Hope for America’s Schools: Lessons for Ohio

Hope for America’s Schools:

Lessons for OhioColumbus Metropolitan Club

KidsOhio Education Trust, May 2006

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.

NAEP Reading, 9 Year-Olds:Record Performance for All

Groups

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

African American Latino White

African American-White Gap Narrows to Smallest Size in History

NAEP Reading, 9 Year-Olds

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

African American White

29 3526

Latino-White Gap Narrows to Smallest Size in History

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Latino White

24 2821

NAEP Math, 9 Year-Olds: Record Performance for All

Groups

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

African American-White Gap Narrows to Smallest Size in History

NAEP Math, 9 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

African American White

Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Latino White

Bottom Line:When We Really Focus on

Something, We Make Progress

Clearly, much more remains to be done in elementary and

middle schoolToo many youngsters still

enter high school way behind.

But at least we have some traction on these

problems.

The Same is NOT

True of High School

High School Achievement: Math and Science: NAEP

Long-Term Trends

1986 1990 1992 1994 1996 1999 2004

MathScience

Source: NAEP 1999 Trends in Academic Progress.

HIGH SCHOOL ACHIEVEMENT: READING AND WRITINGNAEP Long-Term Trends

250255260265270275280285290295300

READINGWRITING

Gaps between groups wider today than in 1990

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

NAEP Math, 17 Year-Olds

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Over past decade:Students entered high school

a little stronger, but high schools added less value than

before

Hormones?

Students in Other Countries Gain More in

Secondary School TIMSS

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries:

U.S. RANKREADING 15TH

MATH 19TH

SCIENCE 14TH

2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

Problems are not limited to our high-poverty and high-

minority schools . . .

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)

in Math

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-

Performing Students*

* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29OECD Countries in the Math

Achievement of High-SES Students

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

Problems not limited to math, either.

2003 PISA Problem-Solving Results: US #23

Source: OECD, PISA. Problem Solving for Today’s World. 2004

55% of our 15 year olds at problem-solving level 1 or

below.Closest other country?

LATVIA

Source: OECD Problem Solving for Tomorrow’s World. 2004

One measure on which we rank high?

Inequality!

Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.

*Of 27 OECD countries

Performance Of U.S.15 Year-Olds Highly Variable

PISA 5th – 95th

Gap Rank*Reading (interpreting text) 3

Mathematical Literacy 6 (tie)

Science Literacy 7

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.

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

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

Nation:Inequities in State and Local

Revenue Per StudentGap

High Poverty vs. Low Poverty Districts

-$907 per student

High Minority vs. Low Minority Districts

-$614 per student

Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

But some of the “lesses”–indeed, perhaps the most

devastating ones—are a function of choices that

educators make.

Choices we make about what to expect of whom…

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

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools

Choices we make about what to teach whom…

Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

Fewer Latino students are enrolled

in Algebra 2

Latino

And choices we make about Who

teaches whom…

Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

90-100% Non-White 90-100% White

Certified in Field BA or BS in Field

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

Poor and Minority Students Get More Inexperienced*

Teachers

High-poverty schools Low-poverty schools

High-minority schools Low-minority schools

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

Results are devastating.

Kids who come in a little behind, leave a lot behind.

By the end of high school?

African American and Latino 17 Year-Olds Do Math at Same Levels

As White 13 Year-Olds

200 250 300 350

Average Scale Score

White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds

African American and Latino 17 Year-Olds Read at Same Levels As

White 13 Year-Olds

150 200 250 300 350

Average Scale Score

White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds

And these are the students who remain in

high school.These same patterns play out

in high school completion, college entry and college

completion.

So What Can We Do?

Many people have concluded that we can’t

do much.

What We Hear Adults Say:

• They’re poor;• Their parents don’t care;• They come to schools without

breakfast; • Not enough books• Not enough parents . . .

