RAISING ACHIEVEMENT

1

• RAISING ACHIEVEMENT CLOSING ACHIEVEMENT GAPS
  IN DUVAL COUNTY

Duval County Public Schools Jacksonville,
FL Russlynn Ali, Director The Education
Trust-West

2
Where Are We Now? US NAEP Long Term Trends
3
US NAEP Long Term Trends Good News Looking at
National Long Term Trends, Achievement Gaps for
Younger Hispanic and African American Students
Are Narrowing at the Elementary Level.But Were
Losing Traction in Middle School.
4
NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
5
African American-White Gap Narrows to Smallest
Size in HistoryNAEP Reading, 9 Year-Olds
26
35
29
6
Latino-White Gap Narrows to Smallest Size in
HistoryNAEP Reading, 9 Year-Olds
21
28
24
7
NAEP Math, 9 Year-Olds Record Performance for
All Groups
8
African American-White Gap Narrows to Smallest
Size in HistoryNAEP Math, 9 Year-Olds
23
28
25
9
Latino-White Gap Narrows to Smallest Size in
HistoryNAEP Math, 9 Year-Olds
17
26
21
10
8th GradeNAEP Reading, 13 Year-Olds
11
But Gaps Getting Bigger in Middle School
Latino-White Gap NAEP Reading, 13 Year-Olds
24
21
23
12
African American-White Gap NAEP Reading, 13
Year-Olds
18
29
22
13
NAEP Math, 13 Year-Olds
14
African American-White GapNAEP Math, 13 Year-Olds
26
32
25
15
Latino-White Gap NAEP Math, 13 Year-Olds
23
24
20
16
Progress Stops in High School.
17
NAEP Reading, 17 Year-Olds
21
29
18
NAEP Math, 17 Year-Olds
28
20
19
African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
Source National Center for Education Statistics,
NAEP 2004 Long Term Trends
20
African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
Source National Center for Education Statistics,
NAEP 2004 Long Term Trends
21
By the end of high school?
22
Students Graduate From High School At Different
Rates 4-Year Graduation Rates
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.
23
Hormones?
24
Students in Other Countries Gain far More in
Secondary School

• TIMSS

25
PISA
26
2003 U.S. Ranked 24th out of 29 OECD Countries
in Mathematics
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
27
Problems are not limited to our high-poverty and
high-minority schools . . .
28
U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6) in Math
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
29
U.S. Ranks 23rd out of 29 OECD Countries in the
Math Achievement of the Highest-Performing
Students
Students at the 95th Percentile
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
30
U.S. Ranks 23rd out of 29OECD Countries in the
Math Achievement of High-SES Students
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
31
Our 15-year-olds have a worse average scale score
in mathematics than most of their international
peers.

• Closest Competitor?

Latvia.
Source OECD Problem Solving for Tomorrows
World. 2004
32
Problems not limited to math, either.
33
PISA 2003 Problem-Solving, US Ranks 24th Out of
29 OECD Countries
Source NCES, 2005, International Outcomes of
Learning in Mathematics, Literacy and Problem
Solving 2003 PISA Results. NCES 2005-003
34
More than half of our 15 year olds at
problem-solving level 1 or below.
Source OECD Problem Solving for Tomorrows
World. 2004
35
More than half of our 15 year olds at
problem-solving level 1 or below.

