Raising achievement1. Raising Achievement and
Closing Gaps Between
Groups:
Lessons from Schools and Districts
Maryland Institute for Minority Achievement
& Urban Education
September 21, 2011
© 2011 THE EDUCATION TRUST
3. 4th Grade Reading:
Record Performance with Gap Narrowing
9 Year Olds – NAEP Reading
250
240
230
228
220
Average Scale Score
214 207
210
200
204
190 183
180
170
170
160
African American Latino White
150
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
4. 4th Grade Math:
Record Performance with Gap Narrowing
9 Year Olds – NAEP Math 250
250
240 234
230 225
220
Average Scale Score
224
210
202
200
190
190
180
170
160
African American Latino White
150
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
5. 8th Grade Reading: Recent Gap Narrowing
for Blacks, Less for Latinos
13 Year Olds – NAEP Reading
300
290
280
268
270
Average Scale Score
261
260
247
250
240 242
232
230
222
220
210
African American Latino White
200
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
6. 8th Grade Math:
Progress for All Groups, Some Gap Narrowing
13 Year Olds – NAEP Math
300
290
290
280 274
268
270
Average Scale Score
260
262
250
239
240
230
220 228
210 African American Latino White
200
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
8. 1996 NAEP Grade 4 Math
By Race/Ethnicity – Nation
100% 3% 7%
90%
24% 26%
80%
32%
Percentage of Students
70%
60%
Proficient/Advanced
50% 49%
Basic
40%
73% Below Basic
30% 61%
20%
10%
26%
0%
African American Latino White
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
9. 2009 NAEP Grade 4 Math
By Race/Ethnicity – Nation
100%
90% 16% 21%
80%
50%
Percentage of Students
70%
60% 48%
49% Proficient/Advanced
50%
Basic
40%
Below Basic
30% 40%
20% 37%
30%
10%
10%
0%
African American Latino White
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
10. NAEP Grade 4 Math
1996 Compared to 2009
Low-Income Students – Nation
100%
7%
90% 21%
80%
33%
Percentage of Students
70%
60%
49% Proficient/Advanced
50%
Basic
40%
Below Basic
30% 60%
20%
29%
10%
0%
1996 2009
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
12. Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
© 2011 THE EDUCATION TRUST
13. But at least we have some traction on
elementary and middle school problems.
The same is NOT true
of our high schools.
© 2011 THE EDUCATION TRUST
14. 12th Grade Reading: No Progress, Gaps
Wider than 1988
17 Year Olds – NAEP Reading
320
310
300
291 295
290
Average Scale Score
280
269
270
260 266
252
250
240
230
239
African American Latino White
220
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
15. 12th Grade Math: Results Mostly Flat
Gaps Same or Widening
17 Year Olds – NAEP Math
340
330
320
310 314
310
Average Scale Score
300
290
293
287
280
277
270
270
260
250 African American Latino White
240
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format
Source: NAEP 2008 Trends in Academic Progress, NCES
© 2011 THE EDUCATION TRUST
16. And many high school students are
woefully unprepared for what lies
ahead.
© 2011 THE EDUCATION TRUST
17. About one in four ACT test takers meets all
100%
four college readiness benchmarks
Percentage of ACT test takers meeting all four
80%
college readiness benchmarks
60%
40%
20% 25%
21%
0%
2006 2007 2008 2009 2010 2011
Note: College readiness benchmarks are ACT-established thresholds that represent the score that a student needs to attain in order to have at least
a 50% chance of receiving a B and a 75% chance of receiving a C in corresponding first-year college courses.
Source: The Condition of College & Career Readiness 2010, ACT; The Condition of College & Career Readiness 2011, ACT
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
18. Few ACT test takers of color meet all four
college readiness benchmarks
100%
Percentage of ACT test takers meeting
all four college readiness benchmarks
80%
60%
41%
40%
31%
20%
11% 11%
4%
0%
African American Latino White Asian Native American
Note: College readiness benchmarks are ACT-established thresholds that represent the score that a student needs to attain in order to have at least
a 50% chance of receiving a B and a 75% chance of receiving a C in corresponding first-year college courses.
