Building A Movement: Closing Achievement and Opportunity Gaps in California. What, Why, and How?
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Transcript of Building A Movement: Closing Achievement and Opportunity Gaps in California. What, Why, and How?
2007 by The Education Trust-West
Building A Movement: Closing Achievement and Opportunity
Gaps in California. What, Why, and How?Claremont Graduate University
Phyllis Hart
The Education Trust-West
2007 by The Education Trust-West
The Gap Between California’s Young People and Their Peers in
across the nation.
2007 by The Education Trust-West
California’s NAEP Scores for 4th Grade Reading Lag Behind Other States
All 4th Grade Students - 2005 NAEP ReadingAverage Scale Scores From Highest to Lowest
231
207
180
190
200
210
220
230
240
250
260
Ma
ssac
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ntan
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rse
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Wis
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Ka
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rolin
aN
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blic
Ark
ans
as
Rho
de
Isla
nd
Illin
ois
We
st V
irgin
iaT
en
ness
ee
Okl
aho
ma
Ge
org
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out
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aro
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Ala
ska
Haw
aii
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Ala
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New
Me
xico
Nev
ad
aC
alifo
rnia
Ari
zon
aM
issi
ssip
piD
istr
ict
of C
olu
mb
ia
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2007 by The Education Trust-West
Latino 4th Grade Students – NAEP READING
Latino 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (Latino) From Highest to Lowest
226
193
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2007 by The Education Trust-West
African American 4th Grade Students – NAEP READING
African American 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (African American) From Highest to Lowest
212
195
180
190
200
210
220
230
240
250
260
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
2007 by The Education Trust-West
California’s NAEP Scores for 8th Grade Reading Lag Behind Most States
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
All 8th Grade Students - 2005 NAEP Reading
274
250
220
230
240
250
260
270
280
2007 by The Education Trust-West
Latino 8th Grade Students – NAEP READING
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Latino 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (Latino) From Highest to Lowest
259
239
225
230
235
240
245
250
255
260
265
2007 by The Education Trust-West
African American 8th Grade Students – NAEP READING
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
African American 8th Grade Students-2005 NAEP ReadingAverage Scale Score(African American) From Highest to Lowest
255
240
225
230
235
240
245
250
255
260
2007 by The Education Trust-West
And Let’s Be Clear. It’s Not Our Demographics.
2007 by The Education Trust-West
California’s White 8th Grade Students Trail Behind Their Peers in Most States
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
White 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (White) From Highest to Lowest
301
264
230
240
250
260
270
280
290
300
310
2007 by The Education Trust-West
California’s Asian 8th Grade Students Also Lag Behind Many States
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Asian 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (Asian) From Highest to Lowest
291
264
220
230
240
250
260
270
280
290
300
2007 by The Education Trust-West
On Our Own Assessments?
2007 by The Education Trust-West
English Language Arts CST 2007 All Students
Source: California Department of Education, 2007
20
29
51
27
31
41
39
24
37
0%10%20%30%40%50%60%70%80%90%
100%
4th Grade 8th Grade 11th Grade
STATEWIDE
Prof/ Adv
Basic
Below Basic
2007 by The Education Trust-West
MATH CST 2007All Students
*General Math – Tests Grades 6 & 7 Standards
19
23
56
41
36
23
50
26
24
0%
20%
40%
60%
80%
100%
4th Grade 8th GradeGeneralMath*
Algebra I(Grades8-11)
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
But underneath those averages. . .
2007 by The Education Trust-West
ELA 4th Grade, By EthnicityCST 2007
STATEWIDE
27 289 9
34 36
20 17
39 37
71 74
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 4th Grade, By Economic StatusCST 2007
28
36
36
8
20
72
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Math 4th Grade, By EthnicityCST 2007
STATEWIDE
32 2512 6
2728
1911
41 4670
83
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Math 4th Grade, By Economic StatusCST 2007
27
27
45
9
18
72
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
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.
2007 by The Education Trust-West
But by Middle and High School Gaps Grow Increasingly Wider. In
both Reading and Math.
By the end of high school, even for those students that stay in our
school, the gaps are staggering.
