Raising achievement

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

First, some good news.


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


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
150
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008


8th Grade Reading: Recent Gap Narrowing
for Blacks, Less for Latinos
300

290

280
268
270
Average Scale Score

261
260
247
250

240 242
232
230
222
220

210
200
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008



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


Progress Even Clearer When
Examined Over a Decade on the
“Main NAEP” Exam


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%


Source: NAEP Data Explorer, NCES


2009 NAEP Grade 4 Math
By Race/Ethnicity – Nation
100%

90% 16% 21%
80%
50%

70%

60% 48%
49% Proficient/Advanced
50%
Basic
40%
Below Basic
30% 40%
20% 37%
30%
10%
10%
0%




NAEP Grade 4 Math
1996 Compared to 2009
Low-Income Students – Nation
100%
7%
90% 21%
80%
33%

70%

60%
49% Proficient/Advanced
50%
Basic
40%
Below Basic
30% 60%
20%
29%
10%

0%

1996 2009



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.


12th Grade Reading: No Progress, Gaps
Wider than 1988
320

310

300
291 295
290
Average Scale Score

280
269
270

260 266
252
250

240

230
239
220
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008


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


And many high school students are
woefully unprepared for what lies
ahead.


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


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


And how do our students perform
against international benchmarks?


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


A closer look at reading


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


SES alone does not explain
performance.


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


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



Problems not limited to
reading, either.


Math?


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



Science?


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



Only place we rank high?

Inequality.


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



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.


How?

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


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


Less money


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.


Larger class sizes


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


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…


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.


Choices we make about what to
teach whom…


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)

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).


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”

And choices we make about
who teaches whom…


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)


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)


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


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)


Add up the “lesses,” and the impact
is huge


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.


The economic cost of not getting
some postsecondary education is a
huge burden on both individuals
and society.


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)


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.


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

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


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)

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)


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”


And this is not just about physical
and mental health. . . It is about the
health of our republic.


We are in a new world where being
smart is not necessarily about
having all the knowledge, it is about
being a critical consumer.


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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


And educational attainment is also
related to the “softer”—but critically
important—aspects of living in a
free society.


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)


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)


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)


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).


What Can We Do?
An awful lot of folks have decided
that we can’t do much.


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


But if they are right, why are low-
income students and students of
color performing so much higher in
some schools…


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


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


Exceeding Standards
at George Hall
African-American Students – Grade 5 Math (2011)
100%

90%

80%
48%

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


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


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


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.


Commended Performance
at Morningside Elementary
Students Overall – Grade 3 Math (2011)
100%

33%
80%
45%

60%
Commended Performance
Met Standard
40% 54%
Did Not Meet Standard
55%
20%

13%
0%

Morningside Texas
Note: English test administration only.


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


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


at Griegos Elementary
Latino Students – Grade 3 Math (2011)
100% 2%
9%

80%
44%

60%
66% Advanced
Proficient
40% Nearing Proficiency
38% Beginning Step

20%
23%
15%
0%

Griegos New Mexico

Source: New Mexico Public Education Department


Mary McLeod Bethune Elementary School
New Orleans, Louisiana

• 341 students in grades PK – 6
• 88% low income

Note: Enrollment and demographic data are from 2009-2010
Source: Louisiana Department of Education


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



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


at Bethune Elementary
Students Overall – Grade 5 Social Studies (2011)
100%
4%
19%
15%
80%

60% 44% Advanced
Mastery
46%
Basic
40%
Approaching Basic
Unsatisfactory
20%
28%
15%
6%
0% 3% 4%

Bethune Louisiana



Osmond A. Church School (P.S./M.S. 124)
Queens, New York

• 1,201 students in
grades PK-8
– 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


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


P.S./M.S. 124
Meeting and Exceeding Standards
Low Income Students – Grade 8 Math (2010)
100%
12%

80% 40%
Meeting Standards
29%

with Distinction
Meeting Standards
60%

Partially Meeting
Standards
40% 42% Not Meeting
45%
Standards

20%

18% 14%
0%

Osmond Church New York



Roxbury Preparatory Charter School
Roxbury, Massachusetts

• 246 students in grades 6-8
– 37% Latino
• 72% Low-Income

Source: Massachusetts Department of Education


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


Elmont Memorial Junior-Senior High
Elmont, New York

• 1,895 students in grades 7-12
– 13% Latino
• 25% Low-Income

Source: New York Department of Education


Outperforming the State at Elmont
Secondary-Level English (2010)
100% 95% 96%
93%

90%
79%
80%
73%
70% 67%

60%

50%
Elmont
40%
New York
30%

20%

10%

0%

All Students African American Low-Income Students
Students



Improvement and High Performance
at Elmont Memorial Junior-Senior High
African-American Students – Secondary-Level Math
100% 96% 96%
93% 93% 93%

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



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



Jack Britt High School
Fayetteville, North Carolina

• 1,839 students in grades 9 – 12
– 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


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