improving achievement and closing gaps between groups prepared for the louisiana school boards...

IMPROVING ACHIEVEMENT AND CLOSING GAPS BETWEEN GROUPSPrepared for the Louisiana School

Boards Association by The Education Trust, 2003

WHERE ARE WE NOW? Key Facts on the Achievement Gap

Elementary LiteracyMiddle School Math Literacy

Louisiana School Boards AssociationMonroe, LA March 7, 2003

Where Are We Now?4th Grade Reading, All

Students, 1998

All

39

32

29

0%

20%

40%

60%

80%

100%

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


Where Are We Now? 8th Grade Mathematics All

Students 2000

35

38

26

0%

20%

40%

60%

80%

100%

Prof/ AdvBasicBelow Basic


Underneath those nation-wide figures, there are gaps of all

sorts…including gaps among

states


Differences Among States: Grade 4

Reading46

10

05

101520253035404550

Highest State Lowest State

Proficient orAbove

…and gaps to all kids proficient

(or even to basic)


Gap to at least Basic: Grade 4 Reading

38

9 12

34

26 26

0102030405060708090

100

White Black Latino

BasicProficient

28

65 62


Gap to at least Basic: Grade 8 Math

34

5 9

43

2731

0102030405060708090

100

White Black Latino

BasicProficient

23

68 60

Clearly, we have a lot of heavy lifting to do.

During seventies and eighties we made a lot

of progress...


Gaps Narrow, Then Mostly Widen NAEP Reading,

17 Year-Olds

200

300

1971

1975

1980

1984

1988

1990

1992

1994

1996

1999

Avera

ge R

ead

ing

NA

EP

S

co

re

African American Latino WhiteSource: 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


Gaps Narrow, Then Hold Steady or Widen: NAEP 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 WhiteSource: 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

But that progress stopped during the

nineties

And no matter how you look at the data, a lot remains to be done.


By Race, Ethnicity 4th Grade Reading

1998

65 62 55

28 34

26 26 33

3432

9 12 12

38 34

0%10%20%30%40%50%60%70%80%90%

100%

Black

Latin

o

Nat

ive

Whi

te

Asian




By Family Income4th Grade 1998

58

22

29

33

13

39

0%10%20%30%40%50%60%70%80%90%

100%

Poor Not Poor




NAEP 8th Grade Mathematics 2000

68 6050

23 25

2731

38

43 35

5 9 1234 40

0%10%20%30%40%50%60%70%80%90%

100%

Black

Latin

o

Nat

ive

Whi

te

Asian




NAEP 8th Grade Math Performance 2000

56

24

34

41

10

35

0%10%20%30%40%50%60%70%80%90%

100%

Poor Not Poor



By End of High School?


African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds

0%

100%

200 250 300 350

White 8th GradersAfrican American 12th GradersLatino 12th Graders

Source: NAEP 1999 Long Term Trends Summary Tables (online)


African American and Latino 17 Year Olds Read

at Same Levels as White 13 Year Olds

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

ADD IT ALL UP...


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


Of Every 100 African American Kindergartners:




(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2


Of Every 100 Latino Kindergartners:




(24 Year-Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2


College Graduates by Age 24

Young People FromHigh Income Families

48%

Young People FromLow Income Families

7%

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.


What We Hear Adults Say:

They’re poor; Their parents don’t care; They come to schools without

breakfast; Not enough books Not enough parents . . .

But if they’re right, then why are poor and

minority children performing so high in...

Some schools...


Wrigley Elementary

78% Low-Income 3rd Highest Performing in

State in Reading 6th Highest Performing in

State in WritingKEN

TU

CK

Y

Sources: Kentucky Department of Education Web site, http://www.kde.state.ky.us/


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. M

AR

YLA

ND

* or tiedSources: Maryland Department of Education Web site, http://www.msde.state.md.us/


Pimlico Elementary, Baltimore, MD

100% African American 94% Low-Income Top 1% in improvement on the state’s 5th grade Math test.

Mary

land Improvement

28 31

53

77

0

100

Percent Satisfactory

1997 19981999 2000

Sources: Maryland Department of Education Web site, http://www.msde.state.md.us/


Prince Edward County High, Farmville VA

12%

44%

74%

92%

71% 78%

40%

0%

25%

50%

75%

100%

1998 1999 2000 2001 2002

Pas

sin

g s

tate

Alg

ebra

I t

est

Prince Edward High State Average

Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.

(715 students – 55% African American and Latino)

http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html


Dis

pell

ing

the

Myt

h

Some districts...


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.


Aldine, TX: Raising Achievement for All While

Narrowing Gaps

42%

89%

55%

94%96%

72%

0%

25%

50%

75%

100%

1994 1995 1996 1997 1998 1999 2000 2001

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.

