2001 by The Education Trust, Inc. Achievement In America 2001 The Education Trust, Inc.

2001 by The Education Trust, Inc. Section I: How Many Students Make It Through?

2001 by The Education Trust, Inc. Grad Rates Flat; More Non-Traditional Diplomas Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998 (18-24 Year-Old High School Completers)

2001 by The Education Trust, Inc. Students Graduate From High School At Different Rates, 2000 Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2

2001 by The Education Trust, Inc. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.

2001 by The Education Trust, Inc. Low-Income Students Attend Postsecondary at Lower Rates Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

2001 by The Education Trust, Inc. Fewer African Americans and Latinos Go to College Immediately After High School Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149

2001 by The Education Trust, Inc. Remediation at 4 Year-Colleges Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. US DOE, OERI, June, 1999.

2001 by The Education Trust, Inc. College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

2001 by The Education Trust, Inc. College Freshmen Graduating Within Six Years (NCAA Division I) Source: 1999 NCAA Division I Graduation Rates Report, p.636

2001 by The Education Trust, Inc. 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

2001 by The Education Trust, Inc. Of Every 100 African American Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

2001 by The Education Trust, Inc. 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

2001 by The Education Trust, Inc. Of Every 100 Asian Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

2001 by The Education Trust, Inc. Of Every 100 Native American Kindergartners: (24 Year-Olds)

2001 by The Education Trust, Inc. College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

2001 by The Education Trust, Inc. Section II: What Do We Know About Student Achievement?

2001 by The Education Trust, Inc. In K-12, Achievement Flat: Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.

2001 by The Education Trust, Inc. Gap Narrows, Then Widens NAEP Reading Scores, 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

2001 by The Education Trust, Inc. Gap Narrows, Then Widens 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

2001 by The Education Trust, Inc. Too Few 17 Year-Olds Demonstrate Strong Reading Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

2001 by The Education Trust, Inc. Too Few 17 Year-Olds Demonstrate Strong Math Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

2001 by The Education Trust, Inc. Source: USDOE, NCES 1999 NAEP Summary Tables online. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds

2001 by The Education Trust, Inc. Source: USDOE, NCES, 1999 NAEP Summary Tables online. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds

2001 by The Education Trust, Inc. Why?

2001 by The Education Trust, Inc. 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...

2001 by The Education Trust, Inc. But if they’re right, then why are poor and minority children performing so high in some schools...

2001 by The Education Trust, Inc. Wrigley Elementary School Kentucky 78% poverty 3rd in the state in reading 6th in the state in writing Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

2001 by The Education Trust, Inc. Mount Royal School Baltimore, MD 77% Poverty 99% African American Highest 5th grade math results in the state (over 93% scoring at satisfactory level) Source: Maryland Department of Education Website.1999 Scores

2001 by The Education Trust, Inc. some districts...

2001 by The Education Trust, Inc. Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through From the El Paso Collaborative for Academic Excellence. All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10

2001 by The Education Trust, Inc. And some entire states...

2001 by The Education Trust, Inc. 4th Grade Math African American Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

2001 by The Education Trust, Inc. 4th Grade Math Latino Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

2001 by The Education Trust, Inc. NAEP 4th Grade Reading: U.S. and North Carolina Change in Average Scores From Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

2001 by The Education Trust, Inc. Connecticut: Gains in Grade 4 Reading Outpace the Nation, Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

2001 by The Education Trust, Inc. Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables African Americans in Texas Write as Well or Better Than Whites in 7 States

2001 by The Education Trust, Inc. What We Hear Students Say: We CAN Learn, But some teachers don’t know their subjects counselors underestimate our potential principals dismiss concerns curriculum and expectations are low

2001 by The Education Trust, Inc. Section III: What Do We Know About Improving Results?

