Putting Parents Front and Center Closing Achievement Gaps Through Powerful Parenting

1
Putting Parents Front and CenterClosing
Achievement Gaps Through Powerful Parenting

• Diversity in Education Conference
• Saturday, September 23, 2006
• Aiken Public School District
• Zattura Sims-El, Community Liaison
• The Education Trust

2
Goals of Session
Participants will

• Become more familiar with two types of
  assessments.
• Embrace the concept of high standards and high
  expectations for all children no exceptions no
  excuses.
• Understand why data is a foundation for action.
• Understand why teacher quality is a cornerstone
  to high student academic achievement.
• Discuss why meaningful parent involvement
  supports good home/school partnerships.

3

• StandardsHow Important are They?

4
PAIR SHARE EXERCISE STANDARDS IN
EVERYDAY LIFE Standards might have only been
emphasized in education for 10 or so years, but
they are common in our everyday life. We rely on
Standards all the time.
5
PAIR SHARE EXERCISE STANDARDS IN EVERYDAY
LIFE

• Participants will work in pairs and discuss how
  standards apply in everyday life.
• Participants will discuss how life would be
  impacted were these standards not in existence.

6
STANDARDS IN EDUCATION TIMELINE
7

• How Do We Know When Our Children Are Doing Well
  In School?

8
Different types of tests different information
about learning.

• Standards based tests measure knowledge of the
  standard and report levels of proficiency e.g. a
  pilots test is based on the standards for what
  she needs to know to fly the plane and the test
  reports how proficient she is compared to what
  she needs to know.
• Norm-reference tests measure the test-takers
  skills against the average skills of a group of
  other test-takers, and the test reports the
  percentile rank where each test-taker stands in
  the group.
• Which test tells most about how much the
  test-taker knows about how to fly a plane?

9
Norm-referenced Testing (NRT)

• Human beings make tests. They decide what topics
  to include on the test, what kinds of questions
  to ask, and what the correct answers are, as well
  as how to use test scores. Tests can be made to
  compare students to each other (norm-referenced
  tests) or to see whether students have mastered a
  body of knowledge (criterion or
  standards-referenced tests). This fact sheet
  explains what NRTs are, their limitations and
  flaws, and how they affect schools.
• Fair Test The National Center for Fair and Open
  Testing

10

• Norm-referenced tests (NRTs) compare a person's
  score against the scores of a group of people who
  have already taken the same exam, called the
  "norming group." When you see scores in the paper
  which report a school's scores as a percentage --
  "the Lincoln school ranked at the 49th
  percentile" -- or when you see your child's score
  reported that way -- "Jamal scored at the 63rd
  percentile" -- the test is usually an NRT.
• Fair Test The National Center for Fair and Open
  Testing

11

• Commercial, national, norm-referenced
  "achievement" tests include the California
  Achievement Test (CAT) Comprehensive Test of
  Basic Skills (CTBS), which includes the "Terra
  Nova" Iowa Test of Basic Skills (ITBS) and Tests
  of Academic Proficiency (TAP) Metropolitan
  Achievement Test (MAT) and Stanford Achievement
  Test (SAT, not to be confused with the college
  admissions SAT). "IQ," "cognitive ability,"
  "school readiness," and developmental screening
  tests are also NRTs.
• Fair Test The National Center for Fair and Open
  Testing

12

• NRTs are designed to "rank-order" test takers --
  that is, to compare students' scores. A
  commercial norm-referenced test does not compare
  all the students who take the test in a given
  year. Instead, test-makers select a sample from
  the target student population (say, ninth
  graders). The test is "normed" on this sample,
  which is supposed to fairly represent the entire
  target population (all ninth graders in the
  nation). Students' scores are then reported in
  relation to the scores of this "norming" group.
• Fair Test The National Center for Fair and Open
  Testing

13
ACHIEVEMENT GAP

• Currently there is a difference in school
  achievement among different groups of students,
  such as racial/ethnic groups, income levels,
  disability and/or language barriers.
• The No Child Left Behind Act seeks to eliminate
  the achievement gap nationwide by consistently
  closing it over a twelve year period beginning in
  2002.
• No Child Left Behind requires the collection and
  public distribution of data to show where these
  gaps exist.

