2009 THE EDUCATION TRUST Its Up to Us: Going the Distance to
Improve Results and Close Gaps Governors Education Summit Lansing,
MI April, 2009
Slide 2
2009 THE EDUCATION TRUST First, some good news. After more than
a decade of fairly flat achievement and stagnant or growing gaps,
we appear to be turning the corner.
Slide 3
2009 THE EDUCATION TRUST Source: Record Performance for All
Groups NAEP Long-Term Trends, NCES (2004)
Slide 4
2009 THE EDUCATION TRUST Source: Record Performance for All
Groups NAEP Long-Term Trends, NCES (2004)
Slide 5
2009 THE EDUCATION TRUST Source: Not Much Progress NAEP
Long-Term Trends, NCES (2004)
Slide 6
2009 THE EDUCATION TRUST Source: Increases and Record
Performance for All Groups NAEP Long-Term Trends, NCES (2004)
Slide 7
2009 THE EDUCATION TRUST Those trends have continued on Main
NAEP Exams, too
Slide 8
2009 THE EDUCATION TRUST NAEP Grade 4 Math, Average Scale
Scores Over Time All Students, Nation Source: National Center for
Education Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ * Accommodations for
students with disabilities and English language learners not
permitted. Proficient Scale Score: 249
Slide 9
2009 THE EDUCATION TRUST NAEP Grade 4 Math, Average Scale
Scores Over Time by Race/Ethnicity, Nation Source: National Center
for Education Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ * Accommodations for
students with disabilities and English language learners not
permitted. Proficient Scale Score: 249
Slide 10
2009 THE EDUCATION TRUST NAEP Grade 4 Math, Average Scale
Scores Over Time by Family Income, Nation Source: National Center
for Education Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
249
Slide 11
2009 THE EDUCATION TRUST Bottom Line: When we really focus on
something, we make progress!
Slide 12
2009 THE EDUCATION TRUST Clearly, much more remains to be done
in elementary and middle school Too many youngsters still enter
high school way behind.
Slide 13
2009 THE EDUCATION TRUST But at least we have some traction on
elementary and middle school problems. The same is NOT true of our
high schools.
Slide 14
2009 THE EDUCATION TRUST Source: Achievement Flat in Reading
NAEP Long-Term Trends, NCES (2004)
Slide 15
2009 THE EDUCATION TRUST Source: Achievement Also Flat in Math
NAEP Long-Term Trends, NCES (2004)
Slide 16
2009 THE EDUCATION TRUST And gaps between groups are wider
today than in 1990
Slide 17
2009 THE EDUCATION TRUST Source: 17 Year Olds NAEP Reading NAEP
Long-Term Trends, NCES (2004) 21 29
Slide 18
2009 THE EDUCATION TRUST Source: 17 Year Olds NAEP Math NAEP
Long-Term Trends, NCES (2004) 20 28
Slide 19
2009 THE EDUCATION TRUST Why so much less progress in our high
schools? Hormones? If so, wed see the same pattern in other
countries. And we dont.
Slide 20
2009 THE EDUCATION TRUST In TIMSS Grade 4 and 8, US middle of
pack. On the high school exam PISAour rankings slip.
Slide 21
2009 THE EDUCATION TRUST Source: Of 29 OECD Countries, U.S.A.
Ranked 24 th PISA 2003 Results, OECD U.S.A.
Slide 22
2009 THE EDUCATION TRUST Problems are not limited to our
high-poverty and high- minority schools...
Slide 23
2009 THE EDUCATION TRUST Source: U.S.A. Ranks Low in the
Percentage of Students in the Highest Achievement Level (Level 6)
in Math PISA 2003 Results, OECD U.S.A.
Slide 24
2009 THE EDUCATION TRUST Source: U.S.A. Ranks 23 rd out of 29
OECD Countries in the Math Achievement of the Highest-Performing
Students* PISA 2003 Results, OECD U.S.A. * Students at the 95 th
Percentile
Slide 25
2009 THE EDUCATION TRUST Source: U.S.A. Ranks 23 rd out of 29
OECD Countries in the Math Achievement of High-SES Students PISA
2003 Results, OECD U.S.A.
Slide 26
2009 THE EDUCATION TRUST Problems not limited to math,
either.
