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2005 by The Education Trust-West
Russlynn Ali – Director, The Education Trust-WestOctober 26, 2005
The Role and Responsibilities of District Leaders in Raising Reading Achievement and Closing Achievement Gaps for All Students
2005 by The Education Trust-West
Where Are We Now? US NAEP Long Term Trends
2005 by The Education Trust-West
Looking at National Long Term Trends, Achievement Gaps for Younger Hispanic and African
American Students Are Narrowing
2005 by The Education Trust-West
African American-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American White
29 3526
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
Latino-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
24 2821
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
Middle School?
2005 by The Education Trust-West
8th GradeNAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
Gaps Getting Bigger in Middle SchoolAfrican American-White Gap NAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American White
18 29 22
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
Latino-White Gap NAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
21 23 24
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
High School?
2005 by The Education Trust-West
NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2005 by The Education Trust-West
Gaps Biggest in High School . . . and GrowingAfrican American-White GapNAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American White
21 31 29
2005 by The Education Trust-West
Latino-White GapNAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
22 24 29
2005 by The Education Trust-West
How is California Doing Relative to Other States?
2005 by The Education Trust-West
California’s NAEP Scores for 4th Grade Reading Lag Behind Other States
All 4th Grade Students - 2005 NAEP ReadingAverage Scale Scores From Highest to Lowest
231
207
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2005 by The Education Trust-West
Latino 4th Grade Students – NAEP READING
Latino 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (Latino) From Highest to Lowest
226
193
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2005 by The Education Trust-West
African American 4th Grade Students – NAEP READING
African American 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (African American) From Highest to Lowest
212
195
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2005 by The Education Trust-West
And Let’s Be Clear. It’s Not Our Demographics.
2005 by The Education Trust-West
California’s White 4th Grade Students Are Closer to the US Average in Reading, But Still Behind
Many StatesWhite 4th Grade Students - 2005 NAEP Reading
Average Scale Score (White) From Highest to Lowest
225
252
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2005 by The Education Trust-West
California’s Asian 4th Grade Students Also Lag Behind Many States
Asian 4th Grade Students - 2005 NAEP ReadingAverage Scale Scores (Asian) From Highest to Lowest
243
222
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2005 by The Education Trust-West
White 8th Graders in California Read Below Their Peers in Other States
2005 by The Education Trust-West
When students’ family backgrounds were controlled for, California’s 2003 NAEP scores were the lowest in the nation.
Source: California’s k-12 Public Schools: How Are They Doing, RAND, 2005
2005 by The Education Trust-West
How are California students doing on our own assessments?
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS CST All Students 2005
22
30
47
28
33
39
37
27
36
0%10%20%30%40%50%60%70%80%90%
100%
4th Grade 8th Grade 11 Grade
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
Underneath Those Averages, There are Wide Gaps.
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS4th Grade, By Ethnicity
CST 2005
30 3111 10
34 37
22 20
35 32
68 71
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS4th Grade, By Economic Status
CST 2005
31
36
32
9
22
69
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS8th Grade, By Ethnicity
CST 2005
41 39
15 15
35 37
27 26
24 23
58 58
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS8th Grade, By Economic Status
CST 2005
40
37
22
16
29
55
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS11th Grade, By Ethnicity
CST 2005
52 51
25 22
27 29
24 24
21 21
50 53
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
ENGLISH LANGUAGE ARTS11th Grade, By Economic Status
CST 2005
51
29
21
29
26
46
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
2005 by The Education Trust-West
In the end, these gaps mean poor students and students of color are
years behind their peers.
2005 by The Education Trust-West
African American and Latino 7th graders read at about the level of White 3rd graders
679
643 642639
575
600
625
650
675
White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
5)
CAT/6 2005
2005 by The Education Trust-West
Gaps grow wider the longer students remain in our schools.
When do they start?
2005 by The Education Trust-West
Low income 3-year-olds have significantly smaller vocabularies than their more affluent peers.
Source: Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday Experiences of Young American Children excerpted in American Educator, Spring 2003.
2005 by The Education Trust-West
7055 49
3045 51
0
20
40
60
80
100
White Black Hispanic
Do not knowlettersKnow letters
Black and Hispanic children are significantly less likely than White children to know their
letters when they enter kindergarten.
Source: America’s Kindergartners. NCES 2000-070.
Percent of children
2005 by The Education Trust-West
Are Gaps Closing Over Time in California?
