Closing the Achievement and Opportunity Gaps in …...2007 by The Education Trust-West Closing Achievement and Opportunity Gaps in California: 12 Steps for Reform at the Local Level

2007 by The Education Trust-West

Closing Achievement and Opportunity Gaps in California:

12 Steps for Reform at the Local Level.

ACADEMIC LITERACY: A Call to Action in Practice and PolicyFebruary 6, 2008

Russlynn AliThe Education Trust-West


The Charge: Closing the Achievement Gap.

Where to Start?


Step #1

Define what we’re talking about.

Get the Data Out and Take Responsibility for Student Learning.

California is now faced with twin achievement gaps:

The gap separating California’s students from their peers in other states; and

The gap separating low-income students and students of color from other Californian

students.

We can not close the first gap without attending to the second.


A snap shot: Middle Schools.Almost every other state does significantly better

than California in 8th grade reading.

Source: NCES, National Assessment of Educational Progress, 2005


260

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California’s 8th grade Latino Students far behind their Latino peers in other states

2007 NAEP READING

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/


African-American 8th Grade Students in California behind their African-American

students elsewhere 2007 NAEP READING


255

244

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215

220

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240

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260

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Low-Income 8th Grade Students in California Trail Far Behind Their Low-

Income Peers Across the Nation 2007 NAEP READING


261

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And Let’s Be Clear. It’s Not Our Demographics.


California’s White 8th Grade Students Trail Behind Their Peers in Most States

8th Grade NAEP 2007 Reading

White Students-Average scale score highest to lowest

274

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260

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California’s Non Low-Income 8th Grade Students Also Lag Behind Many States


Non Low Income 8th grade Reading

306

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On Our Own Assessments?


CALIFORNIAEnglish 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 11 Grade

Prof/Adv

Basic

Below Basic


But underneath those averages. . .


CALIFORNIAELA 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




CALIFORNIAELA 4th Grade, By Economic StatusCST 2007

28

36

36

8

20

72

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Economically

Disadvantaged

Non-

Economically

Disadvantaged

Prof/Adv

Basic

Below Basic




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

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CAT/6 2007



CALIFORNIAAlgebra I (Grades 8-11), By EthnicityCST 2007

67 61

3621

22 25

29

23

11 1335

56

0%

20%

40%

60%

80%

100%


Prof/Adv

Basic

Below Basic




CAHSEE First Time Test-Takers (10th graders)

California: ELA Pass Rates 2007


77

66 66

8986

0

10

20

30

40

50

60

70

80

90

100

All African

American

Latino White Asian

California




39 37

13 14

34 36

25 23

27 26

62 64

0%

20%

40%

60%

80%

100%


Prof/Adv

Basic

Below Basic





38

36

26

16

26

59

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Economically

Disadvantaged

Non-

Economically

Disadvantaged

Prof/Adv

Basic

Below Basic

Source: California Department of Education, 2007 2007 by The Education Trust-West



55 51

26 23

24 27

22 20

22 23

52 57

0%

20%

40%

60%

80%

100%


Prof/Adv

Basic

Below Basic





52

26

22

29

23

49

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Economically

Disadvantaged

Non-

Economically

Disadvantaged

Prof/Adv

Basic

Below Basic




Little Progress Over TimeENGLISH LANGUAGE ARTS

All Students Grades 2 - 11, 2000-2006

0

10

20

30

40

50

60

70

80

90

100

2000 2001 2002 2003 2004 2005 2006

Black

Latino

Asian

White

Pe

rce

nt

pro

ficie

nt

or

ab

ove

Source: California Department of Education, 2006 NOTE: 2000-02 scores are for Stanford 9

2003-06 = CST


Isn’t it about poverty or race?


