2001 by The Education Trust, Inc. Achievement In America 2001 The Education Trust, Inc.
-
Upload
barry-neal-cobb -
Category
Documents
-
view
212 -
download
0
Transcript of 2001 by The Education Trust, Inc. Achievement In America 2001 The Education Trust, Inc.
2001 by The E
ducation Trust, Inc.A
chie
vem
ent
In America2001
The Education Trust, Inc.
2001 by The E
ducation Trust, Inc.
Section I:
How Many Students Make It Through?
2001 by The E
ducation Trust, Inc.
Grad Rates Flat; MoreNon-Traditional Diplomas
80%
75%
6%
10%
0% 100%
1990
1998
Regular H.S. Diploma GED, other non trad
Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998
(18-24 Year-Old High School Completers)
2001 by The E
ducation Trust, Inc.
Students Graduate From High School
At Different Rates, 2000
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2
87%94%
62%
91%
0%
100%
(AGE 24)
African American Asian Latino White
2001 by The E
ducation Trust, Inc.
Most High School Grads Go On To Postsecondary
Within 2 Years
Entered 2 Year Colleges 26%Entered 4 Year Colleges 45%Other Postsecondary4%Total75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
2001 by The E
ducation Trust, Inc.
Low-Income Students Attend Postsecondary at Lower Rates
AchievementLevel (in quartiles)
Low-Income
High-Income
First (Low) 36% 77%Second 50% 85%Third 63% 90%Fourth (High) 78% 97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64
2001 by The E
ducation Trust, Inc.
Fewer African Americans and Latinos Go to College Immediately
After High School
62%
47%
69%
0%
70%
African American Latino White
Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149
2001 by The E
ducation Trust, Inc.
Remediation at 4 Year-Colleges
Percent of AllStudents Taking
Any remedial reading 10.2
No remedial reading, but > 2other remedial courses
18.7
No remedial reading, but 1 or 2other remedial courses
20.4
No remedial coursework 50.7
Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment.US DOE, OERI, June, 1999.
2001 by The E
ducation Trust, Inc.
College Freshmen Not Returning for Sophomore Year
4 year Colleges 26%
2 year Colleges 45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
2001 by The E
ducation Trust, Inc.
College Freshmen Graduating Within Six Years (NCAA Division I)
39%
65%
46%
37%
59%
0%
70%
African American Asian American Latino Native American White
Source: 1999 NCAA Division I Graduation Rates Report, p.636
2001 by The E
ducation Trust, Inc.
Of Every 100 White Kindergartners:
91 Graduate from HighSchool
62 Complete at LeastSome College
30 Obtain at Least aBachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
2001 by The E
ducation Trust, Inc.
Of Every 100 African American Kindergartners:
87 Graduate from HighSchool
54 Complete at LeastSome College
16 Obtain at Least aBachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
2001 by The E
ducation Trust, Inc.
Of Every 100 Latino Kindergartners:
62 Graduate from HighSchool
29 Complete at LeastSome College
6 Obtain at Least aBachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
2001 by The E
ducation Trust, Inc.
Of Every 100 Asian Kindergartners:
94 Graduate from HighSchool
80 Complete at LeastSome College
49 Obtain at Least aBachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
2001 by The E
ducation Trust, Inc.
Of Every 100 Native American Kindergartners:
58 Graduate from HighSchool
7 Obtain at least aBachelor’s Degree
(24 Year-Olds)
2001 by The E
ducation Trust, Inc.
College Graduates by Age 24
Young People FromHigh Income Families
48%
Young People FromLow Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
2001 by The E
ducation Trust, Inc.
Section II:
What Do We Know About Student Achievement?
2001 by The E
ducation Trust, Inc.
In K-12, Achievement Flat:
Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.
2001 by The E
ducation Trust, Inc.
Gap Narrows, Then Widens NAEP Reading Scores,
17 Year-Olds
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
2001 by The E
ducation Trust, Inc.
Gap Narrows, Then Widens NAEP Math Scores, 13 Year-Olds
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000
2001 by The E
ducation Trust, Inc.
Too Few 17 Year-Olds Demonstrate
Strong Reading Skills
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
2001 by The E
ducation Trust, Inc.
Too Few 17 Year-Olds Demonstrate Strong Math Skills
AfricanAmerican
Latino White
Numerical Operations 89% 94% 99%
Moderately ComplexProcedures
27 38 70
Multi-Step ProblemSolving
1 3 10
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
2001 by The E
ducation Trust, Inc.
Source: USDOE, NCES 1999 NAEP Summary Tables online.
African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds
2001 by The E
ducation Trust, Inc.
Source: USDOE, NCES, 1999 NAEP Summary Tables online.
African American and Latino 17 Year Olds Read at Same Levels
as White 13 Year-Olds
2001 by The E
ducation Trust, Inc.
Why?
2001 by The E
ducation Trust, Inc.
What We Hear Adults Say:
They’re poor; Their parents don’t care; They come to schools without breakfast; Not enough books Not enough parents . . .
2001 by The E
ducation Trust, Inc.
But if they’re right, then why are poor and minority children performing so high in some
schools . . .
