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© 2015 THE EDUCATION TRUST
Copyright 2015 The Education Trust
ACHIEVEMENT AND OPPORTUNITY IN AMERICA: Where are we? What’s next?
Foundation BriefingOakland, CANovember, 2015
© 2015 THE EDUCATION TRUST
America: Two Powerful Stories
© 2015 THE EDUCATION TRUST
1. Land of Opportunity:
Work hard, and you can become
anything you want to be.
© 2015 THE EDUCATION TRUST
2. Generational Advancement:
Through hard work, each generation of
parents can assure a better life — and
better education — for their children.
© 2015 THE EDUCATION TRUST
Powerful narratives.
Fast slipping away.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
In recent years, most income
gains have gone to those at the
top of the ladder, while those at
the bottom have fallen
backwards.
Source: Stiglitz, “Inequality is a Choice,” New York Times, October 13, 2013.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
0.00
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0.30
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0.50
0.60
0.70
0.80
0.90
1.00
Gin
iC
oe
ffic
ien
t
Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Instead of being the most equal, the U.S. has the third
highest income inequality among OECD nations.
United States
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
© 2015 THE EDUCATION TRUST
Median Wealth of White Families
20 X that of African Americans
18 X that of Latinos
Source: Rakesh Kochhar, Richard Fry, and Paul Taylor, “Twenty-to-One: Wealth Gaps Rise to Record Highs Between Whites, Blacks, and Hispanics,” Pew Social & Demographic Trends, 2011.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Not just growing inequality in
wages and wealth,
but increasing problems with
social mobility as well.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
U.S. intergenerational mobility was improving
until 1980, but barriers have gotten higher since.
Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec.
2005.
0.40.35 0.34 0.33
0.46
0.58
0
0.2
0.4
0.6
1950 1960 1970 1980 1990 2000
Earn
ing
s E
lasti
cit
y
The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.
© 2015 THE EDUCATION TRUST
Source:
The US now has one of lowest rates of
intergenerational mobility
0.5 0.48 0.470.41 0.4
0.320.27 0.26
0.19 0.18 0.17 0.15
0
0.2
0.4
0.6
United
Kingdom
Italy United
States
France Spain Germany Sweden Australia Canada Finland Norway Denmark
Ea
rnin
gs
Ela
stic
ity
Cross-country examples of the link between father and son wages
Source: Corak, Miles. Chasing the Same Dream, Climbing Different Ladders. Economic Mobility Project; Pew Charitable Trusts, 2010.
© 2015 THE EDUCATION TRUST
At macro level, better and more equal
education is not the only thing we have to do
to improve opportunity and mobility in
America.
But at the individual level, it really is.
n/a
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
There is one road up, and that
road runs through our schools
and colleges.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
So, how are we doing?
© 2015 THE EDUCATION TRUST
First, some good news.
After more than a decade of fairly flat achievement and stagnant or growing gaps in K-12, we appear to be turning
the corner with our elementary students.
© 2015 THE EDUCATION TRUST
Source:
Since 1999, large gains for all groups of students, especially students of color
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1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
9 Year Olds – NAEP Reading
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Source:
Since 1999, performance rising for
all groups of students
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1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
9 Year Olds – NAEP Math
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Middle grades are up, too.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Record performance for students of
color
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290
300
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
13 Year Olds – NAEP Reading
African American Latino White
*Denotes previous assessment format• National Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Source:
Over the last decade, all groups have steadily improved and gaps have narrowed
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263 267
275
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310
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013 2015
Ave
rag
e S
cale
Sco
re
National Public – Grade 8 NAEP Math
African American Latino White American Indian/Alaska Native Asian/Pacific Islander
NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Also progress in California,
especially for some groups of
children.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Reading –African American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2015)
State Gain
Nevada 16
Florida 12
California 9
Tennessee 8
Indiana 8
Note: On average, mean scale scores in reading for African American eighth-grade students increased by 4 points from 2003 to 2015.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Reading –Low-Income Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2015)
State Gain
Arizona 12
California 11
Florida 11
Connecticut 11
Maryland 10
Georgia 10
Massachusetts 10
Note: On average, mean scale scores in reading for low-income eighth-grade students increased by 7 points from 2003 to 2015.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
NAEP Grade 8 Math –African American Students
Source: National Center for Education Statistics, NAEP Data Explorer
States with the Biggest Gains in Mean Scale Scores (2003 – 2015)
State Gain
Arkansas 16
New Jersey 16
California 15
Rhode Island 14
Georgia 14
Arizona 13
Note: On average, mean scale scores in math for American-African eighth-grade students increased by 8 points from 2003 to 2015.
