the educational imperative: what do we know about student achievement?

The Educational Imperative:What Do We Know about Student Achievement?

OVAE: American's Career Resource Network (ACRN) National Training ConferenceAlexandria, Virginia, March 17, 2004

Craig Jerald, Education Trust

12th Grade Achievement In Math

and Science is Up Somewhat

High School Achievement: Math and Science: NAEP

Long-Term Trends

280

285

290

295

300

305

310

315

1986 1990 1992 1994 1996 1999

MathScience

Source: NAEP 1999 Trends in Academic Progress.

In Reading, 12th Grade Achievement is

Headed Downward

HIGH SCHOOL ACHIEVEMENT: READING AND WRITINGNAEP Long-Term Trends

250255260265270275280285290295300

1984 1988 1990 1992 1994 1996

READINGWRITING

What about different groups of students?

During seventies and eighties, much progress.

Gaps Narrow 1970-88NAEP Reading 17 Year-Olds

200

300

1971 1975 1980 1984 1988 1990 1992 1994 1996

Ave

rage

Rea

ding

NA

EP

Sco

re

African American Latino White

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

Gaps Narrow 1973-86NAEP Math Scores, 13 Year-Olds

200

220

240

260

280

300

1973 1978 1982 1986 1990 1992 1994 1996 1999

Av

era

ge

Sc

ale

S

co

re



Between 1988-90, that progress came to a halt…and gaps began to widen

once again.


Gaps Narrow, Then Hold Steady

or Widen: NAEP Math Scores, 17 Year-Olds

250

350

1973 1978 1982 1986 1990 1992 1994 1996 1999Ave

rage R

eadin

g N

AE

P S

core


20 32

After 1988, Gaps Mostly Widen NAEP Reading,

17 Year-Olds

200

300

1971

1975

1980

1984

1988

1990

1992

1994

1996

1999

Ave

rage R

eadin

g N

AE

P S

core



21 31

How much learning takes place at each level?

Students Make More Growth Grades 5 to 8

than Grades 9 to 12

Academic GrowthGrades 4-8, 8-12

48

58

44

2527

9

3438

0

10

20

30

40

50

60

70

Reading Writing Math Science

Grade 4-8Grade 8-12

Value Added in High School Declined During

the Nineties

Value Added Declining in High School Math...

36 3634

2022242628303234363840

Math

Class of '90 Class of '94 Class of '96

Age 13-17 Growth

Source: NAEP 1999 Trends in Academic Progress

…Still

33

29

2022242628303234363840

Math

Class of 96 Class of 00

Age 13-17 Growth

Source: Main NAEP 1996, 2000

Reading: Students Entering Better Prepared, But Leaving

Worse

Source: NAEP 1996 Trends in Academic Progress

Total=290 Total=288

211 212

46 48

33 28

0%

100%

1984-1992 1988-1996

NA

EP

sco

re a

nd

ga

ins

to a

ge

17

Ages 13-17 growthAges 9-13 growthAge 9 score

Reading Growth From Grade 9 and 12 Still Declining:

Main NAEP29

22

0

5

10

15

20

25

30

35

Class of 1998 Class of 2000

Growth in ScaleScore

Hormones?

Students in Other Countries Gain far More in Middle and

High School

Source: NCES 1999-081R, Highlights From TIMSS

Nations' Average Science Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

Source: NCES 1999-081R, Highlights From TIMSS

Nations' Average Mathematics Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations' scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries

U.S. RANKREADING 15TH

MATH 19TH

SCIENCE 14TH

One measure on which we rank high?

Inequality!

Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.

*Of 27 OECD countries

Performance Of U.S.15 Year-Olds Highly Variable

PISA 5th – 95th

Gap Rank*Reading (interpreting text) 3

Mathematical Literacy 6 (tie)

Science Literacy 7

Where are we now?

NAEP Mathematics Performance 2000

35

49

16

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

100%

12th Grade

Prof/ AdvBasicBelow Basic

By Race, Ethnicity: NAEP 12th Grade Math 2000

7058

4327 21

2838

48

5345

2 4 920

34

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

100%

Black

Latin

o

Nat

ive

Whi

te

Asian


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

By Income: 12th Grade Math (2000)

60

32

36

49

419

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

100%

Poor Non Poor


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

By Race, Ethnicity NAEP 12th Grade Reading 2002

48 4122 28

3739

3840

15 2040 32

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

100%

Black Latino White Asian


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

By Income 12th Grade Reading (2002)

4124

38

38

2138

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

100%

Poor Non Poor


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

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: 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

Too Few 17 Year-Olds Demonstrate

Strong Reading Skills African

American Latino White

Learn from Specialized Materials

1% 2% 8%

Understand Complicated Information

17 24 46

Partial Skills 66 68 87

Make Generalizations 95 97 98

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

Too Few 17 Year-Olds Demonstrate

Strong Math SkillsAfrican

AmericanLatino White

Multi-Step ProblemSolving

1% 3% 10%

Moderately ComplexProcedures

27 38 70

Numerical Operations 89 94 99

Source: USDOE, NCES, 1999 NAEP Summary Data Tables

These patterns are reflected, too, in high

school completion, college entry and college graduation rates.

