claremont graduate university teacher education internship program
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Claremont Graduate University Teacher Education Internship Program. Molly Mauer Tami Pearson The Education Trust - West March 29, 2008. EdTrust – West’s Role. - PowerPoint PPT PresentationTRANSCRIPT
Claremont Graduate UniversityTeacher Education Internship Program
Molly Mauer
Tami Pearson
The Education Trust - West
March 29, 2008
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EdTrust – West’s Role
Provide an overview of history and importance of accountability systems in public education at the federal, state and classroom level.
Teacher’s role in understanding and using data as tools to inform instruction and increase student achievement.
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Accountability (and data) Systems
Federal: NCLB and AYP
California State: PSAA and API
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The Federal Role: History - NCLB
1965 – Elementary and Secondary Education Act Funding for K-12: Professional development,
instructional materials, educational programs, parental involvement
Through 1970 and reauthorized every 5 years Title 1 – funding for schools with low income
students Some additions/changes – Individual with
Disabilities Act (IDEA), Goals 2000 Most notably:
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No Child Left Behind
2002 – signed into law Reauthorization of ESEA 4 Principles:
Accountability: Guaranteeing Results Flexibility: Local Control for Local Challenges Proven Education Methods: Proven Methods with
Proven Results Parental Options: Choices for Parents, Hope for
Kids
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NCLB IS A GAP-
CLOSING POLICY
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NCLB: Why is it important?
No Child Left Behind requires the collection of data to show where achievement gaps exist.
Focuses on what schools can do to ensure every child has the opportunity to learn.
Closing the achievement gap is a national priority.
High standards for all, high quality education for all—no exceptions—no excuses
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NCLB Statement of Purpose
“Closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers.”
20 U.S.C. § 6301
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NCLB
Still waiting for reauthorization:
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NCLB Goals
ALL students will attain proficiency or betterin reading and mathematics by 2013-2014
ALL limited English students will becomeproficient in English
ALL teachers will be highly qualifiedby 2005-2006
ALL students will be educated in safe,drug-free environments
ALL students will graduate from high school
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NCLB: Accountability
Testing RequirementsAdequate Yearly Progress (AYP)ConsequencesPublic Reporting
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NCLB: Testing Requirements
States administer own tests which are: Aligned Valid and reliable Inclusive:
Limited English Proficient Students Special Education Students Annual reading and math assessments at grades 3-8 by
2005-2006
Science assessments by 2007-2008 At least once at elementary, middle, and
high school grades
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NCLB: Adequate Yearly Progress (AYP)
Demonstrate Proficiency: All schools reach 100% proficiency within 12 years
(2014) Schools must meet annual state objectives for
progress Continual Achievement:
States will determine annual objectives for progress All subgroups must meet annual objectives for
progress 95% of all students and all subgroups of students
must be included in the assessment
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NCLB: Annual Measurable Objectives (AMOs)….in California
Participation rates (95%) CSTs – Elementary/Middle Schools; CAHSEE – High
School All Students Racial/Ethnic groups Low SES Special Education ELL Graduation Rates (Growth of 1/10 of 1%) California – API (Growth of 1 point) Up to 46 different criteria
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NCLB: California AMO’s ELA Elementary/Middle School
89.2%
24.4%13.6%
67.6%56.8%
46.0%35.2%
78.4%
100.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
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NCLB: California AMO’s Math Elementary/Middle School
37.0%47.5%
58.0%68.5%
79.0%89.5%
26.5%16.0%
100.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
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NCLB: California AMO’s ELA High School
11.2%
88.9%
22.3%
100.0%
77.8%
33.4%44.5%
55.6%66.7%
0%10%20%30%40%50%60%70%80%90%
100%
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NCLB: California AMO’s Math High School
9.6%
88.7%100.0%
77.4%66.1%
54.8%43.5%
32.2%20.9%
0%10%20%30%40%50%60%70%80%90%
100%
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NCLB: Consequences
Failure to make AYP will result inimplementation of specific consequences
Each consecutive year, correctiveactions become more intensive
California Year Three Districts – 96 Districts, 1 County Office of Education – District Assistance and Intervention Team (DAIT)
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NCLB: Consequences (cont.)
