Hope for America’s Schools:

Lessons for OhioColumbus Metropolitan Club

KidsOhio Education Trust, May 2006

First, some good news.

After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be

turning the corner.

NAEP Reading, 9 Year-Olds:Record Performance for All

Groups

150

170

190

210

230

250

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Ave

rag

e S

cale

Sco

re

African American Latino White

African American-White Gap Narrows to Smallest Size in History

NAEP Reading, 9 Year-Olds

150

170

190

210

230

250

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Avera

ge S

cale

Sco

re

African American White

29 3526

Latino-White Gap Narrows to Smallest Size in History

NAEP Reading, 9 Year-Olds

150

170

190

210

230

250

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Ave

rag

e S

cale

Sco

re

Latino White

24 2821

NAEP Math, 9 Year-Olds: Record Performance for All

Groups

150

170

190

210

230

250

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Ave

rag

e S

cale

Sco

re

African American Latino White

African American-White Gap Narrows to Smallest Size in History

NAEP Math, 9 Year-Olds

150

170

190

210

230

250

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Avera

ge S

cale

Sco

re

African American White

25

2823

Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds

150

170

190

210

230

250

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Ave

rag

e S

cale

Sco

re

Latino White

2126

17

Bottom Line:When We Really Focus on

Something, We Make Progress

Clearly, much more remains to be done in elementary and

middle schoolToo many youngsters still

enter high school way behind.

But at least we have some traction on these

problems.

The Same is NOT

True of High School

High School Achievement: Math and Science: NAEP

Long-Term Trends

280

285

290

295

300

305

310

315

1986 1990 1992 1994 1996 1999 2004

MathScience

Source: NAEP 1999 Trends in Academic Progress.

HIGH SCHOOL ACHIEVEMENT: READING AND WRITINGNAEP Long-Term Trends

250255260265270275280285290295300

1984

1988

1990

1992

1994

1996

1999

2004

READINGWRITING

Gaps between groups wider today than in 1990

NAEP Reading, 17 Year-Olds

220

240

260

280

300

320

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

Avera

ge S

cale

Sco

re

African American Latino White

21 29

NAEP Math, 17 Year-Olds

220

240

260

280

300

320

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Avera

ge S

cale

Sco

re

African American Latino White

20 28

Over past decade:Students entered high school

a little stronger, but high schools added less value than

before

Hormones?

Students in Other Countries Gain More in

Secondary School TIMSS

PISA

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries:

1999

U.S. RANKREADING 15TH

MATH 19TH

SCIENCE 14TH

2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics

300

350

400

450

500

550

Fin

lan

dK

ore

aN

eth

erla

nds

Japa

nC

ana

daB

elgi

um

Sw

itzer

land

New

Ze

ala

ndA

ustr

alia

Cze

ch R

epu

blic

Icel

and

Den

mar

kF

ranc

eS

wed

en

Aus

tria

Ger

man

yIr

ela

ndO

EC

D A

vera

geS

lova

ck R

epu

blic

Nor

way

Luxe

mbo

urg

Pol

and

Hun

gar

yS

pain

Uni

ted

Sta

tes

Por

tuga

l

Italy

Gre

ece

Tu

rkey

Mex

ico

Ave

rag

e S

cale

Sco

re

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

Problems are not limited to our high-poverty and high-

minority schools . . .

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)

