Building A Movement: Closing Achievement and Opportunity Gaps in California. What, Why, and How?

2007 by The Education Trust-West

Building A Movement: Closing Achievement and Opportunity

Gaps in California. What, Why, and How?Claremont Graduate University

Phyllis Hart

The Education Trust-West


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

across the nation.


California’s NAEP Scores for 4th Grade Reading Lag Behind Other States

All 4th Grade Students - 2005 NAEP ReadingAverage Scale Scores From Highest to Lowest

231

207

180

190

200

210

220

230

240

250

260

Ma

ssac

hu

sett

sV

erm

ont

New

Ha

mps

hir

eV

irgi

nia

Del

aw

are

Con

nec

ticu

tN

orth

Da

kota

Mo

ntan

aM

inn

eso

taM

ain

eC

olo

rad

oW

yom

ing

Wa

shin

gto

nP

enn

sylv

ania

Oh

ioN

ew Y

ork

New

Je

rse

yS

out

h D

ako

taId

aho

Wis

cons

inU

tah

Neb

rask

aM

isso

uri

Iow

aM

ary

lan

dK

ent

ucky

Ka

nsa

sT

exa

sF

lorid

aM

ichi

gan

Ind

ian

aO

reg

onN

orth

Ca

rolin

aN

atio

nal

Pu

blic

Ark

ans

as

Rho

de

Isla

nd

Illin

ois

We

st V

irgin

iaT

en

ness

ee

Okl

aho

ma

Ge

org

iaS

out

h C

aro

lina

Ala

ska

Haw

aii

Lou

isia

na

Ala

ba

ma

New

Me

xico

Nev

ad

aC

alifo

rnia

Ari

zon

aM

issi

ssip

piD

istr

ict

of C

olu

mb

ia

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


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



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



California’s NAEP Scores for 8th Grade Reading Lag Behind Most States


All 8th Grade Students - 2005 NAEP Reading

274

250

220

230

240

250

260

270

280


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


African American 8th Grade Students – NAEP READING


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

255

240

225

230

235

240

245

250

255

260


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


California’s Asian 8th Grade Students Also Lag Behind Many States


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

291

264

220

230

240

250

260

270

280

290

300


On Our Own Assessments?


English Language Arts CST 2007 All Students

Source: California Department of Education, 2007

20

29

51

27

31

41

39

24

37

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

100%

4th Grade 8th Grade 11th Grade

STATEWIDE

Prof/ Adv

Basic

Below Basic


MATH CST 2007All Students

*General Math – Tests Grades 6 & 7 Standards

19

23

56

41

36

23

50

26

24

0%

20%

40%

60%

80%

100%

4th Grade 8th GradeGeneralMath*

Algebra I(Grades8-11)

STATEWIDE

Prof/ Adv

Basic

Below Basic



But underneath those averages. . .


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



ELA 4th Grade, By Economic StatusCST 2007

28

36

36

8

20

72

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

100%

EconomicallyDisadvantaged

Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic



Math 4th Grade, By EthnicityCST 2007

STATEWIDE

32 2512 6

2728

1911

41 4670

83

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic



Math 4th Grade, By Economic StatusCST 2007

27

27

45

9

18

72

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

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic



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.


But by Middle and High School Gaps Grow Increasingly Wider. In

both Reading and Math.

By the end of high school, even for those students that stay in our

school, the gaps are staggering.


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



Low-Income 7th graders read at about the level of Non Low-Income 3rd graders

678

644638

575

600

625

650

675

Non-Poor 3rd Grade Non-Poor 7th Grade Poor 7th Grade

CA

T/6

re

ad

ing

sc

ore

(2

00

7)

CAT/6 2007




STATEWIDE

39 3713 14

34 36

25 23

27 26

62 64

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic




38

36

26

16

26

59

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

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic



Math 8th Grade (General Math) By Ethnicity CST 2007

STATEWIDE

54 4827 20

33 37

3635

13 1636 45

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic



Math 8th Grade (General Math)By Economic Status, CST 2007

49

36

16

29

37

35

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

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic




STATEWIDE

55 5126 23

24 27

22 20

22 23

52 57

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic




52

26

22

29

23

49

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

100%


Non-Economically

Disadvantaged

STATEWIDE

Prof/ Adv

Basic

Below Basic



Algebra 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



Algebra I (Grades 8-11), By Economic Status CST 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



Geometry (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



Geometry (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



Algebra II (Grades 8-11), By EthnicityCST 2007

STATEWIDE

69 62

3623

2125

32

26

10 1332

50

0%

20%

40%

60%

80%

100%


Prof/ Adv

Basic

Below Basic



Algebra 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



CAHSEE First Time Test-Takers (Class of 2007 as 10th graders)

ELA Pass Rates


76%65% 65%

89% 86%

0%

20%

40%

60%

80%

100%

All AfricanAmerican

Latino White Asian

Statewide


CAHSEE First Time Test-Takers (Class of 2007 as 10th Graders)

Math Pass Rates


74%

55%62%

87% 92%

0%

20%

40%

60%

80%

100%

All AfricanAmerican

Latino White Asian

Statewide


…at the end of their senior year, CAHSEE Class of 2007


93% 88% 89%98% 96%

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

100%

All AfricanAmerican

Latino White Asian

Statewide


And these are for the students that are left.