2007 by The Education Trust-West
CA: African American and Latino 7th graders read at about the level of White 3rd graders
680
644 645640
575
600
625
650
675
White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
7)
CAT/6 2007
Source: California Department of Education, 2007
2007 by The Education Trust-West
Low-Income 7th graders read at about the level of Non Low-Income 3rd graders
678
644638
575
600
625
650
675
Non-Poor 3rd Grade Non-Poor 7th Grade Poor 7th Grade
CA
T/6
re
ad
ing
sc
ore
(2
00
7)
CAT/6 2007
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 8th Grade, By EthnicityCST 2007
STATEWIDE
39 3713 14
34 36
25 23
27 26
62 64
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 8th Grade, By Economic StatusCST 2007
38
36
26
16
26
59
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Math 8th Grade (General Math) By Ethnicity CST 2007
STATEWIDE
54 4827 20
33 37
3635
13 1636 45
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Math 8th Grade (General Math)By Economic Status, CST 2007
49
36
16
29
37
35
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 11th Grade, By EthnicityCST 2007
STATEWIDE
55 5126 23
24 27
22 20
22 23
52 57
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 11th Grade, By Economic StatusCST 2007
52
26
22
29
23
49
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Algebra I (Grades 8-11), By EthnicityCST 2007
STATEWIDE
67 6136
21
22 25
29
23
11 1335
56
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Algebra I (Grades 8-11), By Economic Status CST 2007
61
24
15
40
28
32
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Geometry (Grades 8-11), By EthnicityCST 2007
STATEWIDE
74 68
34 26
18 21
3023
8 1135
51
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Geometry (Grades 8-11)CST 2007, By Economic Status
66
21
13
40
27
33
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Algebra II (Grades 8-11), By EthnicityCST 2007
STATEWIDE
69 62
3623
2125
32
26
10 1332
50
0%
20%
40%
60%
80%
100%
Black Latino White Asian
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
Algebra II (Grades 8-11)CST 2007, By Economic Status
60
24
16
38
30
33
0%10%20%30%40%50%60%70%80%90%
100%
EconomicallyDisadvantaged
Non-Economically
Disadvantaged
STATEWIDE
Prof/ Adv
Basic
Below Basic
Source: California Department of Education, 2007
2007 by The Education Trust-West
CAHSEE First Time Test-Takers (Class of 2007 as 10th graders)
ELA Pass Rates
Source: California Department of Education, 2007
76%65% 65%
89% 86%
0%
20%
40%
60%
80%
100%
All AfricanAmerican
Latino White Asian
Statewide
2007 by The Education Trust-West
CAHSEE First Time Test-Takers (Class of 2007 as 10th Graders)
Math Pass Rates
Source: California Department of Education, 2007
74%
55%62%
87% 92%
0%
20%
40%
60%
80%
100%
All AfricanAmerican
Latino White Asian
Statewide
2007 by The Education Trust-West
…at the end of their senior year, CAHSEE Class of 2007
Source: California Department of Education, 2007
93% 88% 89%98% 96%
10%20%30%40%50%60%70%80%90%
100%
All AfricanAmerican
Latino White Asian
Statewide
2007 by The Education Trust-West
And these are for the students that are left.
Drop Out Rates Staggering, Even if Unclear.
We lose most kids between 9th and 10th
grades.
2007 by The Education Trust-West
Too Few Graduate.California
Class of 2005
68%
57% 56%
80%84%
0%10%20%30%40%50%60%70%80%90%
100%
All AfricanAmerican
Latino White Asian
Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology.
*Includes 9th graders who graduated four years later.
2007 by The Education Trust-West
The Gaps Don’t End At High School.
2007 by The Education Trust-West
Graduation Rates at CSU SchoolsLatino vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at CSU SchoolsAfrican-American vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at UC SchoolsAfrican American vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at UC SchoolsLatino vs. White
2007 by The Education Trust-West
How?
By giving students who arrive with less, less in school, too.
2007 by The Education Trust-West
When we focus on changing those patterns, we get results.