Schools: Year One – Did not make AYP Year Two – Did not make AYP Year Three (PI Year 1) – Revise school plan, 10% Title 1 for PD Year Four (PI Year 2)– Continue plan implementation and PD Year Five (PI Year 3) – Collaborate with district, PD Year Six (PI Year 4) – Plan for alternative governance (charter,
new staff, state takeover), notice to parents, PD Year Seven (PI Year 5) – Implement restructuring plan Each Year – Parent notification; starting with Year 2 add school
choice; starting with Year 3 add supplemental services
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NCLB: Other Key Points
Options and Choices for Parents Communication with parents Transfer to another school Provide transportation Supplemental educational services
Proven Instructional Methods Emphasis on instructional methods that have been proven to improve student
achievement Research-based Example: Reading First Highly Qualified Teachers
Flexibility States have flexibility in designing tests and when to test Flexibility in how use federal funds Discretion as to define proficiency California: Fordham report “The Proficiency Illusion” found CA definition of “proficiency”
relatively difficult compared to other 25 states in the study. Yet still concerns with cut scores particularly in math
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The State Role: History
1983 – A Nation at Risk: Content; Standards and Expectations; Time; Teaching; and Leadership and Fiscal Support
1983 – Bill Honig – California State Superintendent starts decade long educational reform in California; developing content standards and curriculum frameworks.
1990 SCANS report – skills kids need to succeed in work.
1992 – Second to None: A Vision of the New California High School
1997-98: SBE adopts standards and framework for core curriculum
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The State Role: History (cont.)
1999 – Public Schools Accountability Act (PSAA) Academic Performance Index (API)*** Standardized Testing and Reporting (STAR) Alternative Schools Accountability Model (ASAMs) Rewards and Interventions
2002 – Aiming High: High Schools for the 21st Century
2001 – Elementary: Making the Grade 2001 – Middle School: Taking Center Stage
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At the cornerstone of the PSAA, California’s Academic Performance Index (API)
The State Role: API
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API: CA’s Academic Performance Indicator
200-1000; 800 TargetSets growth targets based on the
difference between where a school is performing, and the statewide target of 800, requiring an annual target of 5% of the difference.
Base and Growth API (compare 2006 base with 2007 growth)
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Statewide and Similar School Ranks
Deciles – top 10% equals decile 10 Statewide – compared with all same type of
schools in the state Similar School Rank – 20 variable
Same type of schools 100 schools – Changes from year to year Similar opportunities and challenges – mobility, ethnicity,
SES, teacher qualifications, ELL, average class size, special education, GATE
Calculation – School Characteristic Index (SCI) – demographics
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API (cont.)---Testing in California Schools
Standardized Testing and Reporting (STAR) California Standards Tests (CSTs)
English, Math, Science, Social Studies Norm referenced: Measure students performance against a
relevant comparison group (CSTs, CAHSEE) California Achievement Tests (CAT/6) – 3rd and 7th
grades Criterion referenced: Measure specific skills in relation to
standards of academic performance (CAT/6, SAT/9) California High School Exit Exam (CAHSEE) California Alternate Performance Assessment (CAPA) Dropout rates
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API: Consequences
Immediate Intervention/Underperforming Schools Program (II/USP) – bottom 5 deciles
High Priority SchoolsState monitored schools – School
Assistance and Intervention Team (SAIT)
Exit if all API targets met for two years or decile 6 or higher
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What is the API? (cont)
Sets growth targets based on the difference between where a school is performing, and the statewide target of 800, requiring an annual target of 5% of the difference.
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For example,
If a school had a schoolwide API of 700 in 2007, their “growth target” would be 5 API points, and they would be aiming for hitting at least a 705 for the school year 2008
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API (cont.)
Although the API requires disaggregating achievement data until just last year…it actually codified low-expectations for some groups of kids, by setting a schoolwide growth target, I.E. 5 points, and then requiring that subgroups at the same school need only hit a growth target of 80% of the schoolwide, or 4 points in our example
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Schools and districts are now required to set subgroup growth targets based on where that group is performing and 800.
