1. © The Education Trust, Inc., 2003 1 Latino Achievement in America

2. © The Education Trust, Inc., 2003 2 B etween 1970 and 1990, the achievement gap between Latino and White students narrowed by one half or more. Since 1990, the gap has been flat, or in some subjects, is wider.

3. © The Education Trust, Inc., 2003 3 Gap Narrows, Then Holds Steady Math Scores, 13 Year-Olds Source: US Department of Education, National Center for Education Statistics. NAEP 1 999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

4. © The Education Trust, Inc., 2003 4 Gap Narrows, Then Progress Stops Reading, 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

5. © The Education Trust, Inc., 2003 5 The achievement gap: How far has the system left Latino students behind?

6. © The Education Trust, Inc., 2003 6 Nationally, 4 th Grade Latinos Lag Behind Their White Peers in Reading (2003) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

7. © The Education Trust, Inc., 2003 7 And Things Are Similar in 8 th Grade Mathematics (2003) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

8. © The Education Trust, Inc., 2003 8 The results of the Latino achievement gap by the end of high school?

9. © The Education Trust, Inc., 2003 9 Latino 17 Year Olds Have Been Taught Math to the Same Levels as White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

10. © The Education Trust, Inc., 2003 10 Latino 17 Year Olds Have Been Taught to Read to the Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

11. © The Education Trust, Inc., 2003 11 T he consequences of the achievement gap reach beyond high school

12. © The Education Trust, Inc., 2003 12 College going rates for Latino and White students are close … Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.

13. © The Education Trust, Inc., 2003 13 But BA completion rates are greater for Whites than for Latinos Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.

14. © The Education Trust, Inc., 2003 14 Regardless of Race/Ethnicity, More Than 9 in 10 Students in Grades 6-12 and Their Parents Expect the Student to Attend Postsecondary Ed. Source: NCES, Getting Ready to Pay for College, September 2003.

15. © The Education Trust, Inc., 2003 15 Add it all up...

16. © The Education Trust, Inc., 2003 16 Of Every 100 White Kindergartners: (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.

17. © The Education Trust, Inc., 2003 17 Of Every 100 Latino Kindergartners : (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.

18. © The Education Trust, Inc., 2003 18 It doesn’t have to be this way! Latino children will rise to the challenge when it’s presented to them

19. © The Education Trust, Inc., 2003 19 Latino students ARE succeeding in some schools...

20. © The Education Trust, Inc., 2003 20 Hambrick Middle School, Aldine, TX 72% Latino (state = 42%) 22% African American (state = 14%) 85% low-income (state = 50%) Source: Texas Education Agency Web site.

21. © The Education Trust, Inc., 2003 21 Hambrick Middle School, Aldine, TX Source: Texas Education Agency Web site.

22. © The Education Trust, Inc., 2003 22 Hambrick Middle School, Aldine, TX Has performed in the top fifth of all Texas middle schools in both reading and math in both 7 th and 8 th grades over a 3-year period. Source: Texas Education Agency Web site.

23. © The Education Trust, Inc., 2003 23 Some districts...

24. © The Education Trust, Inc., 2003 24 Pueblo, CO: Raising Achievement for Students While Narrowing Gaps, Reading 3 rd Grade Source: Pueblo District 60 State Average 2003= 74%

25. © The Education Trust, Inc., 2003 25 SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment. * There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning) Scale Score

26. © The Education Trust, Inc., 2003 26 And some entire states...

27. © The Education Trust, Inc., 2003 27 Latino 8th Graders in Some States are Making Much Better Gains than the National Average in Math Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) * Gains Between 2000 and 2003

28. © The Education Trust, Inc., 2003 28 Delaware: Gains in Grade 4 Reading Outpace the Nation, 1998-2003 Source: NCES, National Assessment of Educational Progress Change in Average Scale Score

29. © The Education Trust, Inc., 2003 29 Latinos in Ohio Perform as Well or Better Than Whites in 21 States (2003 NAEP 8 th Grade Reading) Source: NCES, National Assessment of Educational Progress (NAEP) Scale Score

30. © The Education Trust, Inc., 2003 30 What do we know about the places that are improving results for Latino students?

31. © The Education Trust, Inc., 2003 31 Element 1: Clear, high goals for all students and curriculum aligned to those goals

32. © The Education Trust, Inc., 2003 32 Transcript Study: single biggest predictor of college success is the quality and intensity of students’ high school curriculum Cliff Adelman, Answers in the Tool Box, U.S. Department of Education 1999.

