© 2011 the education trust raising achievement and closing gaps between groups: lessons from...

© 2011 THE EDUCATION TRUST

Raising Achievement and Closing Gaps Between Groups:Lessons from Schools and Districts on the Performance Frontier

Hillsborough County SchoolsTampa, FL March, 2011


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.


Source:

4th Grade Reading:Record Performance with Gap Narrowing

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008150

160

170

180

190

200

210

220

230

240

250

9 Year Olds – NAEP Reading

African American Latino White

Aver

age

Scal

e Sc

ore

NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Source:

4th Grade Math:Record Performance with Gap Narrowing

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150

160

170

180

190

200

210

220

230

240

250

9 Year Olds – NAEP Math


Aver

age

Scal

e Sc

ore



Source:

8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008200

210

220

230

240

250

260

270

280

290



Aver

age

Scal

e Sc

ore



Source:

8th Grade Math: Progress for All Groups, Some Gap Narrowing

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008200

210

220

230

240

250

260

270

280

290

300



Aver

age

Scal

e Sc

ore



Yes, no matter which of the national exams (“NAEP”) you look at, the suggestion that

funding is up and results are flat is wrong.

© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Math achievement rising over time

Source: NAEP Data Explorer, NCES

2000 2003 2005 2007 2009220

230

240

250

260

270

280

290

300

310

320

272276 278 280 282

National Public – NAEP Grade 8 Math

Aver

age

scal

e sc

ore


Rising achievement, narrowing gaps


2000 2003 2005 2007 2009220

230

240

250

260

270

280

290

300

310

320

283287 288

290 292

243252 254

259 260252

258 261 264 266

287 289294 296

300


WhiteAfrican AmericanLatinoAsian

Aver

age

scal

e sc

ore


Rising achievement, some gap narrowing


2000 2003 2005 2007 2009220

230

240

250

260

270

280

290

300

310

320

229

242 244 246249

275280 281 284 285


Students With DisabilitiesStudents Without Disabilities

Aver

age

scal

e sc

ore

Note: Includes students with Section 504 plans


Source:

Gains Are Not Just Among Low-Achievers: Increase at the Top, Too

Hanushek, Peterson and Woesmann. “US Math Performance in Global Perspective; November, 2010


Some states making much greater progress.


NAEP Grade 4 Reading – Latino Students

Source: National Center for Education Statistics, NAEP Data Explorer

States with the Biggest Gains in Mean Scale Scores (2003 – 2009)

State GainFlorida 12

Maryland 12

Massachusetts 9

Nevada 7

California 5

Texas 5

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for Latino fourth-grade students increased by 5 points from 2003 to 2009.


NAEP Grade 4 Reading – African American Students



State GainAlabama 13

Florida 13

Kansas 13

New Jersey 13

Rhode Island 11

Texas 11

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for African American fourth-grade students increased by 7 points from 2003 to 2009.


NAEP Grade 4 Reading – Low Income Students




Alabama 11

Maryland 11

Nevada 8

New Jersey 8

Pennsylvania 8

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in reading for low income fourth-grade students increased by 5 points from 2003 to 2009.


NAEP Grade 8 Mathematics – Latino Students



State GainArkansas 21

Delaware 20

Massachusetts 16

Idaho 13

Maryland 13

Pennsylvania 13

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for Latino eighth-grade students increased by 8 points from 2003 to 2009.


NAEP Grade 8 Mathematics – African American Students




Indiana 15

New Jersey 14

Kansas 13

Pennsylvania 13

Texas 13

Wisconsin 13

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for African American eighth-grade students increased by 8 points from 2003 to 2009.


NAEP Grade 8 Mathematics – Low Income Students



State GainMassachusetts 17

New Jersey 14

Florida 13

Georgia 12

Maryland 12

Pennsylvania 12

Note: Data refer to the increase in mean scale scores from 2003 to 2009. Nationwide, mean scale scores in math for low income eighth-grade students increased by 8 points from 2003 to 2009.


What do these changes mean for individual children?