2007 by The Education Trust-West
Sustainable Improvement is Possible.A Model: Ralph Bunche Elementary - Compton Unified
• 48% African-American
• 50% Latino• 93% Low-income
• Outperforming District and State 2nd, 3rd, 4th, and 5th grade Math
38 35
79
27
43
93
3342
87
0102030405060708090
100
California ComptonUnified
RalphBunche
% a
t or
ab
ove
pro
ficie
nt i
n 4
th g
rad
e M
ath
African-American Latino Low-income
Source: California Department of Education, 2007
2007 by The Education Trust-West
Rapid Growth is Possible:A Model: Ralph Bunche Elementary - Compton Unified
English CST proficiency 2003-2007
200320032003 2007200720070%
10%20%30%40%50%60%70%80%90%
100%
California Compton Unified Ralph Bunche
4th
gra
ders
% p
rof/
ad
v 64%
51%
27%
Source: California Department of Education, 2007
2007 by The Education Trust-West
Rapid Growth is Possible:A Model: Ralph Bunche Elementary - Compton Unified
Math CST proficiency 2003-2007
200320032003 2007200720070%
10%20%30%40%50%60%70%80%90%
100%
California Compton Unified Ralph Bunche
4th
gra
ders
% p
rof/
ad
v
76%
56%
38%
Source: California Department of Education, 2007
2007 by The Education Trust-West
Hughes Middle – Long Beach Unified
• 55% African-American and Latino
• 48% Low-income
• Outperforming District and State 8th grade ELA
27 28
4729
26
48
2826
46
0102030405060708090
100
California LongBeach
Hughes% a
t or
ab
ove
pro
ficie
nt i
n 8
th g
rad
e E
LA
African-American Latino Low-income
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
Garfield High School Over 4000 studentsOver 80% low-income
El Monte High Over 2000 studentsOver 75% low-income
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
512
453
484
477
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
453
512538
480477
484
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
453
512538
567
490480477
484
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
453
512538
567
608
538
490480477
484
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
453
512538
567
608620
605
546523
538
490480
477
484
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004 2005
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
A Tale of Two High Schools in California
453
512538
567
608620
605
640
535546523
538
490480
477
484
400425450475500525550575600625650675700
1999 2000 2001 2002 2003 2004 2005 2006
AP
I sc
ore
El Monte High Garfield High
Source: California Department of Education, 2007
2007 by The Education Trust-West
How?
2007 by The Education Trust-West
Hold the Line on the End Goal: College and Work Readiness for All.
2007 by The Education Trust-West
STUDENTS AND PARENTS ARE CLEAR:
THEIR GOAL IS COLLEGE96%94%
0%
50%
100%
Students Parents
Per
cen
t
Source: U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out, September 2003.
2007 by The Education Trust-West
CA Parents who expect their kids to attain at least a four year degree
80%86% 90%
0%10%20%30%
40%50%60%
70%80%90%
100%
Latino Parents Black Parents Asian Parents
Source: New American Media Poll, Great Expectations, Survey of Latino, Asian, and African American Parents on Education. Aug. 23, 2006 Available at: http://news.newamericamedia.org/news/
2007 by The Education Trust-West
That’s Good, Because Education Pays. California: 2005 Median Income, Adults Over Age 25
18,163
27,217
35,861
50,388
67,740
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
Le
ss
Th
an
Hig
hS
ch
oo
l
Hig
h S
ch
oo
l
So
me
Co
lleg
e/A
ss
oc
iate
s
Ba
ch
elo
rs
Gra
d/P
rof
De
gre
e
Source: http://www.cpec.ca.gov/OnLineData/MedianIncomeGraph.asp
2007 by The Education Trust-West
Even in Jobs We Don’t Expect
Requirements for Tool and Die Makers
• Four or five years of apprenticeship and/or postsecondary training;
• Algebra, geometry, trigonometry and statistics;
• Average earnings: $40,000 per year.
Requirements for Sheet Metal Workers
• Four or five years of apprenticeship;
• Algebra, geometry, trigonometry and technical reading;
Requirements for Auto Technicians
• A solid grounding in physics is necessary to understand force, hydraulics, friction and electrical circuits.
2007 by The Education Trust-West
Even in Jobs We Don’t Expect…
Plumbing-Heating-Air Conditioning
• Four or five years of apprenticeship
and/or post-secondary training;
• Algebra, plane geometry,
trigonometry and statistics;
• Physics, chemistry, biology,
engineering economics.
ALL of these jobs require a strong
foundation of reading, writing and
speaking the English language
in order to comprehend
instructions and technical manuals
Construction and Engineering
• Four or five years of apprenticeship
and/or post-secondary training;
• Algebra, plane geometry
• Critical thinking, problem solving,
reading and writing
Sources: Plumbing : Shapiro, D., and Nichols, J. Constructing Your Future: Consider a Career in Plumbing, Heating, Ventilation, Air Conditioning (HVAC) PHCC Auxiliary 2005 downloaded March 13, 3006 http://www.phccweb.org/PDFs/PHCC20pg.pdf, Construction: California Apprenticeship Council Division of Apprenticeship Standards 2001 Annual Legislative Report Downloaded March 15, 2006 http://www.dir.ca.gov/das/DASAnnualReport2001/LegRep2001.pdf#search='architecture%2C%20construction%2C%20engineering%20%28ace%20pathway%29%20course%20outline'
2007 by The Education Trust-West
All Kids College and Work Ready
Focusing on Course Quality, Redesign.