33. © The Education Trust, Inc., 2003 33 Curriculum Counts: Chances for Bachelor’s Degree by High School Grads Source: Adlesman, Clifford, “Answers in the tool Box,” U.S. Department of Education, 1999. Table 40: Bachelor’s degree completion rates for students in the top two quintiles... who entered 4-year colleges directly from on-time high school graduation by race. Percentage

34. © The Education Trust, Inc., 2003 34 Element 2: Extra instruction for students who need it

35. © The Education Trust, Inc., 2003 35 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 Indiana gives schools extra funding to provide instruction for students struggling to meet state standards

36. © The Education Trust, Inc., 2003 36 Element 3: Good teaching matters more than anything else

37. © The Education Trust, Inc., 2003 37 Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

38. © The Education Trust, Inc., 2003 38 Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

39. © The Education Trust, Inc., 2003 39 Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12 Student gains over 3 years

40. © The Education Trust, Inc., 2003 40 But students who need these resources do not always get them

41. © The Education Trust, Inc., 2003 41 Latino students get less than their fair share of qualified teachers...

42. © The Education Trust, Inc., 2003 42 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.

43. © The Education Trust, Inc., 2003 43 More Math Classes in High-Minority High Schools are Taught by Teachers Lacking a Major in the Field Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999- 2000 Schools and Staffing Survey.

44. © The Education Trust, Inc., 2003 44 More Courses in High-Latino High Schools Taught by Out-of-Field Teachers *Teachers lacking a college major in the field. Data for high school core academic classes only. Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

45. © The Education Trust, Inc., 2003 45 Less access to high-level curriculum...

46. © The Education Trust, Inc., 2003 46 Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in Algebra 2

47. © The Education Trust, Inc., 2003 47 Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in chemistry

48. © The Education Trust, Inc., 2003 48.. and fewer funds

49. © The Education Trust, Inc., 2003 49 In 31 of 47 states, districts enrolling the highest proportions of minority students have substantially fewer state & local dollars per student than districts with the lowest percentages of minority students. Source: The Education Trust. Analysis by Greg F.Orlofsky based ib 1999- 2000 Department of Education and U.S. Census Bureau data.

50. © The Education Trust, Inc., 2003 50 Funding gap in some states with large Latino population Source: The Education Trust. Analysis by Greg F.Orlofsky based in 1999-2000 Department of Education and U.S. Census Bureau data. StateGap Per Pupil*Gap Per 400-pupil School New York$2,034$813,600 Texas$1,068$427,200 Illinois$965$386,000 * state & local funds between high and low-minority districts. District funding levels adjusted for local price differences and the additional cost of educating low-income students and students with disabilities

51. © The Education Trust, Inc., 2003 51 Given what we know, what would happen if we had the courage to change these patterns?

52. © The Education Trust, Inc., 2003 52 Researchers John Kain and Eric Hanushek have found that having an above average teacher for five years in a row can completely close the achievement gap.

53. © The Education Trust, Inc., 2003 53 NCLB Can Help Communities Bolster Latino Academic Achievement Under this Powerful New Law You have:

54. © The Education Trust, Inc., 2003 54 You have the right to clear honest information, including: all school information regarding your child’s education in Spanish your child’s performance in mathematics and reading/language arts your child’s school overall performance in comparison to state standards your school’s performance with groups of students, including Latinos and English language learners the qualifications of your child’s teacher

55. © The Education Trust, Inc., 2003 55 Options for better educational opportunities or services for your child: If your child’s school does not meet statewide goals for 2 years in a row, you have the right to transfer your child to a higher performing school in the district If the school does not meet its goals for 3 years, children from low-income families are entitled to supplemental services If you request it, the school must have regular meetings with you to discuss your concerns about your child’s education.

56. © The Education Trust, Inc., 2003 56 More options and control for parents of English-language learners: If your child is placed in a special program to learn English, the school has to notify you of the following: 1.your child’s level of English proficiency; 2.a description of the recommended program and any other programs available; 3.when the school expects the child to join the regular program in English; 4.the expected high school graduation rate of students who participate in the program

57. © The Education Trust, Inc., 2003 57 If your child is not making adequate progress toward full English proficiency you must be notified within 30 days If you are not satisfied with the English learning program you can choose another program or insist that your child be placed in regular academic program More options and control for parents of English-language learners (cont’d)

58. © The Education Trust, Inc., 2003 58 NCLB gives parents a strong voice to advocate for their children These are only some of the ways NCLB can help you ensure that Latino children get a good public school education

59. © The Education Trust, Inc., 2003 59 The Education Trust For More Information... www.edtrust.org 202-293-1217