Hope for America’s Schools:
Lessons for OhioColumbus Metropolitan Club
KidsOhio Education Trust, May 2006
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.
NAEP Reading, 9 Year-Olds:Record Performance for All
Groups
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
African American-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
29 3526
Latino-White Gap Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
24 2821
NAEP Math, 9 Year-Olds: Record Performance for All
Groups
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
African American-White Gap Narrows to Smallest Size in History
NAEP Math, 9 Year-Olds
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American White
25
2823
Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
Latino White
2126
17
Bottom Line:When We Really Focus on
Something, We Make Progress
Clearly, much more remains to be done in elementary and
middle schoolToo many youngsters still
enter high school way behind.
But at least we have some traction on these
problems.
The Same is NOT
True of High School
High School Achievement: Math and Science: NAEP
Long-Term Trends
280
285
290
295
300
305
310
315
1986 1990 1992 1994 1996 1999 2004
MathScience
Source: NAEP 1999 Trends in Academic Progress.
HIGH SCHOOL ACHIEVEMENT: READING AND WRITINGNAEP Long-Term Trends
250255260265270275280285290295300
1984
1988
1990
1992
1994
1996
1999
2004
READINGWRITING
Gaps between groups wider today than in 1990
NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
21 29
NAEP Math, 17 Year-Olds
220
240
260
280
300
320
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
20 28
Over past decade:Students entered high school
a little stronger, but high schools added less value than
before
Hormones?
Students in Other Countries Gain More in
Secondary School TIMSS
PISA
US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries:
1999
U.S. RANKREADING 15TH
MATH 19TH
SCIENCE 14TH
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 Low in the Percent of Students in the Highest Achievement Level (Level 6)
in Math
0
2
4
6
8
10
Bel
giu
m
Kor
ea
Japa
nF
inla
nd
Net
her
land
sN
ew Z
eal
and
Sw
itzer
land
Aus
tral
iaC
ana
daC
zech
Re
pub
licIc
ela
ndD
enm
ark
Sw
ede
nO
EC
D A
vera
geA
ustr
iaG
erm
any
Fra
nce
Slo
vak
Rep
ublic
Nor
way
Ire
land
Pol
and
Luxe
mbo
urg
Hun
gar
yU
nite
d S
tate
s
Italy
Tu
rkey
Spa
inP
ortu
gal
Gre
ece
Mex
ico
Per
cen
t o
f S
tud
ents
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
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/
Problems not limited to math, either.
2003 PISA Problem-Solving Results: US #23
Source: OECD, PISA. Problem Solving for Today’s World. 2004
55% of our 15 year olds at problem-solving level 1 or
below.Closest other country?
LATVIA
Source: OECD Problem Solving for Tomorrow’s World. 2004
One measure on which we rank high?
Inequality!
Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.
*Of 27 OECD countries
Performance Of U.S.15 Year-Olds Highly Variable
PISA 5th – 95th
Gap Rank*Reading (interpreting text) 3
Mathematical Literacy 6 (tie)
Science Literacy 7
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.
Some of these “lesses” are a result of choices that policymakers make.
Nation:Inequities in State and Local
Revenue Per StudentGap
High Poverty vs. Low Poverty Districts
-$907 per student
High Minority vs. Low Minority Districts
-$614 per student
Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002
But some of the “lesses”–indeed, perhaps the most
devastating ones—are a function of choices that
educators make.
Choices we make about what to expect of whom…
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent
Schools87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
Choices we make about what to teach whom…
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled
in Algebra 2
45
62
0
80
1998
Per
cen
t En
rolle
d
Latino
White
And choices we make about Who
teaches whom…
Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers
54%
86%
42%
69%
0%
100%
90-100% Non-White 90-100% White
Certified in Field BA or BS in Field
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
Poor and Minority Students Get More Inexperienced*
Teachers
20%
11%
21%
10%
0%
25%
High-poverty schools Low-poverty schools
High-minority schools Low-minority schools
*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
Results are devastating.
Kids who come in a little behind, leave a lot behind.
By the end of high school?
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
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
And these are the students who remain in
high school.These same patterns play out
in high school completion, college entry and college
completion.
So What Can We Do?
Many people have concluded that we can’t
do much.
What We Hear Adults Say:
• They’re poor;• Their parents don’t care;• They come to schools without
breakfast; • Not enough books• Not enough parents . . .
