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© 2017 THE EDUCATION TRUST
© Copyright 2017 The Education Trust
A Snapshot of
Educational Inequity
in America
The Education Trust promotes high academic achievement for
all students at all levels — pre-kindergarten through college.
Our goal is to close the gaps in opportunity and achievement
that consign far too many young people — especially those
from low-income families or who are Black, Latino, or American
Indian — to lives on the margins of the American mainstream.
A SNAPSHOT OF
AN UNEQUAL AMERICA
AN UNEQUAL AMERICA
5
INSTEAD OF BEING AN EXEMPLAR OF EQUALITY, THE U.S. HAS THE THIRD
HIGHEST INCOME INEQUALITY AMONG INDUSTRIALIZED NATIONS
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00Total
income
inequality
Total
income
equality
AN UNEQUAL AMERICA
6
BLACK & HISPANIC FAMILIES EXPERIENCE INEQUALITIES IN WAGES & WEALTH
Median Family Income By Race (2014)
WHITE BLACK LATINO
$43,151 $45,114
$76,658$82,732
Black Hispanic White Asian
AN UNEQUAL AMERICA
7
Median Net Worth of Households (in 2013 dollars)
WHITE BLACK LATINO
BLACK & HISPANIC FAMILIES EXPERIENCE INEQUALITIES IN WAGES & WEALTH
$11,000 $13,700
$141,900
Black Hispanic White
AN UNEQUAL AMERICA
8
DISPARITIES EXIST IN EDUCATIONAL ATTAINMENT BY RACE
WHITE BLACK LATINO
93%
87%
67%
0
10
20
30
40
50
60
70
80
90
100
White Black Latino
Percent of U.S. Adults (25+) with a High School Diploma or Higher by Race (2015)
AN UNEQUAL AMERICA
9
DISPARITIES EXIST IN EDUCATIONAL ATTAINMENT BY RACE
Percent of U.S. Adults (25+) with a Bachelor’s Degree or Higher by Race (2015)
WHITE BLACK LATINO
36%
23%
16%
0
10
20
30
40
50
60
70
80
90
100
White Black Latino
THE GOOD NEWS:
AMERICA’S PROGRESS
IN IMPROVING EDUCATION
GOOD NEWS: AMERICA’S PROGRESS
11
STUDENT GROUPS IMPROVE IN FOURTH GRADE MATH
187
224
199
230
219
248
217
228
231
256
170
180
190
200
210
220
230
240
250
260
270
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013 2015
Ave
rage
Sca
le S
core
Fourth Grade Performance in Math
African American Latino White American Indian/Alaska Native Asian/Pacific Islander
GOOD NEWS: AMERICA’S PROGRESS
12
STUDENT GROUPS IMPROVE IN FOURTH GRADE READING
191
206
194
208
223 232
212
206
215
238
160
170
180
190
200
210
220
230
240
250
260
270
1992* 1994* 1998 2000 2002 2003 2005 2007 2009 2011 2013 2015
Ave
rage
Sca
le S
core
Fourth Grade Performance in Reading
African American Latino White American Indian/Alaska Native Asian/Pacific Islander
GOOD NEWS: AMERICA’S PROGRESS
13
THE HIGHEST HIGH SCHOOL GRADUATION RATE IN U.S. HISTORY
64
66
68
70
72
74
76
78
80
82
84
1980-81 1985-86 1990-91 1995-96 2000-01 2005-06 2009-10 2012-13 2013-14 2014-15 2015-16
72.2
74.373.7
7171.7
73.4
78.2
81
82 8384
Graduation Rates for Selected Years
GOOD NEWS: AMERICA’S PROGRESS
~20 percent
The decrease in reported out-of-school suspensions
from 2011-2012 to 2013-2014
14
REDUCING THE SCOPE OF EXCLUSIONARY DISCIPLINE
Source: The White House, Executive Office of the President, Report: The Continuing Need to Rethink Discipline. Retrieved from:
https://www.aclupa.org/files/9514/8493/3029/WH_-_Continuing_Need_to_Rethink_Discipline.pdf
GOOD NEWS: AMERICA’S PROGRESS
27 states
Have revised their laws to reduce the use of exclusionary
discipline
15
REDUCING THE SCOPE OF EXCLUSIONARY DISCIPLINE
Source: Manhattan Institute, School Discipline Reform and Disorder: Evidence from New York City Public Schools, 2012-16: https://www.manhattan-
institute.org/html/school-discipline-reform-and-disorder-evidence-nyc-schools-10103.html
GOOD NEWS: AMERICA’S PROGRESS
More than one-third of
U.S. adults hold a
bachelor’s degree or
higher. That's more
than six timesthe rate in 1940 when
the U.S. Census began
collecting this
information.