Slide 27
2009 THE EDUCATION TRUST Science?
Slide 28
2009 THE EDUCATION TRUST Source: Of 30 OECD Countries, U.S.A.
Ranked 21 st PISA 2006 Results, OECD U.S.A. Higher than U.S.
average Not measurably different from U.S. average Lower than U.S.
average
Slide 29
2009 THE EDUCATION TRUST Even in problem-solving, something we
consider an American strength
Slide 30
2009 THE EDUCATION TRUST Source: U.S.A. Ranks 24 th Out of 29
OECD Countries in Problem-Solving PISA 2003 Results, OECD
U.S.A.
Slide 31
2009 THE EDUCATION TRUST Only place we rank high?
Inequality.
Slide 32
2009 THE EDUCATION TRUST * Of 29 OECD countries, based on
scores of students at the 5 th and 95 th percentiles. PISA 2003:
Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of
OECD Countries Source: Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/ http://www.oecd.org/
Slide 33
2009 THE EDUCATION TRUST Source: Among OECD Countries, U.S.A.
has the 4 th Largest Gap Between High-SES and Low-SES Students PISA
2006 Results, OECD, table 4.8b U.S.A.
Slide 34
2009 THE EDUCATION TRUST 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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2009 THE EDUCATION TRUST How? By giving students who arrive
with less, less in school, too.
Slide 36
2009 THE EDUCATION TRUST Some of these lesses are a result of
choices that policymakers make.
Slide 37
2009 THE EDUCATION TRUST Source: National Inequities in State
and Local Revenue Per Student Gap High Poverty vs. Low Poverty
Districts $773 per student High Minority vs. Low Minority Districts
$1,122 per student Education Trust analyses based on U.S.
Department of Education and U.S. Census Bureau data for the 2005-06
school year.
Slide 38
2009 THE EDUCATION TRUST Source: MICHIGAN? Less Spent Educating
Children in High Poverty Districts, Too
Slide 39
2009 THE EDUCATION TRUST In truth, though, some of the most
devastating lesses are a function of choices that we educators
make.
Slide 40
2009 THE EDUCATION TRUST Choices we make about what to expect
of whom
Slide 41
2009 THE EDUCATION TRUST Source: Prospects (ABT Associates,
1993), in Prospects: Final Report on Student Outcomes, PES, DOE,
1997. Students in Poor Schools Receive As for Work That Would Earn
Cs in Affluent Schools
Slide 42
2009 THE EDUCATION TRUST Choices we make about what to teach
whom
Slide 43
2009 THE EDUCATION TRUST Source: CCSSO, State Indicators of
Science and Mathematics Education, 2001 Fewer Latino students are
enrolled in Algebra 2
Slide 44
2009 THE EDUCATION TRUST African American, Latino & Native
American high school graduates are less likely to have been
enrolled in a full college prep track percent in college prep
Source: Jay P. Greene, Public High School Graduation and College
Readiness Rates in the United States, Manhattan Institute,
September 2003. Table 8. 2001 high school graduates with
college-prep curriculum. Full College Prep track is defined as at
least: 4 years of English, 3 years of math, 2 years of natural
science, 2 years of social science and 2 years of foreign
language
Slide 45
2009 THE EDUCATION TRUST And choices we make about who teaches
whom
Slide 46
2009 THE EDUCATION TRUST 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. High poverty Low
povertyHigh minority Low minority Note: High Poverty school-50% 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. High-minority school - 50% or more of the
students are nonwhite. Low-minority school- 15% or fewer of the
students are nonwhite.
Slide 47
2009 THE EDUCATION TRUST Poor and Minority Students Get More
Inexperienced* Teachers Source: National Center for Education
Statistics, Monitoring Quality: An Indicators Report, December
2000. *Teachers with 3 or fewer years of experience. High poverty
Low poverty High minority Low minority Note: High poverty refers to
the top quartile of schools with students eligible for free/reduced
price lunch. Low poverty- bottom quartile of schools with students
eligible for free/reduced price lunch. High minority-top quartile;
those schools with the highest concentrations of minority students.
Low minority-bottom quartile of schools with the lowest
concentrations of minority students
Slide 48
2009 THE EDUCATION TRUST MICHIGAN: 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. High poverty Low
povertyHigh minority Low minority Note: High Poverty school-50% 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. High-minority school - 50% or more of the
students are nonwhite. Low-minority school- 15% or fewer of the
students are nonwhite.