Source: The Condition of College & Career Readiness 2011, ACT
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
19. And how do our students perform
against international benchmarks?
© 2011 THE EDUCATION TRUST
20. Performance Among the 26 OECD Countries
Continuously Participating in PISA Since 2000
U.S. Ranks Low but has Risen Since 2006
2000 2003 2006 2009
Rank Rank Rank Rank
Subject
(out of (out of (out of (out of
26) 26) 26) 26)
Reading 14th 14th n/a Tied 10th
Mathematics 17th 22nd 22nd Tied 20th
Science 13th Tied 17th 19th 13th
Note: Rankings are for the 26 countries that were members of the OECD and participated in PISA in 2000, 2003, 2006, and 2009. 2006 results for
U.S. reading performance are not available.
Source: PISA 2009 Results, OECD
© 2011 THE EDUCATION TRUST
22. Of 34 OECD Countries, U.S.A. Ranks 12th in
Reading Literacy
2009 PISA - Reading
550
U.S.A. OECD
Average Scale Score
500
450
400
350
300
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
© 2011 THE EDUCATION TRUST
23. SES alone does not explain
performance.
© 2011 THE EDUCATION TRUST
24. Some students in countries with lower SES
perform at higher levels
600
Korea
550 Japan
Average reading scale score
U.S.A.
500
450
400
350
-1.50 -1.00 -0.50 0.00 0.50 1.00
Average ESCS score
Source: PISA 2009 Results, OECD, Table II.1.1
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
25. The U.S. would rank lower on reading
performance if all 34 OECD countries had the
same average socioeconomic status
Rank if SES were
Actual Rank equalized across
countries
United States Tied for 12th Tied for 17th
France Tied for 17th 7th
Hungary Tied for 20th 8th
Portugal 22nd Tied for 10th
Turkey 32nd Tied for 10th
Source: PISA 2009 Results, OECD, Table II.3.2
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
27. Math?
© 2011 THE EDUCATION TRUST
28. Of 34 OECD Countries, U.S.A. Ranks
25th in Math
600
2009 PISA - Math
Average scale score
550
OECD U.S.A.
500
450
400
350
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
© 2011 THE EDUCATION TRUST
30. Of 34 OECD Countries, U.S.A. Ranks
17th in Science
600
2009 PISA - Science
Average scale score
550
U.S.A. OECD
500
450
400
350
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Source: “Highlights from PISA 2009,” NCES, 2010
© 2011 THE EDUCATION TRUST
31. Only place we rank high?
Inequality.
© 2011 THE EDUCATION TRUST
32. Among OECD Countries, U.S.A. has the 5th Largest
Gap Between High-SES and Low-SES Students
2009 PISA – Reading
600
U.S.A. OECD
550
Gap in Average Scale Score
500
450
400
350
Source: PISA 2009 Results, OECD, Table II.3.1
© 2011 THE EDUCATION TRUST
33. Of course, these gaps do not
begin in school.
But, rather than organizing our educational
system to ameliorate this problem, we
organize it to exacerbate the problem.
© 2011 THE EDUCATION TRUST
35. Some of these “lesses” are a result
of choices that policymakers make.
© 2011 THE EDUCATION TRUST
37. National Inequities in State and Local Revenue Per
Student
Gap
High Poverty vs. –$773
Low Poverty Districts per student
High Minority vs. –$1,122
Low Minority Districts per student
Source: Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2011 THE EDUCATION TRUST
39. In the U.S.A., schools with lower
SES tend to have larger classes
The only other OECD countries in
which this is true?
Israel, Slovenia, and Turkey
Source: PISA 2009 Results, OECD, Table II.2.2
© 2011 THE EDUCATION TRUST
40. In truth, though, some of the most
devastating “lesses” are a function
of choices that we educators make.
