Achievement
This presentation is the property of its rightful owner.
Sponsored Links
1 / 78

Achievement PowerPoint PPT Presentation


  • 57 Views
  • Uploaded on
  • Presentation posted in: General

Achievement. In America 2001. The Education Trust, Inc. Section I: How Many Students Make It Through?. Grad Rates Flat; More Non-Traditional Diplomas. (18-24 Year-Old High School Completers).

Download Presentation

Achievement

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Achievement

Achievement

In America

2001

The Education Trust, Inc.


Section i how many students make it through

Section I:How Many Students Make It Through?


Grad rates flat more non traditional diplomas

Grad Rates Flat; MoreNon-Traditional Diplomas

(18-24 Year-Old High School Completers)

Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998


Students graduate from high school at different rates 2000

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


Most high school grads go on to postsecondary within 2 years

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.


Low income students attend postsecondary at lower rates

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


Fewer african americans and latinos go to college immediately after high school

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


Remediation at 4 year colleges

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.


College freshmen not returning for sophomore year

College Freshmen Not Returning for Sophomore Year

Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999


College freshmen graduating within six years ncaa division i

College Freshmen Graduating Within Six Years (NCAA Division I)

Source: 1999 NCAA Division I Graduation Rates Report, p.636


Of every 100 white kindergartners

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


Of every 100 african american kindergartners

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


Of every 100 latino kindergartners

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


Of every 100 asian kindergartners

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


Of every 100 native american kindergartners

Of Every 100 Native American Kindergartners:

(24 Year-Olds)


College graduates by age 24

College Graduates by Age 24

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.


Section ii what do we know about student achievement

Section II:What Do We Know About Student Achievement?


In k 12 achievement flat

In K-12, Achievement Flat:

Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.


Gap narrows then widens naep reading scores 17 year olds

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


Gap narrows then widens naep math scores 13 year olds

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


Too few 17 year olds demonstrate strong reading skills

Too Few 17 Year-Olds Demonstrate Strong Reading Skills

Source: USDOE, NCES, 1999 NAEP Summary Data Tables


Too few 17 year olds demonstrate strong math skills

Too Few 17 Year-Olds Demonstrate Strong Math Skills

Source: USDOE, NCES, 1999 NAEP Summary Data Tables


African american and latino 17 year olds do math at same levels as white 13 year olds

African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds

Source: USDOE, NCES 1999 NAEP Summary Tables online.


African american and latino 17 year olds read at same levels as white 13 year olds

African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds

Source: USDOE, NCES, 1999 NAEP Summary Tables online.


Achievement

Why?


What we hear adults say

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 . . .


But if they re right then why are poor and minority children performing so high in some schools

But if they’re right, then why are poor and minority children performing so high in some schools . . .


Wrigley elementary school kentucky

Wrigley Elementary SchoolKentucky

  • 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


Mount royal school baltimore md

Mount Royal SchoolBaltimore, 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


Some districts

some districts . . .


All groups gain in el paso el paso taas pass rates math grades 3 8 and 10

All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10

Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.


And some entire states

And some entire states . . .


4th grade math african american gains between 1992 and 1996

4th Grade Math African American Gains Between 1992 and 1996

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


4th grade math latino gains between 1992 and 1996

4th Grade Math Latino Gains Between 1992 and 1996

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


Naep 4th grade reading u s and north carolina change in average scores from 1992 1998

NAEP 4th Grade Reading: U.S. and North Carolina Change in Average Scores From 1992-1998

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


Connecticut gains in grade 4 reading outpace the nation 1994 98

Connecticut: Gains in Grade 4 Reading Outpace the Nation, 1994-98

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

African Americans in Texas Write as Well or Better Than Whites in 7 States

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


What we hear students say we can learn but

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


When asked students main plan after high school expectations differed

When Asked Students’ Main Plan After High School, Expectations Differed

Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.


Achievement

Section III:What Do We Know About Improving Results?


