IMPROVING ACHIEVEMENT AND CLOSING GAPS BETWEEN GROUPS Charleston, West Virginia October, 2003.
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Transcript of IMPROVING ACHIEVEMENT AND CLOSING GAPS BETWEEN GROUPS Charleston, West Virginia October, 2003.
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IMPROVING ACHIEVEMENT AND CLOSING GAPS BETWEEN GROUPS
Charleston, West Virginia
October, 2003
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NCLB Statement of Purpose
“Closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers.”
20 U.S.C. § 6301
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What Do We Know About Student Achievement
Currently?
West Virginia and Other States
Snapshot
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African American Performance: 8th Grade Math By State
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Black-White Achievement Gap By State: Grade 8 Math
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CAN WE Raise Achievement And Close Gaps Among
Groups?
Especially in Communities with high Concentrations of Low
Income Families?
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What We Hear Adults Say:
• They’re poor;
• Their parents don’t care;
• They come to schools without breakfast;
• Not enough books
• Not enough parents . . .
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BUT..When We Take A Closer Look …
Many schools...Some Districts and Entire States
WE SEE A DIFFERENT PICTURE!
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Wrigley Elementary
• 78% Low-Income
• 3rd Highest Performing in State in Reading
• 6th Highest Performing in State in Writing
KEN
TU
CK
Y
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Poverty vs. Achievement in Kentucky Elementary Schools
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Percent FRPL
Ele
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Poverty vs. Achievement in Kentucky Elementary Schools
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Percent FRPL
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Poverty vs. Achievement in Kentucky Elementary Schools
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Percent FRPL
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
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Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Poverty vs. Achievement in Kentucky Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent FRPL
Ele
me
nta
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Per
ce
nti
le S
co
re
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What Do We Know About Places Improving Results?
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They Build Culture of Success:
They Make No Excuses. Everybody Takes
Responsibility for Student Learning.
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They DO
• Embrace meaningful state standards and assessments as valuable benchmarks and leverage points;
• Accept the need for public accountability for results;
• View poverty and family problems as barriers that can be surmounted; and, most important...
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THEY ARE CONFIDENT
Most teachers--like most other professionals--can get more
and more effective.
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And They Take Action to…
• Build INSTRUCTIONAL SYSTEMS to support teachers, administrators, parents and students themselves
to move toward standards.
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Element 1: They Have Clear and Specific Goals for What
Students Should Learn at Every Grade Level.
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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:
• Doesn’t expect very much from MOST students; and,
• Expects much less from some types of students than others.
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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Good Standards Can Help Focus
But not if they sit on the shelf.
Must be clear and specific about what students should learn at every grade level.
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Element 2: All Students In Curriculum Carefully Lined
Up with Those Goals
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High Performing Districts: Elementary School Curriculum
• Usually common across schools;
• Model lessons that teachers may use.
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Element 3: They Monitor Student Progress Regularly
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smart states, districts do two important things:
• STOP drive-by workshops;
• INVEST in intensive, focused
professional development.
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High Performing Districts:
• District-wide benchmark or snap-shot assessments, at least every 6-9 weeks;
• Task pools on which teachers may draw in building their own assessments;
• Support for teachers to learn more about assessment strategies; and,
• Creation of vehicles for teachers to meet together to discuss assignments and student work.
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High Performing Districts also ACT on results from benchmark
assessments
• if data show that student isn’t achieving, student gets extra;
• if data show that many students in one classroom aren’t achieving, teacher gets extra support.
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Element 4: Leading Districts, States provide
Extra Instruction for Students Who Need it
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When Kids Are Behind, Schools Must Provide More
Instruction and Support:
• Kentucky provides extra time for struggling students in high-poverty schools
• Maryland offers extra dollars for 7th and 8th graders who need more support
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Time Becomes A Variable
Many schools, districts finding ways to double, even triple,
amount of time spent on literacy, math.
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Element 5: Good Teachers Matter More than Anything
Else!
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And the impact on students is astonishing. See for
yourself.
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1998 by The Education Trust, Inc.
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1998 by The Education Trust, Inc.
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1998 by The Education Trust, Inc.
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Virtually every high poverty school has some
spectacularly wonderful teachers, but...
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Classes in High Poverty High Schools More Often Taught by Misassigned*
Teachers
28%
14%19%
16%
40%
20%
31%
18%
0%
50%
Math Science English Social Studies
less than 20% Free Lunch greater than 49% Free Lunch
*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
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Math and Science Classes of Mostly Minority Students Are More Often Taught
by Misassigned Teachers
54%
86%
42%
69%
0%
100%
90-100% Non-White 90-100% White
Certified in Field BA or BS in Field
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
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Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
High-poverty schools Low-poverty schools
High-minority schools Low-minority schools
*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.
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High-Poverty Schools Get More Low-Scoring* Teachers
42%
28%
0%
50%
High-poverty* schools All other schools
*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch.Source: Education Week, “Quality Counts 2001,” January 2001.
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Devastating Impact
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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
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NCLB Teacher Requirements
• All teachers “highly qualified” by 2004;
• Extensive Reporting and Parent Right to Know Requirements;
• Districts, states must develop plan to end disproportionate assignment of underqualified teachers to poor/minority children;
• New money to support all this.