© 2015 THE EDUCATION TRUST
Bottom Line:
When we really focus on
something, we make progress!
© 2015 THE EDUCATION TRUST
Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
© 2015 THE EDUCATION TRUST
But at least we have some traction on
elementary and middle school problems.
The same is NOT true
of our high schools.
© 2015 THE EDUCATION TRUST
Source:
Achievement is flat in reading for students overall.
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330
340
1984 1988 1990 1992 1994 1996 1999 2004 2008 2012
Ave
rag
e S
cale
Sco
re
17-Year-Olds Overall - NAEP
NAEP Long-Term Trends, NCES (2004)
© 2015 THE EDUCATION TRUST
Source:
Math achievement for students overall is flat over
time.
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260
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330
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350
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
17-Year-Olds Overall - NAEP
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress
* Denotes previous assessment format
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
And despite earlier
improvements, gaps between
groups haven’t narrowed much
since the late 80s and early 90s.
© 2015 THE EDUCATION TRUST
Source:
Reading: Not much gap narrowing
since 1988.
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260
270
280
290
300
310
320
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
17 Year Olds – NAEP Reading
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST
Source:
Math: Not much gap closing since
1990.
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270
280
290
300
310
320
330
340
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
Ave
rag
e S
cale
Sco
re
17 Year Olds – NAEP Math
African American Latino White
*Denotes previous assessment formatNational Center for Education Statistics, “The Nation's Report Card: Trends in Academic Progress 2012”
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Moreover, no matter how you cut
the data, our students aren’t doing
well compared with their peers in
other countries.
© 2015 THE EDUCATION TRUST
Source:
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp.
350
400
450
500
550
600
Ave
rag
e s
cale
sco
re
2012 PISA - Reading
OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD Countries, U.S.A. Ranks 17th in Reading
U.S.A.
© 2015 THE EDUCATION TRUST
Source:
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.asp.
350
400
450
500
550
600
Ave
rag
e s
cale
sco
re
2012 PISA - Science
OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD Countries, U.S.A. Ranks20th in Science
U.S.A.
© 2015 THE EDUCATION TRUST
Source:
Of 34 OECD Countries, U.S.A. Ranks
27th in Math Literacy
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350
400
450
500
550
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rag
e S
cale
Sco
re
2012 PISA - Math
U.S.A.OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.asp.
© 2015 THE EDUCATION TRUST
Only place we rank high?
Inequality.
© 2015 THE EDUCATION TRUST
Source:
Among OECD Countries, U.S.A. has the 4th
Largest Gap Between High-SES and Low-SES Students
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400
450
500
550
600
Ga
p in
Ave
rag
e S
cale
Sco
re
2006 PISA - Science
PISA 2006 Results, OECD, table 4.8b
U.S.A.
© 2015 THE EDUCATION TRUST
Source:
Among OECD Countries, U.S.A. has the 5th
Largest Gap Between High-SES and Low-SES Students
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400
450
500
550
600
Ga
p in
Ave
rag
e S
cale
Sco
re
2009 PISA – Reading
PISA 2009 Results, OECD, Table II.3.1
U.S.A. OECD
© 2015 THE EDUCATION TRUST
Gaps in achievement 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.
© 2015 THE EDUCATION TRUST
How?
By giving students who arrive with less,
less in school, too.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Some of these “lesses” are a
result of choices that
policymakers make.
© 2015 THE EDUCATION TRUST
Source:
National Inequities in State and Local Revenue Per Student
Gap
High Poverty vs.
Low Poverty Districts
–$1200
per student
High Minority vs.
Low Minority Districts
–$2,000
per student
Education Trust analyses based on U.S. Dept of Education and U.S. Census Bureau data for 2010-12
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
In truth, though, some of the
most devastating “lesses” are a
function of choices that we
educators make.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Choices we make about what to
expect of whom.....
© 2015 THE EDUCATION TRUST
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in poor schools receive As for work that would earn
Cs in affluent schools.