in Math

0

2

4

6

8

10

Bel

giu

m

Kor

ea

Japa

nF

inla

nd

Net

her

land

sN

ew Z

eal

and

Sw

itzer

land

Aus

tral

iaC

ana

daC

zech

Re

pub

licIc

ela

ndD

enm

ark

Sw

ede

nO

EC

D A

vera

geA

ustr

iaG

erm

any

Fra

nce

Slo

vak

Rep

ublic

Nor

way

Ire

land

Pol

and

Luxe

mbo

urg

Hun

gar

yU

nite

d S

tate

s

Italy

Tu

rkey

Spa

inP

ortu

gal

Gre

ece

Mex

ico

Per

cen

t o

f S

tud

ents

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-

Performing Students*

300

350

400

450

500

550

600

650

700

Bel

giu

mJa

pan

Kor

ea

Sw

itzer

land

Net

her

land

sN

ew Z

eal

and

Fin

lan

dA

ustr

alia

Can

ada

Cze

ch R

epu

blic

Den

mar

kS

wed

en

Ger

man

yO

EC

D A

VE

RA

GE

Aus

tria

Icel

and

Fra

nce

Slo

vak

Rep

ublic

Nor

way

Hun

gar

yLu

xem

bour

gIr

ela

ndP

olan

dU

nite

d S

tate

sS

pain

Italy

Tu

rkey

Por

tuga

lG

reec

eM

exic

o

Ave

rag

e S

cale

Sco

re

* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29OECD Countries in the Math

Achievement of High-SES Students

300

350

400

450

500

550

600

Bel

giu

mN

eth

erla

nds

Fin

lan

dC

zech

Re

pub

licC

ana

daJa

pan

Kor

ea

Sw

itzer

land

Aus

tral

iaG

erm

any

New

Ze

ala

ndF

ranc

eD

enm

ark

Sw

ede

nA

ustr

iaH

ung

ary

OE

CD

AV

ER

AG

ES

lova

k R

epub

licLu

xem

bour

gIr

ela

ndIc

ela

ndP

olan

dN

orw

ayU

nite

d S

tate

sS

pain

Por

tuga

lIta

lyG

reec

eT

urk

eyM

exic

o

Ave

rag

e S

cale

Sco

re

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

Problems not limited to math, either.

2003 PISA Problem-Solving Results: US #23

Source: OECD, PISA. Problem Solving for Today’s World. 2004

55% of our 15 year olds at problem-solving level 1 or

below.Closest other country?

LATVIA

Source: OECD Problem Solving for Tomorrow’s World. 2004

One measure on which we rank high?

Inequality!

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

These gaps 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.

Nation:Inequities in State and Local

Revenue Per StudentGap

High Poverty vs. Low Poverty Districts

-$907 per student

High Minority vs. Low Minority Districts

-$614 per student

Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

But some of the “lesses”–indeed, perhaps the most

devastating ones—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 ‘A’s for Work That Would Earn ‘Cs’ in Affluent

Schools87

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

Choices we make about what to teach whom…

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

And choices we make about Who

teaches whom…

Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

54%

86%

42%

69%

0%

100%

90-100% Non-White 90-100% White

Certified in Field BA or BS in Field

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

Poor and Minority Students Get More Inexperienced*

Teachers

20%

11%

21%

10%

0%

25%

High-poverty schools Low-poverty schools

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.

Results are devastating.

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

By the end of high school?

African American and Latino 17 Year-Olds Do Math at Same Levels

As White 13 Year-Olds

0%

100%

200 250 300 350

Average Scale Score

Per

cent

of

Stud

ents

White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds

African American and Latino 17 Year-Olds Read at Same Levels As

White 13 Year-Olds

0%

100%

150 200 250 300 350

Average Scale Score

Per

cent

of

Stud

ents

White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds

And these are the students who remain in

high school.These same patterns play out

in high school completion, college entry and college

completion.

So What Can We Do?

Many people have concluded that we can’t

do much.

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 . . .

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

students of color performing so high in some schools…

Centennial Place Elementary School

Atlanta, Georgia

• 92% African American• 64% Low-Income• Performed in the top 2% of Georgia

schools in 4th grade reading in 2003• Performed in top 7 % of Georgia

schools in 4th grade math in 2003

Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org

High Achievement at Centennial Place2004 Reading Composite

94 94 92

0

20

40

60

80

100

All African

American

Low Income

Per

cent

Pro

ficie

nt

Source: Georgia Department of Education, http://www.doe.k12.ga.us

Elmont Memorial Junior-Senior High Elmont, New York

• 75% African American• 12% Latino• 11% Asian/Pacific Islander/American

Ind.• 3% White

Source: http://emsc33.nysed.gov/repcrd2004/cir/280252070002.pdf

Elmont MemorialHigh Achievement in

Mathematics969797 100100100 949495

0%

20%

40%

60%

80%

100%

AfricanAmerican

Latino Low IncomePer

cen

t M

eeti

ng

Gra

du

atio

n

Req

uir

emen

t

1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

Elmont Memorial High Achievement in English

969796 9897100 10010099

0%

20%

40%

60%

80%

100%

AfricanAmerican

Latino Low Income

Pe

rce

nt

Me

eti

ng

Gra

du

ati

on

R

eq

uir

em

en

t

1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

University Park High SchoolWorcester, MA

• Grades 7-12;• 70+% poverty;• 50% ELL;• Most students enter at least two

grade levels behind.

