Improving Achievement and Closing Gaps Between Groups in Secondary Schools:

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• Improving Achievement and Closing Gaps Between
  Groups in Secondary Schools
• Lessons from Schools and Districts on the
  Performance Frontier

Florida Statewide Education Conference Orlando
October, 2006

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First, some good news.

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

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NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
4
NAEP Math, 9 Year-Olds Record Performance for
All Groups
5
Bottom LineWhen We Really Focus on Something,
We Make Progress
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Clearly, much more remains to be done in
elementary schools.

• Too many youngsters still enter middle and high
  schools way behind.

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But at least we have some traction on these
problems.
8
The Same is MUCH LESSTrue of Secondary Schools
9
Middle GradesResults Up a Little in Math
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Achievement Up in Math, 13 Year-Olds, NAEP
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
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Results in Reading Pretty Flat
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Achievement Flat in Reading 13 Year-Olds, NAEP
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
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High School
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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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HIGH SCHOOL ACHIEVEMENT READING AND
WRITINGNAEP Long-Term Trends
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Before you take too much credit for the
improvements in math, though, take a look
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Value Added Declining in Middle School Math...
Age 9-13 Growth
Source NAEP 1999 Trends in Academic Progress
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Value Added Declining in High School Math...
Age 13-17 Growth
Source NAEP 1999 Trends in Academic Progress
19
Still
Age 13-17 Growth
Source Main NAEP 1996, 2000
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Reading Students Entering HS Better Prepared,
But Leaving Worse
Source NAEP 1996 Trends in Academic Progress
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What About Results for Different Groups of
Students?
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NAEP Math, 13 Year-OldsIncreases and Record
Performance for All Groups
23
NAEP Reading, 13 Year-Olds
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NAEP Reading, 17 Year-Olds
21
29
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NAEP Math, 17 Year-Olds
28
20
26
Not just a pattern on NAEP.State assessments
show similar trends.
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Florida
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Florida Comprehensive Assessment Test, Grade 4
Reading by Race/Ethnicity
25
31
38
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
29
Florida Comprehensive Assessment Test, Grade 8
Reading by Race/Ethnicity
34
32
35
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
30
Florida Comprehensive Assessment Test, Grade 10
Reading by Race/Ethnicity
33
25
30
Data Source Florida State Department of
Education, http//www.firn.edu/doe/sas/fcat/fcatsc
or.htm
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NAEP 2005 Grade 4 Reading, Overall Scale Scores
Florida
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 4 Reading, Latino Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
33
NAEP 2005 Grade 4 Reading, African American
Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 4 Reading, Low-Income Scale
Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
35
NAEP 4th Grade Reading Growth Between 1998 and
2005Florida vs. Other States
Source USDOE, NCES, National Assessment of
Educational Progress, (NAEP) Data Explorer
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NAEP 2005 Grade 8 Reading, Overall Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 8 Reading, African American
Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
38
NAEP 2005 Grade 8 Reading, Latino Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 8 Reading, Low-Income Scale
Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 8 Math, Overall Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 8 Math, African American Scale
Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
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NAEP 2005 Grade 8 Math, Latino Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
43
NAEP 2005 Grade 8 Math, Low-Income Scale Scores
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde
44
Why?
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Hormones?
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Students in Other Countries Gain far More in
Secondary School

• TIMSS

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PISA
48
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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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/
50
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/
52
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/
54
Problems not limited to math, either.
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2003 PISA Problem-Solving Results US 23
Source OECD, PISA. Problem Solving for Todays
World. 2004
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55 of our 15 year olds at problem-solving level
1 or below.

• Closest other country?
• LATVIA

Source OECD Problem Solving for Tomorrows
World. 2004
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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/
59
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 Funding Gap, 2004, by Kevin Carey.
Data are for 2002
63
But some of the lessesindeed, perhaps the
most devastating onesare a function of choices
that educators make.
64
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.
66
Choices we make about what to teach whom
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Fewer Latino students are enrolledin Algebra 2
Source CCSSO, State Indicators of Science and
Mathematics Education, 2001
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And choices we make about Whoteaches whom
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Math and Science Classes of Mostly Minority
Students Are More Often Taught by Misassigned
Teachers
Source Jeannie Oakes. Multiplying Inequalities
The Effects of Race, Social Class, and Tracking
on Opportunities to Learn Mathematics and
Science (Rand 1990)
70
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.
71
Results are devastating.

• Kids who come in a little behind, leave a lot
  behind.

