1. 2005 by The Education Trust, Inc. 1 Achievement In America

2. 2005 by The Education Trust, Inc. 2 WHERE ARE WE NOW? Key Facts on the Achievement Gap Elementary Literacy Middle School Math Literacy

3. 2005 by The Education Trust, Inc. 3 Where Are We Now? 4th Grade Reading All Students 2003 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

4. 2005 by The Education Trust, Inc. 4 Where Are We Now? 8th Grade Math All Students 2003 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

5. 2005 by The Education Trust, Inc. 5 Underneath those nation-wide figures, there are gaps of all sorts… including: gaps among states Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

6. 2005 by The Education Trust, Inc. 6 2003 Grade 4 NAEP Reading All Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

7. 2005 by The Education Trust, Inc. 7 2003 Grade 8 NAEP Math All Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

8. 2005 by The Education Trust, Inc. 8 Gaps Among Ethnic/Racial Groups

9. 2005 by The Education Trust, Inc. 9 By Race, Ethnicity NAEP 4th Grade Reading 2003 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

10. 2005 by The Education Trust, Inc. 10 By Race, Ethnicity NAEP 8th Grade Math 2003 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

11. 2005 by The Education Trust, Inc. 11 Gaps By Income Levels

12. 2005 by The Education Trust, Inc. 12 By Family Income NAEP 4th Grade Reading 2003 (Nation) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

13. 2005 by The Education Trust, Inc. 13 By Family Income NAEP 8th Grade Math 2003 (Nation) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

14. 2005 by The Education Trust, Inc. 14 Clearly, we have a lot of heavy lifting to do.

15. 2005 by The Education Trust, Inc. 15 During seventies and eighties we made a lot of progress...

16. 2005 by The Education Trust, Inc. 16 But that progress stopped during the nineties

17. 2005 by The Education Trust, Inc. 17 Gaps Narrow, Then Hold Steady or Widen: 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

18. 2005 by The Education Trust, Inc. 18 Gaps Narrow, Then Mostly Widen NAEP 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

19. 2005 by The Education Trust, Inc. 19 By End of High School We Can See the Same Patterns

20. 2005 by The Education Trust, Inc. 20 Too Few 17 Year-Olds Demonstrate Strong Reading Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

21. 2005 by The Education Trust, Inc. 21 Too Few 17 Year-Olds Demonstrate Strong Math Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

22. 2005 by The Education Trust, Inc. 22 African American and 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)

23. 2005 by The Education Trust, Inc. 23 African American and 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)

24. 2005 by The Education Trust, Inc. 24 Students Graduate From High School At Different Rates Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 1998 (p. 20-513), Detailed Tables No. 2

25. 2005 by The Education Trust, Inc. 25 U.S. students competitive in the early grades, But fall behind by the end of high school

26. 2005 by The Education Trust, Inc. 26 TIMSS

27. 2005 by The Education Trust, Inc. 27 Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asp http://nces.ed.gov/timss/results.asp

28. 2005 by The Education Trust, Inc. 28 Source: NCES, Highlights From TIMSS 1999 http://nces.ed.gov/timss/results.asphttp://nces.ed.gov/timss/results.asp

29. 2005 by The Education Trust, Inc. 29 PISA

30. 2005 by The Education Trust, Inc. 30 U.S. Ranks 24 th out of 29 OECD Countries in Mathematics Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

31. 2005 by The Education Trust, Inc. 31 U.S. Ranks 24 th out of 29 OECD Countries in Problem-Solving Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

32. 2005 by The Education Trust, Inc. 32 U.S. Ranks 15 th out of 29 OECD Countries in Reading Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/http://www.oecd.org/

33. 2005 by The Education Trust, Inc. 33 One measure on which we rank high? Inequality!

34. 2005 by The Education Trust, Inc. 34 To Make Matters Worse, HS Completion Declining Proportion of students getting h.s. diploma declining; Number opting for GED increasing; U.S. slips from 1st in the world in h.s. completion to 14th

35. 2005 by The Education Trust, Inc. 35 U.S. Ranks 14 th in High School Graduation Rates (2001) Source: Organization for Economic Cooperation and Development (OECD), Education at a Glance: OECD Indicators 2003 Edition, data available at http://www.oecd.org/http://www.oecd.org/

36. 2005 by The Education Trust, Inc. 36 Not surprisingly, the consequences of the achievement gap reach beyond high school

37. 2005 by The Education Trust, Inc. 37 Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving High Income Students Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

38. 2005 by The Education Trust, Inc. 38 Source: 2002 NCAA Division I Graduation Rates Report http://www.ncaa.org/http://www.ncaa.org/

39. 2005 by The Education Trust, Inc. 39 High School Completers Who Were Enrolled in College the October After Completing High School, By Family Income (2001) Source: USDE, NCES. The Condition of Education 2003, NCES 2003-067.

