1. Working Together to Improve Student Achievement and Close Gaps---- Oregon’s Superintendents’ Summer Institute

2. 2006 Superintendents’ Summer Institute: “Strategies for Student Success” State Department of Education Portland, Oregon August 7, 2006

3. 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.

4. NAEP Reading, 9 Year-Olds: Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

5. African American-White Gap Narrows to Smallest Size in History NAEP Reading, 9 Year-Olds 29 35 26 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

6. Latino-White Gap Narrows to Smallest Size in History NAEP Reading, 9 Year-Olds 24 28 21 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

7. NAEP Reading, 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

8. NAEP Math, 13 Year-Olds: Increases and Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

9. Bottom Line: When We Really Focus on Something, We Make Progress

10. Clearly, much more remains to be done in elementary and middle school Too many youngsters still enter high school way behind.

11. 2005 NAEP Grade 8 Math All Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

12. 2005 NAEP Grade 8 Math by Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

13. 2005 NAEP Grade 8 Math by Family Income, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

14. But at least we have some traction on these problems.

15. The Same is NOT True of High School

16. High School

17. Age 17: Math and Science NAEP Long- Term Trends Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress. Note: Long-Term Trends NAEP

18. Age 17: Reading and Writing NAEP Long-Term Trends Source: NAEP 2004 Trends in Academic Progress. Note: Long-Term Trends NAEP

19. Gaps between groups wider today than in 1990

20. NAEP Reading, 17 Year-Olds 21 29 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

21. NAEP Math, 17 Year-Olds 20 28 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

22. Students Make More Growth Grade 5 to 8 than Grade 9 to 12

23. Value Added in High School Declined During the Nineties

24. Not just a pattern on NAEP. State assessments show similar trends.

25. Hormones?

26. Students in Other Countries Gain far More in Secondary School TIMSS

27. 2003: U.S. Ranked 24 th out of 29 OECD Countries in Mathematics Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

28. Problems are not limited to our high-poverty and high-minority schools...

29. U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

30. U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

31. Problems not limited to math, either.

32. Let’s Take A Quick Look At Achievement in Oregon

33. NAEP 4 th Grade Reading: All

34. White 4 th graders: NAEP Reading

35. Low-Income 4 th Graders: NAEP READING

36. NAEP 8 th Grade Math: All

37. Low Income 8th Graders? NAEP MATH

38. White 8 th Graders: NAEP Math

39. According to the National Assessment of Education Progress (NAEP), only 31% of Oregon’s 4 th graders read at the proficient level.

40. Though state test scores suggest much higher levels of proficiency, they also show large gaps. 2003 Oregon Statewide Assessment (OSA), Grade 5 Reading & Literature Source: The Education Trust * Edwatch Online 2004 * State Summary Report

41. Similarly, according to NAEP, only 32% of Oregon’s 8 th grade students possess proficient level math skills.

42. Here again, state assessment data show higher scores but large gaps. 2003 Oregon Statewide Assessment (OSA), Grade 8 Math Source: The Education Trust * Edwatch Online 2004 * State Summary Report

43. Latino students in Oregon score significantly lower than Latino students from other states.

44. Latino students, in contrast to their White peers, are underrepresented in Advanced Placement courses.

45. Latino students go to college at rates much lower than their White counterparts.

46. Statewide, Oregon lags a little behind top states in its college participation rates.

47. Oregon ranks 12 th in the nation for its education funding effort in relation to its per capita income. Source: Kevin Carey, “State Poverty-Based Education Funding: A Survey of Current Programs and Options for Improvement”, Center on Budget and Policy Priorities, November 2002

48. Oregon spends an above average percent of its per capita income on education funding, ranking 12 th in the nation for its effort. Source: Kevin Carey, “State Poverty-Based Education Funding: A Survey of Current Programs and Options for Improvement”, Center on Budget and Policy Priorities, November 2002

49. Oregon funds its high-poverty districts with more per- student than its low-poverty districts, though not as generously as states like Minnesota and New Jersey. Source: Education Trust calculations based on U.S. Department of Education, school district revenue data for the 2000- 2001 school year.

50. Oregon’s high-minority districts receive $353 more per student than its low-minority districts. That translates into: $8,825 more for a classroom of 25 each year $141,200 more for a school of 400 each year Source: Education Trust calculations based on U.S. Department of Education, school district revenue data for the 2000- 2001 school year.

51. Federal funding for K-12 in Oregon has increased by 42% since 2001. Source: U.S Department of Education, “Funds for State-Allocated Student-Aid programs (estimates for 2004-2005 school year).