14
HOW TO USE STANDARDS
15
STANDARDS are roadmaps to an educational
destination
16

• What are Academic Standards?

17
Content Standards

• Statements of what students should know and be
  able to do in each subject area. Standards make
  clear what teachers should be teaching and the
  expectation for achievement is the same for all
  students.

18
Performance Standards

• Describe the levels of performance on tasks that
  students must reach to demonstrate that they have
  met the content standards, or that they are on
  their way toward meeting them.
• Performance standards can be distinguished from
  content standards because performance standards
  have levels e.g., 1,2,3,4 or below basic,
  basic, proficient, advanced

19
Opportunity to Learn Standards

• Describe the learning conditions required to
  ensure that students have a fair chance to meet
  the content and performance standards such as
  highly qualified effective teachers, adequate
  facilities, appropriate resources, conducive
  learning environment, etc.

20
Four Factors that Contribute to the Achievement
Gap

• Low Standards
• Low-Level Curriculum
• Least Qualified Teachers
• Fewer Resources
• Whats behind these reasons? Low Expectations of
  and for our children.

21
Cycle of Low Achievement
Low Expectations
Poor Test Results
Less Challenging Courses
Low Level Assignments/Instruction
22
II. Why Dont Students Meet Standards?
23
Why arent some students meeting Standards?

• What some adults and educators say
• Theyre poor
• They dont eat breakfast
• Their parents dont care, not enough parents in
  the home
• Not enough books in the home
• They dont have the capacity to learn because of
  who they are

24
Why arent some students meeting Standards?

• What some students say We Can Learn, But
• Some teachers think we cant do the work
• Some teachers dont know their subjects
• Counselors underestimate our potential
• Principals dismiss our concerns
• Curriculum and expectations are low

25
What We SayFour Reasons All Students Dont
Achieve High Standards

• Some students get more effective teachers than
  others
• Limited Time
• Some students get more challenging curriculum
  than others
• Some students are held to higher standards than
  others

26
Teachers Matter Most of All
27
Reason 1Teaching quality has a dramatic impact
on student achievement.
28
Students Who Start 2nd Grade at About the Same
Level of Math Achievement
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
29
Finish 5th Grade Math at Dramatically Different
Levels Depending on the Quality of Their Teachers
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
30
Students Who Start 3rd Grade at About the Same
Level of Reading Achievement
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
31
Finish 6th Grade at Dramatically Different
Levels Depending on the Quality of Their Teachers
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
32
Students Assigned to Effective Teachers
Dramatically Outperformed Students Assigned to
Ineffective Teachers
Source William L. Sanders and June C. Rivers,
Cumulative and Residual Effects of Teachers on
Future Students Academic Achievement, University
of Tennessee Value-Added Research and Assessment
Center, 1996.
33
Nationally
34
Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
Note High poverty refers to the top quartile of
schools with students eligible for free/reduced
price lunch. Low poverty-bottom quartile of
schools with students eligible for free/reduced
price lunch. High minority-top quartile those
schools with the highest concentrations of
minority students. Low minority-bottom quartile
of schools with the lowest concentrations of
minority students
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
35
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
High poverty Low poverty
High minority Low minority
Note High Poverty school-50 or more of the
students are eligible for free/reduced price
lunch. Low-poverty school -15 or fewer of the
students are eligible for free/reduced price
lunch. High-minority school - 50 or more of
the students are nonwhite. Low-minority school-
15 or fewer of the students are nonwhite.
Teachers lacking a college major or minor in the
field. Data for secondary-level core academic
classes. Source Craig D. Jerald, All Talk, No
Action Putting an End to Out-of-Field Teaching,
The Education Trust, 2002.
36
Middle Grades Classes Taught by Teachers
Without at Least a College Minor in the Subject
(lt15)
(gt50)
(gt50)
(lt15)
Data is for core academic classes.
Source Craig D. Jerald, All Talk, No Action
Putting an End to Out-of-Field Teaching, The
Education Trust, 2002.
37
High Schools Classes Taught by Teachers Lacking
an Undergraduate Major
(lt15)
(gt50)
(gt50)
(lt15)
Data is for core academic classes.
Source Craig D. Jerald, All Talk, No Action
Putting an End to Out-of-Field Teaching, The
Education Trust, 2002.
38
Reason 2What About the Matter of Time?
1998 by The Education Trust, Inc.
39
The Full Year Calendar
40
Less Summer Vacation
41
Less Weekends Holidays
42
Less Professional Development Days Early
Dismissal/Parent Conferences
43
Less Class Picnic, Class Trip, Thanksgiving
Feast, Christmas, Kwanzaa, Hanukkah , Awards,
Assembles, Concerts
44
Less State and District Testing
45
Bottom LineRoughly 16 Eight-Hour
Days Per Subject Per Year
46
Discussion

