Title: Improving Achievement and Closing Gaps Between Groups in High School
1Improving Achievement and Closing Gaps Between
Groups in High School
- Rapides Foundation
- Central Louisiana High School Summit
- Alexandria, LA October,
2005
2First, some good news.
- After more than a decade of fairly flat
achievement and stagnant or growing gaps, we
appear to be turning the corner.
3NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
4African American-White Gap Narrows to Smallest
Size in HistoryNAEP Reading, 9 Year-Olds
26
35
29
5NAEP Math, 9 Year-Olds Record Performance for
All Groups
6African American-White Gap Narrows to Smallest
Size in HistoryNAEP Math, 9 Year-Olds
23
28
25
7NAEP Reading, 13 Year-Olds
8NAEP Math, 13 Year-OldsIncreases and Record
Performance for All Groups
9Bottom LineWhen We Really Focus on Something,
We Make Progress
10Clearly, much more remains to be done in
elementary and middle school
- Too many youngsters still enter high school way
behind.
11Where Are We Now? 8th Grade Reading All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
12By Family Income NAEP 8th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
13By Race, Ethnicity NAEP 8th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
14Where Are We Now? 8th Grade Math All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
15By Family Income NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
16By Race, Ethnicity NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
17But at least we have some traction on these
problems.
18The Same is NOTTrue of High School
19High School
20High School Achievement Math and Science NAEP
Long-Term Trends
Source NAEP 1999 Trends in Academic Progress.
21HIGH SCHOOL ACHIEVEMENT READING AND
WRITINGNAEP Long-Term Trends
22Gaps between groups?
23NAEP Reading, 17 Year-Olds
21
29
24NAEP Math, 17 Year-Olds
28
20
25How much learning takes place at each level?
26Students Make More Growth Grade 5 to 8 than
Grade 9 to 12
27Academic GrowthGrades 5-8, 9-12
28Value Added in High School Declined During the
Nineties
29Value Added Declining in High School Math...
Age 13-17 Growth
Source NAEP 1999 Trends in Academic Progress
30Still
Age 13-17 Growth
Source Main NAEP 1996, 2000
31Reading Students Entering Better Prepared, But
Leaving Worse
Source NAEP 1996 Trends in Academic Progress
32Hormones?
33Students in Other Countries Gain far More in High
School
34TIMSS
35Source NCES 1999-081R, Highlights From TIMSS
36Source NCES 1999-081R, Highlights From TIMSS
37PISA
38 US 15 Year-Olds Rank Near Middle Of The Pack
Among 32 Participating Countries 1999
392003 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/
40Problems are not limited to our high-poverty and
high-minority schools . . .
41U.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/
42U.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/
43U.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/
44One measure on which we rank high?Inequality!
45Performance 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.
46These 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.
47By the end of high school?
48African American and Latino 17 Year Olds Do Math
at Same Levels As White 13 Year Olds
Source NAEP 1999 Long Term Trends Summary Tables
(online)
49African American and Latino 17 Year Olds Read at
Same Levels as White 13 Year Olds
Source Source NAEP 1999 Long Term Trends
Summary Tables (online)
50These patterns are reflected, too, in high school
completion, college entry and college graduation
rates.
51Students Graduate From High School At Different
Rates, 2001 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.
52 ADD IT ALL UP...
53Of 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.
54Of 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.
55Of 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.
56Of Every 100 American Indian/Alaskan Native
Kindergartners
(24 Year Olds)
57College Graduates by Age 26
Source Tom Mortenson, Post Secondary
Opportunity, 2004.
58WHY?
59What We Hear Many Educators Say
- Theyre poor
- Their parents dont care
- They come to schools without breakfast
- Not enough books
- Not enough parents . . .
60But if they are right, why are low-income
students and students of color performing so high
in some schools
61Central Elementary
62Central Elementary
- 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
63Making Gains at Central 4th Grade Reading
Source The Department of Education,
http//www.schoolresults.org/
64Making Gains at Central 5th Grade Math
Source The Department of Education,
http//www.schoolresults.org/
65Centennial Place Elementary SchoolAtlanta,
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
66High Achievement at Centennial Place2004 Reading
Composite
Source Georgia Department of Education,
http//www.doe.k12.ga.us
67High Achievement at Centennial Place2004 Math
Composite
Source Georgia Department of Education,
http//www.doe.k12.ga.us
68Elmont 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
69Elmont MemorialHigh Achievement in Mathematics
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
70Elmont Memorial High Achievement in English
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
71University Park High SchoolWorcester, MA
- Grades 7-12
- 70 poverty
- 50 ELL
- Most students enter at least two grade levels
behind.
72University Park Results 2004
- Only one 10th grader didnt pass MA high school
exit exam on first attempt (turned out, didnt
attend the school). - 87 passed at advanced or proficient level.
- Fifth most successful school in the state,
surpassing many schools serving wealthy students.
73Some districts...
74Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
75Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
76Charlotte-Mecklenburg, North CarolinaRaising
Achievement, Closing GapsGrade 3 Math
19
35
40
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
77And some entire states...