University Park Results: 2004

• 100% of 10th graders passed MA high school exit exam on first attempt.

• 87% passed at advanced or proficient level.

• Fifth most successful school in the state, surpassing many schools serving wealthy students.

Not just individual schools.Similar differences among

districts, even whole states.Big differences in how “same” group of students performs in

different districts, states.

OHIO?

NAEP 2005 Grade 4 Reading, Overall Scale Scores

185

195

205

215

225

235

Mas

sach

uset

tsN

ew H

amps

hire

Del

awar

eN

orth

Dak

ota

Min

neso

taC

olor

ado

Was

hing

ton

Ohi

oN

ew J

erse

yId

aho

Uta

hM

isso

uri

Mar

ylan

dK

ansa

sFl

orid

aIn

dian

aN

orth

Car

olin

aA

rkan

sas

Illin

ois

Tenn

esse

eG

eorg

iaA

lask

aLo

uisi

ana

New

Mex

ico

Cal

iforn

iaM

issi

ssip

pi

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 4 Reading, African American Scale

Scores

185

195

205

215

225

235

Was

hing

ton

Ala

ska

Virg

inia

Col

orad

oN

ew M

exic

oK

entu

cky

Wes

t Virg

inia

Iow

aP

enns

ylva

nia

Nor

th C

arol

ina

New

Jer

sey

Geo

rgia

Rho

de Is

land

Ohi

oK

ansa

sLo

uisi

ana

Wis

cons

inIll

inoi

sA

rizon

aM

inne

sota

Mic

higa

n

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 4 Math, Overall Scale Scores

200

210

220

230

240

250

Mas

sach

uset

tsM

inne

sota

New

Jer

sey

Nor

th D

akot

aC

onne

ctic

utO

hio

Texa

sM

aine

Nor

th C

arol

ina

Wis

cons

inIn

dian

aV

irgin

iaFl

orid

aM

aryl

and

Neb

rask

aO

rego

nN

atio

nal P

ublic

Ark

ansa

sG

eorg

iaIll

inoi

sTe

nnes

see

Wes

t Virg

inia

Cal

iforn

iaLo

uisi

ana

Mis

siss

ippi

New

Mex

ico

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 4 Math, African American Scale

Scores

200

210

220

230

240

250

Was

hing

ton

Mas

sach

uset

tsA

lask

aW

est V

irgin

iaFl

orid

aN

ew J

erse

yS

outh

Car

olin

aN

ew Y

ork

Geo

rgia

Indi

ana

Nat

iona

l Pub

licC

onne

ctic

utM

inne

sota

Ariz

ona

Okl

ahom

aC

alifo

rnia

Tenn

esse

eN

evad

a

Illin

ois

Mic

higa

nR

hode

Isla

nd

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 8 Reading, Overall Scale Scores

225

235

245

255

265

275

Mas

sach

uset

tsN

ew H

amps

hire

Mon

tana

Sou

th D

akot

aM

inne

sota

Wyo

min

gK

ansa

sO

hio

Del

awar

eC

olor

ado

New

Yor

kC

onne

ctic

utIll

inoi

sO

rego

nIn

dian

aM

ichi

gan

Nat

iona

l Pub

licA

lask

aA

rkan

sas

Texa

sS

outh

Car

olin

aA

rizon

aLo

uisi

ana

Ala

bam

aN

ew M

exic

oH

awai

i

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 8 Reading, African American Scale

Scores

225

235

245

255

265

275

Was

hing

ton

Mas

sach

uset

tsN

ew J

erse

yA

lask

aK

ansa

s

Texa

s

Illin

ois

Neb

rask

aO

klah

oma

Nat

iona

l Pub

licM

isso

uri

Sou

th C

arol

ina

Indi

ana

Con

nect

icut

Nev

ada

Tenn

esse

eM

inne

sota

Flor

ida

Ark

ansa

sW

isco

nsin

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 8 Math, Overall Scale Scores

