it’s up to us: going the distance to improve results and close gaps
DESCRIPTION
It’s Up to Us: Going the Distance to Improve Results and Close Gaps. Governor’s Education Summit Lansing, MI April, 2009. First, some good news. After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner. - PowerPoint PPT PresentationTRANSCRIPT
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© 2009 THE EDUCATION TRUST
It’s Up to Us: Going the Distance to Improve Results and Close Gaps
Governor’s Education SummitLansing, MI April, 2009
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© 2009 THE EDUCATION TRUST
First, some good news.After more than a decade of fairly flat
achievement and stagnant or growing gaps, we appear to be
turning the corner.
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Source:
Record Performance for All Groups
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004150
160
170
180
190
200
210
220
230
240
250
170
200
183
205
214
226
9 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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© 2009 THE EDUCATION TRUST
Source:
Record Performance for All Groups
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004150
160
170
180
190
200
210
220
230
240
250
190
224
202
230225
247
9 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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Source:
Not Much Progress
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004200
210
220
230
240
250
260
270
280
290
300
222
244
232 242
261266
13 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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Source:
Increases and Record Performance for All Groups
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004200
210
220
230
240
250
260
270
280
290
300
228
262
239
265274
288
13 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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Those trends have continued on “Main” NAEP Exams, too
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NAEP Grade 4 Math, Average Scale Scores Over Time
All Students, Nation
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/* Accommodations for students with disabilities and English language learners not permitted.Proficient Scale Score: 249
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NAEP Grade 4 Math, Average Scale Scores Over Time
by Race/Ethnicity, Nation
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/* Accommodations for students with disabilities and English language learners not permitted.Proficient Scale Score: 249
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NAEP Grade 4 Math, Average Scale Scores Over Time
by Family Income, Nation
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 249
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Bottom Line:
When we really focus on something, we make progress!
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Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
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But at least we have some traction on elementary and middle school
problems.
The same is NOT true of our high schools.
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Source:
Achievement Flat in Reading
1984 1988 1990 1992 1994 1996 1999 2004240
250
260
270
280
290
300
310
320
330
340
289285
17 Year Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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Source:
Achievement Also Flat in Math
1986 1990 1992 1994 1996 1999 2004240
250
260
270
280
290
300
310
320
330
340
302307
17 Year Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
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© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
And gaps between groups are wider today than in 1990
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© 2009 THE EDUCATION TRUST
Source:
17 Year Olds – NAEP Reading
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004220
230
240
250
260
270
280
290
300
310
320
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
2129
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© 2009 THE EDUCATION TRUST
Source:
17 Year Olds – NAEP Math
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004240
250
260
270
280
290
300
310
320
330
340
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
20 28
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Why so much less progress in our high schools?
Hormones?
If so, we’d see the same pattern in other countries.
And we don’t.
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In TIMSS Grade 4 and 8, US middle of pack. On the high school exam—
PISA—our rankings slip.
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Source:
Of 29 OECD Countries, U.S.A. Ranked 24thFin
land
Kore
aNe
ther
lands
Japa
nCa
nada
Belgi
umSw
itzer
land
New
Zeala
ndAu
stra
liaCz
ech
Repu
blic
Icelan
dDe
nmar
kFr
ance
Swed
enAu
stria
Germ
any
Irelan
dOE
CD A
vera
geSlo
vack
Rep
ublic
Norw
ayLu
xem
bour
gPo
land
Hung
ary
Spain
Unite
d St
ates
Portu
gal
Italy
Gree
ceTu
rkey
Mex
ico
300
350
400
450
500
5502003 PISA - Math
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
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Problems are not limited to our high-poverty and high-
minority schools . . .