Non-Poor Minority Students have the Same ELA

Proficiency Rates as Poor White Students

2007 CST-ELA (All Students Grades 2 - 11)

24

40 26

42 41

67

0

10

20

30

40

50

60

70

Black Latino White

EconomicallyDisadvantaged

Non-economicallyDisadvantaged

Source: 2007 CST Results News Release, State Superintendent Jack O’Connell


Non-Poor Minority Students have Lower Math

Proficiency Rates than Poor White Students

2007 CST-Math (All Students Grades 2 - 11)

22 30

29 3638

56

0

10

20

30

40

50

60

Black Latino White

EconomicallyDisadvantaged

Non-economicallyDisadvantaged

Source: 2007 CST Results News Release, State Superintendent Jack O’Connell


It’s both race and poverty. We can argue forever.

The truth is though, opportunity gaps cause achievement gaps.

And what schools do matters, and it matters a lot.

Schools can overcome the damage that racism and poverty do.


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.


And the gaps don’t end when our students leave our schools,

either.


National Assessment of Adult Literacy

Source: NAAL, 2003, see National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAAL


NAAL EXPLANATION SLIDE

• NCES Assessment Given in 1992 and 2003 to people 16 and older

• 19,714 participated in 2003

• Nationally representative sample

• Three types of literacy assessed: prose, document, quantitative (see next slides)

• Measures the ability of adults to perform literacy tasks similar to those they encounter in daily life.


Below Basic Literacy Levelfrom non-literate to being able to do

the tasks below

• Prose: search a short simple text to find out what a patient is allowed to drink before a medical procedure

• Document: signing a form

• Quantitative: Adding the amounts on a bank deposit slip

Source: National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAAL


Basic Literacy Level

• Prose: finding in a pamphlet for jurors an explanation of how people were selected for the jury pool

• Document: using a TV guide to determine what programs are on at a specific time

• Quantitative: comparing ticket prices for two events



Intermediate Literacy Level

• Prose: using reference materials to find out which foods contain specific vitamins

• Document: locating a specific place on a map

• Quantitative: calculating the total cost of ordering specific supplies from a catalog



Proficient Literacy Level

• Prose: comparing viewpoints in two editorials

• Document: interpreting a table about blood pressure, age, and physical activity

• Quantitative: computing and comparing the cost per ounce of food items



2003 NAAL Percent of Adults Basic and Above

86 86

74

86 88

78

0

20

40

60

80

100

Prose Document Quantitative

Perc

en

t o

f A

du

lts

1992

2003



2003 NAAL Percent of Adults Basic and Above, African-American

70 69

43

76 76

53

0

20

40

60

80

100


Perc

en

t o

f A

du

lts

1992

2003



2003 NAAL Percent of Adults Basic and Above, Latino*

6572

5056

64

50

0

20

40

60

80

100


Perc

en

t o

f A

du

lts

1992

2003


*The Latino population has increased by 50 percent from 8 percent of the total population in 1992 to 12 percent in 2003.


2003 NAAL Percent of Adults Basic and Above, White

91 90

81

93 9287

0

20

40

60

80

100


Perc

en

t o

f A

du

lts

1992

2003



2003 NAAL Percent of College Graduates Proficient

40 373131

2531

0

20

40

60

80

100


Perc

en

t o

f A

du

lts

1992

2003



2003 NAAL Percent of College Graduates Intermediate

49 5244

53

62

43

0

20

40

60

80

100


Perc

en

t o

f A

du

lts

1992

2003



2003 NAAL Prose Literacy, All

14

29

44

13

0%

20%

40%

60%

80%

100%

All Adults

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Prose Literacyby Race/Ethnicity

24

44

7

43

30

25

31 23

51

2 417

0%

20%

40%

60%

80%

100%

African American Latino White

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Prose Literacyby Educational Attainment

50

135 3

33

39

2514

16

44

59

53

1 411

31

0%

20%

40%

60%

80%

100%

Some High

School

High School

Graduate

Some College College

Graduate

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic


Some college refers to adults who attended a post-secondary institution but did not obtain a degree


2003 NAAL Document Literacy All

12

22

53

13

0%

20%

40%

60%

80%

100%

All Adults

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Document Literacyby Race/Ethnicity

2436

8

35

26

19

40 33

58

2 515

0%

20%

40%

60%

80%

100%


Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Document Literacyby Educational Attainment

