3.20.12 ed trust successful schools

© 2012 THE EDUCATION TRUST

ACHIEVEMENT IN AMERICA: A Fast Briefing on Trends and Patterns…and Their Implications for Our Collective Future

National Defense UniversityWashington, DC March, 2012

© 2012 THE EDUCATION TRUST

Source:

What We Hear Many Educators Say:

• They’re poor• Their parents don’t care• They come to schools without

breakfast• Not enough books• Not enough parents

N/A

© 2012 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST

But if they are right, why are low-income students and students of

color performing so much higher in some schools…

© 2012 THE EDUCATION TRUST

Source:

George Hall Elementary SchoolMobile, AL

• 530 Students• 100% African American• 99% Low-Income

Alabama Department of Education

© 2012 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST

Four years ago, school was lowest performing in the district and among the bottom few in the state. District

reconstituted—and restaffed.

© 2012 THE EDUCATION TRUST

Source:

George Hall Elementary, Grade 5 Math2008

SchoolDistrict--White

Students State--White Students

0102030405060708090

100 96.5

59.153.2

Level IV

Public Affairs Research Council of Alabama, “Does the System succeed with All Kinds of Kids.

© 2012 THE EDUCATION TRUST

Source:

George Hall Elementary, Grade 5 Reading2008

SchoolDistrict--White

Students State--White Students

48

50

52

54

56

58

60

62 61.4

53.5 54.7

Level IV

Public Affairs Research Council of Alabama, “Does the System Succeed with All Kinds of Kids.”

© 2012 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Halle Hewetson Elementary SchoolLas Vegas, NV

• 962 students in grades PK – 5– 85% Latino– 7% African American

• 100% Low Income• 71% Limited English

Proficient

Source: Nevada Department of EducationNote: Data are for 2010-2011 school year

© 2012 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Source: Nevada Department of Education

2004 20100%

20%

40%

60%

80%

100%

7%

78%

26%

50%

Latino Students – Grade 3 Reading

HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds a

nd A

bove

Big Improvementat Halle Hewetson Elementary

© 2012 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Source: Nevada Department of Education

All

Latino

Low In

come

Limite

d Engli

sh Proficie

nt0%

20%

40%

60%

80%

100% 91% 95% 91% 95%

69% 63% 61% 61%

Grade 3 Math (2011)

Halle HewetsonNevada

Perc

enta

ge M

eets

Sta

ndar

ds o

r Adv

ance

dHigh Performance Across Groups

at Halle Hewetson Elementary

© 2012 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Source: Nevada Department of Education

Exceeding Standards at Halle Hewetson Elementary

Halle Hewetson Nevada0%

20%

40%

60%

80%

100%

4%14%6%

25%28%

33%

63%

29%

Low-Income Students – Grade 3 Math (2011)

Exceeds StandardsMeets StandardsApproaches StandardsEmergent/Developing

Perc

enta

ge o

f Stu

dent

s

© 2012 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Halle Hewetson Elementary School

© 2012 THE EDUCATION TRUST

Source:

Elmont Memorial Junior-Senior HighElmont, New York

• 1,895 students in grades 7-12– 77% African American– 13% Latino

• 25% Low-Income

New York Department of Education

© 2012 THE EDUCATION TRUST

Source:

Outperforming the State at Elmont

All Students African American Students

Low-Income Students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% 95% 96% 93%

79%

67%73%

Secondary-Level English (2010)

ElmontNew York

Perc

enta

ge M

eetin

g St

anda

rds o

r Abo

ve

New York State Department of Education

© 2012 THE EDUCATION TRUST

Source:

Improvement and High Performance at Elmont Memorial Junior-Senior High

2005 2006 2007 2008 2009 20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

85%

93% 96% 93% 93% 96%

46% 51% 55%57% 61%

64%

African-American Students – Secondary-Level Math

ElmontNew York

Perc

enta

ge M

eetin

g St

anda

rds o

r Abo

ve

New York State Department of Education

© 2012 THE EDUCATION TRUST

Source:

High Graduation Rates at Elmont Memorial High School

Overal

l

Africa

n American

Latino

Economica

lly Disa

dvantag

ed

Not Eco

nomically

Disadva

ntaged

0%10%20%30%40%50%60%70%80%90%

100% 96%98%

89%99% 95%

73%

58% 57%64%

80%

Class of 2010

ElmontNew York

Perc

enta

ge o

f 200

6 Fr

eshm

en G

radu

ating

in

Four

Yea

rs

New York State Department of Education

© 2012 THE EDUCATION TRUST

Source:

Available at Harvard

Education Press (www.hepg.org) or Amazon.com

© 2012 THE EDUCATION TRUST

Very big differences at district level, too—even in the performance of the

“same” group of students.

© 2012 THE EDUCATION TRUST

180

190

200

210

District ofColumbia

LosAngeles

Atlanta Chicago Cleveland NationalPublic

SanDiego

Charlotte Houston New YorkCity

Boston

Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)

© 2012 THE EDUCATION TRUST

225

235

245

255

LosAngeles

District ofColumbia

Atlanta Chicago NationalPublic

SanDiego

Cleveland Boston Charlotte New YorkCity

Houston

Low-Income African American Students do Better in Some Districts

(NAEP Math 8th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 28 point gap between Poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)

© 2012 THE EDUCATION TRUST

Bottom Line: At Every Level of Education,

What We Do Matters!

© 2012 THE EDUCATION TRUST

Washington, D.C. Royal Oak, MI 202/293-1217 734/619-8009

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