• Just ahead of us?
• Russia and Latvia

Source OECD Problem Solving for Tomorrows
World. 2004
36
One measure on which we rank high?Inequality!
37
ADD IT ALL UP...
38
Of Every 100 White Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
39
Of Every 100 African American Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
40
Of Every 100 Latino Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
41
EVEN FOR THOSE WHO MAKE IT TO COLLEGE,GAINS IN
COLLEGE COMPLETION ARE NOT PROPORTIONATE WITH
GAINS IN COLLEGE ATTENDANCE.
Once they arrive, low-income students and
students of color less likely to succeed.
42
College Going vs. Completion of BA or Higher,
Whites
19
10
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
43
College Going vs. Completion of BA or Higher,
Blacks
21
7
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
44
College Going vs. Completion of BA or Higher,
Hispanics
?? !!!
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
45
Some institutions do better than others.
46
Source www.collegeresults.org
47
A Look at Your Home State. Student Achievement
in Florida.
48
Floridas Ranking on NAEP 4th Grade Reading
Source NCES, National Assessment of Educational
Progress, 2005
49
Floridas Ranking on NAEP 8th Grade Reading
Source NCES, National Assessment of Educational
Progress, 2005
50
How are Duval County Public Schools
doing?First, the communitys perception.
51
Survey of Duval County ResidentsOnly 34 of
adults said the performance of Duval County
Public Schools is excellent or good.
How do you rate the overall performance of Duval
County Public Schools?
Source Quality Education For All, Survey of
Duval County Adult Residents, Feb 2006, The
Community Foundation, Jacksonville, FL
52
How are Students in Duval County Public Schools
Doing on State Assessments?Improvement Over
Time?
53
Duval County Public Schools FCAT 8th Grade,
Percent at Level 3 or Above
of students scoring 3.5 or above. 3.5 is the
minimally accepted level on the FCAT writing
essay.
Source Florida Department of Education,
http//fcat.fldoe.org/
54
What about the achievement of different groups of
students? How do they compare to each other?
And to their peers across the state?
55
2005 FCAT 8th Grade Reading, Percent at Level 3
or Above, by Ethnicity
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
56
2005 FCAT 8th Grade Reading, Percent at Level 3
or Above, by Income Level
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
57
2005 FCAT 8th Grade Math, Percent at Level 3 or
Above, by Ethnicity
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
58
2005 FCAT 8th Grade Math, Percent at Level 3 or
Above, by Income Level
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
59
2005 FCAT 10th Grade Reading, Percent at Level
3 or Above, by Ethnicity
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
60
2005 FCAT 10th Grade Reading, Percent at Level
3 or Above, by Income Level
Achievement Gaps in Duval County Mirror States
Achievement Gaps
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
61
Duval County School District Students Graduate
From High School At Different Rates 4-Year
Graduation Rates
Source NCLB District Public Accountability
Report, data is from 2003-04
62
Are Achievement Gaps in Duval County Closing Over
Time?
63
8th Grade Reading Black-White Achievement Gap
Hispanic-White Gap Holding Steady in Duval County
FCAT 8th Grade Reading
2000 White-Black Gap 31 points 2000
White-Hispanic Gap 16 points
2005 White-Black Gap 31 points 2005
White-Hispanic Gap 18 points
Percent of students scoring level 3 or better
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
64
8th Grade Math Black-White Achievement Gap
Holding Steady Hispanic-White Gap Growing
Slightly in Duval County FCAT 8th Grade Math
2000 White-Black Gap 36 points 2000
White-Hispanic Gap 15 points
2005 White-Black Gap 35 points 2005
White-Hispanic Gap 18 points
Percent of students scoring level 3 or better
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
65
10th Grade Reading Black-White Achievement Gap
Hispanic-White Gap Growing in Duval County FCAT
10th Grade Reading
2000 White-Black Gap 25 points 2000
White-Hispanic Gap 9 points
2005 White-Black Gap 31 points 2005
White-Hispanic Gap 23 points
Percent of students scoring level 3 or better
Source Florida Dept of Education,
http//www.fcatresults.com/demog/
66
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.

67
The Duval community is aware of these achievement
gaps. Many residents report that the quality of
education in predominately black county schools
is worse than in predominately white schools.
68
Survey of Duval County Residents60 of blacks
say quality of education in predominately black
county schools is worse than in predominately
white schools. 34 of whites say quality of
education in predominately black county schools
is worse than in predominately white schools.
Blacks
Whites
Source Quality Education For All, Survey of
Duval County Adult Residents, Feb 2006, The
Community Foundation, Jacksonville, FL
69
But Theres HOPE! There are high-poverty and
high-minority schools all over the country that
are closing opportunity gaps, raising achievement
and narrowing achievement gaps. Lets learn
what theyre doing.
70
Some schools...
71
Ralph Bunche ElementaryCompton Unified,
California

• 45 African American
• 54 Latino
• 93 Low-income
• Outperforming District and State 5th grade Math
  (CST 2005)

Source California Department of Education
72
Central ElementaryPaintsville, KY

• 71 Low-Income
• 99 White
• Outperformed the district and state in 4th grade
  reading and 5th grade math in 2003
• Made considerable gains in 4th grade reading and
  5th grade math scores

