public education in the 21 st century saelp presentation june 28, 2006 vision 2015 transforming...

PUBLIC EDUCATION IN THE 21ST CENTURY

SAELP PRESENTATION

June 28, 2006

Vision 2015 Transforming Delaware’s Education System

- 2 -06-28-06 SAELP presentation.ppt


OBJECTIVES FOR THIS MEETING

Familiarize you with Vision 2015: who is involved and what is going on

Discuss why we believe change is important

Share with you our aspirations for Delaware public education in 2015



AGENDA

Welcome and introduction

Vision 2015 overview• The Vision 2015 team and process• Selected diagnostic findings

The Vision 2015 core elements

Vision 2015 panel

Q&A session



WHAT IS VISION 2015?

A public / private / civic effort dedicated to developing a world-class public education system in Delaware...

...led by a diverse group of Delawareans representing the education, business, and non-profit sectors

...in close consultation with additional educators, students, parents, and citizens across the state



DIVERSE STEERING COMMITTEE COMPRISED OF KEY PUBLIC, PRIVATE, AND CIVIC LEADERS

Steering Committee(28)

Work Groups

Readiness and Rigor

Educator Develop-ment

Account-ability /

Governance / Choices

Community Engagement and Sustain-

ability

20-30 members

20-30 members

20-30 members

20-30 members

Some of the organizations represented:

DE State Education Association

DE Department of Education

DE Assoc. of School Administrators

DE State Board of Education

DE School Boards Association

Christina Cultural Arts Center

DE Public Policy Institute

DE Business Roundtable

DE Dept of Health and Social Services

Metropolitan Wilmington Urban League

University of Delaware

Local School Districts

DE Office of Management and Budget

DE Chamber of Commerce

The Rodel and Broad foundations are funding the blueprint phase of Vision 2015, with ongoing support from the Delaware Business Roundtable. The Boston Consulting

Group and Cambridge Leadership Associates are assisting in the effort.

The Rodel and Broad foundations are funding the blueprint phase of Vision 2015, with ongoing support from the Delaware Business Roundtable. The Boston Consulting

Group and Cambridge Leadership Associates are assisting in the effort.



STEERING COMMITTEE GUIDED BY A BROADER SET OF TOPIC-FOCUSED WORK GROUPS

Readiness and RigorCommunity Engagement and

SustainabilityAccountability /

Governance / ChoicesEducator Development

Jean AllenKim AllenRoss ArmbrechtSherlynn AurelioJoyce AyresArt BoswellSharon BrittinghamJudy CaldwellKim FortunatoMichael Gamel-McCormickMae Gaskins

Raymond GravuerDebora HansenWayne HartschuhLois HobbsJill HolmesMarty Lassman

Joe MelloyFran O’MalleyMerrie Pritchett

Pat SaviniDianne SoleMelva WarePaul WeagraffAnn Wick

Valerie WoodruffAnn Yates

Chair, State Board of EduA Friend of the Family DE Science & Math Edu FdtnThurgood Marshal ElemNCC Vo-TechNeighborhood HouseWilmington CollegeDTCCSocial Venture PartnersDept. of Individual & Family Svcs., University of DESecondary Instructional Support ProgramsPrincipal, Conrad HighDE DOEDE DOESup’t, Indian River DistrictColonial DistrictCab Calloway School of the ArtsCAIU DelDE Parent Leadership InstituteSup’t, Sussex Vo-TechSup’t, Polytech DistrictUniversity of DEDE Division of the ArtsChair, DE Early Care and Education CouncilDE Secretary of EducationDuPont

Debbie BullockSusan BuntingHeath ChasanovCharlie ConwayJ. J. DavisNancy Doorey

Gary Fredericks

Laura GlassBarbara GroggPatricia GuzzoAmelia HodgesMary Ellen KotzMichelle KutchTravis MoormanJoe Pika

Jeff Raffel

Dan RichSarah RossKathy ThomasBill TopkisJackie Wilson

Jim Wolfe

Brandywine DistrictIndian River DistrictWoodbridge DistrictDE Theatre CompanyDirector, DE OMBMetropolitan Wilmington Urban LeagueInnovative Schools Development CorporationSchool of Edu, U. DelPresident, DSEABrandywine DistrictDE DOEDE DOEBrandywine DistrictAllen Freer ElementarySBE Achievement Gap ActionSchool of Urban Affairs and Public Policy, U. DelProvost, U. DelCape Henlopen DistrictCaesar Rodney DistrictTopkis Financial AdvisorsDE Academy for School Leadership, SAELP, U. DelPresident, DE State Chamber of Commerce

Cecilia ArcePete BasileKevin CarsonNikki CastleSally CooninCindy DiPintoSusan Francis

Earlene JacksonGeorge KrupanskiWanda Lopez

Lilian MilesCharles Mullin

Gus RiveraJohn TaylorBarry YoungRaye Jones AveryGemma CabreraAnn CaseJim CollinsAva Davis

Tom Eichler

Zee Henry

Carol King-Ries

Dennis Loftus

Frank J. McIntoshOluwatoyin Adegbite MooreMaurice PritchettKathy WianMike Sampere

