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Transcript of © 2013 THE EDUCATION TRUST ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where Are We? What Can We Do?...
© 2013 THE EDUCATION TRUST
ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where Are We? What Can We Do? Critical Steps for Nevada?
SHOW ME THE DATA: ADVANCING STANDARDS TO MEASURE SUCCESSUniversity of Nevada RenoReno, Nevada February, 2013
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
America: Two Enduring Stories
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
1. Land of Opportunity:
Work hard, and you can become anything you
want to be.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
2. Generational Advancement:
Through hard work, each generation of parents can assure a better life — and
better education — for their children.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Powerful narratives.
No longer true.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Within the U.S., income inequality has been rising.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Earnings among the lowest income families have declined, even amid big increases at the
top.
Lowest 20%
Second 20%
Third 20%
Fourth 20%
Top 20%
Top 5%
-20%
0%
20%
40%
60%
80%
-7%5%
14%25%
51%
78%
Perc
ent G
row
th in
Mea
n Fa
mily
Inc
ome
Cons
tant
Dol
lars
, 198
0-20
10
Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Chile
Mex
icoUni
ted
Stat
esTu
rkey
Israe
l
Italy
Esto
nia
Spain
Irelan
dGr
eece
Polan
dSw
itzer
land
Belgi
umCa
nada
Slove
nia
Hung
ary
Aust
riaGe
rman
yFin
land
Norw
aySw
eden
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
Gin
i Coe
ffici
ent
Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Instead of being the most equal, the U.S. has the third highest income inequality among OECD
nations.
United States
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Not just wages, but mobility as well.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
U.S. intergenerational mobility was increasing until 1980, but has sharply declined since.
Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec. 2005.
1950 1960 1970 1980 1990 20000
0.2
0.4
0.6
0.4 0.35 0.34 0.330000000000006
0.460.58
Earn
ings
Ela
stici
ty
The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates
of intergenerational mobility.
United Kingdom
United States
France Germany Sweden Canada Finland Norway Denmark0
0.2
0.4
0.6
0.5 0.470.410.320000000000
005 0.270.19 0.18 0.17 0.15
Earn
ings
Ela
stici
ty
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).
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
At the macro level, better and more equal education is
not the only answer.
But at the individual level, it really is.
© 2013 THE EDUCATION TRUST
College Grads Earn More
High school
diploma/GED
Some col-lege
Asso-ciate's degree
Bachelor's degree
Master's degree
Profes-sional degree
Ph.D.$0
$20,000
$40,000
$60,000
$80,000
$100,000
$21,569 $27,361
$32,602
$42,783
$53,716
$79,977 $73,575
Annual Earnings by Educational Attainment (2006-08)
Med
ian
annu
al e
arni
ngs
for a
ll in
divi
d-ua
ls
Julian and Kominski, “Education and Synthetic Work-Life Earnings Estimates,” U.S. Census Bureau, 2011.
Note: Data include full-time, year-round workers, those working less than full-time year-round, and those who did not work.
© 2013 THE EDUCATION TRUST
Source:
College Grads Less Likely to be Unemployed
U.S. Bureau of Labor Statistics, Table A-4, http://www.bls.gov/news.release/empsit.t04htm
Less than high school diploma
High school grad-uate
Some college or associate's degree
Bachelor's degree or higher
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
14.3%
9.6%8.2%
4.3%
Unemployment Rate (August 2011)
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
They also stand out on the other things we value.
© 2013 THE EDUCATION TRUST
College graduates more likely to vote
Less than high school
High school/GED
Some college/asso-ciate's degree
Bachelor's degree
Advanced degree
0%
20%
40%
60%
80%
100%
39%
55%
68%77%
83%
Voting Behavior by Educational Attainment (November 2008)
U.S. Census Bureau, “Voting and Registration in the Election of November 2008,” May 2010Note: Data include both those who are and are not registered to vote.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Less than high school
High school Some college or associate's degree
Bachelor's degree or higher
0%
20%
40%
60%
80%
100%
9%19%
31%
43%
College graduates more likely to volunteer
U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)
Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009
© 2013 THE EDUCATION TRUST
Source:
College Grads of all races far more likely to be in “Very Good” or “Excellent” Health
Black Latino American Indian White0
10
20
30
40
50
60
70
80
27.3
15.9
29.4 30.6
56.4 59 59.2
73.3
High School Dropout College Graduate
Robert Wood Johnson Foundation Commission for a Healthier America, 2009
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
High school or less Some college Bachelor's degree Advanced degree0%
20%
40%
60%
80%
100%
37%45%
54%60%
College Grads Even Have Better Mental Health
Perc
enta
ge o
f res
pond
ents
repo
rting
them
selv
es to
be
in
exce
llent
men
tal h
ealth
Gallup, “Strong Relationship Between Income and Mental Health” (2007)
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
What schools and colleges do, in other words, is hugely important
to our economy, our democracy, and our society.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
So, how are we doing?
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
First, some good news.
After more than a decade of fairly flat achievement and stagnant or
growing gaps in K-12, we appear to be turning the corner with our
elementary students.
