1. Improving Achievement and Closing Gaps Between Groups in Secondary Schools:
Lessons from Schools and Districts on the Performance Frontier
Florida Statewide Education Conference
Orlando October, 2006

2. First, some good news.
After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner.

3. NAEP Reading, 9 Year-Olds: Record Performance for All Groups

4. NAEP Math, 9 Year-Olds: Record Performance for All Groups

5. Bottom Line: When We Really Focus on Something, We Make Progress

6. Clearly, much more remains to be done in elementary schools.
Too many youngsters still enter middle and high schools way behind.

7. But at least we have some traction on these problems.

8. The Same is MUCH LESS True of Secondary Schools

9. Middle Grades: Results Up a Little in Math

10. Achievement Up in Math, 13 Year-Olds, NAEP
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

11. Results in Reading Pretty Flat

12. Achievement Flat in Reading 13 Year-Olds, NAEP
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

13. High School

14. High School Achievement: Math and Science: NAEP Long-Term Trends
Source: NAEP 1999 Trends in Academic Progress.

15. HIGH SCHOOL ACHIEVEMENT: READING AND WRITING NAEP Long-Term Trends

16. Before you take too much credit for the improvements in math, though, take a look…

17. Value Added Declining in Middle School Math...
Age 9-13 Growth
Source: NAEP 1999 Trends in Academic Progress

18. Value Added Declining in High School Math...
Age Growth
Source: NAEP 1999 Trends in Academic Progress

19. …Still
Age Growth
Source: Main NAEP 1996, 2000

20. Reading: Students Entering HS Better Prepared, But Leaving Worse
Source: NAEP 1996 Trends in Academic Progress

21. What About Results for Different Groups of Students?

22. NAEP Math, 13 Year-Olds: Increases and Record Performance for All Groups

23. NAEP Reading, 13 Year-Olds

24. NAEP Reading, 17 Year-Olds21 29

25. NAEP Math, 17 Year-Olds 28 20

26. Not just a pattern on NAEP. State assessments show similar trends.

27. Florida

28. Florida Comprehensive Assessment Test, Grade 4 Reading by Race/Ethnicity25 31 38
Data Source: Florida State Department of Education,

29. Florida Comprehensive Assessment Test, Grade 8 Reading by Race/Ethnicity34 32 35
Data Source: Florida State Department of Education,

30. Florida Comprehensive Assessment Test, Grade 10 Reading by Race/Ethnicity33 25 30
Data Source: Florida State Department of Education,

31. NAEP 2005 Grade 4 Reading, Overall Scale Scores
Florida
Source: National Center for Education Statistics, NAEP Data Explorer,

32. NAEP 2005 Grade 4 Reading, Latino Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

33. NAEP 2005 Grade 4 Reading, African American Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

34. NAEP 2005 Grade 4 Reading, Low-Income Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

35. NAEP 4th Grade Reading Growth Between 1998 and 2005 Florida vs
NAEP 4th Grade Reading Growth Between 1998 and 2005 Florida vs. Other States
Source: USDOE, NCES, National Assessment of Educational Progress, (NAEP) Data Explorer

36. NAEP 2005 Grade 8 Reading, Overall Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

37. NAEP 2005 Grade 8 Reading, African American Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

38. NAEP 2005 Grade 8 Reading, Latino Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

39. NAEP 2005 Grade 8 Reading, Low-Income Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

40. NAEP 2005 Grade 8 Math, Overall Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

41. NAEP 2005 Grade 8 Math, African American Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

42. NAEP 2005 Grade 8 Math, Latino Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

43. NAEP 2005 Grade 8 Math, Low-Income Scale Scores
Source: National Center for Education Statistics, NAEP Data Explorer,

44. Why?

45. Hormones?

46. Students in Other Countries Gain far More in Secondary School
TIMSS

47. PISA

48. PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES

49. 2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

50. Problems are not limited to our high-poverty and high-minority schools . . .

51. U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

52. U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
* Students at the 95th Percentile
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

53. U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

54. Problems not limited to math, either.

55. 2003 PISA Problem-Solving Results: US #23
Source: OECD, PISA. Problem Solving for Today’s World

56. 55% of our 15 year olds at problem-solving level 1 or below.
Closest other country?
LATVIA
Source: OECD Problem Solving for Tomorrow’s World

57. One measure on which we rank high? Inequality!

58. PISA 2003: Gaps in Performance Of U. S
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD Countries
*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

59. These gaps begin before children arrive at the schoolhouse door.
But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.

60. By giving students who arrive with less, less in school, too.
How?
By giving students who arrive with less, less in school, too.