Source:

1996 NAEP Grade 4 Math

African American Latino White0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

73%61%

26%

24%

32%

49%

3% 7%

26%

By Race/Ethnicity – Nation

Proficient/AdvancedBasicBelow Basic

Perc

enta

ge o

f Stu

dent

s

NAEP Data Explorer, NCES


2009 NAEP Grade 4 Math

African Amer-ican

Latino White0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

37%30%

10%

48%49%

40%

16% 21%

50%

By Race/Ethnicity – National Public


Perc

enta

ge o

f Stu

dent

s



Source:

More low-income students are performing at higher levels today than in 1996

1996 20090%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

60%

29%

33%

49%

7%21%

Lower Income Students (National Public) – Grade 4 NAEP Math


Perc

enta

ge o

f Stu

dent

s

NAEP Data Explorer, NCES


Bottom Line:

When we really focus on something, we make progress!


Clearly, much more remains to be done in elementary and middle school

Too many youngsters still enter high school way behind.


But at least we have some traction on elementary and middle school

problems.

The same is NOT true of our high schools.


Source:

Achievement Flat in Reading

1984 1988 1990 1992 1994 1996 1999 2004 2008240

250

260

270

280

290

300

310

320

330

340

289285 285

17 Year Olds Overall - NAEP

Aver

age

Scal

e Sc

ore

NAEP Long-Term Trends, NCES (2004)


Source:

Math achievement flat over time

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250

260

270

280

290

300

310

320

330

340

350

304300 298

302 305 307 306 307 308 305 306

17-Year-Olds

Aver

age

Scal

e Sc

ore

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


And gaps between groups are mostly wider today than in late

eighties, early nineties


Source:

12th Grade Reading: No Progress, Gaps Wider than 1988

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220

230

240

250

260

270

280

290

300

310

320



Aver

age

Scal

e Sc

ore



Source:

12 Grade Math: Results Mostly FlatGaps Same or Widening

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240

250

260

270

280

290

300

310

320

330

340



Aver

age

Scal

e Sc

ore



And no matter how you cut the data, our students aren’t doing well

compared to their peers in other countries.


Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.

PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000

Subject 2000 Rank(out of 26)

Math 17th

Science 13th

Reading 14th

Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results , http://www.oecd.org/

2003 Rank(out of 26)

22nd

Tied for 17th

14th



22nd Tied 20th

19th 13th

n/a Tied 10th


A closer look at math


Source:

Of 29 OECD Countries, U.S.A. Ranked 24thFin

land

Kore

aNet

herla

nds

Japa

nCa

nada

Belgi

umSw

itzer

land

New Ze

aland

Aust

ralia

Czec

h Re

publ

icIce

land

Denm

ark

Fran

ceSw

eden

Aust

riaGe

rman

yIre

land

OECD

Aver

age

Slova

ck R

epub

licNor

way

Luxe

mbo

urg

Polan

dHu

ngar

ySp

ainUni

ted

Stat

esPo

rtuga

lIta

lyGr

eece

Turk

eyM

exico

300

350

400

450

500

550 2003 PISA - Math

Aver

age

Scal

e Sc

ore

PISA 2003 Results, OECD

U.S.A.


Problems are not limited to our high-poverty and high-minority

schools . . .


U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math

Bel

gium

Kor

ea

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Sw

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Hun

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Uni

ted

Sta

tes

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Tur

key

Spa

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ortu

gal

Gre

ece

Mex

ico

0

2

4

6

8

10

Pe

rce

nt

of

Stu

de

nts

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

http://www.oecd.org/


U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*

Belg

ium

Japa

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rea

Switz

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ndNe

ther

land

sNe

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Denm

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Swed

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ECD

AVE.

..Au

stria

Icel

and

Fran

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Rep

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Norw

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ngar

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bour

gIre

land

Pola

ndUn

ited

Stat

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ain

Italy

Turk

eyPo

rtug

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eece

Mex

ico

300

350

400

450

500

550

600

650

700

Ave

rage

Sca

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core

* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at




U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students

Belg

ium

Neth

erla

nds

Finl

and

Czec

h Re

pu...

Cana

daJa

pan

Kore

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itzer

land

Aust

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Germ

any

New

Zea

land

Fran

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Aust

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ngar

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ECD

AVE.

..Sl

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Rep

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Luxe

mbo

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Irela

ndIc

elan

dPo

land

Norw

ayUn

ited

Stat

esSp

ain

Port

ugal

Italy

Gree

ceTu

rkey

Mex

ico

300

350

400

450

500

550

600

Ave

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Sca

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core




Problems not limited to math, either.


Science?