© 2013 THE EDUCATION TRUST
Source:
Fourth-Grade Reading: NAEP LTTRecord performance with gap narrowing
150
160
170
180
190
200
210
220
230
240
250
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
Aver
age
Scal
e Sc
ore
9-Year Olds – NAEP Reading
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2013 THE EDUCATION TRUST
Source:
Fourth-Grade Math: NAEP LTTRecord performance with gap narrowing
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9-Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
Source: NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Looked at differently(and on the “other” NAEP
exam)…
© 2013 THE EDUCATION TRUST
Source:
1996 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
73%61%
26%
24%
32%
49%
3% 7%
26%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2013 THE EDUCATION TRUST
Source:
2011 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
34% 28%
9%
49%48%
39%
17%24%
52%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Middle grades are up, too.
© 2013 THE EDUCATION TRUST
Source:
Over the last decade, all groups have steadily improved and gaps have narrowed
1990* 1992* 1996 2000 2003 2005 2007 2009 2011210
220
230
240
250
260
270
280
290
300
310
236
262245
269269
293
263 266
National Public – Grade 8 NAEP Math
African AmericanLatinoWhiteAmerican Indian/Alaska Native
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Clearly, much more remains to be done in elementary and
middle school.Too many students still enter high
school way behind.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But at least we have some traction on elementary and
middle school problems.
The same is NOT true of our high schools.
© 2013 THE EDUCATION TRUST
Source:
Achievement is flat in reading.
1984 1988 1990 1992 1994 1996 1999 2004 2008240
250
260
270
280
290
300
310
320
330
340
17-Year-Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
NAEP Long-Term Trends, NCES (2004)
© 2013 THE EDUCATION TRUST
Source:
Math achievement is flat over time.
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250
260
270
280
290
300
310
320
330
340
350
17-Year-Olds Overall - NAEP
Aver
age
Scal
e Sc
ore
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And gaps between groups are mostly wider today than in the late
80s and early 90s.
© 2013 THE EDUCATION TRUST
Source:
12th-Grade Reading: No progress, gaps wider than 1988
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220
230
240
250
260
270
280
290
300
310
320
17-Year-Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2013 THE EDUCATION TRUST
Source:
12th-Grade Math: Results mostly flat, gaps same or
widening
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240
250
260
270
280
290
300
310
320
330
340
17 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And these are the students who remain in school through 12th grade.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
African Amer-ican
Latino White Asian Native Amer-ican
0%
20%
40%
60%
80%
100%
64% 66%
82%
92%
65%
Class of 2009
Aver
aged
Fre
shm
an G
radu
ation
Rat
e
Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).
Students of color are less likely to graduate from high school on time.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Moreover, no matter how you cut the data, our students
aren’t doing well compared with their peers in other
countries.
© 2013 THE EDUCATION TRUST
Source:
Of 34 OECD countries, the U.S. ranks 12th in reading literacy.
Kore
aFin
land
Cana
daNew
Zeala
ndJa
pan
Aust
ralia
Nethe
rland
sBe
lgium
Norw
ayEs
toni
aSw
itzer
land
Polan
dIce
land
Unite
d St
ates
Swed
enGe
rman
y Ire
land
Fran
ceDe
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Unite
d Ki
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erag
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lySlo
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ic
Slova
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ublic
Israe
lLu
xem
bour
gAu
stria
Turk
eyCh
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Mex
ico
300
350
400
450
500
5502009 PISA - Reading
Aver
age
Scal
e Sc
ore
U.S.A. OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
“Highlights from PISA 2009,” NCES, 2010
© 2013 THE EDUCATION TRUST
Source: “Highlights from PISA 2009,” NCES, 2010
Finlan
dJa
pan
Kore
aNew
Zeala
ndCa
nada
Esto
nia
Aust
ralia
Nethe
rland
sGe
rman
ySw
itzer
land
Unite
d Ki
ngdo
mSlo
veni
aPo
land
Irelan
dBe
lgium
Hung
ary
Unite
d St
ates
OECD
Aver
age
Czec
h Re
publ
icNor
way
Denm
ark
Fran
ceIce
land
Swed
enAu
stria
Portu
gal
Slova
k Rep
ublic
Italy
Spain
Luxe
mbo
urg
Gree
ceIsr
ael
Turk
eyCh
ileM
exico
350
400
450
500
550
6002009 PISA - Science
Aver
age
scal
e sc
ore
OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD countries, the U.S. ranks 17th in science.
U.S.A.
© 2013 THE EDUCATION TRUST
Source: “Highlights from PISA 2009,” NCES, 2010
Kore
aFin
land
Switz
erlan
dJa
pan
Cana
daNet
herla
nds
New Ze
aland
Belgi
umAu
stra
liaGe
rman
yEs
toni
aIce
land
Denm
ark
Slove
nia
Norw
ayFr
ance
Slova
k Rep
ublic
Aust
riaOEC
D Av
erag
ePo
land
Swed
enCz
ech
Repu
blic
Unite
d Ki
ngdo
mHu
ngar
yLu
xem
bour
gUni
ted
Stat
esIre
land
Portu
gal
Spain Ita
lyGr
eece
Israe
lTu
rkey
Chile
Mex
ico
350
400
450
500
550
600 2009 PISA - Math
Aver
age
scal
e sc
ore
OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD countries, the U.S. ranks 25th in math.
