State of Education

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State of Education

• Closing the Achievement Gap in California
• 2008

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Who Are Our Students?A Historical
PerspectiveCalifornia Students Enrolled in
Public Schools
California is Educating 2.2 Million More Students
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Total K-12 Enrollment for 1980-81 4,046,156
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Total K-12 Enrollment for 1990-91 4,944,484
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Total K-12 Enrollment for 2006-07 6,286,943
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Different Challenges, Different Needs Special
Education
10.8
9.6
8.9
Thats an 88.3 increase in 27 years
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Different Challenges, Different
LanguagesEnglish Language Learners
25.0
15.0
8.1
Thats a 381 increase in 27 years
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Linguistic IntegrationPercent of Children Whose
ParentsAre Not Fluent English Speakers
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Different Challenges, Different Needs Students
Eligible for Free and Reduced-Priced Meals
50
36
Thats a 79 increase in 17 years
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Different Challenges, Different Needs Per Pupil
Spending Adjusted for Inflation
Thats just a 11.8 increase in 19 years
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Californias National Per Pupil Funding
Comparison
1,892
5,137
1,501
606
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Yet

• There are significant signs of
• progress in Californias schools, in
• spite of the tremendous challenges
• they face.
• -- Jennifer Imazeki
• Professor of Economics
• San Diego State University
• 2008 PACE Policy Brief

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Californias 10-Year-Road to High Standards,
Assessments, Accountability

• World class standards for every subject, grade
• Testing, teacher professional development,
• accountability linked to standards
• Highlights achievement gap, uses data to
• drive decisions, focus resources
• Keys to successful reform
• Hold all students to same high standards
• Measure progress
• Target resources
• Support teachers

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Positive Results of Standards-Based Reform

• Steady gains in nearly every subject and grade
  level tested.
• Since 2001, 627,000 more students proficient in
  English Language Arts, 650,000 more students
  proficient in math.
• Many more students taking rigorous courses
• 73,000 more students taking Algebra II and other
  advanced math courses in the past five years.
• Since 2001, the number of students taking AP
  courses increased by nearly 70,000 students
  thats up 56 percent in five years.

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English Language ArtsPercentage of Students
Scoring At or Above Proficient
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MathPercentage of Students Scoring At or Above
Proficient
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Elementary School LevelAcademic Performance
Index (API)Range of API Scores for Each Decile
Rank
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Closing the Achievement Gap
Yet, an achievement gap exists between our white
students and students of color, as well as gaps
with our English learners, poor students, and
students with disabilities. In California, the
achievement gap represents a majority of
students. Closing the gap will improve the
lives and futures of our students and secure the
future for our state.
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2007 Base API
African American Asian
Filipino Hispanic or
PacificAmerican Indian

Latino Islander

White (Not of Hispanic Origin) 806
841
807 765
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Math 4th GradeBy Ethnicity CST 2006
Source California Department of Education, 2006
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Math 4th GradeBy Economic Status CST 2006
Source California Department of Education, 2006
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African American Latino 7th Graders Read at
About the Level of White 3rd Graders
CAT/6 2006 Source California Department of
Education, 2006
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Low Income 7th Graders Read About the Level of
Non Low-Income 3rd Graders
CAT/6 Reading 2006 Source California Department
of Education, 2006
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2006 Algebra I CST(Grades 8-11) By Ethnicity
Source California Department of Education, 2006
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African American and Latino 17-Year Olds Do Math
at Same Levels As White 13 Year Olds
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African American and Latino 17 Year Olds Read at
Same Levels as White 13 Year Olds
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The Gap

• Fifth graders ELA proficiency
• 27 percent of Hispanic students
• 30 percent of African Americans
• Compared to 66 percent of white students
• Fifth grade science proficiency
• Less than half of our white students
• Dismal 14 percent of Hispanic students
• Things get worse as students grow older the gaps
  actually widen in high school
• Just 16 percent of Latino students and 19
• percent of African American students are
• prepared to enroll in our state university
• systems

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Subgroups are not Heterogeneous

• Latino children may be third generation Americans
  of Mexican heritage, or they may be new
  immigrants from Guatemala, Colombia, or anywhere
  in South or Central America. Yet all are
  classified under the federally required term,
  "Hispanic."
• We dont generally think of African American
  students as English learners, but in San Diego
  County, students classified as African American
  include hundreds of recent immigrants from
  Somalia, who face cultural, language, and
  economic challenges.
• In much of the Central Valley, the Asian subgroup
  includes Chinese American students whose
  grandparents were born in California, and new
  immigrants from Laos, Cambodia, and Vietnam.