45

135 2

29

29

1911

25

52

65

62

2 5 1025

0%

20%

40%

60%

80%

100%

Some High

School

High School

Graduate


Graduate

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic




2003 NAAL Quantitative Literacy, All

22

33

33

13

0%

20%

40%

60%

80%

100%

All Adults

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Quantitative Literacyby Race/Ethnicity

47 50

13

36 29

32

15 17

39

2 417

0%

20%

40%

60%

80%

100%


Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic



2003 NAAL Quantitative Literacyby Educational Attainment

64

2410 4

25

42

36

22

10

29

43

43

1 5 11

31

0%

20%

40%

60%

80%

100%

Some High

School

High School

Graduate


Graduate

Perc

en

t o

f A

du

lts

Proficient

Intermediate

Basic

Below Basic




And What Are the Literacy Levels for Our College Students?


Far Too Few College Students* Have Proficient-Level Literacy Skills

23 2318

38 4034

0

20

40

60

80

100

Prose Literacy Document

Literacy

Quantitative

Literacy

Perc

en

t o

f S

tud

en

ts P

rofi

cie

nt

on

Nati

on

al

Su

rvey 0

f A

meri

ca's

Co

lleg

e S

tud

en

ts,

2003

2-year Institutions 4-year Institutions

Source: American Institutes for Research, The Literacy of American’s College Students, January 2006.

* Students in their last year of a degree program.


Literacy Gaps Among Students* in 4-Year Institutions

16 17

5

2935

19

42 4540

0

20

40

60

80

100

Prose Literacy Document Literacy Quantitative

Literacy

Pe

rce

nt

of

Co

lle

ge

Stu

de

nts

Pro

fic

ien

t o

n

Na

tio

na

l S

urv

ey

of

Am

eri

ca

's C

oll

eg

e

Stu

de

nts

, 2

00

3





Literacy Gaps Among Students* in 2-Year Institutions

11 10 7

2215 14

27 2824

0

20

40

60

80

100

Prose Literacy Document Literacy Quantitative

Literacy

Pe

rce

nt

of

Co

lle

ge

Stu

de

nts

Pro

fic

ien

t o

n

Na

tio

na

l S

urv

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of

Am

eri

ca

's C

oll

eg

e

Stu

de

nts

, 2

00

3





Step #2

We need to know more. We need better data.

We don’t know, for example, which reading programs work best.

While the state is building a comprehensive student data system, you hold the key:

District level individual student and teacher stable, unique, identifiers.


Example: Confused and inaccurate drop-out rates.


Coming Soon New EdTrust—West Tool Shows Scandalous Graduation Rates.Different Numbers. Different Truths?

From soon to be released EdTrust West Grad Rate Web Tool on www.edtrustwest.org.


For example, need to understand what happens after high school.


Graduation Rates at CSU SchoolsLatino vs. White

Source: CollegeResults.org (www.edtrust.org)


Graduation Rates at CSU SchoolsAfrican-American vs. White



Graduation Rates at UC SchoolsAfrican American vs. White



Graduation Rates at UC SchoolsLatino vs. White


Step #3Hold the Line on the End Goal:

College and Work Readiness for All.


STUDENTS AND PARENTS ARE CLEAR:

THEIR GOAL IS COLLEGE96%94%

0%

50%

100%

Students Parents

Perc

en

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.


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/


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

h

Sc

ho

ol

Hig

h S

ch

oo

l

So

me

Co

lle

ge

/As

so

cia

tes

Ba

ch

elo

rs

Gra

d/P

rof

De

gre

e

Source: http://www.cpec.ca.gov/OnLineData/MedianIncomeGraph.asp


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.


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 theEnglish 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'


Few Graduate College Ready. *California: Class of 2005.

35%

14%

52%

25%16%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All

Students

African

American

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.


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.


Transcript Analysis

A CA Unified School District’s Audit Findings

2006 by The Education Trust -West

Highest Math Achievement*

0% 20% 40% 60% 80% 100%

No a-g math

Algebra 1

Geometry

Algebra 2

Higher Math

Entire Class

Hispanic

White

Other

Source: The Education Trust – West analysis 2006.

