Champions for Education

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ACHIEVEMENT IN AMERICA
Champions for Education Northern Kentucky
Community Summit Covington, KY
November, 2007
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First, some good news.

• After more than a decade of stagnant or growing
  gaps, we appear to be turning the corner.

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NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
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NAEP Math, 9 Year-Olds Record Performance for
All Groups
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
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NAEP Reading, 13 Year-Olds
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NAEP Math, 13 Year-OldsIncreases and Record
Performance for All Groups
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Next time somebody tells you that schools cant
make a difference
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Tell them to take a look at the results of a
decade of effort in mathematics
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1996 NAEP Grade 4 Mathby Race/Ethnicity, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2007 NAEP Grade 4 Mathby Race/Ethnicity, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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NAEP Grade 4 MathLow-Income Students,
Nation1996 compared to 2007
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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Kentucky?

• No exception to this pattern.

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NAEP Grade 8 Math, Kentucky Average Scale Scores
Over Time, All Students
Proficient Scale Score 299
Accommodations for students with disabilities
and English language learners not permitted.
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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NAEP Grade 4 Math, Percent Below Basic Over
Time, All Students, Kentucky
Accommodations for students with disabilities
and English language learners not permitted.
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP Grade 8 Math, Percent Below Basic Over
Time, All Students, Kentucky
Accommodations for students with disabilities
and English language learners not permitted.
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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Bottom LineWhen We Really Focus on Something,
We Make Progress
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Clearly, much more remains to be done in
elementary and middle school

• Too many youngsters still enter high school way
  behind.

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But at least we have some traction on these
problems.
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The same is NOT true of our high schools.
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Achievement Flat or Declining in Reading, 17
year olds, NAEP
Note Long-Term Trends NAEP
Source NAEP 2004 Trends in Academic Progress.
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Math and Science?

• At first blush, appear to be trending upwards.

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High School Achievement Math and Science NAEP
Long-Term Trends
Source NAEP 1999 Trends in Academic Progress.
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But it turns outat least in math-- that all of
that growth is attributable to stronger math
skills in students coming up from elementary
school.

• Value Added in High School Math Actually Declined
  During the Nineties

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Value Added Declining in High School Math...
Scale Score Growth, From Age 13 to Age 17
Note Scale score gains reflect the difference
between the scale scores of 17-year-olds and the
scale scores of 13-year-olds four years prior.
Source NCES, 1999. Trends in Academic Progress.
Data from Long Term Trend NAEP
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... Still
Scale Score Growth, From Grade 8 to Grade 12
Note Scale score gains reflect the difference
between the scale scores of 12th Graders and the
scale scores of 8th Graders four years prior.
Source NAEP Data Explorer, http//nces.ed.gov/nat
ionsreportcard/nde
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Reading Students Entering High School Better
Prepared, But Leaving Worse
Total 288
Total 290
Source NCES, 1999. Trends in Academic Progress.
Data from Long Term Trend NAEP
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And gaps between groups wider today than in 1990
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NAEP Reading, 17 Year-Olds
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Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
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NAEP Math, 17 Year-Olds
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Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
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Northern Kentucky?

• Very much the same pattern.

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NKY Students NOT Proficient in Reading
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NKY Students NOT Proficient in Math
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Why so much less progress in our high schools?

• Hormones?

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If so, wed see the same pattern in other
countries.

• And we dont.

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A few years ago, we got a wake up call when the
1999 PISA results were published.
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US 15 Year-Olds Rank Near Middle Of The Pack
Among 32 Participating Countries 1999
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The new ones?
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PISA 2003 US 15 Year-Olds Rank Near The End Of
The Pack Among 29 OECD Countries
Source NCES, 2005, International Outcomes of
Learning in Mathematics, Literacy and Problem
Solving 2003 PISA Results. NCES 2005-003
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A closer look at math?
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2003 U.S. Ranked 24th out of 29 OECD Countries
in Mathematics
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
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Problems are not limited to our high-poverty and
high-minority schools . . .
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U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6) in Math
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
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U.S. Ranks 23rd out of 29 OECD Countries in the
Math Achievement of the Highest-Performing
Students
Students at the 95th Percentile
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
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U.S. Ranks 23rd out of 29OECD Countries in the
Math Achievement of High-SES Students
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
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Problems not limited to math, either.
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PISA 2003 Problem-Solving, US Ranks 24th Out of
29 OECD Countries
Source NCES, 2005, International Outcomes of
Learning in Mathematics, Literacy and Problem
Solving 2003 PISA Results. NCES 2005-003
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One measure on which we rank high?Inequality!
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PISA 2003 Gaps in Performance Of U.S.15
Year-Olds Are Among the Largest of OECD Countries
Of 29 OECD countries, based on scores of
students at the 5th and 95th percentiles.
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
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These gaps begin before children arrive at the
schoolhouse door.

