Achievement and Opportunity in America

© 2014 THE EDUCATION TRUST

Leading EducatorsNew Orleans, LA

June, 2014Copyright 2014 The Education Trust

Achievement and Opportunity in

America


America: Two Powerful Stories


1. Land of Opportunity:

Work hard, and you can become anything you want to be.


2. Generational Advancement:

Through hard work, each generation of parents can assure a better life — and better education — for their children.


These stories animated hopes and dreams of people here at home

And drew countless immigrants to our shores


Yes, America was often intolerant…

And they knew the “Dream” was a work in progress.


We were:

• The first to provide universal high school;• The first to build public universities;• The first to build community colleges;• The first to broaden access to college, through

GI Bill, Pell Grants, …


Vehicles by no means perfect, but…


1920 1940 1960

1980 2000 2012

Percent of U.S. adults with a high school diploma


Percent of U.S. adults with a B.A. or more

4%

1920

6%

1940

11%

1960

23%

1980

29%

2000

33%

2012


Progress was painfully slow, especially for people of color.


Percent of U.S. adults with a high school diploma, by race 192019401960198020002012


Percent of U.S. adults with a B.A. or more, by race

192019401960198020002012

© 2014 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST

Then, beginning in the eighties, inequality started growing again.


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.


Chile

Mex

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ited

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Italy

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nia

Spain

Irelan

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Polan

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Belgi

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Hung

ary

Aust

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rman

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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

http://data.un.org/DocumentData.aspx?q=gini&id=271


Median Wealth of White Families

20 X that of African Americans

18 X that of Latinos

Source: Rakesh Kochhar, Richard Fry, and Paul Taylor, “Twenty-to-One: Wealth Gaps Rise to Record Highs Between Whites, Blacks, and Hispanics,” Pew Social & Demographic Trends, 2011.


Not just wages and wealth, but mobility as well.


Source:

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

0.46

0.580000000000001

Earn

ings

Ela

stici

ty

The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.


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

006 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).


At macro level, better and more equal education is not the only answer.

But at the individual level, it really is.


There is one road up, and that road runs through us.


What schools and colleges do, in other words, is hugely important to our economy, our

democracy, and our society.


So, how are we doing?


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.


Source:

Since 1999, large gains for all groups of students,

especially students of color

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012150

160

170

180

190

200

210

220

230

240

250

9 Year Olds – NAEP Reading

African American Latino White

Aver

age

Scal

e Sc

ore

*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”


Source:

Since 1999, performance rising for all groups of students

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012160

170

180

190

200

210

220

230

240

250

260

9 Year Olds – NAEP Math


Aver

age

Scal

e Sc

ore



Looked at differently(and on the “other” NAEP exam)

…


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


Source:


African American Latino White0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34%27%

9%

48%47%

37%

18%26%

54%

By Race/Ethnicity – National Public

Proficient/AdvancedBasicBelow Basic

Perc

enta

ge o

f Stu

dent

s

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

2013 NAEP Grade 4 Math


Middle grades are up, too.


Source:

Record performance for students of color

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012200

210

220

230

240

250

260

270

280

290

300



Aver

age

Scal

e Sc

ore



Source:

Performance for all groups has risen dramatically

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012200

210

220

230

240

250

260

270

280

290

300



Aver

age

Scal

e Sc

ore



Bottom Line:

When we really focus on something, we make progress!


Clearly, much more remains to be done in elementary and middle school

Too many youngsters still enter high school way behind.


But at least we have some traction on elementary and middle school

problems.

The same is NOT true of our high schools.


Source:

Achievement is flat in reading.

1984 1988 1990 1992 1994 1996 1999 2004 2008 2012240

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)


Source:

Math achievement is flat over time.

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012250

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


And gaps between groups haven’t narrowed since the late 80s and

early 90s.


Source:

Reading: Not much gap narrowing since 1988.

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012220

230

240

250

260

270

280

290

300

310

320



Aver

age

Scal

e Sc

ore



Source:

Math: Not much gap closing since 1990.