© 2011 THE EDUCATION TRUST
41. Choices we make about what to
expect of whom…
© 2011 THE EDUCATION TRUST
42. Students in Poor Schools Receive ‘A’s
for Work That Would Earn ‘Cs’ in
Affluent Schools
100
87 Seventh Grade Math
Percentile - CTBS4
56
41
35 34
22 21
11
0
A B C D
Grades
Low-poverty schools High-poverty schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student
Outcomes”, PES, DOE, 1997.
© 2011 THE EDUCATION TRUST
44. Students of color are less likely to attend high
schools that offer high-level math courses
100%
Percentage of Students Attending High
90%
Schools that Offer High-Level Math
80% 77%
70% 67%
60% 59%
60%
Courses
51%
50% 45% African American
40%
Latino
White
30%
20%
10%
0%
Trigonometry Calculus
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited (2006)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
45. African American students with high math performance in
fifth grade are unlikely to be in algebra in eighth grade
quintiles of math performance in fifth grade and in
100%
Percentage of students who were in the top two
94%
80%
68%
algebra in eighth grade
63%
60%
40% 35%
20%
0%
African American Latino White Asian
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).
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
46. African American and Latino graduates about half as
likely as white graduates to have completed rigorous
curriculum
Curriculum Completed
100%
6% 8%
90%
14%
29%
80%
Percentage of 2009 graduates
70% 47%
51%
45%
60%
38% Rigorous
50%
Midlevel
40% 12%
Standard
30% 21% 16%
10% Below Standard
20%
33%
10% 21% 25% 23%
0%
African Latino White Asian
American
Source: NCES, “America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study”
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
47. And choices we make about
who teaches whom…
© 2011 THE EDUCATION TRUST
48. Students at high-minority schools are more
likely to be taught by novice teachers
50%
40%
Percentage of Novice Teachers
30%
22%
20%
13%
10%
0%
Low Minority High Minority
Note: Novice teachers are those with three years or fewer experience.
High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007)
© 2011 THE EDUCATION TRUST
49. Core classes in high-poverty and high-minority secondary
schools are more likely to be taught by out-of-field teachers
50%
Percentage of Classes Taught by Teachers
45%
With Neither Certification nor Major
41%
40%
35%
30%
30%
25%
20%
17%
16%
15%
10%
5%
0%
High Low High Low
Poverty Poverty Minority Minority
Note: Data are for secondary-level core academic classes (Math, Science, Social Studies, English) across United States.
High-poverty ≥75% of students eligible for free/reduced-price lunch. Low-poverty school ≤15% of students eligible.
High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.
Source: The Education Trust, Core Problems: Out-of-Field Teaching Persists in Key Academic Courses and High-Poverty Schools, (2008)
© 2011 THE EDUCATION TRUST
50. In Tennessee, high-poverty/high-minority schools have fewer of the
“most effective” teachers and more “least effective” teachers
40.0%
35.0%
30.0%
Percentage of Teachers
25.0%
23.8%
21.3%
20.0% 17.6%
16.0% Most Effective Teachers
15.0% Least Effective Teachers
10.0%
5.0%
0.0%
High poverty/high Low poverty/low
minority schools minority schools
Note: High Poverty/High minority means at least 75% qualify for free or reduced-price lunch and at least 75% are minority.
Source: Tennessee Department of Education (2007). “Tennessee’s Most Effective Teachers.” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf
© 2011 THE EDUCATION TRUST
51. Low-achieving students are more likely to be assigned
ineffective teachers than effective teachers
140 135
120
Number of Students
100
81
80
Grade 4
59 Grade 5
60
40 Grade 6
38
40
20
10
0
Low-Achievers Assigned to Three Low-Achievers Assigned to Three
EFFECTIVE Teachers INEFFECTIVE Teachers
S. Babu and R. Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student
Source: Achievement in a State Assessment Program (2003)
© 2011 THE EDUCATION TRUST
52. Add up the “lesses,” and the impact
is huge
© 2011 THE EDUCATION TRUST
53. Of Every 100…
White African American Latino Native American
Kindergarteners: Kindergarteners: Kindergarteners: Kindergarteners:
95 graduate from 89 graduate from 69 graduate from 71 graduate from
high school or get a high school or get a high school or get a high school or get a
GED GED GED GED
68 complete at 53 complete at 35 complete at 30 complete at
least some college least some college least some college least some college
37 obtain at least a 19 obtain at least a 12 obtain at least a 12 obtain at least a
Bachelor’s degree Bachelor’s degree Bachelor’s degree Bachelor’s degree
Note: Data for white, African American, and Latino residents indicate educational attainment among 25-29 year olds; data for Native American residents
indicate educational attainment for those aged 25 and above.
