1. Achievement In America 2000
1998 by The Education Trust, Inc.

2. Section I: How Many Students Make It Through?
1998 by The Education Trust, Inc.

3. Grad Rates Flat; More Non- Traditional Diplomas
86%
86%
Source: National Education Goal Panel 1997
1998 by The Education Trust, Inc.

4. Students Graduate From High School At Different Rates, 1997*
African American 82%
Latino %
White %
(BY AGE 21)
Source: US Bureau of Census, Current Population Reports, In School Enrollment - Social & Economic Characteristics (p. A-26) Washington, DC: US Department of Commerce, October 1993.
1998 by The Education Trust, Inc.

5. Most High School Grads Go On To Post Secondary
Entered 2 Year Colleges %
Entered 4 Year Colleges %
Other Post Secondary %
Total %
1998 by The Education Trust, Inc.

6. Even Low Achieving Grads Go On To Postsecondary
1998 by The Education Trust, Inc.

7. Low-Income Students Attend 4-Year Colleges at Lower Rates
(in quartiles)
Source: NCES Condition of Education 1997 p. 64
1998 by The Education Trust, Inc.

8. Fewer African Americans and Latinos Enroll in College Directly After High School Graduation
Source: US Bureau of the Census, October Current Population Surveys in National Center for Education Statistics. The Condition of Education 1996 (p. 52), Washington, DC: US Department of Education 1996
1998 by The Education Trust, Inc.

9. Many Freshmen Must Take Remedial Courses 1995
Source: US Department of Education Condition of Education 1997, p. 102
1998 by The Education Trust, Inc.

10. Students Requiring Extensive Remediation Graduate at Lower Rates
Source: Adelman, Cliff in Crosstalk. Vol 6 no. 3, Summer 1998.
1998 by The Education Trust, Inc.

11. College Freshmen Not Returning for Sophomore Year
4 year Colleges 27%
2 year Colleges 44%
1998 by The Education Trust, Inc.

12. College Freshmen Graduating Within Six Years (NCAA Div. I)
1998 by The Education Trust, Inc.

13. Of Every 100 White Kindergartners:
93 Graduate from High School
62 Complete at Least Some College
29 Obtain at Least a Bachelor’s Degree
(Current 24 Year Olds)
1998 by The Education Trust, Inc.

14. Of Every 100 African American Kindergartners:
86 Graduate from High School
48 Complete at Least Some College
15 Obtain at Least a Bachelor’s Degree
(Current 24 Year Olds)
1998 by The Education Trust, Inc.

15. Of Every 100 Latino Kindergartners:
61 Graduate from High School
31 Complete at Least Some College
10 Obtain at Least a Bachelor’s Degree
(Current 24 Year Olds)
1998 by The Education Trust, Inc.

16. Of Every 100 Native American Kindergartners:
58 Graduate from High School
7 Obtain at least a Bachelor’s Degree
(Current 24 Year Olds)
1998 by The Education Trust, Inc.

17. College Graduates by Age 24
Young People From
High Income Families 48%
Low Income Families 7%
1998 by The Education Trust, Inc.

18. Section II: What Do We Know About Student Achievement?
1998 by The Education Trust, Inc.

19. In K - 12, Achievement Flat: Between 1970 and 1988, The Gap Between Groups Narrowed. Since 1988, The Gap Has Grown or Remained the Same.
1998 by The Education Trust, Inc.

20. Gap Narrows, Then Widens Again NAEP Reading Scores, 17 Year-Olds
Source: US Department of Education, National Center for Education Statistics. NAEP 1994 Trends in Academic Progress (p. 80) Washington, DC: US Department of Education, July 1994.
1998 by The Education Trust, Inc.

21. Gap Narrows, Then Widens Again NAEP Math Scores, 13 Year-Olds
Source: US Department of Education, National Center for Education Statistics. NAEP 1994 Trends in Academic Progress (p. 137) Washington, DC: US Department of Education, July 1994.
1998 by The Education Trust, Inc.