But is this enough?
API (cont.)
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Even when schools are improving and are successful on the API, they may not necessarily be closing achievement gaps - and some groups are allowed to remain low-achieving.
API (cont.)
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Willard Middle SchoolBerkeley, California
40% African-American23% White14% Latino 7% Asian 8% ELL53% Low-Income
Source: California Department of Education, http://star.cde.ca.gov/
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Willard Middle SchoolBerkeley, California
A highly successful school under the 2006-07 API system
Made API growth 7 times over
Did NOT make AYP for 2006-07
Source: California Department of Education, http://star.cde.ca.gov/
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Achievement Gaps at Willard Middle 2007 English Language Arts (7th Grade)
44
8175
1814
0
30
0
20
40
60
80
100
All White Asian AfricanAmerican
Latino EnglishLearner
Low-Income
Per
cen
t P
rofi
cien
t
Source: California Department of Education, http://star.cde.ca.gov/
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Achievement Gaps at Willard Middle2007 Math (7th Grade)
39
63
83
1723
0
28
0
20
40
60
80
100
All White Asian AfricanAmerican
Latino EnglishLearner
Low-Income
Per
cen
t P
rofi
cien
t
Source: California Department of Education, http://star.cde.ca.gov/
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Scores Went Down and Gaps GrewBetween Latino and White 7th Graders English Language Arts Proficiency 2006 vs. 2007
35
14
82 81
0
20
40
60
80
100
2006 2007
Perc
ent P
rofici
ent
Latino
White
47 67
Source: California Department of Education, http://star.cde.ca.gov/
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The PSAA reminds us that long before NCLB, California officials waxed eloquent that proficiency is our goal for ALL kids.
Improvement alone is not enough. The accountability system must also set an ambitious timeline to reach the end goal.
API (cont.)
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In 2007, the White students at Willard have an API of 896, already proficient. If the school hits growth targets for its Black students, they will hit the 800 mark in:
2047
API (cont.)
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Do we need the API and AYP?
Until the API is strengthened to—and our statewide data system can—measure real growth, the answer is…..YES.
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Remember Willard Middle?2007 English Language Arts (7th Grade)
44
8175
1814
0
30
0
20
40
60
80
100
All White Asian AfricanAmerican
Latino EnglishLearner
Low-Income
Per
cen
t P
rofi
cien
t
AYP Target= 24.4%
Source: California Department of Education, http://star.cde.ca.gov/
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Achievement Gaps at Willard Middle2007 Math (7th Grade)
39
63
83
1723
0
28
0
20
40
60
80
100
All White Asian AfricanAmerican
Latino EnglishLearner
Low-Income
Per
cen
t P
rofi
cien
t
AYP Target= 26.5%
Source: California Department of Education, http://star.cde.ca.gov/
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Where Are We Now? How are California students doing on state assessments?
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CALIFORNIAEnglish Language Arts CST 2007 All Students
Source: California Department of Education, 2007
20
29
51
27
31
41
39
24
37
0%10%20%30%40%50%60%70%80%90%
100%
4th Grade 8th Grade 11 Grade
Prof/ Adv
Basic
Below Basic
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CALIFORNIAMATH CST 2007All Students
*General Math – Tests Grades 6 & 7 Standards
Source: California Department of Education, 2007
19
23
56
41
36
23
0%
20%
40%
60%
80%
100%
4th Grade 8th GradeGeneral Math*
Prof/ Adv
Basic
Below Basic
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But underneath those averages. . .
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CALIFORNIAELA 4th Grade, By EthnicityCST 2007
STATEWIDE
27 289 9
34 36
20 17
39 37
71 74
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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CALIFORNIAMath 4th Grade, By Economic StatusCST 2007
27
27
45
9
18
72
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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But by Middle and High School Gaps Grow Increasingly Wider. In both Reading and Math.
By the end of high school, even for those students that stay in our school, the gaps are staggering.