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Jack O'ConnellState of Education 2006

• Sadly, too many people view (Californias)
  diversity as a big problem. I don't. Instead, I
  say Imagine! Imagine the potential of that
  diversity in today's - and tomorrow's - global
  economy. If we educate these students, well, our
  state would not only be able to compete more
  effectively, but it would be able lead our nation
  and the world economically. "

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The Gap and the Global Economy

• The population of students growing the fastest is
  lagging the farthest behind.
• According to a study by Eric Hanushek of the
  Hoover Institute, the cost in lost U.S. economic
  output due to the nations achievement gap was a
  staggering 2.5 trillion between 1990 and 2002
  enough to pay the entire cost of K-12 education
  in the nation over that time.
• Researchers tell us that closing that gap over a
  12-year period would add 980 billion to the
  annual gross domestic product.

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Achievement Gap A Moral and Economic Crisis

• Fewer well-paid, low skilled jobs.
• Global economy demands problem solvers,
  innovators, higher-level thinkers, strong
  communication skills
• Our students today must compete against students
  from all over the world.

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Global CompetitionDid you know?

• The 25 of the population in China with the
  highest IQs

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Global Competition

• Is greater than the total population of North
  America.

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Global Competition

• In India, its the top 28.

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Multiple SkillsDid You Know?

• The U.S. Department of Labor estimates that
  todays learner will have 10-14 jobs

By the age of 38.
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Multiple Skills

• According to the U.S. Department of Labor

1 out of 4 workers today is working for a company
they have been employed by for less than one year.
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Multiple Skills

• More than 1 out of 2 is working

for a company they have been working for, for
less than five years.
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Information Economy

• Its estimated that a weeks worth of The New
  York Times

Contains more information than a person was
likely to come across in a lifetime in the 18th
century.
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Information EconomyDid You Know?

• Today there are about 540,000 words in the
  English language

• About 5 times as many as during Shakespeares
  time.

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Information Economy

• More than 3,000 books are published

Daily.
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Technology Driven Did You Know?

• Last year, the video site YouTube consumed as
  much bandwidth as the entire Internet did in 2000.

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Technology Driven

• 1 out of every 8 couples married in the U.S. last
  year

met online.
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Technology Driven

• The amount of new technical information is
  doubling every 2 years.

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Technology Driven

• Its predicted to double every 72 hours by 2010.

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Technology Driven

• Predictions are that by 2013, a supercomputer
  will be built that exceeds the computation
  capability of the Human Brain

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Technology Driven

• By 2023, a 1,000 computer will exceed the
  capabilities of the Human Brain

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Technology Driven

• Todays 1st graders will be just 23 years old and
  beginning their (first) career
• And while technical predictions farther out than
  about 15 years are hard to do

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Technology Driven

• Predictions are that by 2049, a 1,000 computer
  will exceed the computational capabilities of the
  Human Race.

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Educating Californias Children

• We are currently preparing students for jobs that
  dont yet exist
• Using technologies that havent been invented
• In order to solve problems we dont even know are
  problems yet.

