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University of Wisconsin ELDA Academy Madison, WI July, 2008

RAISING ACHIEVEMENT AND CLOSING GAPS: Lessons from Schools on the Performance Frontier. University of Wisconsin ELDA Academy Madison, WI July, 2008. First, some good news. After more than a decade of stagnant or growing gaps, we appear to be turning the corner.

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University of Wisconsin ELDA Academy Madison, WI July, 2008

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  1. RAISING ACHIEVEMENT AND CLOSING GAPS: Lessons from Schools on the Performance Frontier University of Wisconsin ELDA Academy Madison, WI July, 2008

  2. First, some good news. After more than a decade of stagnant or growing gaps, we appear to be turning the corner.

  3. NAEP Reading, 9 Year-Olds:Record Performance for All Groups Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  4. African American-White Gap Narrows to Smallest Size in HistoryNAEP Reading, 9 Year-Olds 26 35 29 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  5. Latino-White Gap Narrows to Smallest Size in HistoryNAEP Reading, 9 Year-Olds 21 28 24 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  6. NAEP Math, 9 Year-Olds: Record Performance for All Groups Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  7. African American-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds 23 28 25 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  8. Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds 17 26 21 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  9. NAEP Reading, 13 Year-Olds

  10. NAEP Math, 13 Year-Olds:Increases and Record Performance for All Groups

  11. And next time somebody tells you, “We’re spending more on education, but the results are flat,” show them the results of a decade of effort in mathematics…

  12. 1996 NAEP Grade 4 Mathby Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  13. 2007 NAEP Grade 4 Mathby Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  14. NAEP Grade 4 MathLow-Income Students, Nation1996 compared to 2007 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  15. Bottom Line:When We Really Focus on Something, We Make Progress

  16. Clearly, much more remains to be done in elementary and middle school Too many youngsters still enter high school way behind.

  17. But at least we have some traction on these problems.

  18. The same is NOT true of our high schools.

  19. Achievement Flat or Declining in Reading, 17 year olds, NAEP Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress.

  20. Math and Science? At first blush, appear to be trending upwards.

  21. High School Achievement: Math and Science: NAEP Long-Term Trends Source: NAEP 1999 Trends in Academic Progress.

  22. But it turns out—at least in math-- that all of that growth is attributable to stronger math skills in students coming up from elementary school. Value Added in High School Math Actually Declined During the Nineties

  23. Value Added Declining in High School Math... Scale Score Growth, From Age 13 to Age 17 Note: Scale score gains reflect the difference between the scale scores of 17-year-olds and the scale scores of 13-year-olds four years prior. Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP

  24. ... Still Scale Score Growth, From Grade 8 to Grade 12 Note: Scale score gains reflect the difference between the scale scores of 12th Graders and the scale scores of 8th Graders four years prior. Source: NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

  25. Reading: Students Entering High School Better Prepared, But Leaving Worse Total= 288 Total= 290 Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP

  26. And gaps between groups wider today than in 1990

  27. NAEP Reading, 17 Year-Olds 21 29 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  28. NAEP Math, 17 Year-Olds 28 20 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  29. Why so much less progress in our high schools? Hormones?

  30. If so, we’d see the same pattern in other countries. And we don’t.

  31. A few years ago, we got a wake up call when the 1999 PISA results were published.

  32. US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999

  33. 2003?

  34. PISA 2003:US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

  35. 2006? Taking just the 26 countries that participated in all three administrations….

  36. PISA PerformanceU.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/

  37. Let’s take a closer look at math…

  38. 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/

  39. Problems are not limited to our high-poverty and high-minority schools . . .

  40. 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/

  41. 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/

  42. 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/

  43. Science?

  44. 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/

  45. 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/

  46. But ranks 21st 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/

  47. Even in problem-solving, something we consider an American strength…

  48. PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

  49. One measure on which we rank high?Inequality!

  50. 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/

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