73
Making Gains at Central 4th Grade Reading
Source The Department of Education,
http//www.schoolresults.org/
74
Making Gains at Central 5th Grade Math
Source The Department of Education,
http//www.schoolresults.org/
75
Centennial Place Elementary Atlanta, Georgia

• 92 African American
• 64 Low-Income
• Performed in the top 2 of Georgia schools in 4th
  grade reading in 2003
• Performed in top 7 of Georgia schools in 4th
  grade math in 2003

Source Georgia Department of Education,
http//www.doe.k12.ga.us Dispelling
the Myth Online, http//www.edtrust.org
School Information Partnership,
http//www.schoolresults.org
76
High Achievement at Centennial Place2004 Reading
Composite
Source Georgia Department of Education,
http//www.doe.k12.ga.us
77
Frankford ElementaryFrankford, Delaware

• 29 African American
• 34 Latino
• 34 White
• 76 Low-Income

Source Delaware Department of Education Online
School Profiles, http//issm.doe.state.de.us/prof
iles/EntitySearch.ASPX
78
Frankford ElementaryClosing Gaps, Grade 5 Math
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmar
t/default.asp
79
Elmont Memorial Junior-Senior High Elmont, New
York

• 75 African American
• 12 Latino
• 11 Asian/Pacific Islander/American Ind.
• 3 White
• 24 Low-Income

Source http//emsc33.nysed.gov/repcrd2004/cir/280
252070002.pdf
80
Elmont MemorialHigh Achievement in Mathematics
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
81
Elmont Memorial High Achievement in English
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
82
Some districts...
83
Charlotte-Mecklenburg, NCRaising Achievement,
Closing GapsGrade 3 Math
20
35
40
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
84
Durham County, NCRaising Achievement, Closing
GapsGrade 3 Math
20
33
41
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
85
Chapel Hill-Carrboro, NCRaising Achievement,
Closing GapsGrade 3 Math
39
20
41
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
86
Low-Income African American Students do Better
in Some Districts (Urban NAEP Grade 4 Reading,
2005)
Proficient Scale Score 238
Houston and Austin are not included due to high
exclusion rates for students with disabilities
and English Language Learners
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
87
Low-Income African American Students do Better
in Some Districts (Urban NAEP Grade 8 Math, 2005)
Proficient Scale Score 281
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
88
Latino Students Do Better In Some Districts
(Urban NAEP Grade 4 Reading, 2005)
Proficient Scale Score 238
Houston and Austin are not included due to high
exclusion rates for students with disabilities
and English Language Learners. Latino scores
are not available for Atlanta
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
89
And some entire states...
90
Florida
91
Florida Comprehensive Assessment Test, Grade 4
Reading Closing Gaps
25
31
38
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
92
Florida Comprehensive Assessment Test, Grade 8
Reading Closing Gaps
34
32
35
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
93
Florida Comprehensive Assessment Test, Grade 10
Reading by Race/Ethnicity
33
25
30
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
94
NAEP 4th Grade Reading African-American Scale
Score Gains Between 1992 and 2005
Out of the 35 states with data for African
Americans for both 1992 and 2005.
Source USDOE, NCES, National Assessment of
Educational Progress, (NAEP) Data Explorer
95
NAEP 4th Grade ReadingLatino Gains Scale Score
Between 1992 and 2005
Out of the 21 states with data for Latinos for
both 1992 and 2005.
Source USDOE, NCES, National Assessment of
Educational Progress, (NAEP) Data Explorer
96
NAEP 2005 Grade 8 Math, African American Scale
Scores
Proficient Scale Score 299
MA
RI
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
97
NAEP 2005 Grade 8 Math, Latino Scale Scores
Proficient Scale Score 299
TX
CA
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
98
Bottom LineAt Every Level of Education, What We
Do Matters A Lot!
99
So What Can Educators Do?
100
1 Neither Make Nor Tolerate Excuses. Get the
Data Out and Take Responsibility for Student
Learning.
101
Underlying Everything Is the Cycle of Low
Expectations
Low Expectations
Poor Test Results
Less Challenging Courses
Low Level Assignments/Instruction
102
Only 26 of High School Teachers Believe All
Students Should be Held to Same Standard
Source Ready for the Real World Americans Speak
on High School Reform, ETS, 2005
103
2. Think very hard about how to deploy
resourcesboth people and time.
104
Take, for example, the matter of reading.

