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11
America's Schools and Our Education Crisis - Taking Reform to Scale
Middle Level Education Conference
Jean-Claude Brizard
22
“These educational gaps impose on the United States the economic equivalent of a permanent national recession.”
McKinsey and Company, McKinsey and Company, The Economic Impact of the Achievement Gap in America’s SchoolsThe Economic Impact of the Achievement Gap in America’s Schools
33
► If the United States had in recent years closed the gap between its educational achievement levels and those of better-performing nations such as Finland and Korea, GDP in 2008 could have been $1.3 trillion to $2.3 trillion higher. • This represents 9 to 16 percent of GDP.
► If the gap between black and Latino student performance and white student performance had been similarly narrowed, GDP in 2008 would have been between$310 billion and $525 billion higher, or 2 to 4 percent of GDP. • The magnitude of this impact will rise in the years ahead as demographic shifts
result in blacks and Latinos becoming a larger proportion of the population and workforce.
► If the gap between low-income students and the rest had been similarly narrowed, GDP in 2008 would have been $400 billion to $670 billion higher, or 3 to 5 percent of GDP.
McKinsey and Company, McKinsey and Company, The Economic Impact of the Achievement Gap in America’s SchoolsThe Economic Impact of the Achievement Gap in America’s Schools
44
It’s Up to Us: Going the Distance to Raise Achievement and Close Gaps
Ed Trust
55
It Is About Every Child
“Ensuring that every child in Rochester has access to world
class content taught by world class teachers in schools led by
world class leaders.”
66
Stars Aligning?
►USDOE
►NYSED
►RCSD
►Community
77
Record Performance for All Groups
NAEP Long-Term Trends, NCES (2004)
88
Record Performance for All Groups
NAEP Long-Term Trends, NCES (2004)
99
Not Much Progress
NAEP Long-Term Trends, NCES (2004)
1010
Increases and Record Performance for All Groups
NAEP Long-Term Trends, NCES (2004)
1111
Results of a decade of effort in mathematics…
1212
NAEP Grade 4 Math1996 Compared to 2007
NAEP Data Explorer, NCES
1313
Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
1414
Why Look in the Middle Grades?
►Students who enter high school two or more years behind grade level in math and literacy have only a 50/50 chance of on-time promotion to the 10th grade.
►Ninth grade retention is the biggest risk factor for dropping out of high school
15
1515
Status: Middle school (NYS) has improved as more students meet the standards.
When the grade 3-8 tests began in 2006, the percentage of students achieving Levels 3 & 4 was much poorer in the middle grades than in the elementary grades. But now performance in middle school has
improved significantly.
69
.0%
68
.6%
67
.1%
60
.4%
56
.4%
49
.3% 61
.5%
67
.1%
68
.0%
68
.1%
63
.2%
57
.8%
57
.0%
63
.4%
70
.1%
71
.1%
77
.6%
66
.9%
70
.0%
56
.1% 6
8.5
%
75
.8%
76
.9%
82
.2%
80
.9%
80
.3%
68
.5%
77
.4%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8
2006 2007 2008 2009
Percentage of Students at Levels 3 and 4
1616
Secondary School Transitions
1.How do we reinvent middle grades and high schools to create organizations that are powerful developmental communities whose mission is to educate ALL students?
2.How do we create middle school to high school programs that “bridge-the-gap” for all students?
3.How do we prepare students and teachers for the curriculum changes necessary for successful implementation of secondary school reform?
1717
What Does the Research Say?
►The students attending middle schools experienced a greater achievement loss in the transition to high school than did the students making the transition from a K-8 elementary school.
►The loss of self-esteem and self-perception other researchers have found to be associated with school-to-school transitions may have been a factor in the increased dropout rates found in this study.
►Students that have experience large shifts in population (less familiar faces) and culture may suffer in the transition.
1818
But at least we have some traction on elementary and middle school problems.
The same is NOT true of our high schools.
