© The Education Trust, Inc., 2003 1 Latino Achievement in America.

59
1 © The Education Trust, Inc., 2003 Latino Achievement in America

Transcript of © The Education Trust, Inc., 2003 1 Latino Achievement in America.

1© The Education Trust, Inc., 2003

Latino Achievement in America

2© The Education Trust, Inc., 2003

Between 1970 and 1990, the

achievement gap between Latino

and White students narrowed by

one half or more.

Since 1990, the gap has been flat,

or in some subjects, is wider.

3© The Education Trust, Inc., 2003

Gap Narrows, Then Holds SteadyMath Scores, 13 Year-Olds

200

220

240

260

280

300

1973

1978

1982

1986

1990

1992

1994

1996

1999

Av

era

ge

Sc

ale

S

co

re

Latino White

Source: US Department of Education, National Center for Education Statistics. NAEP 1 999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

4© The Education Trust, Inc., 2003

Gap Narrows, Then Progress Stops Reading, 17 Year-Olds

200

220

240

260

280

300

1971

1975

1980

1984

1988

1990

1992

1994

1996

1999

Av

era

ge

Sc

ale

Sc

ore

Latino White

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

5© The Education Trust, Inc., 2003

The achievement gap:

How far has the system left

Latino students behind?

6© The Education Trust, Inc., 2003

Nationally, 4th Grade Latinos Lag Behind Their White Peers in Reading (2003)

57

26

29

35

14

39

0%

10%

20%

30%

40%50%

60%

70%

80%

90%

100%

Latino White

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

7© The Education Trust, Inc., 2003

And Things Are Similarin 8th Grade Mathematics (2003)

53

21

36

43

11

36

0%10%20%30%40%50%60%70%80%90%

100%

Latino White

Prof/ AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

8© The Education Trust, Inc., 2003

The results of the Latino

achievement gap by the

end of high school?

9© The Education Trust, Inc., 2003

Latino 17 Year Olds Have Been Taught Math to the Same Levels

as White 13 Year Olds

0%

20%

40%

60%

80%

100%

200 250 300 350

Scale Scores

Perc

en

tag

e o

f S

tud

en

ts

White Latino

Source: NAEP 1999 Long Term Trends Summary Tables (online)

10© The Education Trust, Inc., 2003

Latino 17 Year Olds Have BeenTaught to Read to the Same Levels

as White 13 Year Olds

Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

0%

20%

40%

60%

80%

100%

150 200 250 300 350

Scale Scores

Pe

rce

nta

ge

of S

tud

en

ts

White Latino

11© The Education Trust, Inc., 2003

The consequences of the

achievement gap reach

beyond high school

12© The Education Trust, Inc., 2003

College going rates for Latino and White students are close …

0

10

20

30

40

50

60

70

80

9019

77

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

White College-Going Latino College Going

Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.

13© The Education Trust, Inc., 2003

But BA completion rates are greater for Whites than for Latinos

0

10

20

30

40

50

60

70

80

90

Latino Completion White Completion

Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.

14© The Education Trust, Inc., 2003

Regardless of Race/Ethnicity, More Than 9 in 10 Students in Grades 6-12 and Their Parents Expect

the Student to Attend Postsecondary Ed.

94% 96% 94%90% 96%94%

0%

50%

100%

Students Parents

Per

cen

t

African American

Latino

White

Source: NCES, Getting Ready to Pay for College, September 2003.

15© The Education Trust, Inc., 2003

Add it all up...

16© The Education Trust, Inc., 2003

Of Every 100 White Kindergartners:

93 Graduate from high school

65 Complete at least some college

33 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.

17© The Education Trust, Inc., 2003

Of Every 100 Latino Kindergartners:

63 Graduate from high school

32 Complete at least some college

11 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.

18© The Education Trust, Inc., 2003

It doesn’t have to be this way!

Latino children will rise to the

challenge when it’s presented

to them

19© The Education Trust, Inc., 2003

Latino students

ARE succeeding

in some schools ...

20© The Education Trust, Inc., 2003

Hambrick Middle School,Aldine, TX

• 72% Latino (state = 42%)

• 22% African American (state = 14%)

• 85% low-income (state = 50%)

Source: Texas Education Agency Web site.

21© The Education Trust, Inc., 2003

Hambrick Middle School, Aldine, TX

29%

93%

46%

87%

0%

25%

50%

75%

100%

1994 2002

8th

gra

der

s p

assi

ng

all

test

s

Latino White

Source: Texas Education Agency Web site.