22. Too Few 17 Year-Olds Demonstrate Strong Reading Skills
African American Latino White
Learn from Specialized 2% 2% 8%
Materials
Understand Complicated
Information
Make Generalizations
Partial Skills
Source: US Department of Education, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress. (p. 161) Washington, DC: US Department of Education, July 1994.
1998 by The Education Trust, Inc.

23. Too Few 17 Year-Olds Demonstrate Strong Math Skills
African American Latino White
Multi-Step Problem 1% 1% 9%
Solving
Moderately Complex
Procedures
Numerical Operations
Source: US Department of Education, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p. 100) Washington, DC: US Department of Education, July 1994.
1998 by The Education Trust, Inc.

24. African American and Latino 12th Graders Do Math at Same Levels as White 8th Graders
Source: NAEP 1996 Trends in Academic Progress
1998 by The Education Trust, Inc.

25. African American and Latino 12th Graders Read at Same Levels as White 8th Graders
Source: NAEP 1996 Trends in Academic Progress
1998 by The Education Trust, Inc.

26. Many College Graduates Demonstrate Weak Literacy Skills
Grads: 2 Yr. Coll. Grads: 4 Yr. Coll. Level 5: High Level Level Level Level 1: Low
Source: National Adult Literacy Survey, NAEP, 1992
1998 by The Education Trust, Inc.

27. DESCRIPTION: PROSE LITERACY LEVELS 1 & 2 CAN underline meaning of term given in government brochure CAN locate two features of information in a sports article CAN interpret instructions from an appliance warranty CAN’T integrate information from lengthy or dense text CAN’T generate response based on information easily identified in text CAN’T match information when low-level inferences are required
1998 by The Education Trust, Inc.

28. DESCRIPTION: PROSE. LITERACY LEVEL 3 CAN
DESCRIPTION: PROSE LITERACY LEVEL 3 CAN write brief letter explaining error on credit card bill CAN read news article and identify sentence that provides interpretation of situation CAN’T state in writing argument made in a lengthy newspaper article CAN’T contrast views in two editorials on technologies available to make fuel-efficient cars CAN’T compare two metaphors used in a poem
1998 by The Education Trust, Inc.

29. Many College Graduates. Demonstrate Weak Math Skills. Grads:. 2 Yr
Many College Graduates Demonstrate Weak Math Skills Grads: 2 Yr. Coll. Grads: 4 Yr. Coll. Level 5: High Level Level Level Level 1: Low
1998 by The Education Trust, Inc.

30. DESCRIPTION: QUANTITATIVE. LITERACY LEVEL 3 CAN
DESCRIPTION: QUANTITATIVE LITERACY LEVEL 3 CAN determine correct change using information on a menu CAN use information stated in news article to calculate amount of money it takes to raise a child CAN’T determine shipping and total costs on an order form for items in catalog CAN’T use information in news article to calculate difference in time for completing a race
1998 by The Education Trust, Inc.

31. Section III: Why Do These Gaps Exist?
1998 by The Education Trust, Inc.

32. Reason #1: We Teach Different Students Different Things
1998 by The Education Trust, Inc.

33. Students Who Take More Vocational Courses Do Not Develop Strong Reading Skills
Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement: An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education, May 1995.
1998 by The Education Trust, Inc.

34. On the Other Hand, A Rigorous Math Curriculum Improves Scores For All Students
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994
1998 by The Education Trust, Inc.

35. Low-Income Students Less Likely to be Enrolled in a College Preparatory Track
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992.( p. 36) Washington, DC: US Department of Education, June 1995.
1998 by The Education Trust, Inc.

36. African American and Latino 10th Graders Less Likely to be Enrolled in a College Preparatory Track
Source: US Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1998, “First Follow-Up Student Study.”
1998 by The Education Trust, Inc.

37. Percentage of High School Graduates Completing Algebra II & Geometry, 1992
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in Trends Among High School Seniors. (p. 61) Washington, DC: US Department of Education, June 1995.
1998 by The Education Trust, Inc.

38. Percentage of High School Graduates Completing Biology & Chemistry, 1992
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in Trends Among High School Seniors. (p. 61) Washington, DC: US Department of Education, June 1995.
1998 by The Education Trust, Inc.

