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NO TIME TO WASTE: Getting Serious about High School Transformation. Education Trust National Conference Washington, DC November 3, 2005. 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.

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no time to waste getting serious about high school transformation
NO TIME TO WASTE:

Getting Serious about High School Transformation

Education Trust National Conference

Washington, DC

November 3, 2005

first some good news

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.

african american white gap narrows to smallest size in history naep reading 9 year olds
African American-White Gap Narrows to Smallest Size in HistoryNAEP Reading, 9 Year-Olds

26

35

29

clearly much more remains to be done in elementary and middle school

Clearly, much more remains to be done in elementary and middle school

Too many youngsters still enter high school way behind.

2005 naep grade 8 reading all students nation
2005 NAEP Grade 8 ReadingAll Students, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 naep grade 8 reading by race ethnicity nation
2005 NAEP Grade 8 Readingby Race/Ethnicity, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 naep grade 8 reading by family income nation
2005 NAEP Grade 8 Readingby Family Income, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 naep grade 8 math all students nation
2005 NAEP Grade 8 MathAll Students, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 naep grade 8 math by race ethnicity nation
2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 naep grade 8 math by family income nation
2005 NAEP Grade 8 Mathby Family Income, Nation

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

high school achievement math and science naep long term trends
High School Achievement: Math and Science: NAEP Long-Term Trends

Source: NAEP 1999 Trends in Academic Progress.

value added declining in high school math
Value Added Declining in High School Math...

Age 13-17 Growth

Source: NAEP 1999 Trends in Academic Progress

still
…Still

Age 13-17 Growth

Source: Main NAEP 1996, 2000

reading students entering better prepared but leaving worse
Reading: Students Entering Better Prepared, But Leaving Worse

Source: NAEP 1996 Trends in Academic Progress

not just a pattern on naep state assessments show similar trends

Not just a pattern on NAEP.State assessments show similar trends.

Take a look at a few examples.

florida comprehensive assessment test grade 4 reading disaggregated by race ethnicity
Florida Comprehensive Assessment Test, Grade 4 Reading Disaggregated by Race/Ethnicity

25

31

38

Data Source: Florida State Department of Education, http://www.firn.edu/doe/sas/fcat/fcatscor.htm

florida comprehensive assessment test grade 8 reading disaggregated by race ethnicity
Florida Comprehensive Assessment Test, Grade 8 Reading Disaggregated by Race/Ethnicity

32

34

35

Data Source: Florida State Department of Education, http://www.firn.edu/doe/sas/fcat/fcatscor.htm

florida comprehensive assessment test grade 10 reading disaggregated by race ethnicity
Florida Comprehensive Assessment Test, Grade 10 Reading Disaggregated by Race/Ethnicity

33

30

25

Data Source: Florida State Department of Education, http://www.firn.edu/doe/sas/fcat/fcatscor.htm

pennsylvania system of school assessment grade 5 math disaggregated by race ethnicity
Pennsylvania System of School Assessment, Grade 5 Math Disaggregated by Race/Ethnicity

33

43

Data Source: Pennsylvania State Department of Education,

http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Statewide_disag_4_year_perf__grade_31.pdf

pennsylvania system of school assessment grade 8 math disaggregated by race ethnicity
Pennsylvania System of School Assessment, Grade 8 Math Disaggregated by Race/Ethnicity

37

44

Data Source: Pennsylvania State Department of Education,

http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Statewide_disag_4_year_perf__grade_31.pdf

pennsylvania system of school assessment grade 11 math disaggregated by race ethnicity
Pennsylvania System of School Assessment, Grade 11 Math Disaggregated by Race/Ethnicity

36

37

Data Source: Pennsylvania State Department of Education,

http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Statewide_disag_4_year_perf__grade_31.pdf

kansas state assessment grade 4 math disaggregated by race ethnicity
Kansas State Assessment, Grade 4 Math Disaggregated by Race/Ethnicity

20

34

Data Source: Kansas Department of Education, http://www.ksde.org/ayp/2004_assessment_charts.htm

kansas state assessment grade 7 math disaggregated by race ethnicity
Kansas State Assessment, Grade 7 Math Disaggregated by Race/Ethnicity

