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Raising Achievement and Closing Gaps: Thoughts for the School Board

Raising Achievement and Closing Gaps: Thoughts for the School Board. Young Elected Officials Network A Program of People for the American Way Foundation June 22, 2012. 2011 NAEP Grade 4 Reading.

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Raising Achievement and Closing Gaps: Thoughts for the School Board

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  1. Raising Achievement and Closing Gaps: Thoughts for the School Board Young Elected Officials Network A Program of People for the American Way Foundation June 22, 2012

  2. 2011 NAEP Grade 4 Reading National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  3. 2011 NAEP Grade 4 Reading National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

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

  5. 8th Grade Math: Progress for All Groups, Some Gap Narrowing *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

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

  7. Math achievement flat over time * Denotes previous assessment format National Center for Education Statistics, NAEP 2008 Trends in Academic Progress

  8. 12th Grade Reading: No Progress, Gaps Wider than 1988 *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  9. 12 Grade Math: Results Mostly FlatGaps Same or Widening *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

  10. Average Scale Scores, by DistrictLow-Income African-American Students Note: Basic Scale Score = 208; Proficient Scale Score = 238 NAEP Data Explorer, NCES

  11. Average Scale Scores, by DistrictLow-Income Latino Students Note: Basic Scale Score = 214; Proficient Scale Score = 249 NAEP Data Explorer, NCES

  12. African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds Note: Long-Term Trends NAEP Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  13. These gaps 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.

  14. Who receives funding

  15. The Federal Intent:

  16. Funding Gaps Within Districts: Examples from New York City 96% Low Income 86% Low Income How much extra funding would P.S. 291 and P.S. 251 receive if their per-student expenditures were equal to those of non-Title I schools? Source: Education Trust Analysis of 2007-2008 New York City School-Based Expenditure Report data

  17. Suggestions for Funding Fairness • Look at your per pupil expenditures by funding source (state, local, federal) • Use actual teacher salaries at the school to budget fairly. • Consider effects of the day-to-day budget choices your district makes. • Is your funding aligned with your priorities? • Education Resource Strategies “hold em” tool: http://holdem.erstools.org/hold-em

  18. Who teaches whom

  19. Nationally, More Classes in High-Poverty Secondary Schools Are Taught by Out-of-Field* Teachers High- Poverty Low-poverty National Note: High Poverty school = 55% or more of the students are eligible for free/reduced price lunch. Low-poverty school = 15% or fewer of the students are eligible for free/reduced price lunch. *Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA. Source: Analysis of 2007-08 Schools and Staffing Survey data by Ed Trust.

  20. Nationally, Students in High Poverty Schools Are More Likely to Be Taught by Novice Teachers *Teachers in first year as the teacher of record. Data from a representative sample of schools across the USA. Note: High-Poverty = schools with 55% or more students eligible for free or reduced price lunch. Low-Poverty = 15% or fewer students eligible for free or reduced price lunch. Source: Analysis of 2007-08 Schools and Staffing Survey data by U.S. Department of Education.

  21. Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective” teachers Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority. Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf

  22. Los Angeles: LOW-INCOME STUDENTS LESS LIKELY TO HAVE HIGH VALUE-ADDED TEACHERS ELA MATH

  23. Suggestions for Teacher Equity • Is your district intentional about who teaches whom? • Does your hiring process help low-income or high minority schools? • Where are your best leaders? • What are you doing to improve conditions for teaching and learning? • Examples to look at: • Charlotte-Mecklenberg’s Strategic Staffing Initiative

  24. What we teach

  25. Wide variation in expectations for reading proficiency across states NAEP Equivalent Score for State Proficiency Standard in Grade 4 Reading (2009) Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.

  26. Wide variation in expectations for math proficiency across states NAEP Equivalent Score for State Proficiency Standard in Grade 8 Math (2009) Source: NCES, “Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009,”2011.

  27. Few Employers Think High School Graduates Are Well Prepared for Employment Source: Peter D. Hart Research Associates/Public Opinion Strategies, “Rising to the Challenge: Are High School Graduates Prepared for College and Work?” (February 2005).

  28. Employers Overwhelmingly Think High School Graduates Are Deficient in Critical Skills Source: “Are They Really Ready to work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century Workforce,” Conference Board (2006).

  29. 46 States and the District of Columbia have adopted common core state standards They will be in place by 2013-2014. New assessments by 2014-2015.

  30. Most math teachers are familiar with, and support, the Common Core State Standards Note: Percentages are approximate; exact figures were not provided. Source: William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research

  31. Most teachers don’t see big changes in the Common Core State Standards Note: Percentages are approximate; exact figures were not provided. William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research

  32. Teachers report that they’re unlikely to change what they teach in response to the Common Core Note: Percentages are approximate; exact figures were not provided. William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research

  33. Teachers need new supports and materials to assist in transition to Common Core Note: Percentages are approximate; exact figures were not provided. William H. Schmidt, “The challenge of implementing the Common Core State Standards for math,” http://www.edweek.org/media/ccsso_spaces-blog.pdf

  34. Elementary and middle school teachers feel less prepared to implement the Common Core Note: Percentages are approximate; exact figures were not provided. William H. Schmidt, “The Common Core State Standards for mathematics,” http://www.achieve.org/CCSS-schmidt-research

  35. Suggestions for Common Core • Is there a plan and is it being implemented? • Phased roll out • Supports for your teachers and leaders • What is being provided? • What feedback are you getting about usefulness? • Managing expectations • Parents, community • Examples: • Baltimore City, New York City, Kentucky, Georgia, Tennessee

  36. Is this the choice that will move the ball forward for kids or am I simply making life easier for the adults?

  37. Next School Year… Getting It Done! Raising Achievement, Closing Gaps for All Join us in Washington D.C. November 8-9, 2012 for The Education Trust National Conference on Closing the Gap Learn more about the conference! www.edtrust.org ktromble@edtrust.org Oakland, CA 510/465-6444 Washington, D.C. Ann Arbor, MI 202/293-1217 734/619-8009

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