• But, rather than organizing our educational
  system to ameliorate this problem, we organize it
  to exacerbate the problem.

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How?

• By giving students who arrive with less, less in
  school, too.

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Some of these lesses are a result of choices
that policymakers make.
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NationInequities in State and Local Revenue Per
Student
Source The Education Trust, The Funding Gap
2005. Data are for 2003
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But some of the most devastating lesses are a
function of choices that we educators make.
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Choices we make about what to expect of whom
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Students in Poor Schools Receive As for Work
That Would Earn Cs in Affluent Schools
Source Prospects (ABT Associates, 1993), in
Prospects Final Report on Student Outcomes,
PES, DOE, 1997.
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Choices we make about what to teach whom
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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.
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And choices we make about Whoteaches whom
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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 Richard M. Ingersoll, University
of Pennsylvania. Original analysis for the Ed
Trust of 1999-2000 Schools and Staffing Survey.
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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.
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Results are devastating.

• Kids who come in a little behind, leave a lot
  behind. And those patterns continue intoand
  through higher education, as well.

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College Graduates by Age 24
Source Tom Mortenson, Postsecondary Educational
Opportunity..
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What Can We Do?
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An awful lot of people have decided that we cant
do much.
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What We Hear Many Adults Say

• Theyre poor
• Their parents dont care
• They come to schools without breakfast
• Not enough books
• Not enough parents . . .

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But if they are right, why are low-income
students and students of color performing so much
higher in some schools
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Frankford Elementary School
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Frankford ElementaryFrankford, Delaware

• 449 Students in Grades PreK-5
• 29 African American
• 34 Latino
• 34 White
• 76 Low-Income

Source Delaware Department of Education Online
School Profiles, http//issm.doe.state.de.us/profi
les/EntitySearch.ASPX
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Frankford ElementaryClosing Gaps, Grade 5 Reading
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
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Frankford ElementaryClosing Gaps, Grade 5 Math
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
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Frankford ElementaryHigher Proficiency Rates
than the State, 2005 Grade 3 Reading
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
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Frankford ElementaryHigher Proficiency Rates
than the State, 2005 Grade 3 Math
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
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Capitol View Elementary School Atlanta, Georgia
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Capitol View ElementaryAtlanta, Georgia

• 252 students in grades K-5
• 95 African American
• 88 Low-Income

Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
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High Achievement at Capitol View 2006 Grade 5
Reading
Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
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High Achievement at Capitol View2006 Grade 5 Math
Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
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Ware Elementary SchoolFort Riley, KS
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Ware Elementary School
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Ware Elementary School
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Ware Elementary School
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Elmont Memorial Junior-Senior High School
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Elmont Memorial Junior-Senior High SchoolElmont,
New York

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

Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
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Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents English
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
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Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents Math
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
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University Park Campus School
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University Park Campus SchoolWorcester,
Massachusetts

• 220 Students in Grades 7-12
• 9 African American
• 18 Asian
• 35 Latino
• 39 White
• 73 Low-Income

Source Massachusetts Department of Education
School Profile, http//profiles.doe.mass.edu/
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University Park Results 2004

• 100 of 10th graders passed MA high school exit
  exam on first attempt.
• 87 passed at advanced or proficient level.
• Fifth most successful school in the state,
  surpassing many schools serving wealthy students.
  

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Bottom LineAt Every Level of Education, What We
Do Matters A Lot!
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What do we know about how to get results like
this for all of our students?

• Seven powerful lessons

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1. Start early.
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Some kids arrive at school already behind. Smart
systems start early in developing vocabulary,
learning skills.
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Qualityespecially teacher qualitymatters.