US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2009, in The Condition of Education 2010 (Indicator
Source: 22); U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States.
© 2011 THE EDUCATION TRUST
54. The economic cost of not getting
some postsecondary education is a
huge burden on both individuals
and society.
© 2011 THE EDUCATION TRUST
55. Incomes are Rising for Bachelor’s Degrees as they
Remain Almost Flat for Lower Levels of Education
$60,000
$55,000
Average Earnings for Employed Labor Force
$50,000
$45,000
$40,000
(Age 25-54)
$35,000
$30,000
$25,000
$20,000
$15,000
$10,000 Less Than High School High School
$5,000 Some College Bachelor's Degree
$0
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Source: Analysis by Anthony Carnevale (2006)
© 2011 THE EDUCATION TRUST
56. Increasingly, education beyond high school
needed to earn a middle-class living
Composition of the middle class
1970 2007
Less than high
school 8%
14%
28% 29%
High school
12%
31%
Some
college/Associate's
degree
Bachelor's degree
46% 32%
or higher
Note: Middle class households are defined as those in the middle four family income deciles ($30,000-$79,000 in 2007)
Source: Georgetown University Center on Education and the Workforce, “Projections of jobs and education requirements through 2018,” 2010.
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
57. Less Educated More At Risk of Joblessness
During Recession
August 2011
Educational Attainment Unemployed (%)
Bachelor’s Degree 4.3
Some College or Associate Degree 8.2
High School Graduates 9.6
Less than High School Diploma 14.3
Source: U.S. Bureau of Labor Statistics, Talbe A-4,
http://www.bls.gov/news.release/empsit.t04htm
© 2011 THE EDUCATION TRUST
58. Growing Need for Higher Levels of Education:
Projections of Education Shortages and Surpluses in 2012
Shortage Surplus
Bachelor’s Degree
Associates Degree
Some College
Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population
Projection Estimates
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
59. Individuals with higher levels of education are far more likely than
less educated individuals to report having “excellent”
Percentage of respondents reporting themselves to be in
100.0% mental health or emotional well being
80.0%
excellent mental health
60%
60.0%
54%
45%
40.0% 37%
20.0%
0.0%
High school or less Some college Bachelor's degree Advanced degree
Source: Gallup, “Strong Relationship Between Income and Mental Health” (2007)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
60. More educated individuals have lower risks of mortality and
chronic diseases and are less likely to report themselves to be
in fair or poor health
100%
Base risk
Risk of individuals with four more years of education
80%
Percentage risk
60%
40%
31.0% 28.8%
20%
11.0% 9.2% 12.0%
7.0% 5.7% 6.0%
0%
5-year mortality Heart disease Diabetes Being in fair or poor health
Source: Cutler & Lleras-Muney, “Education and Health,” National Poverty Center Policy Brief #9 (2007)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
61. Black Males without a High School Diploma Are
Much More Likely to Be Incarcerated
30.0%
Incarceration Rates for Black Men Ages 18-24
25.0%
20.0% 18.2%
15.0%
10.0% 8.1%
5.0% 2.9%
0.3%
0.0%
Less than HS HS Graduate Some College Bachelor's
Source: Center for Labor Market Studies (2007). “The Educational Attainment of the Nation’s Young Black Men and Their Recent Labor Market
Experiences”
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
62. And this is not just about physical
and mental health. . . It is about the
health of our republic.
© 2011 THE EDUCATION TRUST
63. We are in a new world where being
smart is not necessarily about
having all the knowledge, it is about
being a critical consumer.