2001 by The E
ducation Trust, Inc.
Wrigley Elementary SchoolKentucky
78% poverty 3rd in the state in reading 6th in the state in writing
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
2001 by The E
ducation Trust, Inc.
Mount Royal SchoolBaltimore, MD
77% Poverty 99% African American Highest 5th grade math results in the state
(over 93% scoring at satisfactory level)
Source: Maryland Department of Education Website.1999 Scores
2001 by The E
ducation Trust, Inc.
some districts . . .
2001 by The E
ducation Trust, Inc.
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.
All Groups Gain in El Paso: El Paso TAAS Pass Rates Math
Grades 3, 8 and 10
45.5 49.5
61.669
75.2 77.9 80.5
50.4 53.2
66.972
78.8 81.5 85
72.9 75.583.7
87.8 91.2 91.9 91.8
0
100
1994 1995 1996 1997 1998 1999 2000
Academic Year
African American Latino White
2001 by The E
ducation Trust, Inc.
And some entire states . . .
2001 by The E
ducation Trust, Inc.
4th Grade Math African American Gains Between
1992 and 1996
United States +8
Massachusetts +14
Texas +13
Michigan +13
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The E
ducation Trust, Inc.
4th Grade Math Latino Gains Between 1992
and 1996
United States +4
Tennessee +15
Rhode Island +11
Minnesota +11
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The E
ducation Trust, Inc.
NAEP 4th Grade Reading: U.S. and North Carolina Change in Average
Scores From 1992-1998
UnitedStates
NorthCarolina
Overall +0 +5
African American+1 +6
Latino -4 +4
White +2 +6
UnitedStates
NorthCarolina
Overall +0 +5
African American+1 +6
Latino -4 +4
White +2 +6
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The E
ducation Trust, Inc.
Connecticut: Gains in Grade 4 Reading Outpace the Nation,
1994-98
6
15
15
2
7
7
0 5 10 15
White Gain
Latino Gain
AfricanAmerican
Gain
Change in Average Score
United StatesConnecticut
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The E
ducation Trust, Inc.
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
African Americans in Texas Write as Well or Better Than
Whites in 7 States
140
143
145
146
146
146
146
146
136 138 140 142 144 146 148
Hawaii
Arkansas
West Virginia
Utah
Missouri
Mississippi
Lousisiana
Texas
NAEP Grade 8 Writing 1998
2001 by The E
ducation Trust, Inc.
What We Hear Students Say:We CAN Learn, But
some teachers don’t know their subjects counselors underestimate our potential principals dismiss concerns curriculum and expectations are low
2001 by The E
ducation Trust, Inc.
Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.
When Asked Students’ Main Plan After High School, Expectations
Differed
2001 by The E
ducation Trust, Inc.
Section III:
What Do We Know About Improving Results?
2001 by The E
ducation Trust, Inc.
1. We Need Clear Goals
The Role of Standards
2001 by The E
ducation Trust, Inc.
Historically, No Agreement on What Students Should Learn Or
What Kind of Work Is Good Enough
2001 by The E
ducation Trust, Inc.
These Decisions Left, Often, to Individual Teachers and Schools
2001 by The E
ducation Trust, Inc.
What Teenagers Say About School Rigor
Fewer than 3 in 10 think their school is very academically rigorous
Source: 1998 Annual Survey for Who’s Who Among American High School Students
2001 by The E
ducation Trust, Inc.
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
2001 by The E
ducation Trust, Inc.
Standards Make a Difference
2001 by The E
ducation Trust, Inc.
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
Kentucky Elementary Reading:
Top 20 Schools
#1: 38% Poverty
#2: 0.2% Poverty
#3: 78% Poverty
Total High Poverty Schools in Top 20: 7
2001 by The E
ducation Trust, Inc.
Kentucky Elementary Top 20 Schools
Mathematics: Top 20 Includes 8 High Poverty* Schools
Writing: Top 20 Includes 13 High Poverty* Schools
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
*High Poverty is defined as greater than 40% free and reduced price lunch.
2001 by The E
ducation Trust, Inc.
2. All Kids Need a Rigorous Curriculum Matched With Standards
2001 by The E
ducation Trust, Inc.
Students Taking a Rigorous Math Curriculum Score Higher
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for EducationalStatistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994
2001 by The E
ducation Trust, Inc.
Students Who Take Algebra Show Greater Gains in
Mathematics Achievement
10
8
4
0 15
taken only in 8thgrade
taken only in highschool
No AlgebraTaken
Change in Average NELS Score from 8th to 10h Grade
Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early SecondarySchool,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.
2001 by The E
ducation Trust, Inc.
Students In Vocational Courses Do Not Develop Strong Reading
Skills
Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement: An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education, May 1995.
299.3
280
269.4
260
300
Fewer than 4.0Vocational Credits
4.0 to7.9 VocationalCredits
8.0 or moreVocational Credits
Average NAEP Reading Score
2001 by The E
ducation Trust, Inc.
Vocational Students Taking High-Level English Courses
Score Higher
Percent TakingHigh-Level English
ReadingScores
1996 28% 283
1998 43% 292
Source: Bottoms, Gene. “High School That Work”, SREB, 1998.