33

40

Data Source: Kansas Department of Education, http://www.ksde.org/ayp/2004_assessment_charts.htm

kansas state assessment grade 10 math disaggregated by race ethnicity
Kansas State Assessment, Grade 10 Math Disaggregated by Race/Ethnicity

35

34

Data Source: Kansas Department of Education, http://www.ksde.org/ayp/2004_assessment_charts.htm

virginia standards of learning grade 5 reading language arts disaggregated by race ethnicity
Virginia Standards of Learning, Grade 5 Reading/Language Arts Disaggregated by Race/Ethnicity

17

26

Data Source: Virginia Department of Education,

http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas

virginia standards of learning grade 8 reading language arts disaggregated by race ethnicity
Virginia Standards of Learning, Grade 8 Reading/Language Arts Disaggregated by Race/Ethnicity

20

26

Data Source: Virginia Department of Education,

http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas

virginia standards of learning end of grade reading language arts disaggregated by race ethnicity
Virginia Standards of Learning, End of Grade Reading/Language Arts Disaggregated by Race/Ethnicity

15

14

Notes: The high school Reading/Language Arts end-of-course SOL exam is first administered in grade 11. The results of

this administration are used for AYP purposes. Data reflect results from this administration.

Data Source: Virginia Department of Education,

http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas

california standards test grade 4 english language arts disaggregated by race ethnicity
California Standards Test, Grade 4 English Language Arts Disaggregated by Race/Ethnicity

36

35

Data Source: California Department of Education, http://star.cde.ca.gov

california standards test grade 8 english language arts disaggregated by race ethnicity
California Standards Test, Grade 8 English Language Arts Disaggregated by Race/Ethnicity

35

32

Data Source: California Department of Education, http://star.cde.ca.gov

california standards test grade 10 english language arts disaggregated by race ethnicity
California Standards Test, Grade 10 English Language Arts Disaggregated by Race/Ethnicity

33

33

Data Source: California Department of Education, http://star.cde.ca.gov

colorado student assessment program grade 5 math disaggregated by race ethnicity
Colorado Student Assessment Program, Grade 5 Math Disaggregated by Race/Ethnicity

17

22

Data Source: Colorado Department of Education, http://www.cde.state.co.us/cdeassess/csap/as_latestCSAP.htm

colorado student assessment program grade 8 math disaggregated by race ethnicity
Colorado Student Assessment Program, Grade 8 Math Disaggregated by Race/Ethnicity

32

34

Data Source: Colorado Department of Education, http://www.cde.state.co.us/cdeassess/csap/as_latestCSAP.htm

colorado student assessment program grade 10 math disaggregated by race ethnicity
Colorado Student Assessment Program, Grade 10 Math Disaggregated by Race/Ethnicity

38

38

Data Source: Colorado Department of Education, http://www.cde.state.co.us/cdeassess/csap/as_latestCSAP.htm

kentucky core content test grade 4 reading disaggregated by race ethnicity
Kentucky Core Content Test, Grade 4 Reading Disaggregated by Race/Ethnicity

22

24

27

Source: Kentucky Department of Education, http://apps.kde.state.ky.us/secure_cats_reports_05/

kentucky core content test grade 7 reading disaggregated by race ethnicity
Kentucky Core Content Test, Grade 7 Reading Disaggregated by Race/Ethnicity

21

25

24

Source: Kentucky Department of Education, http://apps.kde.state.ky.us/secure_cats_reports_05/

kentucky core content test grade 10 reading disaggregated by race ethnicity
Kentucky Core Content Test, Grade 10 Reading Disaggregated by Race/Ethnicity

20

17

14

Source: Kentucky Department of Education, http://apps.kde.state.ky.us/secure_cats_reports_05/

us 15 year olds rank near the end of the pack among 29 participating countries 2003
US 15 Year-Olds Rank Near The End Of The Pack Among 29 Participating Countries: 2003

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.