2005 by The Education Trust-West
0
10
20
30
40
50
60
70
2001 2002 2003 2004 2005Per
cen
t P
rofi
cien
t o
r A
bo
ve
Af Am American IndianAsian FilipinoLatino Pacific IslanderWhite
Achievement Gaps Hold SteadyALL CA STUDENTS, GRADES 2-11- English CST
Source: California Dept of Education, 2005
Latino-White Gap: 34 points
Latino-White Gap: 33 points
2005 by The Education Trust-West
Now, the Most Important Questions. . .
WHY?
And What To Do About It?
2005 by The Education Trust-West
Learning and Spreading the Message:HOPE!
There are high-poverty and high-minority schools all over the country that are
closing opportunity gaps, raising achievement and narrowing achievement
gaps. Learn what they’re doing. Celebrate their success.
2005 by The Education Trust-West
2005 by The Education Trust-West
Closing the Black-White Gap
2005 by The Education Trust-West
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
443
489481
437
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
Yamato Colony Elementary Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
443
489
588
532
437
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
Yamato Colony Elementary Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
443
614
559
437
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
Yamato Colony Elementary Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
443
668
437
612
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
Yamato Colony Elementary Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
A Tale of Two Schools in Merced County
489
588614
737
481
533559
615
443
668
437
612
400
450
500
550
600
650
700
750
800
1999 2000 2001 2002 2003 2004
AP
I sc
ore
Yamato Colony Elementary Sparks Elementary
Source: California Department of Education http://www.cde.ca.gov
2005 by The Education Trust-West
594
618609
629619 624
550
575
600
625
650
675
Sparkes Yamato
2003
CA
T/6
Rea
din
g s
core
3rd grade 4th grade 5th grade
Source: California Department of Education, 2004
A Tale of Two Schools in Merced County: 3rd Graders at Yamato Reading at the Level of 5th
Graders at Sparkes
Source: California Department of Education 2005 by The Education Trust-West
Dispelling the Myth in ReadingHolland Elementary
Fresno Unified• 52% Latino• 100% Low-
income
• Surpassing state average in 4th Grade Reading
32
62
32
48
0102030405060708090
100
State Average Holland
% 4
th G
rad
ers
a
t o
r a
bo
ve
pro
fic
ien
t (2
00
5)
Latino Low-income
Source: California Department of Education 2005 by The Education Trust-West
Dispelling the Myth in MathTowne Avenue Elementary
Los Angeles Unified• 70% Latino• 87% Low-
income
• Surpassing state average in 4th Grade Math
38
77
38
79
0102030405060708090
100
State Average TowneAvenue
% 4
th G
rad
ers
at
or
ab
ov
e p
rofi
cie
nt
(20
05
) Latino Low-income
2005 by The Education Trust-West
Some districts...
2005 by The Education Trust-West
2005 by The Education Trust-West
2005 by The Education Trust-West
Where There’s an Achievement Gap, There are Big Opportunity Gaps.
• Teacher Gap: Inequitable Distribution of Qualified Teachers
• Standards: Gaps in Opportunity to Learn the Highest
• Curriculum Gaps: Gaps in Opportunity to Access the Most Rigorous Curriculum
• Funding Gaps: Fewer Dollars Spent on the Students who Need the Most.
Close these Opportunity Gaps and Achievement Gaps
will close too.
2005 by The Education Trust-West
Would More Money Help?
2005 by The Education Trust-West
Yes, More Money Will Help.
But how much it will help depends on how wisely we spend it.
Until more comes, schools can and ARE making great gains.
2005 by The Education Trust-West
Some Districts Get More for Less.
2005 by The Education Trust-West
Some districts that out-perform spend less$= Cost-adjusted per-pupil spending
220
240
260
280
300
Ave
rage
Sca
le S
core
, NA
EP
Gra
de 8
M
ath,
200
3
District ofColumbia
Atlanta LosAngeles
Cleveland Chicago Boston Houston SanDiego
New YorkCity
NationalPublic
Charlotte
$7,899
$7,419$7,417
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment. And U.S. Census 02-03
$8,019
$7,512
$12,619
$10,995
$9,639$12,339
$7,981
$10,634
Red= District spends less than L.ABlue= District spends more than L.A.
2005 by The Education Trust-West
EXPECTATIONS MATTER A LOT!