Special Education Students removed from analysis.

*Achievement is defined as earning grades of C or higher in an approved UC math course.

13%

19%

14%

18%

36%

10% 70% 20%

35% 51% 14%

51% 36% 13%

43% 46% 11%

20% 60% 20%

25% 64% 12%


Curious about your own school or system?

Pull a random sample of senior transcripts, white out the names, and take

a look.

Then ask yourself: If we had to defend these before the editorial board of our

local newspaper, could we????


What are students actually getting?Ed Trust Transcript Study: Our Current Favorites

• Algebra Art

• Pre-Spanish;

• Future Studies;

• Exploring;

• Principles of PE;

• Teen Living;

• Life Management;

• Food Fundamentals;

• Winter Activities.Source: Education Trust Analysis of High School Transcripts; 2005


A-G as the Default Curriculum Is A Necessary Step.

End of Course Exams Helpful. At least 11 states are using EOC’s

for consistency and rigor.

But still not enough.


It’s About Curriculum and

InstructionInstruction

Instruction!!!


What’s typical?

Researchers observed 2,500 classrooms in 400 school districts

throughout the United States.

And what did they find in these 1st, 3rd and 5th grade c

classrooms?Source: Opportunities to Learn in America’s Elementary Classrooms, Robert C. Pianta, University of Virginia 2007


A typical elementary school child has a 1-in-14 chance of learning in a rich, supportive environment.

Source: Opportunities to Learn in America’s Elementary Classrooms, Robert C. Pianta, University of Virginia 2007


Students who consistently end up in the lowest-quality classrooms

have 2 common traits:


2. They’re poor.

1. They enter school with already lower achievement.


5th graders spend 91% of their time listening to the teacher or working alone, usually on low

level worksheets.



And they only spend 7% of their time in

small-group instruction.



The average 5th grader receives 5 times more instruction in basic skillsthan in problem-solving or reasoning.


And the average 1st and 3rd grader receives 10 times more basic skills

instruction.


Step #4Setting goals around college and work readiness hugely important. Next, must making this the center

point of accountability.


Current approach to federal and state accountability in California

not working. Doesn’t mean much to the adults; doesn’t mean much

to the students.


47

33

63

22

83

23

3

0

20

40

60

80

100

All

Bla

ck

Asi

an

Latin

o

Whi

teLow

-Inco

me

Englis

h Lea

rner

sP

erc

en

t P

rofi

cie

nt

AYP Target= 24.4%


API: Better than it was but still not good enough if we’re serious about gap closing.

Davidson Middle: Successful School Under API.8th Grade English Language Arts


But Gaps Grew.

Target for Latino Students under old API = 2 points. With changes, this year target = 9 points.

At this rate, Latino kids wouldn’t be proficient at Davidson until 2038.


A Growth Model. Good Option IF:

• A Growth Trajectory Promises Proficiency Within A Specified Time Period.

• Student Targets Must Get Them to Proficiency Over the Remaining Time in School. Else the Clock Runs Out for Them.


Bottom Line: California’s Accountability System Must Be Strengthened to Match

State’s Gap Closing Goals.

Else, it’s rhetoric. Plain and simple.


Step 5: Measuring College and Work Ready.


A Good Model at Our Door Step: CSU’s EAP.


Readiness for College English11th graders, by Ethnicity

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Black Latino White Asian

CollegeReady

NotReady

Source: Unpublished Data from Early Assessment Program, California State University, June 2007


Readiness for College Mathematics 11th graders in Algebra II, by Ethnicity

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

All Black Latino White Asian

CollegeReady

AdditionalCourseworkNeeded

Not Ready

Source: Unpublished Data from Early Assessment Program, California State University, June 2007


EAP revealing hugely important information.

• Expectations are clear to everyone. Parents, students, teacher and administrators.

• Sends strong (and only) signals about what the senior year should look like.

• Next step: Alignment. CSU course modules can be adopted in full or used as a guide/rubric.


The UC and CCC systems should move in the EAP direction.