22© The Education Trust, Inc., 2003

Hambrick Middle School,Aldine, TX

• Has performed in the top fifth of all Texas middle schools in both reading and math in both 7th and 8th grades over a 3-year period.

Source: Texas Education Agency Web site.

23© The Education Trust, Inc., 2003

Some districts...

24© The Education Trust, Inc., 2003

Pueblo, CO: Raising Achievement for Students While Narrowing Gaps,

Reading 3rd Grade

50%

60%

70%

80%

90%

100%

1998 1999 2000 2001 2002 2003

Perc

en

t at

or

ab

ove P

rofi

cie

nt

White LatinoSource: Pueblo District 60

State Average 2003= 74%

25© The Education Trust, Inc., 2003

180

190

200

210

Los Angeles Chicago District ofColumbia

National (Public) New York City Houston

Latino Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)

Sca

le S

core

26© The Education Trust, Inc., 2003

And some entire states...

27© The Education Trust, Inc., 2003

Latino 8th Graders in Some States are Making Much Better Gains than the National

Average in Math

United States +6

District of Columbia +22

Hawaii and Georgia +15

Arkansas +14

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

* Gains Between 2000 and 2003

28© The Education Trust, Inc., 2003

Delaware: Gains in Grade 4 Reading

Outpace the Nation, 1998-2003

15

33

4

7

0

5

10

15

20

25

30

35

White Gain Latino Gain

Delaware

United States

Source: NCES, National Assessment of Educational Progress

Change in Average Scale Score

29© The Education Trust, Inc., 2003

Latinos in Ohio Perform as Well or Better Than Whites

in 21 States (2003 NAEP 8th Grade Reading)

259260

262262

265265

266267267267267267267

268268268268268268268268268

254 256 258 260 262 264 266 268 270

HawaiiWest Virginia

AlabamaNevada

CaliforniaTennessee

ArkansasIdaho

LouisianaMississippiOklahoma

OregonRhode Island

AlaskaArizonaFlorida

GeorgiaNew Mexico

PennsylvaniaUtah

WashingtonOhio

Source: NCES, National Assessment of Educational Progress (NAEP)

Scale Score

30© The Education Trust, Inc., 2003

What do we know

about the places that

are improving results

for Latino students?

31© The Education Trust, Inc., 2003

Element 1: Clear, high

goals for all students

and curriculum aligned

to those goals

32© The Education Trust, Inc., 2003

Transcript Study: single biggest

predictor of college success is

the quality and intensity of

students’ high school curriculum

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.

33© The Education Trust, Inc., 2003

Curriculum Counts:Chances for Bachelor’s Degree

by High School Grads

61

7975

86

010

2030

4050

6070

8090

100

Students Entering 4-YrCollege

Students With Highest HSCurriculum

Latino

White

Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999. Table 40: Bachelor’s degree completion rates for students in the top two quintiles ... who entered 4-year colleges directly from on-time high school graduation by race.

Per

cent

age

34© The Education Trust, Inc., 2003

Element 2: Extra

instruction for students

who need it

35© The Education Trust, Inc., 2003

When Kids Are Behind, Schools Must

Provide More Instruction and Support:

• Kentucky provides extra time for struggling

students in high-poverty schools

• Maryland offers extra dollars for 7th and 8th

graders who need more support

• Indiana gives schools extra funding to provide

instruction for students struggling to meet

state standards

36© The Education Trust, Inc., 2003

Element 3: Good teaching

matters more than

anything else

37© The Education Trust, Inc., 2003

Boston Students with Effective Teachers Showed Greater Gains

in Reading and Math

(0.3)

(-0.6)

(14.6)

(5.6)

-1

16

Math Reading

Ave

rag

e S

tud

ent

Gro

wth

Ove

r O

ne

Yea

r

Least Effective Teachers Most Effective Teachers

Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

38© The Education Trust, Inc., 2003

Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)

76

27

15

90

Beginning 3rd Grade

Score (Percentile)

Avera

ge M

ath

Sco

re 3

yrs

late

r in

Perc

en

tile

s

Dallas StudentsAssigned To 3Highly EffectiveTeachers In ARow

Dallas StudentsAssigned To 3IneffectiveTeachers In ARow

Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

39© The Education Trust, Inc., 2003

Cumulative Effects of Teachers on 5th Grade Math Scores: Tennessee

83%

29%

Students With 3 Very Ineffective Teachers Students With 3 Very Effective Teachers

Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12

Stu

de

nt

gai

ns

ov

er 3

yea

rs

40© The Education Trust, Inc., 2003

But students who need

these resources do not

always get them

41© The Education Trust, Inc., 2003

Latino students get less

than their fair share of

qualified teachers ...