Latin American Comm CtrExecutive Director, DASASup’t, Woodbridge DistrictEducation ConsultantOffice of the GovernorWood, Byrd & AssociatesExecutive Director, DE School Boards AssociationDE Parent Leadership Inst.Boys and Girls Clubs of DEDE Gov's Adv Council on Hispanic AffairsAppoquinimink DistrictDE Congress of Parents and TeachersDE Div. of Public HealthDE Public Policy InstituteChristina DistrictKuumba AcademyGeorgetown ElementaryState Board of EducationPolytech Board of EdFirst State Community Action AgencyNemours Health and Prevention ServicesFirst State Community Action AgencyParents as Advocates, Counselors and TeachersDirector, DE Academy for School LeadershipJunior Achievement of DEMoore & Associates

Christina DistrictUniversity of DEPolytech Vocational School

Lisa Blunt-Bradley

Phyllis BuchananPat BushDiane DonohueSteve GodowskyAndy HegedusPaul HerdmanStephan Lehm

Tony Marchio

Mary Ann MieczkowskiAudrey NobleDoreen PalucciLinda Poole

Rob RescignoWill RobinsonRon RussoStephen SchwartzBob SmithMark StelliniMalik StewartBob SuttonHoward WeinbergJuanita Wilson

Nancy Wilson

Doris Wooledge

President, Metropolitan Wilmington Urban LeagueDuPontBrandywine DistrictIndian River DistrictSup’t, NCC Vo-TechChristina DistrictRodel Foundation of DEPresident, VanDemark & LynchSup’t, Appoquinimink DistrictAppoquinimink District

U. DelRed Clay DistrictEducation Consultant, “Educationally Speaking"BoA FoundationEast Side Charter SchoolCS of WilmingtonEducation ConsultantSup’t, Milford DistrictMTM TechnologiesDelaware DOEBoA Card ServicesExecutive Director, DSEAWilliam Henry Middle SchoolDeputy Secretary of EducationCollege of Education, Delaware State University



BROAD STAKEHOLDER AND COMMUNITY ENGAGEMENT: OVER 500 DELAWAREANS CONSULTED ACROSS 35 EVENTS TO DATE...

Delmar

IndianRiver

Laurel

Seaford

Woodbridge Cape Henlopen

MilfordLake

Forest

Caesar Rodney

Capital

Smyrna

Appoquinimink

Colonial

Christina

RedClay

Brandywine

WilmingtonNewark

Dover

NCC Votech

Polytech

SussexTechnical

Students• More than 100 current

students• High school dropouts• Recent DE public school

alumni now in college / workforce

About 60 Teachers from 35 schools in 14 districts

About 40 Principals from 14 districts

Parents, school board members, and other Delawareans representing diverse communities across the state

Plus: • Public forums• Legislator briefing• One-on-one interviews with

superintendents, community leaders, others

location of recent school visit or group session



WHAT ARE WE DOING NOW?

Currently, the Vision 2015 team is working on developing a “blueprint” plan...

...laying out a vision for Delaware’s public education system in 2015

...and the steps we must take together to get there

This plan...

...is intended to shape the education policy agenda in Delaware for the next decade



PROCESS FOR DEVELOPING THE BLUEPRINT

February March April May June July-Sept Beyond

Visioning

Action Plan Development

Diagnostic

Communication and rollout

Execution

Nov-Jan

Getting started

Engagement / communication with Delaware educators, students, parents, and citizens



DSTP PERFORMANCE TRENDING UPWARD FOR ALL GRADES

Source: DDOE DSTP online reports

0

10

20

30

40

50

60

70

80

90

1998 1999 2000 2001 2002 2003 2004 2005

3rd Grade

5th Grade

8th Grade

10th Grade

0

10

20

30

40

50

60

70

80

90

1998 1999 2000 2001 2002 2003 2004 2005

3rd Grade

5th Grade

8th Grade

10th Grade

(%) (%)

Percent of students scoring at PL > 3 on the DSTPPercent of students scoring at PL > 3 on the DSTP

Math Reading

In addition to improving test scores, many efforts underway at state, district, and school level to innovate and better serve our children

In addition to improving test scores, many efforts underway at state, district, and school level to innovate and better serve our children



...BUT DE’S PERFORMANCE MIDDLE-OF-THE-PACK IN THE U.S. ...NAEP Performance Relative to Other States

Source: NCES online “NAEP Explorer”

0

10

20

30

40

50

Ma

th

0

10

20

30

40

50

Re

ad

ing

National median = 30%


(%)

Percent of students scoring “proficient” or “advanced” on the 2005 8th grade NAEP exam, by state(%)