Evidence: High Failures on Subject A Exams and on Basic

Skills Tests.High drop out rates.


Step #6

Access to Rigor, Not Just Courses with Higher-Level Names.

What does equity in Rigor look like?


Elementary School Example

Kindergarten Assignment

Based on our reading, draw a picture of an ocean animal that you would like to be.


Elementary School Example

Kindergarten Assignment

Based on our reading, choose an ocean animal you would like to be. Explain what you would look like, what you would eat, and what you would do. Why do you want to be this animal?


Grade 7 Standards Based, Rigorous Writing Assignment

Source: Unnamed school district in California, 2002-03 school year.

Essay on Anne Frank

Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel. Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the bookYou might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.


Grade 7 Low-Level Writing Assignment

Source: Unnamed school district in California, 2002-03 school year.

•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:



The Odyssey Ninth GradeHigh-level Assignment

Comparison/Contrast Paper Between Homer's Epic Poem, Comparison/Contrast Paper Between Homer's Epic Poem, Comparison/Contrast Paper Between Homer's Epic Poem, Comparison/Contrast Paper Between Homer's Epic Poem, The OdysseyThe OdysseyThe OdysseyThe Odysseyand the Movie "0 Brother Where Art Thou"and the Movie "0 Brother Where Art Thou"and the Movie "0 Brother Where Art Thou"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?


The Odyssey Ninth GradeThe Odyssey Ninth GradeThe Odyssey Ninth GradeThe Odyssey Ninth GradeLowLowLowLow----level Assignmentlevel Assignmentlevel Assignmentlevel Assignment

Divide class into 3 groups:Divide class into 3 groups:Divide class into 3 groups:Divide class into 3 groups:Group 1Group 1Group 1Group 1 designs a brochure titled "Odyssey designs a brochure titled "Odyssey designs a brochure titled "Odyssey designs a brochure titled "Odyssey

Cruises". The students Cruises". The students Cruises". The students Cruises". The students listenlistenlistenlisten to the story and to the story and to the story and to the story and write down all the places Odysseus visited in write down all the places Odysseus visited in write down all the places Odysseus visited in write down all the places Odysseus visited in his adventures, and list the cost to travel from his adventures, and list the cost to travel from his adventures, and list the cost to travel from his adventures, and list the cost to travel from place to place. place to place. place to place. place to place.

Group 2Group 2Group 2Group 2 draws pictures of each adventure. draws pictures of each adventure. draws pictures of each adventure. draws pictures of each adventure. Group 3Group 3Group 3Group 3 takes the names of the characters in the takes the names of the characters in the takes the names of the characters in the takes the names of the characters in the

story and gods and goddesses in the story story and gods and goddesses in the story story and gods and goddesses in the story story and gods and goddesses in the story and designs a crossword puzzle.and designs a crossword puzzle.and designs a crossword puzzle.and designs a crossword puzzle.


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.


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.


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


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?


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


Must do the same for CTE courses.

Are assignments rigorous? Or code language for old-style

vocational education tracking? Who gets access to the rigorous

academies, and who gets courses that lead to dead end jobs?


Result? Students believe and are told they’re college ready. Later,

they’ll find out they’re not.


Example: One CMO


100% of students within a particular CMO graduated

college-ready in 2006.

Yet only 8% of students in those schools were proficient in

geometry.

And only 5% were proficient in Algebra II.

Source: www.cde.ca.gov, California Department of Education 2006


Step # 7 Close the Instruction-Gap


A. Provide Anchor Assignments. At every grade level.For each core discipline.And for good, rigorous CTE courses.

B. Create A Repository for Good Course Redesign Strategies. (Technology enables good pedagogy with large #s of students.)

C. Create a Repository for Model Course Syllabi. (e.g., ON COURSE FOR SUCCESS: A CLOSE LOOK AT SELECTED HIGH SCHOOL COURSES THAT PREPARE ALL STUDENTS FOR COLLEGE, ACT and the Education Trust, 2005)

Source: ON COURSE FOR SUCCESS: A CLOSE LOOK AT SELECTED HIGH SCHOOL

COURSES THAT PREPARE ALL STUDENTS FOR COLLEGE, ACT and the Education Trust, 2005


In a typical CA high school, the most common intervention for a student who fails a required course is to repeat the

course until passing.