Slide 49
2009 THE EDUCATION TRUST Results are devastating. Kids who come
in a little behind, leave a lot behind.
Slide 50
2009 THE EDUCATION TRUST African American and Latino 17
Year-Olds Do Math 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
Slide 51
2009 THE EDUCATION TRUST 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
Slide 52
2009 THE EDUCATION TRUST And those are the students who remain
in school
Slide 53
2009 THE EDUCATION TRUST Source: How Many Students Graduate
With Their Class? (2006)
Slide 54
2009 THE EDUCATION TRUST Among High School Graduates,
College-going is up for all groups.
Slide 55
2009 THE EDUCATION TRUST Immediate* College-Going Increasing
for All Groups: 1980 to 2006 Source: Condition of Education 2008
Table 24-1.
http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902Condition
of Education 2008 * Percent of high school completers who were
enrolled in college the October after completing high school
Slide 56
2009 THE EDUCATION TRUST College-Going Generally Increasing for
All Income Groups Source: U.S Dept. of Education, NCES, The
Condition of Education, 2008, Table 24-1
Slide 57
2009 THE EDUCATION TRUST But though college-going up for
minorities, gains among whites have been greater
Slide 58
2009 THE EDUCATION TRUST All Groups Up In College-Going from
1980- 2006, But Gaps Also Increase Source: U.S. Department of
Education, NCES, The Condition of Education 2006.
Slide 59
2009 THE EDUCATION TRUST And though college going up for
low-income students, they still havent reached rate of high income
students in mid-seventies.
Slide 60
2009 THE EDUCATION TRUST College-Going Rates by Family Income
Year Low Income Middle Income High Income 197639%41%63%
198634%49%71% 199649%63%78% 200651%61%81% Source: U.S. Department
of Education, NCES, The Condition of Education 2008. Indicator
24.
Slide 61
2009 THE EDUCATION TRUST What about graduation?
Slide 62
2009 THE EDUCATION TRUST Black and Latino Freshmen Complete
College at Lower Rates (6 Year Rates; All 4-Year Institutions)
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students
Longitudinal Study, Second Follow-Up (BPS: 96/01) in U.S. DOE,
NCES, Descriptive Summary of 1995-96 Beginning Postsecondary
Students: Six Years Later. Table 7-6 on page 163. Overall rate:
55%
Slide 63
2009 THE EDUCATION TRUST Add it all up
Slide 64
2009 THE EDUCATION TRUST Different groups of young Americans
obtain degrees at very different rates.
Slide 65
2009 THE EDUCATION TRUST Some Americans Are Much Less Likely to
Graduate From College 25-29 Year Olds with B.A. or Higher White
35.5% Black 19.5% Latino 11.6% Source: U.S. Department of
Education, NCES, The Condition of Education 2008. Indicator
25.
Slide 66
2009 THE EDUCATION TRUST Some Americans Are Much Less Likely to
Graduate From College Source: Postsecondary Education Opportunity,
Number 156, June 2005, Family Income and Higher Education
Opportunity 1970 to 2003 Note: SES is a weighted variable developed
by NCES, which includes parental education levels and occupations
and family income. High and low refer to the highest and lowest
quartiles of SES. B.A. Rate by Age 24 Young People from High SES
Families 75% Young People from Low SES Families 9%
Slide 67
2009 THE EDUCATION TRUST These rates threaten health of our
democracy. But even for those who dont care much about that, they
are particularly worrisome, given which groups are growingand which
arent.
Slide 68
2009 THE EDUCATION TRUST Growth Differs Substantially by Group
Source: U.S. Census Bureau, Population Projections
Slide 69
2009 THE EDUCATION TRUST Not surprisingly, our international
lead is slipping away Were still relatively strong (although no
longer in the lead) with all adults.
Slide 70
2009 THE EDUCATION TRUST U.S: 3 rd Out of 30 OECD Countries in
Overall Postsecondary Attainment Source: 2007 OECD Education at a
Glance, www.oecd.org/edu/eag2007. Note: data is for 2005. United
States (38%)
Slide 71
2009 THE EDUCATION TRUST U.S. tied for 9 th out of 30 OECD
nations in the percentage of younger workers with an associates
degree or higher Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005. United States
(39%)
Slide 72
2009 THE EDUCATION TRUST U.S. is one of only two OECD nations
where todays young people are not better educated than their
parents Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005. United States
(0)
Slide 73
2009 THE EDUCATION TRUST To reach top performing countries
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007.