But Don’t Forget Here Too, Access (To The Right Courses)
Is Still A Huge Problem.
2007 by The Education Trust-West
Few Graduate College Ready. *California: Class of 2005.
35%
14%
52%
25%16%
0%10%20%30%40%50%60%70%80%90%
100%
AllStudents
AfricanAmerican
Asian Latino White
Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology
*Includes 9th graders who have completed the A-G course sequence with a “C” or better in each class four years later.
2007 by The Education Trust-West
Even though most students want to go to college, the truth is, many low income students and students of color aren’t getting the classes in the first place.
2007 by The Education Trust-West
Gompers HS:
• 1543 Students
• 87.1% Latino & African-American
• 81.1% low-income
• 17% of graduates successfully completed A-G in 2004
La Jolla HS:
• 1688 students
• 25% Latino & African-American
• 17.8% low-income
• 56.7% of graduates successfully completed A-G in 2004
San Diego City Schools: Two High Schools
Source: CA Dept of Education, 2005
2007 by The Education Trust-West
48
30
6 3
10
1
19
6
12
4 5 3
0
10
20
30
40
50
60
Pre-Alg Beg Alg Int Alg Adv Alg Geometry Pre-calc Calc
Gompers HS La Jolla HSNu
mb
er
of
cla
sse
s o
ffe
red
in 2
00
4-0
5Opportunities to take higher level math classes are much
more limited at the high-poverty, high-minority high school:Gompers HS vs. La Jolla HS, San Diego City Schools
Source: Ed Trust-West Analysis of CA Dept of Education Data, 2005
2007 by The Education Trust-West
A-G as the Default Curriculum Is A Necessary Step.
2007 by The Education Trust-West
Ultimately, why does good teaching matter?
2007 by The Education Trust-West
What does it look like?Equity in Rigor?
What is Rigor?
2007 by The Education Trust-West
Students can do no better than the assignments they are given.
2007 by The Education Trust-West
Grade 7 Standards Based, Rigorous Writing Assignment
Source: Unnamed school district in California, 2002-03 school year.
Essay on Anne FrankEssay on Anne Frank
Your essay will consist of an opening paragraph which Your essay will consist of an opening paragraph which introduced the title, author and general background of the introduced the title, author and general background of the novel. novel. Your thesis will state specifically what Anne's overall Your thesis will state specifically what Anne's overall personality is, and what general psychological and personality is, and what general psychological and intellectual changes she exhibits over the course of the intellectual changes she exhibits over the course of the bookbookYou might organize your essay by grouping psychological You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area. doubt) and show how she changes in this area.
2007 by The Education Trust-West
Grade 7 Low-Level Writing Assignment
Source: Unnamed school district in California, 2002-03 school year.
•My Best Friend:My Best Friend:
•A chore I hate:A chore I hate:
•A car I want:A car I want:
•My heartthrob:My heartthrob:
2004 by The Education Trust-West
2007 by The Education Trust-West
Middle School Example
7th Grade Assignment
Explain the difference between the systems of the body affected by an allergy to pollen and those affected by an allergy to food as well as the process by which different medicines reduce the symptoms of each allergy.
2007 by The Education Trust-West
Middle School Example:
7th Grade Assignment
Name and describe functions of the five body systems.
2007 by The Education Trust-West
The Odyssey Ninth GradeHigh-level Assignment
Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey and the Movie "0 Brother Where Art Thou"
By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.
For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?
2007 by The Education Trust-West
The Odyssey Ninth GradeLow-level Assignment
Divide class into 3 groups:
Group 1 designs a brochure titled "Odyssey Cruises". The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place.
Group 2 draws pictures of each adventure.
Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.
2007 by The Education Trust-West
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 character’s conflict with society is important.
2007 by The Education Trust-West
Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.
2007 by The Education Trust-West
Using the SAME TEXT BOOKCollege-prep assignments from:
School A, District A, California
1467 students enrolled in 2005
• 82% White• 6% Asian• 4% Latino• 2% Black
• 2% Low-Income
School B, District B, California
2001 students enrolled in 2005
• 45% White• 4% Asian
• 48% Latino• 1% Black
• 27% Low-Income
2007 by The Education Trust-West
Same Text Book: High-Level college-prep assignment.