Mas

sach

use

tts

Min

nes

ota

Ver

mo

nt

So

uth

Dak

ota

Mo

nta

na

Was

hin

gto

nN

ew J

erse

yW

isco

nsi

nN

ebra

ska

No

rth

Dak

ota

Co

nn

ecti

cut

New

Ham

psh

ire

Kan

sas

Iow

aO

reg

on

Vir

gin

iaO

hio

Co

lora

do

No

rth

Car

olin

aP

enn

sylv

ania

New

Yo

rkT

exas

Ind

ian

aId

aho

So

uth

Car

olin

aM

ain

eD

elaw

are

Mar

ylan

dU

tah

Mic

hig

anW

yom

ing

Ala

ska

Illin

ois

Mis

sou

riA

rizo

na

Flo

rid

aR

ho

de

Isla

nd

Geo

rgia

Ken

tuck

yA

rkan

sas

Cal

ifo

rnia

Nev

ada

Okl

aho

ma

Ten

nes

see

Haw

aii

Wes

t V

irg

inia

Lo

uis

ian

aA

lab

ama

New

Mex

ico

Mis

siss

ipp

iD

. C.

Mas

sach

use

tts

New

Jer

sey

New

Ham

psh

ire

Mai

ne

Min

nes

ota

Ver

mo

nt

Mo

nta

na

No

rth

Dak

ota

Vir

gin

iaO

hio

Pen

nsy

lvan

iaW

yom

ing

So

uth

Dak

ota

Wis

con

sin

Neb

rask

aK

ansa

sW

ash

ing

ton

Co

nn

ecti

cut

Iow

aO

reg

on

New

Yo

rkC

olo

rad

oId

aho

Illin

ois

Mis

sou

riK

entu

cky

Del

awar

eM

aryl

and

Uta

hR

ho

de

Isla

nd

Ind

ian

aM

ich

igan

No

rth

Car

olin

aT

exas

Ala

ska

Ark

ansa

sT

enn

esse

eS

ou

th C

aro

lina

Flo

rid

aG

eorg

iaO

klah

om

aA

rizo

na

Nev

ada

Wes

t V

irg

inia

Ala

bam

aC

alif

orn

iaL

ou

isia

na

New

Mex

ico

Haw

aii

Mis

siss

ipp

iD

. C.



...AND U.S. IS NOT COMPETITIVE INTERNATIONALLYLow and Declining PISA Performance

Source: NCES Digest of Educational Statistics, 2005; Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003

Reading Math Science

123456789

1011121314151617181920212223242526272829303132

2000Rank

FinlandKoreaCanadaAustraliaLiechtensteinNew ZealandIrelandSwedenNetherlandsUKBelgiumNorwaySwitzerlandJapanPolandFrance DenmarkIcelandGermanyAustriaLatviaCzech RepHungarySpainLuxembourgPortugalItalyGreeceRussiaBrazilMexico

2003 Country

FinlandKoreaNetherlandsLiechtensteinJapanCanadaBelgiumSwitzerlandAustraliaNew ZealandCzech RepIcelandDenmarkFranceSwedenUKAustriaGermanyIrelandNorwayLuxembourgPolandHungarySpainLatvia RussiaPortugalItalyGreeceMexicoBrazil

123456789

1011121314151617181920212223242526272829303132

2000Rank 2003 Country

FinlandJapanKoreaLiechtensteinAustraliaNetherlandsCzech RepNew ZealandCanadaUKSwitzerlandFranceBelgiumSwedenIrelandHungaryGermanyPolandIceland AustriaRussiaLatviaSpainItalyNorwayLuxembourgGreeceDenmarkPortugalMexicoBrazil

123456789

1011121314151617181920212223242526272829303132


USA

USA

USA



IN DE, AP COURSE PARTICIPATION BOTH REFLECTS AND REINFORCES THE ACHIEVEMENT GAP

Percentage of Delaware students taking at least one AP exam, 2004

Source: The College Board


23

24

8

0

5

10

15

20

25

30

35

40

Asian White Hispanic AfricanAmerican

Statewide, only 1 African American and 4 Hispanic students took the AP’s BC Calculus exam in 2004

Statewide, only 1 African American and 4 Hispanic students took the AP’s BC Calculus exam in 2004



FAR TOO MANY DELAWARE STUDENTS DROP OUT OF HIGH SCHOOL, NOT ENOUGH GRADUATE FROM COLLEGE

(1) Based on Delaware’s 2002 calculated high school graduation rates (using Cumulative Promotion Index)(2) Based on national college entrance rates (3) Based on national college graduation rates, which allow 150% of program length to graduate, and incorporating the following national 2-year / 4-year program splits: attendance

(White = 42% / 58%, African American = 48% / 52%, Hispanic = 59% / 41%), graduation rate (White = 34% / 58%, African American = 27% / 40%, Hispanic = 33% / 46%)Source: EPE “Education Counts” online database, Postsecondary Education Opportunity research letter #132, "College Entrance Rates by Race/Ethnicity for Recent High School

Graduates 1960-2002“ (2003), NCES, "Enrollment in Postsecondary Institutions, Fall 2004; Graduation Rates, 1998 & 2001 Cohorts;...“ (2006)

Entering 9th GradeGraduating College

(U.S. Rate) (3)

Entering College

(U.S. Rate) (2)

Graduating High School (DE Rate) (1)