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Source:
U.S.A. Ranks Low in the Percentage of Students in the Highest Achievement Level (Level 6) in Math
Belgi
umKo
rea
Japa
nFin
land
Neth
erlan
dsNe
w Ze
aland
Switz
erlan
dAu
stra
liaCa
nada
Czec
h Re
publ
icIce
land
Denm
ark
Swed
enOE
CD A
vera
geAu
stria
Germ
any
Fran
ceSlo
vak R
epub
licNo
rway
Irelan
dPo
land
Luxe
mbo
urg
Hung
ary
Unite
d St
ates
Italy
Turk
eySp
ainPo
rtuga
lGr
eece
Mex
ico
0%
2%
4%
6%
8%
10%2003 PISA - Math
PISA 2003 Results, OECD
U.S.A.
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Source:
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
Belgi
umJa
pan
Kore
aSw
itzer
land
Neth
erlan
dsNe
w Ze
aland
Finlan
dAu
stra
liaCa
nada
Czec
h Re
publ
icDe
nmar
kSw
eden
Germ
any
OECD
Ave
rage
Aust
riaIce
land
Fran
ceSlo
vak R
epub
licNo
rway
Hung
ary
Luxe
mbo
urg
Irelan
dPo
land
Unite
d St
ates
Spain Ita
lyTu
rkey
Portu
gal
Gree
ceM
exico
450
500
550
600
650
7002003 PISA - Math
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
* Students at the 95th Percentile
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Source:
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students
Belgi
umFin
land
Cana
daKo
rea
Austr
alia
New Ze
a...
Denm
ark
Austr
iaOE
CD A
ve...
Luxe
mb.
..Ice
land
Norw
aySp
ain Italy
Turk
ey
350
400
450
500
550
600 2003 PISA - Math
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
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Problems not limited to math, either.
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Science?
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Source:
Of 30 OECD Countries, U.S.A. Ranked 21stFin
land
Cana
daJa
pan
New
Zeala
ndAu
stra
liaNe
ther
lands
Repu
b of
Kor
eaGe
rman
yUn
ited
King
dom
Czec
h Re
pub
Switz
erlan
dAu
stria
Belgi
umIre
land
Hung
ary
Swed
enOE
CD A
vera
gePo
land
Denm
ark
Fran
ceIce
land
Unite
d St
ates
Slova
k Rep
ubSp
ainNo
rway
Luxe
mbo
urg
Italy
Portu
gal
Gree
ceTu
rkey
Mex
ico
350
400
450
500
550
6002006 PISA - Science
Aver
age
Scal
e Sc
ore
PISA 2006 Results, OECD
U.S.A.
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
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Even in problem-solving, something we consider an American strength…
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Source:
U.S.A. Ranks 24th Out of 29 OECD Countries in Problem-Solving
Kore
aFin
land
Japa
nNe
w Ze
aland
Aust
ralia
Cana
daBe
lgium
Switz
erlan
dNe
ther
lands
Fran
ceDe
nmar
kCz
ech
Repu
blic
Germ
any
Swed
enAu
stria
Icelan
dHu
ngar
yOE
CD A
vera
geIre
land
Luxe
mbo
urg
Slova
k Rep
ublic
Norw
ayPo
land
Spain
Unite
d St
ates
Portu
gal
Italy
Gree
ceTu
rkey
Mex
ico
350
400
450
500
550
6002003 PISA
Aver
age
Scal
e Sc
ore
PISA 2003 Results, OECD
U.S.A.
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Only place we rank high?
Inequality.
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*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD
Countries
Rank in Performance Gaps Between Highest and Lowest Achieving
Students *
Mathematical Literacy 8th
Problem Solving 6th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
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Source:
Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students
Fran
ceLu
xem
bour
gBe
lgium
Unite
d St
ates
Unite
d Ki
ngdo
mSw
itzer
land
Czec
h Re
pub
Neth
erlan
dsGe
rman
ySlo
vak R
epub
New
Zeala
ndAu
stria
Gree
ceHu
ngar
yPo
rtuga
lSw
eden
OECD
Ave
rage
Aust
ralia
Spain
Denm
ark
Irelan
dNo
rway
Mex
ico Italy
Polan
dCa
nada
Turk
eyIce
land
Japa
nFin
land
Kore
a
350
400
450
500
550
6002006 PISA - Science
Gap
in A
vera
ge S
cale
Sco
re
PISA 2006 Results, OECD, table 4.8b
U.S.A.