U.S.A.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2013 THE EDUCATION TRUST
Source:
Among OECD countries, the U.S. has the fourth largest science 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
Nethe
rland
sGe
rman
ySlo
vak R
epub
New Ze
aland
Aust
riaGr
eece
Hung
ary
Portu
gal
Swed
enOEC
D Av
erag
eAu
stra
liaSp
ainDe
nmar
kIre
land
Norw
ayM
exico 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. OECD
© 2013 THE EDUCATION TRUST
Source:
Among OECD countries, the U.S. has the fifth largest reading gap between high-SES and low-SES students.
Hung
ary
Belgi
umLu
xem
bour
gFr
ance
Unite
d St
ates
Aust
riaGe
rman
yNew
Zeala
ndIsr
ael
Switz
erlan
d
Unite
d Ki
ngdo
mTu
rkey
Chile
Gree
ceSw
eden
Aust
ralia
OECD
aver
age
Slove
nia
Polan
dPo
rtuga
l
Slova
k Rep
ublic
Irelan
dIta
lyCz
ech
Repu
blic
Mex
icoSp
ainDe
nmar
kNet
herla
nds
Japa
nKo
rea
Norw
ayCa
nada
Finlan
dIce
land
Esto
nia
350
400
450
500
550
6002009 PISA – Reading
Gap
in A
vera
ge S
cale
Sco
re
PISA 2009 Results, OECD, Table II.3.1
U.S.A. OECD
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
We used to make up for at least some of this by sending
more of our students to college than anybody else.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Cana
daIsr
ael
Japa
nUn
ited
Stat
esNe
w Ze
aland
Kore
aFin
land
Austr
alia
Unite
d Ki
ngdo
mNo
rway
Esto
nia
Irelan
dSw
itzer
land
Luxe
mbo
urg
Denm
ark
Belgi
umSw
eden
Neth
erlan
dsIce
land
OECD
aver
age
Spain
Fran
ceGe
rman
yCh
ileGr
eece
Slove
nia
Polan
dHu
ngar
yAu
stria
Mex
icoSlo
vak R
epub
licCz
ech
Repu
blic
Portu
gal
Italy
Turk
ey
0%
20%
40%
60%
80%
100%
Percentage of residents aged 25-64 with a postsecondary degree
United States
OECD Average
Note: Adults with a postsecondary degree include those who have completed either a tertiary-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 tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
Though no longer #1, we’re still relatively strong in overall educational attainment
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Kore
aCa
nada
Japa
nIre
land
Norw
ayNe
w Ze
aland
Unite
d Ki
ngdo
mAu
strali
aDe
nmar
kLu
xem
bour
gFr
ance
Israe
lBe
lgium
Swed
enUn
ited
Stat
esNe
ther
lands
Switz
erlan
dFin
land
Spain
OECD
aver
age
Esto
nia
Icelan
dPo
land
Chile
Slove
nia
Gree
ceGe
rman
yHu
ngar
yPo
rtuga
lAu
stria
Slova
k Rep
ublic
Czec
h Re
publ
icM
exico Italy
Turk
ey
0%
20%
40%
60%
80%
100%
Percentage of residents aged 25-34 with a postsecondary degree
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
Note: Adults with a postsecondary degree include those who have completed either a tertiary-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 tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
But our world standing drops to 15th for younger adults
United StatesOECD Average
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Kore
aPo
land
Fran
ceIre
land
Denm
ark
Luxe
mbo
urg
Chile
Norw
aySw
eden
Spain
Belgi
umPo
rtuga
lCa
nada
Japa
nUn
ited
King
dom
Austr
alia
Slove
nia
OECD
aver
age
New
Zeala
ndNe
ther
lands
Italy
Switz
erlan
dGr
eece
Hung
ary
Slova
k Rep
ublic
Turk
eyM
exico
Icelan
dCz
ech
Repu
blic
Austr
iaFin
land
Unite
d St
ates
Germ
any
Esto
nia
Israe
l0%
20%
40%
60%
80%
100%
Difference in percentage of residents aged 45-54 and those aged 25-34 with a postsecondary degree
Note: Adults with a postsecondary degree include those who have completed either a tertiary-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 tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
We’re near the bottom in intergenerational progress
OECD Average
United States
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
That’s a quick look at the country as a whole. What
about Nevada?
