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Title: Improving Achievement and Closing Gaps Between Groups in High School


1
Improving Achievement and Closing Gaps Between
Groups in High School
  • Rapides Foundation
  • Central Louisiana High School Summit
  • Alexandria, LA October,
    2005

2
First, some good news.
  • After more than a decade of fairly flat
    achievement and stagnant or growing gaps, we
    appear to be turning the corner.

3
NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
4
African American-White Gap Narrows to Smallest
Size in HistoryNAEP Reading, 9 Year-Olds
26
35
29
5
NAEP Math, 9 Year-Olds Record Performance for
All Groups
6
African American-White Gap Narrows to Smallest
Size in HistoryNAEP Math, 9 Year-Olds
23
28
25
7
NAEP Reading, 13 Year-Olds
8
NAEP Math, 13 Year-OldsIncreases and Record
Performance for All Groups
9
Bottom LineWhen We Really Focus on Something,
We Make Progress
10
Clearly, much more remains to be done in
elementary and middle school
  • Too many youngsters still enter high school way
    behind.

11
Where Are We Now? 8th Grade Reading All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
12
By Family Income NAEP 8th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
13
By Race, Ethnicity NAEP 8th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
14
Where Are We Now? 8th Grade Math All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
15
By Family Income NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
16
By Race, Ethnicity NAEP 8th Grade Math 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
17
But at least we have some traction on these
problems.
18
The Same is NOTTrue of High School
19
High School
20
High School Achievement Math and Science NAEP
Long-Term Trends
Source NAEP 1999 Trends in Academic Progress.
21
HIGH SCHOOL ACHIEVEMENT READING AND
WRITINGNAEP Long-Term Trends
22
Gaps between groups?
23
NAEP Reading, 17 Year-Olds
21
29
24
NAEP Math, 17 Year-Olds
28
20
25
How much learning takes place at each level?
26
Students Make More Growth Grade 5 to 8 than
Grade 9 to 12
27
Academic GrowthGrades 5-8, 9-12
28
Value Added in High School Declined During the
Nineties
29
Value Added Declining in High School Math...
Age 13-17 Growth
Source NAEP 1999 Trends in Academic Progress
30
Still
Age 13-17 Growth
Source Main NAEP 1996, 2000
31
Reading Students Entering Better Prepared, But
Leaving Worse
Source NAEP 1996 Trends in Academic Progress
32
Hormones?
33
Students in Other Countries Gain far More in High
School
34
TIMSS
35
Source NCES 1999-081R, Highlights From TIMSS
36
Source NCES 1999-081R, Highlights From TIMSS
37
PISA
38
US 15 Year-Olds Rank Near Middle Of The Pack
Among 32 Participating Countries 1999
39
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/
40
Problems are not limited to our high-poverty and
high-minority schools . . .
41
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/
42
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/
43
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/
44
One measure on which we rank high?Inequality!
45
Performance 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.
46
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.

47
By the end of high school?
48
African 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)
49
African 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)
50
These patterns are reflected, too, in high school
completion, college entry and college graduation
rates.
51
Students 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...
53
Of 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.
54
Of 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.
55
Of 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.
56
Of Every 100 American Indian/Alaskan Native
Kindergartners
(24 Year Olds)
57
College Graduates by Age 26
Source Tom Mortenson, Post Secondary
Opportunity, 2004.
58
WHY?
59
What We Hear Many Educators Say
  • Theyre poor
  • Their parents dont care
  • They come to schools without breakfast
  • Not enough books
  • Not enough parents . . .