2005 by The Education Trust-West
Low Expectations
Low Level Assignments/Instruction
Poor Test Results
Less Challenging
Courses
Cycle of Low Expectations
2005 by The Education Trust-West
Only 26% of Teachers Believe All Students Should be Held to Same Standard
Source: Ready for the Real World: Americans Speak on High School Reform, ETS, 2005
34%
60%59%
26%
0%10%20%30%40%50%60%70%80%90%
100%
K-12 Parents High School Teachers
We shouldn't expect disadvantaged students to reach the same level ofperformance on standardized tests
All students should be held to same standard
2005 by The Education Trust-West
Close the Expectations-Gap“Schools that tended to demonstrate a strong culture of high expectations—as evidenced by their attention to meeting and exceeding state and federal accountability targets and setting high standards for student achievement —on average had higher API scores. . . Equally important, better school performance seems to be associated with both teachers’ and principals’ reports that teachers at the school take responsibility for and are committed to improving student achievement.”
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA: EdSource. - Initial Report of Findings, see www.edsource.org.
2005 by The Education Trust-West
Good Teachers Matter More Than Anything Else
2005 by The Education Trust-West
2005 by The Education Trust-West
2005 by The Education Trust-West
But poor and minority students don’t get their fair
share of our strongest teachers.
2005 by The Education Trust-West
Students in California’s Highest Minority Schools Five Times More Likely To Have An Underqualified Teacher
3%
15%
0%
2%
4%
6%
8%
10%
12%
14%
16%
Lowest-Minority (0-30%) Highest-Minority (91-100%)
Average Percent of Faculty Teaching Without Full Credentials, 2003-04
Source: Esch, C. E., Chang-Ross, C. M., Guha, R., Tiffany-Morales, J., & Shields, P.M. (2004).California’s teaching force 2004: Key issues and trends. Santa Cruz, CA: The Center forthe Future of Teaching and Learning, p. 35.
2004 by The Education Trust-West
2005 by The Education Trust-West
And, not surprisingly,
when students have more
underprepared teachers, they do less well.
Source: California’s Approach to Math Instruction Doesn’t Add Up, Center for The Future of Teaching and Learning, April 2005
2005 by The Education Trust-West
Reframing the Conversation – Making it About Money
2005 by The Education Trust-West
SCHOOLS’ GREAT DIVIDE: No Incentive for more-experienced teachers to go where they’re needed most
Study: Teachers at needy schools earn less
The Sacramento BeeState’s teacher pay gap studied: Salaries
found to be lower at schools with more poverty and minorities
La OpiniónDiscriminan a maestros y estudiantes
The Fresno BeeState’s teacher pay gap examined
Study finds big gap in teachers’ salaries
CONTRA COSTA TIMESLess is spent on education of minorities
Rich, white schools pay teachers more: Report finds large gaps in salaries based on race, income of populations
Teachers paid less at poorest schools
The Press-EnterpriseDisparities in teacher salaries
The Orange County RegisterTeacher pay varies with school poverty
LAUSD pay rates favor needy areas
NORTH COUNTY TIMES Report: Districts put highly paid teachers in low-income schools
Group studies LBUSD teachers' payEducation study points to disparity in quality
Study shows that teachers not evenly distributed in state's school districts
Teacher salary study shows disparities
Report: Disparity in teacher salaries
San Francisco Bay View
School districts shortchange students of color
Schools 'fair' with funding
Vallejo Times-Herald VCUSD, Vacaville are anomaly in state -
spending more money on minority students Report: Teacher salary gaps between white, high-minority schools
Ed Trust finds disparities in teacher pay within districts
Salary Totals Found Lower in Poor Schools Report Shows Uneven Spending on Teachers Within Calif. Districts
Affluent Visalia schools pay more
2005 by The Education Trust-West
Dollars Spent on Teachers – 80% of a School’s Budget
$2,576
$3,014
$2,300$2,400$2,500$2,600$2,700$2,800$2,900$3,000$3,100
Estimated Gap Per Teacher inHigh-Poverty Schools
Estimated Gap Per Teacher inHigh-Minority Schools
In the 50 largest California districts, significantly less money is spent on teachers in high-poverty and high-minority schools within the
same district.
Source: California’s Hidden Teacher Spending Gap: How State and District Budgeting Practices Shortchange Poor and Minority Students and Their Schools, Education Trust West, 2005.
