Challenge to Lead: Texas Goals for Education Challenge to Lead: Texas 2006 Southern Regional Education Board

Themes: Challenge to Lead Goals Transitions Pre-K to elementary school Middle grades to high school High school to college and careers Closing the achievement gaps Race/ethnicity and gender Geography Income Education systems Aligned curricula/assessments Data from schools and colleges linked Accountability to the public

State Profile Actual and Projected Changes Public Elementary and Secondary Enrollment U.S. SREB TX Reference Source: SREB Fact Book on Higher Education, 2003 and 2005

Children Ages 18 and Younger in Poverty State Profile Children Ages 18 and Younger in Poverty 2003 Reference Sources: U.S. Census Bureau and the Annie E. Casey Foundation

Percent of Students Approved for a Free or Reduced-Price Lunch State Profile Percent of Students Approved for a Free or Reduced-Price Lunch 1990 and 2004 51% 55% 44% Federal poverty guidelines for 2004 governs the 2004-2005 school year Increase in percent, 1990-2004 Percent, 1990 Sources: U.S. Census Bureau and the National School Lunch Program

Racial/Ethnic Proportions Public High School Graduates State Profile Racial/Ethnic Proportions Public High School Graduates United States Reference Texas Source: Western Interstate Commission for Higher Education

Children in Poverty Compared With Children in Prekindergarten Programs First-Grade Readiness Children in Poverty Compared With Children in Prekindergarten Programs 2005 DE MD Reference 200% or more 100% to 199% Less than 100% Sources: U.S. Head Start Bureau and the National Institute for Early Education Research

Achievement in the Early Grades Increases in NAEP Scale Scores Fourth-Grade Reading 1998 to 2005 DE MD Reference 1998 data not available Significant increases Source: National Center for Education Statistics

Achievement in the Early Grades NAEP Fourth-Grade Reading Results 2005 Reference U.S. TX SREB Source: National Center for Education Statistics

Achievement in the Early Grades NAEP Fourth-Grade Reading Results Percent Scoring At or Above Basic by Race/Ethnicity Reference Source: National Center for Education Statistics

Achievement in the Early Grades NAEP Fourth-Grade Reading Results Percent Scoring At or Above Basic Level by School Location, 2005 Reference U.S. TX SREB Source: National Center for Education Statistics

Achievement in the Middle Grades NAEP Eighth-Grade Mathematics Results 2005 Reference U.S. TX SREB Source: National Center for Education Statistics

Achievement in the Middle Grades NAEP Eighth-Grade Mathematics Results Basic and Above by Race/Ethnicity Reference Source: National Center for Education Statistics

Achievement in the Middle Grades NAEP Eighth-Grade Mathematics Results Percent Scoring At or Above Basic Level Free and Reduced-Price Lunch, 2005 Reference U.S. TX SREB Source: National Center for Education Statistics

Achievement in the Middle Grades Eighth-Grade Students on Track for College-Prep Math in High School, 2005 Algebra I or higher Pre-algebra 89% 69% 70% 59% 59% Reference Source: National Center for Education Statistics

High School Graduation Four-Year Graduation Rate From High School 2004 Seastrom, M., Hoffman, L., Chapman, C., and Stillwell, R. (2005) The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2001-02 and 2002-03 (NCES 2006-601). U.S. Department of Education. Washington, DC: National Center for Education Statistics. U.S. Graduation Rate: 75% Source: National Center for Education Statistics Updated 9/2006

High School Graduation Graduation Rates by Race and Gender 2003 Reference U.S. TX Source: Urban Institute

College and Career Readiness Math Courses Required for College-Prep Diploma DE * * MD * * * * * State departments of education Algebra I, II and geometry Algebra I and geometry Not specified State has one standard diploma and does not specify a distinct college-prep diploma; courses indicated are for the standard diploma. * Sources: State departments of education

College and Career Readiness Number of Career Courses Required in State’s Career Pathway DE DE MD State departments of education Three or more courses One course No pathway defined Sources: State departments of education

College and Career Readiness Percent of Graduating Seniors Taking At Least One AP Exam 2005 DE MD Advanced Placement Report to the Nation 2006. The College Board. 23% or more 11% to 22% 10% or fewer U.S. 23% SREB 24% Source: Advanced Placement Report to the Nation, 2006

