improving achievement in high schools and beyond prepared for the office of vocational and adult...
TRANSCRIPT
IMPROVING ACHIEVEMENT IN HIGH SCHOOLS AND BEYOND
Prepared for the Office of Vocational and Adult Education by
The Education Trust 2003
Archived Information
What Do We Know About Student Achievement?
12th Grade Achievement In Math and Science is Up
Somewhat
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High School Achievement: Math and Science
280
285
290
295
300
305
310
315
1986 1990 1992 1994 1996 1999
MathScience
Source: NAEP 1999 Trends in Academic Progress.
In Reading, 12th Grade Achievement is Headed
Downward
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HIGH SCHOOL ACHIEVEMENT: READING AND WRITING
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996
READINGWRITING
After Earlier Progress in Narrowing Gaps,
Gaps in the 90’s Largely Unchanged
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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
Gaps Narrow, Then Fairly Flat: NAEP Reading Scores,
17 Year-Olds
200
300
1975 1980 1984 1988 1990 1992 1994 1996 1999
Ave
rage
Rea
din
g N
AE
P S
core
African American Latino White
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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
Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores,
17 Year-Olds
250
350
1973 1978 1982 1986 1990 1992 1994 1996 1999
Ave
rage
Rea
din
g N
AE
P S
core
African American Latino White
Students Make More Growth Grade 4 to 8
than Grade 8 to 12
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Academic GrowthGrades 4-8, 8-12
48
58
44
2527
9
3438
0
10
20
30
40
50
60
70
Reading Writing Math Science
Grade 4-8Grade 8-12
Value Added in High School Declined During
the Nineties
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Value Added Declining in High School Math
36 3634
29
2022242628303234363840
Math
Class of '90 Class of '94 Class of '96 Class of '00
Age 13-17 Growth
Source: NAEP 1999 Trends in Academic Progress
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Value Added Declining in High School Science
39 3938
2022242628303234363840
Science
1986-901990-941992-96
Age 13-17 Growth
Source: NAEP 1999 Trends in Academic Progress
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Reading: Students Entering Better Prepared, But Leaving Worse
Source: NAEP 1996 Trends in Academic Progress
Total=290 Total=288
211 212
46 48
33 28
0%
100%
1984-1992 1988-1996
NA
EP
sco
re a
nd
ga
ins
to a
ge
17
Ages 13-17 growthAges 9-13 growthAge 9 score
Hormones?
Students in Other Countries Gain far More in
High School
TIMSS
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Source: NCES 1999-081R, Highlights From TIMSS
Nations' Average Science Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
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Source: NCES 1999-081R, Highlights From TIMSS
Nations' Average Mathematics Performance Compared with the U.S.
0%
50%
100%
Grade 4 Grade 8 Grade 12
Nations' scoring higher than the U.S.
Nations scoring the same as the U.S.
Nations scoring below the U.S.
KNOWLEDGE AND SKILLS AT END OF HIGH
SCHOOL
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Source: USDOE, NCES, 1999 NAEP Summary Data Tables
Too Few 17 Year-Olds Demonstrate Strong Reading Skills
AfricanAmerican
Latino White
Learn from SpecializedMaterials
1% 2% 8%
Understand ComplicatedInformation
17 24 46
Partial Skills 66 68 87
Make Generalizations 95 97 98
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Source: USDOE, NCES, 1999 NAEP Summary Data Tables
Too Few 17 Year-Olds Demonstrate Strong Math Skills
AfricanAmerican
Latino White
Multi-Step ProblemSolving
1% 3% 10%
Moderately ComplexProcedures
27 38 70
Numerical Operations 89 94 99
And these numbers are for those who make it through
High School!
Each Year, One of Every Twenty High School Students
Leaves School
Despite Poor Preparation, Most Graduates Will Go Immediately On To
College
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IMMEDIATE COLLEGE-GOING GROWING
49 5055
6065 63
0
10
20
30
40
50
60
70
1972 1978 1984 1990 1996 1999
TOTAL
Within 2 Years of HS Graduation?