1919
Achievement Flat in Reading
NAEP Long-Term Trends, NCES (2004)
2020
Achievement Also Flat in Math
NAEP Long-Term Trends, NCES (2004)
2121
And gaps between groups are wider today than in 1990
2222
17 Year Olds – NAEP Reading
NAEP Long-Term Trends, NCES (2004)
2129
2323
17 Year Olds – NAEP Math
NAEP Long-Term Trends, NCES (2004)
20 28
2424
A few years ago, we got a wake up call when the 2000 Programme for International Student Assessment (PISA) results were published.
2525
PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject2000 Rank (out of 26)
Mathematics 17th
Science 13th
PISA 2006 Results, OECD
Note: Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.
2003 Rank (out of 26)
22nd
Tied 17th
2006 Rank (out of 26)
22nd
19th
2626
A closer look at math
2727
Of 29 OECD Countries, U.S.A. Ranked 24th
PISA 2003 Results, OECD
U.S.A.
2828
Problems are not limited to our high-poverty and high-minority schools . . .
2929
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
PISA 2003 Results, OECD
U.S.A.
* Students at the 95th Percentile
3030
U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students
PISA 2003 Results, OECD
U.S.A.
3131
The U.S.A. does have a larger percentage of immigrants and children of immigrants than most OECD countries
PISA 2006 Results, OECD, table 4.2c
U.S.A.
3232
But ranks 21st out of 30 OECD countries when only taking into account native student* scores
PISA 2006 Results, OECD, table 4.2c
U.S.A.
*Students born in the country of assessment with at least one parent born in the same country
3333
Even in problem-solving, something we consider an American strength…
3434
U.S.A. Ranks 24th Out of 29 OECD Countries in Math Problem-Solving
PISA 2003 Results, OECD
U.S.A.
3535
Only place we rank high?
Inequality.
3636
Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students
PISA 2006 Results, OECD, table 4.8b
U.S.A.
3737
Very big differences at district level, too.
© 2009 THE EDUCATION TRUST
Source:38383838
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)
© 2009 THE EDUCATION TRUST
Source:39393939
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)
© 2009 THE EDUCATION TRUST
Source:40404040
180
190
200
210
Los Angeles Chicago District ofColumbia
National (Public) New York City Houston
Latino Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.
* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)
Sca
le S
core
4141
Big differences in whole states.
4242
Average Overall Scale Scores by State
NAEP Data Explorer, NCES
Proficient Scale Score: 238
New YorkNew YorkNational Average
4343
Average African American Scale Scores by State
NAEP Data Explorer, NCES
Proficient Scale Score: 238
New YorkNew YorkNational Average
4444
Average Latino Scale Scores by State
NAEP Data Explorer, NCES
Proficient Scale Score: 238
National AverageNew YorkNew York
4545
Average Low-Income Scale Scores by State
NAEP Data Explorer, NCES
Proficient Scale Score: 238
National AverageNew YorkNew York
4646
8th Grade Math
4747
2007 NAEP Grade 8 Math Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average New YorkNew York
4848
2007 NAEP Grade 8 Math Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
New YorkNew York
4949
2007 NAEP Grade 8 Math Average Latino Scale Scores by State
230
240
250
260
270
280
290
300
Ave
rage
Sca
le S
core
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
New York
5050
2007 NAEP Grade 8 Math Average Low-Income Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National AverageNew YorkNew York
5151
What Can We Do?