2005 by The Education Trust-West
Average School Gaps in 10 Largest CA Districts by School Type
DISTRICT
Poverty Minority
Elementary MiddleHigh
School Elementary MiddleHigh
School
Elk Grove Unified 36,561 -157,937 325,113 102,762 -319,075 252,503
Fresno Unified 125,881 104,980 85,534 108,113 126,829 125,639
Long Beach Unified 362,683 251,012 574,387 381,587 218,585 289,968
Los Angeles Unified 83,363 175,960 -23,763 112,743 200,178 161,686
Sacramento City Unified 140,144 -39,078 227,073 142,012 89,692 522,459
San Bernardino City Unified 228,668 239,357 463,426 231,464 345,367 382,690
San Diego Unified 139,972 216,460 267,900 223,072 268,907 254,832
San Francisco Unified 43,817 44,905 195,426 86,399 146,006 263,816
San Juan Unified 81,899 202,423 103,330 53,964 150,314 139,570
Santa Ana Unified 120,456 309,381 -215,960 84,678 175,133 64,291
2005 by The Education Trust-West
A Tale of Two Schools
Didion Elementary SchoolSacramento City Unified
• 21% Latino & African American• 12% of students - free or
reduced price lunch• Academic Performance Index =
894
Kemble Elementary SchoolSacramento City Unified
• 68% Latino & African American• 86% of students - free or reduced
price lunch• Academic Performance Index =
552
Source: California Dept of Ed, 2003-04 data
2005 by The Education Trust-West
Looking at these two schools, some might automatically think…
Student demographics = lower student performance
But this assumption ignores the underlying factors….
2005 by The Education Trust-West
The average teacher at Kemble Elementary gets paid an estimated
$13,392 less every year than his counterpart at Didion Elementary.
If Kemble spent as much on Didion on teacher salaries for its 30 teachers, the
school budget would increase by $400,000 every year.
2005 by The Education Trust-West
What does this mean in terms of dollars? Shortchanging Poor Schools and Their Students.
www.hiddengap.org
2005 by The Education Trust-West
If we had the courage and creativity to change these
patterns?
2005 by The Education Trust-West
“The Rivkin, Hanushek, and Kain estimates of teacher performance suggest that having five years of
good teachers in a row* could overcome the average seventh-
grade mathematics achievement gap […].”
* “1.0 standard deviation above average, or at the 85th quality percentile”SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004.Estimates based on research using data from Texas described in “Teachers, Schools, and AcademicAchievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002.
2005 by The Education Trust-West
Practices that Work
• To the extent possible, provide your best teachers to the students who need them the most.
• Create Professional Learning Communities or other opportunities for teachers to share expertise and learn from one another.
2005 by The Education Trust-West
Goals. Stretch Goals.
At the State, Local, School and Classroom
Levels. Goals For Yearly Progress Must Also be Clear – and Focused on
Gap Closing.
2005 by The Education Trust-West
STRETCH and GAP-CLOSING GOALS!
Long before NCLB, state officials waxed
eloquent that proficiency is our goal for ALL kids. Improvement alone is not enough, accountability system must also set an
ambitious time line to reach the end goal.
2005 by The Education Trust-West
Distribution for California Schools with over 50 Percent White Students across the 10
API Ranks in 2004
70 51 75126
183
278361
482551
587
0
100
200
300
400
500
600
700
Number of Schools
1 2 3 4 5 6 7 8 9 10
API Ranks
Source: Unpublished analysis by WestEd, 2005.
2005 by The Education Trust-West
Distribution for California Schools with over 50 Percent African American
Students across the 10 API Ranks in 2004
54
26
1511
9 95 5
2 10
10
20
30
40
50
60
Number of Schools
1 2 3 4 5 6 7 8 9 10
API Ranks
Source: Unpublished analysis by WestEd, 2005.
2005 by The Education Trust-West
Distribution for California Schools with over 50 Percent Latino Students across the 10
API Ranks in 2004
631590
540
449
318231
113
36 10 30
100
200
300
400
500
600
700
Number of Schools
1 2 3 4 5 6 7 8 9 10
API Ranks
2005 by The Education Trust-West
Local, School and Classroom Stretch Goals.