© 2011 THE EDUCATION TRUST
64. Google Search
568,000 hits (0.13 sec)
Walter Raleigh - Wikipedia, the free encyclopedia
According to many biographers – Raleigh Trevelyan in his book Sir Walter .... Life of Sir Walter Raleigh, Founded on Authentic and Original
Documents. ...
Early life - Ireland - The New World - Later life
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Jun 12, 1996 ... Website for Sir Walter Ralegh, Renaissance Poet, Explorer, Historian and one of Queen Elizabeth's favourite courtiers.
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Visit this site providing a short biography, facts, picture and information about Sir Walter Raleigh the famous explorer.Fast and accurate details and
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Sir Walter Raleigh
Sir Walter Raleigh (or Ralegh), born near East Budleigh, East Devon, South-West England, U.K. Summary of his life (1552 - 1618), with numerous
links.
www.britishexplorers.com/woodbury/raleigh.html - Cached - Similar
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The English explorer, poet and historian, Sir Walter Raleigh was born probably in 1552, though the date is not quite certain. His father, Walter
Raleigh of ...
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The Incompetech website's satirical take on Raleigh.
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Sir Walter Chevrolet is your Chevy dealer in Raleigh and Durham NC. At sirwalter.com you will find Chevy internet specials, used truck & car
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Sir Walter Raleigh was a writer, adventurer, courtier, historian, poet, and a soldier. It is a legend that he once laid his cloak on a mud puddle for the
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www.huvard.com/becka/raleigh/welcome.html - Cached - Similar
© 2011 THE EDUCATION TRUST
65. Critical Consumption of Knowledge Sources
In 2003, US citizens were asked whether there was a link between Iraq
and the al Qaeda attacks of 9/11.
Specifically, they were asked whether (a) evidence of links had been
found, (b) weapons of mass destruction had been located in Iraq, and (c)
world opinion favored the US invading Iraq. All of these were false.
FOX CBS ABC NBC CNN Print NPR/
PBS
None of the 3 20% 30% 39% 45% 45% 53% 77%
1 or more 80% 71% 61% 55% 55% 47% 23%
misperceptions
Source: 2003 Polling from the Program on International Policy (PIPA) at the University of Maryland
© 2011 THE EDUCATION TRUST
66. And educational attainment is also
related to the “softer”—but critically
important—aspects of living in a
free society.
© 2011 THE EDUCATION TRUST
67. Americans who have completed postsecondary education
are far more likely to report that they trust others
100%
80%
Percentage of population
60%
57%
46%
40%
34%
20%
0%
Less than high school High school Associate's degree or higher
Note: Individuals were classified as expressing interpersonal trust if they responded to the question “Generally speaking, would you say that most people can be
trusted, or that you can’t be too careful in dealing with people?” with a value of 6-10 on a scale of 0-10 (where 0 = “you can’t be too careful” and 10 = “most
people can be trusted”)
Source: Organisation for Economic Co-operation and Development, Education at a Glance 2010 (2010)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
68. In 2008, Americans with at least some college were about
twice as likely to report having voted than Americans who
did not complete high school
100%
Percentage of citizens that reported voting
79%
80%
68%
60%
55%
39%
40%
20%
0%
Less than high school High school Some college or associate's Bachelor's degree or higher
degree
Note: Data represent percentage of American citizens that reported voting in 2008
Source: U.S. Census Bureau, “Voting and Registration in the Election of November 2008 - Detailed Tables” (2010)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
69. Americans with at least a bachelor’s degree are over four
times as likely to report having volunteered in the past
year than those with less than a high school education
100%
volunteering in the previous 12 months
Percentage of population that reported
80%
60%
43%
40%
31%
19%
20%
9%
0%
Less than high school High school Some college or associate's Bachelor's degree or higher
degree
Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009
Source: U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
70. Americans with at least a bachelor’s degree are almost
three times as likely to donate blood as those who did not
complete high school
100%
Percentage of population donating blood
80%
60%
40%
17%
20%
11% 13%
6%
0%
Less than high school High school Some college or Bachelor's degree or more
associate's degree
Source: DDB Worldwide, “DDB Lifestyle Survey” (2000), as reprinted in College Board , “Trends in Higher Education 2004” (2005).
