affirmative action in 25 years: will we need it?
DESCRIPTION
AFFIRMATIVE ACTION IN 25 YEARS: Will We Need It?. Prepared for the FASHP Colloquium Washington, DC Education Trust, 2003. What Do We Know About Student Achievement?. 12th Grade Achievement In Math and Science is Up Somewhat. High School Achievement: Math and Science. - PowerPoint PPT PresentationTRANSCRIPT
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AFFIRMATIVE ACTION IN 25 YEARS: Will We Need It?
Prepared for the FASHP Colloquium Washington, DC
Education Trust, 2003
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What Do We Know About Student Achievement?
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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
Math
Science
Source: NAEP 1999 Trends in Academic Progress.
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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
READING
WRITING
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What about different groups of students?
During seventies and eighties, much progress.
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Gaps Narrow 1970-88NAEP Reading 17 Year-Olds
200
300
1971 1975 1980 1984 1988 1990 1992 1994 1996
Ave
rage
Rea
ding
NA
EP
Sco
re
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
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Gaps Narrow 1973-86NAEP Math 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
African American Latino White
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
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Between 1988-90, that progress came to a halt…and gaps began to widen
once again.
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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
1973 1978 1982 1986 1990 1992 1994 1996 1999Ave
rag
e R
ead
ing
NA
EP
Sco
re
African American Latino White
20 32
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After 1988, Gaps Mostly Widen NAEP Reading,
17 Year-Olds
200
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999Ave
rag
e R
ead
ing
NA
EP
Sco
re
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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Some gains in elementary, even middle grades.
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But Value Added in High School Declining
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Value Added Declining in High School Math
36 3634
29
20
25
30
35
40
Math
Class of '90 Class of '94 Class of '96 Class of '00
Age 13-17 Growth
Source: NAEP 1999 Trends in Academic Progress
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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
NA
EP
sco
re a
nd
ga
ins
to a
ge
17
Ages 13-17 growth
Ages 9-13 growth
Age 9 score
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Where are we now at the end of high school?
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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 Graders African 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
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Not Surprisingly, These Patterns Also Clear in HS Graduation and College
Entry Rates
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Even so, there is more access than success
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College Going vs. Completion of BA or Higher, Whites
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
White College-Going 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.
19
10
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College Going vs. Completion of BA or Higher, Blacks
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Black BlackCompletion
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.
21
7
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College Going vs. Completion of BA or Higher, Hispanics
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Hispanic Hispanic 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.
?? ##!!!
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College Freshmen Graduating Within Six
Years (NCAA Division I)
39%
65%
46%
37%
59%
0%
70%
African American Asian American LatinoNative American White
Source: 1999 NCAA Division I Graduation Rates Report, p.636
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ADD IT ALL UP...
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Of Every 100 White Kindergartners:
93 Graduate from High School
65 Complete at Least Some College
32 Obtain at Least a Bachelor’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
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Of Every 100 African American Kindergartners:
87 Graduate from High School
51 Complete at Least Some College
17 Obtain at Least a Bachelor’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
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Of Every 100 Latino Kindergartners:
63 Graduate from High School
32 Complete at Least Some College
11 Obtain at Least a Bachelor’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
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College Graduates by Age 26
Young People From High Income Families
60%
Young People From Low Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary.
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Even these numbers understate the problem, because there are big
differences in the skills of college graduates
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Source: USDOE, OERI, Adult Literacy in America: A First Look at the Results of the National Adult Literacy Survey (NALS), 1992, September 1993, p. 26.
Many College Graduates Demonstrate Weak Quantitative
Literacy Skills
2 Year Degree
4 Year Degree
Level 5: High 5 12
Level 4 29 38
Level 3 43 35
Level 2 19 12
Level 1: Low 4 4
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Description:Quantitative Literacy Level
2• CAN Calculate
postage and fees for certified mail
• CAN Determine difference in price between tickets for two shows
• CAN’T Calculate difference between regular and sale price from an advertisement using a calculator
• CAN’T Plan travel arrangements for meeting using flight schedule
Source: USDOE, NCES, National Adult Literacy Survey, 1992, in Literacy in the Labor Force: Results from the NALS, September 1999, p. 15.
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Description:Quantitative Literacy Level
3• CAN Determine
correct change using information on a menu
• CAN Use information stated in news article to calculate amount of money it takes to raise a child
• CAN’T Determine shipping and total costs on an order form for items in a catalog
• CAN’T Use information in news article to calculate difference in time for completing a race
Source: USDOE, NCES, National Adult Literacy Survey, 1992, in Literacy in the Labor Force: Results from the NALS, September 1999, p. 15.
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Source: USDOE, OERI, Adult Literacy in America: A First Look at the Results of the National Adult Literacy Survey (NALS), 1992, September 1993, p. 36.
Gaps in Mean Literacy Proficiency Scores, by Educational Attainment
HighestEducation
White-Black Gap
White-Hispanic Gap
HS Diploma 36 36
Prose2 Year Degree
37 22
4 Year Degree
40 46
HS Diploma 47 39
Quant.2 Year Degree
46 27
4 Year Degree
49 43
The Gap Widest At Highest Levels of Educational Attainment
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INEVITABLE?