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P-16 Council

• Statewide assembly of
• Education,
• Business, and
• Community leaders
• Charged with developing strategies to better
• Coordinate,
• Integrate, and
• Improve
• Education for preschool through college students

Formed in 2004 by Jack OConnell, the Council
has dealt with High School Reform and
Professional Development Issues
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P-16 Council

• 2007, the council was charged with focusing on
  Closing the Achievement Gap

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Closing the Gap Has Been a Primary Goal for
School Leaders
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Leaders Set Measurable Goals for Closing the Gap
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School Leaders Encourage or Lead Inquiry into the
Gap
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P-16 Council

• The Council considered what the state can do to
  create the conditions necessary for closing the
  gap
• Their recommendations are categorized into four
  major themes

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Four Major Themes

• Access All students should have equitable
  access to core conditions, such as qualified
  teachers, quality PreK and a rigorous curriculum.
• Culture and Climate How schools can offer the
  best environment that promotes learning and a
  sense of belonging for students, parents, and
  school staff.
• Expectations We must foster high expectations
  for all.
• Strategies Practices the state can promote
  that have proven effective or are promising for
  closing the achievement gap.

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P-16 Council Report

• January 2008, Council releases CTAG report
• Not intended to be comprehensive
• But important steps to follow
• Makes 14 recommendations

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Access

• Design and expand
• High Quality PreK

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Research ShowsBenefits of PreKGains by
Children in Oklahomas PreK Program
Source The Effects of Universal PreK on
Cognitive Development, Washington, D.C.
Georgetown University, 2005.
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Research ShowsPreK Prepares Kids for Success in
SchoolPreK Participants Fare Better Overall
Source High/Scope Perry Project Through Age
40,Ypsilanti, MI High /Scope Press, 2004.
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Effects on Selected Preschool ProgramsOn
Adolescent and Adult Behaviors
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Effects on Selected Preschool ProgramsOn
Adolescent and Adult Behaviors
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Access

• SSPI Jack O'Connell to sponsor two bills in order
  to create High-quality preschool for all
  students
• AB 2759 by Assembly member Dave Jones
• Consolidate existing Title 5 programs
• SB 1629 by Senator Darrell Steinberg
• Creation of a quality-improvement and tiered
• reimbursement system
• Californias schools should build partnerships
  with businesses, higher education, state
  agencies, and community-based organizations.

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Access

• California needs better alignment of K-16
  educational systems
• Fix the disconnect between what
• K-12 expects of a high school
• graduate and what business and
• higher education need from a
• high school graduate

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Our Workforce Has Changed
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Our Workforce Has Changed
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Jobs in Todays Workforce Require More Education
Training
Change in the distribution of education/ skill
level in jobs, 1973 v. 2001
-9
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16
-23
Source Carnevale, Anthony P. and Desrochers,
Donna M., Standards for What? The Economic Roots
of K16 Reform, Educational Testing Service, 2003.
From the American Diploma Project Network
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Too Few Students Earn a High School
DiplomaFreshmen Graduating on Time With a
Regular Diploma
Source Leaving Boys Behind Public High School
Graduation Rates, New York, NY Manhattan
Institute, April 2006. From the American Diploma
Project Network
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Too Many Students Graduate from High School
Unprepared for Work

• 40 - 45 of recent high school graduates report
  significant gaps in their skills, both in college
  and the workplace
• Employers estimate 45 of recent high school
  graduates lack skills to advance

From the American Diploma Project Network
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Remediation Rates at CSUCSU Systemwide
Remediation Rates for Regularly Admitted
First-time Freshman, Fall 2006
Source Proficiency Reports of Students Entering
the CSU System, downloaded from
http//www.asd.calstate.edu/performance/proficienc
y.shtml, November 8, 2007. From the American
Diploma Project Network
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Because Education Pays California 2005 Median
IncomeAdults Over Age 25
Source http//www.cpec.ca.gov/OnLineData/MedianI
ncomeGraph.asp
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Access

• California needs better alignment of
• K-16 educational systems
• Partnering with Education Roundtable
• Joining American Diploma Project
• - K-12
• - Higher ed
• - Business
• - Career Tech

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Culture and Climate

• The achievement Gap is about
• more than just poverty.
• We have to have honest
• discussions about race.

