Download - Education Policy Committee
© 2013 THE EDUCATION TRUST
Education Policy Committee
Kati HaycockPresident
The Education Trust
© 2013 THE EDUCATION TRUST
ACHIEVEMENT IN AMERICA: Where Are We? What Can We Do? Critical Steps for Nevada
Las Vegas Metro Chamber of CommerceLas Vegas, NV April, 2013
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America: Two Enduring Stories
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1. Land of Opportunity:
Work hard, and you can become anything you
want to be.
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2. Generational Advancement:
Through hard work, each generation of parents can assure a better life — and
better education — for their children.
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Powerful narratives.Fast slipping away.
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Within the U.S., income inequality has been rising.
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Earnings among the lowest income families have declined, even amid big increases at the
top.
Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.
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Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Instead of being the most equal, the U.S. has the third highest income inequality among OECD
nations.
United States
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
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Not just wages, but mobility as well.
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U.S. intergenerational mobility was increasing until 1980, but has sharply declined since.
Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec. 2005.
1950 1960 1970 1980 1990 20000
0.2
0.4
0.6
0.4 0.35 0.34 0.330.46
0.58
Earn
ings
Ela
stici
ty
The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.
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Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates
of intergenerational mobility.
Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006).
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At the macro level, better and more equal education is
not the only answer.But at the individual level, it really
is.
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More Education=More Income
Julian and Kominski, “Education and Synthetic Work-Life Earnings Estimates,” U.S. Census Bureau, 2011.
Note: Data include full-time, year-round workers, those working less than full-time year-round, and those who did not work.
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Source:
More Education=Less Unemployment
U.S. Bureau of Labor Statistics, Table A-4, http://www.bls.gov/news.release/empsit.t04htm
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More education also helps improve other things we
value.
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More Education=More Likely to Vote
U.S. Census Bureau, “Voting and Registration in the Election of November 2008,” May 2010Note: Data include both those who are and are not registered to vote.
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U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)
Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009
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Source:
More Education=More likely to be in “Very Good” or “Excellent” Health
Robert Wood Johnson Foundation Commission for a Healthier America, 2009
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Gallup, “Strong Relationship Between Income and Mental Health” (2007)
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What schools and colleges do, in other words, is hugely important to
our economy, our democracy, and our society.
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So, how are we doing?
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First, some good news.After more than a decade of fairly flat achievement and stagnant or
growing gaps in K-12, we appear to be turning the corner with our
elementary students.
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Source:
Fourth-Grade Reading: NAEP LTTRecord performance with gap narrowing
150
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1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
Aver
age S
cale
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re
9-Year Olds – NAEP Reading
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Source:
Fourth-Grade Math: NAEP LTTRecord performance with gap narrowing
Source: NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Looked at differently(and on the “other” NAEP
exam)…
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Source:
1996 NAEP Grade 4 Math
NAEP Data Explorer, NCES
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Source:
2011 NAEP Grade 4 Math
NAEP Data Explorer, NCES
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Middle grades are up, too.
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Source:
Over the last decade, all groups have steadily improved and gaps have narrowed
NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted
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Clearly, much more remains to be done in elementary and
middle school.Too many students still enter high
school way behind.
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But at least we have some traction on elementary and
middle school problems.The same is NOT true
of our high schools.
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Source:
Achievement is flat in reading.
NAEP Long-Term Trends, NCES (2004)
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Source:
Math achievement is flat over time.
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
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And gaps between groups are mostly wider today than in the late
80s and early 90s.
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Source:
12th-Grade Reading: No progress, gaps wider than 1988
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Source:
12th-Grade Math: Results mostly flat, gaps same or
widening
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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And these are the students who remain in school through 12th grade.
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Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).
Students of color are less likely to graduate from high school on time.
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Moreover, no matter how you cut the data, our students
aren’t doing well compared with their peers in other
countries.
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Source:
Of 34 OECD countries, the U.S. ranks 12th in reading literacy.
U.S.A. OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
“Highlights from PISA 2009,” NCES, 2010
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Source: “Highlights from PISA 2009,” NCES, 2010
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD countries, the U.S. ranks 17th in science.
U.S.A.
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Source: “Highlights from PISA 2009,” NCES, 2010
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD countries, the U.S. ranks 25th in math.
U.S.A.
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Only place we rank high?
Inequality.
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Source:
Among OECD countries, the U.S. has the fourth largest science gap between high-SES and low-SES students.
PISA 2006 Results, OECD, table 4.8b
U.S.A. OECD
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Source:
Among OECD countries, the U.S. has the fifth largest reading gap between high-SES and low-
SES students.