52. Since NCLB’s passage, Oregon’s Grade 5 Reading Scores have Declined by 3 Points Source: Oregon Department of Education, http://www.ode.state.or.us/ Oregon Statewide Assessment (OSA)

53. The African American-White 5 th grade reading gap narrowed by 4 Points. Source: Oregon Department of Education, http://www.ode.state.or.us/ 22 1620 Oregon Statewide Assessment (OSA)

54. The Latino-White 5 th grade reading gap narrowed by 1 point. Source: Oregon Department of Education, http://www.ode.state.or.us/ 29 2728 Oregon Statewide Assessment (OSA)

55. However, Oregon’s Grade 5 Math Scores have Increased by 4 Points since NCLB’s passage Source: Oregon Department of Education, http://www.ode.state.or.us/ Oregon Statewide Assessment (OSA)

56. The African American-White 5 th grade math gap narrowed by 6 points. Source: Oregon Department of Education, http://www.ode.state.or.us/ 18 16 22 Oregon Statewide Assessment (OSA)

57. The Latino-White 5 th grade math gap narrowed by 7 Points. Source: Oregon Department of Education, http://www.ode.state.or.us/ 30 2229 Oregon Statewide Assessment (OSA)

58. One measure on which we rank high? Inequality!

59. 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.

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

61. Some of these “lesses” are a result of choices that policymakers make.

62. Nation: Inequities in State and Local Revenue Per Student Gap High Poverty vs. Low Poverty Districts -$907 per student High Minority vs. Low Minority Districts -$614 per student Source: The Education Trust, The Funding Gap 2005. Data are for 2003

63. Not Just K-12: In higher education, we spend less per student in the institutions where most low-income students start. Expenditures per student 2 Year Colleges$9,183 4 Year Colleges$27,973 Source: NCES Digest of Education Statistics, 2003

64. But some of the “lesses” –indeed, perhaps the most devastating ones— are a function of choices that educators make.

65. Choices we make about what to expect of whom…

66. Choices we make about what to teach whom…

67. Source: CCSSO, State Indicators of Science and Mathematics Education, 2005 Fewer Latino students are enrolled in Algebra 1 in Grade 8

68. Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in Algebra 2

69. And choices we make about Who teaches whom…

70. More Classes in High-Poverty, High- Minority Schools Taught By Out-of-Field Teachers *Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes. Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey. High poverty Low povertyHigh minority Low minority Note: High Poverty school-50% 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. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.

71. Poor and Minority Students Get More Inexperienced* Teachers Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000. *Teachers with 3 or fewer years of experience. High poverty Low poverty High minority Low minority Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty- bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students

72. Results are devastating. Kids who come in a little behind, leave a lot behind.

73. By the end of high school?

74. African American and Latino 17 Year-Olds Do Math 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

75. 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

76. Students Graduate From High School At Different Rates * 4-Year Graduation Rates Source: Jay P. Greene and Marcus A. Winters, The Manhattan Institute, 2006. Leaving Boys Behind: Public High School Graduation Rates. Data is for the class of 2003.

77. ADD IT ALL UP...

78. Of Every 100 White Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

79. Of Every 100 African American Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

80. Of Every 100 Latino Kindergartners : (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

81. Of Every 100 American Indian/Alaskan Native Kindergartners: (25 Years Old and Older) Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdfwww.census.gov/population/www/socdemo/race/censr-28.pdf

82. College Graduates by Age 26 SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES. Source: National Center for Education Statistics, Coming of Age in the 1990’s: The Eighth Grade Class of 1988 12 Years Later, March, 2002. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002321

83. Why do these gaps in achievement exist?

84. What We Hear Many Educators Say: They’re poor; Their parents don’t care; They come to schools without breakfast; Not enough books Not enough parents...

85. But if they are right, why are low- income students and students of color performing so high in some schools…

86. George Mason Elementary, Richmond City Public Schools 319 Students PK-Grade 5 99.7% African American 75% Low-Income Made AYP in 2005 Source: School Matters, www.schoolmatters.comwww.schoolmatters.com

87. George Mason Gains in Grade 5 Reading Source: School Matters, www.schoolmatters.comwww.schoolmatters.com

88. George Mason Gains in Grade 5 Math Source: School Matters, www.schoolmatters.comwww.schoolmatters.com

89. Centennial Place Elementary School Atlanta, Georgia 528 students in grades K-5 92% African American 62% Low-Income Source: School Information Partnership, http://www.schoolmatters.com

90. Centennial Place High Achievement for All Students Grade 5 Math, 2005 Source: School Information Partnership, http://www.schoolmatters.com

91. Centennial Place High Achievement for All Students Grade 5 Reading, 2005 Source: School Information Partnership, http://www.schoolmatters.com

92. Frankford Elementary Frankford, Delaware 29% African-American 34% Latino 34% White 76% Low-Income Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX

93. Frankford Elementary Closing Gaps, Grade 5 Math Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

94. Elmont Memorial Junior-Senior High Elmont, New York 75% African American 12% Latino 11% Asian/Pacific Islander/American Ind. 3% White 24% Low-Income Source: http://emsc33.nysed.gov/repcrd2004/cir/280252070002.pdf