• Describe the fundamental problems in the economy that helped cause the Great Depression. Consider agriculture, consumer spending and debt, distribution of wealth, the stock market
• Describe how people struggled to survive during the Depression
• How did Hoover’s belief in “rugged individualism” shape his policies during the depression?
2007 by The Education Trust-West
Same Text Book:Low Level college-prep assignment.• Role play (Meet the Press) & interview key
people of the era• Draw a political cartoon highlighting a
major event of the time• Share excerpts from noted literary
authors-Lewis, Fitzgerald, Hemingway, Hughes
• Listen to jazz artists of the 20’s• Construct a collage depicting new
inventions
2007 by The Education Trust-West
Use Time Differently. Break out of the 6 hour a day, 180
days a school year, mode of thinking.
2007 by The Education Trust-West
The Full Year Calendar
Most Administrators Don’t Realize How Little Time They Have For Teaching And Learning.
Analysis of One California Urban Middle School Calendar
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Weekends, Holidays, & Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Professional Development Days & Early Dismissal/Parent Conferences
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah, Awards, Assembles,
& Concerts
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less State and District Testing and Other Non-Instructional Time
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
BOTTOM LINE?
Teachers are left with about
18 Eight Hour Days Per Subject
Per Year
2007 by The Education Trust-West
Hold the line on high standards, and at the same time, ensure
proper supports.
An example: CAHSEE
2007 by The Education Trust-West
CAHSEE Passage Rates California Class of 2006
as of July 2006
91
69
84
52
86
56
97
82
95
80 76
36
86
55
30405060708090
100
Initial PassRates 10thgrade Class
of '06
by 11thgrade Class
of '06
As ofJ anuary
2006 Classof '06
As ofFebruary
2006 Classof '06
As of J uly2006 Class
of '06
perc
ent
pass
ed
All Black Latino White Asian English Learners Low-Income
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, 2006 HumRRO
2007 by The Education Trust-West
Has the CAHSEE requirement changed anything?
What principals say:
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.
43
58
83
0
20
40
60
80
100
2002 2004 2006
Percent principals who have implemented or partially implemented plans to increase remediation for CAHSEE
2007 by The Education Trust-West
Has the CAHSEE requirement changed anything?
What students say:
89% of 11th graders who took the CAHSEE ELA in 2006 reported ‘working harder,’ either by: taking additional courses (15%)
• Working harder in current courses (50%)
• Getting outside help (14%)
• Repeating courses (10%)
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.
2007 by The Education Trust-West
What about alternative assessments?
2007 by The Education Trust-West
3%
41%
0%
20%
40%
60%
80%
100%
Lowest-Poverty Schools (0-10%) Highest-Poverty Schools(91-100%)
Average Percent of New Jersey general education students graduating via alternative assessment, 2004
Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005
If we don’t hold the line on standards, we run the risk of creating devastating unintended consequences…
Alternatives to the High School Exit Exam? Example: New Jersey
2007 by The Education Trust-West
79%71%
77%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Central High, Newark 99% Black & Latino
52% poor
West Side, Newark 99% Black & Latino
58% poor
Woodrow Wilson, Camden95% Black & Latino
62% poor
Average Percent of NJ general education students graduating via alternative assessment, 2004
State Average
14.9%
Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005
In New Jersey’s large urban high schools…
2007 by The Education Trust-West
We can’t be serious about closing the Achievement
Gap while allowing the Teacher Quality Gap to persist,
and grow.
2007 by The Education Trust-West
Students Who Start 2nd Grade at About the Same Level of Math Achievement…
55 57
0
20
40
60
80
100
Group 1 Group 2
Ave
rag
e P
erce
nti
le R
ank
Beginning of 2nd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
2007 by The Education Trust-West
…Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their
Teachers
55 57
77
27
0
20
40
60
80
100
Group 1 Assigned to ThreeEFFECTIVE Teachers
Group 2 Assigned to ThreeINEFFECTIVE Teachers
Ave
rag
e P
erce
nti
le R
ank
Beginning of 2nd Grade End of 5th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
2007 by The Education Trust-West
Closing California’s Achievement Gaps is the Most Important Issue
Facing Our Public Schools.
The real question But do we have the will to educate
all children?
2007 by The Education Trust-West
Call for Proposals Now Open.Registration Begins in the Fall.
SAVE THE DATE!
The Education Trust – West 510-465-6444www.edtrustwest.org