© the education trust, inc., 2003 1 latino achievement in america
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2© The Education Trust, Inc., 2003
Between 1970 and 1990, the
achievement gap between Latino
and White students narrowed by
one half or more.
Since 1990, the gap has been flat,
or in some subjects, is wider.
3© The Education Trust, Inc., 2003
Gap Narrows, Then Holds SteadyMath 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
Latino White
Source: US Department of Education, National Center for Education Statistics. NAEP 1 999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000
4© The Education Trust, Inc., 2003
Gap Narrows, Then Progress Stops Reading, 17 Year-Olds
200
220
240
260
280
300
1971
1975
1980
1984
1988
1990
1992
1994
1996
1999
Av
era
ge
Sc
ale
Sc
ore
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
5© The Education Trust, Inc., 2003
The achievement gap:
How far has the system left
Latino students behind?
6© The Education Trust, Inc., 2003
Nationally, 4th Grade Latinos Lag Behind Their White Peers in Reading (2003)
57
26
29
35
14
39
0%
10%
20%
30%
40%50%
60%
70%
80%
90%
100%
Latino White
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
7© The Education Trust, Inc., 2003
And Things Are Similarin 8th Grade Mathematics (2003)
53
21
36
43
11
36
0%10%20%30%40%50%60%70%80%90%
100%
Latino White
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
8© The Education Trust, Inc., 2003
The results of the Latino
achievement gap by the
end of high school?
9© The Education Trust, Inc., 2003
Latino 17 Year Olds Have Been Taught Math to the Same Levels
as White 13 Year Olds
0%
20%
40%
60%
80%
100%
200 250 300 350
Scale Scores
Perc
en
tag
e o
f S
tud
en
ts
White Latino
Source: NAEP 1999 Long Term Trends Summary Tables (online)
10© The Education Trust, Inc., 2003
Latino 17 Year Olds Have BeenTaught to Read to the Same Levels
as White 13 Year Olds
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
0%
20%
40%
60%
80%
100%
150 200 250 300 350
Scale Scores
Pe
rce
nta
ge
of S
tud
en
ts
White Latino
11© The Education Trust, Inc., 2003
The consequences of the
achievement gap reach
beyond high school
12© The Education Trust, Inc., 2003
College going rates for Latino and White students are close …
0
10
20
30
40
50
60
70
80
9019
77
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
White College-Going Latino College Going
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.
13© The Education Trust, Inc., 2003
But BA completion rates are greater for Whites than for Latinos
0
10
20
30
40
50
60
70
80
90
Latino Completion 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.
14© The Education Trust, Inc., 2003
Regardless of Race/Ethnicity, More Than 9 in 10 Students in Grades 6-12 and Their Parents Expect
the Student to Attend Postsecondary Ed.
94% 96% 94%90% 96%94%
0%
50%
100%
Students Parents
Per
cen
t
African American
Latino
White
Source: NCES, Getting Ready to Pay for College, September 2003.
16© The Education Trust, Inc., 2003
Of Every 100 White Kindergartners:
93 Graduate from high school
65 Complete at least some college
33 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.
17© The Education Trust, Inc., 2003
Of Every 100 Latino Kindergartners:
63 Graduate from high school
32 Complete at least some college
11 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.
18© The Education Trust, Inc., 2003
It doesn’t have to be this way!
Latino children will rise to the
challenge when it’s presented
to them
20© The Education Trust, Inc., 2003
Hambrick Middle School,Aldine, TX
• 72% Latino (state = 42%)
• 22% African American (state = 14%)
• 85% low-income (state = 50%)
Source: Texas Education Agency Web site.
21© The Education Trust, Inc., 2003
Hambrick Middle School, Aldine, TX
29%
93%
46%
87%
0%
25%
50%
75%
100%
1994 2002
8th
gra
der
s p
assi
ng
all
test
s
Latino White
Source: Texas Education Agency Web site.
22© The Education Trust, Inc., 2003
Hambrick Middle School,Aldine, TX
• 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.
Source: Texas Education Agency Web site.
24© The Education Trust, Inc., 2003
Pueblo, CO: Raising Achievement for Students While Narrowing Gaps,
Reading 3rd Grade
50%
60%
70%
80%
90%
100%
1998 1999 2000 2001 2002 2003
Perc
en
t at
or
ab
ove P
rofi
cie
nt
White LatinoSource: Pueblo District 60
State Average 2003= 74%
25© The Education Trust, Inc., 2003
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)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.
* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)
Sca
le S
core
27© The Education Trust, Inc., 2003
Latino 8th Graders in Some States are Making Much Better Gains than the National
Average in Math
United States +6
District of Columbia +22
Hawaii and Georgia +15
Arkansas +14
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
* Gains Between 2000 and 2003
28© The Education Trust, Inc., 2003
Delaware: Gains in Grade 4 Reading
Outpace the Nation, 1998-2003
15
33
4
7
0
5
10
15
20
25
30
35
White Gain Latino Gain
Delaware
United States
Source: NCES, National Assessment of Educational Progress
Change in Average Scale Score
29© The Education Trust, Inc., 2003
Latinos in Ohio Perform as Well or Better Than Whites
in 21 States (2003 NAEP 8th Grade Reading)
259260
262262
265265
266267267267267267267
268268268268268268268268268
254 256 258 260 262 264 266 268 270
HawaiiWest Virginia
AlabamaNevada
CaliforniaTennessee
ArkansasIdaho
LouisianaMississippiOklahoma
OregonRhode Island
AlaskaArizonaFlorida
GeorgiaNew Mexico
PennsylvaniaUtah
WashingtonOhio
Source: NCES, National Assessment of Educational Progress (NAEP)
Scale Score
30© The Education Trust, Inc., 2003
What do we know
about the places that
are improving results
for Latino students?