5252
There are schools of excellence that are high poverty, high minority
5353
Capitol View ElementaryAtlanta, Georgia
►228 students in grades K-5• 96% African American
►88% Low-Income
Georgia Department of Education
5454
High Achievement for All at Capitol View Elementary
Students Overall (2007)98% 96% 95% 98% 100% 97%
0%
20%
40%
60%
80%
100%
Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5
Perc
enta
ge M
eetin
g St
anda
rds
Georgia Department of Education
5555
Frankford Elementary School
5656
Frankford ElementaryFrankford, Delaware
►449 Students in Grades PreK-5►29% African American►34% Latino►34% White►76% Low-Income
Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
5757
Frankford ElementaryClosing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp
5858
Elmont Memorial Junior-Senior HighElmont, New York
►1,945 students in grades 7-12• 77% African American
►27% Low-Income
New York Department of Education
5959
Elmont: Out-Performing the StateSecondary-Level English (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
6060
Improvement and High Performance at Elmont Memorial Junior-Senior High
New York Department of Education
6161
More Students Graduate at Elmont Memorial Junior-Senior High
New York Department of Education
6262
What Do We Know About How To Accelerate Success?
What do the high performers do?
6363
#1. They focus on what they can do, rather than what they can’t.
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Some schools and districts get all caught up in “correlations”.
Spend endless time tracking:►Percent of babies born at low
birth-weight►Percent of children born to single
moms►Percent of children in families
receiving government assistance►Education levels of mothers
N/A
6565
“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because we can’t change it. So when we come here, we have to dwell on that which is going to move our kids.”
Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia
The leaders in high-performing high poverty schools and districts don’t do that.
6666
#2. When it comes to teaching and learning they leave nothing to chance.
6767
Result? A System That:
►Doesn’t expect very much from MOST students
►Expects much less from some types of students than others.
N/A
An awful lot of our teachers—even brand new ones—are left to figure out on their own what to
teach and what constitutes “good enough” work.
6868
“No,” say the education leaders. “They’re supposed to teach to standards!”
►But when is the last time you looked at a standard?
6969
Sample Language Arts Standard:Grade 9
“The student will develop and apply expansive knowledge of words and word meanings to communicate.”
7070
Sample Language Arts Standard:Grade 10
“The student will develop and apply expansive knowledge of words and word meanings to communicate.”
7171
Sample Language Arts Standard:Grade 11
“The student will develop and apply expansive knowledge of words and word meanings to communicate.”
7272
Sample Language Arts Standard:Grade 12
“The student will develop and apply expansive knowledge of words and word meanings to communicate.”
7373
Students can do no better than
the assignments they are given...
7474Source: Unnamed school district in California, 2002-03 school year
Essay on Anne Frank
Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book
You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.
Grade 7 Writing Assignment
7575
•My Best Friend:My Best Friend:
•A chore I hate:A chore I hate:
•A car I want:A car I want:
•My heartthrob:My heartthrob:
Source: Unnamed school district in California, 2002-03 school year
Grade 7 Writing Assignment
7676
High Performing Schools and Districts
►Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it
►Provide teachers with common curriculum, assignments
►Have regular vehicle to assure common marking standards
►Assess students every 4-8 weeks to measure progress
►Act immediately on the results of those assessments
N/A
7777
Implementation of Rochester Curriculum FrameworkInitiative Overview: Develop and Implement the Rochester Curriculum Framework with Benchmark Assessments for Grades 5 to 9, in ELA and Math
►Cross Functional Team Field Study to Grand Prairie, Texas
►Establishment of District-wide Steering Committee
►Identification/Training of Grs. 5 to 9 Curriculum Writers
►Curriculum Writing Targets Established
►Outreach to Key Stakeholders
►Creation of an Informational DVD (featuring writers, classroom teachers, students, subject directors and superintendent)
►Generate Supports: Parent Benchmark Assessment Brochure, Taming the Testing Monster, Teacher/Administrative Feedback Medium, Frequently Asked Questions, Test Anxiety Brochure and Sample Letter
►Implemented Targeted PD on Analyzing and Using Data to Inform Instruction
►Collaborating with the School Zone Chiefs to Monitor and Assess Implementation
►Reviewing 2009-2010 Assessment Calendar (in collaboration with the Zone Chiefs, Accountability and HCI)
►Establishment of School Implementation Teams (SIT)/Mid-Year Updates
►Establish Assessment Schedule
►Collaboration with the Administrative/Operational Side for Assessment Delivery
►Implementing Curriculum Writing Quality Control Process
►Conferring with Key Stakeholders (RCEL)
►Drafting an instrument to enable students to document and track their progress
7878
#3. They set their goals high.