NCES 2005-003

2003 u s ranked 24 th out of 29 oecd countries in mathematics
2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

u s ranks low in the percent of students in the highest achievement level level 6 in math
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/

u s ranks 23 rd out of 29 oecd countries in the math achievement of the highest performing students
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/

u s ranks 23 rd out of 29 oecd countries in the math achievement of high ses students
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/

2003 pisa problem solving results us 24
2003 PISA Problem-Solving Results: US #24

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.

NCES 2005-003

countries getting more than twice as many 15 year olds to highest problem solving level
Countries Getting More Than TWICE as Many 15 Year-Olds to Highest Problem Solving Level
  • Finland
  • Korea
  • Hong Kong-China
  • Japan
  • Macao-China
  • Australia
  • New Zealand
  • Canada
  • Lichtenstein
  • Belgium
  • Switzerland
  • France
  • Denmark
  • Netherlands
  • Czech Republic

Source: OECD. Problem Solving for Tomorrow’s World. 2004

performance of u s 15 year olds highly variable
Performance Of U.S.15 Year-Olds Highly Variable

*Of 27 OECD countries

Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.

these gaps begin before children arrive at the schoolhouse door

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.

slide73

How?

By giving students who arrive with less, less in school, too.

nation inequities in state and local revenue per student
Nation:Inequities in State and Local Revenue Per Student

Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

new york state huge inequities in state and local revenue per student
New York State: Huge Inequities in State and Local Revenue Per Student

Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

slide79

But some of the “lesses”–indeed, perhaps the most devastating ones—are a function of choices that we educators make.

students in poor schools receive a s for work that would earn cs in affluent schools
Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

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

fewer latino students are enrolled in algebra 2
Fewer Latino students are enrolledin Algebra 2

Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

math and science classes of mostly minority students are more often taught by misassigned teachers
Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

poor and minority students get more inexperienced teachers
Poor and Minority Students Get More Inexperienced* Teachers

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

results are devastating

Results are devastating.

Kids who come in a little behind, leave a lot behind.

students graduate from high school at different rates 4 year graduation rates
Students Graduate From High School At Different Rates* 4-Year Graduation Rates

Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,” Manhattan Institute for Policy Research, September 2003.

but everybody in this room knows differently over the past year we ve had a chance to
But everybody in this room knows differently.Over the past year, we’ve had a chance to:
  • Get to know some high schools that are proving that these kids can achieve at high levels; and,
  • Work with some others that are on the way.
slide93

At this conference, you’ll have a chance to get to know some of these high-achieving, high- gaining and high-impact schools.

university park high school worcester ma
University Park High SchoolWorcester, MA
  • Grades 7-12;
  • 70+% poverty;
  • 50% ELL;
  • Most students enter at least two grade levels behind.
university park results 2004
University Park Results: 2004
  • Only one 10th grader didn’t pass MA high school exit exam on first attempt (turned out, didn’t attend the school).
  • 87% passed at advanced or proficient level.
  • Fifth most successful school in the state, surpassing many schools serving wealthy students.
elmont memorial junior senior high elmont new york
Elmont Memorial Junior-Senior HighElmont, New York
  • 75% African American
  • 12% Latino
  • 11% Asian/Pacific Islander/American Ind.
  • 3% White
  • 24% Low-Income

Source: http://emsc33.nysed.gov/repcrd2004/cir/280252070002.pdf

elmont memorial high achievement in mathematics
Elmont MemorialHigh Achievement in Mathematics

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

elmont memorial high achievement in english
Elmont Memorial High Achievement in English

Source: http://emsc33.nysed.gov/repcrd2004/overview-analysis/280252070002.pdf

jack britt high school fayetteville north carolina
Jack Britt High SchoolFayetteville, North Carolina
  • 1,820 Students in Grades 9-12
  • 47% African American
  • 7% Latino
  • 41% White
  • 24% Low-Income

Source: School Information Partnership, http://www.schoolmatters.com

jack britt high school higher proficiency rates than the state 2004 grade 10 reading
Jack Britt High SchoolHigher Proficiency Rates than the State2004 Grade 10 Reading

Source: North Carolina Department of Public Instruction, http://www.dpi.state.nc.us/

jack britt high school higher proficiency rates than the state 2004 grade 10 math
Jack Britt High SchoolHigher Proficiency Rates than the State2004 Grade 10 Math

