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Don’t Turn Back The Clock

Don’t Turn Back The Clock. OPENING PLENARY: Kati Haycock, Director, The Education Trust. Where Are We Now? NAEP 4th Grade Reading All Students, 2002. By Race, Ethnicity 4th Grade Reading 2002. By Family Income 4th Grade Reading 2002.

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Don’t Turn Back The Clock

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  1. Don’tTurn BackThe Clock OPENING PLENARY: Kati Haycock, Director, The Education Trust

  2. Where Are We Now?NAEP 4th Grade Reading All Students, 2002

  3. By Race, Ethnicity 4th Grade Reading 2002

  4. By Family Income4th Grade Reading 2002

  5. Where Are We Now?NAEP 8th Grade Mathematics All Students 2000

  6. NAEP 8th Grade Mathematics Race, Ethnicity 2000

  7. Progress Over Time?

  8. Gaps Narrow 1970-88NAEP Reading 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

  9. Gaps Narrow 1973-86NAEP 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

  10. Between 1988-90, that progress came to a halt…and gaps began to widen once again.

  11. Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 17 Year-Olds 32 20 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

  12. After 1988, Gaps Mostly Widen NAEP Reading, 17 Year-Olds 21 31 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

  13. AT END OF HIGH SCHOOL?

  14. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

  15. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

  16. ADD IT ALL UP...

  17. Of Every 100 White Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.

  18. Of Every 100 African American Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.

  19. Of Every 100 Latino Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.

  20. College Graduates by Age 26 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

  21. Some education “leaders” are talking about the challenges in closing these gaps one way……

  22. “Requiring every group of students in every school to be proficient within 12 years, is like asking every kid to jump the Grand Canyon.” –educator, Connecticut June 10, 2002 Associated Press

  23. "President Bush often talks about every child reading by the end of third grade. It's like saying every child needs to talk at nine months. It's ridiculous." Yetta Goodman, a University of Arizona education professor, The Arizona Republic, 6/2/03

  24. "It is so inflexible. If any group of kids fails to meet the standard, the whole school is labeled as failing.” –suburban superintendent (used to doing extremely well under old system of averages)

  25. Even if schools are doing extremely well, they can be cited for poor performance if designated groups of students or minorities do not meet annual expectations two years in a row. Under this standard it is theoretically possible to have sanctions imposed on schools in our state where there are dozens of Illinois state scholars.” – Larry Vigon, Local School Council teacher representative (Chicago) in a letter to the Chicago Tribune, 8/26/03

  26. "I have difficulty with the standards because they're so unattainable for so many of our students . . . We just don't have the same kids they have on Long Island or Orchard Park.” –Superintendent, New York October 21, 2002, The Buffalo News

  27. "If a school has five subgroups (of students) and four do well, but one fails, the entire school is a failure. We don't think that's fair.” Reg Weaver, President of the NEA, Whittier Daily News, 5/24/03

  28. “They may as well have decreed that pigs can fly . . . I think the State Board of Education is dealing with reality, not myth. Some of these politicians just have their heads in the sand.” -Wayne Johnson, CTA President Los Angeles Times August 6, 2002

  29. “If we could do it, we already would have.” -- Peter Gutierrez, assistant superintendent of the Hollister School District, Hollister Free Lance (CA), 4/30/03

  30. Think about the messages in what they say… • To parents…about whose kids matter; • To students…about how much educators think they can learn; and, • To teachers…about whether they even have to try.

  31. Myths and Realities

  32. #1. Poverty has a bigger effect than anything that educators can ever do.

  33. Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

  34. Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

  35. Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

  36. Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

  37. Samuel W. Tucker ElementaryAlexandria, VA • 68% African American and Latino • 53% low-income • Outperformed 2/3 of VA elem. schools in both reading and math for two years in a row (2001-2). • In 2002, out-performed 92% of VA elem. schools in reading and 86% in math. Source: Virginia Department of Education

  38. David D. Jones ElementaryGreensboro, NC • 69% African American and Latino • 58% low-income • On average, outscored 83% of GA elementary schools in 2002. • 94% of African American 5th graders met the state standard in math in 2002.. Source: The Education Trust, Dispelling the Myth Online

  39. West Manor Elementary Atlanta, GA • 99% African American. • 80% low-income • Outscored 98% of GA elementary schools in 2nd grade reading in 2002. • Outperformed 90% of GA elementary schools in 2nd grade math in 2002. Source: The Education Trust, Dispelling the Myth

  40. St. James Gaillard ElementaryEutawville, SC • 99% African American and Latino. • 87% low-income • Outperformed 97% of SC elem. schools in 3rd grade math in 2002. • Outperformed 82% of SC elem. schools in 4th grade reading in 2002. Source: The Education Trust, Dispelling the Myths Online

  41. The Young Women’s Leadership School of East Harlem, New York • 93% African American. • 83% low-income • 100% of seniors in the first two graduating classes were accepted to four-year colleges and universities. Source: TYWLS Web site and New York State Department of Education and NYC Public Schools, 2001-2 Annual School Report.

  42. YES College PrepHouston, TX • 96% African American. • 85% low-income • 100% of seniors in the first two graduating classes were accepted to at least two colleges and universities. Source: YES College Prep Web site and Texas Education Agency

  43. Of course, poverty is a barrier. And it doesn’t help to imply otherwise.But what’s clear from these schools, is that it is a barrier that can be overcome.

  44. #2. Perhaps we could narrow the gap, but given all those advantages, we’ll certainly never close it.

  45. Sycamore Elementary SchoolKokomo, IN • 37% African American and Latino. • 62% low-income • Increased African American 3rd graders meeting state standard in math by 55 percentages points between 2000 and 2002. • Closed Black-White 3rd grade reading gap. Source: Indiana Department of Education

  46. Lincoln Elementary SchoolMount Vernon, NY • 69% African American and Latino • 49% low-income • Has outperformed nearly ¾ of NY elem. schools in both math and English for three years in a row. • In 2002, outscored 98% of NY elem. schools in math and 99% in English. Source: Ed Trust. Dispelling the Myth Online and New York State Department of Education. Overview of School Performance In English Language Arts, Mathematics, and Science and Analysis of Student Subgroup Performance for Lincoln School. April 10, 2003

  47. South Scotland ElementaryLaurinburg, NC • 47% African American and Native American. • 47% low-income • Over 80% of both African American and Native American 4th graders met state standard in math in both 2001 and 2002. • Closed reading gap between African American and White students in 2003. Source: Data provided bySouth Scotland Elementary School

  48. #3. There may be schools, but no school districts that get high performance from poor children or children of color.

  49. Aldine, TX: Raising Achievement for All While Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

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