White Students

2-Year Program

4-Year Program

African AmericanStudents

Hispanic Students

Only 1 in 10 minority students earns a post-secondary degree Only 1 in 10 minority students earns a post-secondary degree



THE EARNINGS GAP BETWEEN DROPOUTS AND GRADUATES IS LARGE AND GROWING

A High School Diploma Is No Longer Enough

Note: Advanced degree category includes people with master’s degrees, professional degrees, and doctorates.Source: US Census Bureau; Bureau of Labor Statistics; Current Population Survey

0

10

20

30

40

50

60

70

80

90

Not HighSchool

Graduate

HighSchool

Graduate

SomeCollege orAssociate

Degree

Bachelor'sDegree

AdvancedDegree

Real 2003 dollars

($K)

Mean Earnings of All Workers Aged 18 and Older

12%4%

10%

21%

30%

2003 earnings

Change in earnings, 1975-2003



GLOBAL EXEMPLARS EACH PRESENT A DIFFERENT STORYOF REFORM AND SUCCESS

• Site-based management for three decades

• Mature example of local autonomy complemented by accountability infrastructure

• Continued innovation supported by center (e.g. instructional improvement effort)

Edmonton, Canada

• Early autonomy left some schools behind

• Culture change through linking professional development and performance management

• Schools in process of gaining accreditation as Performance Culture schools

Victoria, Australia

• Initially modeled on U.S. system• National curriculum• High stakes testing• Transitioning from highly

standardized to more customized education

• High teacher pay, more teacher time on non-teaching activities

Japan & Korea

• New broad school autonomy in exchange for performance

• Public / private partnerships leveraged to create specialized schools

• Major funding for educator pay and workload improvements

England, UK



EDMONTON’S SUPERINTENDENTS WERE RESPONDINGTO A FAMILIAR TALE

Sometime in the 1960’s …

So, he called the Director of Library Services at central office

Who told him that the central office could send him some books

A principal in Edmonton decided his school needed a library

But they turned down his request because there was no money left for such expenditures

A few days later, maintenance office workers showed up at the school with new doors and announced that it was time for all his school’s doors to be replaced!

Then he called the maintenance office to arrange lumber for shelves

Source: Delaney “Development of School-based Management in the Edmonton Public School District”



NOW IS THE TIME FOR DELAWARE TO ACT

Small state in terms of population and geography

History of innovation in education

Diverse student population along multiple dimensions (race, income, special needs)

Large proportion of education funding from state sources

Technology capabilities expanding, and costs dramatically falling Education largely not leveraging

innovation today

Shifts in state’s economic base MBNA acquisition DuPont increasing internationalization

Increased global competitiveness

Pending wave of educator retirements (in DE and across the U.S.)

The right place The right time



“We will create the best public educational system in the world for all Delaware students—one that provides a customized learning experience that reflects the

uniqueness of every child and enables all students to reach their true potential.”

We will measure our progress annually toward transformation with the following aspirational goals:

All students graduate from high school—and are prepared for success at college and work.

All children have access to high quality early child care and education.

Delaware tops the nation on NAEP and tops the world on comparable international measures.

Achievement gaps in academic performance and graduation rates are eliminated across racial / ethnic / income groups.

Delaware employers and higher education institutions report that candidates with a Delaware diploma are well-prepared and preferred over candidates from other states.

All Delaware educators believe that they are part of a culture of continuous improvement.

Delaware is a state of choice for people who seek high-quality public education.

OUR VISION STATEMENT AND DESIRED OUTCOMES



THE VISION 2015 CORE ELEMENTS

To transform Delaware’s education system to become world-class, we will:

1. Set our sights high. We will raise our standards so that Delaware students can compete with the best in the world.

2. Invest earlier and smarter. To reach these standards, we will provide best-in-class early childhood education and give all students the gift of extra academic time.

3. Create incentives to attract and keep the best and brightest teachers in our classrooms. Teachers will receive the support they need to teach all students well and have the chance to advance their careers in multiple ways.

4. Expect and reward excellence. To move from a compliance-driven culture to one driven by results, we will create a management and accountability system that gives principals more control over hiring, firing and spending in their own schools…and that uses technology to help monitor and hold educators responsible for continuous gains in student achievement.

5. Encourage innovation and choice. Because one size does not fit all, we will create a more dynamic system that gives middle and high school students much more choice of schools and courses that are relevant, rigorous and engaging.

6. Create a funding and oversight system that is simple and equitable. To ensure that resources directly support our educational priorities, we will create a student funding system that is easily tracked and tied to individual student needs.



