1. 2004 by The Education Trust, Inc. 1 The Texas Comprehensive Center Annual Forum Making Sense Of Adequate Yearly Progress (AYP) San Antonio, Texas Paul Ruiz, PhD: Principal Partner The Education Trust, SW July 30, 2006 pruiz@edtrust.org

2. 2004 by The Education Trust, Inc. 2 Establish clear goals for student learning. Measure whether students are reaching them. Hold educators accountable for raising student achievement. Commit to making improvements in schools that aren’t raising student achievement. Concept Behind AYP:

3. 2004 by The Education Trust, Inc. 3 AYP is a signaling device It indicates whether schools, districts, and states are on-target with all groups of students. If not, AYP identifies which schools and groups of students need the most help.

4. 2004 by The Education Trust, Inc. 4 Steps are taken to help students in schools that do not make AYP. (i.e., the hard work is just beginning)

5. 2004 by The Education Trust, Inc. 5 AYP is NOT a reform strategy Anyone who asserts that AYP alone will raise achievement or close gaps is over-selling NCLB but... Anyone who’s ready to say today that we can’t meet these goals is under-estimating our kids and our schools.

6. 2004 by The Education Trust, Inc. 6 Why do we need AYP?

7. 2004 by The Education Trust, Inc. 7 Prior to NCLB, states were not serious enough about accountability. Most states only held schools accountable for overall performance.

8. 2004 by The Education Trust, Inc. 8 Howard Bishop Middle School Gainesville, Florida 55% African American 58% Low Income An “A” school under the Florida accountability system Did not make AYP for 2003-04 Source: Florida Department of Education, http://www.fldoe.org

9. 2004 by The Education Trust, Inc. 9 Achievement Gaps at Howard Bishop 2004 Reading Composite AYP Target = 31% Source: Florida Department of Education, http://www.fldoe.org

10. 2004 by The Education Trust, Inc. 10 B.C. Charles Elementary Newport News, Virginia 39% African American 35% Low Income Fully Accredited under the Virginia accountability system Did not make AYP for 2002-03 Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org

11. 2004 by The Education Trust, Inc. 11 Achievement Gaps at B.C. Charles 2003 Reading/Language Arts Composite AYP Target = 61% Source: Virginia Department of Education, http://www.pen.k12.va.us

12. 2004 by The Education Trust, Inc. 12... And states’ growth targets allowed achievement gaps to get bigger.

13. 2004 by The Education Trust, Inc. 13 Farallone View Elementary Cabrillo Unified, California 25% Latino 22% Low Income A successful school under the California accountability system (API) Did not make AYP for 2002-03 Source: California Department of Education, http://www.cde.ca.gov School Information Partnership, http://www.schoolresults.org

14. 2004 by The Education Trust, Inc. 14 Achievement Gaps at Farallone View 2003 Math Composite AYP Target = 16% Source: School Information Partnership, http://www.schoolresults.org

15. 2004 by The Education Trust, Inc. 15 Gaps Grew From 2002 to 2003 Grade 4 English Language Arts 38 53 Source: School Information Partnership, http://www.schoolresults.org

16. 2004 by The Education Trust, Inc. 16 Gaps Grew From 2002 to 2003 Grade 4 Math 34 41 Source: School Information Partnership, http://www.schoolresults.org

17. 2004 by The Education Trust, Inc. 17 Under AYP, a school is not successful unless it is successfully teaching all groups of students.

18. 2004 by The Education Trust, Inc. 18 The public supports this definition of success How concerned would you be about (the schools in your area/your child’s school) under the following circumstances? Most of the students in the school are meeting state standards but African American and Hispanic students are not. Source: Business Roundtable Survey conducted by SDS (June 2003). Concerned Voters: 88% Parents: 93%

19. 2004 by The Education Trust, Inc. 19 The public supports this definition of success Is it “OK” or “Not OK” to consider a school to be making adequate progress if only special education students are not meeting state standards? Source: Business Roundtable Survey conducted by SDS (June 2003). Not OK

20. 2004 by The Education Trust, Inc. 20 The public supports this definition of success Is it “OK” or “Not OK” to consider a school to be making adequate progress if only limited English proficient students are not meeting state standards? Source: Business Roundtable Survey conducted by SDS (June 2003). Not OK

21. 2004 by The Education Trust, Inc. 21 More than 100 African American and Latino superintendents, the Council of the Great City Schools, and other education leaders have spoken up in support of NCLB’s accountability provisions.