And some entire states...


4th Grade Math African American Gains Between 1992 and 2000

United States +13

North Carolina +25

Texas +21

Indiana +20



4th Grade Math Latino Gains Between

1992 and 2000United States +10

North Carolina +18

Texas +15

Mississippi +15



North Carolina: Gains in Grade 4 Reading Outpace

the Nation, 1992-1998UnitedStates

NorthCarolina

Overall +0 +5

African American +1 +6

Latino -4 +4

White +2 +6

UnitedStates

NorthCarolina

Overall +0 +5

African American +1 +6

Latino -4 +4

White +2 +6

Source: NCES, National Assessment of Educational Progress


Connecticut: Gains in Grade 4 Reading Outpace

the Nation, 1994-98

6

15

15

2

7

7

0 5 10 15

WhiteGain

LatinoGain

AfricanAmerican

Gain

Change in Average Score

United StatesConnecticut


Differences among states so large that minority

and/or poor students in some states

outperforming white and/or non-poor students

in others.


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

Louisiana

Texas

NAEP Grade 8 Writing 1998

Source: NCES, National Assessment of Educational Progress


What We Hear Students Say:

We CAN Learn, But… some teachers don’t know their

subjects counselors underestimate our

potential principals dismiss concerns curriculum and expectations are

low

Where’s Louisiana in All This?


NAEP MATH:Louisiana 4th Graders

(2000)

6555

24

20

38

53

2 722

0 0 1

0%10%20%30%40%50%60%70%80%90%

100%

Black Hispanic White

Below Basic Basic Proficient Advanced


NAEP 4th Grade Math: LA (1992-2000)

160

170

180

190

200

210

220

230

240

1992 1996 2000

BlackHispanicWhite


LA: NAEP Grade 4 Math

LA students made third biggest growth in country;

Growth for every student group--Whites, Blacks and Hispanics--exceeded national growth;

In 2000, performance of each group of students not much different than national average.


NAEP MATH:Louisiana 8th Graders

(2000)

78 74

29

20 22

50

2 419

0 0 1

0%10%20%30%40%50%60%70%80%90%

100%




NAEP 8th Grade Math: LA (1992-2000)

220

230

240

250

260

270

280

290

300

1992 1996 2000

BlackHispanicWhite


LA: NAEP Grade 8 Math

Ninth in growth overall; Growth for all groups exceeded

national growth for that group; Gap widened somewhat; Performance for each group

significantly below national average.


NAEP READING:Louisiana 4th Graders

(1998)

75 72

31

19 19

38

5 8

25

1 1 6

0%10%20%30%40%50%60%70%80%90%

100%




NAEP READING:Louisiana 8th Graders

(1998)

55 58

20

39 31

54

6 1125

0 0 1

0%10%20%30%40%50%60%70%80%90%

100%




NAEP READING OVER TIME: LA

Trends headed down, especially for minorities ;

Fourth grade more serious problems.;

PERFECT TIME FOR YOUR NEW READING INITIATIVE!


LA: A Look at the Education “Pipeline”

8th Grader

HS Grads

College Frosh

College Grads

Black 42.6% 39% 31.7% 23.7%

White 54.7 57.8 62.4 68.5


What Do We Know About The Places that are Improving Results?


Element 1: They Have Clear, High Goals and

Consistent Approaches

They are relentless in pursuing them;

They don’t keep changing strategies.


Students can do no better than

the assignments they are given...


Grade 10 Writing Assignment

A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.


Grade 10 Writing Assignment

Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent

Schools87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CT

BS

4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools

Good Standards and Assessments Can Help

Focus

But not if they sit on the shelf.Must be clear and specific about what students should learn at every grade level; Monitor constantly.

Element 2: All Students in Curriculum Lined Up

With Those Goals


Immediate college-going increasing

49 5055

6065 63

0

10

20

30

40

50

60

70

1972 1978 1984 1990 1996 1999

TOTAL


Most High School Grads Go On To Postsecondary

Within 2 YearsEntered Public 2-YearColleges

26%

Entered 4-Year Colleges 45%

Other Postsecondary 4%

Total 75%Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.


College Freshmen Not Returning for

Sophomore Year

4 year Colleges 26%

2 year Colleges 45%

Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

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.

But college prep curriculum has benefits

far beyond college.

Students of all sorts will learn more...


Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

*Grade 8-grade 12 test score gains based on 8th grade achievement.

Low Quartile Students Gain More From College

Prep Courses*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep

They will also fail less often...


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

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles


Students of All Abilities Are Generally More Likely to Fail Low-Level

Mathematics Courses9th-graders earning Ds or Fs by 8th grade

achievement & course assignment

0

5

10

15

20

25

30

35

40

45

50

LowestQuartile 1

Quartile 2 Quartile 3 HighestQuartile 4

College PrepLow-level

Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB, 2002

And they’ll be better prepared for the

workplace.