STAYING CONNECTED TO VISION 2015Visit Our Website (www.vision2015delaware.org) for Regular Updates




**** UNUSED SLIDES ***



11 BLUEPRINT ELEMENTS

1. High expectations of all our students to meet world-class academic standards

2. A good early start for all children

3. Substantially more academic time for all students

4. The major responsibility of the school leader is continuous instructional improvement

5. A talent pipeline and a fulfilling career path to attract and retain more exceptional educators

6. A robust, ongoing professional development process that enhances educator quality

7. Technologically advanced systems and tools that support educators and principals and enable them to make data-driven decisions to improve instruction, strengthen management, and raise student achievement

8. A system of schools that provides high-quality options for all students

9. A statewide strategy for encouraging and building significant family involvement

10.A simple, equitable, easily-understood student funding system

11.Managing transformational change from the classroom to the capitol



IN DELAWARE, LIKELY DROPOUTS CAN BE IDENTIFIED BY 8TH GRADE

54%(1,507)

50%(160)

34%(38)

0%(1)

42%(753)

31%(403)

34%(159)

55%(2)

(11)

36%(811)

27%(1,397)

18%(1,710)

15%(666)

25%(4)

14%(44)

15%(245)

13%(413)

0-1 2 3 4-5

0-1

2

3

4-5

DSTP Reading Performance Level

DS

TP

Mat

h P

erfo

rman

ce L

evel

Under 20% chance

20% to 40% chance

Over 40% chance

Likelihood of not graduatingwithin five years

(1) Chance of graduating calculated as graduates / (total - transfers). Does not include students for whom we have no DSTP data(2) Likely a statistical anomaly due to low sample sizeSource: DELSIS and DSTP database analysis

Likelihood of not graduating within five years(1) vs. 8th grade DSTP scores (Delaware 8th grade class of 2000)

Lowest scoring 8th grade students are under extreme risk of not graduating

Lowest scoring 8th grade students are under extreme risk of not graduating

Key: how to interpret this box

• In 2000, 666 8th graders scored a 3 in math and a 4 or 5 in reading

• 15% of them did not graduate by 2005

Key: how to interpret this box

• In 2000, 666 8th graders scored a 3 in math and a 4 or 5 in reading

• 15% of them did not graduate by 2005



0

10

20

30

40

50

60

70

80

90

100

AP COURSE PARTICIPATION BOTH REFLECTS AND REINFORCES THE ACHIEVEMENT GAP

Source: The College Board

AP test participation among Delaware public high school students (grades 9-12), 2004

Students not takingany AP exams

Students takingat least one APexam

High school students(%)

Asian White Hispanic African-American

Students taking an AP exam:

AmericanIndian

220 1,534 52 1569

(%): 24% 7% 3% 1.5%8%

Students: 910 21,655 1,917 10,186117

In some cases, participation gaps are

extreme

67

39

4

1

# of students taking BC Calc exam

White

Asian

Hispanic

African-American

Fewer African-American than Asian students taking an AP exam despite over 10x the population

Fewer African-American than Asian students taking an AP exam despite over 10x the population



...AS WELL AS A DIVERSE SET OF NATIONAL AND INTERNATIONAL EDUCATION EXPERTS

Who

Darrell Fraser

Simon Hollingsworth

Angus McBeath

Tony Mackay

Jan Leight

Emily Lawson

Melissa Megliola

Joan Schunck

Alan Ginsburg

Sarah Jensen

Sarah Dillard

William Damon

Richard Murnane

Richard Elmore

Stacey Childress

Catherine Ayoub

Francis Shen

Marguerite Roza

Frank Murray

Diane Lee

John Augenblick and Bob Palaich

Organization

Victoria, Australia public schools

Strategy office UK Schools

Edmonton Public Schools

IARTV

Focus on Results/ Long Beach

DC Prep / Broad fellow

Chicago Public Schools

The New Teacher Project

US Dept of Education



Stanford GSE

Harvard GSE

Harvard GSE

Harvard Business School

Harvard Med/GSE

Harvard Kennedy School

University of Washington

University of Delaware

BCG / Malaysia

APA consulting

Topic area

Victoria system, educator dev.

UK system

Edmonton system

International best practice

Instructional improvement

Rigor / achievement gap

Autonomous schools

Retention / funding

Math instruction

Math instruction

Various

School culture

Data usage / flat world

Governance

Innovation / governance

Early childhood

Funding, accountability

Funding

Teacher education

Literacy programs

Funding



DURING DIAGNOSTIC, DEVELOPED A RICH FACTBASE DRAWING ON INTERNATIONAL, NATIONAL, AND DELAWARE DATA SOURCES

International National Delaware

• PISA and TIMSS results• International

benchmarking studies of education funding, uses of academic time, teacher salaries

• Degrees in the sciences

• NAEP and SAT scores• Funding systems, levels• Academic time• Graduation rates• College enrollment,

remediation rates• Pre-K enrollment, subsidies• Average teacher salaries• Exemplar district results

• DSTP scores at the district, school, sub-group, and individual level

• District finances• District and school

average teacher salaries• Choice enrollment• Teacher supply and

demand

Examples of data

Examples of analysis

Vision 2015 - Blueprint Element Backup - 11May06.ppt - 6 -

Working document: Not for distributionWorking document: Not for distribution

Vision 2015 For limited use within the Vision 2015 Steering Committee

THE U.S. IS NOT COMPETITIVE ON INTERNATIONAL EXAMSLow and Declining PISA Performance