22. 2004 by The Education Trust, Inc. 22 33 of 47 Chief State School Officers believe that NCLB will improve student learning To what extent do you believe that, over time, the NCLB accountability requirements will result in increased student achievement? Source: Center on Education Policy, January 2004

23. 2004 by The Education Trust, Inc. 23 Across the country, schools are rising to the challenge of educating all students to high standards.

24. 2004 by The Education Trust, Inc. 24 Centennial Place Elementary School Atlanta Public Schools 91% African American 79% Low Income In 2002, performed in the top 7% of Georgia schools in 4 th grade reading In 2002, performed in the top 12% of Georgia schools in 4 th grade math Made AYP for 2003-04 Source: Georgia Department of Education, http://www.doe.k12.ga.us Dispelling the Myth Online, http://www.edtrust.org

25. 2004 by The Education Trust, Inc. 25 High Achievement at Centennial Place 2004 Reading Composite AYP Target = 60% Source: Georgia Department of Education, http://www.doe.k12.ga.us

26. 2004 by The Education Trust, Inc. 26 T. Ryland Sanford Elementary Newport News, Virginia 54% African American 55% Low Income In 2002, performed in the top 20% of Virginia schools in grade 5 math Fully Accredited under the Virginia accountability system Made AYP for 2002-03 Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org Dispelling the Myth Online, http://www.edtrust.org

27. 2004 by The Education Trust, Inc. 27 Closing Gaps at Sanford 2003 Reading/Language Arts Composite AYP Target = 61% Source: Virginia Department of Education, http://www.pen.k12.va.us

28. 2004 by The Education Trust, Inc. 28 Devon Aire Elementary Miami, Florida 61% Latino 27% Low Income 15% English Language Learners 9% Students with Disabilities In 2002, performed in the top 5% of Florida schools in 5 th grade reading and math An “A” school under the Florida accountability system Made AYP for 2003-04 Source: School Information Partnership, http://www.schoolresults.org Florida Department of Education, http://www.fldoe.org Dispelling the Myth, http://www.edtrust.org

29. 2004 by The Education Trust, Inc. 29 High Achievement at Devon Aire 2004 Reading Composite Source: Florida Department of Education, http://www.fldoe.org AYP Target = 31%

30. 2004 by The Education Trust, Inc. Some of Texas’ schools have been particularly successful in proving that all students can succeed.

31. 2004 by The Education Trust, Inc. Hambrick Middle School Aldine, Texas 72% Latino 23% African-American 87% Low-Income In 2002, performed with the top 15% of all schools in 8 th Grade Reading & Math Made AYP for 2002-03 Source: Texas Education Agency, http://www.tea.state.tx.us Dispelling the Myth Online, http://www.edtrust.orghttp://www.tea.state.tx.us

32. 2004 by The Education Trust, Inc. Hambrick Middle School: Raising Achievement While Narrowing Gaps TAAS, 1994-2002 57% 35% 98% 95% Source: Texas Education Agency Academic Excellence Indicator System, http://www.tea.state.tx.us

33. 2004 by The Education Trust, Inc. Ortiz Elementary Abilene, Texas 68% Latino 24% White 90% Low-Income In 2002, performed as well or better than 100% of Texas schools in grade 4 math In 2002, performed as well or better than 82% of Texas schools in grade 4 reading Made AYP for 2002-03 Source: Texas Education Agency, http://www.tea.state.tx.us Dispelling the Myth Online, http://www.edtrust.org

34. 2004 by The Education Trust, Inc. High Achievement at Ortiz 2003 TAKS Reading/Language Arts Composite AYP Target = 46.8% Source: Texas Education Agency, http://www.tea.state.tx.us

35. 2004 by The Education Trust, Inc. High Achievement at Ortiz 2003 TAKS Math Composite AYP Target = 33.4% Source: Texas Education Agency, http://www.tea.state.tx.us

36. 2004 by The Education Trust, Inc. Gruver Elementary Fort worth, Texas 53% Latino 47% White 60% Low-Income In 2004, received the National Blue Ribbon Award from the Department of Education for its student achievement Made AYP for 2003-04 Source: Texas Education Agency, http://www.tea.state.tx.us; Dispelling the Myth Online, http://www.edtrust.org

37. 2004 by The Education Trust, Inc. Gruver Elementary School: Rapid Improvement TAAS, 1994-2002 57% 35% 98% 95% Source: Texas Education Agency Academic Excellence Indicator System, http://www.tea.state.tx.us 32 0 gap

38. 2004 by The Education Trust, Inc. Gruver Elementary School: All Students Achieving at High Levels TAAS, 1994-2002 88% 75% 100% Source: Texas Education Agency Academic Excellence Indicator System, http://www.tea.state.tx.us

39. 2004 by The Education Trust, Inc. 39 Safe Harbor recognizes schools that are making significant improvement, even if they haven’t met state-established AYP goals.