• Kids who arrive behind in readingoften simply
  assigned to courses that dont demand much
  reading.

105
Average High School Percent of Instructional
Time in Reading Intensive Courses
106
Surprise Gaps Grow.
107
Higher Performing High Schools

• Behind students spend 60 additional hours (25
  more time) over 1 year in reading related
  courses)
• Behind students get 240 additional hours over
  4 years!

108
In other words, use of instructional time not
left to chance.
109
There is also the matter of how we deploy our
people.

• 9th Grade Bulge
• Largely about poor preparation and difficult
  transitions?

110
One Colorado High School Student/Teacher Ratio
by Grade
Source Jovenes Unidos Padres Unidos March,
2004.
111
Same Colorado High SchoolCounselor Deployment
by Grade
Source Jovenes Unidos and Padres Unidos March,
2004
112
Is this school structured around student, or
adult needs?
113
Most of us think of semester- or year-long
increments to teach kids what they need to learn,
but...
114
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
115
Less Summer Vacation
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
116
Less Weekends, Holidays, Summer Vacation
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
117
Less Professional Development Days Early
Dismissal/Parent Conferences
Source Ed Trust West analysis of the master
schedule of an unnamed school in CA
118
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
119
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
120
Use of Instructional Time?

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

121
3 Make Sure Your Instructional System is Fully
and Carefully Alignedand That Nothing About
Teaching and Learning is Left to Chance
122
Historically, most of the really important
decisions about what students should learn and
what kind of work was good enough left to
individual teachers.
123
Result? A System That

• Doesnt expect very much from MOST students and,
• Expects much less from some types of students
  than others.

124
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.
125
Students can do no better than the assignments
they are given...
126
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.
127
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.
128
Even in college-prep classes, differences in
rigor
129
Using the SAME TEXT BOOKCollege-prep assignments
from

• School A, District A, California
• 1467 students enrolled in 2005
• 82 White
• 6 Asian
• 4 Latino
• 2 Black
• 2 Low-Income

• School B, District B, California
• 2001 students enrolled in 2005
• 45 White
• 4 Asian
• 48 Latino
• 1 Black
• 27 Low-Income

130
Same Text Book High-Level college-prep
assignment.

• Describe the fundamental problems in the economy
  that helped cause the Great Depression. Consider
  agriculture, consumer spending and debt,
  distribution of wealth, the stock market
• Describe how people struggled to survive during
  the Depression
• How did Hoovers belief in rugged individualism
  shape his policies during the depression?

131
Same Text BookLow Level college-prep assignment.

• Role play (Meet the Press) interview key people
  of the era
• Draw a political cartoon highlighting a major
  event of the time
• Share excerpts from noted literary authors-Lewis,
  Fitzgerald, Hemingway, Hughes
• Listen to jazz artists of the 20s
• Construct a collage depicting new inventions

132
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
• Assess students every 4-8 weeks to measure
  progress
• ACT immediately on the results of those
  assessments.

133
Schools that Close the Achievement Gap Use Data
to Understand Skill Gaps of Low-Achieving Students
Source After the Test, Using Data to Close the
Achievement Gap, Springboard Schools 2005.
http//www.springboardschools.org/research/other_r
esearch.html
134
MONITORING AND MEASURING, FREQUENTLY IS KEY.
Source After the Test, Using Data to Close the
Achievement Gap, Springboard Schools 2005.
http//www.springboardschools.org/research/other_r
esearch.html
135
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.

136
4. Insist on Rigor and High Standards for All
Students. Make the College Prep Curriculum the
Default Curriculum.
137
Survey of Duval County ResidentsMajority of
Parents Expect Their Children to Go to College
What is the highest level of education that you
expect any of your children to complete?
Source Quality Education For All, Survey of
Duval County Adult Residents, Feb 2006, The
Community Foundation, Jacksonville, FL
138
Not all students have access to college-prep
classes.
139
Latino and Black are less likely to attend High
Schools that offer High-Level Math Courses
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
140
Low-SES Students are less likely to attend High
Schools that offer High-Level Math Courses
SES quintiles are composites of family income,
parental education, prestige of parental
occupation(s), and the presence of reading
materials and computers in the household.
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
141
Latino and Black students are less likely to take
the full complement of Science Courses
Percentage of 12th Grade Students Taking Biology,
Chemistry, and Physics
Source U.S. Department of Education
142
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.
143
San Diego City Schools Two High Schools