But if they are right, why are low-income students and

students of color performing so high in some schools…

Centennial Place Elementary School

Atlanta, Georgia

• 92% African American• 64% Low-Income• Performed in the top 2% of Georgia

schools in 4th grade reading in 2003• Performed in top 7 % of Georgia

schools in 4th grade math in 2003

Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org

High Achievement at Centennial Place2004 Reading Composite

94 94 92

All African

American

Low Income

Source: Georgia Department of Education, http://www.doe.k12.ga.us

Elmont Memorial Junior-Senior High Elmont, New York

• 75% African American• 12% Latino• 11% Asian/Pacific Islander/American

Ind.• 3% White

Source: http://emsc33.nysed.gov/repcrd2004/cir/280252070002.pdf

Elmont MemorialHigh Achievement in

Mathematics969797 100100100 949495

AfricanAmerican

Latino Low IncomePer

1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

Elmont Memorial High Achievement in English

969796 9897100 10010099

AfricanAmerican

Latino Low Income

1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

University Park High SchoolWorcester, MA

• Grades 7-12;• 70+% poverty;• 50% ELL;• Most students enter at least two

grade levels behind.

University Park Results: 2004

• 100% of 10th graders passed MA high school exit exam on first attempt.

• 87% passed at advanced or proficient level.

• Fifth most successful school in the state, surpassing many schools serving wealthy students.

Not just individual schools.Similar differences among

districts, even whole states.Big differences in how “same” group of students performs in

different districts, states.

NAEP 2005 Grade 4 Reading, Overall Scale Scores

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

NAEP 2005 Grade 4 Reading, African American Scale

Scores

t Virg

NAEP 2005 Grade 4 Math, Overall Scale Scores

t Virg

NAEP 2005 Grade 4 Math, African American Scale

Scores

NAEP 2005 Grade 8 Reading, Overall Scale Scores

NAEP 2005 Grade 8 Reading, African American Scale

Scores

NAEP 2005 Grade 8 Math, Overall Scale Scores

NAEP 2005 Grade 8 Math, African American Scale

Scores

Ohio Urban Districts?

More growth than state as a whole; some shining

examples of school success, including two “Schools of Distinction” right here in

Columbus.But still far too many students

way behind.

How can we move further, faster?

Three places to focus.

#1. Make sure that all students are in a demanding high school core curriculum.

Single biggest predictor post-

high school success is

QUALITY AND INTENSITY OF

HIGH SCHOOL CURRICULUM

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

College prep curriculum has benefits far beyond

college.

Students of all sorts will learn more...

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*

Math Reading

Vocational College Prep

They will also fail less often...

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

Quartile I (Lowest) Quartile 2

College Prep Low Level

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

And they’ll be better prepared for the

workplace.

Leading districts, states making college prep the

default curriculum.

Texas, Indiana, Arkansas, Oklahoma, Kentucky,

Michigan, South Dakota.

#2. Make certain that teachers have clear,

coherent curriculum.

Students can do no better than

the assignments they are given...

Grade 10 Writing Assignment

A 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.

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.

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;

• Assess students every 4-8 weeks to measure progress;

• ACT immediately on the results of those assessments.

#3. Get strong teachers to the students who need them

the most.

Good teachers matter a lot.

But some groups of kids don’t get their fair share of quality

teachers.

Classes in High Poverty High Schools More Often Taught by

Misassigned* Teachers

14%19%

Math Science English Social Studies

less than 20% Free Lunch greater than 49% Free Lunch

*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

90-100% Non-White 90-100% White

Certified in Field BA or BS in Field

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

Poor and Minority Students Get More Inexperienced*

Teachers

High-poverty schools Low-poverty schools

High-minority schools Low-minority schools

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

True, some of these differences occur between

poor and rich school districts.But there are big differences

within school districts, as well.

A Tale of Two Schools

Granada Hills High SchoolLos Angeles Unified

• 32% Latino & African American

• 27% of students receive free or reduced price lunch

• Academic Performance Index = 773

Locke High SchoolLos Angeles Unified

• 99% Latino & African American

• 66% of students receive free or reduced price lunch

• Academic Performance Index = 440

Source: CA Department of Education, 2003-04 data

In accordance with district and state practice, both schools report the same average teacher salary.

The average teacher at Locke High School gets paid about $8,034 less every year than his counterpart at

Granada Hills High School.

If Locke spent as much as Granada Hills on teacher salaries for its 119

teachers, the school budget would increase by nearly a million dollars

($956,056) every year.

This HAS to change.

If we had the courage and creativity to change current

patterns?

“By our estimates from Texas schools, having an above average teacher for five

years running can completely close the average gap between low-income students and others.”

John Kain and Eric Hanushek

The Education TrustDownload this Presentation

www.kidsohio.orgor

www.edtrust.orgWashington, DC: 202-293-1217

Oakland, CA: 510-465-6444

Hope for America’s Schools: Lessons for Ohio

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