40. 2004 by The Education Trust, Inc. 40 Leschi Elementary Seattle, Washington 79% African American 72% Low Income Made AYP for 2002-03 Source: Washington Superintendent of Public Instruction, http://ospi.k12.wa.us

41. 2004 by The Education Trust, Inc. 41 Achievement at Leschi 2003 Reading Composite AYP Target = 56.2% Source: Washington Superintendent of Public Instruction, http://ospi.k12.wa.us

42. 2004 by The Education Trust, Inc. 42 All Students and Low Income Students Made Safe Harbor in Reading 2003 AYP Target = 56.2% Source: Washington Superintendent of Public Instruction, http://ospi.k12.wa.us

43. 2004 by The Education Trust, Inc. 43 All Students and Low Income Students Made Safe Harbor in Reading 70% below proficient in 2002 58% below proficient in 2003 17% reduction in the percent of students below proficient from 2002 to 2003

44. 2004 by The Education Trust, Inc. 44 AYP is having positive effects on schools and systems

45. 2004 by The Education Trust, Inc. 45 Charlotte-Mecklenburg, North Carolina Raising Achievement, Closing Gaps Grade 3 Math 40 35 19 Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org

46. 2004 by The Education Trust, Inc. 46 Delaware Raising Achievement, Closing Gaps Grade 5 Reading 30 8 Source: Delaware Department of Education, http://www.doe.state.de.us

47. 2004 by The Education Trust, Inc. 47 Michigan Raising Achievement, Closing Gaps Grade 8 Math Source: Michigan Department of Education, http://www.michigan.gov/mde 42 37

48. 2004 by The Education Trust, Inc. 48 Maryland Raising Achievement, Closing Gaps Grade 3 Reading 31 24 Source: Maryland Department of Education, http://www.mdreportcard.org

49. 2004 by The Education Trust, Inc. 49 Pennsylvania Raising Achievement, Closing Gaps Grade 8 Reading 43 35 Source: Pennsylvania Department of Education, http://www.pde.state.pa.us/

50. 2004 by The Education Trust, Inc. 50 New York Raising Achievement, Closing Gaps Elementary Level Math 42 26 Source: New York Department of Education, http://www.nysed.gov/ 36

51. 2004 by The Education Trust, Inc. 51 Arizona Raising Achievement, Closing Gaps AIMS Grade 3 Math 30 27 20 Source: Arizona Department of Education, http:www.ade.state.az.us

52. 2004 by The Education Trust, Inc. 52 Mississippi Raising Achievement, Closing Gaps Grade 3 Math 21 12 Source: Mississippi Department of Education, http://mde.k12.ms.us

53. 2004 by The Education Trust, Inc. 53 Despite their concerns, superintendents and principals admit that NCLB has brought about positive change in their schools. 83% of superintendents and 75% of principals report they are “more focused on curriculum, teaching, mentoring and professional development than ever before.” SOURCE: Rolling Up Their Sleeves, Public Agenda Survey in Alliance for Excellent Education Newsletter, January, 2004.

54. 2004 by The Education Trust, Inc. 54 And, teachers are more satisfied with teaching than they’ve been in the last 19 years SOURCE: USA TODAY, April 22, 2004, More teachers satisfied with career, data from Harris Interactive, 2003. “This is the highest rating recorded since Harris polls began asking about teacher satisfaction in 1984.”

55. 2004 by The Education Trust, Inc. 55 "Instruction is now really focused....Standards have really helped us focus on what and how we are going to teach." Lynette Slazman, Elementary School Principal, The Rocky Mountain Collegian, 3/10/04

56. 2004 by The Education Trust, Inc. 56 "Much to our surprise, attitudes really had changed considerably since NCLB. There are high expectations and we did not have to twist any arms." Ricki Sabia, parent, special education expert and advocate re: finding it much easier to get her fifth grader at Cloverly Elementary School in Silver Spring into mainstream classes despite his learning disabilities; Reporter Jay Matthews, Washington Post, 3/9/04

57. 2004 by The Education Trust, Inc. 57 AYP is also improving the quality and availability of public information.