Source: NCES Digest of Educational Statistics, 2005; Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003

Reading Math Science

123456789

1011121314151617181920212223242526272829303132

2000Rank

FinlandKoreaCanadaAustraliaLiechtensteinNew ZealandIrelandSwedenNetherlandsUKBelgiumNorwaySwitzerlandJapanPolandFrance

DenmarkIcelandGermanyAustriaLatviaCzech RepHungarySpainLuxembourgPortugalItalyGreeceRussiaBrazilMexico

2003 Country

FinlandKoreaNetherlandsLiechtensteinJapanCanadaBelgiumSwitzerlandAustraliaNew ZealandCzech RepIcelandDenmarkFranceSwedenUKAustriaGermanyIrelandNorwayLuxembourgPolandHungarySpainLatvia

RussiaPortugalItalyGreeceMexicoBrazil

123456789

1011121314151617181920212223242526272829303132


FinlandJapanKoreaLiechtensteinAustraliaNetherlandsCzech RepNew ZealandCanadaUKSwitzerlandFranceBelgiumSwedenIrelandHungaryGermanyPolandIceland

AustriaRussiaLatviaSpainItalyNorwayLuxembourgGreeceDenmarkPortugalMexicoBrazil

123456789

1011121314151617181920212223242526272829303132


USA

USA

USA

Can we compete in an increasingly “flat” world?Can we compete in an increasingly “flat” world?

1.b.i U.S. PISA performance vs. other countries

1.b.i U.S. PISA performance vs. other countries




HOWEVER, HOURS DO NOT TELL THE WHOLE STORYAny Correlation Between Hours And Scores Driven Solely By Outliers

300

350

400

450

500

550

600

400 600 800 1000 1200

vs. Instructional Hours only

Instructional hours per year

Avg.PISAMathScore

300

350

400

450

500

550

600

500 700 900 1100 1300 1500

Total school hours per year

Avg.PISAMathScore

vs. Total School Hours

300

350

400

450

500

550

600

0 100 200 300 400 500

vs. Homework Hours only

Homeowrk hours per year

Avg.PISAMathScore

300

350

400

450

500

550

600

0 200 400 600 800

Total out-of-school hours per year

Avg.PISAMathScore

vs. Total Out-of-School Hours

300

350

400

450

500

550

600

0 500 1000 1500 2000

Total educational hours per year

Avg.PISAMathScore

vs. Total Educational Hours

PISA Math vs. In-School Hours PISA Math vs. Out-Of-School HoursPISA Math vs. Total Educational Hours

0

0

Mexico

Turkey

Greece

Korea

Korea

Greece

Turkey

Mexico

Korea

Greece

Turkey

Mexico

Greece

Turkey

Mexico

Mexico

Greece

Turkey

Korea

Korea

USA USA

USA USA

USA

Source: Broad Foundation, OECD PISA Assessment

Across all countries, little direct correlation between hours and

achievement—hours do not tell the whole story. Students in many top-ranking countries (Korea, Japan, Belgium, Australia, New Zealand) spend a lot of time in school, but

others (Finland, Netherlands, Switzerland, Czech Republic)

perform well with less

2.d.iii Int’l correlation: academic time vs. PISA scores

2.d.iii Int’l correlation: academic time vs. PISA scores




DELAWARE MIDDLE-OF-THE-PACK IN SUBSIDIZED PRE-K ACCESS~16% of 3- and 4-Year-Olds From Low-Income Families Are Not Enrolled in State or

Federally Funded Preschool Programs

2.b.i DE pre-K access vs. other states

2.b.i DE pre-K access vs. other states

-40%

-30%

-20%

-10%

0%

10%

20%

Ver

mo

nt

Okl

aho

ma

New

Jer

sey

Ken

tuck

yM

aryl

and

Geo

rgia

Wis

con

sin

Illi

no

isC

on

nec

ticu

tW

est

Vir

gin

iaM

ain

eM

assa

chu

sett

sM

inn

eso

taW

yom

ing

No

rth

Dak

ota

Mic

hig

anN

ew Y

ork

So

uth

Dak

ota

New

Ham

psh

ire

Kan

sas

So

uth

Car

oli

na

Tex

asV

irg

inia

Mis

siss

ipp

iA

rkan

sas

Ala

ska

Mis

sou

riO

hio

Co

lora

do

Del

awar

eIo

wa

Pen

nsy

lvan

iaN

ebra

ska

Rh

od

e Is

lan

dH

awai

iL

ou

isia

na

Was

hin

gto

nO

reg

on

Cal

ifo

rnia

Ind

ian

aM

on

tan

aU

tah

Ala

bam

aT

enn

esse

eA

rizo

na

No

rth

Car

oli

na

Flo

rid

aId

aho

Nev

ada

New

Mex

ico

Difference between percent of 3- and 4-year-olds enrolled in state pre-K, federal Head Start, or IDEA Preschool Grants Programs (2004-05) and percent of children living below 200% of the poverty line (average 2002-04)