40. 2005 by The Education Trust, Inc. 40 Bachelor’s or Higher Degree by Age 26 Source: National Center for Education Statistics Statistical Analysis Report, Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later, U.S. Department of Education Office of Educational Research and Improvement; June 2002. * SES= Socio Economic Status

41. 2005 by The Education Trust, Inc. 41 Add it all up...

42. 2005 by The Education Trust, Inc. 42 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.

43. 2005 by The Education Trust, Inc. 43 Of Every 100 African American Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.

44. 2005 by The Education Trust, Inc. 44 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.

45. 2005 by The Education Trust, Inc. 45 It doesn’t have to be this way! Poor and Minority children will rise to the challenge when it’s presented to them

46. 2005 by The Education Trust, Inc. 46 Poor and Minority students ARE succeeding in some schools...

47. 2005 by The Education Trust, Inc. 47 Centennial Place Elementary School Atlanta, Georgia 92% African American 64% Low Income Performed in the top 2% of all Georgia schools in 4 th grade reading in 2003 Performed in top 7 % of Georgia schools in 4 th grade math in 2003 Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org

48. 2005 by The Education Trust, Inc. 48 High Achievement at Centennial Place 2004 Reading Composite Source: Georgia Department of Education, http://www.doe.k12.ga.us

49. 2005 by The Education Trust, Inc. 49 High Achievement at Centennial Place 2004 Math Composite Source: Georgia Department of Education, http://www.doe.k12.ga.us

50. 2005 by The Education Trust, Inc. 50 Lapwai Elementary Lapwai, ID 75% Native American 21% White 69% Low-income Outperformed the state in 4th grade reading and math in 2003 Native American students outscored all students in the state in 4th grade reading and math in 2003

51. 2005 by The Education Trust, Inc. 51 Making Gains at Lapwai Grade 4 Source: Idaho Department of Education: http://www.sde.state.id.us/Dept/

52. 2005 by The Education Trust, Inc. 52 Norview High School Norfolk, Virginia 67% African American 46% Low-Income Performed in the top 11% of Virginia schools in 11 th grade reading/language arts in 2003 Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org

53. 2005 by The Education Trust, Inc. 53 High Achievement at Norview 2004 English Composite Source: Virginia Department of Education, http://www.pen.k12.va.us

54. 2005 by The Education Trust, Inc. 54 High Achievement at Norview 2004 Math Composite Source: Virginia Department of Education, http://www.pen.k12.va.us

55. 2005 by The Education Trust, Inc. 55 Some districts...

56. 2005 by The Education Trust, Inc. 56 Aldine, TX: Raising Achievement for All Students While Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

57. 2005 by The Education Trust, Inc. 57 Boston, Massachusetts Raising Achievement, Narrowing Gaps High School Exit Exam, First-Time Pass Rate Source: Massachusetts Department of Education, http://www.doe.mass.edu

58. 2005 by The Education Trust, Inc. 58 Pueblo, Colorado Raising Achievement, Closing Gaps Grade 3 Reading Source: Data provided by the Pueblo School District.

59. 2005 by The Education Trust, Inc. 59 Charlotte-Mecklenburg, North Carolina Raising Achievement, Closing Gaps Grade 3 Math Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org 40 35 16

60. 2005 by The Education Trust, Inc. 60 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 a 15 point gap between Chicago and Houston (equivalent to 1 ½ years worth of learning)

61. 2005 by The Education Trust, Inc. 61 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

62. 2005 by The Education Trust, Inc. 62 And some entire states...

63. 2005 by The Education Trust, Inc. 63 States with Biggest Gains for African American 4 th Graders (NAEP 2003 Math*) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) * Gains Between 1992 and 2003

64. 2005 by The Education Trust, Inc. 64 States with Biggest Gains for Latino 4 th Graders (NAEP 2003 Math*) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) * Gains Between 1992 and 2003

65. 2005 by The Education Trust, Inc. 65 Delaware: Gains in Grade 4 Reading Outpace the Nation, 1998-2003 Source: NCES, National Assessment of Educational Progress Change in Average Scale Score

66. 2005 by The Education Trust, Inc. 66 Delaware: Gains in Grade 4 Reading Outpace the Nation 1998-2003 Source: NCES, National Assessment of Educational Progress

67. 2005 by The Education Trust, Inc. 67 Differences among states so large that minority and/or poor students in some states are outperforming white and/or non- poor students in others.

68. 2005 by The Education Trust, Inc. 68 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

69. 2005 by The Education Trust, Inc. 69 Latinos in Virginia Perform as Well or Better Than Whites in 7 States (2003 NAEP 8 th Grade Reading) Source: NCES, National Assessment of Educational Progress (NAEP) Scale Score

70. 2005 by The Education Trust, Inc. 70 % of Black Students at Basic Level or Above in Delaware is Equal to or Greater than the % of White Students at Basic Level or Above in 7 States Source: NCES, National Assessment of Educational Progress NAEP 8 th Grade Writing 2002

71. 2005 by The Education Trust, Inc. 71 What do we know about the places that are improving results for poor and minority students?