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These gaps begin before children arrive at the schoolhouse door.
But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.
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How?
By giving students who arrive with less, less in school, too.
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Some of these “lesses” are a result of choices that policymakers make.
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Source:
National Inequities in State and Local Revenue Per Student
GapHigh Poverty vs. Low Poverty Districts
–$773 per student
High Minority vs. Low Minority Districts
–$1,122 per student
Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
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Source:
MICHIGAN? Less Spent Educating Children in High Poverty Districts, Too
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In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.
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Choices we make about what to expect of whom…
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in
Affluent Schools87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CTB
S4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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Choices we make about what to teach whom…
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© 2009 THE EDUCATION TRUSTSource: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolledin Algebra 2
45
62
0
80
1998
Perc
ent En
rolle
d
LatinoWhite
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African American, Latino & Native American high school graduates are less likely to have been
enrolled in a full college prep track
25
46
22 21
39
0
50
AfricanAmerican
Asian Latino NativeAmerican
White
perc
ent i
n co
llege
pre
p
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language
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And choices we make about who teaches whom…
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More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers
34%
19%
29%
21%
0%
50%
Perc
ent o
f Cla
sses
Tau
ght b
y O
ut
of F
ield
Tea
cher
s
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
High poverty Low poverty High minority Low minorityNote: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.
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Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
Perc
ent o
f Tea
cher
s W
ho A
re
Inex
perie
nced
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
*Teachers with 3 or fewer years of experience.
High poverty Low poverty High minority Low minority
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students
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MICHIGAN: More Classes in High-Poverty, High-Minority Schools Taught By Out-of-
Field Teachers
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
High poverty Low poverty High minority Low minorityNote: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.
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Results are devastating.
Kids who come in a little behind, leave a lot behind.
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African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
150 200 250 300 3500%
100%
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Average Scale Score
Perc
ent o
f Stu
dent
s
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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And those are the students who remain in school…
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Source:
How Many Students Graduate With Their Class? (2006)
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Among High School Graduates, College-going is up for all groups.
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Immediate* College-Going Increasing for All Groups: 1980 to 2006
1980
1982
1984
1986
1988
1990
1992
1994
1996
1998
2000
2002
2004
2006
0102030405060708090
100
African American Latino White
Year
Perc
ent G
oing
to C
olle
ge
Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902* Percent of high school completers who were enrolled in college the October after completing high school
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College-Going Generally Increasing for All Income Groups
19801982
19841986
19881990
19921994
19961998
20002002
20042006
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
Low-IncomeHigh-Income
Colle
ge G
oing
Rat
e
Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1
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But though college-going up for minorities, gains among whites have
been greater
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All Groups Up In College-Going from 1980-2006, But Gaps Also Increase
Black Hispanic White0
10
20
30
40
50
126
19
Perc
enta
ge P
oint
Incr
ease
in
Col
lege
Goi
ng, 1
980-
2005
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
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And though college going up for low-income students, they still haven’t
reached rate of high income students in mid-seventies.
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College-Going Rates by Family Income
Year Low Income
Middle Income
High Income
1976 39% 41% 63%1986 34% 49% 71%1996 49% 63% 78%2006 51% 61% 81%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.
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What about graduation?
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Black and Latino Freshmen Complete College at Lower Rates
(6 Year Rates; All 4-Year Institutions)
Series10%
10%
20%
30%
40%
50%
60%
70%59%
41% 41%
64%
White Black Latino Asian
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second Follow-Up (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later. Table 7-6 on page 163.
Overall rate: 55%
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Add it all up…
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Different groups of young Americans obtain degrees at very
different rates.
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Some Americans Are Much Less Likely to Graduate From College
25-29 Year Olds with B.A. or Higher
White 35.5%
Black 19.5%
Latino 11.6%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.