• Briefly discuss the information given thus far
  and share how and share your views on the impact
  to your childs educational development.
• Share how you would address similar situations.

47
Reason 3 What we teach to whom Some students
get more challenging curriculum
1998 by The Education Trust, Inc.
48

• HIGH STANDARDS CONTRIBUTE TO HIGH QUALITY
  CURRICULUM

49
Results of a Rigorous Curriculum
50
African American, Latino Native American high
school graduates are less likely to have been
enrolled in a full college prep track
percent in college prep
Full College Prep track is defined as at least 4
years of English, 3 years of math, 2 years of
natural science, 2 years of social science and 2
years of foreign language
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.
51
Decline in African-American Students Completing
the Science Courses of a College-Prep Curriculum
Source NCES, 2006. The Nations Report Card
Science 2005 (NAEP).
52
Low-SES Students are Less Likely to Attend High
Schools that Offer High-Level Math Courses
SES quintiles are composites of family income,
parental education, prestige of parental
occupation(s), and the presence of reading
materials and computers in the household.
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
53
High School Curriculum Intensity is a Strong
Predictor of Bachelors Degree Completion
Curriculum quintiles are composites of English,
math, science, foreign language, social studies,
computer science, Advanced Placement, the
highest level of math, remedial math and remedial
English classes taken during high school.
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
54
The Highest Level of Math Reached in High School
is a Strong Predictor of BA Attainment
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
55
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.
56
Vocational Students Taking a College- Prep
Curriculum Score Higher in Reading and Math
Unfortunately, just 21 percent of vocational
seniors actually complete a College Prep
Curriculum and when they do, their achievement is
greatly improved.
Note Scores based on HTSW Assessment,
Performance Goal for reading is 279, for math is
297, Math goals are aligned with the NAEP basic
level and the reading goal approaches the
NAEP Proficient level.
Source Southern Regional Education Board, 2006,
Getting Students Ready for College and Careers.
57
Reason 4The Need for Standards Students are
held to different standards and expectations
1998 by The Education Trust, Inc.
58
Cycle of Low Achievement
Low Expectations
Poor Test Results
Less Challenging Courses
Low Level Assignments/Instruction
Stephanie G. Robinson, Ph. D. Education Trust
59
What Do Teenagers Say About School Rigor?
60
Most Students Support Higher Standards (even if
it means summer school)
Percent of students who think it is a good idea
for school districts to require students to meet
higher academic standards or go to summer school
to catch up
Note students were in grades 6 to 12
Source Public Agenda, Reality Check 2006 Issue
No. 2 How Black and Hispanic Families Rate Their
Schools
61
Most Minority Students Plan On Going to College
Percent of Students Who Say They Are Definitely
Going to College
Note students were in grades 6 to 12
Source Public Agenda, Reality Check 2006 Issue
No. 2 How Black and Hispanic Families Rate Their
Schools
62
Sadly, Fewer Students Feel They Will be Prepared
to Succeed in College
Percent of Students Who Believe They Will Have
the Skills Needed to Succeed in College by the
Time They Graduate From High School
Note students were in grades 6 to 12
Source Public Agenda, Reality Check 2006 Issue
No. 2 How Black and Hispanic Families Rate Their
Schools
63

• What does the picture look like for some of
  Aikens public schools?

