Don

1
DontTurn BackThe Clock

• OPENING PLENARY Kati Haycock, Director, The
  Education Trust

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Where Are We Now?NAEP 4th Grade Reading All
Students, 2002
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By Race, Ethnicity 4th Grade Reading 2002
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By Family Income4th Grade Reading 2002
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Where Are We Now? NAEP 8th Grade Mathematics All
Students 2000
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NAEP 8th Grade Mathematics Race, Ethnicity 2000
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Progress Over Time?
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Gaps Narrow 1970-88NAEP Reading 17 Year-Olds
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
9
Gaps Narrow 1973-86NAEP Math Scores, 13 Year-Olds
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
10
Between 1988-90, that progress came to a haltand
gaps began to widen once again.
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Gaps Narrow, Then Hold Steady or Widen NAEP
Math Scores, 17 Year-Olds
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
12
After 1988, Gaps Mostly Widen NAEP Reading, 17
Year-Olds
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
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AT 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
Source NAEP 1999 Long Term Trends Summary Tables
(online)
15
African American and Latino 17 Year Olds Read at
Same Levels as White 13 Year Olds
Source Source NAEP 1999 Long Term Trends
Summary Tables (online)
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ADD IT ALL UP...
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Of Every 100 White Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2001, in The Condition of Education 2002.
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Of Every 100 African American Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Survey,
1971-2001, In The Condition of Education 2002.
19
Of Every 100 Latino Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2001, In The condition of Education 2002.
20
College Graduates by Age 26
Source Tom Mortenson, Research Seminar on Public
Policy Analysis of Opportunity for Post
Secondary, 1997.
21
Some education leaders are talking about the
challenges in closing these gaps one way
22

• Requiring every group of students in every
  school to be proficient within 12 years, is like
  asking every kid to jump the Grand Canyon.
• educator, Connecticut
• June 10, 2002
• Associated Press

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"President Bush often talks about every child
reading by the end of third grade. It's like
saying every child needs to talk at nine months.
It's ridiculous." Yetta Goodman, a University
of Arizona education professor, The Arizona
Republic, 6/2/03
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"It is so inflexible. If any group of kids fails
to meet the standard, the whole school is labeled
as failing. suburban superintendent (used to
doing extremely well under old system of
averages)
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Even if schools are doing extremely well, they
can be cited for poor performance if designated
groups of students or minorities do not meet
annual expectations two years in a row. Under
this standard it is theoretically possible to
have sanctions imposed on schools in our state
where there are dozens of Illinois state
scholars. Larry Vigon, Local School Council
teacher representative (Chicago) in a letter to
the Chicago Tribune, 8/26/03
26

• "I have difficulty with the standards because
  they're so unattainable for so many of our
  students . . . We just don't have the same kids
  they have on Long Island or Orchard Park.
• Superintendent, New York October 21, 2002, The
  Buffalo News

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"If a school has five subgroups (of students) and
four do well, but one fails, the entire school is
a failure. We don't think that's fair. Reg
Weaver, President of the NEA, Whittier Daily
News, 5/24/03
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They may as well have decreed that pigs can fly
. . . I think the State Board of Education is
dealing with reality, not myth. Some of these
politicians just have their heads in the
sand. -Wayne Johnson, CTA President Los Angeles
Times August 6, 2002
29
If we could do it, we already would have. --
Peter Gutierrez, assistant superintendent of the
Hollister School District, Hollister Free Lance
(CA), 4/30/03
30
Think about the messages in what they say

• To parentsabout whose kids matter
• To studentsabout how much educators think they
  can learn and,
• To teachersabout whether they even have to try.

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Myths and Realities
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1. Poverty has a bigger effect than anything
that educators can ever do.
33
Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
34
Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
35
Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
36
Source Education Trust analysis of data from
National School-Level State Assessment Score
Database (www.schooldata.org).
37
Samuel W. Tucker ElementaryAlexandria, VA

• ?68 African American and Latino
• ?53 low-income
• Outperformed 2/3 of VA elem. schools in both
  reading and math for two years in a row (2001-2).
• In 2002, out-performed 92 of VA elem. schools in
  reading and 86 in math.

Source Virginia Department of Education
38
David D. Jones ElementaryGreensboro, NC

• ?69 African American and Latino
• ?58 low-income
• On average, outscored 83 of GA elementary
  schools in 2002.
• 94 of African American 5th graders met the state
  standard in math in 2002..

Source The Education Trust, Dispelling the Myth
Online
39
West Manor Elementary Atlanta, GA

• ?99 African American.
• ?80 low-income
• Outscored 98 of GA elementary schools in 2nd
  grade reading in 2002.
• Outperformed 90 of GA elementary schools in 2nd
  grade math in 2002.