National Average: -14.2%

Percentage point difference

Note: Children aged 0-12 living within 200% of poverty line qualify for Delaware “Purchase of Care” program, which currently reimburses childcare providers at ~63-70% of fair market cost per qualified enrollee

Source: National Institute for Early Education Research (NIEER),“The State of Preschool” report, 2005; National Center for Children in Poverty (NCCP)




6.b.ii Current DSTP: vertical alignment

6.b.ii Current DSTP: vertical alignment

ILLUSTRATION: INCONSISTENT “RIGOR” BETWEEN GRADESMiddle School Falloff Partly from Higher Bar—Not Just Inadequate Preparation

Source: DDOE DSTP online reports, DELSIS and DSTP database analysis

77%53%

0%

20%

40%

60%

80%

100%

5th Grade 8th Grade

0%

2%

4%

6%

8%

1 9 17 25 33 41 49 57 65 73 81 89 97

77%

0%

2%

4%

6%

8%

1 9 17 25 33 41 49 57 65 73 81 89 97

53%

Percent Meeting State Standards

Distribution of Delaware students’percentile rankings on the SAT9 portion

of the 2005 Spring DSTP1 math exam

Corresponding National Percentile

Percent of Delaware students scoring at or above standard (PL > 3) on the 2005 DSTP1 math exam, by grade

5th

Gra

de

Percentile

8th

Gra

de

67%

If cut scores were tied to the same percentile rankings, the portion of students meeting standard in 8th

grade would be higher (67%)

If cut scores were tied to the same percentile rankings, the portion of students meeting standard in 8th

grade would be higher (67%)

5th grade PL cut score translates to the ~45th percentile

8th grade PL cut score translates to the ~63rd percentile




DELAWARE IS NOT COMPETITIVE ON NATIONAL EXAMSMiddle-of-the-Pack NAEP Performance

(1) Insufficient data available for calculating full national rankings by race Source: NCES online “NAEP Explorer”

Delaware’s standing is comparable across income levels(1)Delaware’s standing is comparable across income levels(1)

0

10

20

30

40

50

Ma

th

0

10

20

30

40

50

Re

ad

ing



(%)

Percent of students scoring “proficient” or “advanced” on the 2005 8th grade NAEP exam, by state(%)

Mas

sach

use

tts

Min

nes

ota

Ver

mo

nt

So

uth

Dak

ota

Mo

nta

na

Was

hin

gto

nN

ew J

erse

yW

isco

nsi

nN

ebra

ska

No

rth

Dak

ota

Co

nn

ecti

cut

New

Ham

psh

ire

Kan

sas

Iow

aO

reg

on

Vir

gin

iaO

hio

Co

lora

do

No

rth

Car

olin

aP

enn

sylv

ania

New

Yo

rkT

exas

Ind

ian

aId

aho

So

uth

Car

olin

aM

ain

eD

elaw

are

Mar

ylan

dU

tah

Mic

hig

anW

yom

ing

Ala

ska

Illin

ois

Mis

sou

riA

rizo

na

Flo

rid

aR

ho

de

Isla

nd

Geo

rgia

Ken

tuck

yA

rkan

sas

Cal

ifo

rnia

Nev

ada

Okl

aho

ma

Ten

nes

see

Haw

aii

Wes

t V

irg

inia

Lo

uis

ian

aA

lab

ama

New

Mex

ico

Mis

siss

ipp

iD

. C

.

Mas

sach

use

tts

New

Jer

sey

New

Ham

psh

ire

Mai

ne

Min

nes

ota

Ver

mo

nt

Mo

nta

na

No

rth

Dak

ota

Vir

gin

iaO

hio

Pen

nsy

lvan

iaW

yom

ing

So

uth

Dak

ota

Wis

con

sin

Neb

rask

aK

ansa

sW

ash

ing

ton

Co

nn

ecti

cut

Iow

aO

reg

on

New

Yo

rkC

olo

rad

oId

aho

Illin

ois

Mis

sou

riK

entu

cky

Del

awar

eM

aryl

and

Uta

hR

ho

de

Isla

nd

Ind

ian

aM

ich

igan

No

rth

Car

olin

aT

exas

Ala

ska

Ark

ansa

sT

enn

esse

eS

ou

th C

aro

lina

Flo

rid

aG

eorg

iaO

klah

om

aA

rizo

na

Nev

ada

Wes

t V

irg

inia

Ala

bam

aC

alif

orn

iaL

ou

isia

na

New

Mex

ico

Haw

aii

Mis

siss

ipp

iD

. C

.

