Title: Improving Achievement and Closing Gaps Between Groups: Data Resources and Hints
1Improving Achievement and Closing Gaps Between
GroupsData Resources and Hints
2- Six Analyses You Can Do To Initiate or Refocus
Change Efforts - Two Key Web-based resources for you
- http//www.just4kids.org
- http//www.edtrust.org
31. Classroom Value-Added Analyses
4How This Research Got Started
5Effects On Students Math Scores In Dallas (Grades
3-5)
Beginning 3rd Grade
Change in Average Score on Math Assessment Over 3
years
Source Heather Jordan, Robert Mendro, Dash
Weerasinghe, " Teacher Effects On Longitudinal
Student Achievement" 1997.
6Student Growth in One Classroom Teacher A
7Student Growth in One Classroom Teacher B
8Student Growth in One Classroom Teacher C
9In High Schools, Can Also Generate Predicted
vs. Actual Performance, by Classroom
10Value-Added Data Systems
- Statewide in TN for 12 years
- Ohio Battelle for Kids has underway in
one-third of all districts (and will be used to
evaluate ed schools) - Pennsylvania (pilot in 10 school districts)
- Other districts around the country
11Value-Added Resources
- William Sanders and June Rivers, SAS in the
Schools, North Carolina
122. Whos Teaching Whom?
- collect data on teacher and student
characteristics--what are the patterns? - Analyzing master schedules--time AND talent
13Classes 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
Americas Future, What Matters Most Teaching for
Americas Future (p.16) 1996.
14Poor 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.
15Analyzing Master Schedules
- the most experienced and best educated teachers
who are they teaching - student loads AP vs. Remedial courses
16Regular Team Sample
17Pre-IB Team Sample
1811-12 IB/AP Teacher Sample
193. What About the Matter of Time for
Instruction?
20Most of us think of semester- or year-long
increments to teach kids what they need to learn,
but...
21 Analysis of of School Calendars Tells a
Different Story About Available Time
22The Full Year Calendar
23Less Summer Vacation
24Less Weekends, Holidays, Summer Vacation
25Less Professional Development Days Early
Dismissal/Parent Conferences
26Less Class Picnic, Class Trip, Thanksgiving
Feast, Christmas, Kwanzaa, Hannukkah, Awards,
Assembles, Concerts
27Less State and District Testing
28Bottom Line
- Roughly 13-15 Eight-Hour Days Per Subject Per
Year
29Kids Who are Behind Need Extra Instruction
304. Organizing Resources for Different Results
31Its easy to fall into a pattern of blaming poor
results on problems beyond our control.
- For example, high 9th grade failure rates
generally blamed on poor preparation, difficult
transitions. - But
32One Colorado High School Student/Teacher Ratio
by Grade
Grade 9th 10th 11th 12th
Average number of students per teacher 30.3 16.7 11.6 12.1
Source Jovenes Unidos Padres Unidos March,
2004.. Data from Colorado School Accountability
Reports.
33Same Colorado High SchoolCounselor Deployment
by Grade
Grade 9th 10th 11th 12th
Number of Counselors 1 1 1 1
Number of Students 572 366 309 213
Source Jovenes Unidos and Padres Unidos March,
2004
34Make sense?
- Thinking about staffing differentlyfor different
results.
35Staffing Decisions and Class Size ImpactsCore
Subject Teachers Only
36Staffing Decisions and Class Size
ImpactsIncluding SPED Specialists
37Staffing Decisions and Class Size
ImpactsIncluding Title I and ELL Specialists
38Staffing Decisions and Class Size
ImpactsIncluding Enrichment Teachers
39Staffing Decisions and Class Size
ImpactsIncluding Other Certified FTEs
40Staffing Decisions and Class Size ImpactsOptimal
41Reynolds Middle School More Effective Use of
Time Means Increased Instructional Opportunities
425.Teacher and Student Work
- grades/score analyses
- Standards in Practice
- Calibration
43A Students in High Poverty Schools Score at
About the Same Level as C and D Students in
Affluent Schools
Source US Department of Education, Office of
Educational Research and Improvement. What Do
Student Grades Mean? Difference Across Schools.
Educational Research Report (p. 3) January 1995.
44Standards in PracticeA Quality
Control/Instructional Improvement Tool
- Developed in El Paso, Pueblo, Philly
- now in broad use
- teams of teachers, 2 hours a week
- is work meeting standards?
45Grade 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 characters conflict with society is
important.
46Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
47Calibration Are Assignments at Standard?
- 2 week method
- crate method
48Useful ResourceDataWorks
4914 SC Schools Calibrated
506. Student Views
- Surveys
- Focus Groups
- Shadowing
- Writing/Drama
- Data Analysis
51What Teenagers Say About School Rigor
- Fewer Than 3 in 10 Think Their School is Very
Academically Rigorous
Source 1998 Annual Survey from Whos Who Among
American High School Students
52Focus Groupseg. San Jose Unified
53Or How About a Little Real-World Application of
Mathematics Skills?
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58By the way, its not just students who ought to
be looking at whos in what courses...
59High-performing minority students often excluded
from higher-rigor courses
Source The Achievement Council and the Education
Trust West analysis of unpublished CA district
data, 2001.
607. Some New Web-Based Data Resources for YOU!
61- http//www.just4kids.org
- http//www.edtrust.org
62Just4Kids.org
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65edtrust.org
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68Black 4th Graders NAEP Reading
69Gaps Between Groups?
70Latino-White Gap 4th Grade Reading
71 Dispelling the Myth Online 2.0
72Dispelling the Myth
73Dispelling the Myth
74Dispelling the Myth
75Finally, a few words about NCLB
76NCLBRedefined What It Means to Be A Good School
- To be good, you have to be good for all groups of
students that you serve.
77Also obligated states, districts to get a lot
more serious about teacher quality.
- Most important requirement
- Must work toward a much fairer distribution of
teacher talent.
78Not surprisingly, a lot of pushback.
79However, results to date show evidence of
improvements, especially in elementary and middle
school grades.
80North CarolinaRaising Achievement, Closing Gaps
Grade 4 Math
16
24
7
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
81North CarolinaRaising Achievement, Closing Gaps
Grade 7 Reading
17
27
28
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
82DelawareRaising Achievement, Closing GapsGrade
5 Reading
8
26
30
Source Delaware Department of Education,
http//www.doe.state.de.us
83IllinoisRaising Achievement, Closing GapsGrade
5 Math
16
35
31
Source Illinois State Board of Education,
http//www.isbe.state.il.us
84OhioRaising Achievement, Closing GapsGrade 6
Reading
30
39
40
85FloridaRaising Achievement, Closing GapsGrade 4
Reading
26
38
35
Source Florida Department of Education,
http//www.fcatresults.com
86VirginiaRaising Achievement, Closing GapsGrade
3 Math
15
26
22
Source Virginia Department of Education,
http//pen.k12.va.us
87PennsylvaniaRaising Achievement, Closing
GapsGrade 8 Reading
35
43
Source Pennsylvania Department of Education,
http//www.pde.state.pa.us/
88MichiganRaising Achievement, Closing GapsGrade
8 Math
37
42
Source Michigan Department of Education,
http//www.michigan.gov/mde
89MassachusettsRaising First-Time Pass RatesMCAS
Exit Exam
Source Massachusetts Department of Education,
http//www.doe.mass.edu
90The Education Trust
- Download this Presentation
- www.edtrust.org
- Washington, DC 202-293-1217
- Oakland, CA 510-465-6444