PISA 2009 Results, OECD, Table II.3.1
U.S.A. OECD
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We used to make up for at least some of this by sending
more of our students to college than anybody else.
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Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
Though no longer #1, we’re still relatively strong in overall educational attainment
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Percentage of residents aged 25-34 with a postsecondary degree
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
But our world standing drops to 15th for younger adults
United StatesOECD Average
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Difference in percentage of residents aged 45-54 and those aged 25-34 with a postsecondary degree
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)
Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
We’re near the bottom in intergenerational progress
OECD Average
United States
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That’s a quick look at the country as a whole. What
about Nevada?
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You’ve seen your state assessment and graduation
data before.
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Students of Color Less than Half as Likely to Exceed State Reading Standards
Source: Nevada Department of Education
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Students of Color 2-3 Times More Likely to Perform at Lowest Level in Math
Source: Nevada Department of Education
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Students of Color More Likely to Fall Short of State Reading Standards in High School
Source: Nevada Department of Education
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Low Graduation Rates for All Groups of Students
Source: NCES, “ Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10: First Look,” (2013), http://nces.ed.gov/pubs2013/2013309.pdf.
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Source:
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Percent of NV ACT-Takers Meeting College-Ready Benchmarks
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Source:
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Percent of NV ACT-Takers Meeting All Four College-Ready Benchmarks
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What about performance on the national assessment?
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But there is some good news here.
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Nevada’s Students Improving Faster than National Average in Reading
National Public
Nevada
Florida
Georgia
Pennsylvania
Massachusetts
Maryland
Alabama
0 4 8 12 16 20
4
6
7
7
8
9
12
13
Students Overall – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
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Latino Students in Nevada Improved at One of the Fastest
Rates Nationwide
National Public
Nevada
New Hampshire
Georgia
Massachusetts
Maryland
0 4 8 12 16 20
6
11
11
13
14
17
Latino Students – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
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Low-Income Students in Nevada Improved Nearly Twice as Fast as Low-
Income Students Nationwide
National Public
Nevada
New Hampshire
Florida
New Jersey
Pennsylvania
Alabama
Maryland
0 4 8 12 16 20
6
10
10
11
12
13
16
16
Low-Income Students – Grade 4 Reading (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
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Nevada’s Students Improving Faster than National Average in Math
National Public
Nevada
Maryland
New Mexico
Rhode Island
Hawaii
Massachusetts
New Jersey
Texas
Arkansas
0 4 8 12 16 20 24 28
7
10
10
11
11
12
12
13
13
13
Students Overall – Grade 8 Math (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
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Latino Students in Nevada Improved at One of the Fastest
Rates Nationwide
National Public
Idaho
Nevada
Pennsylvania
Rhode Island
Texas
Delaware
Massachusetts
Arkansas
0 4 8 12 16 20 24 28
11
16
16
16
16
16
17
18
24
Latino Students – Grade 8 Math (2003-2011)
Mean Scale Score Improvement, 2003-2011
Source: NAEP Data Explorer, NCES.
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But clearly we’ve got to move faster, because
performance still trails that in other states.
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Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Nevada’s Overall Performance Trails Other States
NV
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Source:
Nevada’s Overall Performance Trails Other States
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
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All about demographics?
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Nevada Schools: More Diverse Than Many States
Source: Nevada Department of Education
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But, even when you compare “same” group of students,
Nevada’s children are behind.
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Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Black Students Below National Average in Nevada
NV
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Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Nevada’s White Students Below the National Average
NV
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Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)
In Nevada, Latino Students Below the National Average for Latinos (33rd)
NV
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2003 Grade 4 NAEP ReadingLatino (2nd from bottom)
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP
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And the same patterns exist in 8th grade math.
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Source:
Higher Income Students in NevadaTrail Peers Nationwide
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
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Source:
Lower Income Students in Nevada Behind Peers in Other States (37th)
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
NV
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2003 Grade 8 NAEP MathLow Income (42nd)
Nor
th D
akot
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Dak
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Kans
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Virg
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Mas
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est V
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Con
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Alas
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Wis
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Ariz
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Mic
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Flor
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New
Jer
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Mar
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Mis
siss
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Tenn
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...
230
235
240
245
250
255
260
265
270
275
280
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP
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Summing across?
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Source:
Reading: Looking at Performance and Improvement in Nevada
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Source:
Math: Looking at Performance and Improvement in Nevada
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Post High School?
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Source:
Relatively few of Nevada’s graduates go on to college
Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986-2008”
Nevada
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Source:
When High School Dropout Rate is Factored In, the Picture is Worse
(HS Grad Rate x College Continuation Rate, 2008)
Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986--2008”
45.8%
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And of those who enter, few graduate.