1 we need clear goals

1. We Need Clear Goals

The Role of Standards


Historically no agreement on what students should learn or what kind of work is good enough

Historically, No Agreement on What Students Should Learn Or What Kind of Work Is Good Enough


These decisions left often to individual teachers and schools

These Decisions Left, Often, to Individual Teachers and Schools


What teenagers say about school rigor

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


A work in poor schools would earn cs in affluent schools

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.


Standards make a difference

Standards Make a Difference


Kentucky elementary reading top 20 schools

Kentucky Elementary Reading: Top 20 Schools

#1: 38% Poverty

#2: 0.2% Poverty

#3: 78% Poverty

Total High Poverty Schools in Top 20: 7

Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report


Kentucky elementary top 20 schools

Kentucky Elementary Top 20 Schools

  • Mathematics: Top 20 Includes 8 High Poverty* Schools

  • Writing: Top 20 Includes 13 High Poverty* Schools

*High Poverty is defined as greater than 40% free and reduced price lunch.

Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report


2 all kids need a rigorous curriculum matched with standards

2. All Kids Need a Rigorous Curriculum Matched With Standards


Students taking a rigorous math curriculum score higher

Students Taking a Rigorous Math Curriculum Score Higher

Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for EducationalStatistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994


Students who take algebra show greater gains in mathematics achievement

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 SecondarySchool,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.


Students in vocational courses do not develop strong reading skills

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.


Vocational students taking high level english courses score higher

Vocational Students Taking High-Level English Courses Score Higher

Source: Bottoms, Gene. “High School That Work”, SREB, 1998.


Low quartile students gain more from college prep courses

Low Quartile Students Gain More From College Prep Courses*

*Grade 8-12 test score gains based on 8th grade achievement.

Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation


Low income students less likely to be enrolled in a college preparatory track

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 1992. (p. 36) Washington, DC: US Department of Education, June 1995.


African american and latino 10th graders less likely to be enrolled in a college preparatory track

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.”


Change can happen quickly

Change Can Happen Quickly


New york city 9th graders passing regents science

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.


3 provide extra help for students who need it

3. Provide Extra Help for Students Who Need It


When kids are behind schools must provide more instruction and support

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


4 teachers matter hugely

4. Teachers Matter Hugely


Many secondary students have teachers without a major or minor in teaching field

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


Classes in high poverty high schools more often taught by underqualified teachers

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.


Achievement

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)


Boston students with effective teachers showed greater gains in reading and math

Boston Students with Effective Teachers Showed Greater Gains in Reading and Math

Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.


Cumulative effects on students math scores dallas grades 3 5

Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)

Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.


Cumulative effects of teacher sequence on fifth grade math scores tennessee

Cumulative Effects of Teacher Sequence on Fifth Grade Math Scores: Tennessee

Source: Sanders, William L. and June C. Rivers, "Cumulative and Residual Effects of Teachers on Future Student Academic Achievement," 1996.


African american students more likely to have ineffective teachers tennessee

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


Teachers in high poverty schools spend less time developing reasoning skills

Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills

Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)


More african american and latino 12th graders do daily worksheets

More African American and Latino 12th Graders Do Daily Worksheets

Source: 1996 Summary Data NAEP Math


Percentage of students who use computers primarily for

Percentage of Students Who Use Computers Primarily for . . .

Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)


African americans are less likely to get hands on science

African Americans Are Less Likely to Get Hands on Science

Source: NCES, NAEP Summary Data Tables, 1996.


Changing this pattern

Changing This Pattern:

Time and Supports for Teachers Are Key


High implementation schools wipe out black white gap in math skills pittsburgh

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.


Achievement

In Math Problem-Solving, Black Students in High Implementation Schools Outperform White Students in Other Schools

Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.


El paso schools

El Paso Schools

Source: Texas Education Agency online, www.tea.state.tx.us, 2000 District Accountability Summary


El paso taas pass rates reading grades 3 8 and 10

El Paso TAAS Pass Rates Reading Grades 3, 8 and 10

Source: Texas Education Agency - Academic Excellence Indicator System Report 1994 through 1999


The education trust

The Education Trust

For More Information . . .

www.edtrust.org

202-293-1217


  • Login