1. 1 Perspectives on Public Education for Poor Students and Students of Color Suzanne Adair March 26, 2003 Information provided by the Education Trust

2. 2 The Myth: College isn’t for everyone

3. 3 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.

4. 4 Even Low Achieving Grads Go On To Postsecondary Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, Condition of Education 1997, p. 64

5. 5 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

6. 6 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

7. 7 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

8. 8 College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

9. 9 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)

10. 10 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)

11. 11 Why is there an achievement gap?

12. 12 Why? 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...

13. 13 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

14. 14 Within School Effects: Curriculum/Opportunity Expectations Teacher Quality

15. 15 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.

16. 16 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.

17. 17 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 1998, “First Follow- Up Student Study.” 1998 by The Education Trust, Inc.

18. 18 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. 1998 by The Education Trust, Inc.

19. 19 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.

20. 20 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.

21. 21 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

22. 22 Why These Factors Matter?

23. 23 Mount Royal Elementary/Middle, Baltimore, MD 99% African American 73% Low-Income Highest Performing in State on the state’s 5th grade Math test. MARYLAND * or tied

24. 24 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

25. 25 A Rigorous Math Curriculum Improves Scores For All Students 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 1998 by The Education Trust, Inc.

26. 26 Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “High Schools That Work”, SREB,.

27. 27 1998 by The Education Trust, Inc.

28. 28 A Strong H.S. Curriculum* Equals Higher College Completion *Completing at least “Algebra II” plus other courses. Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.

29. 29 Role of Future Educators Analyze and share data Raise questions about district/school policies Serve as a voice for all students Maintain high expectations/encourage students to aim higher