High Standards and Specific Goals For What Students Should Learn in Every
Grade LevelALIGNED TO ASSESSMENTS
2005 by The Education Trust-West
“Teachers who report schoolwide instructional consistency within grades — and curricular alignment from grade-to-grade — work in schools that performed better on average. . .Those teachers who reported that their school has identified essential standards
and that their classroom instruction is guided by state academic standards were also more likely to be in high performing schools. They report that the school’s curriculum materials in math and language arts are aligned
with the state’s standards and that they frequently map state curriculum standards onto their classroom lesson plans.”
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA: EdSource. - Initial Report of Findings, see www.edsource.org.
What Works?
2005 by The Education Trust-West
Historically, most of the really important decisions about what students should learn and what kind of work was
“good enough” left to individual teachers.
2005 by The Education Trust-West
Students can do no better than
the assignments they are given...
2005 by The Education Trust-West
Grade 7 Writing Assignment
Source: Unnamed school district in California, 2002-03 school year.
Essay on Anne FrankEssay on Anne Frank
Your essay will consist of an opening paragraph which Your essay will consist of an opening paragraph which introduced the title, author and general background of the introduced the title, author and general background of the novel. novel. Your thesis will state specifically what Anne's overall Your thesis will state specifically what Anne's overall personality is, and what general psychological and personality is, and what general psychological and intellectual changes she exhibits over the course of the intellectual changes she exhibits over the course of the bookbookYou might organize your essay by grouping psychological You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area. doubt) and show how she changes in this area.
2005 by The Education Trust-West
Grade 7 Writing Assignment
Source: Unnamed school district in California, 2002-03 school year.
•My Best Friend:My Best Friend:
•A chore I hate:A chore I hate:
•A car I want:A car I want:
•My heartthrob:My heartthrob:
2005 by The Education Trust-West
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
Pe
rce
ntil
e -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
2005 by The Education Trust-West
Good standards help…
Source: Model College Prep Curriculum from “On Course for Success”, EdTrust and ACT, 2005
2005 by The Education Trust-West
Course Titles Don’t Guarantee Good Instruction.
…But not if they sit on the shelf.
2005 by The Education Trust-West
CA: Language Arts Curriculum Calibration Analysis
Source: DataWorks Education Research, 2002.
2005 by The Education Trust-West
High Performing Districts:
Elementary School Curriculum:• Usually common across schools;
• Model lessons that teachers may use.
In High School:
• Enroll them as if they are going on to college, and let them be empowered to make the choice!
• All students enrolled in the A-G Curriculum
2005 by The Education Trust-West
SJUSD SAT9 & CAT6 Matched Reading Scores at
Grades 4-9 for Students who Have Been Tested with STAR Every Year Since 1998
Gap reduced by 48%
Gap reduced by 48%
Med
ian
Nat
iona
l Per
cent
ileM
edia
n N
atio
nal P
erce
ntile
Source: San Jose Unified School District
*CAT6 scores adjusted to SAT9 scale
2005 by The Education Trust-West
SJUSD SAT9 & CAT6 Matched Mathematics Scores at
Grades 3-9 for Students who Have Been Tested with STAR Every Year Since 1998
Gap reduced by 43%
*CAT6 scores adjusted to SAT9 scale
Med
ian
Nat
iona
l Per
cent
ileM
edia
n N
atio
nal P
erce
ntile
Source: San Jose Unified School District
2005 by The Education Trust-West
Even though most students want to go to college, the truth is, many low income students and students of color aren’t getting the classes in the first place.
2005 by The Education Trust-West
But A-G Isn’t Just About College.Why Ontario, Canada is a better
location for a new Toyota plant…“The level of the workforce in general is so high the training program you need for people, even for people who have never worked in a Toyota plant before, is minimal compared to what you have to go through in the southeastern United States,”
--Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005
Source: www.cbc.ca/cp/business/050630/b0630102.html
2005 by The Education Trust-West
“In Alabama, trainers had to use ‘pictorials’ to teach some illiterate workers how to use high-tech plant equipment.”
--Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005
Source: www.cbc.ca/cp/business/050630/b0630102.html
2005 by The Education Trust-West
Focus on Proven Supports for Teachers and Students:
Especially Professional
Development and More Time to get the Job Done
2005 by The Education Trust-West
Professional Development:High Implementation Schools Wipe Out Black/White
Gap in Math Skills: Pittsburgh
30%
74%
48%
71%
0%
100%
WeakI mplementation
StrongI mplementation
Met
Sta
ndar
d on
New
Sta
ndar
d R
efer
ence
Exa
m
African American White
Note: Chart compares students in schools with similar demographics.Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
2005 by The Education Trust-West
Provide time & support for teachers to learn how to adapt instruction to the needs of their students.