Drop Out Rates Staggering, Even if Unclear.

We lose most kids between 9th and 10th

grades.


Too Few Graduate.California

Class of 2005

68%

57% 56%

80%84%

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

100%

All AfricanAmerican

Latino White Asian

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

*Includes 9th graders who graduated four years later.


The Gaps Don’t End At High School.


Graduation Rates at CSU SchoolsLatino vs. White

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


Graduation Rates at CSU SchoolsAfrican-American vs. White



Graduation Rates at UC SchoolsAfrican American vs. White



Graduation Rates at UC SchoolsLatino vs. White


How?

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


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


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 California

Garfield High School Over 4000 studentsOver 80% low-income

El Monte High Over 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

480477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004

AP

I sc

ore





453

512538

567

490480477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004

AP

I sc

ore





453

512538

567

608

538

490480477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004

AP

I sc

ore





453

512538

567

608620

605

546523

538

490480

477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004 2005

AP

I sc

ore





453

512538

567

608620

605

640

535546523

538

490480

477

484

400425450475500525550575600625650675700

1999 2000 2001 2002 2003 2004 2005 2006

AP

I sc

ore




How?


Hold the Line on the End Goal: College and Work Readiness for All.


STUDENTS AND PARENTS ARE CLEAR:

THEIR GOAL IS COLLEGE96%94%

0%

50%

100%

Students Parents

Per

cen

t

Source: U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out, September 2003.


CA Parents who expect their kids to attain at least a four year degree

80%86% 90%

0%10%20%30%

40%50%60%

70%80%90%

100%

Latino Parents Black Parents Asian Parents

Source: New American Media Poll, Great Expectations, Survey of Latino, Asian, and African American Parents on Education. Aug. 23, 2006 Available at: http://news.newamericamedia.org/news/


That’s Good, Because Education Pays. California: 2005 Median Income, Adults Over Age 25

18,163

27,217

35,861

50,388

67,740

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

Le

ss

Th

an

Hig

hS

ch

oo

l

Hig

h S

ch

oo

l

So

me

Co

lleg

e/A

ss

oc

iate

s

Ba

ch

elo

rs

Gra

d/P

rof

De

gre

e

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


Even in Jobs We Don’t Expect

Requirements for Tool and Die Makers

• Four or five years of apprenticeship and/or postsecondary training;

• Algebra, geometry, trigonometry and statistics;

• Average earnings: $40,000 per year.

Requirements for Sheet Metal Workers

• Four or five years of apprenticeship;

• Algebra, geometry, trigonometry and technical reading;

Requirements for Auto Technicians

• A solid grounding in physics is necessary to understand force, hydraulics, friction and electrical circuits.


Even in Jobs We Don’t Expect…

Plumbing-Heating-Air Conditioning

• Four or five years of apprenticeship

and/or post-secondary training;

• Algebra, plane geometry,

trigonometry and statistics;

• Physics, chemistry, biology,

engineering economics.

ALL of these jobs require a strong

foundation of reading, writing and

speaking the English language

in order to comprehend

instructions and technical manuals

Construction and Engineering

• Four or five years of apprenticeship

and/or post-secondary training;

• Algebra, plane geometry

• Critical thinking, problem solving,

reading and writing

Sources: Plumbing : Shapiro, D., and Nichols, J. Constructing Your Future: Consider a Career in Plumbing, Heating, Ventilation, Air Conditioning (HVAC) PHCC Auxiliary 2005 downloaded March 13, 3006 http://www.phccweb.org/PDFs/PHCC20pg.pdf, Construction: California Apprenticeship Council Division of Apprenticeship Standards 2001 Annual Legislative Report Downloaded March 15, 2006 http://www.dir.ca.gov/das/DASAnnualReport2001/LegRep2001.pdf#search='architecture%2C%20construction%2C%20engineering%20%28ace%20pathway%29%20course%20outline'


All Kids College and Work Ready

Focusing on Course Quality, Redesign.

But Don’t Forget Here Too, Access (To The Right Courses)

Is Still A Huge Problem.


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

35%

14%

52%

25%16%

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

100%

AllStudents

AfricanAmerican

Asian Latino White

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

*Includes 9th graders who have completed the A-G course sequence with a “C” or better in each class four years later.


Even though most students want to go to college, the truth is, many low income students and students of color aren’t getting the classes in the first place.


Gompers HS:

• 1543 Students

• 87.1% Latino & African-American

• 81.1% low-income

• 17% of graduates successfully completed A-G in 2004

La Jolla HS:

• 1688 students

• 25% Latino & African-American

• 17.8% low-income

• 56.7% of graduates successfully completed A-G in 2004

San Diego City Schools: Two High Schools

Source: CA Dept of Education, 2005


48

30

6 3

10

1

19

6

12

4 5 3

0

10

20

30

40

50

60

Pre-Alg Beg Alg Int Alg Adv Alg Geometry Pre-calc Calc

Gompers HS La Jolla HSNu

mb

er

of

cla

sse

s o

ffe

red

in 2

00

4-0

5Opportunities to take higher level math classes are much

more limited at the high-poverty, high-minority high school:Gompers HS vs. La Jolla HS, San Diego City Schools

Source: Ed Trust-West Analysis of CA Dept of Education Data, 2005


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


Ultimately, why does good teaching matter?


