Education in Context: Challenges and Opportunities

1. Education in Context: Challenges and Opportunities Elliot Weinbaum Graduate School of Education University of Pennsylvania Thanks to The Education Trust, the Center on Education Policy, and the Pennsylvania Department of Education for many of the slides in this presentation.

2. Presentation Overview • International comparisons • National progress • Gaps in achievement • Why they persist • What we can do

3. A Global Comparison

4. 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 12th in Reading U.S.A. Source: “Highlights from PISA 2009,” NCES, 2010

5. 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 Science U.S.A. Source: “Highlights from PISA 2009,” NCES, 2010

6. 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 25th in Math U.S.A. Source: “Highlights from PISA 2009,” NCES, 2010

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

8. Immigrants? The U.S. does have a larger percentage of immigrants and children of immigrants than most OECD countries USA Source: OECD, PISA 2006 Results, table 4.2c,http://www.oecd.org/

9. But ranks 21st out of 30 OECD countries when only taking into account non-immigrant scoresPISA 2006 Science USA Source: OECD, PISA 2006 Results, table 4.2c,http://www.oecd.org/

10. National Trends

11. Trends in Reading

12. Trends in Mathematics

13. Immediate College-Going Up NCES, The Digest of Education Statistics 2009, Table 201.

14. College Going Rate for Recent High School Graduates, 2008 National Average = 63.3% Postsecondary Education Opportunity

15. Six-Year College Graduation Rates, 2008 National Average = 55.9% NCHEMS Information Center, 2008

16. United States 4th Out of 30 OECD Countriesin Overall Postsecondary Attainment United States (40%) OECD, Education at a Glance 2009, Table A1.3a, http://www.oecd.org/document/62/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html

17. Generational Differences in Postsecondary Attainment United States (2) OECD, Education at a Glance 2009, Table A1.3a, http://www.oecd.org/document/62/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html

18. Looking at the Gaps

19. Elementary Reading:Improved Performance with Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

20. Elementary Math:Improved Performance with Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

21. Immediate College-Going NCES, The Digest of Education Statistics 2009, Table 201.

22. High School Reading: Gaps Wider than 1988 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

23. High School Math: Gaps Same or Widening since 1990 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

24. Population Growth Projections Millions Population Division, Population Projections, U.S. Census Bureau. Released 2008.

25. Average Overall Scale Scores by State NAEP Data Explorer, NCES (Proficient Scale Score = 238)

26. Average Overall Scale Scores by State

27. 2007 NAEP Grade 4 Reading Average African American Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

28. 2007 NAEP Grade 4 Reading Average Latino Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

29. Pennsbury SD Performance

30. Council Rock SD Performance

31. Research InstitutionsSimilar Students, Different Results

32. Why Gaps Persist

33. Per pupil spending in the US (constant dollars)

34. Total spending as a percent of GDP

35. Per pupil expenditure 2008

36. Per pupil expenditures 2008

37. Percentage of funding from state sources

38. National Inequities in State and Local Revenue Per Student Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.

39. More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers High povertyLow poverty High minority Low minority Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

40. Poor and Minority Students Get More Inexperienced Teachers High poverty Low poverty High minority Low minority Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

41. Percent of Students Who Earned Credits in Advanced Science Courses Source: MPR Research (2010). STEM Coursetaking Among High School Graduates 1990-2005.

42. Grade 7 Writing Assignment Essay on Anne Frank Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel. Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book. You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.

43. Grade 7 Writing Assignment • My Best Friend: • A chore I hate: • A car I want: • My heartthrob:

44. Improvements for All

45. States and the Common Core www.corestandards.org

46. PA Context • Standards Aligned System • Standards • Instructional examples • Sample lessons / activities • Materials / resources • Interventions • New assessments

47. Changes in Instructional Time Center on Education Policy, 2007

48. High Performing Schools and Districts • Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it • Provide teachers with common curriculum • Have mechanism to assure common expectations • Assess students frequently to measure progress • Act on the results of those assessments

49. High Performing Schools and Districts • Work hard to attract and hold good teachers • Make sure that the best are assigned to the students who most need them • Have strategies to help all teachers constantly improve • Coherent; connected to standards and priorities • Uses formal and informal teacher networks • Focuses on content and pedagogy • Includes active learning in similar settings • Involves teachers in planning and execution

50. Focus on what matters • Human capital • Social capital • Physical capital