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© 2011 THE EDUCATION TRUST
Raising Achievement and Closing Gaps in Michigan:What Do We Know About What It Will Take?
Presentation to Flint FACT, October 4, 2011Amber Arellano, Executive Director, The Education Trust--Midwest
© 2011 THE EDUCATION TRUST
Our Mission
• The Education Trust-Midwest works for the high academic achievement of all Michigan students, pre-kindergarten through college.
• Our goal is to close the gaps in opportunity and achievement for all children, particularly those from low-income families or who are African American, Latino or American Indian.
© 2011 THE EDUCATION TRUST
About the Education Trust Midwest
• The Education Trust-Midwest is non-partisan, independent, and research-based.
• The Education Trust-Midwest is a state-wide education policy, practice and advocacy organization.
• The Education Trust-Midwest is focused first and foremost on doing what is right for Michigan students—we are the only such voice in the state of Michigan.
© 2011 THE EDUCATION TRUST
About the Education Trust Midwest
• Affiliated with national Education Trust founded in 1991.
• Established with generous support from the W.K. Kellogg Foundation and the Skillman Foundation.
• Staffed by Michiganders who are invested in working for Michigan students for the long term.
© 2011 THE EDUCATION TRUST
How does Education Trust Midwest carry out its work?• We serve as a watchdog and independent source of reliable and honest
information for families, educators, journalists, policymakers and others.• We conduct research and analyze local, state, and national data, then
use what we learn to help build broader understanding of achievement and opportunity gaps and how to close them.
• We provide expertise and practical assistance, working alongside educators, parents, students, policymakers, and civic and business leaders in their efforts to transform schools and colleges into institutions that serve all students well.
• We participate actively in national and state policy debates, bringing lessons learned from on-the-ground work and from unflinching data analyses to build the case for policies that will help all students and schools reach high levels of achievement.
• For more information check out: www.edtrustmidwest.org
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
What do we know about trends in student achievement?
National Assessment of Educational Progress (NAEP) Long-Term Trends
© 2011 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 with our younger
students.
© 2011 THE EDUCATION TRUST
Source:
Record Performance with Gap Narrowing
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
Record Performance for All Groups
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150
160
170
180
190
200
210
220
230
240
250
9 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
Record Achievement for All Groups, (but Gaps Just as Wide as in 1990)
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008200
210
220
230
240
250
260
270
280
290
300
13 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And next time somebody tells you, “We’re spending more on education, but the results are flat,” show them the results of a decade of effort in
mathematics…
© 2011 THE EDUCATION TRUST
Source:
1996 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
73%61%
26%
24%
32%
49%
3% 7%
26%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
Source:
2007 NAEP Grade 4 Math
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
37% 31%
9%
48%47%
40%
15%22%
51%
By Race/Ethnicity – Nation
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
Source:
More low-income students are performing at higher levels today than in 1996
1996 20090%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
60%
29%
33%
49%
7%21%
Lower Income Students (National Public) – Grade 4 NAEP Math
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
Bottom Line:
When we really focus on something, we make progress.
© 2011 THE EDUCATION TRUST
Clearly, though, much more remains to be done in elementary and middle school
Too many students still enter high school way behind.
© 2011 THE EDUCATION TRUST
Source:
2009 NAEP Grade 4 ReadingAll Students, Nation
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
34%
34%
31%
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NCES, NAEP Data Explorer
© 2011 THE EDUCATION TRUST
Source:
2009 NAEP Grade 8 MathAll Students, Nation
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
29%
39%
32%
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
NCES, NAEP Data Explorer
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
However, NAEP performance in Michigan is less inspiring.
© 2011 THE EDUCATION TRUST
Source:
Michigan NAEP PerformanceStudents Overall – Grade 4 Reading
2003 2005 2007 2009Average Scale Score 219 218 220 218
Relative Rank Tied 25th
Tied 30th
Tied 30th
Tied 34th
NCES, NAEP Data ExplorerNote: Rankings are among all 50 states
© 2011 THE EDUCATION TRUST
Source:
Michigan NAEP PerformanceStudents Overall – Grade 8 Math
2003 2005 2007 2009Average Scale Score 276 277 277 278
Relative Rank 34th 33rd Tied 35th
Tied 36th
NCES, NAEP Data ExplorerNote: Rankings are among all 50 states
© 2011 THE EDUCATION TRUST
Low achievement and gaps have big consequences for our
international competitiveness
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
A few years ago, we got a wake up call when the 2000 Programme for
International Assessment (PISA) results were published.
