Raising Achievement and Closing Gaps: Thoughts for the School Board
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Transcript of Raising Achievement and Closing Gaps: Thoughts for the School Board
© 2012 THE EDUCATION TRUST
Raising Achievement and Closing Gaps: Thoughts for the School Board
Young Elected Officials NetworkA Program of People for the American Way FoundationJune 22, 2012
© 2012 THE EDUCATION TRUST
Source:
© 2012 THE EDUCATION TRUST
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2011 NAEP Grade 4 Reading
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Source:
© 2012 THE EDUCATION TRUST
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2011 NAEP Grade 4 Reading
© 2012 THE EDUCATION TRUST
Source:
© 2012 THE EDUCATION TRUST
4th Grade Reading:Record Performance with Gap Narrowing
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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© 2012 THE EDUCATION TRUST
8th Grade Math: Progress for All Groups, Some Gap Narrowing
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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© 2012 THE EDUCATION TRUST
Achievement Flat in Reading
NAEP Long-Term Trends, NCES (2004)
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© 2012 THE EDUCATION TRUST
Math achievement flat over time
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
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© 2012 THE EDUCATION TRUST
12th Grade Reading: No Progress, Gaps Wider than 1988
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Source:
© 2012 THE EDUCATION TRUST
12 Grade Math: Results Mostly FlatGaps Same or Widening
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Source:
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Average Scale Scores, by DistrictLow-Income African-American Students
NAEP Data Explorer, NCES
Note: Basic Scale Score = 208; Proficient Scale Score = 238
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Source:
Average Scale Scores, by DistrictLow-Income Latino Students
NAEP Data Explorer, NCES
Note: Basic Scale Score = 214; Proficient Scale Score = 249
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African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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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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Who receives funding
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The Federal Intent:
State & Local Funds
State & Local Funds
Title I Funds
Title I Schools Non Title I Schools
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Source: Education Trust Analysis of 2007-2008 New York City School-Based Expenditure Report data
Funding Gaps Within Districts:
Examples from New York City
96% Low Income
86% Low Income
How much extra funding would P.S. 291 and P.S. 251 receive if their per-student expenditures were equal to those of non-Title I schools?
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Suggestions for Funding Fairness• Look at your per pupil expenditures by
funding source (state, local, federal)• Use actual teacher salaries at the school to
budget fairly.• Consider effects of the day-to-day budget
choices your district makes.– Is your funding aligned with your priorities?– Education Resource Strategies “hold em” tool:
http://holdem.erstools.org/hold-em
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Who teaches whom
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Nationally, More Classes in High-Poverty Secondary Schools Are Taught by Out-of-Field* Teachers
High- Poverty
Low-poverty
Note: High Poverty school = 55% or more of the students are eligible for free/reduced price lunch. Low-poverty school = 15% or fewer of the students are eligible for free/reduced price lunch.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.
National
Source: Analysis of 2007-08 Schools and Staffing Survey data by Ed Trust. 19
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Nationally, Students in High Poverty Schools Are More Likely to Be Taught by Novice Teachers
Source: Analysis of 2007-08 Schools and Staffing Survey data by U.S. Department of Education.
*Teachers in first year as the teacher of record. Data from a representative sample of schools across the USA.Note: High-Poverty = schools with 55% or more students eligible for free or reduced price lunch. Low-Poverty = 15% or fewer students eligible for free or reduced price lunch.
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Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least
effective” teachers
Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf
Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.
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A low-income student is 66% more likely to have a low value-added teacher.
Los Angeles: LOW-INCOME STUDENTS LESS LIKELY TO HAVE HIGH VALUE-ADDED TEACHERS
A low-income student is more than twice as likely to have a low value-added teacher for ELA
In math, a student from a relatively more affluent background is 39% more likely to get a high value-added math teacher.
ELA MATHA student from a relatively
more affluent background is 62% more likely to get a high value-added ELA teacher.
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Suggestions for Teacher Equity• Is your district intentional about who teaches
whom?– Does your hiring process help low-income or high
minority schools?– Where are your best leaders?– What are you doing to improve conditions for
teaching and learning?
• Examples to look at:– Charlotte-Mecklenberg’s Strategic Staffing
Initiative
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What we teach
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Wide variation in expectations for reading proficiency across states
Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.
NAEP Equivalent Score for State Proficiency Standard in Grade 4 Reading (2009)
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Wide variation in expectations for math proficiency across states
NAEP Equivalent Score for State Proficiency Standard in Grade 8 Math (2009)
Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.
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Source: Peter D. Hart Research Associates/Public Opinion Strategies, “Rising to the Challenge: Are High School Graduates Prepared for College and Work?” (February 2005).
Few Employers Think High School Graduates Are Well Prepared for Employment
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Source: “Are They Really Ready to work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21 st Century Workforce,” Conference Board (2006).
Employers Overwhelmingly Think High School Graduates Are Deficient in Critical Skills
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They will be in place by 2013-2014. New assessments by 2014-2015.
46 States and the District of Columbia have adopted common
core state standards
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Note: Percentages are approximate; exact figures were not provided. Source: William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research
Most math teachers are familiar with, and support, the Common Core State Standards
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Source:
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William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research Note: Percentages are approximate; exact figures were not provided.
Most teachers don’t see big changes in the Common Core State Standards
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Source:
© 2012 THE EDUCATION TRUST
William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research Note: Percentages are approximate; exact figures were not provided.
Teachers report that they’re unlikely to change what they teach in response to the Common Core
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Source:
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William H. Schmidt, “The challenge of implementing the Common Core State Standards for math,” http://www.edweek.org/media/ccsso_spaces-blog.pdfNote: Percentages are approximate; exact figures were not provided.
Teachers need new supports and materials to assist in transition to Common Core
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Source:
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William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research Note: Percentages are approximate; exact figures were not provided.
Elementary and middle school teachers feel less prepared to implement the Common Core
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Suggestions for Common Core• Is there a plan and is it being implemented?
– Phased roll out
• Supports for your teachers and leaders– What is being provided?– What feedback are you getting about usefulness?
• Managing expectations – Parents, community
• Examples:– Baltimore City, New York City, Kentucky, Georgia,
Tennessee
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Is this the choice that will move the ball forward for
kids or am I simply making life easier for the adults?
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Washington, D.C. Ann Arbor, MI 202/293-1217 734/619-8009
Next School Year…
Getting It Done! Raising Achievement, Closing Gaps for All
Join us in Washington D.C. November 8-9, 2012
for The Education Trust National Conference
on Closing the Gap
Learn more about the conference! www.edtrust.org
Oakland, CA510/465-6444