Raising Achievement and Closing Gaps: Thoughts for the School Board

© 2012 THE EDUCATION TRUST

Raising Achievement and Closing Gaps: Thoughts for the School Board

Young Elected Officials NetworkA Program of People for the American Way FoundationJune 22, 2012


Source:


National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2011 NAEP Grade 4 Reading


Source:


National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2011 NAEP Grade 4 Reading


Source:


4th Grade Reading:Record Performance with Gap Narrowing

NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Source:


8th Grade Math: Progress for All Groups, Some Gap Narrowing



Source:


Achievement Flat in Reading

NAEP Long-Term Trends, NCES (2004)


Source:


Math achievement flat over time

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


Source:


12th Grade Reading: No Progress, Gaps Wider than 1988



Source:


12 Grade Math: Results Mostly FlatGaps Same or Widening



Source:


Average Scale Scores, by DistrictLow-Income African-American Students

NAEP Data Explorer, NCES

Note: Basic Scale Score = 208; Proficient Scale Score = 238


Source:

Average Scale Scores, by DistrictLow-Income Latino Students

NAEP Data Explorer, NCES

Note: Basic Scale Score = 214; Proficient Scale Score = 249

© 2012 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST

African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP


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.


Who receives funding


The Federal Intent:

State & Local Funds

State & Local Funds

Title I Funds

Title I Schools Non Title I Schools


Source: Education Trust Analysis of 2007-2008 New York City School-Based Expenditure Report data

Funding Gaps Within Districts:

Examples from New York City

96% Low Income

86% Low Income

How much extra funding would P.S. 291 and P.S. 251 receive if their per-student expenditures were equal to those of non-Title I schools?


Suggestions for Funding Fairness• Look at your per pupil expenditures by

funding source (state, local, federal)• Use actual teacher salaries at the school to

budget fairly.• Consider effects of the day-to-day budget

choices your district makes.– Is your funding aligned with your priorities?– Education Resource Strategies “hold em” tool:

http://holdem.erstools.org/hold-em


Who teaches whom


Nationally, More Classes in High-Poverty Secondary Schools Are Taught by Out-of-Field* Teachers

High- Poverty

Low-poverty

Note: High Poverty school = 55% 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.

*Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA.

National

Source: Analysis of 2007-08 Schools and Staffing Survey data by Ed Trust. 19


Nationally, Students in High Poverty Schools Are More Likely to Be Taught by Novice Teachers

Source: Analysis of 2007-08 Schools and Staffing Survey data by U.S. Department of Education.

*Teachers in first year as the teacher of record. Data from a representative sample of schools across the USA.Note: High-Poverty = schools with 55% or more students eligible for free or reduced price lunch. Low-Poverty = 15% or fewer students eligible for free or reduced price lunch.

20


Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least

effective” teachers

Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” 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.


A low-income student is 66% more likely to have a low value-added teacher.

Los Angeles: LOW-INCOME STUDENTS LESS LIKELY TO HAVE HIGH VALUE-ADDED TEACHERS

A low-income student is more than twice as likely to have a low value-added teacher for ELA

In math, a student from a relatively more affluent background is 39% more likely to get a high value-added math teacher.

ELA MATHA student from a relatively

more affluent background is 62% more likely to get a high value-added ELA teacher.


Suggestions for Teacher Equity• Is your district intentional about who teaches

whom?– Does your hiring process help low-income or high

minority schools?– Where are your best leaders?– What are you doing to improve conditions for

teaching and learning?

• Examples to look at:– Charlotte-Mecklenberg’s Strategic Staffing

Initiative


What we teach


Wide variation in expectations for reading proficiency across states

Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.

NAEP Equivalent Score for State Proficiency Standard in Grade 4 Reading (2009)


Wide variation in expectations for math proficiency across states

NAEP Equivalent Score for State Proficiency Standard in Grade 8 Math (2009)

Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.


Source: Peter D. Hart Research Associates/Public Opinion Strategies, “Rising to the Challenge: Are High School Graduates Prepared for College and Work?” (February 2005).

Few Employers Think High School Graduates Are Well Prepared for Employment


Source: “Are They Really Ready to work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21 st Century Workforce,” Conference Board (2006).

Employers Overwhelmingly Think High School Graduates Are Deficient in Critical Skills


They will be in place by 2013-2014. New assessments by 2014-2015.

46 States and the District of Columbia have adopted common

core state standards


Note: Percentages are approximate; exact figures were not provided. Source: William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research

Most math teachers are familiar with, and support, the Common Core State Standards


Source:


William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research Note: Percentages are approximate; exact figures were not provided.

Most teachers don’t see big changes in the Common Core State Standards


Source:



Teachers report that they’re unlikely to change what they teach in response to the Common Core


Source:


William H. Schmidt, “The challenge of implementing the Common Core State Standards for math,” http://www.edweek.org/media/ccsso_spaces-blog.pdfNote: Percentages are approximate; exact figures were not provided.

Teachers need new supports and materials to assist in transition to Common Core


Source:



Elementary and middle school teachers feel less prepared to implement the Common Core


Source:


Suggestions for Common Core• Is there a plan and is it being implemented?

– Phased roll out

• Supports for your teachers and leaders– What is being provided?– What feedback are you getting about usefulness?

• Managing expectations – Parents, community

• Examples:– Baltimore City, New York City, Kentucky, Georgia,

Tennessee


Is this the choice that will move the ball forward for

kids or am I simply making life easier for the adults?


Washington, D.C. Ann Arbor, MI 202/293-1217 734/619-8009

Next School Year…

Getting It Done! Raising Achievement, Closing Gaps for All

Join us in Washington D.C. November 8-9, 2012

for The Education Trust National Conference

on Closing the Gap

Learn more about the conference! www.edtrust.org

[email protected]

Oakland, CA510/465-6444

Documents

Raising Achievement and Closing Gaps: Thoughts for the School Board