1. Academic Achievement Gap December 2, 2004

2. What is the achievement gap?
Correlation between race, and or poverty and low academic achievement

3. -Closing the Achievement Gap
The Roots of the Gap
“…while the achievement gap formally appears as early as kindergarten, assessments have shown that a sizable gap can be found in young children before they start school. (Kober, 2001)”
-Closing the Achievement Gap

4. The History 1966 James Coleman 1970 NAEP 1983 A Nation At Risk
1988 High water mark
1990 The Bell Curve, Hernstein and Murray
1998 ECLS-K
NCLB 2001

5. The gap varies geographically
The gaps are widest in the Midwest and Northeast.

6. Closing the Achievement Gap, 2003
Urban Problem
“…dimensions of the gap transcend the conditions found in urban schools.”
Closing the Achievement Gap, 2003

7. -Closing the Achievement Gap, 2003
Poverty or Race
“Even within the same schools middle class black students tend to score lower on achievement tests than whites.”
-Closing the Achievement Gap, 2003

8. How is it measured? Standardized Testing ITBS/ ITED
Gifted and Talented, Special Education
AP and Advanced course enrollments
Graduation Rates
College Going Rates
College Completion Rates
Graduate School Admissions
Income Levels

9. Why ? Parent Involvement Teacher Expectations Teacher Race TV
Test Bias
Curriculum
OTL
Stereotype Threat
Books in the Home

10. Achievement Gap National Data National Thoughts on Strategies
Des Moines Data
Des Moines Strategies
Des Moines Plans

11. Where Are We Now? NAEP 8th Grade Mathematics All Students 2000

12. NAEP 8th Grade Mathematics 2000

13. NAEP 8th Grade Math Performance 2000

14. Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 13 Year-Olds
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

15. Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

16. Too Few 17 Year-Olds Demonstrate Strong Reading Skills
African American
Latino
White
Learn from Specialized Materials 1% 2% 8%
Understand Complicated Information
17%
24%
42%
Make Generalizations
95%
97%
98%
Source: USDOE, NCES, 1999 NAEP Summary Data Tables

17. Too Few 17 Year-Olds Demonstrate Strong Math Skills
African American
Latino
White
Multi-step Problems 1% 3%
10%
Moderately Complex
27%
38%
70%
Numerical Operations
89%
94%
99%
Source: USDOE, NCES, 1999 NAEP Summary Data Tables

18. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds
Source: NAEP 1999 Long Term Trends Summary Tables (online)

19. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

20. Not surprisingly, these patterns are also clear in graduation and college entry rates
Education Trust

21. Students Graduate From High School At Different Rates
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 1998 (p ), Detailed Tables No. 2

22. Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving High Income Students
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

23. Of Every 100 White Kindergartners:
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

24. Of Every 100 African American Kindergartners:
87 Graduate from High School
51 Complete at Least some College
17 Graduate from College

25. Of Every 100 Latino Kindergartners:
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

26. Of Every 100 American Indian/Alaskan Native Kindergartners:
(24 Year Olds)

27. College Graduates by Age 24
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

28. Schools Making Gains

29. Wrigley Elementary KENTUCKY 78% Low-Income
3rd Highest Performing in State in Reading
6th Highest Performing in State in Writing
KENTUCKY

30. Mount Royal Elementary/Middle, Baltimore, MD
99% African American
73% Low-Income
Highest Performing in State on state’s 5th grade Math test.
Top 10% of state in 5th grade reading.
MARYLAND

31. Pimlico Elementary, Baltimore, MD
100% African American
94% Low-Income
Top 1% in improvement on the state’s 5th grade Math test.
Maryland

32. DC Key Academy 100% African American 81% low-income
Founded in 2001 in southeast D.C. In its first year, housed in the basement of a church in Anacostia.
Source: “KIPP:Schools” fact sheet from KIPP National office.