16
MORE AMERICANS ARE EARNING BACHELOR’S DEGREES THAN EVER
GOOD NEWS: AMERICA’S PROGRESS
17
COLLEGE ENROLLMENT
1 million+
The number of additional
Black and Hispanic
students in college today,
compared to 2008
FURTHER TO GO:
INEQUITIES IN AMERICAN PUBLIC
EDUCATION
FURTHER TO GO
Over the past three decades, between 1979–1980 and
2012–2013, state and local spending on P-12 education
doubled, while state and local spending on corrections
quadrupled.
Seven states—Idaho, Michigan, Montana, North Dakota,
South Carolina, South Dakota, and West Virginia—increased
their corrections budgets more than five times as fast as they
did their allocations for P-12 public education.
19
WE ARE INCREASING INVESTMENT IN OUR PRISONS FASTER THAN IN OUR
PEOPLE
FURTHER TO GO
Out of every state in the nation, New York spends the most on
its public schools, but there are larges disparities in funding
between affluent schools and those that are disadvantaged.
High-wealth school districts spend, on average, $23,000 per
pupil, while low-wealth school districts spend, on average,
approximately $17,200 per pupil.
20
VAST DISPARITIES EXIST IN SCHOOL FUNDING
FURTHER TO GO
In Washington, D.C.,
a public school with
11 percent low-
income students and
a public school with
99 percent low-
income students are
located just one mile
apart.
21
OUR PUBLIC SCHOOLS ARE HIGHLY SEGREGATED BY RACE AND CLASS
FURTHER TO GO
In New York City—home to more than 4 million White
residents—a Latina high school student may not encounter a
White classmate until she enrolls in college.
In Pinellas County, Florida—one of the most affluent
communities in the state—high-poverty, racially isolated, and
under-resourced schools are known as “failure factories.”
22
OUR PUBLIC SCHOOLS ARE HIGHLY SEGREGATED BY RACE AND CLASS
FURTHER TO GO
According to a new report, which compared data across the
nation's 100 largest urban areas, Chicago could benefit from
integration in the following ways:
– $8 billion in economic growth
– 83,000 more residents would have bachelor's degrees
– There would have been 229 fewer homicides in the city last year
23
THE COST OF SEGREGATION
FURTHER TO GO
24
EARLY CHILDHOOD EDUCATION
6 in 10
4-year-olds in America are
not enrolled in publicly
funded preschool
programs
FURTHER TO GO
26
GREATER SHARES OF BLACK & HISPANIC STUDENTS PERFORM BELOW THE
PROFICIENT LEVEL
35%27%
10%
46%
47%
39%
19%26%
51%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
African American Latino White
Perc
ent
age o
f Stu
dent
s
Fourth Grade Math Performance by Race/Ethnicity (2015)
Proficient/Advanced
Basic
Below Basic
FURTHER TO GO
27
GREATER SHARES OF BLACK & HISPANIC STUDENTS PERFORM BELOW THE
PROFICIENT LEVEL
49% 46%
21%
33%33%
33%
18% 21%
46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
African American Latino White
Perc
ent
age o
f Stu
dent
s
Fourth Grade Reading Performance by Race/Ethnicity (2015)
Proficient/Advanced
Basic
Below Basic
FURTHER TO GO
28
7875
88 90
72
0
10
20
30
40
50
60
70
80
90
100
Hispanic Black White Asian/Pacific Islander American Indian/AlaskaNative
Gra
duation R
ate
(Perc
ent)
Race/Ethnicity
High School Graduation Rates by Race/Ethnicity (2014-2015)
DISPARITIES IN HIGH SCHOOL GRADUATION RATES BY RACE
FURTHER TO GO
29
0
2
4
6
8
10
12
14
16
18
20
Boys Girls
Students Receiving Out-of-School Suspensions by Race/Ethnicity & Gender (2011-2012)
American Indian/Alaska Native Asian Native Hawaiian Black Hispanic Two or More Races White
INEQUITIES IN SCHOOL DISCIPLINE
13%
3%
7%
20%
9%
11%
6%7%
1%
3%
12%
4%5%
2%
FURTHER TO GO
Suspension and expulsion can influence a number of outcomes
across the health, education, and social-emotional and
character development of young people.