• Gompers HS
• 1543 Students
• 87.1 Latino African-American
• 81.1 low-income
• 17 of graduates successfully completed A-G in
  2004

• La Jolla HS
• 1688 students
• 25 Latino African-American
• 17.8 low-income
• 56.7 of graduates successfully completed A-G in
  2004

Source CA Dept of Education, 2005
144
Opportunities to take higher level math classes
are much more limited at the high-poverty,
high-minority high schoolGompers HS vs. La
Jolla HS, San Diego City Schools
Number of classes offered in 2004-05
Source Ed Trust-West Analysis of CA Dept of
Education Data, 2005
145
Regressive Math A Path to NowhereSample
Sequence

• In one California district, a high school student
  has
• passed both sections of the California Exit Exam
  by the beginning of the senior year.
• has started her senior year with 175 of the 230
  credits needed to graduate.
• has not fulfilled the 10 credits for Algebra, and
  still needs 10 more credits in other math
  courses.
• She is only enrolled in one math course in her
  senior year Business Math.

Source Unidentified Student Transcript,
California High School
146
Regressive Math A Path to Nowhere

• In that same district 20 of students are
  enrolled in Regressive Math.
• More than half of those are Latino.

147
But are most of our kids getting anything that
even remotely resemblesINTENSE?
148
Jakes Fall Schedule, Freshman Year
149
Spring Schedule, Freshman Year
150
Fall Schedule, Sophomore Year
151
Spring Schedule, Sophomore Year
152
Fall Schedule, Junior Year
153
Spring Schedule, Junior Year
154
Senior Year?

• Too embarrassing to even show

155
Consequences?
156
The Highest Level of Math Reached in High School
is a Strong Predictor of BA Attainment
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
157
High School Curriculum Intensity is a Strong
Predictor of Bachelors Degree Completion
Curriculum quartiles are composites of English,
math, science, foreign language, social studies,
computer science, Advanced Placement, the
highest level of math, remedial math and remedial
English classes taken during high school.
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
158
Most 21st Century Jobs Require Postsecondary
Education
159
College isnt for everyone. But a college prep
curriculum is.
160
Survey of Duval County ResidentsMajority Dont
Think HS Diploma Is Enough
Is High School Diploma Enough to Get a Good Job?
Source Quality Education For All, Survey of
Duval County Adult Residents, Feb 2006, The
Community Foundation, Jacksonville, FL
161
High School Course-Taking Indicates Opportunity
for Success in the Workplace
The percentage of workers in the highest-paying
jobs that 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
162
American Diploma Project Interviews with
Employers

• They mostly want the same things that higher
  education wants!
• Strong Reading Ability read/comprehend
  informational and technical texts
• Emphatic about literature understanding other
  cultures is necessary with diverse customers and
  co-workers
• Writing ability key
• Mathematics Imperative data, probability,
  statistics and competent problem solvers.
  Algebra I, Geometry and Algebra II.

Source Workplace Study by the National Alliance
for Business for the American Diploma Project,
unpublished report, 2002.
163
But 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.

164
Even in Jobs We Dont Expect

• Plumbing-Heating-Air Conditioning
• Four or five years of apprenticeship and/or
  post-secondary training
• Algebra, plane geometry, trigonometry and
  statistics
• Physics, chemistry, biology, engineering
  economics.