© 2011 THE EDUCATION TRUST
Source:
PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject 2000 Rank (out of 26)
Mathematics 17th Science 13th
PISA 2006 Results, OECDNote: Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, 2006, and 2009.
2003 Rank (out of 26)
22nd Tied 17th
2009 Rank (out of 26)
20th 13th
© 2011 THE EDUCATION TRUST
Source: “Highlights from PISA 2009,” NCES, 2010
Kore
aFin
land
Switz
erlan
dJa
pan
Cana
daNet
herla
nds
New Ze
aland
Belgi
umAu
stra
liaGe
rman
yEs
toni
aIce
land
Denm
ark
Slove
nia
Norw
ayFr
ance
Slova
k Rep
ublic
Aust
riaOEC
D Av
erag
ePo
land
Swed
enCz
ech
Repu
blic
Unite
d Ki
ngdo
mHu
ngar
yLu
xem
bour
gUni
ted
Stat
esIre
land
Portu
gal
Spain Ita
lyGr
eece
Israe
lTu
rkey
Chile
Mex
ico
350
400
450
500
550
600 2009 PISA - Math
Aver
age
scal
e sc
ore
OECD
Of 34 OECD Countries, U.S.A. Ranks 25th in Math
U.S.A.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And there’s been little progress in our high schools
© 2011 THE EDUCATION TRUST
Source:
Gaps as Wide as in 1990
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220
230
240
250
260
270
280
290
300
310
320
17 Year Olds – NAEP Reading
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 THE EDUCATION TRUST
Source:
Since 1990, African American – White Gap Has Not Narrowed
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240
250
260
270
280
290
300
310
320
330
340
17 Year Olds – NAEP Math
African American Latino White
Aver
age
Scal
e Sc
ore
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
© 2011 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.
© 2011 THE EDUCATION TRUST
How?
By giving students who arrive with less, less in school, too.
© 2011 THE EDUCATION TRUST
Less Money
© 2011 THE EDUCATION TRUST
Source:
National Inequities in State and Local Revenue Per Student
GapHigh 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.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Lower Expectations
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
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.
10th Grade – Writing Assignment
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
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.
10th Grade – Writing Assignment
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Less Access to Rigorous Courses Aligned with the Expectations of
Colleges and Employers
© 2011 THE EDUCATION TRUST
The single biggest predictor post-high school
success is the QUALITY AND INTENSITY OF
THE HIGH SCHOOL CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education
© 2011 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
Source:
Low-SES Students are Less Likely to Attend High Schools that Offer High-Level Math Courses
Trigonometry Calculus0
20
40
60
80
100
64
44
8372
Low SESHigh SES
Perc
ent o
f Stu
dent
s Att
endi
ng H
igh
Scho
ols
that
O
ffer
Hig
h-Le
vel M
ath
Cour
ses
Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.
© 2011 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
Source:
They are likely to attend high schools that offer courses like these:
Algebra ArtPre-Spanish
Future StudiesExploring
Principles of PETeen Living
Life ManagementFood Fundamentals
Winter ActivitiesEducation Trust Analysis of High School Transcripts; 2005
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And Less Access to the Best Teachers
© 2011 THE EDUCATION TRUST
Source:
Core classes in high-poverty and high-minority secondary schools are more likely to be taught by out-of-field teachers
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
41%
30%
17% 16%
Perc
enta
ge o
f Cla
sses
Tau
ght b
y Te
ache
rs
With
Nei
ther
Cer
tifica
tion
nor M
ajor
The Education Trust, Core Problems: Out-of-Field Teaching Persists in Key Academic Courses and High-Poverty Schools, (2008)
Note: Data are for secondary-level core academic classes (Math, Science, Social Studies, English) across United States.High-poverty ≥75% of students eligible for free/reduced price lunch. Low-poverty school ≤15% of students eligible. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.