What does it look like?Equity in Rigor?

What is Rigor?


Students can do no better than the assignments they are given.


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:



Middle School Example

7th Grade Assignment

Explain the difference between the systems of the body affected by an allergy to pollen and those affected by an allergy to food as well as the process by which different medicines reduce the symptoms of each allergy.


Middle School Example:

7th Grade Assignment

Name and describe functions of the five body systems.


The Odyssey Ninth GradeHigh-level Assignment

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

By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.

For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?


The Odyssey Ninth GradeLow-level Assignment

Divide class into 3 groups:

Group 1 designs a brochure titled "Odyssey Cruises". The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place.

Group 2 draws pictures of each adventure.

Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.


Grade 10 Writing Assignment

A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.


Grade 10 Writing Assignment

Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.


Using the SAME TEXT BOOKCollege-prep assignments from:

School A, District A, California

1467 students enrolled in 2005

• 82% White• 6% Asian• 4% Latino• 2% Black

• 2% Low-Income

School B, District B, California

2001 students enrolled in 2005

• 45% White• 4% Asian

• 48% Latino• 1% Black

• 27% Low-Income


Same Text Book: High-Level college-prep assignment.

• Describe the fundamental problems in the economy that helped cause the Great Depression. Consider agriculture, consumer spending and debt, distribution of wealth, the stock market

• Describe how people struggled to survive during the Depression

• How did Hoover’s belief in “rugged individualism” shape his policies during the depression?


Same Text Book:Low Level college-prep assignment.• Role play (Meet the Press) & interview key

people of the era• Draw a political cartoon highlighting a

major event of the time• Share excerpts from noted literary

authors-Lewis, Fitzgerald, Hemingway, Hughes

• Listen to jazz artists of the 20’s• Construct a collage depicting new

inventions


Use Time Differently. Break out of the 6 hour a day, 180

days a school year, mode of thinking.


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

18 Eight Hour Days Per Subject

Per Year


Hold the line on high standards, and at the same time, ensure

proper supports.

An example: CAHSEE


CAHSEE Passage Rates California Class of 2006

as of July 2006

91

69

84

52

86

56

97

82

95

80 76

36

86

55

30405060708090

100

Initial PassRates 10thgrade Class

of '06

by 11thgrade Class

of '06

As ofJ anuary

2006 Classof '06

As ofFebruary

2006 Classof '06

As of J uly2006 Class

of '06

perc

ent

pass

ed

All Black Latino White Asian English Learners Low-Income

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


Has the CAHSEE requirement changed anything?

What principals say:

Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.

43

58

83

0

20

40

60

80

100

2002 2004 2006

Percent principals who have implemented or partially implemented plans to increase remediation for CAHSEE


Has the CAHSEE requirement changed anything?

What students say:

89% of 11th graders who took the CAHSEE ELA in 2006 reported ‘working harder,’ either by: taking additional courses (15%)

• Working harder in current courses (50%)

• Getting outside help (14%)

• Repeating courses (10%)

Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.


What about alternative assessments?


3%

41%

0%

20%

40%

60%

80%

100%

Lowest-Poverty Schools (0-10%) Highest-Poverty Schools(91-100%)

Average Percent of New Jersey general education students graduating via alternative assessment, 2004

Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005

If we don’t hold the line on standards, we run the risk of creating devastating unintended consequences…

Alternatives to the High School Exit Exam? Example: New Jersey


79%71%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Central High, Newark 99% Black & Latino

52% poor

West Side, Newark 99% Black & Latino

58% poor

Woodrow Wilson, Camden95% Black & Latino

62% poor

Average Percent of NJ general education students graduating via alternative assessment, 2004

State Average

14.9%

Source: EdTrust-West analysis of NJ Department of Education and schoolmatters.com data, 2005

In New Jersey’s large urban high schools…


We can’t be serious about closing the Achievement

Gap while allowing the Teacher Quality Gap to persist,

and grow.


Students Who Start 2nd Grade at About the Same Level of Math Achievement…

55 57

0

20

40

60

80

100

Group 1 Group 2

Ave

rag

e P

erce

nti

le R

ank

Beginning of 2nd Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


…Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their

Teachers

55 57

77

27

0

20

40

60

80

100

Group 1 Assigned to ThreeEFFECTIVE Teachers

Group 2 Assigned to ThreeINEFFECTIVE Teachers

Ave

rag

e P

erce

nti

le R

ank

Beginning of 2nd Grade End of 5th Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


Closing California’s Achievement Gaps is the Most Important Issue

Facing Our Public Schools.

The real question But do we have the will to educate

all children?


Call for Proposals Now Open.Registration Begins in the Fall.

SAVE THE DATE!

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

Documents

Building A Movement: Closing Achievement and Opportunity Gaps in California. What, Why, and How?