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Source:
Among those who start in four-year colleges, Nevada has one of the lowest Bachelor’s degree attainment rates
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
Nevada
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Source:
Six-Year College Graduation Rates Hispanic, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
62.5%
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Source:
Six-Year College Graduation Rates African American, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
40%
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Source:
Six-Year College Graduation Rates White, 2009
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40
First-time, full-time freshmen completing a BA within 6 years
72.9%
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Only place Nevada’s performance is strong relative to other states?
Community College Student Success
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Source:
Among those in Associate’s programs, Nevada has one of the highest completion rates
U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=l&id=0&wt=40
First-time, full-time freshmen completing an AA or certificate within 3 years
Nevada
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Put this all together, and few young adults in Nevada have completed a
postsecondary degree.
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Source:
Nevada has one of the lowest rates of young adults with at least an associate’s degree
2009 American Community Survey data from NCHEMS Information Center , http://www.higheredinfo.org/dbrowser/?level=nation&mode=data&state=0&submeasure=239
Nevada
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In sum, Nevada is below average in a country whose
results are increasingly below the international average.
Not a place you want to be.
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What Can You Do?
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First, stop for a moment and celebrate the progress.Don’t forget to say thanks to the educators whose work made this
possible.
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Second, don’t accept excuses for why progress can’t
continue—even accelerate—for “these” kids.
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What we hear many say:• They’re poor.• They don’t speak English.• Their parents don’t care.• They come to school without
breakfast.• They don’t have enough books.• They don’t have enough
parents.
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On the college level, we hear much the same thing:
• Our students are unprepared.• They come from a culture of
poverty.• They have to work too many
hours.• Their families don’t value college
education.
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But if there’s truly nothing that we can do, why are low-income students and students of color performing so much higher in
some schools? Some colleges? Even some whole states?
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Source:
Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana
• 341 students in grades PK – 6– 97% African American
• 88% Low Income
Louisiana Department of EducationNote: Enrollment and demographic data are from 2009-2010
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Source:
© 2013 THE EDUCATION TRUST
Big Gains at Bethune Elementary
Louisiana Department of Education
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Source:
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Exceeding State Averages at Bethune Elementary
Louisiana Department of Education
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Source:
Outperforming the Stateat Bethune Elementary
Source: Louisiana Department of Education
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Halle Hewetson Elementary SchoolLas Vegas, NV
• 938 students in grades PK – 5– 87% Latino– 5% African American
• 100% Low Income• 62% Limited English
Proficient
Source: Nevada Department of EducationNote: Data are for 2011-12 school year
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Source: Nevada Department of Education
Big Improvementat Halle Hewetson Elementary
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Source: Nevada Department of Education
Outperforming the Stateat Halle Hewetson Elementary
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Source: Nevada Department of Education
Outperforming the Stateat Halle Hewetson Elementary
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Exceeding State Standards at Halle Hewetson Elementary
Source: Nevada Department of Education
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Big gains in some districts, too.
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National Public
Los Ange-les
San Diego
Houston
Boston
0 5 10 15 20 25
11
15
15
17
19
Latino Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
In Boston and Houston, Latino students made far faster progress between 2003 and 2011 than in the country as a
whole
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National Public
Chicago
Atlanta
Boston
0 5 10 15 20 25
10
15
21
21
African-American Students – NAEP TUDA Grade 8 Math
Change in Mean Scale Score, 2003-2011
Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .
African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally
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Colleges Can Close Gaps, Too:Virginia Commonwealth University
Six-Year Graduation Rates at VCU (2004-2010)First-time, full-time freshmen who graduated from the same college they started from 6 years ago
Source: Education Trust analysis of IPEDS data.
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You can help by pointing to the successes—here in Nevada and elsewhere--and by pressing for
similar results.
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Third, start early, especially with low-income children.
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High quality pre-school is the best investment we can make. It pays to prevent
problems rather than ameliorate them later.
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Fourth, get behind the Common Core Standards.
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But adopting the standards and the new tests isn’t
enough.You’ve got to make sure that all
students take the courses in high school that lead to college
readiness.
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Moreover, a few more “workshops” on the new
standards won’t do the trick.We need to help teachers remake what they do every day, especially the assignments they give to their
students.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Students can do no better than the assignments we
give them.
© 2013 THE EDUCATION TRUST
Grade 10 Writing AssignmentA 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.
© 2013 THE EDUCATION TRUST
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.
© 2013 THE EDUCATION TRUSTSource: Unnamed school district in California, 2002-03 school year.
Essay on Anne Frank
Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book
You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.
Grade 7 Writing Assignment
© 2013 THE EDUCATION TRUST
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.