Youth who are expelled or suspended are as much as 10
times more likely to:
– Drop out of high school,
– Experience academic failure and grade retention,
– Hold negative school attitudes, and
– Face incarceration than those who are not.
30
THE IMPACTS OF EXCLUSIONARY DISCIPLINE ARE WIDE RANGING
Source: U.S. Departments of Education and Health and Human Services, Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings:
https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions-suspensions.pdf
FURTHER TO GO
31
Black Boys43%
Black Girls10%
White Girls13%
White Boys34%
TRACK THE EYES: WHICH STUDENTS ARE TEACHERS WATCHING?
Black Boys Black Girls White Girls White Boys
INEQUITIES IN SCHOOL DISCIPLINE BEGIN EARLY
Source: Yale News, Implicit Bias May Help Explain High Preschool Expulsion Rates for Black Children, http://news.yale.edu/2016/09/27/implicit-bias-may-help-
explain-high-preschool-expulsion-rates-black-children
FURTHER TO GO
In 2009, Black girls without
a disability were 52 percent
of all girls with multiple out-
of-school suspensions.
In the 2011-2012 school
year, Black girls without a
disability were 31 percent
of girls referred to law
enforcement and were 34
percent of girls with school-
based arrests.
32
INEQUITIES IN SCHOOL DISCIPLINE FOR BLACK GIRLS
FURTHER TO GO
“Adultification”: A
new Georgetown
University study
finds Black girls
are more likely to
be viewed as
behaving and
seeming older than
their stated age
and to know more
about adult topics
than their White
peers.
33
PERCEPTIONS AND BIASES IMPACT BLACK GIRLS
FURTHER TO GO
A 2014 study
shows that Black
boys often are
wrongly perceived
to be older than
their actual age
and are more likely
to be viewed as
guilty when they
are suspected of a
crime.
34
PERCEPTIONS AND BIASES IMPACT BLACK BOYS
FURTHER TO GO
Every day across the country, over 50,000 young people
under the age of 21 are confined in juvenile justice facilities.
After being released from those facilities:
– More than a quarter of youth reentering public schools drop out
of school within six months;
– Only 15 percent of released ninth-graders graduate from high
school in four years; and
– Almost half of those released return to confinement within three
years.
35
JUSTICE-INVOLVED YOUTH NEED BETTER SUPPORTS
FURTHER TO GO
36
ACCESS TO ADVANCED COURSEWORK
Who Takes Advanced Placement (AP) Classes in America?