788th Grade Math African American Gains Between
1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
798th Grade Math Latino Gains Between 1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
80Delaware Gains in Grade 4 Reading Outpace the
Nation, 1998-2002
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
81Minority and/or poor students in some states
outperforming white and/or non-poor students in
others.
828th Grade Writing African Americans in Texas
Perform as Well or Better Than Whites in 7 States
Source NCES, National Assessment of Educational
Progress
83(No Transcript)
84Louisiana?
85LEAP
86Future High School StudentsLouisianas 8th
Grade English Language Arts Achievement on LEAP
Over Time
Source Louisiana Department of Education (2005),
http//www.doe.state.la.us/lde/ssa/1338.html/
87Louisianas 8th Grade English Language Arts
Achievement on LEAP Disaggregated by Race and
Ethnicity
Source Louisiana Department of Education (2005),
http//www.doe.state.la.us/lde/ssa/1338.html
88Future High School StudentsLouisianas 8th
Grade Math Achievement on LEAP Over Time
Source Louisiana Department of Education (2005),
http//www.doe.state.la.us/lde/ssa/1338.html/
89Louisianas 8th Grade Math Achievement on LEAP
Disaggregated by Race and Ethnicity
Source Louisiana Department of Education (2005),
http//www.doe.state.la.us/lde/ssa/1338.html
90NAEP
91Louisianas Achievement Levels for 2005 NAEP
Grade 8 ReadingAll Students
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
92Louisianas Achievement Levels for 2005 NAEP
Grade 8 Reading by Income
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
93Louisianas Achievement Levels for 2005 NAEP
Grade 8 Reading by Race/Ethnicity
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
94Louisianas Achievement Levels for 2005 NAEP
Grade 8 MathAll Students
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
95Louisianas Achievement Levels for 2005 NAEP
Grade 8 Math by Income
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
96Louisianas Achievement Levels for 2005 NAEP
Grade 8 Math by Race/Ethnicity
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
97Relative to other states?
98NAEP LA has made big progress in recent years
- Since 1998, 4 in progress in 4th grade reading
for all kids, 6 in progress for black kids, 6
in progress for poor kids - Since 2000, 15 in progress in 4th grade math for
all kids - Since 2000, 3 in progress in 8th grade math for
all kids, 6 for black kids, 6 for poor kids.
99NAEP 2005 Grade 8 Reading, Overall Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
100NAEP 2005 Grade 8 Reading, African American
Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
101NAEP 2005 Grade 8 Reading, Poor Student Scale
Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
102NAEP 2005 Grade 8 Math, Overall Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
103NAEP 2005 Grade 8 Math, African American Scale
Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
104NAEP 2005 Grade 8 Math, Poor Student Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
105HOW CAN WE MOVE FURTHER, FASTER?
- What Do We Know About The Places that are
Improving Results?
1061. High performing high schools have very clear
goals.
- Not one set of kids educated for college and
another for work. All students educated for both.
1072. They put all kidsnot just somein a
demanding high school core curriculum.
108Transcript 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.
109But a lot of college bound students dont take
that curriculum.
- The result? They get placed in remedial
coursesand often never even make it to the
sophomore year.
110But college prep curriculum has benefits far
beyond college.
111Students of all sorts will learn more...
112Low 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
113They will also fail less often...
114Challenging 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.
115And theyll be better prepared for the workplace.
116Leading districts, states making college prep the
default curriculum.
Not always taught same way. But same concepts,
skills.
1173. They leave little about teaching or learning
to chance.
118Grade 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.
119Grade 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.
120High Performing Schools, 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 (anchor assignments?) every 4-8
weeks to measure progress - ACT immediately on the results of those
assessments.
1215. They think very hard about how to deploy
their resourcesboth people and time.
122One Colorado High School Student/Teacher Ratio
by Grade
Source Jovenes Unidos Padres Unidos March,
2004.
123Same Colorado High SchoolCounselor Deployment
by Grade
Source Jovenes Unidos and Padres Unidos March,
2004
124Is this school structured around student, or
adult needs?
- And what about time for teaching and learning?
125Instructional Time Per Course
126Bottom Line
- Students who take, say, 4 years of math or
English in 6 period day schedule, get equivalent
of one full year of additional instruction over
those who take 4 years in block schedule.
127New Illinois Study New Schedules Resulting in
Lower Performance on ACT
128DOUBLING UP Available Instructional Time
129Important to do the math before rushing to new
scheduling.
1305. Teachers Matter A Lot. Strong schools get
strong teachers to the students who need them
most.
1311998 by The Education Trust, Inc.
1321998 by The Education Trust, Inc.
133Teachers, in other words, matter big time.
134Most teachers--like most other professionals--can
get more and more effective.
135Accordingly, smart states, districts do two
important things
- STOP drive-by workshops
- invest in intensive, focused
- professional development.
136But they also work toward a more equitable
distribution of teachers.
137Classes 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.
138Math 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)
139Poor 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.
140Devastating Impact
141If we had the courage and creativity to change
these patterns?
142By 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
143The Education Trust
- Download this Presentation
- And
- Register for the Education Trust Annual Closing
the Gap Conference, November 3-5, - Washington, DC
- www.edtrust.org
- Washington, DC 202-293-1217
- Oakland, CA 510-465-6444