HIGH SCHOOLS IN AMERICA 2003 Prepared for the US Department of Education By The Education Trust...
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Transcript of HIGH SCHOOLS IN AMERICA 2003 Prepared for the US Department of Education By The Education Trust...
HIGH SCHOOLS IN AMERICA 2003
Prepared for the US Department of Education
By The Education Trust
Archived Information
What Do We Know About Student Achievement?
12th Grade Achievement In Math and Science is Up
Somewhat
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High School Achievement: Math and Science
280
285
290
295
300
305
310
315
1986 1990 1992 1994 1996 1999
MathScience
Source: NAEP 1999 Trends in Academic Progress.
In Reading, 12th Grade Achievement is Headed
Downward
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HIGH SCHOOL ACHIEVEMENT: READING AND WRITING
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996
READINGWRITING
After Earlier Progress in Narrowing Gaps,
Gaps in the 90’s Grew
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Gaps Narrow Then Mostly Widen NAEP Reading,
17 Year-Olds
200
300
1971197519801984198819901992199419961999
Average Reading NAEP
Score
African American 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
21 31
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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
Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores,
17 Year-Olds
250
350
19731978 19821986 19901992 19941996 1999
Average Reading NAEP
Score
African American Latino White
20 32
Students Make More Growth Grade 4 to 8
than Grade 8 to 12
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Academic GrowthGrades 4-8, 8-12
48
58
44
2527
9
3438
0
10
20
30
40
50
60
70
Reading Writing Math Science
Grade 4-8Grade 8-12
Value Added in High School Declined During
the Nineties
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Value Added Declining in High School Math...
36 3634
2022242628303234363840
Math
Class of '90 Class of '94 Class of '96
Age 13-17 Growth
Source: NAEP 1999 Trends in Academic Progress
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…Still
33
29
2022242628303234363840
Math
Class of 96 Class of 00
Age 13-17 Growth
Source: Main NAEP 1996, 2000
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Reading: Students Entering Better Prepared, But Leaving Worse
Source: NAEP 1996 Trends in Academic Progress
Total=290 Total=288
211 212
46 48
33 28
0%
100%
1984-1992 1988-1996
NAEP score and gains to age 17
Ages 13-17 growthAges 9-13 growthAge 9 score
Hormones?
Students in Other Countries Gain far More in
High School
TIMSS
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Source: NCES 1999-081R, Highlights From TIMSS
Nations' Average Science Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
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Source: NCES 1999-081R, Highlights From TIMSS
Nations' Average Mathematics Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations' scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
PISA
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US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries
U.S. RANKREADING 15TH
MATH 19TH
SCIENCE 14TH
One measure on which we rank high?
Inequality!
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Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.
*Of 27 OECD countries
Performance Of U.S.15 Year-Olds Highly Variable
PISA 5th – 95th
Gap Rank*Reading (interpreting text) 3
Mathematical Literacy 6 (tie)
Science Literacy 7
KNOWLEDGE AND SKILLS AT END OF HIGH
SCHOOL
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NAEP Mathematics Performance 2000
35
49
16
0%10%20%30%40%50%60%70%80%90%
100%
12th Grade
Prof/ AdvBasicBelow Basic
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By Race, Ethnicity NAEP 12th Grade Math 2000
7058
4327 21
2838
48
5345
2 4 920
34
0%10%20%30%40%50%60%70%80%90%
100%
Black LatinoNative White Asian
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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By Income 12th Grade Math (2000)
60
32
36
49
419
0%10%20%30%40%50%60%70%80%90%
100%
Poor Non Poor
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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By Race, Ethnicity NAEP 12th Grade Reading 2002
48 4122 28
3739
3840
15 2040 32
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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By Income 12th Grade Reading (2002)
4124
38
38
2138
0%10%20%30%40%50%60%70%80%90%
100%
Poor Non Poor
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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African American and Latino 17 Year Olds Do Math at Same Levels
As White 13 Year Olds
0%
100%
200 250 300 350
White 8th GradersAfrican American 12th GradersLatino 12th Graders
Source: NAEP 1999 Long Term Trends Summary Tables (online)
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African American and Latino 17 Year Olds Read at Same Levels as
White 13 Year Olds
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
0%
100%
150 200 250 300 350
White 8th Graders African American 12th Graders
Latino 12th Graders
These, of course, are just the students who
MAKE IT through high school.
Each Year, One of Every Twenty High School Students
Leaves School
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Source: NCES “Drop-out Rates in U.S. 1998” (1999)
One Year Dropout Rates by Race, Grades 10-12
5.0
7.9
3.3
6.1
7.4
4.1
0
10
African American Latino White
19902000
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Source: NCES “Drop-out Rates in U.S. 1998” (1999)
One Year Drop-out Rates by Family Income, Grades 10-12
9.5
12.5
1.1
2.7
0
15
Low High
1990
1998
By Age 18-19, 82% of American Young People Have
Earned a Diploma (72.5%) or a GED/Equivalency Certificate
(9.8%)
By Age 22-24, 86.3% of American Young People Have
Earned a Diploma (75.9%) or a GED/Equivalency Certificate
(10.4%)
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Students Complete 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
Age 18-24
Inevitable?