14.59.2
4.6
18.8
18.8
16.9
1
0.6
0.5
65.771.4
78
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Graduating Class AP Exam Takers AP Exam Takers Earning a 3 or Higher
Black Latino Native Other (Including White, Asian, and Two or More Races)
FURTHER TO GO
37
0
10
20
30
40
50
60
70
80
90
AmericanIndian/Alaska
Native
Asian Native Hawaiian Black Hispanic Two or MoreRaces
White
Students with Access to the Full Range of Math & Science Courses by Race/Ethnicity (2011-2012)
DISPARITIES IN ACCESS TO RIGOROUS COURSEWORK
47%
81%
68%
57%
67%70% 71%
FURTHER TO GO
39
EQUITABLE ACCESS TO TEACHERS
0
5
10
15
20
25
30
35
Elementary Schools Middle School English Middle School Math
Percentage of the Most Effective Teachers in High- and Low-Poverty Elementary and Middle Schools
Highest-Poverty Schools Lowest-Poverty Schools
FURTHER TO GO
40
EQUITABLE ACCESS TO TEACHERS
16%
22%
11%
0%
25%
Pe
rce
nt
of
Cla
sse
s Ta
ugh
t b
y Te
ach
ers
w
ith
Ne
ith
er
Ce
rtif
icat
ion
no
r M
ajo
r
Nationally, more classes in high-poverty secondary schools are taught by out-of-
field teachers.
National High-
Poverty
Low-
Poverty
FURTHER TO GO
41
TEACHER TURNOVER IMPACTS DISADVANTAGED STUDENTS MOST
22%
13%
0%
5%
10%
15%
20%
25%
Teachers in high poverty schools Teachers in low poverty schools
Percent of Teachers Who Moved Schools or Left the Teaching Profession
FURTHER TO GO
42
WE KNOW EXCELLENT TEACHERS MATTER
1 Year 2 Year
High-Performing
Teacher
Low-Performing
Teacher
Teachers in the top 20 percent of performance generate five to six more
months of student learning each year than do lower-performing teachers.
FURTHER TO GO
44
UNEQUAL DEGREE ATTAINMENT BY INCOME LEVEL
54%
17%
0%
20%
40%
60%
80%
100%
Highest income quartile Lowest income quartile
Perc
ent w
ith
Bach
elo
r’s
Degre
e b
y A
ge 2
4
3 times
FURTHER TO GO
45
UNEQUAL DEGREE ATTAINMENT BY RACE/ETHNICITY
63%
41%
54%
71%
41%
0
10
20
30
40
50
60
70
80
White Black Latino Asian American Indian
Gra
du
ation
Ra
tes
(%)
Overall rate: 60%
Six-Year Bachelor’s Degree Completion Rates for First-Time, Full-Time Freshmen at
4-year Institutions
THE SCIENCE OF ADVERSITY
THE SCIENCE OF ADVERSITY
Science has shown that Adverse Childhood Experiences, or
ACEs, can impact how children learn and their chances of
success in school and in life.
ACEs can include things such as experiencing deep poverty,
being the victim of abuse or neglect, and living with a drug-
addicted or alcoholic family member.
47
WHAT CHILDREN EXPERIENCE OUTSIDE OF SCHOOL MATTERS
Source: The Science of Adversity, Turnaround for Children, https://www.turnaroundusa.org/video/the-science-of-adversity/
THE SCIENCE OF ADVERSITY
1.6 million students attend a school that has a sworn law enforcement officer but no
school counselor
48
THE RESOURCES WE GIVE TO OUR CHILDREN MATTER
Source: The White House, Executive Office of the President, Report: The Continuing Need to Rethink Discipline. Retrieved from:
https://www.aclupa.org/files/9514/8493/3029/WH_-_Continuing_Need_to_Rethink_Discipline.pdf
THE SCIENCE OF ADVERSITY
Relationships and school
environments characterized
by trust and safety can be
the most powerful
antidotes to the negative
affects of childhood stress.
49
POSITIVE SCHOOL ENVIRONMENTS MATTER
Source: American Institutes for Research, Science of Learning and Development: A Synthesis, January 2017
THE SCIENCE OF ADVERSITY
A report from The
Education Trust shows that
teachers of color can act
as “warm demanders,” in
that they more frequently
hold high expectations for
all students—and
particularly for students of
color—and use
connections with students
to establish positive
classroom cultures.
