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2001 by The Education Trust, Inc. Achievement In America 2001 The Education Trust, Inc.
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2001 by The Education Trust, Inc. Section I: How Many Students Make It Through?
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2001 by The Education Trust, Inc. Grad Rates Flat; More Non-Traditional Diplomas Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998 (18-24 Year-Old High School Completers)
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
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2001 by The Education Trust, Inc. College Freshmen Graduating Within Six Years (NCAA Division I) Source: 1999 NCAA Division I Graduation Rates Report, p.636
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. Of Every 100 Native American Kindergartners: (24 Year-Olds)
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2001 by The Education Trust, Inc. College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
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2001 by The Education Trust, Inc. Section II: What Do We Know About Student Achievement?
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2001 by The Education Trust, Inc. In K-12, Achievement Flat: Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. Too Few 17 Year-Olds Demonstrate Strong Reading Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables
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2001 by The Education Trust, Inc. Too Few 17 Year-Olds Demonstrate Strong Math Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables
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2001 by The Education Trust, Inc. Source: USDOE, NCES 1999 NAEP Summary Tables online. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds
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2001 by The Education Trust, Inc. Source: USDOE, NCES, 1999 NAEP Summary Tables online. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds
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2001 by The Education Trust, Inc. Why?
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2001 by The Education Trust, Inc. 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...
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2001 by The Education Trust, Inc. But if they’re right, then why are poor and minority children performing so high in some schools...
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. some districts...
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2001 by The Education Trust, Inc. Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence. All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10
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2001 by The Education Trust, Inc. And some entire states...
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2001 by The Education Trust, Inc. 4th Grade Math African American Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2001 by The Education Trust, Inc. 4th Grade Math Latino Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2001 by The Education Trust, Inc. NAEP 4th Grade Reading: U.S. and North Carolina Change in Average Scores From 1992-1998 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2001 by The Education Trust, Inc. Connecticut: Gains in Grade 4 Reading Outpace the Nation, 1994-98 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2001 by The Education Trust, Inc. Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables African Americans in Texas Write as Well or Better Than Whites in 7 States
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. Section III: What Do We Know About Improving Results?
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2001 by The Education Trust, Inc. 1. We Need Clear Goals The Role of Standards
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2001 by The Education Trust, Inc. Historically, No Agreement on What Students Should Learn Or What Kind of Work Is Good Enough
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2001 by The Education Trust, Inc. These Decisions Left, Often, to Individual Teachers and Schools
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. Standards Make a Difference
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2001 by The Education Trust, Inc. Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report Kentucky Elementary Reading: Top 20 Schools #1: 38% Poverty #2: 0.2% Poverty #3: 78% Poverty Total High Poverty Schools in Top 20: 7
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2001 by The Education Trust, Inc. Kentucky Elementary Top 20 Schools Mathematics: Top 20 Includes 8 High Poverty* Schools Writing: Top 20 Includes 13 High Poverty* Schools Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report *High Poverty is defined as greater than 40% free and reduced price lunch.
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2001 by The Education Trust, Inc. 2. All Kids Need a Rigorous Curriculum Matched With Standards
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “High School That Work”, SREB, 1998.
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2001 by The Education Trust, Inc. Low Quartile Students Gain More From College Prep Courses* Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation *Grade 8-12 test score gains based on 8th grade achievement.
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. 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.”
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2001 by The Education Trust, Inc. Change Can Happen Quickly
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. 3. Provide Extra Help for Students Who Need It
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 4. Teachers Matter Hugely
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. 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)
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2001 by The Education Trust, Inc. 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
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2001 by The Education Trust, Inc. Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)
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2001 by The Education Trust, Inc. More African American and Latino 12th Graders Do Daily Worksheets Source: 1996 Summary Data NAEP Math
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2001 by The Education Trust, Inc. Percentage of Students Who Use Computers Primarily for... Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)
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2001 by The Education Trust, Inc. African Americans Are Less Likely to Get Hands on Science Source: NCES, NAEP Summary Data Tables, 1996.
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2001 by The Education Trust, Inc. Changing This Pattern: Time and Supports for Teachers Are Key
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2001 by The Education Trust, Inc. 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.
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2001 by The Education Trust, Inc. Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000. In Math Problem-Solving, Black Students in High Implementation Schools Outperform White Students in Other Schools
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2001 by The Education Trust, Inc. The Education Trust For More Information... www.edtrust.org 202-293-1217
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