95. Elmont Memorial High Achievement in Mathematics Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

96. Elmont Memorial High Achievement in English Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

97. Some of Oregon’s schools have been particularly successful at helping all students to succeed at high levels.

98. Kenton Elementary School Portland, Oregon 24% Low-Income 33% African American Made AYP for 2003-04 SOURCE: Oregon Department of Education, http://www.ode.state.or.us

99. Closing the Income Gap at Kenton 2003 ELA Composite and Math Composite SOURCE: Oregon Department of Education, http://www.ode.state.or.us

100. Ball Elementary School Portland, Oregon 80% Low-Income 33% African American 21% Latino Made AYP for 2003-04 SOURCE: Oregon Department of Education, http://www.ode.state.or.us; Dispelling the Myth Online, http://www.edtrust.orghttp://www.ode.state.or.ushttp://www.edtrust.org

101. Academic Progress at Ball Elementary Composite Math scores, 2004 Source: Dispelling the Myth Online, http://www.edtrust.org; Oregon Department of Education, http://www.ode.state.or.us/data/reportcard/RCpdfs/04/04-ReportCard-829.pdfhttp://www.edtrust.org State AYP target (2003)= 39% Proficiency

102. Steady Progress at Ball Elementary Reading Composite, 2004 Source: Dispelling the Myth Online, http://www.edtrust.org; Oregon Department of Education, http://www.ode.state.or.us/data/reportcard/RCpdfs/04/04-ReportCard-829.pdfhttp://www.edtrust.org State AYP target (2003)= 40% Proficiency

103. Guess What? Also very big differences in college results…even among those who serve “same” kinds of students.

104. Higher education institutions graduation rates

105. College Results Online

106. Bottom Line: At Every Level of Education, What We Do Matters A Lot!

107. MOVING FORWARD

108. So What Can We Do?

109. #1. Don’t be bashful about pressing for all students to graduate high school “college ready.” High impact schools aim high for all students. Even when they start with high dropout rates, they aim students toward college and careers.

110. That’s Good, Because Education Pays: 2000 U.S. Median Earnings Source: U.S. Census Bureau, 2000 Public Use Microdata Samples (based on the 2000 Decennial Census)

111. 75% OF NEW JOB GROWTH REQUIRES SOME LEVEL OF POST-SECONDARY TRAINING

112. Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012 Associates Degree Some College Shortage Surplus Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population Projection Estimates Bachelor’s Degree

113. NEW STUDY FROM ACT: College ready, workforce training ready=same thing

114. #2. Add your voice to the movement to make the “college prep” curriculum the default curriculum for all students.

115. Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Source: Cliff Adelman, 2006, The Toolbox Revisited, U.S. Department of Education.

116. Oregon’s Diploma Project: College prep curriculum has benefits far beyond college.

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

118. 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*

119. They will also fail less often...

120. Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers 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

121. And they’ll be better prepared for the workplace.

122. Leading districts, states making college prep the default curriculum. Texas, Indiana, Arkansas, Oklahoma, Kentucky, Kansas.

123. #3. Getting All Students in Courses With the Right Labels Isn’t Enough. Higher education can be strong partner in quality assurance strategies.

124. Historically, most of the really important decisions about what students should learn and what kind of work was “good enough” left to individual teachers.

125. Result? A System That: Doesn’t expect very much from MOST students; and, Expects much less from some types of students than others.

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

127. 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.

128. 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.

129. #4. Good teachers matter big time.

130. Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3 rd -4 th Grade Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.

131. Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Beginning Grade 3 Percentile Rank= 55 Beginning Grade 3 Percentile Rank= 57

132. Good teachers matter a lot. But some groups of kids don’t get their fair share of quality teachers.

133. Classes in High Poverty High Schools More Often Taught by Misassigned* Teachers *Teachers who lack a major or minor in the field Source: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

134. Impact?

135. Four Concrete Things That Higher Education Can Do To Help 1.Help build the data systems necessary to understand teacher effectiveness and how it is distributed; 2.Help us understand the practices and characteristics of teachers who produce strong learning gains for students; 3.Produce more teachers with the commitment and skills to teach all students to high levels, and don’t put your stamp of approval on those without the necessary characteristics; and, 4.Join in the effort to make sure that students in high poverty and high minority schools get the teachers they need to succeed.

136. 5. Finally, we’ve got to get serious about success in higher education, too.

137. Many institutions putting higher priority on access than success. High Impact Colleges: See AASCU and EdTrust reports

138. Bottom line clear: Leadership Matters Student success must become a higher priority for all academic units.

139. YOU can help to make this happen by setting stretch goals on student success for each of your institutions, publishing data on results, and rewarding progress.

140. Surely we can do better.

141. The Education Trust Paul F. Ruiz, PhD; Principal Partner The Education Trust pruiz@edtrust.org www.edtrust.org Washington, DC: 202-293-1217 San Antonio, TX: 210-979-0575