Source: North Carolina Department of Public Instruction, http://www.dpi.state.nc.us/

granger high school granger washington
Granger High SchoolGranger, Washington
  • 301 Students in Grades 9-12
  • 81% Latino
  • 6% Native American
  • 12% White
  • 84% Low-Income

Source: Washington Office of Superintendent of Public Instruction, http://www.k12.wa.us/

granger high school improvement over time grade 10 math
Granger High SchoolImprovement Over Time, Grade 10 Math

Source: Washington Office of Superintendent of Public Instruction, http://www.k12.wa.us/

granger high school improvement over time grade 10 reading
Granger High SchoolImprovement Over Time, Grade 10 Reading

Source: Washington Office of Superintendent of Public Instruction, http://www.k12.wa.us/

slide106

#1. Higher performing high schools have very clear goals. Even when they start with high dropout rates, they focus students on college.

that s good because education pays annual earnings of 25 34 yr olds by attainment 2001
That’s Good, Because Education Pays:Annual Earnings of 25-34 yr-olds by Attainment, 2001

Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002

slide109

Employment Change by Education1992 – 2002

Source: Employment Policy Foundation tabulations of Bureau of Labor

Statistics / Census Current Population Survey data; MTC Institute.

growing wage gap
GROWING WAGE GAP

Income:

  • 1980, College Grad earned 50% more than HS Degree
  • 2004, College Grad earns 100% more.
  • Wage Gap Continues to Widen
slide111

#2. Higher performing high schools put all kids—not just some—in a demanding high school core curriculum.

slide112

REMEMBER:Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

senior year

Senior Year?

Too embarrassing to even show

ed trust transcript study our current favorites
Ed Trust Transcript Study: Our Current Favorites
  • Pre-Spanish;
  • Future Studies;
  • Exploring;
  • Principles of PE;
  • Teen Living;
  • Life Management;
  • Food Fundamentals;
  • Winter Activities.

Source: Education Trust Analysis of High School Transcripts; 2005

slide123

#3. Higher performing high schools work very hard on the quality, consistency and rigor of high school courses.

slide126

The Odyssey Ninth Grade

Low-level Assignment

Divide class into 3 groups:

Group 1 designs a brochure titled "Odyssey Cruises". The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place.

Group 2 draws pictures of each adventure.

Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.

slide127

The Odyssey Ninth Grade

High-level Assignment

Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey and the Movie "0 Brother Where Art Thou"

By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.

For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?

slide128

Your thesis will take a position on the "larger idea" then you'll break that larger idea into smaller, but related ideas, i.e., components of the larger idea. Those will form the basis for the topic sentences of each of your body (or developmental) paragraphs. Then, in the space of your body paragraphs, you'll use specific, concrete support from both The Odyssey and "0 Brother Where Art Thou.“

Some "larger ideas" you might want to consider:

Women, or the feminine elements in the works/ Men, or the masculine elements in the works/ War, or fighting, aggression

Mentors, teachers, leaders/ Fortune, wealth/ Fate, free-will

The role of characters' personas, shadows, animas/The role of characters' ids, egos, superegos/ Love, Lust, desire/ Homecoming/ Journeys/ Relationship between parents and children/ Stupidity, Ignorance/ Intelligence, Scheming/ Manipulation, Persuasion/ Your Ideas!

slide129

Teacher work is at the heart of student work. Higher performing high schools have vehicles to help teachers improve their assignments.

slide130

#4. Higher performing high schools think very hard about how to deploy their resources…both people and time.

take for example the matter of reading

Take, for example, the matter of reading.

Kids who arrive behind in reading…often simply assigned to courses that don’t demand much reading.

slide135

Higher Performing High Schools:

  • “Behind” students spend 60 additional hours (25% more time) over 1 year in reading related courses)
  • “Behind” students get 240 additional hours over 4 years!
there is also the matter of how we deploy our people

There is also the matter of how we deploy our people.