Students Complete High School At Different Rates,

2000

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

84%95%

64%

92%

0%

100%

African American Asian Latino White

A

Age 18-24

On Time Completion of Regular H.S. Diploma, 2001

Source: Manhattan Institute, Public High School Graduationand College Readiness Rates in the United States.

51%

79%

52%

72%

0%

100%

African American Asian Latino White

A

More and more students going on to college

49 5055

6065

62

0

10

20

30

40

50

60

70

80

90

100

1972 1978 1984 1990 1996 2001

Source: The Condition of Education 2003.

Most high school grads go on to postsecondary

within 2 years

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.

Entered Public 2-YearColleges

26%

Entered 4-Year Colleges 45%

Other Postsecondary 4%

Total 75%

Half of Low Achieving Grads

Go On To PostsecondaryHigh School

Achievement Level% Entering

PostsecondaryLow 49%

Middle 71%

High 91%

Overall 72%

Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, Condition of Education 1997, p. 64

What happens when they get there?

Unfortunately, when these new freshmen arrive in

college, many must take remedial (high-school) level

courses

47%53%

0%

100%

No Remedial Courses At Least One Remedial Course

Source: National Center for Public Policy and Higher Education,

Do they get caught up?

Students Requiring Extensive Remediation

Graduate at Lower Rates Earned BA

No Remedial Courses

54%

1 Remedial Course 45%

3 Remedial Courses 18%

More than 2 Remedial Courses

9%

Source: Adelman, Cliff in Crosstalk, Vol 6, No 3, Summer 1998.

College Freshmen Not Returning for Sophomore

Year

4 year Colleges 26%

2 year Colleges 45%

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

African American and Latino Freshmen Complete

College at Lower Rates

45%

61%

75%

0%

100%


Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.

ADD IT ALL UP...

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.

Of Every 100 African American Kindergartners:

87 Graduate from High School

50 Complete at Least Some College

18 Obtain at Least a Bachelor’s Degree


Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.

Of Every 100 Latino Kindergartners:

63 Graduate from high school

32 Complete at least some college



Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.

Of Every 100 American Indian/Alaskan Native

Kindergartners:

58 Graduate from High School


(24 Year Olds)

College Graduates by Age 26

Young People From High Income Families

60%

Young People From Low Income Families

7%

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

Hambrick Middle School,Aldine, TX

• 94% African American and Latino (state = 56%)

• 85% low-income (state = 50%)• Has performed in the top fifth of all

Texas middle schools in both reading and math in both 7th and 8th grades over a 3-year period.

Inman Middle School, Atlanta, GA

• 60% Low Income• 60% African American and Latino

– (58% African American and 2% Latino)

• Outperformed about 95% of other GA schools on average* in both 2001 and 2002.

• Over 90% of 6th graders, 7th graders, and 8th graders met state standard in reading in 2002.

Source: The Education Trust, Dispelling the Myth Online. *Composite measure averaging across grades and subject areas tested.

Johnson County Middle School, Kentucky

• 95% Low Income• Outperformed 2/3 of other Kentucky

middle schools in both math and reading for three years in a row (2000-2002).

• In 2002, performed better than about 90% of all KY middle schools in both math and reading.

Source: The Education Trust, Dispelling the Myth Online. Based on scale score in KY CATS assessment system.

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

Ramsay High SchoolBirmingham, Alabama• Total Enrollment - 687• 90% African American• 2% Asian• 4% Latino• 4% White• 34 % Low Income

• Student achievement in top 10 percent of state for three consecutive years

Source: Alabama State Department of Education www.alsde.edu

* Reflects Enrollment on First Day of Testing

http://www.alsde.edu/

High Performance at Ramsay High2003 Math Alabama High School

Graduation Exam96.8 99.3 95.5

0

20

40

60

80

100

All Students African-American Low-Income

Pe

rce

nt

Pa

sse

d

Source: Alabama State Department of Education – Accountability Reporting System www.alsde.edu/Accountability

http://www.alsde.edu/Accountability

Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

Poverty vs. Achievement in Kentucky Elementary Schools

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Per

ce

nti

le S

co

re

http://www.schooldata.org/





0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Pe

rce

nti

le S

co

re




MA: Passing HS Competency Exam

29%37%

77%

0%

25%

50%

75%

100%

10thGrade

2ndAttempt

3rdAttempt

4thAttempt

Final PassRate%

Cla

ss

of

2003

pas

sin

g M

CA

S h

igh

sc

ho

ol

exi

t exa

m

Latino African American White

Source: Massachusetts Department of Education Web site.

