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Raising Achievement and Closing Gaps Between Groups: Roles for Federal Policy

Raising Achievement and Closing Gaps Between Groups: Roles for Federal Policy. 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 th Grade Reading: Record Performance with Gap Narrowing.

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Raising Achievement and Closing Gaps Between Groups: Roles for Federal Policy

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  1. Raising Achievement and Closing Gaps Between Groups:Roles for Federal Policy

  2. 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.

  3. 4th Grade Reading:Record Performance with Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  4. 4th Grade Math:Record Performance with Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  5. 8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  6. 8th Grade Math: Progress for All Groups, Some Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  7. Bottom Line: When we really focus on something, we make progress!

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

  9. But at least we have some traction on elementary and middle school problems. The same is NOT true of our high schools.

  10. Achievement Flat, Declining in Reading NAEP Long-Term Trends, NCES (2004)

  11. Achievement flat in math * Denotes previous assessment format National Center for Education Statistics, NAEP 2008 Trends in Academic Progress

  12. And gaps between groups are mostly wider today than in late eighties, early nineties

  13. 12th Grade Reading: No Progress, Gaps Wider than 1988 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  14. 12 Grade Math: Results Mostly FlatGaps Same or Widening *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  15. And no matter how you cut the data, our students aren’t doing well compared to their peers in other countries.

  16. PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000 Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006. Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results, http://www.oecd.org/

  17. A closer look at math

  18. Of 29 OECD Countries, U.S.A. Ranked 24th U.S.A. PISA 2003 Results, OECD

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

  20. 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/

  21. U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students* * Students at the 95th Percentile Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

  22. U.S. Ranks 23rd out of 29OECD 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/

  23. Problems not limited to math, either.

  24. Science?

  25. Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st U.S.A. Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/

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

  27. But ranks 21st out of 30 OECD countries when only taking into account native student* scoresPISA 2006 Science U.S.A. *Students born in the country of assessment with at least one parent born in the same country Source: OECD, PISA 2006 Results, table 4.2c,http://www.oecd.org/

  28. Even in problem-solving, something we consider an American strength…

  29. U.S.A. Ranks 24th Out of 29 OECD Countries in Problem-Solving U.S.A. PISA 2003 Results, OECD

  30. Only place we rank high? Inequality.

  31. PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD Countries *Of 29 OECDcountries, based on scores of students at the 5th and 95th percentiles. Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

  32. Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students U.S.A. PISA 2006 Results, OECD, table 4.8b

  33. We used to make up for this by sending far more of our students to college—but no longer.

  34. U.S: 3rd Out of 30 OECD Countriesin Overall Postsecondary Attainment United States (38%) Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

  35. U.S. tied for 9th out of 30 OECD nations in the percentage of younger workers with an associates degree or higher United States (39%) Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

  36. U.S. is one of only two OECD nations where today’s young people are not better educated than their parents United States (0) Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

  37. Current federal efforts aimed directly at reversing these trends • Focused on “college and career readiness;” • Driving toward 2020 goal to regain world leadership in postsecondary attainment.

  38. Past federal focus • Look out for the students most likely to be bypassed in improvement efforts by states, locals (poor, minorities, students with disabilities, English language learners); • Promote “excellence, higher standards for all.”

  39. Put Those Two Together:KeyRoles for Federal Policy • Get more kids to school ready; • Provide extra resources for schools serving concentrations of poor children, language minorities, students with disabilities; • Press states, districts, schools to expect more of such students; • Push, press, lead, cajole states, districts, schools to attack the problems they are reluctant to face (provide leverage).

  40. Race to the Top • College-ready standards and assessments; • Effective teachers and leaders; • Data Systems; • School Turnaround.

  41. Download These Slides • This November, Take Charge of Change. • Join us November 4-6 in Arlington, VA for our National Conference, • Taking Charge of Change: Effective Practices to Close Gaps and Raise Achievement.” www.edtrust.org 1250 H Street N.W. Suite 700 Washington, D.C. 20005 202/293-1217

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