But if they are right, why are low-income students and
students of color performing so high in some schools…
Centennial Place Elementary School
Atlanta, Georgia
• 92% African American• 64% Low-Income• Performed in the top 2% of Georgia
schools in 4th grade reading in 2003• Performed in top 7 % of Georgia
schools in 4th grade math in 2003
Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org School Information Partnership, http://www.schoolresults.org
High Achievement at Centennial Place2004 Reading Composite
94 94 92
0
20
40
60
80
100
All African
American
Low Income
Per
cent
Pro
ficie
nt
Source: Georgia Department of Education, http://www.doe.k12.ga.us
Elmont Memorial Junior-Senior High Elmont, New York
• 75% African American• 12% Latino• 11% Asian/Pacific Islander/American
Ind.• 3% White
Source: http://emsc33.nysed.gov/repcrd2004/cir/280252070002.pdf
Elmont MemorialHigh Achievement in
Mathematics969797 100100100 949495
0%
20%
40%
60%
80%
100%
AfricanAmerican
Latino Low IncomePer
cen
t M
eeti
ng
Gra
du
atio
n
Req
uir
emen
t
1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)
Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf
Elmont Memorial High Achievement in English
969796 9897100 10010099
0%
20%
40%
60%
80%
100%
AfricanAmerican
Latino Low Income
Pe
rce
nt
Me
eti
ng
Gra
du
ati
on
R
eq
uir
em
en
t
1998 Cohort 1999 Cohort 2000 Cohort (Class of 2004)
Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf
University Park High SchoolWorcester, MA
• Grades 7-12;• 70+% poverty;• 50% ELL;• Most students enter at least two
grade levels behind.
University Park Results: 2004
• 100% of 10th graders passed MA high school exit exam on first attempt.
• 87% passed at advanced or proficient level.
• Fifth most successful school in the state, surpassing many schools serving wealthy students.
Not just individual schools.Similar differences among
districts, even whole states.Big differences in how “same” group of students performs in
different districts, states.
OHIO?
NAEP 2005 Grade 4 Reading, Overall Scale Scores
185
195
205
215
225
235
Mas
sach
uset
tsN
ew H
amps
hire
Del
awar
eN
orth
Dak
ota
Min
neso
taC
olor
ado
Was
hing
ton
Ohi
oN
ew J
erse
yId
aho
Uta
hM
isso
uri
Mar
ylan
dK
ansa
sFl
orid
aIn
dian
aN
orth
Car
olin
aA
rkan
sas
Illin
ois
Tenn
esse
eG
eorg
iaA
lask
aLo
uisi
ana
New
Mex
ico
Cal
iforn
iaM
issi
ssip
pi
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 4 Reading, African American Scale
Scores
185
195
205
215
225
235
Was
hing
ton
Ala
ska
Virg
inia
Col
orad
oN
ew M
exic
oK
entu
cky
Wes
t Virg
inia
Iow
aP
enns
ylva
nia
Nor
th C
arol
ina
New
Jer
sey
Geo
rgia
Rho
de Is
land
Ohi
oK
ansa
sLo
uisi
ana
Wis
cons
inIll
inoi
sA
rizon
aM
inne
sota
Mic
higa
n
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 4 Math, Overall Scale Scores
200
210
220
230
240
250
Mas
sach
uset
tsM
inne
sota
New
Jer
sey
Nor
th D
akot
aC
onne
ctic
utO
hio
Texa
sM
aine
Nor
th C
arol
ina
Wis
cons
inIn
dian
aV
irgin
iaFl
orid
aM
aryl
and
Neb
rask
aO
rego
nN
atio
nal P
ublic
Ark
ansa
sG
eorg
iaIll
inoi
sTe
nnes
see
Wes
t Virg
inia
Cal
iforn
iaLo
uisi
ana
Mis
siss
ippi
New
Mex
ico
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 4 Math, African American Scale
Scores
200
210
220
230
240
250
Was
hing
ton
Mas
sach
uset
tsA
lask
aW
est V
irgin
iaFl
orid
aN
ew J
erse
yS
outh
Car
olin
aN
ew Y
ork
Geo
rgia
Indi
ana
Nat
iona
l Pub
licC
onne
ctic
utM
inne
sota
Ariz
ona
Okl
ahom
aC
alifo
rnia
Tenn
esse
eN
evad
a
Illin
ois
Mic
higa
nR
hode
Isla
nd
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Reading, Overall Scale Scores
225
235
245
255
265
275
Mas
sach
uset
tsN
ew H
amps
hire
Mon
tana
Sou
th D
akot
aM
inne
sota
Wyo
min
gK
ansa
sO
hio
Del
awar
eC
olor
ado
New
Yor
kC
onne
ctic
utIll
inoi
sO
rego
nIn
dian
aM
ichi
gan
Nat
iona
l Pub
licA
lask
aA
rkan
sas
Texa
sS
outh
Car
olin
aA
rizon
aLo
uisi
ana
Ala
bam
aN
ew M
exic
oH
awai
i
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Reading, African American Scale
