2007 by The Education Trust-West The Pipeline. To Where? Achievement in California September 25, 2007 En Banc Hearing: Growing California’s Leaders, The

2007 by The Education Trust-West

The Pipeline. To Where?Achievement in California

September 25, 2007En Banc Hearing: Growing California’s Leaders, The

Pipeline. Russlynn Ali, Executive Director

The Education Trust-West


California’s Biggest Crisis:

Closing Achievement and Opportunity Gaps.


The Gap Between California’s Young People and Their Peers in

Almost Every Other State.


Latino 4th Grade Students – NAEP READING

Latino 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (Latino) From Highest to Lowest

226

193

180

190

200

210

220

230

240

250

260

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


African American 4th Grade Students – NAEP READING

African American 4th Grade Students - 2005 NAEP ReadingAverage Scale Score (African American) From Highest to Lowest

212

195

180

190

200

210

220

230

240

250

260



Almost every other state does better than California in 8th grade reading

Source: NCES, National Assessment of Educational Progress, 2005


Latino 8th Grade Students – NAEP READING


Latino 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (Latino) From Highest to Lowest

259

239

225

230

235

240

245

250

255

260

265


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


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


White 8th Grade Students - 2005 NAEP ReadingAverage Scale Score (White) From Highest to Lowest

301

264

230

240

250

260

270

280

290

300

310


A look closer to home.

LA County

The Gaps On Our Own Assessments.


LOS ANGELES COUNTYEnglish Language Arts CST 2007

All Students

23

31

47

32

32

35

40

24

35

0%10%20%30%40%50%60%70%80%90%

100%

4th Grade 8th Grade 11 Grade

Prof/ Adv

Basic

Below Basic

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

STATEWIDE

Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYMATH CST 2007

All Students

22

23

56

46

34

20

0%10%20%30%40%50%60%70%80%90%

100%

4th Grade 8th GradeGeneral Math*

Prof/ Adv

Basic

Below Basic

*General Math – Tests Grades 6 & 7 Standards


19

23

56

41

36

23

0%

20%

40%

60%

80%

100%

4th Grade 8th GradeGeneral Math*

STATEWIDE

Prof/ Adv

Basic

Below Basic


But underneath those averages. . . Achievement gaps start early, and get wider the longer students stay

in our schools.


LOS ANGELES COUNTYEnglish (ELA) 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


2937

8 7

3436

18 15

3727

73 78

0%10%20%30%40%50%60%70%80%90%

100%


Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYMath 4th Grade, By Economic StatusCST 2007

27

27

45

9

18

72

0%10%20%30%40%50%60%70%80%90%

100%

EconomicallyDisadvantaged

Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic


27

26

47

10

17

74

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

Prof/ Adv

Basic

Below Basic


By Middle and High School Gaps Grow Increasingly Wider.


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

CA

T/6

re

ad

ing

sc

ore

(2

00

7)

CAT/6 2007



LOS ANGELES COUNTY: Same story.

679

641 643640

575

600

625

650

675

White 3rd Grade White 7th Grade Black 7th Grade Latino 7th Grade

CA

T/6

re

ad

ing

sc

ore

(2

00

7)

CAT/6 2007



LOS ANGELES COUNTYELA 11th Grade, By EthnicityCST 2007

STATEWIDE

55 5126 23

24 27

22 20

22 23

52 57

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic


53 49

24 19

25 27

2018

22 23

56 62

0%10%20%30%40%50%60%70%80%90%

100%


Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYELA 11th Grade, By Economic StatusCST 2007

52

26

22

29

23

49

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic


49

27

24

31

22

47

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYAlgebra I (Grades 8-11), By EthnicityCST 2007

STATEWIDE

67 6136

21

22 25

29

23

11 1335

56

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic

71 65

3416

2023

29

21

37

64

9 12

0%10%20%30%40%50%60%70%80%90%

100%


Prof/ Adv

Basic

Below Basic



LOS ANGELES COUNTYAlgebra I (Grades 8-11), By Economic StatusCST 2007

61

24

15

40

28

32

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic


64

22

14

45

25

30

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYGeometry (Grades 8-11), By EthnicityCST 2007


STATEWIDE

74 68

34 26

18 21

3023

8 1135

51

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic

81 73

3620

18

28

22

37

57

1396

0%10%20%30%40%50%60%70%80%90%

100%


Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYGeometry (Grades 8-11)CST 2007, By Economic Status

66

21

13

40

27

33

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic


73

17

10

45

23

32

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

Prof/ Adv

Basic

Below Basic


LOS ANGELES COUNTYAlgebra II (Grades 8-11), By EthnicityCST 2007

STATEWIDE

69 6236

23

21 25

32

26

10 1332

50

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic

7768

3619

1621

31

25

34

55

7 10

0%10%20%30%40%50%60%70%80%90%

100%


Prof/ Adv

Basic

Below Basic



LOS ANGELES COUNTYAlgebra II (Grades 8-11)CST 2007, By Economic Status

60

24

16

38

30

33

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic


65

21

14

41

27

32

0%10%20%30%40%50%60%70%80%90%

100%


Non-Economically

Disadvantaged

Prof/ Adv

Basic

Below Basic


And these are for the students that stay in school.