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012240

250

260

270

280

290

300

310

320

330

340



Aver

age

Scal

e Sc

ore



Moreover, no matter how you cut the data, our students

aren’t doing well compared with their peers in other

countries.


Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp.

Japa

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New

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Germ

any

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ublic

Chile

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ico

350

400

450

500

550

600 2012 PISA - Reading

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, U.S.A. Ranks 17th in Reading

U.S.A.

http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp


Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.asp.

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OECD

aver

age

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Stat

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Hung

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350

400

450

500

550

600 2012 PISA - Science

Aver

age

scal

e sc

ore

OECD


Of 34 OECD Countries, U.S.A. Ranks20th in Science

U.S.A.



Source:

Of 34 OECD Countries, U.S.A. Ranks 27th in Math Literacy

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esSw

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ary

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eece

Turk

eyCh

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exico

300

350

400

450

500

5502012 PISA - Math

Aver

age

Scal

e Sc

ore

U.S.A.OECD


National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.asp.



Only place we rank high?

Inequality.


Source:

Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students

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OECD

Ave

rage

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ralia

Spain

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ark

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Mex

ico Italy

Polan

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Japa

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land

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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.


Source:

Among OECD Countries, U.S.A. has the 5th Largest Gap Between High-SES and Low-SES Students

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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


Source:

The U.S. Gap Between High-SES and Low-SES Students is Equivalent to Over Two Years of Schooling

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350

400

450

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Gap

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cale

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re

PISA 2012 Results, OECD, Annex B1, Chapter 2, Table II.2.4a

U.S.A. OECD


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.


How?

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


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


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.


In truth, though, some of the most devastating “lesses” are a function

of choices that educators make.


Choices we make about what to expect of whom.....


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

Students in poor schools receive As for work that would earn Cs in affluent schools.

87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CTB

S4

A B C DGrades

Seventh-Grade Math

Low-poverty schools High-poverty schools


Choices we make about what to teach whom…


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

tiles

of m

ath

perf

orm

ance

in fi

fth

grad

e an

d in

al-

gebr

a in

eig

hth

grad

e

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


Students of color are less likely to attend high schools that offer physics.

020406080

100

40

66

Perc

ent o

f sch

ools

offe

ring

Phys

ics

Source: U.S. Department of Education Office of Civil Rights, Civil Rights Data Collection, March 2012


And choices we make about who teaches whom…


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.


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.


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

Perc

ent o

f Tea

cher

s

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.


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.


The results are devastating.

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


And these are the students who remain in school through 12th grade.


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.


Add those numbers up and throw in college entry and graduation, and

different groups of young Americans obtain degrees and very different

rates…


Whites attain bachelor’s degrees at nearly twice the rate of blacks and almost three times the rate of Hispanics

Source: NCES, Condition of Education 2010 (Table A-22-1) and U.S. Census Bureau, Educational Attainment in the United States: 2012

White African American Latino

40%

23%15%

Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2011


Young people from high-income families earn bachelor’s degrees at seven times the rate of those

from low-income families.

Source: Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.”

20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

11%

79%

Lowest Income Quartile Highest Income Quartile

Bach

elor

’s D

egre

e att

ainm

ent b

y Ag

e 24


Whites attain bachelor’s degrees at twice the rate of blacks and three times the rate of Hispanics.

Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.

White African American Latino

39%

20%13%

Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2011

2x 3x


Young people from high-income families earn bachelor’s degrees at seven times the rate of those

from low-income families.

Source: Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.”

20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

11%

79%

Lowest Income Quartile Highest Income Quartile

Bach

elor

’s D

egre

e att

ainm

ent b

y Ag

e 24

7x


What Can We Do?An awful lot of Americans have decided that we can’t do much.