Scores
225
235
245
255
265
275
Was
hing
ton
Mas
sach
uset
tsN
ew J
erse
yA
lask
aK
ansa
s
Texa
s
Illin
ois
Neb
rask
aO
klah
oma
Nat
iona
l Pub
licM
isso
uri
Sou
th C
arol
ina
Indi
ana
Con
nect
icut
Nev
ada
Tenn
esse
eM
inne
sota
Flor
ida
Ark
ansa
sW
isco
nsin
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Math, Overall Scale Scores
235
245
255
265
275
285
295
Mas
sach
uset
tsN
orth
Dak
ota
Ver
mon
tN
ew H
amps
hire
Wis
cons
inK
ansa
sN
ew J
erse
yO
hio
Nor
th C
arol
ina
Wyo
min
gC
onne
ctic
utId
aho
Pen
nsyl
vani
aTe
xas
Ala
ska
Nat
iona
l Pub
licM
aryl
and
Mis
sour
iFl
orid
aA
rkan
sas
Rho
de Is
land
Tenn
esse
eC
alifo
rnia
Loui
sian
aN
ew M
exic
oM
issi
ssip
pi
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
NAEP 2005 Grade 8 Math, African American Scale
Scores
235
245
255
265
275
285
295
Was
hing
ton
Texa
sN
orth
Car
olin
aV
irgin
iaN
ew J
erse
yM
aryl
and
Indi
ana
Col
orad
oK
ansa
sK
entu
cky
Nat
iona
l Pub
licFl
orid
aW
est V
irgin
iaC
onne
ctic
utO
klah
oma
Cal
iforn
iaM
issi
ssip
piN
evad
aW
isco
nsin
Neb
rask
a
Ave
rag
e S
cale
Sco
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
Ohio Urban Districts?
More growth than state as a whole; some shining
examples of school success, including two “Schools of Distinction” right here in
Columbus.But still far too many students
way behind.
How can we move further, faster?
Three places to focus.
#1. Make sure that all students are 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 will 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 will also fail less often...
Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
16
23
47
31
0
50
Quartile I (Lowest) Quartile 2
Per
cen
t E
arn
ing
"D
" o
r "F
"
College Prep Low Level
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 districts, states making college prep the
default curriculum.
Texas, Indiana, Arkansas, Oklahoma, Kentucky,
Michigan, South Dakota.
#2. Make certain that teachers have clear,
coherent curriculum.
Students can do no better than
the assignments they are given...
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.
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;
• Assess students every 4-8 weeks to measure progress;
• ACT immediately on the results of those assessments.
#3. Get strong teachers to the students who need them
the most.
Good teachers matter a lot.
But some groups of kids don’t get their fair share of quality
teachers.
Classes in High Poverty High Schools More Often Taught by
Misassigned* Teachers
28%
14%19%
16%
40%
20%
31%
18%
0%
50%
Math Science English Social Studies
less than 20% Free Lunch greater than 49% Free Lunch
*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers
54%
86%
42%
69%
0%
100%
90-100% Non-White 90-100% White
Certified in Field BA or BS in Field
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
Poor and Minority Students Get More Inexperienced*
Teachers
20%
11%
21%
10%
0%
25%
High-poverty schools Low-poverty schools
High-minority schools Low-minority schools
*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
True, some of these differences occur between
poor and rich school districts.But there are big differences
within school districts, as well.
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
In accordance with district and state practice, both schools report the same average teacher salary.
The average teacher at Locke High School gets paid about $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.
This HAS to change.
If we had the courage and creativity to change current
patterns?
“By our estimates from Texas schools, having an above average teacher for five
years running can completely close the average gap between low-income students and others.”
John Kain and Eric Hanushek
The Education TrustDownload this Presentation
www.kidsohio.orgor
www.edtrust.orgWashington, DC: 202-293-1217
Oakland, CA: 510-465-6444