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
You’ve seen your state assessment and graduation
data before.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
White Latino African American0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8%18% 24%12%
20%22%
49%
47%42%
32%15% 12%
Grade 4 Reading (2012)
Exceeds StandardMeets StandardApproaches StandardEmergent/Developing
Perc
ent o
f Stu
dent
sStudents of Color Less than Half as Likely to
Exceed State Reading Standards
Source: Nevada Department of Education
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
White Latino African American0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
6% 11%18%
23%
36%38%
64%
51%43%
8% 3% 1%
Grade 8 Math (2012)
Exceeds StandardMeets StandardApproaches StandardEmergent/Developing
Perc
ent o
f Stu
dent
sStudents of Color 2-3 Times More Likely to
Perform at Lowest Level in Math
Source: Nevada Department of Education
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
White Latino African American0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
7%18% 23%6%
13%15%
67%
62%56%
19%6% 5%
Grade 11 Reading (2012)
Exceeds StandardMeets StandardApproaches StandardEmergent/Developing
Perc
ent o
f Stu
dent
sStudents of Color More Likely to Fall Short of State Reading Standards in High School
Source: Nevada Department of Education
© 2013 THE EDUCATION TRUST
Low Graduation Rates for All Groups of Students
Overall White Latino African-American0%
20%
40%
60%
80%
100%
58%66%
47% 47%
Nevada – Class of 2010
Aver
aged
Fre
shm
an G
radu
ation
Rat
e
Source: NCES, “ Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10: First Look,” (2013), http://nces.ed.gov/pubs2013/2013309.pdf.
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Percent of NV ACT-Takers Meeting College-Ready Benchmarks
English Comp
College Algebra
Social Science
Biology All Four0%
10%20%30%40%50%60%70%
Nevada
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Percent of NV ACT-Takers Meeting All Four College-Ready Benchmarks
Black American Indian
White Latino Asian0%5%
10%15%20%25%30%35%
Nevada
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
What about performance on the national assessment?
There’s some good news here.
© 2013 THE EDUCATION TRUST
Nevada’s Students Improving Faster than National Average in Reading
National Public
Nevada
Florida
Georgia
Pennsylvania
Massachusetts
Maryland
Alabama
0 4 8 12 16 20
4
6
7
7
8
9
12
13
Students Overall – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
© 2013 THE EDUCATION TRUST
Latino Students in Nevada Improved at One of the Fastest
Rates Nationwide
National Public
Nevada
New Hampshire
Georgia
Massachusetts
Maryland
0 4 8 12 16 20
6
11
11
13
14
17
Latino Students – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
© 2013 THE EDUCATION TRUST
Low-Income Students in Nevada Improved Nearly Twice as Fast as Low-
Income Students Nationwide
National Public
Nevada
New Hampshire
Florida
New Jersey
Pennsylvania
Alabama
Maryland
0 4 8 12 16 20
6
10
10
11
12
13
16
16
Low-Income Students – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
© 2013 THE EDUCATION TRUST
Nevada’s Students Improving Faster than National Average in Math
National Public
Nevada
Maryland
New Mexico
Rhode Island
Hawaii
Massachusetts
New Jersey
Texas
Arkansas
0 4 8 12 16 20 24 28
7
10
10
11
11
12
12
13
13
13
Students Overall – Grade 8 Math (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
© 2013 THE EDUCATION TRUST
Latino Students in Nevada Improved at One of the Fastest
Rates Nationwide
National Public
Idaho
Nevada
Pennsylvania
Rhode Island
Texas
Delaware
Massachusetts
Arkansas
0 4 8 12 16 20 24 28
11
16
16
16
16
16
17
18
24
Latino Students – Grade 8 Math (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But clearly we’ve got to move faster, because
performance still trails that in other states.
© 2013 THE EDUCATION TRUST
Source:
Mas
sach
usett
sM
aryla
ndCo
nnec
ticut
Verm
ont
North
Dak
ota
Kent
ucky
Florid
aOhi
oCo
lora
doNew
York
Min
neso
taNor
th C
arol
ina
Idah
oIn
dian
aW
ashi
ngto
nM
issou
riNati
onal
publ
icIlli
nois
Texa
sOre
gon
Sout
h Ca
rolin
aW
est V
irgin
iaNev
ada
Calif
orni
aM
ississ
ippi
Alas
ka
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Nevada’s Overall Performance Trails Other States
NV
© 2013 THE EDUCATION TRUST
Source:
Nevada’s Overall Performance Trails Other StatesM
assa
chus
etts
New Je
rsey
Mon
tana
North
Dak
ota
Sout
h Da
kota
Kans
asM
aine
Ohio
Mar
yland
Conn
ectic
utNor
th C
arol
ina
Indi
ana
Utah
Illino
isRh
ode I
sland
Nation
al pu
blic
Miss
ouri
Sout
h Ca
rolin
aM
ichiga
nAr
kans
asGe
orgia
Florid
aNew
Mex
icoW
est V
irgin
iaCa
lifor
nia
Alab
ama
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
All about demographics?
© 2013 THE EDUCATION TRUST
Nevada Schools: More Diverse Than Many States
40%
37%
10%
7%
5% 1%
Nevada Public School Enrollment (2011-12)
LatinoWhiteAfrican AmericanAsian/Pacific IslanderMultiracialAmerican Indian/Alaska Native
Source: Nevada Department of Education
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But, even when you compare “same” group of students,
Nevada’s children are behind.