Source:

What We Hear Many Educators Say:

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

breakfast• Not enough books• Not enough parents

N/A


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

color performing so much higher in some schools…


Source:

George Hall Elementary SchoolMobile, Alabama

• 549 students in grades PK-599% African American

• 99% Low Income

Alabama Department of Education

Note: Enrollment data are for 2009-10 school year


Source:

Big Improvement at George Hall Elementary

2004 20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48%

96%

73%

83%

Low-Income Students – Grade 4 Reading

George HallAlabama

Perc

enta

ge M

eetin

g or

Exc

eedi

ng S

tand

ards



Source:

Exceeding Standards: George Hall students outperform white students in Alabama

African-American Students - George

Hall

White Students - Alabama

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

97%

69%

7%

24%

Grade 5 Math (2011)

Exceeds StandardsMeets StandardsPartially Meets StandardsDoes Not Meet Standards

Perc

enta

ge o

f Stu

dent

s



Halle Hewetson Elementary SchoolLas Vegas, NV

• 962 students in grades PK – 5– 85% Latino– 7% African American

• 100% Low Income• 71% Limited English

Proficient

Source: Nevada Department of EducationNote: Data are for 2010-2011 school year


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



AllLati

no

Low In

come

Limite

d Engli

sh Proficient

0%

20%

40%

60%

80%

100% 91% 95% 91% 95%

69% 63% 61% 61%

Grade 3 Math (2011)

Halle HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds o

r Adv

ance

dHigh Performance Across Groups

at Halle Hewetson Elementary



Exceeding Standards at Halle Hewetson Elementary

Halle Hewetson Nevada0%

20%

40%

60%

80%

100%

4%14%6%

25%28%

33%

63%

29%

Low-Income Students – Grade 3 Math (2011)

Exceeds StandardsMeets StandardsApproaches StandardsEmergent/Developing

Perc

enta

ge o

f Stu

dent

s


Source:

Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana

• 376 students in grades PK – 6– 94% African American

• >95% Low Income

Source: Louisiana Department of EducationNote: Enrollment and demographic data are from 2010-11


Source:

Big Gains at Bethune Elementary

2007 20120

20

40

60

80

100

54

76

4651

Students Overall – Grade 6 National Percentile Rank

BethuneLouisiana

Nati

onal

Per

centi

le R

ank

Louisiana Department of Education


Source:

Exceeding Expectations at Bethune Elementary School

2007 2008 2009 2010 2011 20120%

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

100%

82%93% 92%

99%90%

100%

62% 62%68%

73%70% 69%

Grade 6 English Language Arts

BethuneLouisiana

Perc

ent B

asic

or A

bove


Source:

Advanced Performance at Bethune Elementary

Bethune Louisiana0%

20%

40%

60%

80%

100%

50%

48%

33%

22%

17%9%

4%

17%

Students Overall – Grade 6 English Language Arts (2012)

AdvancedMasteryBasicApproaching BasicUnsatisfactory

Perc

enta

ge o

f Stu

dent

s

Louisiana Department of Education


Source:

Classroom Instruction


Source:

Elmont Memorial Junior-Senior HighElmont, New York

• 1,895 students in grades 7-12– 77% African American– 13% Latino

• 25% Low-Income

New York Department of Education


Source:

Outperforming the State at Elmont

All Students African American Students

Low-Income Students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 95% 96% 93%

79%

67%73%

Secondary-Level English (2010)

ElmontNew York

Perc

enta

ge M

eetin

g St

anda

rds o

r Abo

ve

New York State Department of Education


Source:

Improvement and High Performance at Elmont Memorial Junior-Senior High

2005 2006 2007 2008 2009 20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

85%

93% 96% 93% 93% 96%

46% 51% 55%57% 61%

64%

African-American Students – Secondary-Level Math

ElmontNew York

Perc

enta

ge M

eetin

g St

anda

rds o

r Abo

ve



Source:

High Graduation Rates at Elmont Memorial High School

Overal

l

African

American

Latino

Economica

lly Disa

dvantag

ed

Not Eco

nomically

Disadva

ntaged

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

100% 96%98%

89%99% 95%

73%

58% 57%64%

80%

Class of 2010

ElmontNew York

Perc

enta

ge o

f 200

6 Fr

eshm

en G

radu

ating

in

Four

Yea

rs



Source:

University Park Campus SchoolWorcester, Massachusetts

• 244 students in grades 7-12– 44% Latino– 24% White– 23% Asian– 9% African American

• 82% Low Income

Source: Massachusetts Department of Education

Note: Enrollment data are for 2011-12.