MA: Narrowing the High School Competency Gap

29%

83%86%

37%

77%

97%

0%

25%

50%

75%

100%

10thGrade

2ndAttempt

3rdAttempt

4thAttempt

Final PassRate%

Cla

ss

of

2003

pas

sin

g M

CA

S h

igh

sc

ho

ol

exi

t exa

m




7%

30%

77%

0%

25%

50%

75%

100%

10thGrade

2ndAttempt

3rdAttempt

4thAttempt

Final PassRate%

Cla

ss

of

2003

pas

sin

g M

CA

S h

igh

sc

ho

ol

exi

t exa

m

LEP Students with Disabilities Regular Education



7%

82%80%

30%

77%

97%

0%

25%

50%

75%

100%

10thGrade

2ndAttempt

3rdAttempt

4thAttempt

Final PassRate%

Cla

ss

of

2003

pas

sin

g M

CA

S h

igh

sc

ho

ol

exi

t exa

m

LEP Students with Disabilities Regular Education


207

217

200

205

210

215

220

Latinos in Virginia Whites in California

1998 NAEP Reading10 Point Gap Between White Children in California and Latino Children in Virginia

10 point gap= 1 year worth of learning

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)

224223

220

225

Latinos in Virginia Whites in California

2002 NAEP ReadingNow Latinos in Virginia are outperforming

Whites in California

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)

What Students Say: Yes, some blame

themselves. But they also say...

• some teachers don’t know their subjects;• counselors underestimate our potential;• principals dismiss concerns;• expectations wretchedly,

boringly low.

SO, WHAT CAN WE DO?

A Few Things Worth Thinking About

#1. Can we agree on a single, overarching goal for high school that will give clearer purpose, focus to our reform

efforts?

Both professors and employers have similar

worries

• Most employers and professors question whether high school graduates have the knowledge and skills required on the job or in the college classroom.

73% 73%

63%

75% 74%

65%

0%

20%

40%

60%

80%

100%

Clear writing Grammarand spelling

Basic math

Employers Professors

Percentage of employers and professors rating graduates’ skills as “fair” or “poor”

Consequences serious both for students and for

taxpayers

• In a single state, employers and postsecondary education institutions spend an estimated $134.3 million a year on remedial education.

Estimated annual spending on remedial education in Michigan

$65,500,000

$28,800,000$40,000,000

$134,300,000

$0

$20,000,000

$40,000,000

$60,000,000

$80,000,000

$100,000,000

$120,000,000

$140,000,000

$160,000,000

Communitycolleges

Four-yearinstitutions

Employers TOTAL

Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002

Education Pays:Annual Earnings of 25-34

yr-olds by Attainment, 2001

27831 2966334259 36135

49011

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

HS, nodiploma

HS diploma Some coll,no deg

Assoc deg BA/BA

Expectations Differ: Plans For Students After High School

Responses From

51

6879

28

115

0

100

Students Parents Teachers

pe

rce

nt

2- or 4-yr college

Work full-time

Source: “Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?,” September 2000.

Clearly, we’ve got a problem

• Students are following all the rules;• Meeting all of the requirements for

the diploma; and• Falling in the cracks between high

school and the expectations of postsecondary institutions.

To break through these old attitudes, cannot

equivocate.

ALL students must graduate from high school ready for postsecondary education.

#2. It is increasingly clear that student success--in college, on assessments, and in gaining access to good jobs--depends on completing a rigorous,

college prep-level curriculum.

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.

45%

75%61%

79%73%86%

0%

100%

All college entrants Entrants who hadstrong high school

curriculum


Better alignment has major benefits:A strong h.s. curriculum* improves

college completion and narrows gaps

*Completing at least “Algebra II” plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.

28%11%

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

And they’ll be better prepared for the

workplace.

Take Manufacturing, for example…

Requirements forTool and Die Makers

• Four or five years of apprenticeship and/or postsecondary training;

• Algebra, geometry, trigonometry and statistics;

• Average earnings: $40,000 per year.