© 2013 THE EDUCATION TRUST
Source:
Mar
yland
Florid
aNew
Ham
pshi
reM
assa
chus
etts
North
Dak
ota
Wyo
min
gOhi
oVi
rgin
iaHa
waii
New Yo
rkNeb
rask
aSo
uth
Dako
taNor
th C
arol
ina
Nation
al pu
blic
Arka
nsas
Conn
ectic
utNev
ada
Arizo
naM
ississ
ippi
Penn
sylva
nia
Idah
oIo
wa
Was
hing
ton
Utah
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
In Nevada, Latino Students Below the National Average for Latinos
NV
© 2013 THE EDUCATION TRUST
Source:
North
Dak
ota
Mas
sach
usett
sDe
lawar
eTe
xas
Virg
inia
Was
hing
ton
New Yo
rkGe
orgia
Colo
rado
North
Car
olin
aNati
onal
publ
icPe
nnsy
lvani
aSo
uth
Dako
taAr
izona
Indi
ana
Nevad
aOkla
hom
aSo
uth
Caro
lina
Illino
isM
ississ
ippi
Arka
nsas
Wes
t Virg
inia
Main
e
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Black Students Below National Average in Nevada
NV
© 2013 THE EDUCATION TRUST
Source:
Mas
sach
usett
sNew
Jers
eyCo
lora
doVi
rgin
iaPe
nnsy
lvani
aNor
th C
arol
ina
New H
amps
hire
Geor
giaAl
abam
aNeb
rask
aOhi
oW
ashi
ngto
nM
onta
naVe
rmon
tW
iscon
sinHa
waii
Utah
Miss
ouri
Idah
oIo
wa
New M
exico
Nevad
aAl
aska
Orego
nTe
nnes
see
Wes
t Virg
inia
160
170
180
190
200
210
220
230
240
250
260
Grade 4 – NAEP Reading (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Far Below the National Average for White Students
NV
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And the same patterns exist in 8th grade math.
© 2013 THE EDUCATION TRUST
Source:
Lower Income Students in Nevada Behind Peers in Other States
Texa
sM
onta
naVe
rmon
tSo
uth
Dako
taM
aine
New H
amps
hire
Ohio
North
Car
olin
aCo
lora
doOre
gon
Kent
ucky
Oklaho
ma
Illino
isW
iscon
sinNati
onal
publ
icNeb
rask
aAl
aska
Penn
sylva
nia
Arizo
naGe
orgia
New M
exico
Mar
yland
Loui
siana
Wes
t Virg
inia
Miss
issip
piAl
abam
a
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
© 2013 THE EDUCATION TRUST
Source:
Higher Income Students in NevadaTrail Peers Nationwide
Mas
sach
usett
sM
inne
sota
New Je
rsey
Mon
tana
North
Car
olin
aM
aryla
ndW
ashi
ngto
nVi
rgin
iaPe
nnsy
lvani
aM
aine
Illino
isNati
onal
publ
icOre
gon
Indi
ana
Kent
ucky
Wyo
min
gDe
lawar
eNew
York
Miss
ouri
Florid
aM
ichiga
nCa
lifor
nia
Miss
issip
piTe
nnes
see
Haw
aiiW
est V
irgin
ia
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2011)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Post High School?
© 2013 THE EDUCATION TRUST
Source:
Relatively few of Nevada’s graduates go on to college
Miss
issip
piNew
York
New Je
rsey
Geor
giaVi
rgin
iaNew
Mex
icoRh
ode I
sland
Delaw
are
Indi
ana
Kans
asLo
uisia
naPe
nnsy
lvani
aU.S
.Ohi
oAr
kans
asTe
nnes
see
Kent
ucky
Mich
igan
Wisc
onsin
Florid
aIlli
nois
Oklaho
ma
Mon
tana
Was
hing
ton
Verm
ont
Alas
ka
0%
20%
40%
60%
80%
100%High School Graduates Going Directly to College (2008)
Colle
ge C
ontin
uatio
n Ra
te
Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986-2008”
Nevada
© 2013 THE EDUCATION TRUST
Source:
When High School Dropout Rate is Factored In, the Picture is Worse
(HS Grad Rate x College Continuation Rate, 2008)
Sout
h Da
kota
New Je
rsey
North
Dak
ota
Conn
ectic
utNew
Ham
pshi
rePe
nnsy
lvani
aVi
rgin
iaRh
ode I
sland
Miss
ouri
Indi
ana
Mar
yland
Colo
rado
Calif
orni
aTe
nnes
see
North
Car
olin
aUta
hW
est V
irgin
iaM
ichiga
nKe
ntuc
kyNew
Mex
icoM
onta
naLo
uisia
naTe
xas
Was
hing
ton
Arizo
naNev
ada
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
44.0%
Chart Title
Chan
ce fo
r Col
lege
by
Age
19
Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986--2008”
45.8%
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And of those who enter, few graduate.
© 2013 THE EDUCATION TRUST
Source:
Among those who start in four-year colleges, Nevada has one of the lowest Bachelor’s degree attainment rates
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
Dist
rict o
f Col
umbi
a M
assa
chus
etts
Pen
nsylv
ania
Iow
a C
alifo
rnia
New
York
V
erm
ont
New
Jers
ey Il
linoi
s M
aine
Mich
igan
Indi
ana
U.S.