College and Career Readiness SAT Test-Takers Completing 18 or More Courses in Academic Subjects U.S. TX Source: The College Board

College and Career Readiness Average SAT Scores* Reference Verbal plus mathematics scores Source: The College Board

College and Career Readiness Average SAT Scores* by Race/Ethnicity Reference *Verbal plus mathematics scores Source: The College Board

Adult Literacy and Job Training 25- to 44-Year-Olds Without High School Credentials Enrolled in Adult Education 2000 Reference Sources: U.S. Census Bureau and U.S. Department of Education

Adult Literacy and Job Training GED Awards by Age, 2004 Adults 50 and older 2% Youth 16 and 17 19% Adults 25 to 49 29% 50% Adults 18 to 24 Reference Number of Awards in TX: 34,515 Pass Rates: U.S. 61% SREB 63% TX 57% Source: American Council on Education

Postsecondary Certificates & Degrees Estimated College Enrollment Rates of Recent High School Graduates Reference U.S. TX SREB Source: National Center for Education Statistics

Postsecondary Certificates & Degrees Adults With Bachelor’s Degrees or Higher 2000 Reference Source: SREB Fact Book on Higher Education, 2003, 2005

Postsecondary Certificates & Degrees Affordability Gap, 2004 Gap fillers State grants Merit aid Extra job Cost cuts $9,230 Needed for annual tuition/fees, room/board at Texas public four-year institutions Gap $3,530 Gap: $4,430 Pell Grant - $400 Tax Credit $1,500 SEOG - $750 Reference Pell Grant $4,050 Expected Family Contribution $3,800 Sources: SREB-State Data Exchange and National Center for Education Statistics

School Performance Standards Percent At or Above Standards Fourth-Grade Reading 2005 NAEP State standards Basic Proficient Texas TX U.S. TX U.S. 85% 59% 62% 27% 30% 79% 64% 62% 29% 30% 2003 The National Assessment of Educational Progress can help states set their education standards high enough so that their students and the state can be economically competitive within the United States and in a global context. NAEP enables state leaders to compare the percentages of fourth- and eighth-grade students who meet their state standards with the percentages of students who score at or above the NAEP Basic and Proficient levels. In all SREB states that report these data, the percentages of students who meet state standards are closer to the percentages of students who score at or above the NAEP Basic level than to the percentages who score at or above the NAEP Proficient level. States seem to have set their standards at the level that NAEP defines as “partial mastery,” rather than the level defined as “demonstrated competence.” The NAEP reading and mathematics results give state policy-makers two very important measures. First, if there are large differences between the percentages of students who meet state standards and the percentages who score at or above the Basic level on these NAEP tests, state leaders should find out why. Second, if a state’s percentages of students who score at the NAEP Proficient level are significantly different from the national percentages of students who score at this level, state leaders should want to know more about these results and the reasons for the differences. In 2003 Maryland reported that 58 percent of third-grade students met the state standard in reading, compared with 62 percent of fourth-grade students scoring at or above the NAEP Basic level in reading. In 2003 Maryland reported that 60 percent of eighth-grade students met the state standard in reading, compared with 71 percent scoring at or above the NAEP Basic level in reading. Maryland reported about the same percentage of third-grade students and a lower percentage of eighth-grade students meeting state standards in reading compared with the percentage scoring at or above the NAEP Basic level in reading. Maryland’s standards for third-grade students in reading appear similar to the NAEP Basic level and higher for eighth-grade students. Reference 2005 Sources: Texas Education Agency and National Center for Education Statistics