64
Cyril B. Busbee Elementary, 2004 Demographics

• 57 African American
• 41 White
• 76 Poor

Source School Matters, http//www.schoolmatters.
org/
65
Busbee Shows Little Improvement Over Time on PACT
Source South Carolina Department of Education,
http//ed.sc.gov/
66
Achievement Gap Narrows But Persists On Busbee
English/Language Arts PACT
Source South Carolina Department of Education,
http//ed.sc.gov/
67
Achievement Gap Persists On Busbee Math PACT
Source South Carolina Department of Education,
http//ed.sc.gov/
68
Greendale Elementary School, 2004 Demographics

• 50 African American
• 10 Latino
• 39 White
• 76 Poor

Source School Matters, http//www.schoolmatters.
org/
69
Greendale English/Language Arts And Math PACT
Scores Hold Steady
Source South Carolina Department of Education,
http//ed.sc.gov/
70
Greendale English/Language Arts Achievement Gap
Technically Closes On PACT
None of the African American students in these
data are proficient or advanced 90 are basic
and 10 are below basic. Their white peers are
represented in both of the proficient and
advanced categories.
Source South Carolina Department of Education,
http//ed.sc.gov/
71
Greendale Math PACT Achievement Gap Closes
African American students were much better
represented in the proficient and advanced
categories.
Source South Carolina Department of Education,
http//ed.sc.gov/
72
Ridge Spring Monetta Elementary/Middle, 2004
Demographics

• 52 African American
• 4 Latino
• 44 White
• 76 Poor

Source School Matters, http//www.schoolmatters.
org/
73
Ridge Spring Monetta PACT Scores Rebound After A
Downturn
Source South Carolina Department of Education,
http//ed.sc.gov/
74
Ridge Spring Monetta English/Language Arts
Achievement Gap Widens on PACT
None of the African American students in these
data are proficient or advanced 90 are basic
and 10 are below basic
Source South Carolina Department of Education,
http//ed.sc.gov/
75
Ridge Spring Monetta Math Achievement Gap On PACT
Shows No Improvement
Source South Carolina Department of Education,
http//ed.sc.gov/
76
Schofield Middle School, 2004 Demographics

• 51 African American
• 47 White
• 52 Poor

Source School Matters, http//www.schoolmatters.
org/
77
Schofield PACT Scores Decline
Source South Carolina Department of Education,
http//ed.sc.gov/
78
Schofield English/Language Arts PACT Achievement
Gap Remains
None of the African American students in these
data are proficient or advanced 90 are basic
and 10 are below basic
Source South Carolina Department of Education,
http//ed.sc.gov/
79
Schofield Math Scores Decline As Achievement Gap
Remains On PACT
Source South Carolina Department of Education,
http//ed.sc.gov/
80
Ridge Spring Monetta High School, 2004
Demographics

• 55 African American
• 43 White
• 59 Poor

Source School Matters, http//www.schoolmatters.
org/
81
Math Scores Decline On Ridge Spring Monetta HSAP
Source South Carolina Department of Education,
http//ed.sc.gov/
82
Ridge Spring Monetta English/Language Arts Scores
Decline For Both Groups On HSAP
None of the African American students in these
data are proficient or advanced 90 are basic
and 10 are below basic
Source South Carolina Department of Education,
http//ed.sc.gov/
83
Ridge Spring Monetta African American Students
Drop Drastically On Math HSAP
Source South Carolina Department of Education,
http//ed.sc.gov/
84
Wagener Salley High School