Neb
rask
a F
lorid
a W
yom
ing
Geo
rgia
Miss
issip
pi
Tex
as N
orth
Dak
ota
Okla
hom
a W
est V
irgin
ia H
awaii
L
ouisi
ana
Nev
ada
Alas
ka
0%
20%
40%
60%
80%
100%
Six-Year College Graduation Rate (2009)
Gra
duati
on R
ate
Nevada
© 2013 THE EDUCATION TRUST
Source:
Six-Year College Graduation Rates Hispanic, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
Mai
ne
Dist
rict o
f Col
umbi
a M
assa
chus
etts
Mar
yland
P
enns
ylvan
ia
Virg
inia
C
onne
cticu
t O
hio
Wyo
min
g M
ichig
an
Ten
ness
ee
New
Jers
ey M
issou
ri A
laba
ma
U.S.
Ore
gon
Uta
h A
rkan
sas
Neb
rask
a C
olor
ado
Tex
as O
klaho
ma
Wes
t Virg
inia
M
onta
na
Ariz
ona
Sou
th D
akot
a
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
48.7%
Gra
duati
on R
ate
62.5%
© 2013 THE EDUCATION TRUST
Source:
Six-Year College Graduation Rates African American, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
New
Ham
pshi
re
Main
e
Dist
rict o
f Col
umbi
a V
erm
ont
Con
necti
cut
New
Jers
ey N
ew Yo
rk
Nor
th C
arol
ina
Geo
rgia
Ore
gon
Mar
yland
U.S
. M
issou
ri T
enne
ssee
K
entu
cky
Illin
ois
Okla
hom
a N
ew M
exico
N
evad
a M
onta
na
Alab
ama
Tex
as K
ansa
s U
tah
Sou
th D
akot
a A
rkan
sas
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
39.1%
Gra
duati
on R
ate
40%
© 2013 THE EDUCATION TRUST
Source:
Six-Year College Graduation Rates White, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
Dist
rict o
f Col
umbi
a D
elaw
are
Mas
sach
usett
s P
enns
ylvan
ia R
hode
Islan
d Io
wa
Illin
ois
Nor
th C
arol
ina
Sou
th C
arol
ina
Wisc
onsin
M
ichiga
n U.S
. M
ississ
ippi
M
aine
Ohi
o T
exas
Alab
ama
Wyo
min
g C
olor
ado
Ken
tuck
y O
klaho
ma
Lou
isian
a A
rkan
sas
New
Mex
ico
Idah
o H
awaii
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
60.8%
Gra
duati
on R
ate
72.9%
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Only place Nevada’s performance is strong relative to other states?
Community College Student Success
© 2013 THE EDUCATION TRUST
Source:
Among those in Associate’s programs, Nevada has one of the highest completion rates
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=l&id=0&wt=40
First-time, full-time freshmen completing an AA or certificate within 3 years
Sou
th D
akot
a F
lorid
a A
rizon
a C
alifo
rnia
Pen
nsylv
ania
Wisc
onsin
W
ashi
ngto
n M
issou
ri N
ebra
ska
Virg
inia
U.S.
Okla
hom
a Id
aho
Ten
ness
ee
Main
e M
ississ
ippi
In
dian
a A
rkan
sas
Mar
yland
N
ew Yo
rk
Mas
sach
usett
s H
awaii
M
ichiga
n V
erm
ont
Dela
war
e C
onne
cticu
t
0%
20%
40%
60%
80%
100%Three-Year College Graduation Rate (2009)
Gra
duati
on R
ate
Nevada
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Put this all together, and few young adults in Nevada have completed a
postsecondary degree.
© 2013 THE EDUCATION TRUST
Source:
Nevada has one of the lowest rates of young adults with at least an associate’s degree
2009 American Community Survey data from NCHEMS Information Center , http://www.higheredinfo.org/dbrowser/?level=nation&mode=data&state=0&submeasure=239
Mas
sach
usett
sM
inne
sota
New Je
rsey
New H
amps
hire
Iow
aIlli
nois
Virg
inia
Nebra
ska
Haw
aiiKa
nsas
Wisc
onsin U.S
.Nor
th C
arol
ina
Utah
Ohio
Delaw
are
Sout
h Ca
rolin
aFlo
rida
Kent
ucky
Wyo
min
gAl
abam
aOkla
hom
aLo
uisia
naAl
aska
Nevad
aAr
kans
as
0%
20%
40%
60%
80%
100%
Adults Ages 25-34 with at least an Associate’s Degree (2009)
Perc
ent w
ith C
olle
ge D
egre
e
Nevada
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
In sum, Nevada is below average in a country whose
results are increasingly below the international average.
Not a place you want to be.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
What Can You Do?
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
First, don’t accept the excuses.
© 2013 THE EDUCATION TRUST
What we hear many say:
• They’re poor.• They don’t speak English.• Their parents don’t care.• They come to school without
breakfast.• They don’t have enough books.• They don’t have enough
parents.
© 2013 THE EDUCATION TRUST
On the college level, we hear much the same thing:
• Our students are unprepared.• They come from a culture of
poverty.• They have to work too many
hours.• Their families don’t value college
education.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But if there’s truly nothing that we can do, why are low-income students and students of color performing so much higher in
some schools? Some colleges? Even some whole states?
