1 Making Reform Matter A Data Walk Making Reform Matter A Data Walk UDLN May 22, 2013 Uri Treisman The Charles A. Dana Center at The University of Texas.

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Presentation transcript:

1 Making Reform Matter A Data Walk Making Reform Matter A Data Walk UDLN May 22, 2013 Uri Treisman The Charles A. Dana Center at The University of Texas at Austin

2 U.S.A. Source: NCES, PISA 2006 Results, Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average PISA 2006 Mathematics USA ranked 25 th out of 30 OECD countries

Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.

Pisa and Poverty --Reading

6 Other Countries’ Average Scale Score Math Performance on 8 th Grade TIMSS Compared with the U.S. Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at Computations of categories by the Charles A. Dana Center. 6

7 Mathematics Achievement at the 8 th Grade (TIMSS 2011) Average scale score by country 7 Korea, Rep. of613Slovenia505 Lebanon449 Singapore611Hungary505 Abu Dhabi-UAE449 Chinese Taipei-CHN609Australia505 Malaysia440 Hong Kong-CHN586Alberta-CAN505 Georgia431 Japan570Lithuania502 Thailand427 Massachusetts-USA561TIMSS scale average500 Macedonia, Rep. of426 Minnesota-USA545Italy498 Tunisia425 Russian Federation539California-USA493 Chile416 North Carolina-USA537New Zealand488 Iran, Islamic Rep. of415 Quebec-CAN532Kazakhstan487 Qatar410 Indiana-USA522Sweden484 Bahrain409 Connecticut-USA518Ukraine479 Jordan406 Colorado-USA518Dubai-UAE478 Palestinian Nat'l Auth.404 Israel516Norway475 Saudi Arabia394 Finland514Armenia467 Indonesia386 Florida-USA513Alabama-USA466 Syrian Arab Republic380 Ontario-CAN512Romania458 Morocco371 United States509United Arab Emirates456 Oman366 England-GBR507Turkey452 Ghana331 Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at Data display by the Charles A. Dana Center.

8 8 Science Achievement at the 8 th Grade (TIMSS 2011) Average scale score by country 8 Singapore590Ontario-CAN521 Chile461 Massachusetts-USA567Quebec-CAN520 Abu Dhabi-UAE461 Chinese Taipei-CHN564Australia519 Bahrain452 Korea, Rep. of560Israel516 Thailand451 Japan558Lithuania514 Jordan449 Minnesota-USA553New Zealand512 Tunisia439 Finland552Sweden509 Armenia437 Alberta-CAN546Italy501 Saudi Arabia436 Slovenia543Ukraine501 Malaysia426 Russian Federation542TIMSS scale average500 Syrian Arab Republic426 Colorado-USA542California-USA499 Palestinian Nat'l Auth.420 Hong Kong-CHN535Norway494 Georgia420 England-GBR2533Kazakhstan490 Oman420 Indiana-USA533Alabama-USA485 Qatar419 Connecticut-USA532Dubai-UAE485 Macedonia, Rep. of407 North Carolina-USA532Turkey483 Lebanon406 Florida-USA530Iran, Islamic Rep. of474 Indonesia406 United States525Romania465 Morocco376 Hungary522United Arab Emirates465 Ghana306 Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at Data display by the Charles A. Dana Center.

Bachelor’s attainment for high-income young people is 68 points higher than for low-income youth. Source: “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.” Graphic: The Education Trust 9

NAEP Math: Grade 4 *Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 249) Graphic: The Education Trust

National Public – Grade 8 NAEP Math *Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)

Source: Scale Scores by State – Low-Income Students NAEP Data Explorer, NCES (Proficient Scale Score = 299)

Source: Scale Scores by State – Higher Income Students NAEP Data Explorer, NCES (Proficient Scale Score = 299)

14 8th Grade Hispanic – Proficient 19%23%10%

Note: Basic Scale Score = 243; Proficient Scale Score = 281 Chart Source: Education Trust, 2011 NAEP TUDA Results Data Source: NAEP Data Explorer, NCES Urban Math Performance Latino students

Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of (ECLS-K)” (2010), graph by Education Trust. African-American students with strong math performance in the fifth grade are less likely to be placed in eighth grade algebra than are their peers

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 Schools and Staffing Survey data.

Source: Michael Marder, 2012.

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). Graph by Education Trust.