Grade 7 Writing Assignment
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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;
• Have regular vehicle to assure common marking standards;
• Assess students regularly to measure progress; and,
• Don’t leave student supports to chance.
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In other words, they strive for consistency in everything
they do.And they bring that consistency to
school discipline, as well.
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Fifth, keep up the work on teacher effectiveness, even
though it is hard.
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Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
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DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING
The distribution of value-added scores for ELA teachers in LAUSD
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ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers
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So, there are VERY BIG differences among our
teachers.
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BUT…
We pretend that there aren’t.
© 2013 THE EDUCATION TRUST
Source:
© 2013 THE EDUCATION TRUST
Source:
Make sure your state and districts are acting on this knowledge by:
• Putting into place an honest evaluation system, that takes student growth into account;
• Training principals and expert teachers in evaluation and feedback techniques;
• Providing support to teachers who are struggling;
• Working hard to hold onto the strongest ones, and chasing out the weak ones; and,
• Assuring that all groups of children get their fair share of strong teachers.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Sixth, principals matter hugely. States and districts need clear plan to grow new
leaders.
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This is way too important to be left to higher education.
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Seventh, higher education needs your attention, too.
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Current College Completion Rates:4-Year Colleges
Fewer than 4 in 10 (38%) entering freshmen obtain a bachelor’s degree within 4 years
Within six years of entry, that proportion rises to just under 6 in 10 (58%)
If you go beyond IPEDS, and look at graduation from ANY institution, number grows to about two-thirds.
NCES (March 2012). First Look: Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 and 2006 Cohorts; and Financial Statistics Fiscal Year 2009. Ed Trust analysis of BPS:09.
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But graduation rates vary widely across the nation’s postsecondary institutions
Ed Trust analysis of College Results Online dataset 2010.
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Some of these differences are clearly attributable to
differences in student preparation and/or
institutional mission.
n/a
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But…when you dig underneath the averages,
one thing is very clear:
Some colleges are far more successful than their
students’ “stats” would suggest.
Ed Trust analysis of College Results Online dataset 2009.
© 2013 THE EDUCATION TRUST
College Results Onlinewww.collegeresults.org
College Results Online 2010.
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Colleges need to be pressed to work harder to make sure those they admit actually get
the degrees they are seeking.
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Finally, mind the gaps in opportunity and achievement.
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True, gaps in achievement 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.
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We spend less on their education…
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Funding Gaps Within States: National inequities in state and local revenue per student
GapHigh-Poverty versus Low-Poverty Districts
–$773 per student
High-Minority versus Low-Minority Districts
–$1,122 per student
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
We expect less of them.....
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in poor schools receive As for work that would earn Cs in affluent schools.
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CTB
S4
A B C DGrades
Seventh-Grade Math
Low-poverty schools High-poverty schools
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
We teach them less…
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)” (2010).
Even African-American students with high math performance in fifth grade are unlikely
to be placed in algebra in eighth grade
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
Students of color are less likely to attend high schools that offer calculus.
Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection
Percent of Schools Offering Calculus
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And we assign them disproportionately to our least
experienced, least well-educated, and least effective teachers…
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Students at high-minority schools more likely to be taught by novice* teachers.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer experience.
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Math classes at high-poverty, high-minority secondary schools are more likely to be taught by
out-of-field* teachers.
Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S. Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
© 2013 THE EDUCATION TRUST
Tennessee: High-poverty/high-minority schools have fewer of the “most effective” teachers and
more “least effective” teachers.
17.6%
21.3%23.8%
16%
0
5
10
15
20
25
High-poverty/high-minority schools
Low-poverty/low-minority schools
Perc
ent o
f Tea
cher
s
Most Effective Teachers
Least Effective Teachers
Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.
Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority.
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Los Angeles: Black, Latino students have fewer highly effective teachers, more weak
ones. Latino and black students are:
3X as likely to get low- effectiveness teachers
½ as likely to get highly effective teachers
READING/LANGUAGE ARTS
Source: Education Trust—West, Learning Denied, 2012.
© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST
The results are devastating.
Kids who come in a little behind, leave a lot behind.
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Those practices aren’t good for kids. And they are not
good for our country.
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We are taking the diversity that should be our
competitive advantage in the international marketplace,
and obliterating it.Don’t just stand by and watch,
even if they are not “your” kids. Speak up. Demand the data.
Demand progress.
© 2013 THE EDUCATION TRUST
Washington, D.C. Royal Oak, MI 202/293-1217 734/619-8009
Oakland, CA510/465-6444
Download this presentation and learn more about the Education Trust. www.edtrust.org