Finl

and

Can

ada

Japa

nN

ew Z

eala

ndA

ustra

liaN

ethe

rland

sR

epub

of K

orea

Ger

man

yU

nite

d K

ingd

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zech

Rep

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witz

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elgi

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land

Hun

gary

Sw

eden

OE

CD

Ave

rage

Pol

and

Den

mar

kFr

ance

Icel

and

Uni

ted

Sta

tes

Slo

vak

Rep

ubS

pain

Nor

way

Luxe

mbo

urg

Italy

Por

tuga

lG

reec

eTu

rkey

Mex

ico

300

350

400

450

500

550

Av

era

ge

Sc

ale

Sc

ore

PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st

U.S.A.

Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/

Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average


Immigrants? The U.S.A. does have a larger percentage of immigrants and children of immigrants than most

OECD countries

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

Per

cen

t o

f S

tud

ents

2nd Generation 1st Generation

Source: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/

U.S.A.


But ranks 21st out of 30 OECD countries when only taking into account native student* scores

PISA 2006 Science

Finl

and

Can

ada

New

Zea

land

Net

herla

nds

Ger

man

yJa

pan

Sw

itzer

land

Aus

tralia

Aus

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Kor

eaB

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Rep

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wed

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land

OE

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Sta

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Spa

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Por

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Mex

ico

300

350

400

450

500

550

600

Av

era

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Sc

ale

Sc

ore

U.S.A.

*Students born in the country of assessment with at least one parent born in the same countrySource: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/


Even in problem-solving, something we consider an American strength…


Source:

U.S.A. Ranks 24th Out of 29 OECD Countries in Problem-Solving

Kore

aFin

land

Japa

nNew

Zeala

ndAu

stra

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nada

Belgi

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land

Nethe

rland

sFr

ance

Denm

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Czec

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Hung

ary

OECD

Aver

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Irelan

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ted

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350

400

450

500

550

6002003 PISA

Aver

age

Scal

e Sc

ore

PISA 2003 Results, OECD

U.S.A.


Only place we rank high?

Inequality.


*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.

PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD

Countries

Rank in Performance Gaps Between Highest and Lowest Achieving

Students *

Mathematical Literacy 8th

Problem Solving 6th




Source:

Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students

Fran

ceLu

xem

bour

gBe

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Unite

d St

ates

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Hung

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Portu

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Swed

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land

Norw

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Polan

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land

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land

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a

350

400

450

500

550

6002006 PISA - Science

Gap

in A

vera

ge S

cale

Sco

re

PISA 2006 Results, OECD, table 4.8b

U.S.A.


Source:

Among OECD Countries, U.S.A. has the 5th Largest Gap Between High-SES and Low-SES Students

Hung

ary

Belgi

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bour

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ance

Unite

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Aust

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rman

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Switz

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Unite

d Ki

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Chile

Gree

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Aust

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OECD

aver

age

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nia

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Slova

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ublic

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Repu

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rea

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nada

Finlan

dIce

land

Esto

nia

350

400

450

500

550

6002009 PISA – Reading

Gap

in A

vera

ge S

cale

Sco

re

PISA 2009 Results, OECD, Table II.3.1

U.S.A. OECD


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.


How?

By giving students who arrive with less, less in school, too.


Some of these “lesses” are a result of choices that policymakers make.


Source:

National Inequities in State and Local Revenue Per Student

GapHigh Poverty vs. Low Poverty Districts

–$773 per student

High Minority vs. Low Minority Districts

–$1,122 per student

Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.


In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.


Choices we make about what to expect of whom…


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in

Affluent Schools87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CT

BS

4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools


Choices we make about what to teach whom…


African American, Latino & Native American high school graduates are less likely to have been enrolled

in a full college prep track

25

46

22 21

39

0

50

AfricanAmerican

Asian Latino NativeAmerican

White

per

cen

t in

co

lleg

e p

rep

Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.

Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language


And choices we make about who teaches whom…


More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers

34%

19%

29%

21%

0%

50%

Per

cen

t o

f C

lass

es T

aug

ht

by

Ou

t o

f F

ield

Tea

cher

s

*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey .

High poverty Low poverty High minority Low minorityNote: 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.


Poor and Minority Students Get More Inexperienced* Teachers

20%

11%

21%

10%

0%

25%

Perc

en

t o

f T

each

ers

Wh

o A

re

Inexp

erie

nce

d

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

*Teachers with 3 or fewer years of experience.