87
35
56
3441
22 21
11
0
100
Perc
entile
- C
TB
S4
A B C DGrades
Seventh-Grade Math
Low-poverty schools High-poverty schools
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Choices we make about what to
teach whom…
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
35%
68%63%
94%
0%
20%
40%
60%
80%
100%
African American Latino White Asian
Pe
rce
nta
ge
of
stu
de
nts
wh
o w
ere
in
th
e t
op
tw
o
qu
inti
les
of
ma
th p
erf
orm
an
ce in
fif
th g
rad
e a
nd
in
alg
eb
ra in
eig
hth
gra
de
Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, KindergartenClass of 1998-99 (ECLS-K)” (2010).
Even African-American students with high math
performance in fifth grade are unlikely to be placed in
algebra in eighth grade
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
And choices we make about
who teaches whom…
© 2015 THE EDUCATION TRUST
Students at high-minority schools more
likely to be taught by novice* teachers.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific
Islander. Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years
or fewer experience.
© 2015 THE EDUCATION TRUST
Math classes at high-poverty, high-minority secondary schools are more likely to be
taught by
out-of-field* teachers.
25%
22%
11%13%
0%
30%
Poverty Minority
Pe
rce
nt
of
Cla
ss T
au
gh
t b
y T
ea
che
rs
Wit
h N
eit
he
r C
ert
ific
ati
on
no
r M
ajo
r
High
Low
Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S.Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
© 2015 THE EDUCATION TRUST
Los Angeles: Black, Latino students have fewer
highly effective teachers, more weak ones.
Latino and black students are:
3X as
likely to get low-effectiveness teachers
½ as
likely to get highly effective teachers
READING/LANGUAGE ARTS
Source: Education Trust—West, Learning Denied, 2012.
© 2015 THE EDUCATION TRUST
The results are devastating.
Kids who come in a little behind, leave a
lot behind.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
And these are the students who
remain in school through 12th
grade.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
71%75%
87% 89%
70%
0%
20%
40%
60%
80%
100%
African American Latino White Asian Native American
Ave
rag
ed
Fre
shm
an
Gra
du
ati
on
Ra
te
Class of 2013
Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).
Students of color are less likely to graduate from
high school on time.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Add those numbers up and throw
in college entry and graduation,
and different groups of young
Americans obtain degrees and
very different rates…
© 2015 THE EDUCATION TRUST
Whites attain bachelor’s degrees at twice the rate of blacks and three
times the rate of Hispanics.
Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.
39%
20%13%
White African American Latino
Bachelor’s Degree Attainment of Young Adults (25-29-year-olds), 2011
2x3x
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Young people from high-income families earn bachelor’s degrees at seven times the rate of those from
low-income families.
Source: Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.”
11%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2010
Bachelo
r’s D
egre
e a
ttain
ment by A
ge 2
4
Lowest Income Quartile Highest Income Quartile
7x
© 2015 THE EDUCATION TRUST
These numbers are not good news for
our country—or for the lives of the young
people in question.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Agenda #1
Working together to get more
low-income students and
students of color through college.
© 2015 THE EDUCATION TRUST
Among black men, education makes a huge difference in life outcomes
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
© 2015 THE EDUCATION TRUST
What Can We Do?
An awful lot of Americans have decided
that we can’t do much.
© 2015 THE EDUCATION TRUST
Source:
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
N/A
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Let’s be clear, these things do
matter.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Child Poverty in the US, 2013
White 13.4%
Black 36.9%
Hispanic 30.4%
Asian 9.6%
ALL 19.9%
Source: US Census Bureau
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
And let’s also be clear: tolerating
high child poverty rates is a
policy choice. Though we remain
the richest nation on earth…
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Yet, how schools respond to the
effects of that choice is a choice,
too.
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
We can choose to go along with what
has become conventional wisdom in
the education profession—that, until
we fix poverty, there’s not much we
educators can do…
© 2015 THE EDUCATION TRUST
Or we can choose differently.
…joining colleagues in schools all over
this country that serve very poor kids but
get very good results.