39. Percentage of High School Graduates Completing Physics, 1992
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in Trends Among High School Seniors. (p. 61) Washington, DC: US Department of Education, June 1995.
1998 by The Education Trust, Inc.

40. Percentage of High School Graduates Completing Calculus, 1992
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in Trends Among High School Seniors. (p. 61) Washington, DC: US Department of Education, June 1995
1998 by The Education Trust, Inc.

41. Percentage of High Scoring Students Placed in Algebra in One Southern California School District
Source: The Achievement Council, Inc. Los Angeles, CA. Unpublished.
1998 by The Education Trust, Inc.

42. Reason # 2: Some Students Get Lower Quality Instruction
1998 by The Education Trust, Inc.

43. Students in Poor School Districts Lack Reading Resources
Source: Educational Testing Service. Teacher Questionnaire from the 1988 NAEP Reading Assessment, Grade 4, unpublished.
1998 by The Education Trust, Inc.

44. Students in Poor School Districts Lack Math Resources
Source: Mullis, Ina V.S. et al. The State of Mathematics Achievement. NAEP’s 1990 Assessment of the Nation and the Trial Assessment of the States. Educational Testing Service, June Data are for 4th grade.
1998 by The Education Trust, Inc.

45. Classes in High Poverty High Schools More Often Taught by Underqualified* Teachers
* Teachers who lack a minor in the field.
Source: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
1998 by The Education Trust, Inc.

46. Math & Science Classes With a High Percentage of Minority Students Are More Often Taught by Underqualified Teachers
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
1998 by The Education Trust, Inc.

47. 1998 by The Education Trust, Inc.

48. 1998 by The Education Trust, Inc.

49. 1998 by The Education Trust, Inc.

50. 1998 by The Education Trust, Inc.

51. Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills
% Teachers Who Spend a Lot of Time on Reasoning Skills
High Poverty Schools 39%
More Affluent Schools 55%
Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)
1998 by The Education Trust, Inc.

52. More African American and Latino 12th Graders Do Daily Worksheets
White %
Source: NAEP Math, 1996
1998 by The Education Trust, Inc.

53. Percentage of Students Who Use Computers Primarily for . . .
Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)
1998 by The Education Trust, Inc.

54. Reason #3: Different and Lower Standards for Some
1998 by The Education Trust, Inc.

55. “A” Students in High Poverty Schools Score at About the Same Level as “C” and “D” Students in Affluent Schools
Source: US Department of Education, Office of Educational Research and Improvement. What Do Student Grades Mean? Differences Across Schools. Educational Research Report (p. 3) January 1994.
1998 by The Education Trust, Inc.

56. Section IV: Low-Income and Minority Students Can Meet High Standards
1998 by The Education Trust, Inc.

57. Waitz Elementary School, TAAS 4th Grade Pass Rates, 1995
Waitz High Pov. State Average
English
Math
Writing
Source: Texas Monthly, Nov and Texas Education Agency
1998 by The Education Trust, Inc.

58. New York City 9th Graders Passing Regents Science
Source: New York City Chancellor’s Office
1998 by The Education Trust, Inc.

59. First Time Enrollees at CUNY: Trends in College Preparatory Units Completed
Source: Office of Institutional Research and Analysis, City University of New York
1998 by The Education Trust, Inc.

60. KENTUCKY Elementary Reading: Top 20
# 1: 38% Poverty
#2: 0.2% Poverty
#3: 78% Poverty
Total High Poverty in Top 20: 7

61. Kentucky Elementary Top 20
MATHEMATICS: TOP 20 INCLUDES 8 HIGH POVERTY SCHOOLS
WRITING: TOP 20 INCLUDES 13 HIGH POVERTY SCHOOLS

62. 1992 1997 # Low Performing 15 0 # Recognized 2 60 # Exemplary 0 16
El Paso Schools
# Low Performing
# Recognized
# Exemplary
1998 by The Education Trust, Inc.

63. EL PASO TAAS PASS RATES MATH GRADES 3, 8 AND 10
1998 by The Education Trust, Inc.

64. EL PASO TAAS PASS RATES READING GRADES 3, 8 and 10
1998 by The Education Trust, Inc.

65. The Education Trust
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