School Performance Standards Percent At or Above Standards Eighth-Grade Mathematics 2005 NAEP State standards Basic Proficient Texas TX U.S. TX U.S. 72% 69% 67% 25% 27% 61% 72% 68% 31% 28% 2003 The National Assessment of Educational Progress can help states set their education standards high enough so that their students and the state can be economically competitive within the United States and in a global context. NAEP enables state leaders to compare the percentages of fourth- and eighth-grade students who meet their state standards with the percentages of students who score at or above the NAEP Basic and Proficient levels. In all SREB states that report these data, the percentages of students who meet state standards are closer to the percentages of students who score at or above the NAEP Basic level than to the percentages who score at or above the NAEP Proficient level. States seem to have set their standards at the level that NAEP defines as “partial mastery,” rather than the level defined as “demonstrated competence.” The NAEP reading and mathematics results give state policy-makers two very important measures. First, if there are large differences between the percentages of students who meet state standards and the percentages who score at or above the Basic level on these NAEP tests, state leaders should find out why. Second, if a state’s percentages of students who score at the NAEP Proficient level are significantly different from the national percentages of students who score at this level, state leaders should want to know more about these results and the reasons for the differences. In 2003 Maryland reported that 58 percent of third-grade students met the state standard in reading, compared with 62 percent of fourth-grade students scoring at or above the NAEP Basic level in reading. In 2003 Maryland reported that 60 percent of eighth-grade students met the state standard in reading, compared with 71 percent scoring at or above the NAEP Basic level in reading. Maryland reported about the same percentage of third-grade students and a lower percentage of eighth-grade students meeting state standards in reading compared with the percentage scoring at or above the NAEP Basic level in reading. Maryland’s standards for third-grade students in reading appear similar to the NAEP Basic level and higher for eighth-grade students. Reference 2005 Sources: Texas Education Agency and National Center for Education Statistics

School Performance Standards Title 1 Schools in Need of Improvement No Child Left Behind Texas, 2005 Year 1: School choice 115 Schools Year 2: Extra services 58 Schools Year 3: Corrective action 3 Schools Reference Texas had 7,908 public elementary and secondary schools in 2005. Source: Texas Education Agency

School Leadership Indicators Rating: 2002 2006 No Progress Recruit and select future school leaders Redesign leadership programs to emphasize curriculum, instruction and student learning Develop programs with school-based experiences that prepare participants to lead school improvement Base professional-level licensure on improved school and classroom practices Create alternative pathways to initial licensure Provide training and support for leadership teams in low-performing schools Rating: 2002 2006 Reference No Progress Some Progress Substantial Progress Little Progress Promising Progress Source: SREB Learning-centered Leadership Program

Secondary Mathematics Teachers Certified in Mathematics, 2004 Qualified Teachers Secondary Mathematics Teachers Certified in Mathematics, 2004 Reference NA – Not available Source: Council of Chief State School Officers

Average Salaries of Beginning Teachers Qualified Teachers Average Salaries of Beginning Teachers 2004 OK $29,473 AR $26,129 NM $31,920 TX $32,741 LA $29,655 Reference U.S. $31,704 SREB $30,052 Source: American Federation of Teachers

College and University Accountability Average Salaries of Full-Time Instructional Faculty at Public Colleges and Universities 2005 Reference U.S. TX SREB Source: SREB Data Library

College and University Accountability Six-Year Graduation Rates in 2004 for First-Time Freshmen Who Entered Public Four-Year Colleges and Universities in Fall 1998 Reference Source: SREB-State Data Exchange

College and University Accountability Graduate Degrees Awarded in Sciences and Technologies Public and Private Colleges and Universities Doctoral Master’s 6,301 5,123 Sources: SREB Fact Book on Higher Education, 2005, and SREB Data Library

Education System That is Aligned Ninth-Grade Bulge, 2004 For every 100 eighth-graders in Texas in 2003, there were 19 MORE ninth-graders in 2004. Reference Source: National Center for Education Statistics

Education System That is Accountable K-12 Funding Changes 1999 to 2003 Reference Sources: National Center for Education Statistics and U.S. Bureau of Labor Statistics

Education System That is Accountable Enrollment and Funding Changes Public Four-Year Colleges and Universities 2001 to 2005 SREB TX Reference Source: SREB-State Data Exchange

Enrollment and Funding Changes Public Two-Year Colleges, 2001 to 2005 Education System That is Accountable Enrollment and Funding Changes Public Two-Year Colleges, 2001 to 2005 SREB TX Maryland Reference Source: SREB-State Data Exchange

Education System That is Accountable Progress in Building the 10 Essential Elements for a Student Data System 2005 MD DE Reference 8 to 10 Elements 6 to 7 4 to 5 1 to 3 Source: National Center for Educational Accountability, August 2005 Survey