61. Some of these “lesses” are a result of choices that policymakers make.

62. Nation: Inequities in State and Local Revenue Per Student
Gap
High Poverty vs. Low Poverty Districts
-$868 per student
High Minority vs. Low Minority Districts
-$797 per student
Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

63. But some of the “lesses” –indeed, perhaps the most devastating ones— are a function of choices that educators make.

64. Choices we make about what to expect of whom…

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

66. Choices we make about what to teach whom…

67. Fewer Latino students are enrolled in Algebra 2
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

68. And choices we make about Who teaches whom…

69. Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

70. Poor and Minority Students Get More Inexperienced* Teachers
*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.

71. Results are devastating.
Kids who come in a little behind, leave a lot behind.

72. By the end of high school?

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

74. African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds

75. So What Can We Do?

76. Many educators have concluded that we can’t do much.

77. What We Hear Many Educators Say:
They’re poor;
Their parents don’t care;
They come to schools without breakfast;
Not enough books
Not enough parents . . .

78. But if they are right, why are low-income students and students of color performing so high in some schools…

79. Centennial Place Elementary School Atlanta, Georgia
92% African American
64% Low-Income
Performed in the top 2% of Georgia schools in 4th grade reading in 2003
Performed in top 7 % of Georgia schools in 4th grade math in 2003
Source: Georgia Department of Education,
Dispelling the Myth Online,
School Information Partnership,

80. Centennial Place High Achievement for All Students Grade 5 Math, 2005
Source: School Information Partnership,

81. Centennial Place High Achievement for All Students Grade 5 Reading, 2005
Source: School Information Partnership,

82. Elmont Memorial Junior-Senior High Elmont, New York
75% African American
12% Latino
11% Asian/Pacific Islander/American Ind.
3% White
24% Low-Income
Source:

83. Elmont Memorial High Achievement in Mathematics
Source:

84. Elmont Memorial High Achievement in English
Source:

85. University Park High School Worcester, MA
Grades 7-12;
70+% poverty;
50% ELL;
Most students enter at least two grade levels behind.

86. University Park Results: 2004
100% of 10th graders passed MA high school exit exam on first attempt.
87% passed at advanced or proficient level.
Fifth most successful school in the state, surpassing many schools serving wealthy students.

87. Bottom Line: At Every Level of Education, What We Do Matters A Lot!

88. MOVING FORWARD

89. #1. Higher performing schools have high and clear goals—and they make no excuses about student achievement.
At the high school level, for example, they focus students on college and careers--even when they start with high dropout rates.

90. That’s Good, Because Education Pays: Annual Earnings of 25-34 yr-olds by Attainment, 2001
Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002

91. Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012
Shortage
Surplus
Bachelor’s Degree
Associates Degree
Some College
Source: Analysis by Anthony Carnevale, of Current Population Survey ( ) and Census Population
Projection Estimates

92. Even if you have your doubts, NEW STUDY FROM ACT: College ready, workforce training ready=same thing

93. #2. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

94. Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

95. But college prep curriculum has benefits far beyond college.

96. Students of all sorts will learn more...

97. Low Quartile Students Gain More From College Prep Courses*
*Grade 8-grade 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

98. They will also fail less often...

99. Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

100. And they’ll be better prepared for the workplace.

101. Leading districts, states making college prep the default curriculum.
Texas, Indiana, Arkansas, Oklahoma, Kentucky, Kansas.

102. #3. Higher performing schools leave very little about teaching and learning to chance.

103. Historically, most of the really important decisions about what students should learn and what kind of work was “good enough” left to individual teachers.

104. Result? A System That:
Doesn’t expect very much from MOST students; and,
Expects much less from some types of students than others.

105. ‘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.

106. Students can do
no better than
the assignments
they are given...

107. 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.

108. 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.

109. 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;
Assess students every 4-8 weeks to measure progress;
ACT immediately on the results of those assessments.

110. #4. Higher performing schools think very hard about how to deploy their resources…both people and time.

111. Take, for example, the matter of reading.
Kids who arrive behind in reading…often simply assigned to courses that don’t demand much reading.

112. Average High School: Percent of Instructional Time in Reading Intensive Courses
Below Grade Level Students
On Grade Level Students
Advanced Students
24%
29%
35%

113. Surprise: Gaps Grow.

114. Higher Performing High Schools:
“Behind” students spend 60 additional hours (25% more time) over 1 year in reading related courses)
“Behind” students get 240 additional hours over 4 years!

115. High performing schools are structured around student needs, rather than adult preferences.

116. #5. In higher performing schools and districts, leaders know that teachers matter a lot. They work hard to attract and hold good teachers. And they work hard to get strong teachers to the students who need them most.

117. 1998 by The Education Trust, Inc.

118. 1998 by The Education Trust, Inc.

119. 1998 by The Education Trust, Inc.

120. Good teachers matter a lot.
But some groups of kids don’t get their fair share of quality teachers.

121. Classes in High Poverty High Schools More Often Taught by Misassigned
Classes in High Poverty High Schools More Often Taught by Misassigned* 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.

122. Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

123. Poor and Minority Students Get More Inexperienced* Teachers
*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.

124. Devastating Impact

125. If we had the courage and creativity to change current patterns?

126. “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

127. Download this Presentation
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