High Poverty
Low Poverty
High Minority
Low Minority
© 2011 THE EDUCATION TRUST
Source:
Students at High-Minority Schools More Likely to Be Taught by Novice Teachers
Low Minority High Minority0%
10%
20%
30%
40%
50%
13%
22%
Perc
enta
ge o
f Nov
ice
Teac
hers
Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007)
Note: Novice teachers are those with three years or fewer experience. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.
© 2011 THE EDUCATION TRUST
Source:
Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective” teachers
High pove
rty/h
igh m
inority s
chools
Low pove
rty/lo
w minorit
y sch
ools0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
17.6%21.3%
23.8%
16.0%
Most Effective TeachersLeast Effective Teachers
Perc
enta
ge o
f Tea
cher
s
Tennessee Department of Education (2007). “Tennessee’s Most Effective Teachers.” 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.
© 2011 THE EDUCATION TRUST
Results are devastating.
Kids who come in a little behind, leave a lot behind.
© 2011 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
0%
100%
200 250 300 350
Average Scale Score
Per
cent
of
Stud
ents
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
© 2011 THE EDUCATION TRUST
African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score
Per
cent
of
Stud
ents
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
And this is of the students who stay in through 12th grade.
© 2011 THE EDUCATION TRUST© 2008 THE EDUCATION TRUST
Note: Data show the averaged freshman graduation rate, or the percentage of incoming freshmen who graduate with a high school diploma four years later.
Source: National Center for Education Statistics, Common Core of Data (2008)
© 2011 THE EDUCATION TRUST
This means that of the nearly 4 million students who entered 9th
grade in 2002-03, more than 1 million did not
graduate by 2005-06
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.
© 2011 THE EDUCATION TRUST
What Can We Do?An awful lot of people have decided
that we can’t do much.
© 2011 THE EDUCATION TRUST
Source:
What We Hear Many Leaders Say:
• They’re poor• Their parents don’t care• They come to schools without
breakfast• Not enough books• Not enough parental involvement
N/A
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
© 2011 THE EDUCATION TRUST
Source:
North Godwin Elementary SchoolGrand Rapids, Michigan
• 436 students in grades K-4– 11% African American– 43% Latino– 36% White
• 75% Low-Income
Michigan Department of Education
© 2011 THE EDUCATION TRUST
Source:
High Performance Across Groupsat North Godwin
Overall Latino White Lower Income
Higher Income
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 97% 100% 97% 98% 96%
84%78%
89%
76%
92%
Grade 4 Reading (2010)
North GodwinMichigan
Perc
enta
ge M
eetin
g or
Exce
edin
g St
anda
rds
Michigan Department of Education
© 2011 THE EDUCATION TRUST
Source:
Exceeding Standardsat North Godwin
North Godwin Michigan0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
37%
61%
63%
28%
11%
Latino Students – Grade 4 Math (2010)
Exceeding StandardsMeeting StandardsNot Meeting Standards
Perc
enta
ge o
f Stu
dent
s
Michigan Department of Education
© 2011 THE EDUCATION TRUST
Source:
Available at Harvard
Education Press (www.hepg.org) or Amazon.com
© 2011 THE EDUCATION TRUST
Very big differences at district level, too—even in the performance of the