33. DC Key Academy: First-Year Student Gains Are Double the National Average
Source: New American Schools Education Performance Network. Evaluating Success: KIPP Educational Program Evaluation.
October Key Academy gains compare spring 5th grade results to fall pre-test; national gains based on spring 4th to spring 5th.

34. Hambrick Middle School, Aldine, TX
94% African American and Latino (state = 56%)
85% low-income (state = 50%)
Has performed in the top fifth of all Texas middle schools in both reading and math in both 7th and 8th grades over a 3-year period.

35. Hambrick Middle School, Aldine, TX
Source: New York State Department of Education. Analyses by Student Subgroup of School Performance in English Language
Arts and Mathematics for Lincoln School in Mount Vernon City School District. March 7, 2002.

36. Prince Edward County High, Farmville VA
(715 students – 55% African American and Latino)
Sources: Virginia Department of Education Web site,

37. Norview High School, Norfolk, VA
(1,560 students – 70% African American and Latino)
Sources: Virginia Department of Education Web site,

38. Iowa Cedar Falls Creston Davenport* LeMars Saydel South Tama
Breaking Barriers to Learning and Teaching Award, 2004

39. And some entire states...

40. 4th Grade Math African American Gains Between 1992 and 2000
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

41. 4th Grade Math Latino Gains Between 1992 and 2000
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

42. Differences among states so large that minority and/or poor students in some states outperforming white and/or non-poor students in others.

43. 8th Grade Writing: African Americans in Texas Perform as Well or Better Than Whites in 7 States
Source: NCES, National Assessment of Educational Progress

44. Successful schools, districts, and states a wonderful good news story for public education.

45. But also contain a lot of lessons on what works...

46. They Have Clear, High Goals and Consistent Approaches
They are relentless in pursuing them
They don’t keep changing strategies.

47. 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.

48. 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.

49. Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
Transcript Study: single biggest predictor of college success is the quality and intensity of the high school curriculum
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

50. Students of all sorts will learn more...

51. A Rigorous Math Curriculum Improves Scores For All Students
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

52. Students Who Take Algebra Show Greater Gains in Mathematics Achievement
Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

53. Vocational Students Taking High-Level English Courses Score Higher
Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores.

54. Low Quartile Students Gain More From College Prep Courses*
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

55. Take Manufacturing, for example…

56. 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.

57. Requirements for Sheet Metal Workers
Four or five years of apprenticeship;
Algebra, geometry, trigonometry and technical reading;

58. Auto Mechanics Reading Level- Grade 13 Aviation Mechanics Reading Level- College

59. Leading districts, states making college prep the default curriculum.

60. Leading Districts, States Provide Extra Instruction for Students Who Need It

61. And if you don’t live in a smart state?
Many schools, districts finding ways to double, even triple, amount of time spent on literacy, math.

62. Good Teaching Matters More Than Anything Else

63. Students who have several strong teachers in a row, will thrive no matter what their family background.

64. 1998 by The Education Trust, Inc.

65. Most teachers--like most other professionals--can get more and more effective.

66. Accordingly, smart districts do two important things:
Stop drive-by workshops
Invest in intensive, focused professional development.

67. In the meantime, though, we’ve got to work toward a more equitable distribution of teachers.

68. Poor and Minority Students Get More Inexperienced* Teachers
*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.

69. High-Poverty Schools Get More Low-Scoring* Teachers
*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more
students eligible for reduced-price lunch.
Source: Education Week, “Quality Counts 2001,” January 2001.

70. “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

71. Other Research High Quality early childhood education
Well prepared experienced teachers
Reduce class size in the early grades
Equitable representation across tracks in high schools
Bridge home and school cultures
Find reasons to expect each student to succeed

72. Other Research, contd. Hold schools and students accountable
Support students with tutoring, summer programs and follow-up assistance
Desegregate schools and programs within schools Eliminating the Black-White Achievement Gap, Thompson and Quinn

73. Sonia Nieto,Dept of Teacher Education, UMASS
Other Research
“To adopt a multicultural basal reader is far easier than to guarantee that all children will learn to read…to train teachers in a few behaviors in cultural awareness or curriculum inclusion is easier than to address widespread student disengagement in learning.”
Sonia Nieto,Dept of Teacher Education, UMASS