High poverty Low poverty High minority Low minority

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


Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective”

teachers

Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf

Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.


Results are devastating.

Kids who come in a little behind, leave a lot behind.


African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds

200 250 300 3500%

100%

White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds

Average Scale Score

Perc

ent o

f Stu

dent

s

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP


African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds

150 200 250 300 3500%

100%

White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds

Average Scale Score

Perc

ent o

f Stu

dent

s

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP


And those are the students who remain in high school through

the end of 12th grade.


Best available estimates of national four-year graduation rates

Class of 2006

Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.


Add it all up, and throw in college entry and graduation…


Of Every 100 White Kindergartners:

94 Graduate from high school or get a GED

67 Complete at least some college

37 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf

http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf


Of Every 100 African American Kindergartners:

88 Graduate from High School or get a GED

51 Complete at Least Some College

20 Obtain at Least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf



Of Every 100 Latino Kindergartners:

68 Graduate from high school or get a GED



(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf



Of Every 100 American Indian/Alaskan Native Kindergartners:

(25 Years Old and Older)

Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf

71 Graduate from high school



http://www.census.gov/population/www/socdemo/race/censr-28.pdf


College Graduates by Age 242009

Young People From High Income Families

82%

Young People From Low Income Families

8%

Source: Tom Mortenson, Postsecondary Educational Opportunity..


What Can We Do?An awful lot of educators have

decided that we can’t do much.


Source:

What We Hear Many Educators Say:

• They’re poor• Their parents don’t care• They come to schools without

breakfast• Not enough books• Not enough parents

N/A


But if they are right, why are low-income students and students of

color performing so much higher in some schools…


Source:

George Hall Elementary SchoolMobile, AL

• 530 Students• 100% African American• 99% Low-Income

Alabama Department of Education


Four years ago, school was lowest performing in the district and among the bottom few in the state. District

reconstituted—and restaffed.


Source:

George Hall Elementary, Grade 5 Math2008

SchoolDistrict--White

Students State--White Students

0102030405060708090

100 96.5

59.153.2

Level IV

Public Affairs Research Council of Alabama, “Does the System succeed with All Kinds of Kids.


Source:

George Hall Elementary, Grade 5 Reading2008

SchoolDistrict--White

Students State--White Students

48

50

52

54

56

58

60

62 61.4

53.5 54.7

Level IV

Public Affairs Research Council of Alabama, “Does the System Succeed with All Kinds of Kids.”


Frankford Elementary School


Frankford ElementaryFrankford, Delaware

• 449 Students in Grades PreK-5• 29% African American• 34% Latino• 34% White• 76% Low-Income

Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX


Frankford ElementaryClosing Gaps, Grade 5 Reading

Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp


Frankford ElementaryClosing Gaps, Grade 5 Math



Frankford ElementaryHigher Proficiency Rates than the State,

2005 Grade 3 Reading



Frankford ElementaryHigher Proficiency Rates than the State,

2005 Grade 3 Math



Source:

Elmont Memorial Junior-Senior HighElmont, New York

• 1,945 students in grades 7-12– 77% African American

• 27% Low-Income

New York Department of Education


Elmont: Out-Performing the StateSecondary-Level English (2006)

Source: New York Department of Education, https://www.nystart.gov/publicweb/


Source:

Improvement and High Performance at Elmont Memorial Junior-Senior High

2005 2006 20070%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

85%

93% 96%

46%51%

55%

African-American Students – Secondary-Level Math

ElmontNew York

Perc

enta

ge M

eetin

g St

anda

rds



Source:

More Students Graduate at Elmont Memorial Junior-Senior High

African American Latino Low-Income0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 97% 94% 93%

55% 53%60%

Class of 2007

ElmontNew York

Gra

duati

on R

ate



Very big differences at district level, too—even in the performance of the

“same” group of students.


180

190

200

210

District ofColumbia

LosAngeles

Atlanta Chicago Cleveland NationalPublic

SanDiego

Charlotte Houston New YorkCity

Boston

Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)


225

235

245

255

LosAngeles

District ofColumbia

Atlanta Chicago NationalPublic

SanDiego

Cleveland Boston Charlotte New YorkCity

Houston

Low-Income African American Students do Better in Some Districts

(NAEP Math 8th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)


Bottom Line:

At every level of education, what we do matters a lot!