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Some Americans Are Much Less Likely to Graduate From College
Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003”
Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.
B.A. Rate by Age 24
Young People from High SES Families 75%
Young People from Low SES Families 9%
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These rates threaten health of our democracy.
But even for those who don’t care much about that, they are particularly worrisome, given which groups are growing…and which
aren’t.
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Growth Differs Substantially by Group
African American
Asian
Latino
Native American
White
0 2000000 4000000 6000000 8000000 10000000 12000000
Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020
Source: U.S. Census Bureau, Population Projections
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Not surprisingly, our international lead is slipping away
We’re still relatively strong (although no longer in the lead) with all adults.
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U.S: 3rd Out of 30 OECD Countriesin Overall Postsecondary Attainment
Cana
da
Japa
nUn
ited
Stat
es
Finl
and
Denm
ark
Norw
ayAu
stra
liaKo
rea
Icel
and
Neth
erla
nds
Belg
ium
Swed
en
Unite
d Ki
ngdo
mIre
land
Switz
erla
ndSp
ain
Luxe
mbo
urg
New
Zeal
and
Fran
ce
Ger
man
yG
reec
eAu
stria
Hung
ary
Pola
ndM
exico
Slov
ak R
epub
lic
Czec
h Re
publ
ic Ita
lyPo
rtuga
l Tu
rkey
05
101520253035404550 Chart Title
Perc
ent o
f Adu
lts A
ges
25-6
4 w
ith A
s-so
ciat
es D
egre
e or
Hig
her
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
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U.S. tied for 9th out of 30 OECD nations in the percentage of younger workers with an associates
degree or higherCa
nada
Ja
pan
Kore
aNo
rway
Irela
ndBe
lgiu
mDe
nmar
k Sp
ain
Fran
ce
Unite
d St
ates
Au
stra
liaFi
nlan
dSw
eden
Lu
xem
bour
g Ic
elan
dNe
ther
land
s
Unite
d Ki
ngdo
mSw
itzer
land
New
Zeal
and
Pola
ndG
reec
eG
erm
any
Aust
riaHu
ngar
y Po
rtuga
l M
exico
Slov
ak R
epub
licIta
ly
Czec
h Re
publ
ic Tu
rkey
0
10
20
30
40
50
60
Perc
enta
ge (A
ges
25-3
4) w
ith
Ass
ocia
tes
Deg
ree
or H
ighe
r
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (39%)
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U.S. is one of only two OECD nations where today’s young people are not better educated than their
parentsKo
rea
Fran
ce
Irela
ndSp
ain
Luxe
mbo
urg
Japa
nPo
land
Belg
ium
Cana
da
Norw
ayPo
rtuga
l Sw
eden
De
nmar
k Au
stra
liaIc
elan
dUn
ited
King
dom
Gre
ece
Neth
erla
nds
Italy
Mex
icoFi
nlan
dNe
w Ze
alan
d Hu
ngar
y Tu
rkey
Au
stria
Switz
erla
ndSl
ovak
Rep
ublic
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h Re
publ
ic Un
ited
Stat
es
Ger
man
y
-505
10152025303540
Diff
eren
ce in
Per
cent
age
of W
orkf
orce
w
ith A
ssoc
iate
s D
egre
e or
Hig
her:
A
ges
25-3
4 C
ompa
red
to 4
5-54
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
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To reach top performing countries
U.S. Attainment Top Performers0
20
40
60
80
100
3855
BA + AA
Perc
ent o
f Adu
lts A
ges
25-6
4
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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What Can We Do?An awful lot of Americans have decided that we can’t do much.