ALL of these jobs require a strong foundation
of reading, writing and speaking the English
language in order to comprehend instructions and
technical manuals

• Construction
• and Engineering
• Four or five years of apprenticeship and/or
  post-secondary training
• Algebra, plane geometry
• Critical thinking, problem solving, reading and
  writing

Sources Plumbing  Shapiro, D., and Nichols, J.
Constructing Your Future Consider a Career in
Plumbing, Heating, Ventilation, Air Conditioning
(HVAC) PHCC Auxiliary 2005 downloaded March 13,
3006 http//www.phccweb.org/PDFs/PHCC20pg.pdf,
Construction California Apprenticeship Council
Division of Apprenticeship Standards 2001 Annual
Legislative Report Downloaded March 15, 2006
http//www.dir.ca.gov/das/DASAnnualReport2001/LegR
ep2001.pdfsearch'architecture2C20construction
2C20engineering2028ace20pathway2920course20
outline'  
165
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

166
Employers are looking for better educated workers
elsewhereExample Toyota Motor Corporation
167
Why Ontario, Canada is a better location for a
new Toyota plant
The level of the workforce in general is so
high the training program you need for people,
even for people who have never worked in a Toyota
plant before, is minimal compared to what you
have to go through in the southeastern United
States, --Gerry Fedchun, president of
Automotive Parts Manufacturers Association,
7/8/2005 Source www.cbc.ca/cp/business/050630/b0
630102.html
168
In Alabama, trainers had to use pictorials to
teach some illiterate workers how to use
high-tech plant equipment. --Gerry
Fedchun, president of Automotive Parts
Manufacturers Association, 7/8/2005 Source
www.cbc.ca/cp/business/050630/b0630102.html
169
With college-prep curricula, students of all
sorts will learn more...
170
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
171
San Jose Unified College Prep Curriculum For
AllAP Scores with a score of AP gt3
748 Test Taken
1197 Tests Taken
Source EdTrust West analysis of California
Department of Education data
172
Students taking rigorous courses will fail less
often...
173
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.
174
Gaps will close.
175
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
176
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
177
Students will work harder.
178
Recent poll shows that 66 of dropouts would have
worked harder if expectations were higher.
Source The Silent Epidemic Perspectives of High
School Dropouts, Civic Enterprises, March 2006
179
And theyll succeed more.
180
SJUSD Graduation Rates
Estimated completion rate using Cumulative
Promotion Index methodology
Estimated completion rate using Manhattan
Institute methodology
Source Ed Trust West analysis of CA Dept of Ed
data, 2005
181
LAUSD High Schools That Have High Percentages of
Their Graduates Completing College Prep
Curriculum (A-G) Have Fewer Suspensions and Lower
Failure Rates
Source Ed Trust West Analysis of School-Level
Data, School Accountability Report Cards, 2005.
182
5. Monitor the Distribution of Teacher
TalentandMake Sure Low-Income and Minority
Students Have the High Quality Teachers They Need
183
Teachers Matter Most.
184
Students Who Start 2nd Grade at About the Same
Level of Math Achievement
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
185
Finish 5th Grade Math at Dramatically Different
Levels Depending on the Quality of Their Teachers
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
186
Students Who Start 3rd Grade at About the Same
Level of Reading Achievement
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
187
Finish 6th Grade at Dramatically Different
Levels Depending on the Quality of Their Teachers
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
188
Teacher Quality Index Illinois Education
Research Council

• School Level Teacher Characteristics
• of Teachers with Emergency/Provisional
  Certification
• of Teachers from More/Most Selective Colleges
• of Teachers with lt 4 Years Experience
• of Teachers Failing Basic Skills Test on First
  Attempt
• School Average of Teachers ACT Composite and
  English Scores

School Teacher Quality Index (TQI)
DeAngelis, K., Presley, J. and White, B. (2005).
The Distribution of Teacher Quality in Illinois.
http//ierc.siue.edu/documents/Teacher_Quality_IER
C_202005-1.pdf
189
IERC College Readiness Index

• Uses ACT scores and self-reported GPA
• Five levels
• Not/least ready
• Minimally ready
• Somewhat ready
• More ready
• Most ready

Presley, J. and Gong, Y. (2005). The Demographics
and Academics of College Readiness in Illinois.
http//ierc.siue.edu/documents/College20Readiness
20-202005-3.pdf
190
Illinois Distribution of School TQI by School
Percent Minority

• Very high percent minority schools are likely to
  have very low school TQIs.
• There is little difference in TQI distribution
  below the highest minority quartile (i.e. below
  about 60 minority).

191
Impact?
192
College Readiness at High Poverty, High Minority
Schools by TQI
Presley, J. and Gong, Y. (2005). The Demographics
and Academics of College Readiness in Illinois.
http//ierc.siue.edu/documents/College20Readiness
20-202005-3.pdf
193
Percent of Students More/Most Ready by High
School TQI and Highest Math Level
Presley, J. and Gong, Y. (2005). The Demographics
and Academics of College Readiness in Illinois.
http//ierc.siue.edu/documents/College20Readiness
20-202005-3.pdf
194
Lets Get That Again!

