader didnt pass MA high school
exit exam on first attempt (turned out, didnt
attend the school). - 87 past at advanced or proficient level.
- Fifth most successful school in the state,
surpassing many schools serving wealthy students.
61Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
62Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
63Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
64Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org). Data are from 2002.
65Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org). Data are from 2002.
66Some districts...
67Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
68Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
69Pueblo, CO Raising Achievement for Students
While Narrowing Gaps, Reading 3rd Grade
State Average 2003 74
Source Pueblo District 60
70Charlotte-Mecklenburg, North CarolinaRaising
Achievement, Closing GapsGrade 3 Math
19
35
40
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
71 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)
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.
72 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)
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.
73Scale Score
There is an 18 point gap between Los Angeles
and Houston (equivalent to almost 2 years worth
of learning)
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.
74And some entire states...
754th Grade Math African American Gains Between
1992 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
764th Grade Math Latino Gains Between 1992 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
77Delaware Gains in Grade 4 Reading Outpace the
Nation, 1998-2002
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
78Big Differences Among States in the Performance
of the Same Group.
79Minority and/or poor students in some states
outperforming white and/or non-poor students in
others.
808th Grade Writing African Americans in Texas
Perform as Well or Better Than Whites in 7 States
Source NCES, National Assessment of Educational
Progress
81(No Transcript)
82Where is California in All of This?
83California Standards Test 4th Grade English
Language Arts 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
84California By Race, Ethnicity NAEP 4th Grade
Reading 2003
85California Standards Test 7th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
86California By Race, Ethnicity NAEP 8th Grade
Math 2003
87Latino and Black 11th graders performing below
White 7th graders
88Group performance compared to other states?
89White 4th graders NAEP Reading
90Latino 4th Graders NAEP Reading
91Black 4th Graders NAEP Reading
92Low-Income 4th Graders NAEP READING
93White 8th Graders NAEP Math
94Black 8th Graders? NAEP MATH
95Latino 8th Graders NAEP Math
96Low Income 8th Graders? NAEP MATH
97Success here in California, too.
98Some high poverty, high minority districts
graduate more students
99Some districts have much higher college
preparation rates
100Some high poverty, high minority districts
outperforming the state on CAHSEE Math
101But unless that success is multiplied.
102Education Pipeline in California
103What Do We Know About The Places that are
Improving Results?
104Element 1 They Make No Excuses. Everybody
Takes Responsibility for Student Learning.
105Element 2 They Do Not Leave Anything About
Teaching and Learning to Chance
106Historically, most of the really important
decisions about what students should learn and
what kind of work was good enough left to
individual teachers.
107Result? A System That
- Doesnt expect very much from MOST students and,
- Expects much less from some types of students
than others.
108A 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.
109Students can do no better than the assignments
they are given...
110Grade 10 Writing Assignment
A 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 characters conflict with society is
important.
111Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
112High 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 - Assess students every 4-8 weeks to measure
progress - ACT immediately on the results of those
assessments.
113Element 3 High Performing Schools, Districts
Insist on Rigor All the Way Up the Line
114Most High School Grads Go On To Postsecondary
Within 2 Years
Source NELS 88, Second (1992) and Third (1994)
Follow up in, USDOE, NCES, Access to
Postsecondary Education for the 1992 High School
Graduates, 1998, Table 2.
115College Freshmen Not Returning for Sophomore Year
Source Tom Mortensen, Postsecondary Opportunity,
No. 89, November 1999
116Transcript Study single biggest predictor of
college success isQUALITY AND INTENSITY OF HIGH
SCHOOL CURRICULUM
- Cliff Adelman, Answers in the Tool Box, U.S.
Department of Education.
117But college prep curriculum has benefits far
beyond college.
118Students of all sorts will learn more...
119Low 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
120They will also fail less often...
121Challenging 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.
122And theyll be better prepared for the workplace.
123Take Manufacturing, for example
124Requirements forTool and Die Makers
- Four or five years of apprenticeship and/or
postsecondary training - Algebra, geometry, trigonometry and statistics
- Average earnings 40,000 per year.
125Requirements forSheet Metal Workers
- Four or five years of apprenticeship
- Algebra, geometry, trigonometry and technical
reading
126Leading districts, states making college prep the
default curriculum.
127Element 4 They provide extra help to students
who need it.
128When Kids Are Behind, Schools Must Provide More
Instruction and Support
- Kentucky provides extra time for struggling
students in high-poverty schools - Maryland offers extra dollars for 7th and 8th
graders who need more support
129And if you dont live in a smart state?
- You Just Have To Be More Creative.
130Element 5 Good Teachers Matter More Than
Anything Else
131And the impact on students is astonishing. See
for yourself.
1321998 by The Education Trust, Inc.
1331998 by The Education Trust, Inc.
1341998 by The Education Trust, Inc.
135Most teachers--like most other professionals--can
get more and more effective.
136Accordingly, smart states, districts do two
important things
- STOP drive-by workshops
- invest in intensive, focused
- professional development.
137In the meantime, though, weve got to work
toward a more equitable distribution of teachers.
138Virtually every high poverty school has
some spectacularly wonderful teachers, but...
139Classes in High Poverty High Schools More Often
Taught by Misassigned Teachers
Teachers who lack a major or minor in the
field Source National Commission on Teaching and
Americas Future, What Matters Most Teaching for
Americas Future (p.16) 1996.
140Math and Science Classes of Mostly Minority
Students Are More Often Taught by Misassigned
Teachers
Source Jeannie Oakes. Multiplying Inequalities
The Effects of Race, Social Class, and Tracking
on Opportunities to Learn Mathematics and
Science (Rand 1990)
141Poor and Minority Students Get More
Inexperienced Teachers
Teachers with 3 or fewer years of experience.
High and low refer to top and bottom
quartiles. Source National Center for Education
Statistics, Monitoring Quality An Indicators
Report, December 2000.
142Devastating Impact
143If we had the courage and creativity to change
these patterns?
144By our estimates from Texas schools, having an
above average teacher for five years running can
completely close the average gap between
low-income students and others. John Kain and
Eric Hanushek
145The Education Trust
- Download this Presentation
- www.edtrust.org
- Washington, DC 202-293-1217
- Oakland, CA 510-465-6444