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English-Language ArtsPercentages of Economically
Disadvantaged Percentages of Not Economically
Disadvantaged Students Scoring at Proficient and
Above, 2007
Economically Disadvantaged Not Economically
Disadvantaged
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MathematicsPercentages of Economically
Disadvantaged Percentages of Not Economically
Disadvantaged Students Scoring at Proficient and
Above, 2007
Economically Disadvantaged Not Economically
Disadvantaged
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Leaders Provide Structured Opportunities for
Faculty to Discuss Race and Ethnicity
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School Community Developed Agreed Upon an
Explicit Definition of Equity
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People of Color Hold Leadership Positions
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Culture and Climate

• Conduct a Climate Survey
• Develop a tool for assessing the organizational
  health of a school
• Gather information that will make us aware of the
  perceptions, beliefs, and expectations of a
  schools students, teachers, and staff
• - California Healthy Kids Survey
• - California School Climate Survey

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Culture and Climate

• SPI to develop world-class professional
  development on what it means to be culturally
  responsive
• Bring experts together from around the country
• Draw on existing research and pedagogy

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Expectations A System That

• Too often, doesnt expect enough from MOST
  students and,
• Expects much less from some types of students
  than others.

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Expectations

• Deep Implementation
• Educators must continually study the content
  standards and personalize them to individual
  students.
• Increase Rigor
• Students can do no better than the assignments
  they are given.

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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.

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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.

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ExpectationsP-16 Recommendations

• Model Rigor
• Define more clearly what constitutes a rigorous
  curriculum
• Focus on Academic Rigor
• Define consistent and ubiquitous academic rigor
  for future success

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Expectations

• Through the American Diploma
• Project process, come to joint
• agreement around rigor
• A-G
• Career Technical Education

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Expectations

• Develop Achievement Gap Intervention benchmarks
  that will allow the state to recognize, reward,
  and provide incentives to those schools that are
  closing the gap
• Maintains the API
• Christopher Edley Jr. to co-chair effort

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Classes in High Poverty High Schools More Often
Taught by Misassigned Teachers
Teachers who lack a major or minor in the
field. Source What Matters Most Teaching for
Americas Future, Washington, D.C. National
Commission on Teaching and Americas Future,
1996. p.16.
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In California, Minority StudentsHave Four Times
More Underprepared Math Teachers
Guha, R., Campbell, A, Humphrey, D., Shields, P.,
Tiffany-Morales, J., Weschler, M. (2006).
Californias Teaching Force 2006 Key Issues and
Trends. Santa Cruz, CA The Center for the
Future of Teaching and Learning, 2006.
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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 Hanushek, Eric A., and Rivkin, Steven G.,
How to Improve the Supply of High-Quality
Teachers, In Brookings Papers on Education
Policy 2004, Diane Ravitch, ed., Brookings
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.
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ExpectationsAwards
Starting in 2009, a California Distinguished
School will have to meet the current criteria
and narrow their achievement gap to be selected
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Strategies

• Continuous learning systems schools and
  districts making the most progress are those that
  constantly look at their data and find ways they
  can do things better to foster student success.
• Announced an over 2 million grant from the
  Hewlett and Gates Foundations to envision a
  world-class data system.
• Provide more professional development on the use
  of data.

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Strategies

• SPI to sponsor AB 2391 by Assembly Member Jose
  Solorio which will add data as an option under
  existing PD Program. 
• CDE will develop model training with input from
  an advisory committee on the use of data-driven
  instruction while utilizing State Board approved
  instructional materials.

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Receive Professional Development on Analyzing
Low-Performing Student Data
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Receive Professional Development on Linking
Low-Performing Student Data to Instructional
Strategies
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Use Data to Understand Skill Gapsof
Low-Achieving Students
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Administer Assessments of Students
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How frequently have you received professional
development on literacy instruction for
low-performing students?
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Recommended Use of Data
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Strategies

• The state should maintain strong
• accountability, but allow local
• districts to be more innovative in the
• way they serve their students
• diverse needs.
• Announced flexibility pilot with Long Beach and
  Fresno Unified

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Brokers of Expertise

• Brokers of Expertise will be a knowledge
• management system to
• Gather all available educational research that
  meets high standards
• Expertly cull the data for meaningful trends
• Develop workable strategies specific to
  implementing that research into Californias
  extraordinarily diverse schools.
• Brokers of Expertise will provide a new
• level of connection and cohesions across
• levels and regions of the educational system.