• 51 African America
• 48 White
• 65 Poor

Source School Matters, http//www.schoolmatters.
org/
85
Wagener Salley English/Language Arts Scores
Imporove While Math Drops On HSAP
Source South Carolina Department of Education,
http//ed.sc.gov/
86
Wagener Salley English/Language Arts Scores On
HSAP Improve Slightly For Both Groups, But The
Gap Remains
None of the African American students in these
data are proficient or advanced 90 are basic
and 10 are below basic
Source South Carolina Department of Education,
http//ed.sc.gov/
87
Wagener Salley Math Scores Decline Sharply,
Widening The Achievement Gap For African American
Students
Source South Carolina Department of Education,
http//ed.sc.gov/
88
III. Changing The Pattern Low Income and
Minority Students CAN Perform to High Levels
89
Elmont Memorial Junior-Senior High SchoolElmont,
New York

• 1,966 Students in Grades 7-12
• 75 African American
• 12 Latino
• 24 Low-Income

Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
90
Elmont MemorialHigh Performance Over Time
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
91
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State
for Regents English
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
92
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State
for Regents Math
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
93
Centennial Place Elementary SchoolAtlanta,
Georgia

• 528 students in grades K-5
• 92 African American
• 62 Low-Income

Source School Information Partnership,
http//www.schoolmatters.com
94
Centennial PlaceHigh Achievement for All
StudentsGrade 5 Math, 2005
Source School Information Partnership,
http//www.schoolmatters.com
95
Centennial PlaceHigh Achievement for All
StudentsGrade 5 Reading, 2005
Source School Information Partnership,
http//www.schoolmatters.com
96
Centennial PlaceHigher Proficiency Rates than
the StateGrade 5, 2005
Source School Information Partnership,
http//www.schoolmatters.com
97
Centennial PlaceHigher Proficiency Rates than
the StateGrade 4, 2005
Source School Information Partnership,
http//www.schoolmatters.com
98
Case for action

• The global economy is changing the nature of work
  and the kinds of jobs young people will enter.
• Students need higher levels of knowledge and
  skills than ever before to succeed in todays
  workplaces.
• Few states require high school students to take
  courses they need to succeed in college and the
  workplace.

99

• What knowledge and skills
• do students need to succeed
• after high school
• graduation?

100
A high school diploma is not the last educational
stop required

• Jobs that require at least some postsecondary
  education will make up more than two-thirds of
  new jobs.

Share of new jobs, 200010
Source Carnevale, Anthony P. and Donna M.
Desrochers, Standards for What? The Economic
Roots of K16 Reform, Educational Testing
Service, 2003.
101
In todays workforce, jobs require more education
than ever before
Change in the distribution of education in
jobs 1973 v. 2001
-9
-23
16
16
Source Carnevale, Anthony P. and Donna M.
Desrochers, Standards for What? The Economic
Roots of K16 Reform, ETS, 2003.
102
American Diploma ProjectIdentifying knowledge
and skills students need to succeed in college
and work

• Achieve, Inc. The Education Trust and the
  Thomas B. Fordham Foundation launched the
  American Diploma Project to identify knowledge
  and skills students need in English and math to
  be college and work ready.
• Partnered with Indiana, Kentucky, Massachusetts,
  Nevada and Texas.
• Involved wide variety of K12, higher education
  and business representatives.

103
To be college and work ready, students need to
complete a rigorous sequence of courses
To cover the content that American Diploma
Project research shows students need to be
college and work ready, high school graduates
need to complete

• In math
• Four courses
• Content equivalent to Algebra I and II, Geometry,
  and a fourth course such as Statistics or
  Precalculus

• In English
• Four courses
• Content equivalent to four years of grade-level
  English or higher (i.e., honors or AP English)

104
Whether graduates are going to college or work,
they need the same skills

• Research by the American Diploma Project and ACT
  found high degree of convergence.
• The knowledge and skills that high school
  graduates will need to be successful in college
  are the same as those they will need to be
  successful in a job that
• pays enough to support a family well above the
  poverty level,
• provides benefits, and
• offers clear pathways for career advancement
  through further education and training.