• Do it right and your investment will pay off big
  time.

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But education is NOT like immunization.

• Early success does not prevent later school
  failure. So

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2. Weve got to get serious about our high
schools.

• And that starts by getting clear about goals.

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Even when they start with high drop out rates,
high impact high schools focus on preparing all
kids for college and careers

• Education Trust 2005 study, Gaining Traction,
  Gaining Ground.

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Thats Good, Because Education PaysAnnual
Earnings of 25-34 yr-olds by Attainment
Source US bureau of Labor Statistics and Bureau
of the Census, Current Population Survey, March
2002
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Growing Need for Higher Levels of Education
Projections of Education Shortages and Surpluses
in 2012
Shortage
Surplus
Bachelors Degree
Associates Degree
Some College
Source Analysis by Anthony Carnevale, 2006 of
Current Population Survey (1992-2004) and Census
Population Projection Estimates
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Even if you have your doubts, NEW STUDY FROM ACT

• College ready, workforce training readysame thing

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3. Higher performing secondary schools put all
kidsnot just somein a demanding high school
core curriculum.
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Single biggest predictor post-high school
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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College prep curriculum has benefits far beyond
college.
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Students of all sorts will learn more...
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Low Quartile Students Gain More From College Prep
Courses
Grade 8-grade 12 test score gains based on 8th
grade achievement.
Source USDOE, NCES, Vocational Education in the
United States Toward the Year 2000, in Issue
Brief Students Who Prepare for College and
Vocation
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They will also fail less often...
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Challenging Curriculum Results in Lower Failure
Rates, Even for Lowest Achievers
Ninth-grade English performance, by high/low
level course, and eighth-grade reading
achievement quartiles
Source SREB, Middle Grades to High School
Mending a Weak Link. Unpublished Draft, 2002.
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And theyll be better prepared for the workplace.
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Leading states making college prep the default
curriculum.

• Texas, Indiana, Arkansas, Michigan, Oklahoma,
  Kentucky, Kansasand 8 others.

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4. Teachers need high quality curriculum!
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Putting students in courses with the right names
is not enough.

• Orange juice or orange drink?

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ProblemUS went from standards to tests without
stopping at curriculum.
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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 characters conflict with society is
important.
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Grade 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.
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High performing countries have strong core
curriculum covering about 60 of school day.
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5. Good schools know how much teachers matter,
and they act on that knowledge.
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Students in Dallas Gain More in Math with
Effective Teachers One Year Growth From 3rd-4th
Grade
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
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LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH
EFFECTIVE TEACHERS One Year Growth
Sanders and Rivers, Cumulative and Residual
Effects of Teachers on Future Academic
Achievement, 1998.
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Cumulative Teacher Effects On Students Math
Scores in Dallas (Grades 3-5)
Beginning Grade 3 Percentile Rank 57
Beginning Grade 3 Percentile Rank 55
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
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1998 by The Education Trust, Inc.
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Good teachers matter a lot.

• But some groups of kids dont get their fair
  share of quality teachers.

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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 Richard M. Ingersoll, University
of Pennsylvania. Original analysis for the Ed
Trust of 1999-2000 Schools and Staffing Survey.
121
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.
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1998 by The Education Trust, Inc.
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High performing schools and districts dont let
this happen.

• They
• work hard to attract and hold good teachers
• make sure that their best are assigned to the
  students who most need them and,
• they chase out teachers who are not good enough
  for their kids.

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6. Leadership matters

• Principals especially important.

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Elmont Memorial Junior-Senior High School
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Principals are very important, ever present but
NOT the only leaders in the school.
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7. Good leadersneed good advocates.
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Very hard to get good education on the cheap.

• Schools and districts need allies in making the
  case for strategic investments.

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But good advocates dont just do that.
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They demand more of their systems.
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Gutsy school and district leaders do not need you
to go fuzzy on them.

• They needand usethe leverage that ambitious
  policy and aggressive advocacy provides to move
  change further, faster.

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The Education Trust

• Download this Presentation
• www.edtrust.org
• Washington, DC 202-293-1217
• Oakland, CA 510-465-6444