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
71. What Can We Do?
An awful lot of folks have decided
that we can’t do much.
© 2011 THE EDUCATION TRUST
72. What We Hear Many People Say:
• They’re poor
• Their parents don’t care
• They come to schools without
breakfast
• Not enough books
• Not enough parents
Source: N/A
© 2011 THE EDUCATION TRUST
73. But if they are right, why are low-
income students and students of
color performing so much higher in
some schools…
© 2011 THE EDUCATION TRUST
74. George Hall Elementary School
Mobile, Alabama
• 549 students in grades PK-5
– 99% African American
• 99% Low-Income
Note: Enrollment data are for 2009-10 school year
Source: Alabama Department of Education
© 2011 THE EDUCATION TRUST
75. Advanced Performance at George Hall
Grade 4 (2011)
100% 94% 96% 94% 96%
80%
Percentage at Advanced
60%
47%
42% 43%
George Hall
40% 36%
Alabama
20%
0%
Reading Math Reading Math
African-American Low-Income
Source: Alabama State Department of Education
© 2011 THE EDUCATION TRUST
76. Exceeding Standards
at George Hall
African-American Students – Grade 5 Math (2011)
100%
90%
80%
48%
Percentage of Students
70%
60%
Exceeds Standards
50% 97%
Meets Standards
40% Partially Meets Standards
35%
30% Does Not Meet Standards
20%
10% 17%
2%
0%
George Hall Alabama
Source: Alabama Department of Education
© 2011 THE EDUCATION TRUST
77. Big Improvement
at George Hall Elementary
African American Students – Grade 4 Reading
100% 96%
Percentage Meeting or Exceeding Standards
90%
81%
80%
70% 65%
60%
50% 47% George Hall
40% Alabama
30%
20%
10%
0%
2004 2011
Source: Alabama State Department of Education
© 2011 THE EDUCATION TRUST
78. Morningside Elementary School
Brownsville, Texas
• 772 students in grades PK – 5
– 100% Latino
• 91% low income
• 59% ELL
Note: Enrollment and demographic data are from 2008-09.
Source: Texas Education Agency
© 2011 THE EDUCATION TRUST
79. High Achievement Across Grades
at Morningside Elementary
Students Overall (2011)
98% 100% 99% 99%
100% 97%
Percentage Meeting or Exceeding Standards
91%
80%
60%
40%
20%
0%
Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5
Reading Math
Note: English test administration only.
Source: Texas Education Agency
© 2011 THE EDUCATION TRUST
80. Commended Performance
at Morningside Elementary
Students Overall – Grade 3 Math (2011)
100%
33%
80%
45%
Percentage of Students
60%
Commended Performance
Met Standard
40% 54%
Did Not Meet Standard
55%
20%
13%
0%
Morningside Texas
Note: English test administration only.