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Source:
What We Hear Many Adults Say:
• They’re poor• Their parents don’t care• They come to schools without
breakfast• Not enough books• Not enough parents
N/A
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But if they are right, why are low-income students and students of
color performing so much higher in some schools…
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Source:
Capitol View ElementaryAtlanta, Georgia
• 228 students in grades K-5– 96% African American
• 88% Low-Income
Georgia Department of Education
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Source:
High Achievement for All at Capitol View Elementary
Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 50%
20%
40%
60%
80%
100% 98% 96% 95% 98% 100% 97%Students Overall (2007)
Perc
enta
ge M
eetin
g St
anda
rds
Reading Math
Georgia Department of Education
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Exceeding Standards at Capitol ViewAfrican American Students
Grade 3 Reading (2007)
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
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Frankford Elementary School
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Frankford ElementaryFrankford, Delaware
• 449 Students in Grades PreK-5• 29% African American• 34% Latino• 34% White• 76% Low-Income
Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
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Frankford ElementaryClosing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
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Frankford ElementaryClosing Gaps, Grade 5 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
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Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
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Frankford ElementaryHigher Proficiency Rates than the State,
2005 Grade 3 Math
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
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Source:
Elmont Memorial Junior-Senior HighElmont, New York
• 1,945 students in grades 7-12– 77% African American
• 27% Low-Income
New York Department of Education
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Elmont: Out-Performing the StateSecondary-Level English (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
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Source:
Improvement and High Performance at Elmont Memorial Junior-Senior High
2005 2006 20070%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
85%93% 96%
46%51%
55%
African-American Students – Secondary-Level Math
ElmontNew York
Perc
enta
ge M
eetin
g St
anda
rds
New York Department of Education
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Source:
More Students Graduate at Elmont Memorial Junior-Senior High
African American Latino Low-Income0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 97% 94% 93%
55% 53%60%
Class of 2007
ElmontNew York
Gra
duati
on R
ate
New York Department of Education
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Very big differences at college level, too.
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Research InstitutionsSimilar Students, Different Results
MedianSAT Size % Pell % URM
Overall Grad Rate
URM Grad Rate
Penn StateUniversity
1,190 33,684 18.5% 7.4% 84.2% 68.8%
University of Wisconsin
1,260 27,869 13.7% 5.9% 76.7% 57%
University of Washington
1,200 24,540 23.2% 8.7% 74.3% 63.7%
Purdue University
1,145 30,579 18.4% 6.6% 66.4% 52.4%
University of Minnesota
1,165 28,910 18.4% 7.2% 60.7% 41.4%
Source: College Results Online 2005 data
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Masters Institutions – LargeSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
RateUniversity of Northern Iowa
1,045 10,167 26.5% 65%
Montclair State
1,045 10,664 27.1% 58.3%
Western Illinois
990 10,639 28.9% 55.4%
University of Wisconsin Whitewater
1,030 8,844 21% 50%
Southern Illinois Edwardsville
1,045 9,803 29.1% 44.8%
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Historically Black CollegesSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
Rate
Elizabeth City 835 2,390 65.6% 48.8%
Delaware State
810 3,111 52.1% 35.1%
University of ArkansasPine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State 2,968 67.1% 20.2%
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Bottom Line:
At every level of education, what we do matters a lot!
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What about Michigan?
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Compared with other states?
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2007 NAEP Grade 4 Reading Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
National Average
Proficient Scale Score: 238
Michigan
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2007 NAEP Grade 4 Reading Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 238
National Average
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2007 NAEP Grade 4 Reading Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 238
National Average
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© 2009 THE EDUCATION TRUST
2007 NAEP Grade 4 Reading Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 238
National Average
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2007 NAEP Grade 8 Math Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 299
National Average
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© 2009 THE EDUCATION TRUST
2007 NAEP Grade 8 Math Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 299
National Average
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© 2009 THE EDUCATION TRUST
2007 NAEP Grade 8 Math Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 299
National Average
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© 2009 THE EDUCATION TRUST
2007 NAEP Grade 8 Math Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/Proficient Scale Score: 299
National Average
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At the college level?
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College Graduation Rates: Michigan Below Top States
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Michigan Lags in College Degrees
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College Costs for Low-Income Families: Michigan Higher than Most
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Needs-Based Aid to Help With College: Michigan Lower Than Most
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What Do We Know About How To Accelerate Success?