D. Provide Adequate Interventions

Interventions such as support classes and “shadow classes” are uncommon.


Transcript Analysis

A Typical CA Unified School District’s Audit Findings

MISPLACED INTERVENTIONS/

OBVIOUS CHOKEPOINTS

•Repeated failures in math, especially Algebra and Geometry

•Students struggling in Algebra rarely went any further in math, most dropped to a lower course for their second math credit

•Math Intervention of choice: repeat the course, (finding up to 6 semesters of failing Algebra!), or drop to less challenging course


Step 8: Provide More Instructional Time to Struggling Students


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


Less Summer Vacation



Less Weekends, Holidays, & Summer Vacation



Less Professional Development Days & Early Dismissal/Parent Conferences



Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah, Awards, Assembles,

& Concerts



Less State and District Testing and Other Non-Instructional Time



BOTTOM LINE?

Teachers are left with about

24 School Days

OR

18 Eight Hour DaysPer Subject

Per Year


Be Careful: Instructional Time Per Course

Block 7 Period

6 Period

Total Instructional Time Per Year

135 hours

153 hours

180 hours

Available Instructional Time (minus 20% for interruptions )

108 hours

122 hours

144 hours


Step #9: Make “Multiple Pathways” Mean Something. And Make the Rigor

Equal.


Although career-technical courses exist, career pathways are not

clearly defined.Non college-bound students most often

dabble in various electives including vocational classes, graduating neither

ready for college nor career.

In a typical CA High School:


Transcript Analysis

X Unified Audit Findings

Additional Findings: PATTERNS

•Students ‘getting by’ with academic minimums and no clear pathways.

•Only 2 clear tracks: college track and non-college track.

•Students who start HS in non-college track, rarely move up into college-track.

•The only real movement between tracks is to drop down from college coursework to less rigorous after struggling.


Step #10

Hold the line on objective assessments.

An example: CAHSEE


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 Pass

Rates 10th

grade Class

of '06

by 11th

grade Class

of '06

As of

January

2006 Class

of '06

As of

February

2006 Class

of '06

As of July

2006 Class

of '06

perc

ent

passed

All Black Latino White Asian English Learners Low-Income

Source: Wise, L., et al., Independent Evaluation of the CAHSEE, 2006 HumRRO


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


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.


What about alternative assessments?


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


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, Camden

95% 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…


Step #11

We can’t be serious about closing the Achievement Gap while allowing the Teacher Quality Gap to

persist, and grow.


Monitor the Distribution of Teacher Talent in More

Revealing Ways


LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE

TEACHERS: One Year Growth

14

53

0

10

20

30

40

50

60

low highSanders and Rivers, Cumulative and Residual Effects of Teachers on Future Academic Achievement, 1998.


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

Avera

ge P

erc

en

tile

Ran

k

Beginning of 2nd Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of

Teachers on Longitudinal Student Achievement, 1997.


…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 Three

EFFECTIVE Teachers

Group 2 Assigned to Three

INEFFECTIVE Teachers

Avera

ge P

erc

en

tile

Ran

k

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.


Low-Achieving Schools Get More Underprepared and Novice Teachers

Percent of Teachers Underprepared

Percent of Teachers Underpreparedor Novice

Schools in lowest-achieving quartile

8% 20%

Schools in highest-achieving quartile

2% 11%

Source: Wechsler, M., Tiffany-Morales, J., Campbell, A., Humphrey, D., Kim, D., Shields, P., & Wang, H. (2007). The Status of the Teaching

Profession 2007. Santa Cruz, CA: The Center for the Future of Teaching and Learning.


Most Intern Teachers Work in Our Lowest Performing Schools

• 54% of all interns are teaching in schools with the lowest API scores, compared to only 8% of interns in schools with the highest API scores.