105
Even blue-collar jobs requirehigh-level skills

• Requirements for iron workers
• Recommended high school courses include Algebra,
  Geometry and Physics.
• Requirements for electricians
• Recommended high school courses include Algebra,
  Geometry, Trigonometry and Physics.

Sources American Diploma Project, 2002 The
Associated General Contractors of America (AGC)
http//www.agc.org/page.ww?sectionAboutAGCname
AboutAGC.
106
Contd

• Requirements for sheet metal workers
• Four or five years of apprenticeship
• Algebra, Geometry, Trigonometry and technical
  reading
• Requirements for draftsmen
• Recommended high school courses include Geometry
  and Trigonometry.
• Draftsmen may wish to seek additional study in
  mathematics and computer-aided design to keep up
  with technological progress within the industry.

107
Students who take advanced courses are more
likely to earn a college degree
Bachelors degree attainment by highest level of
math reached, high school classes of 1982 and 1992
Source Adelman, Clifford, The Toolbox Revisited
Paths to Degree Completion from High School
through College, Table 5, U.S. Department of
Education, 2006.
108
And more education means more earning power

• Source College Board, Education Pays, 2004.

109
How prepared are our students?
110
Too many U.S. students drop out of the education
pipeline
Source National Center for Public Policy and
Higher Education, Policy Alert, April 2004. Data
are estimates of pipeline progress rather than
actual cohort.
111
Only about half of African American and Latino
students graduate from high school in four years
On-time high school graduation, 2002
Source Manhattan Institute, Public High School
Graduation and College-Readiness Rates
19912002, February 2005, http//www.manhattan-ins
titute.org/html/ewp_08.htm.
112
High school graduation rate United States trails
most developed countries
Source Organisation for Economic Co-operation
and Development, Education at a Glance 2004, 2004.
113
Yet only eight states require a college- and
work-ready diploma although others plan to
Source Achieve Survey/Research, 2006.
114
Most state testing systems do not assess college
and work readiness

• 26 states require students to pass an exam before
  they graduate high school.
• Yet most states have testing systems that do not
  measure college and work readiness.

Source Center on Education Policy, State High
School Exit Exams States Try Harder, But Gaps
Persist, August 2005. Source Achieve
Survey/Research, 2006.
115
Graduation exams in 26 states establish the
performance floor
Figure reads Alaska has a mandatory exit exam in
2005 and is withholding diplomas from students
based on exam performance. Arizona is phasing in
a mandatory exit exam and plans to begin
withholding diplomas based on this exam in 2006.
Connecticut does not have an exit exam, nor is it
scheduled to implement one.
Source Center on Education Policy, based on
information collected from state departments of
education, July 2005.
116
What does it take to pass state tests?

• Achieve conducted a study of graduation exams in
  six states to determine how high a bar the tests
  set for students.
• The results show that these tests tend to measure
  only 8th, 9th or 10th grade content, rather than
  the skills students need to succeed in college
  and the workplace.

117
The tests Achieve analyzed
Source Achieve, Inc., Do Graduation Tests
Measure Up? A Closer Look at State High School
Exit Exams, 2004.
118
Students can pass state math tests knowing
content typically taught in 7th and 8th grade
internationally
Grade when most international students cover
contentrequired to pass state math tests
FL MD MA
NJ OH TX
Source Achieve, Inc., Do Graduation Tests
Measure Up? A Closer Look at State High School
Exit Exams, 2004.
119
Students can pass state English tests with skills
ACT expects of 8th and 9th graders
ACT (11th/12th)
ACT PLAN (10th)
ACT EXPLORE (8th/9th)
FL
MD
MA
NJ
OH
TX
Source Achieve, Inc., Do Graduation Tests
Measure Up? A Closer Look at State High School
Exit Exams, 2004.
120
Postsecondary remediation offers a second chance,
but it comes with a steep price tag

• States, postsecondary institutions, employers and
  young people spend more than 17 billion per year
  on remedial classes so students can gain the
  knowledge and skills they should have acquired in
  high school.