58. 2004 by The Education Trust, Inc. 58 Kansas online state report card Source: Kansas State Department of Education, http://www.ksbe.state.ks.us

59. 2004 by The Education Trust, Inc. 59 Maryland online school report card Source: Maryland Department of Education, http://www.mdreportcard.org

60. 2004 by The Education Trust, Inc. 60 But all of us need to monitor this data.

61. 2004 by The Education Trust, Inc. 61 New regulations have made AYP more sensitive to some of the challenges facing public schools.

62. 2004 by The Education Trust, Inc. 62 New provisions for students with disabilities 1% of all students (about 9% of all students with disabilities) at the district and state levels can take alternate assessments based on individual- appropriate standards. Districts and states can apply for a waiver to exceed the 1% cap where necessary. The 1% cap does not apply at the school level.

63. 2004 by The Education Trust, Inc. 63 New provisions for students with limited English proficiency LEP students’ achievement scores from their first year in an American school are not counted in AYP determinations. The scores of previously LEP students can be counted in the LEP category for an additional two years for AYP purposes.

64. 2004 by The Education Trust, Inc. 64 New provisions for test participation Participation rates can be averaged over the past two or three years in AYP calculations. Students who do not participate in state assessments because of a medical emergency are not included in participation rate calculations.

65. 2004 by The Education Trust, Inc. 65 AYP provides a framework for identifying challenges and targeting improvement efforts. The right—and the responsibility—to determine how to address a school’s particular needs remains with state and local educators and officials.

66. 2004 by The Education Trust, Inc. 66 The only non-negotiables for schools in need of improvement are choice and supplemental services for low- income students. Local officials retain tremendous discretion to implement aggressive or mild interventions, depending on facts and professional judgment.

67. 2004 by The Education Trust, Inc. 67 Will AYP work? In the end, it depends on our beliefs about what’s possible for students and schools.

68. 2004 by The Education Trust, Inc. 68 "I have difficulty with the standards because they're so unattainable for so many of our students... We just don't have the same kids they have on Long Island or Orchard Park.” –Superintendent, New York October 21, 2002, The Buffalo News

69. 2004 by The Education Trust, Inc. 69 “They may as well have decreed that pigs can fly... I think the State Board of Education is dealing with reality, not myth. Some of these politicians just have their heads in the sand.” -Wayne Johnson, CTA President Los Angeles Times August 6, 2002

70. 2004 by The Education Trust, Inc. 70 Think about the messages in what they say… To parents…about whose kids matter; To students…about how much educators think they can learn; and, To teachers…about whether they even have to try.

71. 2004 by The Education Trust, Inc. 71 Other leaders are talking about the challenge in very different ways….

72. 2004 by The Education Trust, Inc. 72 "Until the gap is closed, our work is not done." Des Moines Superintendent Eric Witherspoon, Des Moines Register, 4/15/03

73. 2004 by The Education Trust, Inc. 73 "People for the first time are really beginning to see the groups of kids who have been falling behind. The focus on these kids is a big advantage of testing subgroups for adequate yearly progress." Alyssa Pearson, Title I senior coordinator for the Colorado Department of Education, The Rocky Mountain Collegian, 3/10/04

74. 2004 by The Education Trust, Inc. 74 "At the end of the day, we are responsible for every child. Will we do it? Certainly. Will we look good early on? I doubt it." –Superintendent, Wake County June 2, 2002 News and Observer (NC)

75. 2004 by The Education Trust, Inc. 75 "If you really have a focus on doing what is in the best interests of all children, then AYP goals sort of fall in place." Durham Public Schools Associate Superintendent Carl Harris (Reporter: Michael Petrocelli, The Herald-Sun, 7/15/04)

76. 2004 by The Education Trust, Inc. 76 “This new era is not just a matter of kids having access to school… This new era is about how we're going to make sure all kids learn." Andy Tompkins, Kansas Department of Education Commissioner, Topeka Capital Journal, 7/8/03

77. 2004 by The Education Trust, Inc. 77 Raising Achievement for All while Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

78. 2004 by The Education Trust, Inc. 78 The Education Trust www.edtrust.org pruiz@edtrust.orgpruiz@edtrust.org 210-979-0575