60
But if they are right, why are low-income
students and students of color performing so high
in some schools
61
Central Elementary
  • Paintsville, KY

62
Central 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

63
Making Gains at Central 4th Grade Reading
Source The Department of Education,
http//www.schoolresults.org/
64
Making Gains at Central 5th Grade Math
Source The Department of Education,
http//www.schoolresults.org/
65
Centennial 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
66
High Achievement at Centennial Place2004 Reading
Composite
Source Georgia Department of Education,
http//www.doe.k12.ga.us
67
High Achievement at Centennial Place2004 Math
Composite
Source Georgia Department of Education,
http//www.doe.k12.ga.us
68
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
69
Elmont MemorialHigh Achievement in Mathematics
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
70
Elmont Memorial High Achievement in English
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
71
University Park High SchoolWorcester, MA
  • Grades 7-12
  • 70 poverty
  • 50 ELL
  • Most students enter at least two grade levels
    behind.

72
University 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.

73
Some districts...
74
Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
75
Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
76
Charlotte-Mecklenburg, North CarolinaRaising
Achievement, Closing GapsGrade 3 Math
19
35
40
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
77
And some entire states...
78
8th Grade Math African American Gains Between
1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
79
8th Grade Math Latino Gains Between 1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
80
Delaware Gains in Grade 4 Reading Outpace the
Nation, 1998-2002
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
81
Minority and/or poor students in some states
outperforming white and/or non-poor students in
others.
82
8th 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)
84
Louisiana?
85
LEAP
86
Future 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/
87
Louisianas 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
88
Future 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/
89
Louisianas 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
90
NAEP
91
Louisianas Achievement Levels for 2005 NAEP
Grade 8 ReadingAll Students
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
92
Louisianas 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/
93
Louisianas 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/
94
Louisianas Achievement Levels for 2005 NAEP
Grade 8 MathAll Students
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
95
Louisianas 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/
96
Louisianas 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/
97
Relative to other states?
98
NAEP 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.

99
NAEP 2005 Grade 8 Reading, Overall Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
100
NAEP 2005 Grade 8 Reading, African American
Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
101
NAEP 2005 Grade 8 Reading, Poor Student Scale
Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
102
NAEP 2005 Grade 8 Math, Overall Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
103
NAEP 2005 Grade 8 Math, African American Scale
Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
104
NAEP 2005 Grade 8 Math, Poor Student Scale Scores
Louisiana
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
105
HOW CAN WE MOVE FURTHER, FASTER?
  • What Do We Know About The Places that are
    Improving Results?

106
1. 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.

107
2. They put all kidsnot just somein a
demanding high school core curriculum.
108
Transcript 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.

109
But 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.

110
But college prep curriculum has benefits far
beyond college.
111
Students of all sorts will learn more...
112
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
113
They will also fail less often...
114
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.
115
And theyll be better prepared for the workplace.
116
Leading districts, states making college prep the
default curriculum.
Not always taught same way. But same concepts,
skills.
117
3. They leave little about teaching or learning
to chance.
118
Grade 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.
119
Grade 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.
120
High 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.

121
5. They think very hard about how to deploy
their resourcesboth people and time.
122
One Colorado High School Student/Teacher Ratio
by Grade
Source Jovenes Unidos Padres Unidos March,
2004.
123
Same Colorado High SchoolCounselor Deployment
by Grade
Source Jovenes Unidos and Padres Unidos March,
2004
124
Is this school structured around student, or
adult needs?
  • And what about time for teaching and learning?

125
Instructional Time Per Course
126
Bottom 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.

127
New Illinois Study New Schedules Resulting in
Lower Performance on ACT
128
DOUBLING UP Available Instructional Time
129
Important to do the math before rushing to new
scheduling.
130
5. Teachers Matter A Lot. Strong schools get
strong teachers to the students who need them
most.
131
1998 by The Education Trust, Inc.
132
1998 by The Education Trust, Inc.
133
Teachers, in other words, matter big time.
134
Most teachers--like most other professionals--can
get more and more effective.
135
Accordingly, smart states, districts do two
important things
  • STOP drive-by workshops
  • invest in intensive, focused
  • professional development.

136
But they also work toward a more equitable
distribution of teachers.
137
Classes 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.
138
Math 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)
139
Poor 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.
140
Devastating Impact
141
If we had the courage and creativity to change
these patterns?
142
By 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
143
The 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
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