Source The Education Trust, Dispelling the Myth
40
St. James Gaillard ElementaryEutawville, SC

• ?99 African American and Latino.
• ?87 low-income
• Outperformed 97 of SC elem. schools in 3rd grade
  math in 2002.
• Outperformed 82 of SC elem. schools in 4th grade
  reading in 2002.

Source The Education Trust, Dispelling the
Myths Online
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The Young Womens Leadership School of East
Harlem, New York

• ?93 African American.
• ?83 low-income
• 100 of seniors in the first two graduating
  classes were accepted to four-year colleges and
  universities.

Source TYWLS Web site and New York State
Department of Education and NYC Public Schools,
2001-2 Annual School Report.
42
YES College PrepHouston, TX

• ?96 African American.
• ?85 low-income
• 100 of seniors in the first two graduating
  classes were accepted to at least two colleges
  and universities.

Source YES College Prep Web site and Texas
Education Agency
43
Of course, poverty is a barrier. And it doesnt
help to imply otherwise.But whats clear from
these schools, is that it is a barrier that can
be overcome.
44
2. Perhaps we could narrow the gap, but given
all those advantages, well certainly never close
it.
45
Sycamore Elementary SchoolKokomo, IN

• ?37 African American and Latino.
• ?62 low-income
• Increased African American 3rd graders meeting
  state standard in math by 55 percentages points
  between 2000 and 2002.
• Closed Black-White 3rd grade reading gap.

Source Indiana Department of Education
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Lincoln Elementary SchoolMount Vernon, NY

• ?69 African American and Latino
• ?49 low-income
• Has outperformed nearly ¾ of NY elem. schools in
  both math and English for three years in a row.
• In 2002, outscored 98 of NY elem. schools in
  math and 99 in English.

Source Ed Trust. Dispelling the Myth Online and
New York State Department of Education. Overview
of School Performance In English Language Arts,
Mathematics, and Science and Analysis of Student
Subgroup Performance for Lincoln School. April
10, 2003
47
South Scotland ElementaryLaurinburg, NC

• ?47 African American and Native American.
• ?47 low-income
• Over 80 of both African American and Native
  American 4th graders met state standard in math
  in both 2001 and 2002.
• Closed reading gap between African American and
  White students in 2003.

Source Data provided by South Scotland
Elementary School
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3. There may be schools, but no school
districts that get high performance from poor
children or children of color.
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(No Transcript)
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Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
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Aldine, TX Raising Achievement for All While
Narrowing Gaps
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2001.
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Houston Independent School District
Source Texas Education Agency-Academic
Excellence Indicator System Report 1994 through
2002
53
4. There are certainly no whole states that are
getting it right.
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Black 4th Graders? Big Differences in State
Performance NAEP MATH
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Hispanic 4th Graders? Big Differences in State
Performance NAEP MATH
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Black 8th Graders Big Differences in State
Performance NAEP Math
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4th Grade Math African American Gains Between
1992 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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4th Grade Math Latino Gains Between 1992 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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8th Grade Math African American Gains Between
1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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8th Grade Math Latino Gains Between 1990 and 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
61
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Education Statistics, National Assessment of
Educational Progress (NAEP)
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SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Education Statistics, National Assessment of
Educational Progress (NAEP)
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4th Grade Reading Latinos in Virginia Perform as
Well or Better Than Whites in 17 States
Scale Score
Source NCES, National Assessment of Educational
Progress (NAEP), 2002
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5. We might be able to make some improvements
in these children, but it will take a decade or
two.
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Centennial Place ElementaryAtlanta, GA

• ?92 African American and Latino
• ?79 low-income
• Outscored 93 of GA elementary schools in 4th
  grade reading in 2002.
• Outscored 88 of GA elementary schools in 4th
  grade math in 2002.

Source The Education Trust, Dispelling the Myth
Online
66
Longfellow Elementary SchoolMount Vernon, NY

• ?100 African American and Latino
• ?92 low-income
• Outperformed 90 of NY elem. schools in math for
  two years in a row (2001-2).
• In 2002, 93 of 4th grade students met state
  standard in English.