Source: Texas Education Agency
© 2011 THE EDUCATION TRUST
81. Griegos Elementary School
Albuquerque, New Mexico
• 354 students in grades K – 5
– 76% Latino
– 19% White
• 60% low income
Note: Enrollment and low income data are from 2009-10;
ethnicity data are from 2008-09
Source: New Mexico Public Education Department; Albuquerque Public Schools
© 2011 THE EDUCATION TRUST
82. Outperforming the State
at Griegos Elementary
Grade 4 (2011)
100%
Percentage Proficient or Advanced
79% 79%
80% 76%
60%
47% 47% Griegos
44%
40% New Mexico
20%
0%
Reading Math Science
Source: New Mexico Public Education Department
© 2011 THE EDUCATION TRUST
83. Outperforming the State
at Griegos Elementary
Latino Students – Grade 3 Math (2011)
100% 2%
9%
80%
44%
Percentage of Students
60%
66% Advanced
Proficient
40% Nearing Proficiency
38% Beginning Step
20%
23%
15%
0%
Griegos New Mexico
Source: New Mexico Public Education Department
© 2011 THE EDUCATION TRUST
84. Mary McLeod Bethune Elementary School
New Orleans, Louisiana
• 341 students in grades PK – 6
– 97% African American
• 88% low income
Note: Enrollment and demographic data are from 2009-2010
Source: Louisiana Department of Education
© 2011 THE EDUCATION TRUST
85. High Performance at Bethune Elementary
Students Overall – Grade 4 (2011)
100%
93%
90%
80% 74%
Percentage Basic or Above
71%
60%
Bethune
40% Louisiana
20%
0%
English Language Arts Math
Source: Louisiana Department of Education
© 2011 THE EDUCATION TRUST
86. Steep Improvements at Bethune
Norm Referenced Tests – Grade 6
100
92
78
80
National Percentile Rank
61
60 54
51 50
40 46 47
20
Bethune Elementary
Louisiana
0
2007 2008 2009 2010
Source: Louisiana Department of Education
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
87. Outperforming the State
at Bethune Elementary
Students Overall – Grade 5 Social Studies (2011)
100%
4%
19%
15%
80%
Percentage of Students
60% 44% Advanced
Mastery
46%
Basic
40%
Approaching Basic
Unsatisfactory
20%
28%
15%
6%
0% 3% 4%
Bethune Louisiana
Source: Louisiana Department of Education
© 2011 THE EDUCATION TRUST
88. Osmond A. Church School (P.S./M.S. 124)
Queens, New York
• 1,201 students in
grades PK-8
– 31% African American
– 45% Asian
– 21% Latino
• 97% low-income (more
than double the rate for
the state)
Note: Demographic data are from 2009-10 school year
Source: New York Department of Education
© 2011 THE EDUCATION TRUST
89. High Math Achievement at Osmond
Church
All Students (2011)
100%
Percentage Meeting Standards or Above
83%
80% 78% 78%
70% 72%
67% 66% 65%
63%
60% 60% 60%
49%
Osmond Church
40% New York
20%
0%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Source: New York State Department of Education
© 2011 THE EDUCATION TRUST
90. P.S./M.S. 124
Meeting and Exceeding Standards
Low Income Students – Grade 8 Math (2010)
100%
12%
80% 40%
Meeting Standards
29%
Percentage of Students
with Distinction
Meeting Standards
60%
Partially Meeting
Standards
40% 42% Not Meeting
45%
Standards
20%
18% 14%
0%
Osmond Church New York
Source: New York State Department of Education
© 2011 THE EDUCATION TRUST
91. Roxbury Preparatory Charter School
Roxbury, Massachusetts
• 246 students in grades 6-8
– 62% African American
– 37% Latino
• 72% Low-Income
Source: Massachusetts Department of Education
© 2011 THE EDUCATION TRUST
92. All Students Achieving
at Roxbury Prep
Grade 8 English Language Arts (2010)
100% 98%
100%
93% 94%
90%
Percentage Proficient and Above
78%
80%
70%
59% 59%
60%
55%
50% Roxbury Prep
40% Massachusetts
30%
20%
10%
0%
Overall African-American Latino Low-Income
Source: Massachusetts Department of Education
© 2011 THE EDUCATION TRUST
93. Elmont Memorial Junior-Senior High
Elmont, New York
• 1,895 students in grades 7-12
– 77% African American
– 13% Latino
• 25% Low-Income
Source: New York Department of Education
© 2011 THE EDUCATION TRUST
94. Outperforming the State at Elmont
Secondary-Level English (2010)
100% 95% 96%
93%
Percentage Meeting Standards or Above
90%
79%
80%
73%
70% 67%
60%
50%
Elmont
40%
New York
30%
20%
10%
0%
All Students African American Low-Income Students
Students
Source: New York State Department of Education
© 2011 THE EDUCATION TRUST
95. Improvement and High Performance
at Elmont Memorial Junior-Senior High
African-American Students – Secondary-Level Math
100% 96% 96%
93% 93% 93%
Percentage Meeting Standards or Above
90%
85%
80%
70% 64%
57% 61%
60%
51% 55%
50% 46%
Elmont
40% New York
30%
20%
10%
0%
2005 2006 2007 2008 2009 2010
Source: New York State Department of Education
© 2011 THE EDUCATION TRUST
96. High Graduation Rates at Elmont Memorial High
School
Class of 2010
98% 99%
100% 96% 95%