14%

23%

55%

8%

Highest Achievement Quartile

Third Achievement Quartile

Second Achievement Quartile

Lowest Achievement Quartile

Minority Quartiles

Source: Wechsler, M., Tiffany-Morales, J., Campbell, A., Humphrey, D., Kim, D., Shields, P., & Wang, H. (2007). The Status of the Teaching

Profession 2007. Santa Cruz, CA: The Center for the Future of Teaching and Learning.


Today’s 6th graders who attended a low-achieving school have had…

• A 41% chance of being taught by one underprepared teacher

AND

• A 24% chance of having more than one.

Source: Guha, R., Campbell, A., Humphrey, D., Shields, P., Tiffany-Morales, J., & Wechsler, M. (2006). California’s teaching force 2006: Key issues

and trends. Santa Cruz, CA: The Center for the Future of Teaching and Learning.


While their peers in the highest-achieving schools have had…

• A 20% chance of being taught by one underprepared teacher

AND

• A 2% chance of having more than one.

Source: Guha, R., Campbell, A., Humphrey, D., Shields, P., Tiffany-Morales, J., & Wechsler, M. (2006). California’s teaching force 2006: Key issues

and trends. Santa Cruz, CA: The Center for the Future of Teaching and Learning.


The Teacher Quality Gap is about money too. We’re spending far

less on teaching the kids who need good teachers the most.


A Tale of Two Schools

Granada Hills High SchoolLos Angeles Unified

• 32% Latino & African American • 27% of students receive free or

reduced price lunch• Academic Performance Index =

773

Locke High SchoolLos Angeles Unified

• 99% Latino & African American

• 66% of students receive free or reduced price lunch

• Academic Performance Index = 440

Source: CA Department of Education, 2003-04 data


The average teacher at Locke High School gets paid an estimated $8,034 less every year than his counterpart at Granada Hills High School.

If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the

school budget would increase by nearly a million dollars ($956,056) every year.


If we had the courage and creativity to change these

patterns?


“The Rivkin, Hanushek, and Kain estimates of teacher performance suggest that having five years of

good teachers in a row* could overcome the average seventh-

grade mathematics achievement gap […].”

* “1.0 standard deviation above average, or at the 85th quality percentile”SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004.Estimates based on research using data from Texas described in “Teachers, Schools, and AcademicAchievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002.


Step #12Help Make Sense of the Adequacy

vs. Efficiency Debate.

Would More Money Help?Of course, but more money must

be spent more wisely. Advocates for more money must also be

advocates for reform.


500

600

700

800

900

1000

5000 7000 9000 11000 13000 15000

Dollars per Pupil

AP

IBusiness as usual gets us little relationship

between dollars spent and outcomes. District API and Spending per Pupil 2004-2005

Source: Imazeki, Jennifer (2007), Assessing the Costs of K-12 Education in California’s Public Schools, Paper in Getting Down to Facts Research Project, www.irepp.net


Some districts that out-perform spend lessNAEP 2005 Grade 8 Math -Overall Scale Scores

220

230

240

250

260

270

280

290

Austin

Charl

ott

e

Bosto

n

San D

iego

Housto

nN

ew

York

City

Chic

ago

Los

Angele

s

Cle

vela

nd

Atlanta

Dis

tric

t of C

olu

mbia

Ave

rag

e S

ca

le S

co

re

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nde and Standard and Poor’s www.schoolmatters.com

$7,284

$7,132

$12,562

$8,311

$6,923

$11,920

$7,799

$8,283

$10,199

$11,312

$11,847


Closing California’s Achievement Gaps is the Most Important Issue

Facing Our Public Schools.

The real question moving forward is how to develop the civic and political heft to do what it takes.

We have the know how. But do we have the will?


Register Now.

COME LEARN HOW TO CLOSE THE ACHIEVEMENT GAP!

The Education Trust – West510-465-6444www.edtrustwest.org

Documents

Closing the Achievement and Opportunity Gaps in …...2007 by The Education Trust-West Closing Achievement and Opportunity Gaps in California: 12 Steps for Reform at the Local Level