Too Few Graduate.LA County Class of 2005

68%

57%

84%

56%

80%75%

58%

90%

64%

84%

0%

20%

40%

60%

80%

100%

AllStudents

AfricanAmerican

Asian Latino White

California LA County

Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology

*Includes 9th graders who graduated four years later.


Scandalous Graduation Rates.Different Numbers. Different Truths?

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


And Even Fewer Graduate College ReadyLA County vs. CA Class of 2005

25%

16%

52%

14%

35%30%

18%

60%

16%

38%

0%

20%

40%

60%

80%

100%

AllStudents

AfricanAmerican

Asian Latino White

California LA County

Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology

*Includes 9th graders who graduated four years later.


And even for those that are college ready, are they really ready?


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


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


Hormones?


If so, we’d see the same pattern in other countries.

And we don’t.


2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics

300

350

400

450

500

550

Fin

lan

dK

ore

aN

eth

erla

nds

Japa

nC

ana

daB

elgi

um

Sw

itzer

land

New

Ze

ala

ndA

ustr

alia

Cze

ch R

epu

blic

Icel

and

Den

mar

kF

ranc

eS

wed

en

Aus

tria

Ger

man

yIr

ela

ndO

EC

D A

vera

geS

lova

ck R

epu

blic

Nor

way

Luxe

mbo

urg

Pol

and

Hun

gar

yS

pain

Uni

ted

Sta

tes

Por

tuga

l

Italy

Gre

ece

Tu

rkey

Mex

ico

Ave

rag

e S

cale

Sco

re

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/


Problems are not limited to our high-poverty and high-minority

schools . . .


U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-

Performing Students*

300

350

400

450

500

550

600

650

700

Bel

giu

mJa

pan

Kor

ea

Sw

itzer

land

Net

her

land

sN

ew Z

eal

and

Fin

lan

dA

ustr

alia

Can

ada

Cze

ch R

epu

blic

Den

mar

kS

wed

en

Ger

man

yO

EC

D A

VE

RA

GE

Aus

tria

Icel

and

Fra

nce

Slo

vak

Rep

ublic

Nor

way

Hun

gar

yLu

xem

bour

gIr

ela

ndP

olan

dU

nite

d S

tate

sS

pain

Italy

Tu

rkey

Por

tuga

lG

reec

eM

exic

o

Ave

rag

e S

cale

Sco

re

* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/


U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement

of High-SES Students

300

350

400

450

500

550

600

Bel

giu

mN

eth

erla

nds

Fin

lan

dC

zech

Re

pub

licC

ana

daJa

pan

Kor

ea

Sw

itzer

land

Aus

tral

iaG

erm

any

New

Ze

ala

ndF

ranc

eD

enm

ark

Sw

ede

nA

ustr

iaH

ung

ary

OE

CD

AV

ER

AG

ES

lova

k R

epub

licLu

xem

bour

gIr

ela

ndIc

ela

ndP

olan

dN

orw

ayU

nite

d S

tate

sS

pain

Por

tuga

lIta

lyG

reec

eT

urk

eyM

exic

o

Ave

rag

e S

cale

Sco

re

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/


Where we rank high?The size of our achievement gap.


*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.

PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the

Largest of OECD Countries

Rank in Performance Gaps Between Highest and Lowest Achieving

Students *

Mathematical Literacy 8th

Problem Solving 6th

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/


Is the achievement gap all about poverty?

Turns out, No.


Non-Poor Minority Students have the Same ELA Proficiency Rates as Poor White Students

2007 CST-ELA (All Students)

24

40 26

42 41

67

0

10

20

30

40

50

60

70

Black Latino White


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)

22 30

29 3638

56

0

10

20

30

40

50

60

Black Latino White


Non-economicallyDisadvantaged

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


The Good News?

When we focus on changing those patterns, we get results.