© 2015 THE EDUCATION TRUST
George Hall Elementary SchoolMobile, Alabama
• 545 students in grades PK-5
– 99% African American
• 98% Low Income
Source: Alabama Department of Education
Note: Enrollment data are for 2011-12 school year
© 2015 THE EDUCATION TRUST
Source:
Big Improvement at George Hall Elementary
48%
94%
73%
89%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004 2012
Pe
rce
nta
ge
Me
eti
ng
or
Exc
ee
din
g S
tan
da
rds
Low-Income Students – Grade 4 Reading
George Hall
Alabama
Alabama Department of Education
© 2015 THE EDUCATION TRUST
Source:
Exceeding Standards: George Hall students
outperform white students in Alabama
7%
24%
97%
69%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
African-American
Students - George Hall
White Students - Alabama
Pe
rce
nta
ge
of
Stu
de
nts
Grade 5 Math (2011)
Exceeds Standards
Meets Standards
Partially Meets Standards
Does Not Meet Standards
Alabama Department of Education
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Halle Hewetson Elementary SchoolLas Vegas, NV
• 962 students in grades PK – 5
– 85% Latino
– 7% African American
• 100% Low Income
• 71% Limited English
Proficient
Source: Nevada Department of Education
Note: Data are for 2010-2011 school year
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Source: Nevada Department of Education
7%
78%
26%
50%
0%
20%
40%
60%
80%
100%
2004 2010
Pe
rce
nta
ge
Me
ets
Sta
nd
ard
s a
nd
Ab
ove
Latino Students – Grade 3 Reading
Hewetson
Nevada
Big Improvement
at Halle Hewetson Elementary
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Source: Nevada Department of Education
91%95%
91%95%
69%63% 61% 61%
0%
20%
40%
60%
80%
100%
All Latino Low Income Limited English
Proficient
Pe
rce
nta
ge
Me
ets
Sta
nd
ard
s o
r A
dva
nce
d
Grade 3 Math (2011)
Halle Hewetson
Nevada
High Performance Across Groups
at Halle Hewetson Elementary
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Source: Nevada Department of Education
Exceeding Standards at
Halle Hewetson Elementary
4%14%6%
25%28%
33%
63%
29%
0%
20%
40%
60%
80%
100%
Halle Hewetson Nevada
Pe
rce
nta
ge
of
Stu
de
nts
Low-Income Students – Grade 3 Math (2011)
Exceeds Standards
Meets Standards
Approaches Standards
Emergent/Developing
© 2015 THE EDUCATION TRUST
Source:
Elmont Memorial High School Elmont, New York
2011-2012 School Year
• 1,907 students in grades 7-12
– 78% African American
– 12% Latino
New York Department of Education
© 2015 THE EDUCATION TRUST
Source:
High Performance by ALL Students at
Elmont Memorial High School
New York Department of Education https://reportcards.nysed.gov/schools.php?district=800000049235&year=2012
94% 94% 97% 96%
82%
71% 72% 76%
0%
20%
40%
60%
80%
100%
Overall African
American
Hispanic Low Income
Pe
rce
nta
ge
Pro
fici
en
t a
nd
Ab
ov
e
Secondary Level Math (2012)
EMHS
New York
© 2015 THE EDUCATION TRUST
Source:
High Performance by ALL Students at
Elmont Memorial High School
New York Department of Education https://reportcards.nysed.gov/schools.php?district=800000049235&year=2012
96% 96%93%
98%
82%
72% 71% 75%
0%
20%
40%
60%
80%
100%
Overall African
American
Hispanic Low Income
Pe
rce
nta
ge
Pro
fici
en
t a
nd
Ab
ov
e
Secondary Level English (2012)
EMHS
New York
© 2015 THE EDUCATION TRUST
Source:
High Graduation Rates at Elmont Memorial High School
94% 95%
89%
97%93%
74%
58% 58%
64%
81%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall African
American
Latino Economically
Disadvantaged
Not
Economically
Disadvantaged
Pe
rce
nta
ge
of
20
07
Fre
shm
en
Gra
du
ati
ng
in
Fou
r Y
ea
rs
Class of 2011
Elmont
New York
New York State Department of EducationNote: Includes students graduating by June 2011.
© 2015 THE EDUCATION TRUST© 2014 THE EDUCATION TRUST
There are schools like these right
here in California, too.
© 2015 THE EDUCATION TRUST
Just flukes, outliers?
No. Very big differences at district level,
too—even in the progress and performance
of the “same” group of students.
