iris m carl equity address: keeping our eyes on …...england-gbr2 533 kazakhstan 490 oman 420...
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Iris M Carl Equity Address:
KEEPING OUR EYES ON THE PRIZE
NCTM, Denver April 19, 2013
Uri Treisman The Charles A. Dana Center
at The University of Texas at Austin
Benchmarking for Success
AcAon 1 Upgrade state standards by adopAng a common core of internaAonally benchmarked standards in math and language arts for grades K-‐12 to ensure that students are equipped with the necessary knowledge and skills to be globally compeAAve.
A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)
Benchmarking for Success
AcAon 2 Leverage states’ collecAve influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internaAonally benchmarked standards and draw on lessons from high performing naAons and states.
A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)
Benchmarking for Success
AcAon 3 Revise state policies for recruiAng, preparing, developing, and supporAng teachers and school leaders to reflect the human capital pracAces of top-‐performing naAons and states around the world
A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)
Benchmarking for Success
AcAon 4 Hold schools and systems accountable through monitoring, intervenAons, and support to ensure consistently high performance, drawing upon internaAonal best pracAces.
A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)
Benchmarking for Success
AcAon 5 Measure state-‐level educaAon performance globally by examining student achievement and a[ainment in an internaAonal context to ensure that, over Ame, students are receiving the educaAon they need to compete in the 21st-‐century economy.
A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)
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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
PISA 2006 Mathematics USA ranked 25th out of 30 OECD countries
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Other Countries’ Average Scale Score Math Performance on 8th Grade TIMSS Compared with the U.S.
Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at http://nces.ed.gov/timss/index.asp. Computations of categories by the Charles A. Dana Center.
8
17 25
37 28
7
11
6
8 14
9 5
6
0
10
20
30
40
50
60
1999 2003 2007 2011
Num
ber o
f Cou
ntrie
s
Higher than the U.S.
Same as the U.S.
Lower than the U.S.
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Mathema)cs Achievement at the 8th Grade (TIMSS 2011) Average scale score by country
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Korea, Rep. of 613 Slovenia 505 Lebanon 449
Singapore 611 Hungary 505 Abu Dhabi-UAE 449
Chinese Taipei-CHN 609 Australia 505 Malaysia 440
Hong Kong-CHN 586 Alberta-CAN 505 Georgia 431
Japan 570 Lithuania 502 Thailand 427
Massachusetts-USA 561 TIMSS scale average 500 Macedonia, Rep. of 426
Minnesota-USA 545 Italy 498 Tunisia 425
Russian Federation 539 California-USA 493 Chile 416
North Carolina-USA 537 New Zealand 488 Iran, Islamic Rep. of 415
Quebec-CAN 532 Kazakhstan 487 Qatar 410
Indiana-USA 522 Sweden 484 Bahrain 409
Connecticut-USA 518 Ukraine 479 Jordan 406
Colorado-USA 518 Dubai-UAE 478 Palestinian Nat'l Auth. 404
Israel 516 Norway 475 Saudi Arabia 394
Finland 514 Armenia 467 Indonesia 386
Florida-USA 513 Alabama-USA 466 Syrian Arab Republic 380
Ontario-CAN 512 Romania 458 Morocco 371
United States 509 United Arab Emirates 456 Oman 366
England-GBR 507 Turkey 452 Ghana 331
Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/Amss/index.asp. Data display by the Charles A. Dana Center.
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Science Achievement at the 8th Grade (TIMSS 2011) Average scale score by country
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Singapore 590 Ontario-CAN 521 Chile 461
Massachusetts-USA 567 Quebec-CAN 520 Abu Dhabi-UAE 461
Chinese Taipei-CHN 564 Australia 519 Bahrain 452
Korea, Rep. of 560 Israel 516 Thailand 451
Japan 558 Lithuania 514 Jordan 449
Minnesota-USA 553 New Zealand 512 Tunisia 439
Finland 552 Sweden 509 Armenia 437
Alberta-CAN 546 Italy 501 Saudi Arabia 436
Slovenia 543 Ukraine 501 Malaysia 426
Russian Federation 542 TIMSS scale average 500 Syrian Arab Republic 426
Colorado-USA 542 California-USA 499 Palestinian Nat'l Auth. 420
Hong Kong-CHN 535 Norway 494 Georgia 420
England-GBR2 533 Kazakhstan 490 Oman 420
Indiana-USA 533 Alabama-USA 485 Qatar 419
Connecticut-USA 532 Dubai-UAE 485 Macedonia, Rep. of 407
North Carolina-USA 532 Turkey 483 Lebanon 406
Florida-USA 530 Iran, Islamic Rep. of 474 Indonesia 406
United States 525 Romania 465 Morocco 376
Hungary 522 United Arab Emirates 465 Ghana 306
Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/Amss/index.asp. Data display by the Charles A. Dana Center.
Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.!
Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.!
© 2013 THE EDUCATION TRUST
Note: Adults with a postsecondary degree include those who have completed either a terAary-‐type B program (programs that last for at least two years, are skill-‐based, and prepare students for direct entry into the labor market) or a terAary-‐type A program (programs that last at least three, but usually four, years, are largely theory-‐based, and provide qualificaAons for entry into highly-‐skilled professions or advanced research programs)
OrganisaAon for Economic Co-‐operaAon and Development, EducaAon at a Glance 2011 (2011)
We’re relatively strong in educational attainment
© 2013 THE EDUCATION TRUST
0%
20%
40%
60%
80%
100%
Percentage of residents aged 25-‐34 with a postsecondary degree
OrganisaAon for Economic Co-‐operaAon and Development, EducaAon at a Glance 2011 (2011)
Note: Adults with a postsecondary degree include those who have completed either a terAary-‐type B program (programs that last for at least two years, are skill-‐based, and prepare students for direct entry into the labor market) or a terAary-‐type A program (programs that last at least three, but usually four, years, are largely theory-‐based, and provide qualificaAons for entry into highly-‐skilled professions or advanced research programs)
Our world standing drops to 15th for younger adults
United States OECD Average
Bachelor’s a[ainment for high-‐income young people is 68 points higher than
for low-‐income youth.
Source: “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.” !Graphic: The Education Trust!
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One-‐half of all high school graduates will take at least one remedial course in college (most ocen in mathemaAcs).
Fewer than one-‐fourth of these students will earn any postsecondary credenAal.
*Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 249)
Graphic: The Education Trust
1996 NAEP Grade 4 Math
Source: NAEP Data Explorer, NCES
2011 NAEP Grade 4 Math
Source: NAEP Data Explorer, NCES; graph by EducaAon Trust.
NaAonal Public – Grade 8 NAEP Math
*AccommodaAons not permi[ed
Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)!
Source:
Scale Scores by State – Low-‐Income Students
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
Source:
Scale Scores by State – Higher Income Students
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
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8th Grade Hispanic – Proficient!
19%! 23%!10%!
Note: Basic Scale Score = 243; Proficient Scale Score = 281 Chart Source: Education Trust, 2011 NAEP TUDA Results Data Source: NAEP Data Explorer, NCES
Urban Math Performance Latino students
Source: NCES, “Eighth-‐Grade Algebra: Findings from the Eighth-‐Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-‐99 (ECLS-‐K)” (2010), graph by EducaAon Trust.
African-American students with strong math performance in the fifth grade are less likely to be
placed in eighth grade algebra than are their peers
Math classes at high-‐poverty, high-‐minority secondary schools are more likely to be taught by out-‐of-‐field* teachers.
Note: High-‐poverty school: 55 percent or more of the students are eligible for free/reduced-‐price lunch. Low-‐poverty school :15 percent or fewer of the students are eligible for free/reduced-‐price lunch. High-‐minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan NaAve, Asian or Pacific Islander. Low-‐minority school : 12 percent or fewer of the students are non-‐white students. *Teachers with neither cerAficaAon nor major. Data for secondary-‐level core academic classes (math, science, social studies, English) across the U.S. Source: EducaAon Trust Analysis of 2007-‐08 Schools and Staffing Survey data.
Source: Michael Marder, 2012.
Source: Michael Marder, 2012.
Source: Michael Marder, 2012.
Source: Michael Marder, 2012.
Campbell’s Law
"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor."
Source: Assessing the Impact of Planned Social Change, Donald T. Campbell, December 1976.
Source: American Economic Review!
Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates of intergeneraAonal
mobility.
0.5 0.47 0.41
0.32 0.27 0.19 0.18 0.17 0.15
0
0.2
0.4
0.6
United Kingdom U.S. France Germany Sweden Canada Finland Norway Denmark
Earnings Elas)city
Cross-‐country examples of the link between father and son wages
Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006). Graph by EducaAon Trust.
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