2001 by The Education Trust, Inc. 1. We Need Clear Goals The Role of Standards

2001 by The Education Trust, Inc. Historically, No Agreement on What Students Should Learn Or What Kind of Work Is Good Enough

2001 by The Education Trust, Inc. These Decisions Left, Often, to Individual Teachers and Schools

2001 by The Education Trust, Inc. What Teenagers Say About School Rigor Fewer than 3 in 10 think their school is very academically rigorous Source: 1998 Annual Survey for Who’s Who Among American High School Students

2001 by The Education Trust, Inc. Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

2001 by The Education Trust, Inc. Standards Make a Difference

2001 by The Education Trust, Inc. Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report Kentucky Elementary Reading: Top 20 Schools #1: 38% Poverty #2: 0.2% Poverty #3: 78% Poverty Total High Poverty Schools in Top 20: 7

2001 by The Education Trust, Inc. Kentucky Elementary Top 20 Schools Mathematics: Top 20 Includes 8 High Poverty* Schools Writing: Top 20 Includes 13 High Poverty* Schools Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report *High Poverty is defined as greater than 40% free and reduced price lunch.

2001 by The Education Trust, Inc. 2. All Kids Need a Rigorous Curriculum Matched With Standards

2001 by The Education Trust, Inc. Students Taking a Rigorous Math Curriculum Score Higher Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Educational Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

2001 by The Education Trust, Inc. 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.

2001 by The Education Trust, Inc. Students In Vocational Courses Do Not Develop Strong Reading Skills Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement: An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education, May 1995.

2001 by The Education Trust, Inc. Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “High School That Work”, SREB, 1998.

2001 by The Education Trust, Inc. Low Quartile Students Gain More From College Prep Courses* Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation *Grade 8-12 test score gains based on 8th grade achievement.

2001 by The Education Trust, Inc. Low-Income Students Less Likely to be Enrolled in a College Preparatory Track Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in (p. 36) Washington, DC: US Department of Education, June 1995.

2001 by The Education Trust, Inc. African American and Latino 10th Graders Less Likely to be Enrolled in a College Preparatory Track Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: “First Follow-Up Student Study.”

2001 by The Education Trust, Inc. Change Can Happen Quickly

2001 by The Education Trust, Inc. New York City 9th Graders Passing Regents Science Source: New York City Chancellor’s Office; Annual Report on the Mathematics and Science Initiative in the High Schools, 1995.

2001 by The Education Trust, Inc. 3. Provide Extra Help for Students Who Need It

2001 by The Education Trust, Inc. When Kids Are Behind, Schools Must Provide More Instruction and Support: Kentucky provides extra time for struggling students in high-poverty schools Maryland offers extra dollars for 7th and 8th graders who need more support San Diego doubles time in literacy and mathematics for kids below grade level

2001 by The Education Trust, Inc. 4. Teachers Matter Hugely

2001 by The Education Trust, Inc. Many Secondary Students Have Teachers Without a Major or Minor in Teaching Field Source: Richard M. Ingersoll, "The Problem of Underqualified Teachers in American Secondary Schools," Educational Researcher, Vol. 28, Number 2, March 1999

2001 by The Education Trust, Inc. Classes in High Poverty High Schools More Often Taught by Underqualified* 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.

2001 by The Education Trust, Inc. Math and Science Classes of Mostly Minority Students Are More Often Taught by Underqualified Teachers Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

2001 by The Education Trust, Inc. African American Students More Likely To Have Ineffective Teachers: Tennessee Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996

2001 by The Education Trust, Inc. Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)

2001 by The Education Trust, Inc. More African American and Latino 12th Graders Do Daily Worksheets Source: 1996 Summary Data NAEP Math

2001 by The Education Trust, Inc. Percentage of Students Who Use Computers Primarily for... Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)

2001 by The Education Trust, Inc. African Americans Are Less Likely to Get Hands on Science Source: NCES, NAEP Summary Data Tables, 1996.

2001 by The Education Trust, Inc. Changing This Pattern: Time and Supports for Teachers Are Key

2001 by The Education Trust, Inc. High Implementation Schools Wipe Out Black/White Gap in Math Skills: Pittsburgh Note: Chart compares students in schools with similar demographics. Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.

2001 by The Education Trust, Inc. Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August In Math Problem-Solving, Black Students in High Implementation Schools Outperform White Students in Other Schools

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