Source:

Exceeding Standardsat University Park

University Park Massachusetts0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

24%

26%

35%

30%

41%25%

18%

Latino Students – Grade 10 Mathematics (2012)

AdvancedProficientNeeds ImprovementFailing

Perc

enta

ge o

f Stu

dent

s



Source:

Exceeding Standardsat University Park

University Park Massachusetts0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

16%19%

48%

60%

35%

17%

5%

Low-Income Students – Grade 10 English Language Arts (2012)

AdvancedProficientNeeds ImprovementFailing

Perc

enta

ge o

f Stu

dent

s



Source:

High Graduation Rates at University Park

All Students Latino Low-Income0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 95% 95% 97%

83%

62%70%

4-Year Graduation Rate (Class of 2011)

University ParkMassachusetts

Perc

enta

ge P

rofic

ient

and

Abo

ve



Source:

University Park Campus School


Available from Harvard Education Press

and amazon.com


Very big differences at district level, too—even in the performance of the

“same” group of students.


180

190

200

210

District ofColumbia

LosAngeles

Atlanta Chicago Cleveland NationalPublic

SanDiego

Charlotte Houston New YorkCity

Boston

Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)


225

235

245

255

LosAngeles

District ofColumbia

Atlanta Chicago NationalPublic

SanDiego

Cleveland Boston Charlotte New YorkCity

Houston

Low-Income African American Students do Better in Some Districts

(NAEP Math 8th 2003)


* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)


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)


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

Sca

le S

core


Those differences hold true today.

In some districts, students perform considerably lower

than similar students in other districts. And some districts

are making far more progress than others.


Source:

Average Scale Scores, by DistrictAfrican American Students

Char

lotte

Hills

boro

ugh

Coun

ty (F

L)Ne

w Yo

rk C

ityM

iami-D

ade

Austi

nBo

ston

San

Dieg

oNa

tiona

l pub

licAt

lanta

Los A

ngele

s

Jeffe

rson

Cou

nty (

KY)

Hous

ton

Larg

e city

Dalla

sBa

ltim

ore C

ityCh

icago

Phila

delp

hia

Dist

rict o

f Col

umbi

a (DC

PS)

Milw

auke

eDe

troit

Fres

noCl

evela

nd

160170180190200210220230240250260

Grade 4 – NAEP Reading (2013)

Aver

age

Scal

e Sc

ore


Note: Basic Scale Score = 208; Proficient Scale Score = 238


Source:


Average Scale Scores, by DistrictLatino Students

Char

lotte

Hous

ton

Hills

boro

ugh

Coun

ty (F

L)Da

llas

Bost

onM

iami-D

ade

Austi

nNa

tiona

l pub

licCh

icago

Larg

e city

Albu

quer

que

Milw

auke

e

Jeffe

rson

Cou

nty (

KY)

New

York

City

Atlan

ta

Dist

rict o

f Col

umbi

a (DC

PS)

Phila

delp

hia

San

Dieg

oLo

s Ang

eles

Fres

noCl

evela

ndDe

troit

200210

220230240250

260270280

290300

Grade 8 – NAEP Math (2013)

Aver

age

Scal

e Sc

ore


Note: Basic Scale Score = 262; Proficient Scale Score = 299


Big differences in improvement, too.


National public

Los Ange-

les

Houston

Boston

0 5 10 15 20 25

14

17

19

21

Grade 8 – NAEP Math (2003-2013)

Change in Mean Scale Score, 2003-2013

Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated, and had members of this specific subgroup, in both the 2003 and 2013 NAEP TUDA administrations .

In Boston and Houston, low-income Latino students made far faster progress between 2003 and 2013 than the country as a

whole


Bottom Line: It’s not just the kids.

What we do MATTERS!


What Can The High Performers and High Gainers Teach Us?


In a few minutes, you’ll have a chance to take a “trip” to some schools that are hitting it out of

the park for poor kids…and some that aren’t.


Some things to listen for…


1. Academic press for ALL kids


Source:

• Set goals high;• Rigorous assignments that are more

challenging over time;• All kids in courses that will prepare for

college.