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Most High School Grads Go On To Postsecondary Within 2 Years
Entered Public 2-Year Colleges
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
Unfortunately, About Half of these Students Must Take Remedial Coursework…
and Many Do Not Even Make it to the Sophomore Year
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College Freshmen Not Returning for Sophomore Year
4 year Colleges 26%
2 year Colleges 45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
GAINS IN COLLEGE COMPLETION ARE NOT PROPORTIONATE WITH
GAINS IN COLLEGE ATTENDANCE
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College Going vs. Completion of BA or Higher, Whites
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
White College-Going White Completion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
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College Going vs. Completion of BA or Higher, Blacks
0
10
20
30
40
50
60
70
80
90
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Black BlackCompletion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
21
7
ADD IT ALL UP...
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Of Every 100 White Kindergartners:
93 Graduate from High School
65 Complete at Least Some College
33 Obtain at Least a Bachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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Of Every 100 African American Kindergartners:
87 Graduate from High School
50 Complete at Least Some College
18 Obtain at Least a Bachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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Of Every 100 Latino Kindergartners:
63 Graduate from High School
32 Complete at Least Some College
11 Obtain at Least a Bachelor’s Degree
(24 Year-Olds)Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2
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College Graduates by Age 24
Young People FromHigh Income Families
48%
Young People FromLow Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
WHY?
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What We Hear Adults Say:
They’re poor; Their parents don’t care; They come to schools without breakfast; Not enough books Not enough parents . . .
But if they’re right, then why are poor and
minority children performing so high in...
Some schools...
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Hambrick Middle School,Aldine, TX
94% African American and Latino (state = 56%)
85% low-income (state = 50%) Has performed in the top fifth of all Texas
middle schools in both reading and math in both 7th and 8th grades over a 3-year period.
Hambrick Middle School, Aldine, TX
28%
93%
46%
73%
0%
25%
50%
75%
100%
1993 2002
8th
gra
der
s p
assi
ng
all
test
s
Hambrick State Average
Source: New York State Department of Education. Analyses by Student Subgroup of School Performance in English Language Arts and Mathematics for Lincoln School in Mount Vernon City School District. March 7, 2002.
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Prince Edward County High, Farmville VA
12%
44%
74%
92%
71% 78%
40%
0%
25%
50%
75%
100%
1998 1999 2000 2001 2002
Pas
sin
g s
tate
Alg
ebra
I t
est
Prince Edward High State Average
Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.
(715 students – 55% African American and Latino)
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Norview High School, Norfolk, VA
33%
73%
90% 89% 92%
78%
40%
0%
25%
50%
75%
100%
1998 1999 2000 2001 2002
Pas
sin
g s
tate
Alg
ebra
I t
est
Norview High State Average
Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.
(1,560 students – 70% African American and Latino)
And some entire states...
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4th Grade Math African American Gains Between
1992 and 2000
United States +13
North Carolina +25
Texas +21
Indiana +20
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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4th Grade Math Latino Gains Between 1992 and
2000
United States +10
North Carolina +18
Texas +15
Mississippi +15
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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North Carolina: Gains in Grade 4 Reading Outpace the Nation, 1992-
1998UnitedStates
NorthCarolina
Overall +0 +5
African American +1 +6
Latino -4 +4
White +2 +6
UnitedStates
NorthCarolina
Overall +0 +5
African American +1 +6
Latino -4 +4
White +2 +6
Source: NCES, National Assessment of Educational Progress
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What We Hear Students Say:We CAN Learn, But…
some teachers don’t know their subjects counselors underestimate our potential principals dismiss concerns curriculum and expectations are low
SO, WHAT DO WE DO?
Small and personal for both students and teachers will
help.
Indeed, given the clarity of the
research, it is unthinkable NOT to act.
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But real change also requires at least five critical elements:
Get the goals right; Get all students in a curriculum lined up with those
goals; Make certain that all students are genuinely
STRETCHED; Provide extra instruction for students who arrive behind; TEACHER QUALITY MATTERS.
Element 1: Goals
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Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002
Education Pays:Annual Earnings of 25-34
yr-olds by Attainment, 2001
27831 2966334259 36135
49011
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
HS, nodiploma
HS diploma Some coll,no deg
Assoc deg BA/BA
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Source: Andrew Sum, “Literacy in the Labor Force,” NCES, September 1999
It’s Not Just Degrees, But Also Skills That Matter--for All Groups
Prose
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
level 1 level 2 level 3 level4
African AmericanLatino (Mexican)White
Students seem to get all this, but…
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How Expectations Differ: Plans For Students After High School
Responses From
51
6879
28
115
0
100
Students Parents Teachers
pe
rce
nt
2- or 4-yr college
Work full-time
Source:Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000.
To break through these old attitudes, cannot equivocate.