Leading districts, states making college

prep the default curriculum.

Element 3: Leading Districts, States

Provide Extra Instruction for Students

Who Need It


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

And if you don’t live in a smart state?

Many schools, districts finding ways to double, even triple, amount of time spent

on literacy, math.

Element 4: Good Teaching Matters More

Than Anything Else

Students who have several strong teachers in a row, will thrive no

matter what their family background.


1998 by The Education Trust, Inc.

Most teachers--like most other

professionals--can get more and more

effective.

Accordingly, smart states, districts do two

important things:

STOP drive-by workshops; invest in intensive, focused professional development.

How Can We Pay for These Investments in

Students and Teachers

NCLB will help…

But states must do their part by spending

at least as much on poor and minority

children as they do on other children.

42 of 49 states spend less on poor children

Smallest gapNorth Dakota

$32 less per child in high-poverty districts

Works out to $12,800 per average-sized elementary school

New York

$2794 less per child in high poverty districts

Works out to $1.17 million per average-

sized elementary school

Currently, LA provides $5512 per child (state and local dollars) for low-poverty districts

compared to $4718 per child in high poverty

districts.

That’s a difference of $793 per student…and $23,790 per classroom.

In the meantime, though, we’ve got to work toward a more

equitable distribution of teachers.

Virtually every high poverty school has some spectacularly wonderful teachers,

but...


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 Lunchgreater than 49% Free Lunch

*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.


Math and Science Classes of Mostly Minority Students Are

More Often Taught by Misassigned Teachers

54%

86%

42%

69%

0%

100%

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

Certified in Field BA or BS in FieldSource: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)


Poor and Minority Students Get More

Inexperienced* Teachers

20%

11%

21%

10%

0%

25%

High-poverty schools Low-poverty schoolsHigh-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.


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.

In Louisiana?

Out-of-Field TeachersLA: Secondary Schools

Low-poverty schools:38%High Poverty schools: 51%

Devastating Impact

If we had the courage and creativity to

change these patterns?

“By our estimates from Texas schools, having an

above average teacher for five years running can completely close the

average gap between low-income students and

others.” John Kain and Eric Hanushek

The Challenge Ahead:

NO CHILD LEFT BEHIND


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


Some leaders are talking about the

challenges in the new law one way……


“Requiring every group of students in every school to be proficient within 12 years, is like asking every kid to jump the Grand Canyon.”–educator, ConnecticutJune 10, 2002Associated Press


"I have difficulty with the standards because they're so unattainable for so many of our students . . . We just don't have the same kids they have on Long Island or Orchard Park.”–Superintendent, New York October 21, 2002, The Buffalo News


“They may as well have decreed that pigs can fly . . . I think the State Board of Education is dealing with reality, not myth. Some of these politicians just have their heads in the sand.”-Wayne Johnson, CTA PresidentLos Angeles TimesAugust 6, 2002


Think about the messages in what they

say… To parents…about whose kids

matter; To students…about how much

educators think they can learn; and,

To teachers…about whether they even have to try.


Other leaders are talking about the challenge in very different ways….


"We know the bar will always be raised. I call it a forklift, not a cart, because it's going forward and going up. But we are here to educate children, and we should have our standards raised."

–Martha Stone, assistant superintendent of curriculum and instruction, Irving School District, TX


"Neither poverty nor race is an excuse. All children can rise to the standards and there are many schools in the data that you have to prove it.” –Rick Mills, Commissioner of Education, New York. March 28, 2002, New York Times


“With proper instruction, students here can blow other kids away in the humanities. The more you challenge them, the better they'll do.”

–Dolores Edwards Sullivan, an English teacher in the predominantly African American Roosevelt school district, whose 11th graders are starting to earn higher marks on state Regents exams.


“Yes, parents may have the greatest impact on how their children come to us. But we have the greatest impact on how they leave us.”–Superintendent, North Carolina


"If you love children, you can't say this law is a waste. . . It has to come down to someone making sure these kids are getting an education.”–Denise Allen, KentuckyNovember 13, 2002, Lexington Herald Leader


"At the end of the day, we are responsible for every child. Will we do it? Certainly. Will we look good early on? I doubt it."–Superintendent, Wake CountyJune 2, 2002 News and Observer (NC)


Yes, this is going to be hard. But how we

communicate will play a large role in whether people will even try.

The Education Trust

For More Information . . .www.edtrust.org

202-293-1217

improving achievement and closing gaps between groups prepared for the louisiana school boards...

Documents

year oldssource

naep reading

lot of progress

educational attainment

academic progress

grade reading

us department of education

naep math scores