What we ask of kids often differs dramatically from classroom to classroom

and school to school.


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.


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.


The Odyssey Ninth GradeHigh-level Assignment

Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey and the Movie "0 Brother Where Art Thou"

By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.

For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?


The Odyssey Ninth GradeLow-level Assignment

Divide class into 3 groups:Group 1 designs a brochure titled

"Odyssey Cruises". The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place.

Group 2 draws pictures of each adventure.

Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.

© 2014 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.



•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.



Yes, most of us now have the same standards. But which of the

following assignments are actually aligned with the Common Core?


Source:

5th Grade

Write a poem about yourself using at least two metaphors.


Source:

5th Grade

Write an analysis in which you identify the metaphor Gwendolyn Brooks uses in the poem Bronzeville Man and explain its impact on the meaning of the poem.


Source:

7th Grade History

Do you think Julius Caesar was a tyrant or hero?


Source:

7th Grade History

What do these authors tell us about Julius as a leader? Was he a tyrant or hero? After reading primary and secondary sources about Caesar, write a debate position that addresses the questions and support your position with evidence from the texts. Be sure to acknowledge competing views.


Source:

9th Grade Science

After viewing particles in your microscope, draw a picture of particles in motion in a liquid.


Source:

9th Grade

After reading the scientific articles about the states of matter, develop a model to describe particle motion in solids, liquids and gases.


Source:

High School Math

Define “quadratic equation” and complete the worksheet.


Source:

HS MathAfter creating a model for tee-shirt sales and

revenue, write a short report for a business owner in which you discuss the appropriateness of your model for predicting the amount of revenue for a given number of shirts sold. Address specific conditions under which the model fits or fails.


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.


#2. Striving for consistency in everything they do.


Source:

• Consistency in discipline;• Consistency in how supports are provided

and monitored.


#3. Honest feedback for both adults and students.


• High goals for students, but painfully honest about where they are now;

• Teachers, too, get honest feedback—including look at the data on how much their students are growing;

• Counselors, too, held accountable.


#4. Every student matters


Source:

• Constant use of data;• Middle- and high-achievers get attention,

too.


Source:


Percentage Below Basic Over Time

1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%

20%

40%

60%

80%

100%

67% 67%63% 60%

53% 50%46% 44%

40% 38%

Latino Students (National Public) – Grade 8 NAEP Math

Perc

enta

ge o

f Stu

dent

s at B

elow

Bas

ic

*Accommodations not permittedNational Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/


Source:


Percentage Below Basic Over Time

1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%

20%

40%

60%

80%

100%

79% 81%75%

70%

61% 59%53% 51% 50% 49%

African-American Students (National Public) – Grade 8 NAEP Math

Perc

enta

ge o

f Stu

dent

s at B

elow

Bas

ic



Yet while we’re making progress in getting White students to the

Advanced level…


Source:

Percentage Advanced Over Time

1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

3% 3%

5%6%

7% 7%

9%10% 10%

11%

White Students (National Public) – Grade 8 NAEP Math

Perc

enta

ge o

f Stu

dent

s at A

dvan

ced



Source:


1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

0% 0% 0% 0% 0%1% 1% 1% 1%

2%

African-American Students (National Public) – Grade 8 NAEP Math

Perc

enta

ge o

f Stu

dent

s at A

dvan

ced



Source:



1990* 1992* 1996 2000 2003 2005 2007 2009 2011 20130%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

1%0%

1%0%

1% 1%2% 2%

3% 3%

Latino Students (National Public) – Grade 8 NAEP Math

Perc

enta

ge o

f Stu

dent

s at A

dvan

ced



You can help create attention and action on this problem in

your school.


Finally, taking on the hard, important stuff:

Getting strong teachers to the kids who need them the most.


DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING

The distribution of value-added scores for ELA teachers in LAUSD


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


Washington, D.C. Metro Detroit, MI 202/293-1217 734/619-8009

Oakland, CA510/465-6444

Download this presentation at www.edtrust.org

Achievement and Opportunity in America

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