© 2013 THE EDUCATION TRUST
Source:
Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana
• 341 students in grades PK – 6– 97% African American
• 88% Low Income
Louisiana Department of EducationNote: Enrollment and demographic data are from 2009-2010
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Big Gains at Bethune Elementary
2007 20110%
20%
40%
60%
80%
100%
41%
75%
59%
67%
Students Overall – Grade 5 Math
BethuneLouisiana
Perc
enta
ge B
asic
or A
bove
Louisiana Department of Education
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Exceeding State Averages at Bethune Elementary
English Language Arts Math0%
20%
40%
60%
80%
100%
86% 90%
58%52%
African-American Students – All Grades (2009)
BethuneLouisiana
Perc
enta
ge B
asic
or A
bove
Louisiana Department of Education
© 2013 THE EDUCATION TRUST
Source:
Outperforming the Stateat Bethune Elementary
Bethune Louisiana0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3%14%6%
20%28%
46%44%
15%19%4%
Students Overall – Grade 5 Social Studies (2011)
AdvancedMasteryBasicApproaching BasicUnsatisfactory
Perc
enta
ge o
f Stu
dent
s
Source: Louisiana Department of Education
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Halle Hewetson Elementary SchoolLas Vegas, NV
• 938 students in grades PK – 5– 87% Latino– 5% African American
• 100% Low Income• 62% Limited English
Proficient
Source: Nevada Department of EducationNote: Data are for 2011-12 school year
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Source: Nevada Department of Education
2004 20100%
20%
40%
60%
80%
100%
7%
78%
26%
50%
Latino Students – Grade 3 Reading
HewetsonNevada
Perc
enta
ge M
eets
Sta
ndar
ds a
nd A
bove
Big Improvementat Halle Hewetson Elementary
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Source: Nevada Department of Education
All Latino Low Income0%
20%
40%
60%
80%
100%
88% 89% 88%
70%62% 61%
Grade 4 Reading (2012)
HewetsonNevada
Perc
enta
ge M
eets
Sta
ndar
ds a
nd A
bove
Outperforming the Stateat Halle Hewetson Elementary
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Source: Nevada Department of Education
All Latino Low Income0%
20%
40%
60%
80%
100%
83% 86% 83%
71%66% 64%
Grade 5 Math (2012)
HewetsonNevada
Perc
enta
ge M
eets
Sta
ndar
ds a
nd A
bove
Outperforming the Stateat Halle Hewetson Elementary
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Halle Hewetson Nevada0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
9%
24%33%
34%
55%
30%
12%
Low-Income Students – Grade 3 Math (2012)
Exceeds StandardMeets StandardApproaches StandardEmergent/Developing
Perc
ent o
f Stu
dent
sExceeding State Standards
at Halle Hewetson Elementary
Source: Nevada Department of Education
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Big gains in some districts, too.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
National Public
Los Ange-
les
San Diego
Houston
Boston
0 5 10 15 20 25
11
15
15
17
19
Latino Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
In Boston and Houston, Latino students made far faster progress between 2003 and 2011 than in the country as a
whole
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
National Public
Chicago
Atlanta
Boston
0 5 10 15 20 25
10
15
21
21
African-American Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally
© 2013 THE EDUCATION TRUST
Colleges Can Close Gaps, Too:Virginia Commonwealth University
2004 2005 2006 2007 2008 2009 201030
35
40
45
50
34.5
49.8
41.9
49.1
Black Grad Rate White Grad Rate
Six-Year Graduation Rates at VCU (2004-2010)First-time, full-time freshmen who graduated from the same college they started from 6 years ago
Source: Education Trust analysis of IPEDS data.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
You can help by pointing to the successes—here in Nevada and elsewhere--and by pressing for
similar results.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Second, start early, especially with low-income
children.
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High quality pre-school is the best investment we can make. It pays to prevent
problems rather than ameliorate them later.
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Third, get behind the Common Core Standards.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But adopting the standards and the new tests isn’t
enough.You’ve got to make sure that all
students take the courses in high school that lead to college
readiness.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
And a few more “workshops” on the new standards won’t
do the trick.We need to help teachers remake what they do every day, especially the assignments they give to their
students.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Students can do no better than the assignments we
give them.
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUSTSource: Unnamed school district in California, 2002-03 school year.
Essay on Anne Frank
Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book
You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.
Grade 7 Writing Assignment
© 2013 THE EDUCATION TRUST
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.
Grade 7 Writing Assignment
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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 regularly to measure progress; and,
• Don’t leave student supports to chance.
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In other words, they strive for consistency in everything
they do.And they bring that consistency to
school discipline, as well.
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Fourth, keep up the work on teacher effectiveness, even
though it is hard.
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Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
© 2013 THE EDUCATION TRUST
DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING
The distribution of value-added scores for ELA teachers in LAUSD
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
So, there are VERY BIG differences among our
teachers.
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BUT…
We pretend that there aren’t.