Requirements forSheet Metal Workers

• Four or five years of apprenticeship;

• Algebra, geometry, trigonometry and technical reading;

African American and Latino Students Less Likely to Complete

Advanced Math and Science Courses

26%

49%

30%

55%

45%

64%

0%

25%

50%

75%

Math Science


Source: U.S. Department of Education, NCES, Condition of Education 2002, p 86. Data from 1998 NAEP High SchoolTranscript Study.

African American, Latino & Native American youth are less

likely to be enrolled in full college prep track

25

46

22 21

39

0

50

AfricanAmerican

Asian Latino NativeAmerican

White

per

cen

t in

co

lleg

e p

rep

SOURCE: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.

“But,” we hear, “isn’t it also a matter of

ambition?”

Advanced Math Classes: Minority Interest Far Exceeds Availability

67%74%

69%65%

61%

45%

52%46%

0%

25%

50%

75%

Minority Boys White Boys Minority Girls White Girls

Interest Availability

Source: National Action Council for Minorities in Engineering, Progress Toward Power: A Follow-Up Survey of Children’s andParents’ Attitudes About Math and Science. Research Letter, October 2001. Survey conducted by Harris Interactive, 1999.

829

Who’s Discouraging Students from Taking Advanced Math?

17%18%

19%

9%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

Discouraged by Friends Discouraged by Teachers

Minority White

Source: National Action Council for Minorities in Engineering, Progress Toward Power: A Follow-Up Survey of Children’s andParents’ Attitudes About Math and Science. Research Letter, October 2001. Survey conducted by Harris Interactive, 1999..

Why Kids Drop Out“Students mainly consider dropping

out because they are not engaged by the school.

Students are most likely to cite the following reasons for considering dropping out:

• School was boring (76%); and• They were not learning enough (42%).”

Source: Metropolitan Life, Survey of the American Teacher 2002: Student Life: School, Home and

Community, p. 9.

Leading districts, states making college prep the

default curriculum.

BUT…• it is clear from the NAEP data that we’re not getting the gains from those courses we should expect; and,• it is also clear that course labels don’t always tell much about standards.

Historically, most of the really important decisions

about what students should learn and what kind

of work was “good enough” left to individual

teachers.

Result? A System That:

• Doesn’t expect very much from MOST students; and,

• Expects much less from some types of students than others.

14 SC High Schools Calibrated:Gaps Between Standards and Assignments Largest in Upper

Grades

7.37.82

8.5

9.56 9.78

8

9

10

11

12

5

6

7

8

9

10

11

12

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Texas Algebra I Course Performance vs. End-of-Course Test Performance

73

26

72

33

86

58

0

25

50

75

100

Pe

rce

nt

African American Hispanic White

Passing Course Passing EOC Test

Source: Texas Education Agency, Texas Student Assessment Program Student Performance Results, 1999-2000, Section VI: A Study of the Correlation between Course Performance in Algebra I and Algebra I End-of-Course Test Performance.

Texas Algebra I Course Performance vs. End-of-Course Test Performance

73

32

83

52

0

25

50

75

100

Pe

rce

nt

Economically Disadvantaged

Not EconomicallyDisadvantaged

Passing Course Passing EOC Test

Source: Texas Education Agency, Texas Student Assessment Program Student Performance Results, 1999-2000, Section VI: A Study of the Correlation between Course performance in Algebra I and Algebra I End-of-Course Test Performance.

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 AssignmentWrite 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.

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;

• Create vehicles to work toward consistent understandings of “good enough”;

• Assess students every 4-8 weeks to measure progress;

• ACT immediately on the results of those assessments.

#3. Organizing Time and Staff in Pursuit of Different

Outcomes

Poor and Minority Students Get More Inexperienced*

Teachers

20%

11%

21%

10%

0%

25%

High-poverty schools Low-poverty schools

High-minority schools Low-minority schools

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

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.

More Classes in High-Poverty, High-Minority Schools Taught

by Out-of-Field* Teachers

34%

19%

29%

21%

0%

50%

High-poverty schools Low-poverty schoolsHigh-minority schools Low-minority schools

*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

African American Students More Likely To Have Ineffective

Teachers: Tennessee26.7%

14.4%15.9%

22.4%

0%

30%

Least Effective Teachers Most Effective Teachers

Per

cen

tag

e

African American Students White Students

Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996

Even Within Schools, Often Big Differences

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

EastWestNorth

Turn Around This Pattern:UPDRAFT for ALL

Students?

“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 Education Trust

For More Information . . .www.edtrust.org

Washington, DC: 202-293-1217

Oakland, CA: 510-465-6444

the educational imperative: what do we know about student achievement?

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