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CA: African American and Latino 7th graders read at about the level of White 3rd graders
680
644 645640
575
600
625
650
675
White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
7)
CAT/6 2007
Source: California Department of Education, 2007
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CALIFORNIAELA 8th Grade, By EthnicityCST 2007
39 3713 14
34 36
25 23
27 26
62 64
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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CALIFORNIAMath 8th Grade (General Math)By Economic Status, CST 2007
49
36
16
29
37
35
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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CALIFORNIAELA 11th Grade, By EthnicityCST 2007
55 5126 23
24 27
22 20
22 23
52 57
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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CALIFORNIAAlgebra I (Grades 8-11), By Economic StatusCST 2007
61
24
15
40
28
32
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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CALIFORNIAGeometry (Grades 8-11), By EthnicityCST 2007
Source: California Department of Education, 2007
74 68
34 26
18 21
3023
8 1135
51
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
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CALIFORNIAAlgebra II (Grades 8-11)CST 2007, By Economic Status
60
24
16
38
30
33
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
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Drop Out Rates Staggering, Even if Unclear.
We lose most kids between 9th and 10th grades.
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Too Few Graduate.California Class of 2005
68%
57% 56%
80%84%
0%10%20%30%40%50%60%70%80%90%
100%
All AfricanAmerican
Latino White Asian
Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology.
*Includes 9th graders who graduated four years later.
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And of those who do graduate from high school….
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Few Graduate College Ready. *
California: Class of 2005.
52%
35%
14%
25%
16%
0%
20%
40%
60%
80%
100%
AllStudents
AfricanAmerican
Latino White Asian
Source: ETW’s webtool, Raising the Roof using CDE data
*Includes 9th graders who have completed the A-G course sequence with a “C” or better in each class four years later.
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The Teacher’s Role
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Classroom Data
CSTs CAT/6 CAHSEE Interim/Benchmark/Quarterly Assessments Database management systems (IDMS,
OARS, Edusoft…) Districts at different points in terms of teachers
accessing data.
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2007 – CST ELA Clusters
Cluster 1: Word Analysis and Vocabulary Development (8)
Cluster 2: Reading Comprehension (18)Cluster 3: Literary Response and
Analysis (16)Cluster 4: Written Conventions (13)Cluster 5: Writing Strategies (20)
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2007 – CST ELA Performance Bands
Far Below Basic: 150-264Below Basic: 265-299Basic: 300-349Proficient: 350-396Advanced: 397-600
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Classroom Data
Closer look at classroom data using database management system (IDMS, OARS, Edusoft…)
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Why is All This Data Important?
DATA = EVIDENCE
Without data, achievement gaps would be invisible.
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Students Who Start 2nd Grade at About the Same Level of Math Achievement…
55 57
0
20
40
60
80
100
Group 1 Group 2
Ave
rag
e P
erce
nti
le R
ank
Beginning of 2nd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
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…Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers
55 57
77
27
0
20
40
60
80
100
Group 1 Assigned to ThreeEFFECTIVE Teachers
Group 2 Assigned to ThreeINEFFECTIVE Teachers
Ave
rag
e P
erce
nti
le R
ank
Beginning of 2nd Grade End of 5th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
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Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade
7
16
0
24
6
810
12
1416
18
Students with Teachers inLowest Quintile of
Effectiveness
Students with Teachers inHighest Quintile of
Effectiveness
Ave
rag
e N
orm
al
Cu
rve
Eq
uiv
alen
ts
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
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LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE TEACHERS: One Year Growth
14
53
0
10
20
30
40
50
60
low high
Sanders and Rivers, Cumulative and Residual Effects of Teachers on Future Academic Achievement, 1998.
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Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5)
76
27
0
10
20
30
40
50
60
70
80
90
100
Ave
rage P
erc
entile
Rank
Dallas StudentsAssigned to 3Highly EffectiveTeachers in aRow
Dallas StudentsAssigned to 3IneffectiveTeachers in aRow
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
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1998 by The Education Trust, Inc.
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Teachers Matter Most.
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“Massive Impact”
“…having a top-quartile teacher rather than a bottom quartile teacher four years in a row would be enough to close the black-white test score gap.”
Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.
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Webtools
Dataquestwww.cde.ca.gov
Raising the Roofwww.edtrustwest.org
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And what role do teachers play in all of this…