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Grade 4 Reading (2010)

Perc

ent s

corin

g at

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bove

Lev

el 3

Source: Florida Department of Education

Average Percent Proficient by District:Students Overall

HillsboroughFlorida

Note: Chart includes all Florida districts with more than 20,000 students.


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Lev

el 3


Average Percent Proficient by District:White Students

Hillsborough Florida



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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Average Percent Proficient by District:African American Students

HillsboroughFlorida



St. J

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Lev

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Average Percent Proficient by District:Latino Students

HillsboroughFlorida



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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Lev

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Average Percent Proficient by District:Low Income Students

HillsboroughFlorida



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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Lev

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Average Percent Proficient by District:High Income Students




Okalo

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0%

10%

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30%

40%

50%

60%

70%

80%

90%

100%Grade 8 Math (2010)

Perc

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Lev

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Average Percent Proficient by District:Students Overall

HillsboroughFlorida



Palm

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Grade 8 Math (2010)

Perc

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Lev

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Average Percent Proficient by District:White Students




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30%

40%

50%

60%

70%

80%

90%

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Perc

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Average Percent Proficient by District:African American Students

HillsboroughFlorida



St. J

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70%

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Perc

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Average Percent Proficient by District:Latino Students

HillsboroughFlorida



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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Grade 8 Math (2010)

Perc

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el 3


Average Percent Proficient by District:Low Income Students

HillsboroughFlorida



Okalo

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0%

10%

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30%

40%

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70%

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100%Grade 8 Math (2010)

Perc

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Average Percent Proficient by District:High Income Students




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20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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Average Cohort Graduation Rate by District: Students Overall


Note: Data represent “new standard” graduation rate. Chart includes all Florida districts with more than 20,000 students.


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0%

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30%

40%

50%

60%

70%

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90%

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Perc

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Average Cohort Graduation Rate by District: White Students




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10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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Average Cohort Graduation Rate by District: African American Students

HillsboroughFlorida



St. J

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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Average Cohort Graduation Rate by District: Latino Students

HillsboroughFlorida



Okalo

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Volu

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10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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Average Cohort Graduation Rate by District: Low-Income Students

HillsboroughFlorida



Sem

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10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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Average Percent Completing College Preparatory Curriculum by District


Note: Chart includes all Florida districts with more than 20,000 students. The college preparatory curriculum includes 4 credits in English, 3 credits in math (Algebra I or higher), 3 credits in science (with 2 labs), 3 credits in social sciences, 2 credits in the same second language, and 3 credits in electives.


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

ent o

f gra

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es


Average Percent Meeting College Readiness Cutoffs in Reading, Math, and Writing by District

Hillsborough

Florida

Note: Chart includes all Florida districts with more than 20,000 students. Florida’s public colleges and universities have established cutoff scores for the SAT-I, the ACT, and the Florida College Entry-Level Placement Test (CPT); students who score below these cutoffs are required to enroll in remedial coursework. Chart only includes students who: took the ACT/SAT/CPT, graduated from a Florida public high school, and enrolled in a Florida public college or university during the academic year immediately following high school graduation.


Leon

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Class of 2009

Perc

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es


Average Percent Enrolling in Public Postsecondary Institution in Florida by District

HillsboroughFlorida

Note: Chart includes all Florida districts with more than 20,000 students. Includes students who enrolled in a state university, community college, or public postsecondary career center in the fall following high school graduation.


What Do We Know About How To Accelerate Success?

What do the high performers do?


#1. They focus on what they can do, rather than what they can’t.


Some schools and districts get all caught up in “correlations”.


Spend endless time tracking:

• Percent of babies born at low-birthweight;• Percent of children born to single moms;• Percent of children in families receiving

government assistance;• Education levels of mothers; and…


The leaders in high-performing high poverty schools and districts don’t do that.

They focus on what they can do, not on what they can’t.


“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because

we can’t change it. So when we come here, we have to dwell on that which is going to move our

kids.”

Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia


#2. They don’t leave anything about teaching and learning to chance.


An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach

and what constitutes “good enough” work.


“No,” say the education leaders. “They’re supposed to teach to

standards!”But when is the last time you looked

at a standard?


Sample Language Arts Standard:Grade 9

“The student will develop and apply expansive knowledge of words and word

meanings to communicate.”


Sample History Standard

“Students understand how science, technology and economic activity

have developed, changed and affected societies throughout

history.”