What do the high performers do?(Today, focusing mainly on lessons
from K-12)
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#1. They focus on what they can do, rather than
what they can’t.
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Source:
Some schools and districts get all caught up in “correlations”.
Spend endless time tracking:• Percent of babies born at low birth-weight• Percent of children born to single moms• Percent of children in families receiving
government assistance• Education levels of mothers
N/A
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“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because we can’t change it. So
when we come here, we have to dwell on that which is going to move our kids.”
Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia
The leaders in high-performing high poverty schools and districts don’t do that.
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#2. They don’t leave anything about teaching and learning to chance.
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© 2009 THE EDUCATION TRUST
Source:
Result? A System That:
• Doesn’t expect very much from MOST students
• Expects much less from some types of students than others.
N/A
An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach and what
constitutes “good enough” work.
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CTB
S4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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Students can do no better than
the assignments they are given...
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Grade 10 Writing AssignmentA frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.
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Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.
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Source:
High Performing Schools and Districts• Have clear and specific goals for what students
should learn in every grade, including the order in which they should learn it
• Provide teachers with common curriculum, assignments
• Have regular vehicle to assure common marking standards
• Assess students every 4-8 weeks to measure progress
• Act immediately on the results of those assessments
N/A
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#3. They set their goals high.
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Elementary Version…
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M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED
1
30
1
42
05
1015202530354045
2001 2005
ReadingMath
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High School Version…
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Even when they start with high drop out rates, high impact high schools focus on preparing all
kids for college and careers
Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
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#4. Higher performing secondary schools put all kids
—not just some—in a demanding high school core
curriculum.
And those demanding courses are not just demanding in name only.
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The single biggest predictor post-high school success is the QUALITY AND INTENSITY OF
THE HIGH SCHOOL CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education
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College prep curriculum ALSO has benefits far beyond college.
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Students of all sorts will learn more...
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Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College Prep Courses*
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They will also fail less often...
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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
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And they’ll be better prepared for the workplace.
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Leading states are making college prep the default
curriculum.Texas, Indiana, Arkansas,
Michigan, Oklahoma, South Dakota, New York
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#5. Good schools know how much teachers
matter, and they act on that knowledge.
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Source:
Students in Dallas Gain More in Math with Effective Teachers
Students with Teachers in Lowest Quintile of Effectiveness
Students with Teachers in Highest Quintile of Effectiveness
0
5
10
15
20
7
16
One Year Growth from 3rd to 4th Grade
Aver
age
Nor
mal
Cur
ve E
quiv
alen
ts
Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
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Source:
Cumulative Teacher Effects On Students’ Math Scores in Dallas
Series1
0
10
20
30
40
50
60
70
80
90
100
76
27
Grades 3-5
Dallas Students Assigned to 3 Highly Effective Teachers in a RowDallas Students Assigned to 3 Ineffective Teachers in a Row
Aver
age
Perc
entil
e Ra
nk
Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
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Good teachers matter a lot.
But some groups of kids don’t get their fair share of quality teachers.
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Source:
High performing schools and districts…
• Work hard to attract and hold good teachers
• Make sure that their best are assigned to the students who most need them
• Chase out teachers who are not “good enough” for their kids.
N/A
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#6. In good systems, leaders are focused, relentless, and they
have the…
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The single biggest predictor post-high school success is the QUALITY AND INTENSITY OF
THE HIGH SCHOOL CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education
But are most of our kids getting anything that even remotely resembles
INTENSE?
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…Courage to take on the tough parts.
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Preserving our freedoms as Americans has required courage, tenacity and a high level
of skill from generations of soldiers.
Today, it requires those same things of us.
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The children in these pictures are some of the lucky ones. Though they are poor…they live on the high
end of the gap because they attend schools that enable their students to soar.
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But most of the children who look like them aren’t so lucky. They live on the bottom side of the gap.
Not because they couldn’t learn…but because we didn’t bother to teach them.
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The most important agenda for all of us?
Turning that around.
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