Note: data is for 2005.www.oecd.org/edu/eag2007
Slide 74
2009 THE EDUCATION TRUST What Can We Do? An awful lot of
Americans have decided that we cant do much.
Slide 75
2009 THE EDUCATION TRUST Source: What We Hear Many Adults Say:
Theyre poor Their parents dont care They come to schools without
breakfast Not enough books Not enough parents N/A
Slide 76
2009 THE EDUCATION TRUST But if they are right, why are low-
income students and students of color performing so much higher in
some schools
Slide 77
2009 THE EDUCATION TRUST Source: Capitol View Elementary
Atlanta, Georgia 228 students in grades K-5 96% African American
88% Low-Income Georgia Department of Education
Slide 78
2009 THE EDUCATION TRUST Source: High Achievement for All at
Capitol View Elementary Georgia Department of Education
Slide 79
2009 THE EDUCATION TRUST Exceeding Standards at Capitol View
African American Students Grade 3 Reading (2007) Source: Georgia
Department of Education,
http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
Slide 80
2009 THE EDUCATION TRUST Frankford Elementary School
Slide 81
2009 THE EDUCATION TRUST Frankford Elementary Frankford,
Delaware 449 Students in Grades PreK-5 29% African American 34%
Latino 34% White 76% Low-Income Source: Delaware Department of
Education Online School Profiles,
http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
Slide 82
2009 THE EDUCATION TRUST Frankford Elementary Closing Gaps,
Grade 5 Reading Source: Delaware Department of Education, DSTP
Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
Slide 83
2009 THE EDUCATION TRUST Frankford Elementary Closing Gaps,
Grade 5 Math Source: Delaware Department of Education, DSTP Online
Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
Slide 84
2009 THE EDUCATION TRUST Frankford Elementary Higher
Proficiency Rates than the State, 2005 Grade 3 Reading Source:
Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Slide 85
2009 THE EDUCATION TRUST Frankford Elementary Higher
Proficiency Rates than the State, 2005 Grade 3 Math Source:
Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Slide 86
2009 THE EDUCATION TRUST Source: Elmont Memorial Junior-Senior
High Elmont, New York 1,945 students in grades 7-12 77% African
American 27% Low-Income New York Department of Education
Slide 87
2009 THE EDUCATION TRUST Elmont: Out-Performing the State
Secondary-Level English (2006) Source: New York Department of
Education, https://www.nystart.gov/publicweb/
Slide 88
2009 THE EDUCATION TRUST Source: Improvement and High
Performance at Elmont Memorial Junior-Senior High New York
Department of Education
Slide 89
2009 THE EDUCATION TRUST Source: More Students Graduate at
Elmont Memorial Junior-Senior High New York Department of
Education
Slide 90
2009 THE EDUCATION TRUST Very big differences at college level,
too.
Slide 91
2009 THE EDUCATION TRUST Research Institutions Similar
Students, Different Results Median SATSize% Pell% URM Overall Grad
Rate URM Grad Rate Penn State University
1,19033,68418.5%7.4%84.2%68.8% University of Wisconsin
1,26027,86913.7%5.9%76.7%57% University of Washington
1,20024,54023.2%8.7%74.3%63.7% Purdue University
1,14530,57918.4%6.6%66.4%52.4% University of Minnesota
1,16528,91018.4%7.2%60.7%41.4% Source: College Results Online 2005
data
Slide 92
2009 THE EDUCATION TRUST Masters Institutions Large Similar
Students, Different Results Source: College Results Online 2005
data Median SATSize% Pell Overall Graduation Rate University of
Northern Iowa 1,04510,16726.5%65% Montclair State
1,04510,66427.1%58.3% Western Illinois 99010,63928.9%55.4%
University of Wisconsin Whitewater 1,0308,84421%50% Southern
Illinois Edwardsville 1,0459,80329.1%44.8%
Slide 93
2009 THE EDUCATION TRUST Historically Black Colleges Similar
Students, Different Results Source: College Results Online 2005
data Median SATSize% Pell Overall Graduation Rate Elizabeth City
8352,39065.6%48.8% Delaware State 8103,11152.1%35.1% University of
Arkansas Pine Bluff 7752,93175.3%30.3% Norfolk State
8804,72655.5%29.2% Coppin State 2,96867.1%20.2%
Slide 94
2009 THE EDUCATION TRUST Bottom Line: At every level of
education, what we do matters a lot!