“same” group of students.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Clin
tond
aleRo
mul
usFa
rmin
gton
Sout
hfield
Kent
wood
Van
Bure
nAn
n Ar
bor
Inks
ter
Oak P
ark
Lans
ing
Battl
e Cre
ekYp
silan
tiM
ichiga
nM
uske
gon
Way
ne-W
estla
ndJa
ckso
nFe
rnda
leSa
ginaw
Kalam
azoo
Detro
itPo
ntiac
Bent
on H
arbo
r
Flint
Gran
d Ra
pids
0%
20%
40%
60%
80%
100%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Percentage of African American Students Meeting or Exceeding Standards By District2010 Grade 4 Reading MEAP
Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html
All African American Students in Michigan Detroit Flint
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Farm
ingt
onAn
n Ar
bor
Clin
tond
aleKe
ntwoo
dFe
rnda
leVa
n Bu
ren
Sout
hfield
Ypsil
anti
Rom
ulus
Mus
kego
nM
ichiga
nKa
lamaz
ooSa
ginaw
Way
ne-W
estla
ndBa
ttle C
reek
Jack
son
Oak P
ark
Bent
on H
arbo
rDe
troit
Gran
d Ra
pids
Lans
ing
Inks
ter
Ponti
ac
Flint
0%
20%
40%
60%
80%
100%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Percentage of African American Students Meeting or Exceeding Standards By District
2010 Grade 8 Math MEAP
Source: Michigan Department of Education
All African American Students in Michigan
Detroit
Flint
© 2011 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Godw
in H
eight
sKe
ntwoo
dKe
llogg
sville
Ann
Arbo
r
Melv
inda
le-No
rth A
llen
Park
Mich
igan
Lans
ing
Adria
nW
yom
ing
Wes
t Otta
waSt
urgis
Holla
nd Holt
Sagin
awGo
dfre
y-Le
eBa
y City
Mus
kego
nHa
rtfor
dW
ater
ford
Kalam
azoo
Carr
ollto
nDe
troit
Linco
ln P
ark
Battl
e Cre
ekGr
and
Rapi
dsFe
nnvil
lePo
ntiac
0%
20%
40%
60%
80%
100%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards Detroit
Percentage of Latino Students Meeting or Exceeding Standards By District
2010 Grade 4 Reading MEAP
Source: Michigan Department of Education
All Latino Students in Michigan
Godwin Heights
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Holt
Fenn
ville
Ann
Arbo
rCa
rrol
lton
Godw
in H
eight
sSt
urgis
Linco
ln P
ark
Mus
kego
n
Melv
inda
le-No
rth A
llen
Park
Wes
t Otta
waM
ichiga
nW
ater
ford
Hartf
ord
Ponti
acBa
ttle C
reek
Kalam
azoo
Sagin
awAd
rian
Holla
ndKe
ntwoo
dGo
dfre
y-Le
eDe
troit
Bay C
ityW
yom
ing
Lans
ing
Kello
ggsv
illeGr
and
Rapi
ds
0%
20%
40%
60%
80%
100%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Detroit
Percentage of Latino Students Meeting or Exceeding Standards By District
2010 Grade 8 Math MEAP
Source: Michigan Department of Education
All Latino Students in Michigan
Godwin Heights
© 2011 THE EDUCATION TRUST
Source:
Average Scale Scores by District:Low-Income Students
Miam
i-Dad
eNew
York
City
Bost
onCh
arlo
tte
Jeffe
rson
Cou
nty (
KY)
Hous
ton
Nation
al pu
blic
Austi
nBa
ltim
ore C
ityAt
lanta
Chica
goSa
n Di
ego
Clev
eland
Fres
noLo
s Ang
eles
Dist
rict o
f Col
umbi
a (D.
..Ph
ilade
lphi
aM
ilwau
kee
Detro
it
160
170
180
190
200
210
220
230
240
250
260Grade 4 – NAEP Reading (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Detroit
© 2011 THE EDUCATION TRUST
Source:
Average Scale Scores by District:Low-Income Students
Bost
onHo
usto
nAu
stin
New Yo
rk C
itySa
n Di
ego
Char
lotte
Nation
al pu
blic
Miam
i-Dad
ePh
ilade
lphi
aCh
icago
Jeffe
rson
Cou
nty (
KY)
Clev
eland
Balti
mor
e City
Los A
ngele
sAt
lanta
Fres
noM
ilwau
kee
Dist
rict o
f Col
umbi
a (D.