Percentage of 2006 Freshmen Graduating in
89%
90%
80%
80% 73%
70% 64%
60% 58%
57%
Four Years
50%
40% Elmont
30%
New York
20%
10%
0%
Overall African Latino Economically Not
American Disadvantaged Economically
Disadvantaged
Source: New York State Department of Education
© 2011 THE EDUCATION TRUST
97. Jack Britt High School
Fayetteville, North Carolina
• 1,839 students in grades 9 – 12
– 33% African American
– 11% Latino
– 45% White
• 26% low income
Note: Enrollment and ethnicity data are from 2010-11;
low income data are from 2009-10
Source: North Carolina Department of Public Instruction
© 2011 THE EDUCATION TRUST
Notes de l'éditeur The only place USA ranks highly is in inequality. Students in high poverty schools are often given high marks for work that would be middling at best in affluent schools Students Of ColorHigh Schools with high-level math courses African American studentsUnderplaced into 8th grade algebra, even when their past math performance strongly suggests they are ready African American and Latino high school graduatesHalf a likely to have access to a rigorous curriculum High minority and high poverty schools have more out of field teachers And some studies suggest that our high poverty/high minority schools simply have fewer of the most effective and fewer of the least effective. We see that African American, Latino, and Native American Students are less likely to graduate from high school or get a GED, less likely to get at least some college, and dramatically less likely to obtain a bachelor’s degree Excellent Mental Heath or Emotional Well Being Less educated citizens have higher rates of mortality and chronic disease The more educated, the more trust held for others The more educated, the more likely to actively participate in democraticgovernance More educated, more likely to volunteer More educated, more likely to give blood Updated If black kids and poor kids can’t learn, why are the kids at George Hall lapping black and poor kids in the state—in reading and math And why are the black students at George hall—in fantastic numbers—reaching the highest benchmakr within their state’s performance system?And lest you think this might be a boutique school that cremed elite students from others If those poverty is destiny, how is it that all of the poor latino students at Morningside are performing at the highest levels And why is it that way more of them are performing at the highest levels of the Texas performan Updated Updated Updated Updated Updated No 2011 update yet Updated No disaggregated 2011 data yet No 2011 update yet No 2011 update yet No 2011 update yet No 2011 update yet No 2011 update yet Shows the percentage of students graduating on time with a Regents diploma, a local diploma, or a Regents diploma with advanced designationLocal diploma: passed 5 Regents exams with a score of 55 or aboveRegents diploma: passed 5 Regents with a score of 65 or aboveRegents exam with advanced designation: earned 22 units of course credit; passed 7-9 Regents exams at a score of 65 or above; and took advanced course sequences in CTE, the arts, or a language other than English. Updated Updated Updated Updated When the school is outperforming an accountability system shooting for meeting standards,These schools move the bar higher . . . Because they know it is what is right for kids. And in these high performing high schools, there is an intensive effort focused not simply on the hear and now, but on the world AFTER high school Note: This is the percentage of students who graduate, on time, with a Regents Diploma WITH ADVANCED DESIGNATION. To earn this diploma, students need to earn 22 units of course credit; pass 7-9 Regents exams at a score of 65 or above; and take advanced course sequences in CTE, the arts, or a language other than English. A Regents diploma alone indicates just that a student has passed 5 Regents exams with a score of 65 of above. TRANSITION FORWARD: And from research on those students who don’t just graduate and enroll in college, but those who preserve and excel . . . . College Prep and A mountain of recent research has confirmed what seemed intuitively right to many of us. That good teachers can have a huge impact on the learning of students. We’ve also learned that when we give students the best teachers for multiple years, they sore. And when we give students ineffective teachers for consecutive years, the impact is catastrophic. Let me leave you with this quote that comes from a principal from one of the schools we study. It is not an isolated sentiment. It comes through from all of these schools.