74. Other Research
Look at the sociopolitical context of education and school policies and practices

75. Sociopolitical Context
Societal ideologies
Government policies and mandates
School finance

76. School Policies and Practices
Curriculum
Pedagogy
Tracking
Testing
Discipline
Hiring

77. Troubling Questions Who is taking calculus? (12% v. 6.6%)
Which classes meet in the basement?
Who is teaching the children ?
Experience, preparation
Race, ethnicity
Teachers’ influence

78. Teachers’ Influence
…The proof is growing that all teachers-regardless of race, ethnicity, or gender-who care about, mentor,and guide their students can have dramatic influence on their futures, even when these students face tremendous barriers related to poverty, racism, and other social ills.”
Sonia Nieto

79. Des Moines Data

80. Measures of Student Data Used to Demonstrate Achievement Gaps
Standardized Test Scores ITBS
College Preparatory Course Enrollment and
AP Course Enrollment and AP Test Passing Rates
Graduation Rates
ACT Scores

81. Standardized Test Scores by Language Fluency

82. Standardized Test Scores by Ethnicity

83. Standardized Test Scores by Ethnicity

84. Standardized Test Scores by Ethnicity

85. Standardized Test Scores by Ethnicity

86. Standardized Test Scores by Ethnicity

87. Standardized Test Scores by Ethnicity

88. Standardized Test Scores by Income

89. Graduation Rates by Ethnicity
“Graduation Rate” defined as: Number of 12th graders receiving diplomas divided by number of entering 8th graders four years earlier

90. Standardized Test Scores by Income

91. Standardized Test Scores by Income

92. Standardized Test Scores by Income

93. Standardized Test Scores by Income

94. Standardized Test Scores by Income

96. Federal Role Minimize interstate resource differences
Mississippi spent $4900 to New Jersey’s $9090 adjusted for cost of living
1996 Mississippi received $590 and New Jersey received $340
Flanagan and Grissmer, The Role of Federal Resources in Closing the Achievement Gap

97. Federal Role Support sound educational research
Improve teacher quality
Broaden assessments
All Students Reaching the Top, Strategies for Closing Academic Achievement Gaps, NCREL 2004

98. Colleges and Universities
Teacher training focused on research from learning sciences
All Students Reaching the Top, Strategies for Closing Academic Achievement Gaps, NCREL 2004

99. State Level Preparation of School Leaders
High quality supplemental education services

100. Des Moines Strategies Early Childhood Programs All Day Kindergarten
Focused Professional Development
Class Size Reduction
Additional Resources
Focus on Literacy
Curriculum Alignment
Prep Academy

101. Des Moines Strategies Sisters for Success Minority Achievement Program
Collaboration, Partners in Economic Progress
Transformational Leadership for Principals
Benchmark on the Gap 2000

102. Gap Plan Focus on African American, and Latino student achievement
80% FRPL
Lowest achievement
Success transferable

103. Plan for Progress Input from Multiple Sources Soft Data Hard Data
Parents
Community
Students, focus on success
Staff, focus on success
Hard Data
Test Scores, 1.4
AP Enrollments
Suspensions
Research

104. Existence Proof Students Schools Districts
No one has brought it to scale

105. Gap Plan Areas Engage the Community Build Leadership Capacity
Quality Teachers
Improve District and School Culture
Aligned, Rigorous and Engaging Curriculum
Address the Needs of Struggling Students
Evaluate Current Programs, Focus Efforts
Benchmark Districts

106. -Adam Urbansky, President Rochester AFT
Excellence without equity is privilege. Equity without excellence is tokenism.
-Adam Urbansky, President Rochester AFT

107. -Marian Wright Edelman
A lot of folks are waiting for Dr. King or Mahatma Ghandi to come back. They are not coming back. We are it.
-Marian Wright Edelman