1.b.ii DE NAEP performance vs. other states

1.b.ii DE NAEP performance vs. other states




0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

NC

C V

oc

-Te

ch

Su

ss

ex

Te

ch

Po

lyte

ch

Ch

art

er

To

tal

Ca

pe

He

nlo

pe

n

Ca

pit

al

Re

d C

lay

Bra

nd

yw

ine

La

ke

Fo

res

t

Wo

od

bri

dg

e

Ch

ris

tin

a

Ind

ian

Riv

er

La

ure

l

Ca

es

ar

Ro

dn

ey

Se

afo

rd

Milf

ord

Sm

yrn

a

Co

lon

ial

De

lma

r

Ap

po

qu

inim

ink

0%

10%

20%

30%

40%

50%

60%Currentexpensesper pupil($)

DE has the 2nd lowest “coefficient of variation” across districts among the 50 states

However even excluding vo-techs, the highest funded districts spend 45% more than the lowest

Note: District totals do not include:Brandywine: Data Service Center. Christina: Autistic, Margaret S. Sterck, Reach, Christina ILC. Colonial: John G. Leach. Red Clay: Meadow Wood, Red Clay ILC. Caesar Rodney: John S. Charlton, Dover Air Base. Indian River: Howard T. Ennis

Source: DDOE “Education Statistics”

2003-04 Current expenses per pupil based on September 30 enrollment

ALTHOUGH DE’S CROSS-DISTRICT VARIATION RELATIVELY LOW, THE BEST-FUNDED DISTRICTS SPEND 45% MORE PER PUPILPer-Pupil Differences Do Not Appear to Reflect Differences in Student Needs

Low-Income (%)

Current expensesper pupil

Percent low-income

9.b.ii DE expenditure variation across districts

9.b.ii DE expenditure variation across districts



American science grads dwarfed by China’s, and India is catching up

THE U.S. IS LOSING GROUND ON TECHNICAL DEGREES

PhDs(%)

% of U.S. PhDs awardedto foreign-born students, 2004

Foreign students fill U.S. science PhD programs

67

50 47

38

15

0

10

20

30

40

50

60

70

80

Sin

gap

ore

Ch

ina

Fra

nce

Ko

rea

U.S

.

Under-grads(%)

% of undergrad degrees in thenatural sciences or engineering, 2004

Few American students go into engineering and the sciences

Twice as many U.S. physics Bachelor’s degrees awarded in 1956 (the year before Sputnik) as in 2004Twice as many U.S. physics Bachelor’s degrees awarded in 1956 (the year before Sputnik) as in 2004

2004Grads(K)

Number of engineering, computerscience, and IT graduates, 2004

Sub-baccalaureate(1)

Bachelor’s

34

56

0

10

20

30

40

50

60

70

Naturalsciences

Engineering

352

112 137

293

103 85

645

215 222

0

100

200

300

400

500

600

700

800

China India U.S.

(1) Sub-baccalaureate refers to Associate’s degrees in the United States, short-cycle degrees in China, and three-year diplomas in IndiaSource: The National Academies, “Rising Above the Gathering Storm,” 2006; Duke Master of Engineering Management Program, “Framing the Engineering Outsourcing Debate”, 2005



FAILING TO GRADUATE MORE STUDENTS WILL HAVE PROFOUND INDIVIDUAL AND SOCIETAL COSTS

Lifetime earnings

Lifetime state and local tax contributions

% on Medicaid

Expected lifetime Medicaid cost

Lifetime incarceration rate• African American males• White males

Expected lifetime incarceration cost• African American males• White males

High school dropoutHigh school diploma,

no collegeBachelor’s degree or

more

$0.6 million

$50,000

18.7%

$76,000

58.9%11.2%

$37,000$7,000

$1.2 million

$100,000

8.5%

$35,000

18.4%3.6%

$12,000$2,000

$2.0 million

$170,000

1.3%

$5,000

4.9%0.7%

$3,000$500

Source: US Census Bureau; Bureau of Labor Statistics, Current Population Survey; Alliance for Excellent Education; From Pettit and Western: "Life Inprisonment and the Life Course“; American Academy of Pediatrics

Beyond the individual income benefits, reducing dropouts will generate additional income and reduce expenditures for the state

Beyond the individual income benefits, reducing dropouts will generate additional income and reduce expenditures for the state



EDMONTON SCHOOLS OFFER VARIETY OF SPECIAL PROGRAMSDistrict Actively Promotes Menu of Options

Source: Edmonton public schools website; Emery Dodsall “Edmonton’s Enterprise”

41% of elementary school students, 48% of junior high, and 58% of high school students attend a school other than their neighborhood school

41% of elementary school students, 48% of junior high, and 58% of high school students attend a school other than their neighborhood school

On district website (or in printed brochures) parents can read about 31 different programs, for example:

Select the one that’s best for their child …

… and find out whereit is offered



DECENTRALIZATION IS ENABLING THE UK TO MOVE TOWARD A SYSTEM OF UNIQUE SCHOOLS

75% of Publicly Financed Secondary Schools Now Have Specialist Status

Traditional comprehensive secondary school

Application for specialist status

• Evidence of £50,000 commitment from a business partner

• Four-year strategic plan for school to raise standards

Specialist school

• Teach full national curriculum

• Give special focus to one of 10 specialty subjects

• £600,000 additional government funding

Source: “US and UK Educators Seek Answers to Common Woes,” EdWeek 4/7/2004

public education in the 21 st century saelp presentation june 28, 2006 vision 2015 transforming...

Documents

delaware public education

department of education

introduction vision

state education association

state board of education

state slide

rd grade

core elements vision