50
CULTURALLY RESPONSIVE PEDAGOGY AS A PROMISING PRACTICE
EDUCATION MATTERS
EDUCATION MATTERS
52
0
10
20
30
40
50
60
70
High School Dropouts High School or GED Some College
Risk of Imprisonment by Age 34, Black Men
THE LINK BETWEEN EDUCATION AND INCARCERATION
58.9%
18.4%
30.2%
4.9%
EDUCATION MATTERS
53
THE RELATIONSHIP BETWEEN EDUCATION AND UNEMPLOYMENT
0
2
4
6
8
10
12
14
16
18
Age 25-34 Age 35-44 Age 45-54 Age 55-64
Less than a highschool diploma
High schooldiploma
Some college,no degree
Associatedegree
Bachelor'sdegree orhigher
7.2
4.1
7.7
3.4
11
.9
7.4
6.6
5.3
3.9
10
.6
6.3
6.5
5.9
4.5
9.6
6
12
.1
11
.2
8.7
15
.4
Unemployment Rates, by Age and Education Level, 2012
EDUCATION MATTERS
54
HIGHER EDUCATION PAYS
$92,525
$65,482
$35,615
$10,000 $30,000 $50,000 $70,000 $90,000 $110,000
Advanced Degree
Bachelor's Degree
High School Diploma
Median Earnings Full-Time Year-Round Workers Ages 25 & Older, by Education Level (2016)
College- and career-ready standards and implementation
Preschool access and quality
Accountability systems and interventions
The elevation of the teaching profession and school
leadership: preparation, support, career ladders
School finance litigation/reform
School diversity initiatives
School discipline reform
Every Student Succeeds Act (ESSA)…
56
EXAMPLES OF THE P-12 POLICY LANDSCAPE
THE EVERY STUDENT
SUCCEEDS ACT (ESSA)
“[ESSA] upholds the core value that animated the
original Elementary and Secondary Education Act
signed by President Lyndon Johnson—the value that
says education, the key to economic opportunity, is a
civil right. With this bill, we reaffirm that fundamental
American ideal that every child—regardless of race,
income, background, the zip code where they live—
deserves the chance to make out of their lives what
they will.”
~ President Barack Obama,
on the signing of the Every Student
Succeeds Act, December 10, 2015
HISTORICAL CONTEXT
Elementary and Secondary Education Act of 1965
– Title I resources for highest-needs schools
No Child Left Behind reauthorized the Elementary and Secondary
Education Act in 2002
– Set the important expectation that schools must be making progress with all
groups of students, not just some
– But over time, parts of the law became outdated and unworkable
Obama Administration Waivers (2011)
– Over 40 states received waivers
– States committed to college- and career-ready standards, new systems of
teacher evaluation and support, and interventions in struggling schools
Every Student Succeeds Act (2015)
59
A CIVIL RIGHTS LAW
THE EVERY STUDENT SUCCEEDS ACT
State-determined college- and career-ready standards must be aligned
to:
– Entrance requirements for credit-bearing courses in the state’s system
of public higher education; and
– Relevant career and technical education standards
Annual statewide assessments in reading and math in 3rd - 8th grade
and once in high school; science assessments once each in elementary,
middle, and high school
ESSA requires data transparency and public reporting of that data,
which is important for equity because:
– Without transparency and public reporting, outcomes for groups of
students can be hidden behind averages; and
– Data equip parents and members of the public to be informed
partners in children’s education
60
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Key questions for defining state standards:
– How will states demonstrate that their standards are aligned to
entry requirements for higher education?
– Whose entry requirements for credit-bearing coursework will a state
align standards to (Community colleges? Four-year institutions?)?
Key questions for developing assessments:
– Is your statewide assessment truly aligned with standards? How do
you know?
– Will you develop Native Language Assessments in addition to your
state’s English Language Proficiency (ELP) Assessment?
– Will the state take advantage of ESSA grants to audit and clear out
unnecessary, unaligned, low-quality tests?
61
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Accountability, data transparency, and public reporting
matter for equity.
A well-designed accountability system:
– Sets a clear expectation that schools must raise the achievement
of all their students, not just some;
– Focuses attention and resources on the full range of student
groups, including those who are sometimes ignored; and
– Prompts action when schools don’t meet expectations for any
group of students.