LOS ANGELES COUNTYMath 4th Grade, By English Proficiency

CST 2007

33

30

38

313

84

19

22

59

0%10%20%30%40%50%60%70%80%90%

100%

EnglishLearner

RedesignatedFluentEnglish

Proficient

English Only

Prof/ Adv

Basic

Below Basic


31

30

39

313

83

17

22

61

0%

20%

40%

60%

80%

100%

EnglishLearner

RedesignatedFluentEnglish

Proficient

English Only

STATEWIDE

Prof/ Adv

Basic

Below Basic


Sustainable Improvement is Possible.A Model: Ralph Bunche Elementary - Compton Unified

• 48% African-American

• 50% Latino• 93% Low-income

• Outperforming District and State 2nd, 3rd, 4th, and 5th grade Math

38 35

79

27

43

93

3342

87

0102030405060708090

100

California ComptonUnified

RalphBunche

% a

t or

ab

ove

pro

ficie

nt i

n 4

th g

rad

e M

ath

African-American Latino Low-income



Rapid Growth is Possible:A Model: Ralph Bunche Elementary - Compton Unified

English CST proficiency 2003-2007

200320032003 2007200720070%

10%20%30%40%50%60%70%80%90%

100%

California Compton Unified Ralph Bunche

4th

gra

ders

% p

rof/

ad

v 64%

51%

27%



Rapid Growth is Possible:A Model: Ralph Bunche Elementary - Compton Unified

Math CST proficiency 2003-2007

200320032003 2007200720070%

10%20%30%40%50%60%70%80%90%

100%

California Compton Unified Ralph Bunche

4th

gra

ders

% p

rof/

ad

v

76%

56%

38%



Hughes Middle – Long Beach Unified

• 55% African-American and Latino

• 48% Low-income

• Outperforming District and State 8th grade ELA

27 28

4729

26

48

2826

46

0102030405060708090

100

California LongBeach

Hughes% a

t or

ab

ove

pro

ficie

nt i

n 8

th g

rad

e E

LA

African-American Latino Low-income



A Tale of Two High Schools in LA County

Source: California Department of Education http://www.cde.ca.gov

Garfield Senior High School Los Angeles UnifiedOver 4000 studentsOver 80% low-income

El Monte High El Monte Union High School DistrictOver 2000 studentsOver 75% low-income



512

453

484

477

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004

AP

I sc

ore

El Monte High Garfield High




453

512538

567

490480477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004

AP

I sc

ore





655

453

512538

567

608620

605

640

553535546523

538

490480

477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004 2005 2006 2007

AP

I sc

ore




Are districts in LA County who are closing gaps?

Source: Raising the Roof, 2007. Data collected are 2005 API Base Scores


Are there High Schools in LA County closing gaps?

Source: Raising the Roof, 2007. Data collected are 2005 API Base Scores


How?

• Equal Access to Rigor. With the right supports.


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.


Grade 7 Standards Based, Rigorous Writing Assignment

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

Essay on Anne FrankEssay on Anne Frank

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

•A chore I hate:A chore I hate:

•A car I want:A car I want:

•My heartthrob:My heartthrob:



Same Course & 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 Course & 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


Be careful of courses that are supposed to prepare students for

the workforce. Are courses 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?


How?

• Equal Access to Rigor. With the right supports.– Like MORE TIME!


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 Days Per Subject

Per Year


We can’t be serious about closing the achievement gap while letting the teacher quality gap persist.


A Greater Percentage of Intern Teachers Work in High-Minority

Schools• 85% of all interns are

teaching in schools with over 50% minority students, compared to only 7% of interns in schools with less than 25% minority student population.

18%

31%

44%

7%

Lowest QuartileThird QuartileSecond QuartileHighest Quartile

Minority Quartiles

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.


Tale of Two Schools: Bellflower Unified

Districtwide:

54% low-income

63% Latino and African American


A Tale of Two Schools

Stephen Foster Elementary

Bellflower Unified

• 34% Latino & African American

• 21% of students receive free or reduced price lunch

• Academic Performance Index = 805

Washington ElementaryBellflower Unified

• 80% Latino & African American

• 86% of students receive free or reduced price lunch

• Academic Performance Index = 692

Source: CA Department of Education, 2003-04 data


The average teacher at Washington Elementary gets paid an estimated

$11,343 less every year than his counterpart at Foster.

If Washington spent as much as Foster on teacher salaries for its 52 teachers, the school budget would increase by

$589,836 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.


Would More Money Help?

Of course, but more money must be spent more wisely.

Advocates for more money must also be advocates for reform.


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

220

230

240

250

260

270

280

290

Aus

tin

Cha

rlot

te

Bos

ton

San

Die

go

Hou

ston

New

Yor

k C

ity

Chi

cago

Los

Ang

eles

Cle

vela

nd

Atla

nta

Dis

tric

t of C

olum

bia

Ave

rag

e S

cale

Sco

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?


Registration Begins in the Fall.

SAVE THE DATE!

The Education Trust – West 510-465-6444www.edtrustwest.org

Documents

2007 by The Education Trust-West The Pipeline. To Where? Achievement in California September 25, 2007 En Banc Hearing: Growing California’s Leaders, The