•Shift professional development from a “one-shot” or “one-size-fits-all” model to an ongoing, embedded coaching/mentoring model.
•To the extent possible, adjust schedules/ calendars so that students get the most instructional time possible.
2005 by The Education Trust-West
MORE TIME IS KEY.
All Must Mean All.
But Not All in the Same Time.
Some Students, Especially Low Performing Students, Need More
Time.
2005 by The Education Trust-West
The Full Year Calendar
USE OF INSTRUCTIONAL TIMEAnalysis of One California Urban Middle School Calendar
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Weekends, Holidays, & Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Professional Development Days & Early Dismissal/Parent Conferences
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah, Awards, Assembles,
& Concerts
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Less State and District Testing and Other Non-Instructional Time
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2005 by The Education Trust-West
Use of Instructional Time?
BOTTOM LINE?
Teachers are Left with about
24 School Days
OR
18 Eight Hour Days Per Subject
Per Year
2005 by The Education Trust-West
When Kids Are Behind, Schools Must Provide More Instruction and Support:
• Kentucky provides extra time for struggling students in high-poverty schools, in whatever way works best for the community: before school, after school, weekends or summers.
• Maryland offers extra dollars for 7th and 8th graders who need more support
• San Diego City created more time, mostly within the regular school day, by doubling –even tripling – the amount of instructional time in literacy and mathematics for low-performing students.
Students and Teachers Need More Time
2005 by The Education Trust-West
Focus on Data Driven Everything:
Monitoring and Measuring
0%
36%
46%
18%
5%
74%
16%
5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Never A few timesa year
A few timesa month
A few timesa week
gap-closersnon-gap-closers
Schools that Close the Achievement Gap Use Data to Understand Skill Gaps of Low-Achieving
Students
Source: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005. http://www.springboardschools.org/research/other_research.html
2005 by The Education Trust-West
What Works? Extensive use of student assessment data.
[P]rincipals from better performing schools more often reported that they and the district use assessment data from multiple sources — curriculum program and other commercial assessments, district-developed assessments, andthe California Standards Tests and the CAT/6 — to evaluate teachers’ practices and to identify teachers who need instructional improvement. Teachers report receiving CST/CAT-6 test data in a variety of formats: for all students in their grade level; disaggregated by specific skills for all students in their classrooms; and disaggregated by student subgroup for students in their classrooms. Principals report using the CST and CAT/6 data to examine school-wide instructional issues, to develop strategies for moving students from belowbasic and basic to proficient, to compare grades within the school, to identify struggling students and evaluate their progress, and to inform and communicate with parents.
Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA: EdSource. - Initial Report of Findings, see www.edsource.org.
2005 by The Education Trust-West
• Administer Common District-wide benchmark or snap-shot assessments, at least every 6-9 weeks.
• Get the results immediately in the hands of principals, teachers, parents and supplemental instruction providers; and,
• Create vehicles for teachers to meet together to discuss assignments and student work.
What Works?
MONITORING AND MEASURING, FREQUENTLY IS KEY.
9%
36%
55%
21%
47%
32%
0%
10%
20%
30%
40%
50%
60%
A few timesa year
A few timesa month
A few timesa week
gap-closersnon-gap-closers
Source: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005. http://www.springboardschools.org/research/other_research.html
2005 by The Education Trust-West
Focus on Fixing: Intervene and Adjust
2005 by The Education Trust-West
What Works?
• When the data suggests individual kids are behind, those kids get immediate help.
• When the data suggests that ½ or more of the kids in a class are behind, the teacher gets help.
• No one right way, but high performers have consistent methods to intervene and help ... whoever needs it . . . when they need it.
Acting Immediately on Results from Snapshot Assessments
2005 by The Education Trust-West
In the End, We Have to Make Different Choices.
At the Main, Achievement and Opportunity Gaps Come from Choices That Educators and Policymakers Make. Choices About:
- What to Expect of Different Schools and Students.- How Much to Spend on Whom. - Choices Even About Who Teachers
Whom. - Choices About How to Organize
Classroom and Schools.
2005 by The Education Trust-West
The Education Trust–West510-465-6444
Please Join us for our 2nd Biennial Conference www.edtrustwest.org
February2006