9th Grade Bulge:

Largely about “poor preparation” and “difficult transitions?”

one colorado high school student teacher ratio by grade
One Colorado High School: Student/Teacher Ratio by Grade

Source: Jovenes Unidos & Padres Unidos; March, 2004.

same colorado high school counselor deployment by grade
Same Colorado High School:Counselor Deployment by Grade

Source: Jovenes Unidos and Padres Unidos; March, 2004

is this school structured around student or adult needs

Is this school structured around student, or adult needs?

And what about time for teaching and learning?

bottom line

Bottom Line:

Students who take, say, 4 years of math or English in 6 period day schedule, get equivalent of one full year of additional instruction over those who take 4 years in block schedule.

one school that did the math and decided to deploy its people differently
One School That Did the Math—And Decided to Deploy Its People Differently

Source: Marilyn Crawford

results
Results?
  • Students had extended day;
  • Teachers worked same number of hours;
  • Academic teachers had common planning/pd time.
slide148

#5. Higher performing high schools plan for how to use that extra instructional time. To achieve maximum benefit from extra instruction, need carefully designed “catch up” curriculum.

mdrc study

MDRC Study

Talent Development

Kansas City, KS First Things First

slide150

Must combine systematic instruction in the basics with higher level instruction that will truly engage students.

slide151

#6. Higher performing schools identify students who need help EARLY. They don’t just offer that help—they make certain that students take advantage of it.

slide152

#7. In higher performing schools, leaders know that teachers matter a lot. They work hard to attract and hold good teachers. And they work hard to get strong teachers to the students who need them most.

low achieving students in tn gain more with effective teachers one year growth
LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE TEACHERS: One Year Growth

Sanders and Rivers, Cumulative and Residual Effects of Teachers on Future Academic Achievement, 1998.

tn graduation exams
TN Graduation Exams

“Students who fail 4th grade exam are six times more likely to pass the exit exam if they have four highly effective teachers in a row, compared to those who have four low-effectiveness teachers in a row.”

Rivers, June. “The Impacet of Teacher Effects on Student Math Competency.” Univ of TN, 1999

a tale of two schools
A Tale of Two Schools

Granada Hills High School

Los Angeles Unified

  • 32% Latino & African American
  • 27% of students receive free or reduced price lunch
  • Academic Performance Index = 773

Locke High School

Los Angeles Unified

  • 99% Latino & African American
  • 66% of students receive free or reduced price lunch
  • Academic Performance Index = 440

Source: CA Department of Education, 2003-04 data

slide156
The average teacher at Locke High School gets paid an estimated $8,034 less every year than his counterpart at Granada Hills High School.

If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the school budget would increase by nearly a million dollars ($956,056) every year.

a tale of two schools157
A Tale of Two Schools

Washington High School

San Francisco Unified

  • 13% Latino & African American
  • 37% of students receive free or reduced price lunch
  • Academic Performance Index = 760

Mission High School

San Francisco Unified

  • 67% Latino & African American
  • 75% of students receive free or reduced price lunch
  • Academic Performance Index = 518

Source: CA Department of Education, 2003-04 data

slide158
The average teacher at Mission High School gets paid an estimated $9,901 less every year than his counterpart at Washington High School.

If Mission spent as much as Washington on teacher salaries for its 57 teachers, the school budget would increase by $564,357 every year.

classes in high poverty high schools more often taught by misassigned teachers
Classes in High Poverty High Schools More Often Taught by Misassigned* 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.

math and science classes of mostly minority students are more often taught by misassigned teachers160
Math and Science Classes of Mostly Minority Students Are More Often Taught by Misassigned Teachers

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

poor and minority students get more inexperienced teachers161
Poor and Minority Students Get More Inexperienced* Teachers

*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

principals in higher performing schools
Principals in higher performing schools:
  • Work hard to attract and hold good teachers;
  • Build a culture that honors those who teach students who are behind;
  • Use more than seniority and preferences in assignments;
  • Are driven by data on teacher impact.
slide163

Finally.We also need to promote and support innovation in our high schools and careful evaluation…because we don’t yet know even close to all the answers.

the education trust

The Education Trust

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www.edtrust.org

Washington, DC: 202-293-1217

Oakland, CA: 510-465-6444