Raising achievement and closing gaps between groups roles for federal policy
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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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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.


4 th grade reading record performance with gap narrowing
4th Grade Reading:Record Performance with Gap Narrowing

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


4 th grade math record performance with gap narrowing
4th Grade Math:Record Performance with Gap Narrowing

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


8 th grade reading recent gap narrowing for blacks less for latinos
8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


8 th grade math progress for all groups some gap narrowing
8th Grade Math: Progress for All Groups, Some Gap Narrowing

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


Bottom line

Bottom Line:

When we really focus on something, we make progress!


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.


But at least we have some traction on elementary and middle school problems

But at least we have some traction on elementary and middle school problems.

The same is NOT true

of our high schools.


Achievement flat declining in reading
Achievement Flat, Declining in Reading school problems.

NAEP Long-Term Trends, NCES (2004)


Achievement flat in math
Achievement flat in math school problems.

* Denotes previous assessment format

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress


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

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


12 th grade reading no progress gaps wider than 1988
12 school problems.th Grade Reading: No Progress, Gaps Wider than 1988

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


12 grade math results mostly flat gaps same or widening
12 Grade Math: Results Mostly Flat school problems.Gaps Same or Widening

*Denotes previous assessment format

NAEP 2008 Trends in Academic Progress, NCES


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


Pisa performance u s a ranks near bottom has fallen since 2000
PISA Performance doing well compared to their peers in other countries. U.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/


A closer look at math

A closer look at math doing well compared to their peers in other countries.


Of 29 oecd countries u s a ranked 24 th
Of 29 OECD Countries, U.S.A. Ranked 24 doing well compared to their peers in other countries. th

U.S.A.

PISA 2003 Results, OECD



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 23 Achievement Level (Level 6) rd 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 23 Achievement Level (Level 6) rd 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/


Problems not limited to math either

Problems not limited to math, either. Achievement Level (Level 6)


Science

Science? Achievement Level (Level 6)


Pisa 2006 science of 30 oecd countries u s a ranked 21 st

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/


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/


But ranks 21 immigrants and children of immigrants than most OECD countriesst 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/



U s a ranks 24 th out of 29 oecd countries in problem solving
U.S.A. Ranks 24 strength…th Out of 29 OECD Countries in Problem-Solving

U.S.A.

PISA 2003 Results, OECD


Only place we rank high

Only place we rank high? strength…

Inequality.


Pisa 2003 gaps in performance of u s 15 year olds are among the largest of oecd countries
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/


Among oecd countries u s a has the 4 th largest gap between high ses and low ses students
Among OECD Countries, U.S.A. has the 4 the Largest of OECD Countriesth Largest Gap Between High-SES and Low-SES Students

U.S.A.

PISA 2006 Results, OECD, table 4.8b


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

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


U s 3 rd out of 30 oecd countries in overall postsecondary attainment
U.S: 3 students to college—but no longer.rd 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.


U.S. tied for 9 students to college—but no longer.th 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.


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.


Current federal efforts aimed directly at reversing these trends
Current federal people are not better educated than their parentsefforts aimed directly at reversing these trends

  • Focused on “college and career readiness;”

  • Driving toward 2020 goal to regain world leadership in postsecondary attainment.


Past federal focus
Past federal focus people are not better educated than their parents

  • 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.”


Put those two together key roles for federal policy
Put Those Two Together: people are not better educated than their parentsKeyRoles 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).


Race to the top
Race to the Top people are not better educated than their parents

  • College-ready standards and assessments;

  • Effective teachers and leaders;

  • Data Systems;

  • School Turnaround.


Download These Slides people are not better educated than their parents

  • 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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