235

245

255

265

275

285

295

Mas

sach

uset

tsN

orth

Dak

ota

Ver

mon

tN

ew H

amps

hire

Wis

cons

inK

ansa

sN

ew J

erse

yO

hio

Nor

th C

arol

ina

Wyo

min

gC

onne

ctic

utId

aho

Pen

nsyl

vani

aTe

xas

Ala

ska

Nat

iona

l Pub

licM

aryl

and

Mis

sour

iFl

orid

aA

rkan

sas

Rho

de Is

land

Tenn

esse

eC

alifo

rnia

Loui

sian

aN

ew M

exic

oM

issi

ssip

pi

Ave

rag

e S

cale

Sco

re

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

NAEP 2005 Grade 8 Math, African American Scale

Scores

235

245

255

265

275

285

295

Was

hing

ton

Texa

sN

orth

Car

olin

aV

irgin

iaN

ew J

erse

yM

aryl

and

Indi

ana

Col

orad

oK

ansa

sK

entu

cky

Nat

iona

l Pub

licFl

orid

aW

est V

irgin

iaC

onne

ctic

utO

klah

oma

Cal

iforn

iaM

issi

ssip

piN

evad

aW

isco

nsin

Neb

rask

a

Ave

rag

e S

cale

Sco

re

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

Ohio Urban Districts?

More growth than state as a whole; some shining

examples of school success, including two “Schools of Distinction” right here in

Columbus.But still far too many students

way behind.

How can we move further, faster?

Three places to focus.

#1. Make sure that all students are in a demanding high school core curriculum.

Single biggest predictor post-

high school success is

QUALITY AND INTENSITY OF

HIGH SCHOOL CURRICULUM

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

College prep curriculum has benefits far beyond

college.

Students of all sorts will learn more...

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.

Low Quartile Students Gain More From College

Prep Courses*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep

They will also fail less often...

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "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.

Leading districts, states making college prep the

default curriculum.

Texas, Indiana, Arkansas, Oklahoma, Kentucky,

Michigan, South Dakota.

#2. Make certain that teachers have clear,

coherent curriculum.

Students can do no better than

the assignments they are given...

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.

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.

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;

• Assess students every 4-8 weeks to measure progress;

• ACT immediately on the results of those assessments.

#3. Get strong teachers to the students who need them

the most.

Good teachers matter a lot.

But some groups of kids don’t get their fair share of quality

teachers.

Classes in High Poverty High Schools More Often Taught by

Misassigned* 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.

Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

54%

86%

42%

69%

0%

100%

90-100% Non-White 90-100% White

Certified in Field BA or BS in Field

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

Poor and Minority Students Get More Inexperienced*

Teachers

20%

11%

21%

10%

0%

25%

High-poverty schools Low-poverty schools

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.

True, some of these differences occur between

poor and rich school districts.But there are big differences

within school districts, as well.

A Tale of Two Schools

Granada Hills High SchoolLos Angeles Unified

• 32% Latino & African American

• 27% of students receive free or reduced price lunch

• Academic Performance Index = 773

Locke High SchoolLos Angeles Unified

• 99% Latino & African American

• 66% of students receive free or reduced price lunch

• Academic Performance Index = 440

Source: CA Department of Education, 2003-04 data

In accordance with district and state practice, both schools report the same average teacher salary.

The average teacher at Locke High School gets paid about $8,034 less every year than his counterpart at

Granada Hills High School.

If Locke spent as much as Granada Hills on teacher salaries for its 119

teachers, the school budget would increase by nearly a million dollars

($956,056) every year.

This HAS to change.

If we had the courage and creativity to change current

patterns?

“By our estimates from Texas schools, having an above average teacher for five

years running can completely close the average gap between low-income students and others.”

John Kain and Eric Hanushek

The Education TrustDownload this Presentation

www.kidsohio.orgor

www.edtrust.orgWashington, DC: 202-293-1217

Oakland, CA: 510-465-6444