..De
troit
220
230
240
250
260
270
280
290
300
310
320Grade 8 – NAEP Math (2009)
Aver
age
Scal
e Sc
ore
NAEP Data Explorer, NCES (Proficient Scale Score = 299)
Detroit
© 2011 THE EDUCATION TRUST
Very big differences within a district as well. Let’s take a look at
performance at some Flint schools.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Dura
nt Tu
uri M
ott
Pier
ceSt
atew
ide A
vera
geW
ashi
ngto
n
Cool
idge
Scott
Potte
rNe
ither
cut
Flint
Ave
rage
Bunc
heSu
mm
erfie
ld
Free
man
Doyle
/Ryd
erEis
enho
wer
Carp
ente
r Roa
d
Dort
Brya
nt
Brow
nell
0%
20%
40%
60%
80%
100%92%
85% 84% 84%
75%
69% 69%64% 63% 63% 62%
58% 57% 56%
47%
40%38%
35%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Percentage of Students in Flint Meeting or Exceeding Standards By School
2010 Grade 4 Reading MEAP
Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Cool
idge
Dura
nt Tu
uri M
ott
Pier
ceSt
atew
ide A
vera
ge
Bunc
he
Potte
rDo
yle/R
yder
Scott
Free
man
Neith
ercu
tFli
nt A
vera
geW
ashi
ngto
nCa
rpen
ter R
oad
Eisen
howe
rSu
mm
erfie
ld
Brya
nt
Dort
Brow
nell
0%
20%
40%
60%
80%
100%100%
98%93% 92%
89% 89% 87% 87%84% 84% 83%
78%74%
71% 69% 68% 68%63%
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Percentage of Students in Flint Meeting or Exceeding Standards By School
2010 Grade 4 Math MEAP
Source: Michigan Department of Education Fall 2010 MEAP Data: http://michigan.gov/mde/0,4615,7-140-22709_31168_31530---,00.html
© 2011 THE EDUCATION TRUST
Bottom Line:
At every level of education, what we do matters a lot!
© 2011 THE EDUCATION TRUST
What Do We Know About How To Accelerate Success?
What do the high performers do?
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#1. They focus on what they can do, rather than what they can’t.
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The leaders in high-performing high poverty schools and districts don’t do that.
They focus on what they can do, not on what they can’t.
© 2011 THE EDUCATION TRUST
“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because
we can’t 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
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#2. They don’t leave anything about teaching and learning to chance.
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An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach
and what constitutes “good enough” work.
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“No,” say the education leaders. “They’re supposed to teach to
standards!”But when is the last time you looked
at a standard?
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Sample History Standard
“Students understand how science, technology and economic activity
have developed, changed and affected societies throughout
history.”
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What does this do?
Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to
teach it…and to what level.
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Students can do no better than
the assignments they are given...
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Low-income and minority students are also less likely to have access to high-quality assignments.
Using the same textbook, School A in California offered high-level assignments; School B did not.
School A1,467 students enrolled in 2005
• 82% White• 6% Asian• 4% Latino• 2% Black
• 2% Low-Income
School B2,001 students enrolled in 2005
• 45% White• 4% Asian• 48% Latino• 1% Black
• 27% Low-IncomeSource: Education Trust – West analysis of two high schools
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
School A: 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?
Source: Education Trust – West analysis of two high schools in unnamed California districts
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School B: Low-Level College-Prep Assignment
• Role play (“Meet the Press”) and 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 1920s.• Construct a collage depicting new inventions.
Source: Education Trust – West analysis of two high schools in unnamed California districts
© 2011 THE EDUCATION TRUST
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
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In other words, they strive for consistency in everything they
do.And they bring that consistency to
school discipline, as well.
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#3. They set their goals high.
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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.”
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We’re not going to close the achievement gap if we continue to think about our work only as
“bringing the bottom up.”
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We also have to bring the middle- and higher-achievers up.
And we’re not doing so well on that front right now.
© 2011 THE EDUCATION TRUST© 2008 THE EDUCATION TRUST
1996 2000 2003 2005 2007 20090%
2%
4%
6%
8%
10%
12%
14%
0% 0% 0%
1% 1% 1%1%
0%
1% 1%
2% 2%
5%
6%
7% 7%
9%
10%
NAEP – Grade 8 Math
African American
Latino
White
Perc
ent a
t Adv
ance
d
African American and Latino students are not making gains at the advanced level at the same
rate as white students
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
1996 2000 2003 2005 2007 20090%
2%
4%
6%
8%
10%
12%
14%
1% 1% 1% 1%
2% 2%
4%
7% 7%
8%
10%
12%
NAEP – Grade 8 Math
Lower Income
Higher Income
Perc
ent a
t Adv
ance
d
Lower income students are not making gains at the advanced level at the same rate as higher
income students
Source: NAEP Data Explorer, NCES
© 2011 THE EDUCATION TRUST
#4. Higher performing secondary schools put all kids—not just some—in a demanding high
school core curriculum.
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Single biggest predictor post-high school success is
QUALITY AND INTENSITY OF HIGH SCHOOL
CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
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College prep curriculum has benefits far beyond college.
