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HIGH SCHOOLS IN AMERICA 2003 Prepared for the US Department of Education By The Education Trust Archived Information
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What Do We Know About Student Achievement?
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12th Grade Achievement In Math and Science is Up Somewhat
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2000 by The Education Trust, Inc. High School Achievement: Math and Science Source: NAEP 1999 Trends in Academic Progress.
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In Reading, 12th Grade Achievement is Headed Downward
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2000 by The Education Trust, Inc. HIGH SCHOOL ACHIEVEMENT: READING AND WRITING
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After Earlier Progress in Narrowing Gaps, Gaps in the 90’s Grew
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2000 by The Education Trust, Inc. 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 21 31
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2000 by The Education Trust, Inc. 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 Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 17 Year-Olds 20 32
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Students Make More Growth Grade 4 to 8 than Grade 8 to 12
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2000 by The Education Trust, Inc. Academic Growth Grades 4-8, 8-12
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Value Added in High School Declined During the Nineties
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2000 by The Education Trust, Inc. Value Added Declining in High School Math... Age 13-17 Growth Source: NAEP 1999 Trends in Academic Progress
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2000 by The Education Trust, Inc. …Still Age 13-17 Growth Source: Main NAEP 1996, 2000
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2000 by The Education Trust, Inc. Reading: Students Entering Better Prepared, But Leaving Worse Source: NAEP 1996 Trends in Academic Progress
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Hormones?
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Students in Other Countries Gain far More in High School
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TIMSS
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2000 by The Education Trust, Inc. Source: NCES 1999-081R, Highlights From TIMSS
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2000 by The Education Trust, Inc. Source: NCES 1999-081R, Highlights From TIMSS
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PISA
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2000 by The Education Trust, Inc. US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries
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One measure on which we rank high? Inequality!
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2000 by The Education Trust, Inc. Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001. *Of 27 OECD countries Performance Of U.S. 15 Year-Olds Highly Variable
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KNOWLEDGE AND SKILLS AT END OF HIGH SCHOOL
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2000 by The Education Trust, Inc. NAEP Mathematics Performance 2000
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2000 by The Education Trust, Inc. By Race, Ethnicity NAEP 12th Grade Math 2000 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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2000 by The Education Trust, Inc. By Income 12th Grade Math (2000) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2000 by The Education Trust, Inc. By Race, Ethnicity NAEP 12th Grade Reading 2002 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
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2000 by The Education Trust, Inc. By Income 12th Grade Reading (2002) Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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2000 by The Education Trust, Inc. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)
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2000 by The Education Trust, Inc. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)
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These, of course, are just the students who MAKE IT through high school.
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Each Year, One of Every Twenty High School Students Leaves School
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2000 by The Education Trust, Inc. Source: NCES “Drop-out Rates in U.S. 1998” (1999) One Year Dropout Rates by Race, Grades 10-12
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2000 by The Education Trust, Inc. Source: NCES “Drop-out Rates in U.S. 1998” (1999) One Year Drop-out Rates by Family Income, Grades 10-12
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By Age 18-19, 82% of American Young People Have Earned a Diploma (72.5%) or a GED/Equivalency Certificate (9.8%)
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By Age 22-24, 86.3% of American Young People Have Earned a Diploma (75.9%) or a GED/Equivalency Certificate (10.4%)
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2000 by The Education Trust, Inc. Students Complete 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 Age 18-24
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Inevitable?
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2000 by The Education Trust, Inc. No. Around the Country, there are: n Classrooms; n Schools; n Districts; and, n Even entire states where students— especially poor and minority students—are performing at much higher levels.
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SO, WHAT CAN WE DO? Four questions to help frame our improvement efforts.
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#1. Can we agree on a single, overarching goal for high school that will give clearer purpose, focus to our reform efforts?
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2000 by The Education Trust, Inc. Kids and Parents are Clear: Their Goal is College Source:Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000.
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2000 by The Education Trust, Inc. Indeed, Most High School Grads Do 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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2000 by The Education Trust, Inc. Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002 That’s Good, Because Education Pays: Annual Earnings of 25-34 yr-olds by Attainment, 2001
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2000 by The Education Trust, Inc. But Many of Those College Freshmen Not Prepared…and Do Not Return for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
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2000 by The Education Trust, Inc. Why? At Least In Part Because Their Teachers Had Other Ideas About Their Plans
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To break through these old attitudes, cannot equivocate. ALL students must graduate from high school ready for postsecondary education.
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#2. It is increasingly clear that student success--in college, on assessments, and in gaining access to decent jobs--depends on completing a rigorous, college prep-level curriculum.
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Transcript Study: single biggest predictor of college success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
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2000 by The Education Trust, Inc. 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. Even Bottom Quartile Students Gain More From College Prep Courses*
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2000 by The Education Trust, Inc. Challenging Curriculum Also 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
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And they’ll be better prepared for the workplace.
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2000 by The Education Trust, Inc. Requirements for Tool and Die Makers n Four or five years of apprenticeship and/or postsecondary training; n Algebra, geometry, trigonometry and statistics; n Average earnings: $40,000 per year.
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2000 by The Education Trust, Inc. Requirements for Sheet Metal Workers n Four or five years of apprenticeship; n Algebra, geometry, trigonometry and technical reading;
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Time for a Default Curriculum? Texas Indiana
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But... n it is clear from the NAEP data that we’re not getting the gains from those courses we should expect; and, n it is also clear that course labels don’t always tell much about standards.
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2000 by The Education Trust, Inc. Students can do no better than the assignments they are given...
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2000 by The Education Trust, Inc. 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.
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2000 by The Education Trust, Inc. 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.
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How Can We Get Some Consistency in Content and Teacher Judgments?
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#3. Organizing Time and Staff in Pursuit of Different Outcomes
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Time
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2000 by The Education Trust, Inc. The Full Year Calendar
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2000 by The Education Trust, Inc. Less Summer Vacation
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2000 by The Education Trust, Inc. Less Weekends, Holidays, & Summer Vacation
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2000 by The Education Trust, Inc. Less Professional Development Days & Early Dismissal/Parent Conferences
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2000 by The Education Trust, Inc. Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hannukkah, Awards, Assembles, & Concerts
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2000 by The Education Trust, Inc. Less State and District Testing
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Bottom Line: Roughly 13-15 Eight-Hour Days Per Subject Per Year
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Staff
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2000 by The Education Trust, Inc. *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. Classes in High Poverty High Schools More Often Taught by Underqualified* Teachers
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2000 by The Education Trust, Inc. Math & Science Classes With a High Percentage of 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) 1998 by The Education Trust, Inc.
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2000 by The Education Trust, Inc. Even Within Schools, Often Big Differences
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2000 by The Education Trust, Inc. Students in Low Track Classes Are More Often Taught by Underqualified Teachers Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37
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2000 by The Education Trust, Inc. Regular Team Sample
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2000 by The Education Trust, Inc. Pre-IB Team Sample
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2000 by The Education Trust, Inc. 11-12 IB/AP Teacher Sample
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Turn Around This Pattern: UPDRAFT for ALL Students?
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#4. Are there better ways to accelerate our top students?
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Fastest growing part of the high school curriculum? AP/IB (college-level) courses
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Meanwhile, fastest growing part of the college curriculum? Remedial (high school level) courses.
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Alternatives?
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The Education Trust For More Information... www.edtrust.org DC: 202-293-1217 Oakland: 510-465-6444
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