62
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Accountability is not about sorting and punishing. It’s about making sure
that schools and systems are responsible for the performance of all
students, and taking action when any group falls behind.
Key state plan accountability questions:
– What is the role of growth vs. proficiency?
– Beyond tests and graduation rates, what measures will add to the
picture of school performance, as opposed to masking outcomes?
– How does the state communicate how all groups of students are
doing on the measures?
– What is a rigorous definition of “consistently underperforming” for
groups of students?
– What are appropriate supports and interventions for the lowest
performers or schools with underperforming groups?
63
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
64
ESSA IS A POTENTIAL TOOL FOR EQUITY
71
86
70
3032 33
0
10
20
30
40
50
60
70
80
90
100
All students White students Hispanicstudents
Black students Low-incomestudents
Students withdisabilities
Math Proficiency Rates - Example Elementary School
And accountability is about making sure we don’t say this school is doing just fine…
THE EVERY STUDENT SUCCEEDS ACT
What does ESSA require regarding data transparency and
public reporting?
– State and local report cards that include the following:
Disaggregated results for all accountability measures
Disaggregated data on participation rates in assessments
Disaggregated data on rates of exclusionary discipline and access to
advanced coursework
Professional qualifications of educators and “effectiveness,”
comparing high-income to low-income schools
Actual per-pupil expenditures, disaggregated by funding source at
the state, district, and school levels
If available, rate at which high school cohorts matriculate to higher
education (disaggregated by subgroup)
65
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Key questions for data transparency and public reporting:
– Will states define these data indicators in a way that is
meaningful and consistent across schools and districts?
– How can states present all of these data in a way that is
useful to parents and community leaders? (Should there
be a summative rating – and if so, how many rating
“levels” will the state include?)
– What kinds of tools, training, or accompanying materials
would help parents and advocates use this information to
fight for stronger opportunities to learn for all children?
66
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Educator Equity
– States and districts must ensure that low-income students and students of color
are not taught at disproportionate rates by ineffective, out-of-field, or
inexperienced teachers
– For FY 17, there is $2 billion for Title II, which supports teacher development
and can be used to advance equitable access
FY 17 Funding
– For Title I: $15.5 billion, targeted to the schools and districts serving the largest
concentrations of low-income students
– 7 percent of each state’s Title I allocation must be used for school improvement
activities
67
ESSA IS A POTENTIAL TOOL FOR EQUITY
THE EVERY STUDENT SUCCEEDS ACT
Key questions for addressing teacher equity:
– What specific steps will states and districts take to ensure that low-income
students and students of color have equitable access to strong, well-supported
teachers?
– Will the state’s plan address:
Preparation & Certification?
Professional Development & Support?
Feedback & Evaluation Systems?
Incentives (e.g., compensation, loan forgiveness, career ladders)?
Educator diversity?
Key questions for resource equity under ESSA:
– How will states and districts ensure that federal funds truly provide extras for
high-poverty schools—as opposed to making up for inequitable state and local
funding?
– How will states and districts ensure that school improvement funds are used on
evidence-based strategies?
68
ESSA IS A POTENTIAL TOOL FOR EQUITY
A FEW KEY POLICY DILEMMAS
1. Local vs. state vs. federal roles
2. Is the goal equality or equity?
3. What is the school improvement theory of change?
4. Is the critical lever equitable resources, or integration, or
something else entirely?
5. To what extent does policy change drive changes in
students’ classroom experiences?
6. Identity and policy intersectionality
69
FOR STATES AND THE NATION
WHAT CAN WE DO?
1. An expansion of high-quality early care and education to
serve all children
2. Equitable implementation of high standards for college
and career readiness
3. Opportunities for all students to learn and succeed
4. A focus on college access, affordability, and completion…
and workforce success
70
KEY AREAS FOR ACTION
“Whatever affects one directly,
affects all indirectly. I can never
be what I ought to be until you
are what you ought to be. This is
the interrelated structure of
reality.”
~ Dr. Martin Luther King, Jr.