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Students of all sorts do learn more...
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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*
1916
28
20
0
30
Math Reading
NE
LS
Sco
re G
ain
Vocational College Prep
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They also fail less often...
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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
Quartile I (Lowest) Quartile 20
50
23
16
47
31
College Prep Low Level
Per
cen
t E
arn
ing
"D
" o
r "F
"
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
© 2011 THE EDUCATION TRUST
And they’ll be better prepared for the workplace.
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Leading states, districts making college prep the default
curriculum.
Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.
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#5. Principals are hugely important, ever present, but
NOTthe only leaders in the school
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High performing schools…
• Teachers regularly observe other teachers;• Teachers have time to plan and work
collaboratively; • New teachers get generous and careful
support and acculturation;• Teachers are empowered to and take on many
other leadership tasks at the school
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#6. Good schools know how much teachers matter, and they act on that
knowledge.
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Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5)
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
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Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers
96
44
83
29
0
20
40
60
80
100
Students Assigned to Three EFFECTIVE Teachers
Students Assigned to Three INEFFECTIVE
Teachers
Aver
age
Perc
entil
e Ra
nk
TCA
P 5t
h G
rade
Mat
h
District 1
District 2
Source: William L. Sanders and June C. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement, University of Tennessee Value-Added Research and Assessment Center, 1996.
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
A 2008 study found that individual teachers have a significant impact on student graduation rates,
prompting researchers to conclude that “increasing the ability of urban schools to
recruit and retain high-quality teachers has the potential to reduce student dropout rates
significantly.”
Source: Gordon R., T. J. Kane, and D.O. Staiger. “Identifying Effective Teachers Using Performance on the Job.” Washington, D.C.: The Brookings Institution, April, 2006.
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So, there are VERY BIG differences among our teachers.
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BUT…
For years, we have pretended that there aren’t, as if teachers don’t
matter.
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The Widget Effect
“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”
• The New Teacher Project, 2009
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Source:
© 2011 THE EDUCATION TRUST
Source:
© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
So, we paper over the differences among our teachers AND…we
continue to assign our weakest to the kids who need the strongest.
© 2011 THE EDUCATION TRUST
Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers
High Poverty 41%
High Minority 30%
Low Poverty 17% Low Minority 16%
0%
45%
Poverty Minority
Perc
ent o
f Cla
ss Ta
ught
by
Teac
hers
W
ith N
eith
er C
ertifi
catio
n no
r Maj
or
HighLow
Note: High Poverty school-75% 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-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
© 2011 THE EDUCATION TRUST
Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers
Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.
© 2011 THE EDUCATION TRUST
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.
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All in all, not a very long list.
Mostly just common sense.
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Unfortunately, too few kids get access to schools like these.
Not because they couldn’t learn…but because we have not had the will.
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The most important agenda for all of us?
Turning that around.
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Ed Trust Midwest’s Work So Far
• Making sure that every Michigan child has an effective teacher.
• Under new tenure reforms, new teachers will receive more support in their formative years• Evaluations will become fair, consistent and provide
teachers with valuable feedback• Teachers or administrators who earn three, consecutive
ineffective ratings on their annual performance evaluations will be dismissed
© 2011 THE EDUCATION TRUST
Big Opportunities for Michigan
• New Governor’s Council on Educator Effectiveness will convene in late October and will come up with:
• Ways to ensure that parents and the public have honest and reliable information about the performance of their schools• Common definitions of teaching effectiveness• Council is expected to report its findings to the
Legislature in late April 2012
© 2011 THE EDUCATION TRUST
Proposed Accreditation/Accountability System
• An accountability system gives us a way to gauge the performance of all schools in the state—Michigan is revising its system so this is hugely important.
• The current proposal doesn’t provide schools with accountability if they are in the top 80%.
• Schools in the bottom 20% do not receive any goals or assistance to get better.
© 2011 THE EDUCATION TRUST
Washington, D.C. Ann Arbor, MI 202/293-1217 734/619-8008
This Fall…
Leave Nothing to Chance
Join us in Washington D.C. November 3-5, 2011
for The Education Trust National Conference
on Closing the Gap
Download this presentation and learn more about the conference!
www.edtrust.org
Oakland, CA510/465-6444
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