31© The Education Trust, Inc., 2003
Element 1: Clear, high
goals for all students
and curriculum aligned
to those goals
32© The Education Trust, Inc., 2003
Transcript Study: single biggest
predictor of college success is
the quality and intensity of
students’ high school curriculum
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.
33© The Education Trust, Inc., 2003
Curriculum Counts:Chances for Bachelor’s Degree
by High School Grads
61
7975
86
010
2030
4050
6070
8090
100
Students Entering 4-YrCollege
Students With Highest HSCurriculum
Latino
White
Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999. Table 40: Bachelor’s degree completion rates for students in the top two quintiles ... who entered 4-year colleges directly from on-time high school graduation by race.
Per
cent
age
35© The Education Trust, Inc., 2003
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
• Indiana gives schools extra funding to provide
instruction for students struggling to meet
state standards
37© The Education Trust, Inc., 2003
Boston Students with Effective Teachers Showed Greater Gains
in Reading and Math
(0.3)
(-0.6)
(14.6)
(5.6)
-1
16
Math Reading
Ave
rag
e S
tud
ent
Gro
wth
Ove
r O
ne
Yea
r
Least Effective Teachers Most Effective Teachers
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
38© The Education Trust, Inc., 2003
Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)
76
27
15
90
Beginning 3rd Grade
Score (Percentile)
Avera
ge M
ath
Sco
re 3
yrs
late
r in
Perc
en
tile
s
Dallas StudentsAssigned To 3Highly EffectiveTeachers In ARow
Dallas StudentsAssigned To 3IneffectiveTeachers In ARow
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.
39© The Education Trust, Inc., 2003
Cumulative Effects of Teachers on 5th Grade Math Scores: Tennessee
83%
29%
Students With 3 Very Ineffective Teachers Students With 3 Very Effective Teachers
Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12
Stu
de
nt
gai
ns
ov
er 3
yea
rs
41© The Education Trust, Inc., 2003
Latino students get less
than their fair share of
qualified teachers ...
42© The Education Trust, Inc., 2003
Minority Students Get More Inexperienced* Teachers
21%
10%
0%
25%
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.
43© The Education Trust, Inc., 2003
More Math Classes in High-Minority High
Schools are Taught by Teachers Lacking a
Major in the Field
41%
29%
0%
10%
20%
30%
40%
50%
High-minority schools Low-minority schools
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
44© The Education Trust, Inc., 2003
More Courses in High-Latino High
Schools Taught by Out-of-Field Teachers
40%
31%
24%
0%
10%
20%
30%
40%
50%
90% or HigherLatino
11-89% Latino 10% or LowerLatino
*Teachers lacking a college major in the field. Data for high school core academic classes only.Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
46© The Education Trust, Inc., 2003
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
47© The Education Trust, Inc., 2003
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled in
chemistry
44
63
0
80
1998
Per
cen
t En
rolle
d
Latino
White
49© The Education Trust, Inc., 2003
In 31 of 47 states, districts
enrolling the highest proportions of
minority students have
substantially fewer state & local
dollars per student than districts
with the lowest percentages of
minority students.
Source: The Education Trust. Analysis by Greg F.Orlofsky based ib 1999-2000 Department of Education and U.S. Census Bureau data.
50© The Education Trust, Inc., 2003
Funding gap in some states with large Latino population
Source: The Education Trust. Analysis by Greg F.Orlofsky based in 1999-2000 Department of Education and U.S. Census Bureau data.
State Gap Per Pupil* Gap Per
400-pupil School
New York $2,034 $813,600
Texas $1,068 $427,200
Illinois $965 $386,000
* state & local funds between high and low-minority districts. District funding levels adjusted for local price differences and the additional cost of educating low-income students and students with disabilities
51© The Education Trust, Inc., 2003
Given what we know, what
would happen if we had
the courage to change
these patterns?
52© The Education Trust, Inc., 2003
Researchers John Kain and
Eric Hanushek have found
that having an above average
teacher for five years in a row
can completely close the
achievement gap.
53© The Education Trust, Inc., 2003
NCLB Can Help Communities Bolster
Latino Academic Achievement
Under this Powerful New Law You have:
54© The Education Trust, Inc., 2003
You have the right to clear honest information, including:
• all school information regarding your child’s education in Spanish
• your child’s performance in mathematics and reading/language arts
• your child’s school overall performance in comparison to state standards
• your school’s performance with groups of students, including Latinos and English language learners
• the qualifications of your child’s teacher
55© The Education Trust, Inc., 2003
Options for better educational opportunities or services for your child:
• If your child’s school does not meet statewide
goals for 2 years in a row, you have the right to
transfer your child to a higher performing school in
the district
• If the school does not meet its goals for 3 years,
children from low-income families are entitled to
supplemental services
• If you request it, the school must have regular
meetings with you to discuss your concerns about
your child’s education.
56© The Education Trust, Inc., 2003
More options and control for parents of English-language learners:
If your child is placed in a special program to learn English, the school has to notify you of the following:
1. your child’s level of English proficiency;
2. a description of the recommended program and any other programs available;
3. when the school expects the child to join the regular program in English;
4. the expected high school graduation rate of students who participate in the program
57© The Education Trust, Inc., 2003
• If your child is not making adequate progress toward full English proficiency you must be notified within 30 days
• If you are not satisfied with the English learning program you can choose another program or insist that your child be placed in regular academic program
More options and control for parents of English-language learners (cont’d)
58© The Education Trust, Inc., 2003
NCLB gives parents a strong voice to advocate for their children
These are only some of the ways NCLB
can help you ensure that Latino children get a good public school
education
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