• STUDENTS WHO STUDIED ALL THE WAY THROUGH CALCULUS
  IN SCHOOLS WITH THE LOWEST TEACHER QUALITY
  LEARNED LESS MATH THAN STUDENTS WHO ONLY WENT
  THROUGH ALGEBRA 2 IN SCHOOLS WITH JUST AVERAGE
  TEACHER QUALITY.

195
But poor and minority students dont get their
fair share of our strongest teachers.
196
Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
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
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
197
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
High poverty Low poverty
High minority Low minority
Note 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.
Teachers lacking a college major or minor in the
field. Data for secondary-level core academic
classes. Source Craig D. Jerald, All Talk, No
Action Putting an End to Out-of-Field Teaching,
The Education Trust, 2002.
198
Middle Grades Classes Taught by Teachers
Without at Least a College Minor in the Subject
(lt15)
(gt50)
(gt50)
(lt15)
Data is for core academic classes.
Source Craig D. Jerald, All Talk, No Action
Putting an End to Out-of-Field Teaching, The
Education Trust, 2002.
199
High Schools Classes Taught by Teachers Lacking
an Undergraduate Major
(lt15)
(gt50)
(gt50)
(lt15)
Data is for core academic classes.
Source Craig D. Jerald, All Talk, No Action
Putting an End to Out-of-Field Teaching, The
Education Trust, 2002.
200
A Tale of Two Schools

• Locke High School
• Los Angeles Unified
• 99 Latino African American
• 66 of students receive free or reduced price
  lunch
• Academic Performance Index 440

• Granada Hills High School
• Los Angeles Unified
• 32 Latino African American
• 27 of students receive free or reduced price
  lunch
• Academic Performance Index 773

Source California Dept of Ed, 2003-04 data
201

• The average teacher at Locke High School gets
  paid an estimated 8,034 less every year than his
  counterpart at Granada Hills High School.
• If Locke spent as much as Granada Hills on
  teacher salaries for its 119 teachers, the school
  budget would increase by nearly a million dollars
  (956,056) every year.

202
A Tale of Two Schools

• Mission High School
• San Francisco Unified
• 67 Latino African American
• 75 of students receive free or reduced price
  lunch
• Academic Performance Index 518

• Washington High School
• San Francisco Unified
• 13 Latino African American
• 37 of students receive free or reduced price
  lunch
• Academic Performance Index 760

Source CA Department of Education, 2003-04 data
203

• The average teacher at Mission High School
  actually gets paid an estimated 9,901 less every
  year than his counterpart at Washington High
  School.
• If Mission spent as much as Washington on teacher
  salaries for its 57 teachers, the school budget
  would increase by 564,357 every year.

204
You dont have to just sit by and watch that
happen.
205
What could you do?

• Demand to see teacher distribution data for your
  district
• Create incentives for strong teachers to teach
  the students who most need them
• Debit school budgets with ACTUAL salaries, rather
  than district average
• Cap the buying power of your high-end schools.

206
Or, better yet

• Put into place a value-added system to measure
  teacher impact on student achievement. ACT on
  the results.

207
If we had the courage and creativity to change
these patterns?
208
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.
209
6. Would more money help?
210
Nation Inequities in State and Local Revenue Per
Student
Source The Funding Gap, 2005. The Education
Trust. Data are for 2003
211

• But how much more money will help depends on how
  wisely we spend it.

212
Some districts get more for less.
213
Some districts that out-perform spend lessNAEP
2005 Grade 8 Math -Overall Scale Scores
7,132
8,311
11.920
8,283
7,284
11,312
12,562
6,923
7,799
10,199
11,847
Source National Center for Education
Statistics, http//nces.ed.gov/nationsreportcard/n
de and Standard and Poors www.schoolmatters.com
214
In the end, it is about choices adults make.

• 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 Teachers Whom.
• - Choices About How to Organize Classroom and
  Schools.

215
The Education Trust - West

• www.edtrustwest.org
• Oakland, CA 510-465-6444