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By the end of high school?
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African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
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African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
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So What Can We Do?
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Many educators have concluded that we cant do
much.
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What We Hear Many Educators 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 high
in some schools
79
Centennial Place Elementary SchoolAtlanta,
Georgia

• 92 African American
• 64 Low-Income
• Performed in the top 2 of Georgia schools in 4th
  grade reading in 2003
• Performed in top 7 of Georgia schools in 4th
  grade math in 2003

Source Georgia Department of Education,
http//www.doe.k12.ga.us Dispelling
the Myth Online, http//www.edtrust.org
School Information Partnership,
http//www.schoolresults.org
80
Centennial PlaceHigh Achievement for All
StudentsGrade 5 Math, 2005
Source School Information Partnership,
http//www.schoolmatters.com
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Centennial PlaceHigh Achievement for All
StudentsGrade 5 Reading, 2005
Source School Information Partnership,
http//www.schoolmatters.com
82
Elmont Memorial Junior-Senior High Elmont, New
York

• 75 African American
• 12 Latino
• 11 Asian/Pacific Islander/American Ind.
• 3 White
• 24 Low-Income

Source http//emsc33.nysed.gov/repcrd2004/cir/280
252070002.pdf
83
Elmont MemorialHigh Achievement in Mathematics
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
84
Elmont Memorial High Achievement in English
Source http//emsc33.nysed.gov/repcrd2004/overvie
w-analysis/280252070002.pdf
85
University Park High SchoolWorcester, MA

• Grades 7-12
• 70 poverty
• 50 ELL
• Most students enter at least two grade levels
  behind.

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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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MOVING FORWARD
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1. Higher performing schools have high and
clear goalsand they make no excuses about
student achievement.

• At the high school level, for example, they focus
  students on college and careers--even when they
  start with high dropout rates.

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Thats Good, Because Education PaysAnnual
Earnings of 25-34 yr-olds by Attainment, 2001
Source US bureau of Labor Statistics and Bureau
of the Census, Current Population Survey, March
2002
91
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
ACTCollege ready, workforce training readysame
thing
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2. 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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But 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
98
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.
100
And theyll be better prepared for the workplace.
101
Leading districts, states making college prep the
default curriculum.

• Texas, Indiana, Arkansas, Oklahoma, Kentucky,
  Kansas.

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3. Higher performing schools leave very little
about teaching and learning to chance.
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Historically, most of the really important
decisions about what students should learn and
what kind of work was good enough left to
individual teachers.
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Result? A System That

• Doesnt expect very much from MOST students and,
• Expects much less from some types of students
  than others.

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A Work in Poor Schools Would Earn Cs in
Affluent Schools
Source Prospects (ABT Associates, 1993), in
Prospects Final Report on Student Outcomes,
PES, DOE, 1997.
106
Students can do no better than the assignments
they are given...
107
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.
108
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.
109
High Performing Schools and Districts

• Have clear and specific goals for what students
  should learn in every grade, including the order
  in which they should learn it
• Provide teachers with common curriculum,
  assignments
• Assess students every 4-8 weeks to measure
  progress
• ACT immediately on the results of those
  assessments.

110
4. Higher performing schools think very hard
about how to deploy their resourcesboth people
and time.
111
Take, for example, the matter of reading.

• Kids who arrive behind in readingoften simply
  assigned to courses that dont demand much
  reading.

112
Average High School Percent of Instructional
Time in Reading Intensive Courses
113
Surprise Gaps Grow.
114
Higher Performing High Schools

• Behind students spend 60 additional hours (25
  more time) over 1 year in reading related
  courses)
• Behind students get 240 additional hours over
  4 years!

115
High performing schools are structured around
student needs, rather than adult preferences.
116
5. In higher performing schools and districts,
leaders know that teachers matter a lot. They
work hard to attract and hold good teachers. And
they work hard to get strong teachers to the
students who need them most.
117
1998 by The Education Trust, Inc.
118
1998 by The Education Trust, Inc.
119
1998 by The Education Trust, Inc.
120
Good teachers matter a lot.

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

121
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
Americas Future, What Matters Most Teaching for
Americas Future (p.16) 1996.
122
Math and Science Classes of Mostly Minority
Students Are More Often Taught by Misassigned
Teachers
Source Jeannie Oakes. Multiplying Inequalities
The Effects of Race, Social Class, and Tracking
on Opportunities to Learn Mathematics and
Science (Rand 1990)
123
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.
124
Devastating Impact
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If we had the courage and creativity to change
current patterns?
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By our estimates from Texas schools, having an
above average teacher for five years running can
completely close the average gap between
low-income students and others. John Kain and
Eric Hanushek
127
The Education Trust

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

Register Online Today for the Annual EdTrust
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