Slide 95
2009 THE EDUCATION TRUST What about Michigan?
Slide 96
2009 THE EDUCATION TRUST
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Compared with other states?
Slide 101
2009 THE EDUCATION TRUST 2007 NAEP Grade 4 Reading Average
Overall Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ National Average
Proficient Scale Score: 238 Michigan
Slide 102
2009 THE EDUCATION TRUST 2007 NAEP Grade 4 Reading Average
White Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
238 National Average
Slide 103
2009 THE EDUCATION TRUST 2007 NAEP Grade 4 Reading Average
Latino Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
238 National Average
Slide 104
2009 THE EDUCATION TRUST 2007 NAEP Grade 4 Reading Average
African American Scale Scores by State Source: National Center for
Education Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
238 National Average
Slide 105
2009 THE EDUCATION TRUST 2007 NAEP Grade 8 Math Average Overall
Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
299 National Average
Slide 106
2009 THE EDUCATION TRUST 2007 NAEP Grade 8 Math Average White
Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
299 National Average
Slide 107
2009 THE EDUCATION TRUST 2007 NAEP Grade 8 Math Average Latino
Scale Scores by State Source: National Center for Education
Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
299 National Average
Slide 108
2009 THE EDUCATION TRUST 2007 NAEP Grade 8 Math Average African
American Scale Scores by State Source: National Center for
Education Statistics, NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score:
299 National Average
Slide 109
2009 THE EDUCATION TRUST At the college level?
Slide 110
2009 THE EDUCATION TRUST College Graduation Rates: Michigan
Below Top States
Slide 111
2009 THE EDUCATION TRUST Michigan Lags in College Degrees
Slide 112
2009 THE EDUCATION TRUST College Costs for Low-Income Families:
Michigan Higher than Most
Slide 113
2009 THE EDUCATION TRUST Needs-Based Aid to Help With College:
Michigan Lower Than Most
Slide 114
2009 THE EDUCATION TRUST What Do We Know About How To
Accelerate Success? What do the high performers do? (Today,
focusing mainly on lessons from K-12)
Slide 115
2009 THE EDUCATION TRUST #1. They focus on what they can do,
rather than what they cant.
Slide 116
2009 THE EDUCATION TRUST Source: Some schools and districts get
all caught up in correlations. Spend endless time tracking: Percent
of babies born at low birth-weight Percent of children born to
single moms Percent of children in families receiving government
assistance Education levels of mothers N/A
Slide 117
2009 THE EDUCATION TRUST Some of our children live in pretty
dire circumstances. But we cant dwell on that, because we cant
change it. So when we come here, we have to dwell on that which is
going to move our kids. Barbara Adderly, Principal, M. Hall Stanton
Elementary, Philadelphia The leaders in high-performing high
poverty schools and districts dont do that.
Slide 118
2009 THE EDUCATION TRUST #2. They dont leave anything about
teaching and learning to chance.
Slide 119
2009 THE EDUCATION TRUST Source: Result? A System That: Doesnt
expect very much from MOST students Expects much less from some
types of students than others. N/A An awful lot of our teacherseven
brand new onesare left to figure out on their own what to teach and
what constitutes good enough work.
Slide 120
2009 THE EDUCATION TRUST 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
Slide 121
2009 THE EDUCATION TRUST Students can do no better than the
assignments they are given...
Slide 122
2009 THE EDUCATION TRUST 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 characters conflict with society is
important.
Slide 123
2009 THE EDUCATION TRUST Grade 10 Writing Assignment Write a
composition of at least 4 paragraphs on Martin Luther Kings most
important contribution to this society. Illustrate your work with a
neat cover page. Neatness counts.
Slide 124
2009 THE EDUCATION TRUST Source: High Performing Schools and
Districts Have clear and specific goals for what students should
learn in every grade, including the order in which they should
learn it Provide teachers with common curriculum, assignments Have
regular vehicle to assure common marking standards Assess students
every 4-8 weeks to measure progress Act immediately on the results
of those assessments N/A
Slide 125
2009 THE EDUCATION TRUST #3. They set their goals high.
Slide 126
2009 THE EDUCATION TRUST Elementary Version
Slide 127
2009 THE EDUCATION TRUST M. Hall Stanton Elementary: Percent of
5 th Graders ADVANCED
Slide 128
2009 THE EDUCATION TRUST High School Version
Slide 129
2009 THE EDUCATION TRUST Even when they start with high drop
out rates, high impact high schools focus on preparing all kids for
college and careers Education Trust 2005 study, Gaining Traction,
Gaining Ground.