What does this do?

Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to

teach it…and to what level.


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CT

BS

4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools


Students can do no better than

the assignments they are given...


Grade 10 Writing AssignmentA 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 character’s conflict with society is important.


Grade 10 Writing Assignment

Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.

© 2011 THE EDUCATION TRUSTSource: Unnamed school district in California, 2002-03 school year.

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.



•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.



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?


The Odyssey Ninth GradeLow-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.


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

• Have regular vehicle to assure common marking standards

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


In other words, they strive for consistency in everything they

do.And they bring that consistency to

school discipline, as well.


#3. They set their goals high.


Elementary Version…


M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED

1

30

1

42

05

1015202530354045

2001 2005

Reading

Math


High School Version…


Even when they start with high drop out rates, high impact high schools focus on preparing all kids for

college and careers

Education Trust 2005 study, “Gaining Traction, Gaining Ground.”


We’re not going to close the achievement gap if we continue to think about our work only as

“bringing the bottom up.”


We also have to bring the middle- and higher-achievers up.

And we’re not doing so well on that front right now.


1996 2000 2003 2005 2007 20090%

2%

4%

6%

8%

10%

12%

14%

0% 0% 0%

1% 1% 1%1%

0%

1% 1%

2% 2%

5%

6%

7% 7%

9%

10%

NAEP – Grade 8 Math

African American

Latino

White

Perc

ent a

t Adv

ance

d

African American and Latino students are not making gains at the advanced level at the same

rate as white students



1996 2000 2003 2005 2007 20090%

2%

4%

6%

8%

10%

12%

14%

1% 1% 1% 1%

2% 2%

4%

7% 7%

8%

10%

12%

NAEP – Grade 8 Math

Lower Income

Higher Income

Perc

ent a

t Adv

ance

d

Lower income students are not making gains at the advanced level at the same rate as higher

income students



#4. Higher performing secondary schools put all kids—not just some—in a demanding high

school core curriculum.


Single biggest predictor post-high school success is

QUALITY AND INTENSITY OF HIGH SCHOOL

CURRICULUM

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.


College prep curriculum has benefits far beyond college.


Students of all sorts will learn more...


Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

*Grade 8-grade 12 test score gains based on 8th grade achievement.

Low Quartile Students Gain More From College Prep Courses*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep


They will also fail less often...


Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles


And they’ll be better prepared for the workplace.


Leading states, districts making college prep the default

curriculum.

Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.


#5. Principals are hugely important, ever present, but

NOTthe only leaders in the school


Elmont Memorial Junior-Senior High School


High performing schools…

• Teachers regularly observe other teachers;• Teachers have time to plan and work

collaboratively; • New teachers get generous and careful

support and acculturation;• Teachers take on many other leadership tasks

at the school


#6. Good schools know how much teachers matter, and they act on that

knowledge.

© 2011 THE EDUCATION TRUSTSource: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.

10 Percentile Point Average Difference for Students who have Top and Bottom QuartileTeachers


Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5)

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.

Beginning Grade 3Percentile Rank= 55

Beginning Grade 3Percentile Rank= 57


Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers

Source: William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement, University of Tennessee Value-Added Research and Assessment Center, 1996.


So, there are VERY BIG differences among our teachers.


BUT…

We pretend that there aren’t.


The Widget Effect

“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”

• The New Teacher Project, 2009


Source:


So, we paper over the differences among our teachers AND…we

continue to assign our weakest to the kids who need the strongest.


Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers

Note: High Poverty school-75% 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-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students.

*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.


Students at High-Minority Schools More Likely to Be Taught By Novice* Teachers

*Novice teachers are those with three years or fewer experience.Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.

Note: High minority school-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students.


Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective”

teachers

Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf

Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.


Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers

Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.


High performing schools and districts…

• Work hard to attract and hold good teachers • Make sure that their best are assigned to the

students who most need them• Chase out teachers who are not “good

enough” for their kids.


All in all, not a very long list.

Mostly just common sense.


The children in the pictures that follow are some of the lucky ones. Though they are poor…they live on the high end of the gap because they attend schools

that enable their students to soar.


But most of the children who look like them aren’t so lucky. They live on the bottom side of the gap.

Not because they couldn’t learn…but because we didn’t bother to teach them.


The most important agenda for all of us?

Turning that around.


The Education Trust

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