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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 . . .
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But if they’re right, then why are poor and
minority children performing so high in...
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Some schools...
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Mount Royal Elementary/Middle,
Baltimore, MD• 99% African American• 73% Low-Income• Highest Performing in State
on state’s 5th grade Math test.
• Top 10% of state in 5th grade reading.
MA
RYLA
ND
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Hambrick Middle School,Aldine, TX
• 94% African American and Latino (state = 56%)
• 85% low-income (state = 50%)• 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.
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Poverty vs. Achievement in Kentucky Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent FRPL
Ele
me
nta
ry M
ath
Per
ce
nti
le S
co
re
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Poverty vs. Achievement in Kentucky Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent FRPL
Ele
me
nta
ry M
ath
Pe
rce
nti
le S
co
re
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Poverty vs. Achievement in Kentucky Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent FRPL
Ele
me
nta
ry M
ath
Pe
rce
nti
le S
co
re
Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
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Some districts...
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Aldine, TX: Raising Achievement for All While
Narrowing Gaps
42%
55%
72%
0%
25%
50%
75%
100%
1994
Pas
sin
g T
AA
S m
ath
tes
t
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
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Aldine, TX: Raising Achievement for All While
Narrowing Gaps92%96%
42%
55%
97%
72%
0%
25%
50%
75%
100%
1994 1995 1996 1997 1998 1999 2000 2001 2002
Pas
sin
g T
AA
S m
ath
tes
t
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
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And some entire states...
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4th Grade Math African American Gains Between 1992 and 2000
United States +13
North Carolina +25
Texas +21
Massachusetts +18
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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4th Grade Math Latino Gains Between
1992 and 2000
United States +10
North Carolina +18
Texas +15
Mississippi +15
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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Delaware: Gains in Grade 4 Reading Outpace the
Nation, 1998-2002
15
36
21
4
8
6
0 10 20 30 40
White Gain
Latino Gain
African American Gain
Change in Average Score
Delaware United States
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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Big Differences Among States in the Performance
of the “Same” Group.
Take a look...
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Black 4th Graders? NAEP MATH
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Hispanic 4th Graders? NAEP MATH
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Black 8th Graders? NAEP MATH
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Indeed, poor kids and kids of color in SOME states now
performing higher than white and middle-class students in
OTHER states.
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8th Grade Writing: African Americans in Texas Perform 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
Source: NCES, National Assessment of Educational Progress
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Big differences among similar colleges, as well.
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Bottom Line:
• What schools do matters;• What districts do matters;• What states do matters; and,• What colleges do matters…
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In other words…
1. There is overwhelming evidence suggesting that the achievement gap that gives rise to the need for affirmative action DOES NOT need to be a permanent fixture. It could be gone within less than 25 years.
2. If present trends continue, however, we will need affirmative action MORE in 25 years than we need it today. But that is a choice, not an inevitability.
3. Neither K-12 nor higher education can fix its own outcomes problems without the other’s cooperation. Yet, rather than work together to meet the challenge of closing the achievement gap, leaders in both systems…
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So, what can we do?
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PLEASE: NO MORE PROGRAMS. WE HAVE TO
MOVE ON TO SYSTEMS CHANGE.
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Area 1: Making the College Prep Curriculum
the Default Curriculum for All Kids
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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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A Strong H.S. Curriculum* Equals Higher College
Completion
45%
75%
61%
79%73%
86%
0%
100%
All college entrants Entrants who had strong h.s.curriculum
African American Latino White
*Completing at least “Algebra II” plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.
2811
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Area 2: Giving high schools a single target to shoot at by agreeing on a common definition (eg. assessment) of “college
ready”.
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Area 3: Working on the Rigor Part
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There remains a troubling gap between course names and grades—and results on
assessments.
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End of Course Exams Can Help, but teachers need…
• Help in designing powerful lessons, units;• Help in developing consistent
understanding of what quality work looks like;
• Help with more regular assessments (e.g., 9 weeks) of student progress;
• Some new courses that get at critical content (especially in math, science) in different ways.
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Area 4: Good Teachers Matter More Than
Anything Else
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But poor kids and kids of color get less than their fair
share of our strongest teachers.
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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.
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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 FieldSource: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
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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.
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High-Poverty Schools Get More Low-Scoring* Teachers
42%
28%
0%
50%
High-poverty* schools All other schools
*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch.Source: Education Week, “Quality Counts 2001,” January 2001.
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Devastating Impact
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If we had the courage and creativity to change these
patterns?
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“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
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Area 5: Getting Serious about Results at EVERY
LEVEL.
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Both high schools and colleges are losing far too many of their students—
including those who are NOT in serious academic trouble.
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What works?
• Above all else: Better Preparation;• Getting the data out there…and
OWNED;• Clear goals for what all students
should learn;• Regular monitoring of student
progress; and,• Smaller, more personal
environments.
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The Education Trust
For More Information . . .www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444