42© The Education Trust, Inc., 2003

Minority Students Get More Inexperienced* Teachers

21%

10%

0%

25%

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.

43© The Education Trust, Inc., 2003

More Math Classes in High-Minority High

Schools are Taught by Teachers Lacking a

Major in the Field

41%

29%

0%

10%

20%

30%

40%

50%

High-minority schools Low-minority schools

Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

44© The Education Trust, Inc., 2003

More Courses in High-Latino High

Schools Taught by Out-of-Field Teachers

40%

31%

24%

0%

10%

20%

30%

40%

50%

90% or HigherLatino

11-89% Latino 10% or LowerLatino

*Teachers lacking a college major in the field. Data for high school core academic classes only.Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

45© The Education Trust, Inc., 2003

Less access to high-level

curriculum ...

46© The Education Trust, Inc., 2003

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

Fewer Latino students are enrolled

in Algebra 2

45

62

0

80

1998

Per

cen

t En

rolle

d

Latino

White

47© The Education Trust, Inc., 2003

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

Fewer Latino students are enrolled in

chemistry

44

63

0

80

1998

Per

cen

t En

rolle

d

Latino

White

48© The Education Trust, Inc., 2003

.. and fewer funds

49© The Education Trust, Inc., 2003

In 31 of 47 states, districts

enrolling the highest proportions of

minority students have

substantially fewer state & local

dollars per student than districts

with the lowest percentages of

minority students.

Source: The Education Trust. Analysis by Greg F.Orlofsky based ib 1999-2000 Department of Education and U.S. Census Bureau data.

50© The Education Trust, Inc., 2003

Funding gap in some states with large Latino population

Source: The Education Trust. Analysis by Greg F.Orlofsky based in 1999-2000 Department of Education and U.S. Census Bureau data.

State Gap Per Pupil* Gap Per

400-pupil School

New York $2,034 $813,600

Texas $1,068 $427,200

Illinois $965 $386,000

* state & local funds between high and low-minority districts. District funding levels adjusted for local price differences and the additional cost of educating low-income students and students with disabilities

51© The Education Trust, Inc., 2003

Given what we know, what

would happen if we had

the courage to change

these patterns?

52© The Education Trust, Inc., 2003

Researchers John Kain and

Eric Hanushek have found

that having an above average

teacher for five years in a row

can completely close the

achievement gap.

53© The Education Trust, Inc., 2003

NCLB Can Help Communities Bolster

Latino Academic Achievement

Under this Powerful New Law You have:

54© The Education Trust, Inc., 2003

You have the right to clear honest information, including:

• all school information regarding your child’s education in Spanish

• your child’s performance in mathematics and reading/language arts

• your child’s school overall performance in comparison to state standards

• your school’s performance with groups of students, including Latinos and English language learners

• the qualifications of your child’s teacher

55© The Education Trust, Inc., 2003

Options for better educational opportunities or services for your child:

• If your child’s school does not meet statewide

goals for 2 years in a row, you have the right to

transfer your child to a higher performing school in

the district

• If the school does not meet its goals for 3 years,

children from low-income families are entitled to

supplemental services

• If you request it, the school must have regular

meetings with you to discuss your concerns about

your child’s education.

56© The Education Trust, Inc., 2003

More options and control for parents of English-language learners:

If your child is placed in a special program to learn English, the school has to notify you of the following:

1. your child’s level of English proficiency;

2. a description of the recommended program and any other programs available;

3. when the school expects the child to join the regular program in English;

4. the expected high school graduation rate of students who participate in the program

57© The Education Trust, Inc., 2003

• If your child is not making adequate progress toward full English proficiency you must be notified within 30 days

• If you are not satisfied with the English learning program you can choose another program or insist that your child be placed in regular academic program

More options and control for parents of English-language learners (cont’d)

58© The Education Trust, Inc., 2003

NCLB gives parents a strong voice to advocate for their children

These are only some of the ways NCLB

can help you ensure that Latino children get a good public school

education

59© The Education Trust, Inc., 2003

The Education Trust

For More Information . . .

www.edtrust.org

202-293-1217