121
Too many students need remediation in core
subjects
Percentage of U.S. first-year students in
two-year and four-year institutions requiring
remediation

• Nearly three out of 10 first-year students are
  placed immediately into a remedial college course.

Source National Center for Education Statistics,
Remedial Education at Degree-Granting
Postsecondary Institutions in Fall 2000, 2003.
122
And most U.S. college students who take remedial
courses fail to earn degrees
Percentage of college students not earning degree
by type of remedial coursework
Many college students who need remediation,
especially in reading and math, do not earn
either an associate or a bachelors degree.
Source National Center for Education Statistics,
The Condition of Education, 2004.
123
The result United States also lags behind most
developed countries in college graduation rates
Source Organisation for Economic Co-operation
and Development, Education at a Glance 2004,
2004.
124

• What do recent high school graduates tell us
  about the expectations they faced?

125
Most high school graduates were moderately
challenged
All high school graduates
College students
Students whodid not goto college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
126
Many high school graduates cite gaps in
preparation
How well did your high school education prepare
you for college or the work/jobs you hope to get
in the future?

• Very well generally able to do whats expected

• Somewhat well some gaps

• Not well large gaps/struggling

• Extremely well prepared for everything

61
53
46
39
High school graduates who did not go to college
High school graduates who went to college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
127
College instructors/employers confirm high school
graduates lack of preparation
Average estimated proportions of recent high
school graduates who are not prepared
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
128
Knowing what they know today, high school
graduates would have worked harder
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
129
If high school had demanded more, graduates would
have worked harder

• Would have worked harder

• Strongly feel I would have worked harder

• Wouldnt have worked harder

80
82
High school graduates who went to college
High school graduates who did not go to college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
130
Majority of graduates would have taken harder
courses
Knowing what you know today about the
expectations of college/work
Would have taken more challenging courses in at
least one area Math Science English
Would have taken more challenging courses in
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
131
Closing the expectations gap requires states to
take action

• Align high school standards and assessments with
  the knowledge and skills required for success in
  postsecondary education and work.
• Administer a college- and work-ready assessment,
  aligned to state standards, to high school
  students so they get clear and timely information
  and are able to address critical skill
  deficiencies while still in high school.

132
Contd

• Require all students to take a college- and
  work-ready curriculum to earn a high school
  diploma.
• Hold high schools accountable for graduating
  students who are college ready, and hold
  postsecondary institutions accountable for their
  success once enrolled.

133
Discussion

• Briefly discuss the information given in this
  segment and share your views on the impact to
  your childs educational development.
• Share how you would address similar situations.
• Is the matter of time important and if so, why?

134
What we know about improving results

• High standards for all students
• Rigorous Curriculum aligned with challenging
  assessments
• High quality teachers
• Professional development for teachers
• Extra help for students who need it
• Support from community

135
When the Cycle of Low Achievement Is Broken Real
Progress Does Occur
136
PARENTAL INVOLVEMENT

• PARENTAL INVOLVEMENT MEANINGFUL PARTNERSHIPS FOR
  THE IMPROVEMENT OF OUR SCHOOLS

137
PUTING PARENTS AND CENTER

• Information on student achievement.
• Quality of teachers.
• Parents role.
• Parents as full partners in the school.

138
PUTING PARENTS AND CENTER

• Take responsibility for your role as the parent
  for the education of your child.
• Be involved youre not a bystander, youre more
  than a stakeholderyou are a partner.
• Attend all parent meetings and establish a
  relationship that creates and encourages a
  home/school collaboration for the educational
  future of your child.

139
THANK YOU FOR PARTICIPATING

• GO FORTH AND DO GOOD THINGS AND MAKE A
  DIFFERENCE IN THE LIVES OF ALL CHILDREN!!!!!!

140
The Education Trust
202-293-1217 www.edtrust.org