© 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

© 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


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.


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.


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.


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

http://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


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.


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


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


Aver

age

Scal

e Sc

ore



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



Aver

age

Scal

e Sc

ore



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…


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


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


Perc

enta

ge o

f Stu

dent

s



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


Perc

enta

ge o

f Stu

dent

s



Bottom Line:

When we really focus on something, we make progress.


Clearly, though, much more remains to be done in elementary and middle school

Too many students still enter high school way behind.


Source:

2009 NAEP Grade 4 ReadingAll Students, Nation

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34%

34%

31%


Perc

enta

ge o

f Stu

dent

s

NCES, NAEP Data Explorer


Source:

2009 NAEP Grade 8 MathAll Students, Nation

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

29%

39%

32%


Perc

enta

ge o

f Stu

dent

s

NCES, NAEP Data Explorer


However, NAEP performance in Michigan is less inspiring.


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


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


Low achievement and gaps have big consequences for our

international competitiveness


A few years ago, we got a wake up call when the 2000 Programme for

International Assessment (PISA) results were published.


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


Source: “Highlights from PISA 2009,” NCES, 2010

Kore

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land

Switz

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New Ze

aland

Belgi

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Denm

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Slove

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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.


And there’s been little progress in our high schools


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


Aver

age

Scal

e Sc

ore



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



Aver

age

Scal

e Sc

ore



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.


How?

By giving students who arrive with less, less in school, too.


Less Money


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.


Lower Expectations


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


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


Less Access to Rigorous Courses Aligned with the Expectations of

Colleges and Employers


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


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.


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


And Less Access to the Best Teachers


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


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.


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.


Results are devastating.

Kids who come in a little behind, leave a lot behind.


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


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


And this is of the students who stay in through 12th grade.


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)


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.


What Can We Do?An awful lot of people have decided

that we can’t do much.


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


But if they are right, why are low-income students and students of

color performing so much higher in some schools…


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


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



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



Source:

Available at Harvard

Education Press (www.hepg.org) or Amazon.com

http://www.hepg.org/


Very big differences at district level, too—even in the performance of the

“same” group of students.


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40%

60%

80%

100%

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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


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60%

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100%

Perc

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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


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Percentage of Latino Students Meeting or Exceeding Standards By District

2010 Grade 4 Reading MEAP


All Latino Students in Michigan

Godwin Heights


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Detroit

Percentage of Latino Students Meeting or Exceeding Standards By District



All Latino Students in Michigan

Godwin Heights


Source:

Average Scale Scores by District:Low-Income Students

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160

170

180

190

200

210

220

230

240

250

260Grade 4 – NAEP Reading (2009)

Aver

age

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NAEP Data Explorer, NCES (Proficient Scale Score = 238)

Detroit


Source:

Average Scale Scores by District:Low-Income Students

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230

240

250

260

270

280

290

300

310

320Grade 8 – NAEP Math (2009)

Aver

age

Scal

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NAEP Data Explorer, NCES (Proficient Scale Score = 299)

Detroit


Very big differences within a district as well. Let’s take a look at

performance at some Flint schools.


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Perc

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Percentage of Students in Flint Meeting or Exceeding Standards By School

2010 Grade 4 Reading MEAP



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40%

60%

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98%93% 92%

89% 89% 87% 87%84% 84% 83%

78%74%

71% 69% 68% 68%63%

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Percentage of Students in Flint Meeting or Exceeding Standards By School




Bottom Line:

At every level of education, what we do matters a lot!


What Do We Know About How To Accelerate Success?

What do the high performers do?


#1. They focus on what they can do, rather than what they can’t.


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.


“ 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


#2. They don’t leave anything about teaching and learning to chance.


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.


“No,” say the education leaders. “They’re supposed to teach to

standards!”But when is the last time you looked

at a standard?


Sample History Standard

“Students understand how science, technology and economic activity

have developed, changed and affected societies throughout

history.”


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.


Students can do no better than

the assignments they are given...


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


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


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


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


In other words, they strive for consistency in everything they

do.And they bring that consistency to

school discipline, as well.


#3. They set their goals high.


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.”


We’re not going to close the achievement gap if we continue to think about our work only as

“bringing the bottom up.”


We also have to bring the middle- and higher-achievers up.

And we’re not doing so well on that front right now.


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


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


#4. Higher performing secondary schools put all kids—not just some—in a demanding high

school core curriculum.


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.


College prep curriculum has benefits far beyond college.


Students of all sorts do learn more...


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


They also fail less often...


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


And they’ll be better prepared for the workplace.


Leading states, districts making college prep the default

curriculum.

Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.


#5. Principals are hugely important, ever present, but

NOTthe only leaders in the school


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


#6. Good schools know how much teachers matter, and they act on that

knowledge.


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


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.


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.


So, there are VERY BIG differences among our teachers.


BUT…

For years, we have pretended that there aren’t, as if teachers don’t

matter.


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


Source:


Source:


So, we paper over the differences among our teachers AND…we

continue to assign our weakest to the kids who need the strongest.


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.


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.


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.


All in all, not a very long list.

Mostly just common sense.


Unfortunately, too few kids get access to schools like these.

Not because they couldn’t learn…but because we have not had the will.


The most important agenda for all of us?

Turning that around.


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


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


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.


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

Documents

© 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