2001 by The E
ducation Trust, Inc.
Low Quartile Students Gain More From College Prep Courses*
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-12 test score gains based on 8th grade achievement.
2001 by The E
ducation Trust, Inc.
Low-Income Students Less Likely to be Enrolled in a College
Preparatory Track
28.3
48.8
65.1
20
90
Low Medium High
Socio-Economic Status
Percent Enrolled
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992. (p. 36) Washington, DC: US Department of Education, June 1995.
2001 by The E
ducation Trust, Inc.
African American and Latino 10th Graders Less Likely to be Enrolled in a
College Preparatory Track
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: “First Follow-Up Student Study.”
2001 by The E
ducation Trust, Inc.
Change Can Happen Quickly
2001 by The E
ducation Trust, Inc.
New York City 9th Graders Passing Regents Science
Source: New York City Chancellor’s Office; Annual Report on the Mathematics and Science Initiative in the High Schools, 1995.
2001 by The E
ducation Trust, Inc.
3. Provide Extra Help for Students Who Need It
2001 by The E
ducation Trust, Inc.
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
San Diego doubles time in literacy and mathematics for kids below grade level
2001 by The E
ducation Trust, Inc.
4. Teachers Matter Hugely
2001 by The E
ducation Trust, Inc.
Many Secondary Students Have Teachers Without a Major or Minor
in Teaching Field
24.0%
19.3% 20.0%
31.0%
0.0%
45.0%
English Social Studies Science Math
Source: Richard M. Ingersoll, "The Problem of Underqualified Teachers in American Secondary Schools," Educational Researcher, Vol. 28, Number 2, March 1999
2001 by The E
ducation Trust, Inc.
Classes in High Poverty High Schools More Often Taught by
Underqualified* Teachers
28%
14%19%
16%
40%
20%
31%
18%
0%
50%
Math Science English Social Studies
less than 20% Free Lunch greater than 49% Free Lunch
*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
2001 by The E
ducation Trust, Inc.
Math and Science Classes of Mostly Minority Students Are More Often
Taught by Underqualified Teachers
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
2001 by The E
ducation Trust, Inc.
Boston Students with Effective Teachers Showed Greater Gains
in Reading and Math
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
2001 by The E
ducation Trust, Inc.
Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.
2001 by The E
ducation Trust, Inc.
Cumulative Effects of Teacher Sequence on Fifth Grade Math
Scores: Tennessee
83%
29%
620
800
Low-Low-Low High-High-High
Source: Sanders, William L. and June C. Rivers, "Cumulative and Residual Effects of Teachers on Future Student Academic Achievement," 1996.
2001 by The E
ducation Trust, Inc.
African American Students More Likely To Have Ineffective Teachers:
Tennessee
Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996
2001 by The E
ducation Trust, Inc.
Teachers in High Poverty Schools Spend Less Time
Developing Reasoning Skills
% Teachers Who Spenda Lot of Time
on Reasoning Skills
High Poverty Schools 39%
More Affluent Schools 55%
Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)
2001 by The E
ducation Trust, Inc.
More African American and Latino 12th Graders Do Daily Worksheets
African American 24%
Latino 23%
White 15%
Source: 1996 Summary Data NAEP Math
2001 by The E
ducation Trust, Inc.
Percentage of Students Who Use Computers
Primarily for . . .
Simulationsand
Applications
Drills andPractice
AfricanAmerican
14% 52%
Asian 43% 27%
Latino 25% 34%
White 31% 30%
Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)
2001 by The E
ducation Trust, Inc.
African Americans Are Less Likely to Get Hands on Science
63%86%
37%
14%
0%
100%
African American White
Once A Week or More Twice a Month or Less
Source: NCES, NAEP Summary Data Tables, 1996.
2001 by The E
ducation Trust, Inc.
Changing This Pattern:
Time and Supports for Teachers Are Key
2001 by The E
ducation Trust, Inc.
High Implementation Schools Wipe Out Black/White Gap in Math Skills:
Pittsburgh
Note: Chart compares students in schools with similar demographics.Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
2001 by The E
ducation Trust, Inc.
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
In Math Problem-Solving, Black Students in High Implementation
Schools Outperform White Students in Other Schools
2001 by The E
ducation Trust, Inc.
El Paso Schools
1992 2000# Low Performing 15 0
# Recognized 2 58
# Exemplary 0 18
Source: Texas Education Agency online, www.tea.state.tx.us, 2000 District Accountability Summary
2001 by The E
ducation Trust, Inc.
El Paso TAAS Pass Rates Reading Grades 3, 8 and 10
Source: Texas Education Agency - Academic Excellence Indicator System Report 1994 through 1999
86 87.691 93.6 95.3 93.6 93.8
69.974.2
79 82.186.1 83.8
65.769.8
74.277.8
82.1 80.684.483.8
30
100
1994 1995 1996 1997 1998 1999 2000
Academic Year
African American Latino White
2001 by The E
ducation Trust, Inc.
The Education Trust
For More Information . . .
www.edtrust.org
202-293-1217