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Brokers of Expertise

• Overview video
• http//www3.cde.ca.gov/video/
• comm/brokersofexpertise.asx

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Recommend Teacher Collaboration to Close the
Achievement Gap
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Discuss Low-Performing Student Achievement Data
With Colleagues
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Visit Colleagues Classrooms
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Closing the Achievement Gap Web Site

• www.closingtheachievementgap.org is a Web site
  created by the California Department of Education
  in partnership with WestEd and the Bill and
  Melinda Gates Foundation.
• This site will serve as a central hub for the
  latest research, ideas, and success stories on
  closing the achievement gap.

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Focusing our Attention on Closing the
Achievement Gap

• The goal of closing the achievement gap demands a
  kind of focused desire. It calls for a
  willingness to change, to be bold, and to try new
  ideas.
• The time has come for us to answer this call.
  Together we can close the achievement gap and
  open the door to a better future for every
  student, without exception.

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Comments or Questions?

• Comments and questions can
• be directed to the CDE P-16 Unit
• at 916-319-0908 or by
• e-mail at P16_at_cde.ca.gov.

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Students and Parents are Clear Their Goal is
College
Source U.S. DOE, NCES, Getting Ready to Pay for
College What Students and Their Parents Know
About the Cost of College Tuition and What They
Are Doing to Find Out, September 2003.
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California Parents Who Expect Their Kids to
Attain at Least a Four-Year Degree
Source New American Media Poll, Great
Expectations, Survey of Latino, Asian, and
African American Parents on Education. Aug. 23,
2006. Available at http//news.newamericamedia.or
g/news/.
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Elementary School Example

• Kindergarten Assignment
• Based on our reading, draw a picture of an ocean
  animal that you would like to be.

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Elementary School Example

• Kindergarten Assignment
• Based on our reading, choose an ocean animal
  you would like to be. Explain what you would look
  like, what you would eat, and what you would do.
  Why do you want to be this animal?

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Grade 7 Standards Based, Rigorous 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.

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Grade 7 Low-Level Writing Assignment

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

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Middle School Example

• 7th Grade Assignment
• Explain the difference between the
• systems of the body affected by an
• allergy to pollen and those affected by
• an allergy to food as well as the
• process by which different medicines
• reduce the symptoms of each allergy.

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Middle School Example

• 7th Grade Assignment
• Name and describe functions of the
• five body systems.

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The Odyssey Ninth GradeHigh-level Assignment

• Comparison/Contrast Paper Between Homer's Epic
  Poem,
• The Odyssey and the Movie "0 Brother Where Art
  Thou"
• By nature, humans compare and contrast all
  elements of their
• world. Why? Because in the juxtaposition of two
  different things,
• one can learn more about each individual thing as
  well as
• something about the universal nature of the
  things being
• compared.
• For this 2-3 page paper you will want to ask
  yourself the following
• questions what larger ideas do you see working
  in The Odyssey
• and "0 Brother Where Art Thou"? Do both works
  treat these
• issues in the same way? What do the similarities
  and differences
• between the works reveal about the underlying
  nature of the
• larger idea?

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The Odyssey Ninth GradeHigh-level Assignment

• Divide class into 3 groups
• Group 1 designs a brochure titled "Odyssey
  Cruises." The students listen to the story and
  write down all the places Odysseus visited in his
  adventures, and list the cost to travel from
  place to place.
• Group 2 draws pictures of each adventure.
• Group 3 takes the names of the characters in the
  story and gods and goddesses in the story and
  designs a crossword puzzle.

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Closing the Achievement Gap in California

• To download a free copy of this
• PowerPoint presentation, please visit
• www.cde.ca.gov/nr/av/mm/yr08mm.asp