Slide 130
2009 THE EDUCATION TRUST #4. Higher performing secondary
schools put all kidsnot just somein a demanding high school core
curriculum. And those demanding courses are not just demanding in
name only.
Slide 131
2009 THE EDUCATION TRUST The single biggest predictor post-high
school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL
CURRICULUM Cliff Adelman, The Toolbox Revisited, U.S. Department of
Education
Slide 132
2009 THE EDUCATION TRUST College prep curriculum ALSO has
benefits far beyond college.
Slide 133
2009 THE EDUCATION TRUST Students of all sorts will learn
more...
Slide 134
2009 THE EDUCATION TRUST Source: USDOE, NCES, Vocational
Education in the United States: Toward the Year 2000, in Issue
Brief: Students Who Prepare for College and Vocation *Grade 8-grade
12 test score gains based on 8th grade achievement. Low Quartile
Students Gain More From College Prep Courses*
Slide 135
2009 THE EDUCATION TRUST They will also fail less often...
Slide 136
2009 THE EDUCATION TRUST Challenging Curriculum Results in
Lower Failure Rates, Even for Lowest Achievers Source: SREB, Middle
Grades to High School: Mending a Weak Link. Unpublished Draft,
2002. Ninth-grade English performance, by high/low level course,
and eighth-grade reading achievement quartiles
Slide 137
2009 THE EDUCATION TRUST And theyll be better prepared for the
workplace.
Slide 138
2009 THE EDUCATION TRUST Leading states are making college prep
the default curriculum. Texas, Indiana, Arkansas, Michigan,
Oklahoma, South Dakota, New York
Slide 139
2009 THE EDUCATION TRUST #5. Good schools know how much
teachers matter, and they act on that knowledge.
Slide 140
2009 THE EDUCATION TRUST Source: Students in Dallas Gain More
in Math with Effective Teachers Heather Jordan, Robert Mendro, and
Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement (1997)
Slide 141
2009 THE EDUCATION TRUST Source: Cumulative Teacher Effects On
Students Math Scores in Dallas Heather Jordan, Robert Mendro, and
Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement (1997) Beginning Grade 3 Percentile Rank= 55 Beginning
Grade 3 Percentile Rank= 57
Slide 142
2009 THE EDUCATION TRUST Good teachers matter a lot. But some
groups of kids dont get their fair share of quality teachers.
Slide 143
2009 THE EDUCATION TRUST Source: High performing schools and
districts Work hard to attract and hold good teachers Make sure
that their best are assigned to the students who most need them
Chase out teachers who are not good enough for their kids. N/A
Slide 144
2009 THE EDUCATION TRUST #6. In good systems, leaders are
focused, relentless, and they have the
Slide 145
2009 THE EDUCATION TRUST The single biggest predictor post-high
school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL
CURRICULUM Cliff Adelman, The Toolbox Revisited, U.S. Department of
Education But are most of our kids getting anything that even
remotely resembles INTENSE?
Slide 146
2009 THE EDUCATION TRUST 2008 THE EDUCATION TRUST Courage to
take on the tough parts.
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2009 THE EDUCATION TRUST
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2008 THE EDUCATION TRUST Preserving our freedoms as Americans
has required courage, tenacity and a high level of skill from
generations of soldiers. Today, it requires those same things of
us.
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2009 THE EDUCATION TRUST The children in these pictures are
some of the lucky ones. Though they are poorthey live on the high
end of the gap because they attend schools that enable their
students to soar.
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2009 THE EDUCATION TRUST
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But most of the children who look like them arent so lucky.
They live on the bottom side of the gap. Not because they couldnt
learnbut because we didnt bother to teach them.
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2009 THE EDUCATION TRUST The most important agenda for all of
us? Turning that around.
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2009 THE EDUCATION TRUST Download this presentation on our
website! www.edtrust.org 1250 H Street NW Suite 700 Washington, DC
20005 (202) 293-1217 Stay connected. Place your contact information
in the EdTrust bag on your way out.