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No. Around the Country, there are:
Classrooms; Schools; Districts; and, Even entire states where students—
especially poor and minority students—are performing at much higher levels.
SO, WHAT CAN WE DO?
Four questions to help frame our improvement efforts.
#1. Can we agree on a single, overarching goal for high
school that will give clearer purpose, focus to our reform
efforts?
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Kids and Parents are Clear: Their Goal is College
Responses From
68
79
115
0
100
Students Parents
percent
2- or 4-yr collegeWork full-time
Source:Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000.
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Indeed, Most High School Grads Do Go On To Postsecondary Within 2
Years
Entered Public 2-YearColleges
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%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.
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Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002
That’s Good, Because Education Pays:Annual Earnings of 25-34
yr-olds by Attainment, 2001
27831 2966334259 36135
49011
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
HS, nodiploma
HS diploma Some coll,no deg
Assoc deg BA/BA
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But Many of Those College Freshmen Not Prepared…and Do Not Return for Sophomore Year
4 year Colleges 26%
2 year Colleges 45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
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Why? At Least In Part Because Their Teachers Had Other Ideas
About Their Plans51
28
0
10
20
30
40
50
60
TeachersExpectations ofTheir Students
2 or 4 yr collegework
To break through these old attitudes, cannot equivocate.
ALL students must graduate from high school ready for
postsecondary education.
#2. It is increasingly clear that student success--in college, on assessments, and in gaining
access to decent jobs--depends on completing a
rigorous, college prep-level curriculum.
Transcript Study: single biggest
predictor of college success is
QUALITY AND INTENSITY OF HIGH
SCHOOL CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
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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-grade 12 test score gains based on 8th grade achievement.
Even Bottom Quartile Students Gain More From College Prep Courses*
1916
28
20
0
30
Math Reading
NELS Score Gain
Vocational College Prep
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Challenging Curriculum Also Results in Lower Failure Rates, Even for Lowest Achievers
16
23
47
31
0
50
Quartile I (Lowest) Quartile 2Percent Earning "D" or "F"
College Prep Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
And they’ll be better prepared for the workplace.
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Requirements forTool and Die Makers
Four or five years of apprenticeship and/or postsecondary training;
Algebra, geometry, trigonometry and statistics;
Average earnings: $40,000 per year.
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Requirements forSheet Metal Workers
Four or five years of apprenticeship; Algebra, geometry, trigonometry and
technical reading;
Time for a Default Curriculum?
TexasIndiana
But... it is clear from the NAEP data that we’re not getting the gains from those courses we should expect; and, it is also clear that course labels don’t always tell much about standards.
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Students can do no better than
the assignments they are given...
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Grade 10 Writing Assignment
A 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.
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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.
How Can We Get Some Consistency in Content and
Teacher Judgments?
#3. Organizing Time and Staff in Pursuit of Different
Outcomes
Time
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The Full Year Calendar
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Less Summer Vacation
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Less Weekends, Holidays, & Summer Vacation
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Less Professional Development Days & Early Dismissal/Parent Conferences
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Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hannukkah, Awards, Assembles, & Concerts
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Less State and District Testing
Bottom Line:
Roughly 13-15 Eight-Hour Days
Per Subject Per Year
Staff
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*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.
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
< 20% Free Lunch > 49% Free Lunch
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Math & Science Classes With a High Percentage of Minority Students Are More Often Taught by Underqualified Teachers
54%
86%
42%
69%
30%
90%
90-100% Non-White 90-100% White
Certified in Field B.A. or B.S. in FieldSource: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
1998 by The Education Trust, Inc.
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Even Within Schools, Often Big Differences
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Students in Low Track Classes Are More Often Taught by
Underqualified Teachers
51.1%55.1%
43.0%
66.8%
20.4%
33.5%
11.2%
24.7%
0%
70%
History PhysicalScience
Math English
High-TrackLow-Track
Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37
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Regular Team Sample
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Pre-IB Team Sample
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11-12 IB/AP Teacher Sample
Turn Around This Pattern:UPDRAFT for ALL Students?
#4. Are there better ways to accelerate our top students?
Fastest growing part of the high school curriculum?
AP/IB (college-level) courses
Meanwhile, fastest growing part of the college curriculum?Remedial (high school level)
courses.
Alternatives?
The Education Trust
For More Information . . .www.edtrust.org
DC: 202-293-1217Oakland: 510-465-6444
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