Source The Education Trust, Dispelling the Myth
Online
67
Long Beach Unified School District
Source Research by the National Center for
Educational Accountability
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Boston Public Schools
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Norfolk Public Schools
Source Research by the National Center on
Educational Accountability
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Garden Grove Unified School District
Source Research by the National Center on
Educational Accountability
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Delaware Gains in Grade 4 Reading Outpace the
Nation, 1998-2002
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
72
State Progress in Moving African American 8th
Graders From Below Basic to at Least Basic Math
1990-2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
73
State Progress in Moving Latino 8th Graders From
Below Basic to at Least Basic Math 1990-2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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But look at how the system worked
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Abraham Lincoln Middle School Gainesville, Florida

• 31 White
• 59 African American
• 57 Low Income
• An A school under the Florida accountability
  model

Source Florida Department of Education,
http//web.fldoe.org.
76
Achievement Gaps at Lincoln2002-03 Reading
AYP Target 31
Source Florida Department of Education,
http//web.fldoe.org
77
Achievement Gaps at Lincoln 2002-03 Math
AYP Target 38
Source Florida Department of Education,
http//web.fldoe.org
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Alexis I du Pont High SchoolRed Clay, Delaware

• 49 White
• 24 African American
• 21 Latino
• 31 Low Income
• Named One of Americas Best High Schools by
  Newsweek Magazine

Source Delaware Department of Education,
http//www.doe.state.de.us
Newsweek Magazine, June 2, 2003
79
Achievement Gaps at du Pont2002-03
English/Language Arts
AYP Target 57
Source Delaware Department of Education,
http//www.doe.state.de.us
80
Achievement Gaps at du Pont2002-03 Math
AYP Target 33
Source Delaware Department of Education,
http//www.doe.state.de.us
81
All NCLB Says is That These Schools Need to
Improve

• Wouldnt you agree?

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Fortunately, other education leaders are talking
about the same challenge in quite different ways
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"It means to me that all kids can learn, all kids
can be successful, and that I will never ever
lower my standard of expectations, because I know
now in my heart that it's real."

• Ft. Worth Walton Elementarys top Reading
  Teacher Vanessa Kemp re Waltons dramatically
  improved student reading levels, Reporter Matt
  Frazier, Ft. Worth Star Telegram, 10/24/03

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At the end of the day, school districts have to
make sure that all their schools are strong
academically. It won't be easy, but it's doable.
As educators, this is what we signed up for this
is the work that we have to do." Saginaw School
District Superintendent Gerald Dawkins (MI), The
Saginaw News, 4/13/03.
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"There are people who'll say, 'Given that
neighborhood a child is from, what do you
expect. It's our job to say there are no
excuses - that we have to address students' needs
so they can achieve." Frank Tinney, director of
standards, assessment and accountability in the
Palm Springs Unified School District, The Desert
Sun (Palm Springs, CA), 4/8/03
86
"Until the gap is closed, our work is not done."
Des Moines Superintendent Eric Witherspoon,
Des Moines Register, 4/15/03
87
"It's not that they are failing so much as we are
failingThis shines a very bright light on
something we have known for years but haven't
been forced to deal with until now ---- that we
have to close this massive gap if all of our
students are going to succeed." Ken Noonan,
Oceanside Unified School District Superintendent,
North County Times (CA), 5/25/03
88
"As you put in accountability, people pay more
attention to what the expectations are. . .
You're seeing a lot of things coming together and
paying off for kids." Susan Agruso, assistant
superintendent for instructional accountability
for Charlotte-Mecklenburg, Raleigh News and
Observer, 6/18/03
89
McMillan said the goals of NCLB may be lofty,
but without, for example, President Kennedys
lofty goal of putting a man on the moon, it would
not have happened.

• Houghton Lake Community Schools Superintendent
  Greg McMillan, Reporter Cheryl Holladay, Hougton
  Lake Resorter, 10/3/03

90
We have really blown that myth about
high-poverty schools being low achievers out of
the water. Economically deprived doesn't mean
brain deprived. Janie Moran, Principal
Southern Hills, a high poverty school in
Louisiana where all but one of their 48 4th grade
student passed LEAP, Shreveport Times, 5/29/03
91
this new era is not just a matter of kids
having access to school This new era is about
how we're going to make sure all kids learn.
Andy Tompkins, Kansas Department of Education
Commissioner, Topeka Capital Journal, 7/8/03
92
"Neither poverty nor race is an excuse. All
children can rise to the standards and there are
many schools in the data that you have to prove
it. Rick Mills, Commissioner of Education,
New York. March 28, 2002, New York Times
93
With proper instruction, students here can blow
other kids away in the humanities. The more you
challenge them, the better they'll do.
Dolores Edwards Sullivan, an English teacher
in the predominantly African American Roosevelt
school district, whose 11th graders are starting
to earn higher marks on state Regents exams.
94
Yes, parents may have the greatest impact on how
their children come to us. But we have the
greatest impact on how they leave
us. Superintendent, North Carolina
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Yes, this is going to be hard. But how we
communicate will play a large role in whether
people will even try.
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The Education Trust

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