ALL students must graduate from high school ready for
postsecondary education.
Element 2: All Students in Curriculum Lined Up With
Those Goals
Transcript Study: single biggest
predictor of college success is
QUALITY AND INTENSITY OF HIGH
SCHOOL CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
But college prep curriculum has benefits far beyond
college.
Students of all sorts will learn more...
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Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994
A Rigorous Math Curriculum Improves Scores For All Students
200
220
240
260
280
300
320
340
360
Pre-Algebraor General
Math
Algebra I Geometry Algebra I I Precalculusor Calculus
African American
Latino
White
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Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores.
Vocational Students Taking High-Level English Courses Score Higher
% Seniors TakingHigh-Level English
ReadingScores
1996 28% 283
1998 43% 292
They will also fail less often...
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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
16
23
47
31
0
50
Quartile I (Lowest) Quartile 2
Per
cen
t E
arn
ing
"D
" o
r "F
"
College Prep Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
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Students of All Abilities Are Generally More Likely to Fail Low-Level Mathematics Courses
9th-graders earning Ds or Fs by 8th grade achievement & course assignment
0
5
10
15
20
25
30
35
40
45
50
LowestQuartile 1
Quartile 2 Quartile 3 HighestQuartile 4
College PrepLow-level
Source: Sondra Cooney & Gene Bottoms, “Middle Grades to High School: Mending a Weak Link,” SREB, 2002
Element 3: Working on the Rigor Part
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What Teenagers Say About School Rigor
Fewer Than 3 in 10 Think Their School is “Very Academically Rigorous”
Source: 1998 Annual Survey from Who’s Who Among American High School Students
2000 by The Education Trust, Inc.
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A full one-third of American Algebra 1 courses use textbooks with very little Algebra in them.
Willam Schmidtt
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Students can do no better than
the assignments they are given...
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Grade 10 Writing Assignment
A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.
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Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.
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14 SC High Schools Calibrated:Gaps Between Standards and Assignments Largest in Upper
Grades
7.37.82
8.5
9.56 9.78
8
9
10
11
12
5
6
7
8
9
10
11
12
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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End of Course Exams Can Help, but teachers need…
Help in designing powerful lessons, units; Help in developing consistent
understanding of what quality work looks like;
Help with more regular assessments (e.g., 9 weeks) of student progress.
Element Four: Provide extra instruction for students who arrive behind
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When Kids Are Behind, Schools Must Provide More Instruction and
Support:
Kentucky provides extra time for struggling students in high-poverty schools
Maryland offers extra dollars for 7th and 8th graders who need more support
And if you don’t live in a smart state?
Many schools, districts finding ways to double, even triple,
amount of time spent on literacy, math.
Element Five: Teachers Matter Big Time
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Too Many High School Teachers Don’t Have Background in Subject
They are Teaching
0
10
20
30
Math Science English SocialStudies
Percentage teachers without a major/ minor in field
Source: Ingersoll, Richard. American Educational Researcher, “The Problem of Underqualified Teacher in American Secondary Schools”, vol. 28, no. 2, March 1999, p. 29.
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*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.
Classes in High Poverty High Schools More Often Taught by
Underqualified* Teachers
28%
14%19%
16%
40%
20%
31%
18%
0%
50%
Math Science English Social Studies
< 20% Free Lunch > 49% Free Lunch
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Math & Science Classes With a High Percentage of Minority Students Are More Often Taught by Underqualified Teachers
54%
86%
42%
69%
30%
90%
90-100% Non-White 90-100% White
Certified in Field B.A. or B.S. in FieldSource: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)
1998 by The Education Trust, Inc.
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High-Poverty Schools Get More Low-Scoring* Teachers
42%
28%
0%
50%
High-poverty* schools All other schools
*Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch.Source: Education Week, “Quality Counts 2001,” January 2001.
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Even Within Schools, Often Big Differences
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Students in Low Track Classes Are More Often Taught by
Underqualified Teachers
51.1%55.1%
43.0%
66.8%
20.4%
33.5%
11.2%
24.7%
0%
70%
History PhysicalScience
Math English
High-TrackLow-Track
Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37
Impact?
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1998 by The Education Trust, Inc.
If we had the courage and creativity to change these
patterns?
“By our estimates from Texas schools, having an above average teacher for five years running can completely close the average gap between low-income students and
others.” John Kain and Eric Hanushek
Teachers Matter Big Time!
