1. In America
2001
Achievement
The Education Trust, Inc.

2. Section I: How Many Students Make It Through?

3. Grad Rates Flat; More Non-Traditional Diplomas
(18-24 Year-Old High School Completers)
Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998

4. Students Graduate From 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

5. 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.

6. Low-Income Students Attend Postsecondary at Lower Rates
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

7. Fewer African Americans and Latinos Go to College Immediately After High School
Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149

8. Remediation at 4 Year-Colleges
Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. US DOE, OERI, June, 1999.

9. College Freshmen Not Returning for Sophomore Year
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

10. College Freshmen Graduating Within Six Years (NCAA Division I)
Source: 1999 NCAA Division I Graduation Rates Report, p.636

11. Of Every 100 White Kindergartners:
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

12. 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

13. 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

14. Of Every 100 Asian Kindergartners:
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

15. Of Every 100 Native American Kindergartners:
(24 Year-Olds)

16. College Graduates by Age 24
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

17. Section II: What Do We Know About Student Achievement?

18. In K-12, Achievement Flat:
Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.

19. Gap Narrows, Then Widens NAEP Reading Scores, 17 Year-Olds
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

20. Gap Narrows, Then Widens NAEP Math Scores, 13 Year-Olds
Source: 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

21. Too Few 17 Year-Olds Demonstrate Strong Reading Skills
Source: USDOE, NCES, 1999 NAEP Summary Data Tables

22. Too Few 17 Year-Olds Demonstrate Strong Math Skills
Source: USDOE, NCES, 1999 NAEP Summary Data Tables

23. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds
Source: USDOE, NCES 1999 NAEP Summary Tables online.

24. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds
Source: USDOE, NCES, 1999 NAEP Summary Tables online.

25. Why?

26. 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 . . .

27. But if they’re right, then why are poor and minority children performing so high in some schools . . .

28. Wrigley Elementary School Kentucky
78% poverty
3rd in the state in reading
6th in the state in writing
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

29. Mount Royal School Baltimore, MD
77% Poverty
99% African American
Highest 5th grade math results in the state (over 93% scoring at satisfactory level)
Source: Maryland Department of Education Website.1999 Scores

30. some districts . . .

31. All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through From the El Paso Collaborative for Academic Excellence.

32. And some entire states . . .

33. 4th Grade Math African American Gains Between 1992 and 1996
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

34. 4th Grade Math Latino Gains Between 1992 and 1996
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

35. NAEP 4th Grade Reading: U. S
NAEP 4th Grade Reading: U.S. and North Carolina Change in Average Scores From
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

36. Connecticut: Gains in Grade 4 Reading Outpace the Nation, 1994-98
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

37. African Americans in Texas Write as Well or Better Than Whites in 7 States
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

38. 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

39. When Asked Students’ Main Plan After High School, Expectations Differed
Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.

40. Section III: What Do We Know About Improving Results?

41. 1. We Need Clear Goals
The Role of Standards

42. Historically, No Agreement on What Students Should Learn Or What Kind of Work Is Good Enough

43. These Decisions Left, Often, to Individual Teachers and Schools

44. What Teenagers Say About School Rigor
Fewer than 3 in 10 think their school is very academically rigorous
Source: 1998 Annual Survey for Who’s Who Among American High School Students

45. ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

46. Standards Make a Difference

47. Kentucky Elementary Reading: Top 20 Schools
#1: 38% Poverty
#2: 0.2% Poverty
#3: 78% Poverty
Total High Poverty Schools in Top 20: 7
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

48. Kentucky Elementary Top 20 Schools
Mathematics: Top 20 Includes 8 High Poverty* Schools
Writing: Top 20 Includes 13 High Poverty* Schools
*High Poverty is defined as greater than 40% free and reduced price lunch.
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

49. 2. All Kids Need a Rigorous Curriculum Matched With Standards

50. Students Taking a Rigorous Math Curriculum Score Higher
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Educational Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

51. Students Who Take Algebra Show Greater Gains in Mathematics Achievement
Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

52. Students In 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.

53. Vocational Students Taking High-Level English Courses Score Higher
Source: Bottoms, Gene. “High School That Work”, SREB, 1998.

54. Low Quartile Students Gain More From College Prep Courses*
*Grade 8-12 test score gains based on 8th grade achievement.
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

55. 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 (p. 36) Washington, DC: US Department of Education, June 1995.

56. 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 1988: “First Follow-Up Student Study.”

57. Change Can Happen Quickly

58. New York City 9th Graders Passing Regents Science
Source: New York City Chancellor’s Office; Annual Report on the Mathematics and Science Initiative in the High Schools, 1995.

59. 3. Provide Extra Help for Students Who Need It

60. 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
San Diego doubles time in literacy and mathematics for kids below grade level

61. 4. Teachers Matter Hugely

62. Many Secondary Students Have Teachers Without a Major or Minor in Teaching Field
Source: Richard M. Ingersoll, "The Problem of Underqualified Teachers in American Secondary Schools," Educational Researcher, Vol. 28, Number 2, March 1999

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

64. Math and Science Classes of Mostly 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)

65. Boston Students with Effective Teachers Showed Greater Gains in Reading and Math
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

66. Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

67. Cumulative Effects of Teacher Sequence on Fifth Grade Math Scores: Tennessee
Source: Sanders, William L. and June C. Rivers, "Cumulative and Residual Effects of Teachers on Future Student Academic Achievement," 1996.

68. African American Students More Likely To Have Ineffective Teachers: Tennessee
Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996

69. Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills
Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)

70. More African American and Latino 12th Graders Do Daily Worksheets
Source: 1996 Summary Data NAEP Math

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

72. African Americans Are Less Likely to Get Hands on Science
Source: NCES, NAEP Summary Data Tables, 1996.

73. Changing This Pattern:
Time and Supports for Teachers Are Key

74. High Implementation Schools Wipe Out Black/White Gap in Math Skills: Pittsburgh
Note: Chart compares students in schools with similar demographics.
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.

75. In Math Problem-Solving, Black Students in High Implementation Schools Outperform White Students in Other Schools
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.

76. El Paso Schools
Source: Texas Education Agency online, District Accountability Summary

77. El Paso TAAS Pass Rates Reading Grades 3, 8 and 10
Source: Texas Education Agency - Academic Excellence Indicator System Report 1994 through 1999

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