iris m carl equity address: keeping our eyes on …...england-gbr2 533 kazakhstan 490 oman 420...

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Iris M Carl Equity Address:

KEEPING OUR EYES ON THE PRIZE

NCTM, Denver April 19, 2013

Uri Treisman The Charles A. Dana Center

at The University of Texas at Austin

Benchmarking for Success

AcAon 1 Upgrade state standards by adopAng a common core of internaAonally benchmarked standards in math and language arts for grades K-‐12 to ensure that students are equipped with the necessary knowledge and skills to be globally compeAAve.

A Report by the NaAonal Governor’s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)


AcAon 2 Leverage states’ collecAve influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internaAonally benchmarked standards and draw on lessons from high performing naAons and states.



AcAon 3 Revise state policies for recruiAng, preparing, developing, and supporAng teachers and school leaders to reflect the human capital pracAces of top-‐performing naAons and states around the world



AcAon 4 Hold schools and systems accountable through monitoring, intervenAons, and support to ensure consistently high performance, drawing upon internaAonal best pracAces.



AcAon 5 Measure state-‐level educaAon performance globally by examining student achievement and a[ainment in an internaAonal context to ensure that, over Ame, students are receiving the educaAon they need to compete in the 21st-‐century economy.


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U.S.A.

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

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

PISA 2006 Mathematics USA ranked 25th out of 30 OECD countries

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Other Countries’ Average Scale Score Math Performance on 8th Grade TIMSS Compared with the U.S.

Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at http://nces.ed.gov/timss/index.asp. Computations of categories by the Charles A. Dana Center.

8

17 25

37 28

7

11

6

8 14

9 5

6

0

10

20

30

40

50

60

1999 2003 2007 2011

Num

ber o

f Cou

ntrie

s

Higher than the U.S.

Same as the U.S.

Lower than the U.S.

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Mathema)cs Achievement at the 8th Grade (TIMSS 2011) Average scale score by country

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Korea, Rep. of 613 Slovenia 505 Lebanon 449

Singapore 611 Hungary 505 Abu Dhabi-UAE 449

Chinese Taipei-CHN 609 Australia 505 Malaysia 440

Hong Kong-CHN 586 Alberta-CAN 505 Georgia 431

Japan 570 Lithuania 502 Thailand 427

Massachusetts-USA 561 TIMSS scale average 500 Macedonia, Rep. of 426

Minnesota-USA 545 Italy 498 Tunisia 425

Russian Federation 539 California-USA 493 Chile 416

North Carolina-USA 537 New Zealand 488 Iran, Islamic Rep. of 415

Quebec-CAN 532 Kazakhstan 487 Qatar 410

Indiana-USA 522 Sweden 484 Bahrain 409

Connecticut-USA 518 Ukraine 479 Jordan 406

Colorado-USA 518 Dubai-UAE 478 Palestinian Nat'l Auth. 404

Israel 516 Norway 475 Saudi Arabia 394

Finland 514 Armenia 467 Indonesia 386

Florida-USA 513 Alabama-USA 466 Syrian Arab Republic 380

Ontario-CAN 512 Romania 458 Morocco 371

United States 509 United Arab Emirates 456 Oman 366

England-GBR 507 Turkey 452 Ghana 331

Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/Amss/index.asp. Data display by the Charles A. Dana Center.

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Science Achievement at the 8th Grade (TIMSS 2011) Average scale score by country

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Singapore 590 Ontario-CAN 521 Chile 461

Massachusetts-USA 567 Quebec-CAN 520 Abu Dhabi-UAE 461

Chinese Taipei-CHN 564 Australia 519 Bahrain 452

Korea, Rep. of 560 Israel 516 Thailand 451

Japan 558 Lithuania 514 Jordan 449

Minnesota-USA 553 New Zealand 512 Tunisia 439

Finland 552 Sweden 509 Armenia 437

Alberta-CAN 546 Italy 501 Saudi Arabia 436

Slovenia 543 Ukraine 501 Malaysia 426

Russian Federation 542 TIMSS scale average 500 Syrian Arab Republic 426

Colorado-USA 542 California-USA 499 Palestinian Nat'l Auth. 420

Hong Kong-CHN 535 Norway 494 Georgia 420

England-GBR2 533 Kazakhstan 490 Oman 420

Indiana-USA 533 Alabama-USA 485 Qatar 419

Connecticut-USA 532 Dubai-UAE 485 Macedonia, Rep. of 407

North Carolina-USA 532 Turkey 483 Lebanon 406

Florida-USA 530 Iran, Islamic Rep. of 474 Indonesia 406

United States 525 Romania 465 Morocco 376

Hungary 522 United Arab Emirates 465 Ghana 306

Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/Amss/index.asp. Data display by the Charles A. Dana Center.

Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.!

© 2013 THE EDUCATION TRUST

Note: Adults with a postsecondary degree include those who have completed either a terAary-‐type B program (programs that last for at least two years, are skill-‐based, and prepare students for direct entry into the labor market) or a terAary-‐type A program (programs that last at least three, but usually four, years, are largely theory-‐based, and provide qualificaAons for entry into highly-‐skilled professions or advanced research programs)

OrganisaAon for Economic Co-‐operaAon and Development, EducaAon at a Glance 2011 (2011)

We’re relatively strong in educational attainment

© 2013 THE EDUCATION TRUST

0%

20%

40%

60%

80%

100%

Percentage of residents aged 25-‐34 with a postsecondary degree

OrganisaAon for Economic Co-‐operaAon and Development, EducaAon at a Glance 2011 (2011)

Note: Adults with a postsecondary degree include those who have completed either a terAary-‐type B program (programs that last for at least two years, are skill-‐based, and prepare students for direct entry into the labor market) or a terAary-‐type A program (programs that last at least three, but usually four, years, are largely theory-‐based, and provide qualificaAons for entry into highly-‐skilled professions or advanced research programs)

Our world standing drops to 15th for younger adults

United States OECD Average

Bachelor’s a[ainment for high-‐income young people is 68 points higher than

for low-‐income youth.

Source: “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.” !Graphic: The Education Trust!

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One-‐half of all high school graduates will take at least one remedial course in college (most ocen in mathemaAcs).

Fewer than one-‐fourth of these students will earn any postsecondary credenAal.

*Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 249)

Graphic: The Education Trust

1996 NAEP Grade 4 Math

Source: NAEP Data Explorer, NCES

2011 NAEP Grade 4 Math

Source: NAEP Data Explorer, NCES; graph by EducaAon Trust.

NaAonal Public – Grade 8 NAEP Math

*AccommodaAons not permi[ed

Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)!

Source:

Scale Scores by State – Low-‐Income Students

NAEP Data Explorer, NCES (Proficient Scale Score = 299)

Source:

Scale Scores by State – Higher Income Students

NAEP Data Explorer, NCES (Proficient Scale Score = 299)

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8th Grade Hispanic – Proficient!

19%! 23%!10%!

Note: Basic Scale Score = 243; Proficient Scale Score = 281 Chart Source: Education Trust, 2011 NAEP TUDA Results Data Source: NAEP Data Explorer, NCES

Urban Math Performance Latino students

Source: NCES, “Eighth-‐Grade Algebra: Findings from the Eighth-‐Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-‐99 (ECLS-‐K)” (2010), graph by EducaAon Trust.

African-American students with strong math performance in the fifth grade are less likely to be

placed in eighth grade algebra than are their peers

Math classes at high-‐poverty, high-‐minority secondary schools are more likely to be taught by out-‐of-‐field* teachers.

Note: High-‐poverty school: 55 percent or more of the students are eligible for free/reduced-‐price lunch. Low-‐poverty school :15 percent or fewer of the students are eligible for free/reduced-‐price lunch. High-‐minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan NaAve, Asian or Pacific Islander. Low-‐minority school : 12 percent or fewer of the students are non-‐white students. *Teachers with neither cerAficaAon nor major. Data for secondary-‐level core academic classes (math, science, social studies, English) across the U.S. Source: EducaAon Trust Analysis of 2007-‐08 Schools and Staffing Survey data.

Source: Michael Marder, 2012.

Campbell’s Law

"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor."

Source: Assessing the Impact of Planned Social Change, Donald T. Campbell, December 1976.

Source: American Economic Review!

Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates of intergeneraAonal

mobility.

0.5 0.47 0.41

0.32 0.27 0.19 0.18 0.17 0.15

0

0.2

0.4

0.6

United Kingdom U.S. France Germany Sweden Canada Finland Norway Denmark

Earnings Elas)city

Cross-‐country examples of the link between father and son wages

Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006). Graph by EducaAon Trust.

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iris m carl equity address: keeping our eyes on …...england-gbr2 533 kazakhstan 490 oman 420...

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