No Small Roles In Big Change

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No Small Roles In Big Change
The Fifteenth Education Trust National Conference
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Gaps Narrow Then Mostly Widen Reading, 17
Year-OldsNAEP Long-Term Trends
21
31
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
3
Gaps Narrow, Then Hold Steady or Widen Math, 17
Year-OldsNAEP Long-Term Trends
32
20
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
4
Gaps Narrow, Then Hold Steady or Widen NAEP Math
Scores, 13 Year-Olds
32
25
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
5
Gaps Narrow, Then Mostly Widen NAEP Reading, 13
Year-Olds
29
18
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
6
Ordinary people coming together to do
extraordinary things.
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Lapwai Elementary School Lapwai, IdahoGrade 4
Source Idaho Department of Education
http//www.sde.state.id.us/Dept/
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University of New Mexico Graduation Project

• More than 2000 drop outs returned
• 1068 have graduated
• 44 have moved on to graduate school.

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Statewide Results
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North CarolinaRaising Achievement, Closing Gaps
Grade 7 Reading
17
27
28
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
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North CarolinaRaising Achievement, Closing Gaps
Grade 4 Math
16
24
7
Source North Carolina Department of Public
Instruction, http//www.ncpublicschools.org
12
IllinoisRaising Achievement, Closing GapsGrade
5 Math
16
35
31
Source Illinois State Board of Education,
http//www.isbe.state.il.us
13
OhioRaising Achievement, Closing GapsGrade 6
Reading
30
39
40
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FloridaRaising Achievement, Closing GapsGrade 4
Reading
26
38
35
Source Florida Department of Education,
http//www.fcatresults.com
15
VirginiaRaising Achievement, Closing GapsGrade
3 Math
15
26
22
Source Virginia Department of Education,
http//pen.k12.va.us
16
PennsylvaniaRaising Achievement, Closing
GapsGrade 8 Reading
35
43
Source Pennsylvania Department of Education,
http//www.pde.state.pa.us/
17
MichiganRaising Achievement, Closing GapsGrade
8 Math
37
42
Source Michigan Department of Education,
http//www.michigan.gov/mde
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MassachusettsRaising First-Time Pass RatesMCAS
Exit Exam
Source Massachusetts Department of Education,
http//www.doe.mass.edu
19
MassachusettsRaising First-Time Pass RatesMCAS
Exit Exam
Source Massachusetts Department of Education,
http//www.doe.mass.edu
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All this just teaching to the test?

• Consider Delaware

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DelawareRaising Achievement, Closing GapsGrade
5 Reading
8
26
30
Source Delaware Department of Education,
http//www.doe.state.de.us
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Low-Income Black Studentsin Delaware vs.
NationNAEP Reading 4th Grade
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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DelawareNarrowing Gaps for Low-Income
BlacksNAEP Reading 4th
8
32
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
24
1. REACHING OUT TO NEW FOLKS IN NEW WAYS
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Richard Rothstein

• Low expectations teachers have of black students
  may be unfair to those who desire to excel, but
  these expectations are partly based on the real
  experiences of teachers with black students who,
  more than whites, perform below their potential.
  When such students get to high school, their
  potential may no longer be visible.

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• To his Teachers College students You can come
  to a more profound understanding than most
  policymakers possess of the gap in achievement
  between middle-class and lower-class children
  just by taking the bus from Harlem to the Upper
  West Side and observing the differences in
  parenting between lower-class and middle-class
  parents

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Gerald Bracey

• Educating all will take care of the equity
  situation but will lower wages and leave lots of
  highly skilled people standing around on street
  corners currently occupied by the low-skilled.
• --swallowing Industry Line on U.S.
• Education Needs, Education Week, Washington, DC,
• December 10, 1997.

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• In the US, we avoid discussing the implications
  of overeducation because we fear that we may
  reach conclusions that class with our ideal of
  equal opportunity for all. However loathe we
  are to admit it, we must continue to produce an
  uneducated social class
• ---Bracey Report on the Condition of Education

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But most doubters arent like this.
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They think

• Some kids come to us behind
• They get education of essentially the same
  quality and duration that other kids get
• So they leave behind, as well.

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But

• Truth is that we give these kids less of
  everything that makes a difference.

32
UNEQUAL FUNDING

• Funding gap between high- and low-poverty
  districts per student
• Nation 868
• New York 2,040
• Illinois 2,026
• The Funding Gap 2004, available at
  www.edtrust.org.

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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.
34
More Classes in High-Poverty, High-Minority
Schools Taught by Out-of-Field Teachers
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.
35
Chicago Sun-Times StudySeptember 7, 2001

• Teachers in schools with fewest white students
  
• 5 times more likely to have failed at least
  one teacher licensure test and
• 23 times more likely to have failed five or
  more tests.

36
African American and Latino Students Less Likely
to Be Enrolled inAdvanced Math and Science
Courses
Source U.S. Department of Education, NCES,
Condition of Education 2002, p 86. Data from
1998 NAEP High School Transcript Study.
37
And the same courses in different schools are
taught to very different levels
38
Grade 7 Writing Assignment
Essay on Anne Frank Your essay will consist of
an opening paragraph which introduces the title,
author and general background of the novel.
Your thesis will state specifically what Anne's
overall personality is, and what general
psychological and intellectual changes she
exhibits over the course of the book You might
organize your essay by grouping psychological and
intellectual changes OR you might choose 3 or 4
characteristics (like friendliness, patience,
optimism, self doubt) and show how she changes in
this area.
Source Unnamed school district in California,
2002-03 school year.
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Grade 7 Writing Assignment

• My Best Friend
• A chore I hate
• A car I want
• My heartthrob

Source Unnamed school district in California,
2002-03 school year.
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If we gave them more of the things that made a
difference?
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Responding to the Cant Do People

• Instead of Turning Inward
• Reach Out.

42
Need to find better ways to reach out to
non-educators, as well.
43
Reach out.Find Common Ground.
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2. Extending the Work Up Into Higher Education
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• Improving College Graduation Rates
• Improving Teacher Preparation in the Area of
  Reading.

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Elizabeth City State University
Source U.S. Department of Education, National
Center for Education Statistics, Integrated
Post-Secondary Data Systems (IPEDS), Graduation
Rate Survey, Fall 1996 entering class of
first-time, full-time, degree-seeking freshmen.
47
East Carolina University
Source U.S. Department of Education, National
Center for Education Statistics, Integrated
Post-Secondary Data Systems (IPEDS), Graduation
Rate Survey, Fall 1996 entering class of
first-time, full-time, degree-seeking freshmen.
48
NATIONALLY, THERE ARE 772 COLLEGES WHERE AT LEAST
5 OF THE UNDERGRADUATES ARE BLACK.

• In 299 of those, the six-year graduation rates
  for black students are less than 30
• In 164, the six-year graduation rates for black
  students are less than 20
• In 68, the six-year graduation rates for black
  students are less than 10.

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In colleges where more than 5 of students are
Latino

• 25 have 6-year graduation rates for Latinos less
  than 30.

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Surely, we can do better.

• And we can do better in preparing our teachers to
  teach reading, too.

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Where Are We Now? 4th Grade Reading All Students
2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
52
By Race, Ethnicity NAEP 4th Grade Reading 2003
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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3. Picking Up the Pace of Change By Developing a
New Ethic in the Profession
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Weakness among any of us is a reflection on all
of us.

• --Council of Great City Schools

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The Education Trust

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