72. 2005 by The Education Trust, Inc. 72 Element 1: Clear, high goals for all students and curriculum aligned to those goals

73. 2005 by The Education Trust, Inc. 73 Poor and minority students have less access to high-level curriculum...

74. 2005 by The Education Trust, Inc. 74 African American, Latino & Native American youth are less likely to be enrolled in full college prep track percent in college prep SOURCE: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.

75. 2005 by The Education Trust, Inc. 75 Minority High School Graduates Are Less Likely to Have Completed Advanced Math and Science Courses Source: U.S. Department of Education, NCES, Condition of Education 2004, p 148. Data from 2000 NAEP High School Transcript Study.

76. 2005 by The Education Trust, Inc. 76 Students can do no better than the assignments they are given...

77. 2005 by The Education Trust, Inc. 77 Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997. ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

78. 2005 by The Education Trust, Inc. 78 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.

79. 2005 by The Education Trust, Inc. 79 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

80. 2005 by The Education Trust, Inc. 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 A Rigorous Math Curriculum Improves Scores For All Students

81. 2005 by The Education Trust, Inc. 81 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.

82. 2005 by The Education Trust, Inc. 82 Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores. Vocational Students Taking High- Level English Courses Score Higher

83. 2005 by The Education Trust, Inc. 83 Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation *Grade 8-grade 12 test score gains based on 8th grade achievement. Low Quartile Students Gain More From College Prep Courses*

84. 2005 by The Education Trust, Inc. 84 All Students Perform Better In High-Level Courses Math Achievement in grades 9-11 by grade 8 Performance (based on course assignment) Source: Margaret Hallinan, “Ability Grouping and Student Learning,” May 2002 Prior Performance level

85. 2005 by The Education Trust, Inc. 85 They will also fail less often...

86. 2005 by The Education Trust, Inc. 86 Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002. Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

87. 2005 by The Education Trust, Inc. 87 Students of All Abilities Are Generally More Likely to Fail Low-Level Mathematics Courses 9 th -graders earning Ds or Fs by 8 th grade achievement & course assignment Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB, 2002

88. 2005 by The Education Trust, Inc. 88 Element 2: Extra instruction for students who need it

89. 2005 by The Education Trust, Inc. 89 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

90. 2005 by The Education Trust, Inc. 90 Element 3: Good teaching matters more than anything else

91. 2005 by The Education Trust, Inc. 91 Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.

92. 2005 by The Education Trust, Inc. 92 Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.

93. 2005 by The Education Trust, Inc. 93 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

94. 2005 by The Education Trust, Inc. 94 But students who need these resources do not always get them

95. 2005 by The Education Trust, Inc. 95 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.

96. 2005 by The Education Trust, Inc. 96 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.

97. 2005 by The Education Trust, Inc. 97 High-Poverty Schools Get More Low-Scoring* Teachers *Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch. Source: Education Week, “Quality Counts 2001,” January 2001.

98. 2005 by The Education Trust, Inc. 98 More Courses in High-African American Middle Schools Taught by Out-of-Field Teachers *Teachers lacking a college major or minor in the field. Source: Richard M. Ingersoll, University of Pennsylvania. Unpublished data from original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

99. 2005 by The Education Trust, Inc. 99 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.

100. 2005 by The Education Trust, Inc. 100 Most teachers--like most other professionals--can get more and more effective.

101. 2005 by The Education Trust, Inc. 101 Accordingly, smart districts do two important things: STOP drive-by workshops; invest in intensive, focused professional development.

102. 2005 by The Education Trust, Inc. 102 Element 4: Funds

103. 2005 by The Education Trust, Inc. 103 In 35 of 48 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: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.

104. 2005 by The Education Trust, Inc. 104 For example, in New York the funding gap between high- and low-poverty school districts amounts to $2,615 per student. This translates into a shortfall of $1 million for a high-poverty elementary school serving 400 children. Source: Carey, K. The Funding Gap 2004, The Education Trust, Fall 2004.

105. 2005 by The Education Trust, Inc. 105 If we had the courage and creativity to change these patterns?

106. 2005 by The Education Trust, Inc. 106 “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 Source: Eric Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” Brookings Papers on Education Policy: 2004, Brookings Institution Press, 2004

107. 2005 by The Education Trust, Inc. 107 NCLB Can Help Communities Bolster Achievement Under this Powerful New Law You have:

108. 2005 by The Education Trust, Inc. 108 You have the right to clear honest information, including: all school information regarding your child’s education in your language 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 the qualifications of your child’s teacher

109. 2005 by The Education Trust, Inc. 109 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.

110. 2005 by The Education Trust, Inc. 110 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

111. 2005 by The Education Trust, Inc. 111 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)

112. 2005 by The Education Trust, Inc. 112 NCLB gives parents a strong voice to advocate for their children These are only some of the ways NCLB can help you ensure that All children get a good public school education

113. 2005 by The Education Trust, Inc. 113 The Education Trust For More Information... www.edtrust.org 202-293-1217