© 2015 THE EDUCATION TRUST
180
190
200
210
District of
Columbia
Los
Angeles
Atlanta Chicago Cleveland National
Public
San
Diego
Charlotte Houston New York
City
Boston
Low-Income African American Students
do Better in Some Districts
(NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)
© 2015 THE EDUCATION TRUST
225
235
245
255
Los
Angeles
District of
Columbia
Atlanta Chicago National
Public
San
Diego
Cleveland Boston Charlotte New York
City
Houston
Low-Income African American Students
do Better in Some Districts
(NAEP Math 8th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)
© 2015 THE EDUCATION TRUST
Source:
Average Scale Scores, by DistrictLow-Income African American Students
180
190
200
210
220
230
240
250
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2015)
NAEP Data Explorer, NCES
Note: Basic Scale Score = 208; Proficient Scale Score = 238
© 2015 THE EDUCATION TRUST
Source:
Average Scale Scores, by DistrictLow-Income Latino Students
180
190
200
210
220
230
240
250
260
270
280
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Math (2015)
NAEP Data Explorer, NCES
Note: Basic Scale Score = 214; Proficient Scale Score = 249
© 2015 THE EDUCATION TRUST
Bottom Line:
What Schools Do Matters!
© 2015 THE EDUCATION TRUST
You saw some data on some
California districts.
What does the state look like more
generally—on the national exams?
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Compared to their counterparts in the
rest of the country, California students—
both overall and all groups--below
national average at 4th grade.
© 2015 THE EDUCATION TRUST
Source:
160
170
180
190
200
210
220
230
240
250
260
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale Score = 208)
Scale Scores by State – All Students
California
© 2015 THE EDUCATION TRUST
Source:
190
200
210
220
230
240
250
260
270
280
290
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Math (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 249; Basic Scale Score = 214)
Scale Scores by State – All Students
California
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
160
170
180
190
200
210
220
230
240
250
260
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2015)
• NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale Score = 208)
Scale Scores by State – Latino Students
California, 4th from bottom
California
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
160
170
180
190
200
210
220
230
240
250
260
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Reading (2015)
• NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale Score = 208)
Scale Scores by State – African American Students
California, 6th from bottom
California
© 2015 THE EDUCATION TRUST
Source:
190
200
210
220
230
240
250
260
270
280
290
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Math (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 249; Basic Scale Score = 214)
Scale Scores by State – White Students
California
© 2015 THE EDUCATION TRUST
Source:
190
200
210
220
230
240
250
260
270
280
290
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Math (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 249; Basic Scale Score = 214)
Scale Scores by State – Low-Income Students
California
© 2015 THE EDUCATION TRUST
Source:
190
200
210
220
230
240
250
260
270
280
290
Ave
rag
e S
cale
Sco
re
Grade 4 – NAEP Math (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 249; Basic Scale Score = 214)
Scale Scores by State – Higher Income Students
California
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By 8th Grade, things look better for
Whites and Blacks--above national
average--but…
© 2015 THE EDUCATION TRUST
Source:
© 2015 THE EDUCATION
TRUST
Scale Scores by State – Latino StudentsCalifornia, 5th from bottom
220
230
240
250
260
270
280
290
300
310
320
Ave
rag
e S
cale
Sco
re
Grade 8 – NAEP Math (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 299; Basic Scale Score = 262)
California
© 2015 THE EDUCATION TRUST
Source:
Scale Scores by State – Latino StudentsCalifornia, next to last
220
230
240
250
260
270
280
290
300
310
320
Ave
rag
e S
cale
Sco
re
Grade 8 – NAEP Reading (2015)
NAEP Data Explorer, NCES (Proficient Scale Score = 281; Basic Scale Score = 243)
California
© 2015 THE EDUCATION TRUST
In other words, we have a lot of work
to do.
© 2015 THE EDUCATION TRUST
The Elementary and Secondary
Education Act
A New Chance for California?
© 2015 THE EDUCATION TRUST
There were many problems with
NCLB.
But that law fundamentally redefined what
it meant to be a good school in America.
© 2015 THE EDUCATION TRUST
The biggest question about the
reauthorization effort currently underway:
Can it keep the focus on the kids who are its purpose for being, while returning to states and localities control—and, hopefully, ownership—of both goals and means?
© 2015 THE EDUCATION TRUST© 2015 THE EDUCATION TRUST
Challenges and Opportunities for
California
• Rethink API/accountability system;
• Decide how to act on inequitable access to quality teachers.
© 2015 THE EDUCATION TRUST
Washington, D.C. Metro Detroit, MI
202/293-1217 734/619-8009
Oakland, CA
510/465-6444
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