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Source:
Make sure your state and districts are acting on this knowledge by:
• Putting into place an honest evaluation system, that takes student growth into account;
• Training principals and expert teachers in evaluation and feedback techniques;
• Providing support to teachers who are struggling;
• Working hard to hold onto the strongest ones, and chasing out the weak ones; and,
• Assuring that all groups of children get their fair share of strong teachers.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Fifth, principals matter hugely. States and districts need clear plan to grow new
leaders.
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This is way too important to be left to higher education.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Sixth, higher education needs your attention, too.
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Current College Completion Rates:4-Year Colleges
Fewer than 4 in 10 (38%) entering freshmen obtain a bachelor’s degree within 4 years
Within six years of entry, that proportion rises to just under 6 in 10 (58%)
If you go beyond IPEDS, and look at graduation from ANY institution, number grows to about two-thirds.
NCES (March 2012). First Look: Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 and 2006 Cohorts; and Financial Statistics Fiscal Year 2009. Ed Trust analysis of BPS:09.
© 2013 THE EDUCATION TRUST
But graduation rates vary widely across the nation’s postsecondary institutions
0-5 5.1-10
10.1-15
15.1-20
20.1-25
25.1-30
30.1-35
35.1-40
40.1-45
45.1-50
50.1-55
55.1-60
60.1-65
65.1-70
70.1-75
75.1-80
80.1-85
85.1-90
90.1-95
95.1-100
0
50
100
150
200
250
14
5377 70
102 115139
181151
190152
168147 135
89 8451 54
38 30
Distribution of six-year graduation rates for first-time, full-time freshmen at four-year institutions
Graduation Rate
Num
ber o
f Ins
tituti
ons
Ed Trust analysis of College Results Online dataset 2010.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Some of these differences are clearly attributable to
differences in student preparation and/or
institutional mission.
n/a
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
But…when you dig underneath the averages,
one thing is very clear:
Some colleges are far more successful than their
students’ “stats” would suggest.
Ed Trust analysis of College Results Online dataset 2009.
© 2013 THE EDUCATION TRUST
College Results Onlinewww.collegeresults.org
College Results Online 2010.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Colleges need to be pressed to work harder to make sure those they admit actually get
the degrees they are seeking.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Finally, mind the gaps in opportunity and achievement.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
True, gaps in achievement 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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We spend less on their education…
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Funding Gaps Within States: National inequities in state and local revenue per student
GapHigh-Poverty versus Low-Poverty Districts
–$773 per student
High-Minority versus Low-Minority Districts
–$1,122 per student
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
We expect less of them.....
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in poor schools receive As for work that would earn Cs in affluent schools.
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh-Grade Math
Low-poverty schools High-poverty schools
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We teach them less…
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
African American Latino White Asian0%
20%
40%
60%
80%
100%
35%
68%63%
94%
Perc
enta
ge o
f stu
dent
s who
wer
e in
the
top
two
quin
-til
es o
f mat
h pe
rfor
man
ce in
fift
h gr
ade
and
in a
lgeb
ra
in e
ight
h gr
ade
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).
Even African-American students with high math performance in fifth grade are unlikely
to be placed in algebra in eighth grade
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Students of color are less likely to attend high schools that offer calculus.
Schools with the Most Black and Latino Students
Schools with the Fewest Black and Latino Students
0% 10% 20% 30% 40% 50% 60%
29%
55%
Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection
Percent of Schools Offering Calculus
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And we assign them disproportionately to our least
experienced, least well-educated, and least effective teachers…
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Students at high-minority schools more likely to be taught by novice* teachers.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer experience.
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Math classes at high-poverty, high-minority secondary schools are more likely to be taught by
out-of-field* teachers.
Poverty Minority0%
30%
25%22%
11%13%
HighLow
Perc
ent o
f Cla
ss T
augh
t by
Teac
hers
W
ith N
eith
er C
ertifi
catio
n no
r Maj
or
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 Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S. Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
© 2013 THE EDUCATION TRUST
Tennessee: High-poverty/high-minority schools have fewer of the “most effective” teachers and
more “least effective” teachers.
17.6%
21.3%
23.8%
16%
0
5
10
15
20
25
High-poverty/high-minority schools
Low-poverty/low-minority schools
Per
cen
t o
f Te
ach
ers
Most Effective Teachers
Least Effective Teachers
Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.
Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority.
© 2013 THE EDUCATION TRUST
Los Angeles: Black, Latino students have fewer highly effective teachers, more weak
ones.
Latino and black students are:
3X as
likely to get low- effectiveness teachers
½ as
likely to get highly effective teachers
READING/LANGUAGE ARTS
Source: Education Trust—West, Learning Denied, 2012.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
The results are devastating.
Kids who come in a little behind, leave a lot behind.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Those practices aren’t good for kids. And they are not
good for our country.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
We are taking the diversity that should be our
competitive advantage in the international marketplace,
and obliterating it.Don’t just stand by and watch,
even if they are not “your” kids. Speak up. Demand the data.
Demand progress.
© 2013 THE EDUCATION TRUST
Washington, D.C. Royal Oak, MI 202/293-1217 734/619-8009
Oakland, CA
510/465-6444
Download this presentation and learn more about the Education Trust. www.edtrust.org