7979
Even when they start with high drop out rates, high-impact high schools focus on preparing all kids for college and careers
►Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
8080
Even if you have your doubts, NEW STUDY FROM ACT:
COLLEGE READY
= WORKFORCE TRAINING READY
8181
#4. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.
8282
The single biggest predictor
of post-high school success is
the QUALITY AND INTENSITY
OF THE HIGH SCHOOL
CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education
8383
Leading states are making college prep the default curriculum.
Texas, Indiana, Arkansas, Michigan, Oklahoma, South Dakota, New York
8484
#5. High performing schools are obsessive about time, especially instructional time.
8585
High 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!
In other words, high performing schools both maximize time and don’t leave its use to chance.
8686
#6. Principals are hugely important, ever present, but NOT the only leaders in the school
8787
Rochester Leadership Academy Execution Date: July, 2009
► Program Description: A partnership between the Rochester City School District (RCSD), St. John Fisher College (SJFC) and the New York State Education Department (NYSED).
► Purpose: Provide year-round professional learning opportunities and support for practicing school leaders in the RCSD.
► Objectives:
- Increase school and student performance
- Implement and sustain a comprehensive and continuous professional learning model
- Supplement the RCSD’s and state’s efforts to recruit, prepare and support effective school leaders who are committed to serving in high needs urban school districts.
8888
#7. Good schools know how much teachers matter, and they act on that knowledge.
8989
“It was naïve to assume that classroom quality would improve just because we changed our structure.”
►Student-teacher ratio►Structural reforms
• Decentralization of powers• Smaller schools• Charter schools
Michael Barber (McKinsey and Co) Michael Barber (McKinsey and Co) How The World’s Best-Performing School Systems Come Out On TopHow The World’s Best-Performing School Systems Come Out On Top
9090
Students in Dallas Gain More in Math with Effective Teachers
Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
9191
Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers
W. Sanders and J. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement (1996)
9292
Cumulative Teacher Effects On Students’ Math Scores in Dallas
Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
9393
Students at High-Minority Schools More Likely to Be Taught by Novice Teachers
Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007)
Note: Novice teachers are those with three years or fewer experience. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white ..
9494
Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective” teachers
Tennessee Department of Education (2007). “Tennessee’s Most Effective Teachers.” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf
Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.
9595
High performing schools and districts…
►Work hard to attract and hold good teachers
►Make sure that their best are assigned to the students who most need them
►Chase out teachers who are not “good enough” for their kids.
N/A
9696
Highly Qualified Teachers - RCSD 3
89%
87%
94%
82%
84%
86%
88%
90%
92%
94%
2005-06 2006-07 2007-08
Percent of Core Classes Taught by Highly Qualified Teachers
9797
Yearly Retention Rate for Interns Assigned to Mentors in the CIT Mentor Program
1986-September, 2008
65
91 8895 95 89
83 81 86 88 8376
88 8793
85 87 85 87 90 89 93 93
0102030405060708090
100
% of Interns Retained/RCSD% of Interns Retained/Urban Areas
Average Overall Retention Rate= 88% Retention Rate 2001-2008: 89%
It is important to note that the national average retention rate in urban districts has dropped below 65%. Because of the extremely high retention rate in the RCSD, mentor programs across the nation have been modeled after the RCSD CIT Program.
9898
#8. Good systems aggressively tackle the myth that “Closing the achievement gap is unfair…and unachievable.”
9999
Five Steps Toward Building Globally Competitive Education Systems
1. Upgrade state standards by adopting a common core of of internationally benchmark standards in math and language arts for grades K-12.
2. Leverage states’ collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards and draw on lessons from high performing nations and states.
3. Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world.
NGA and Council of Chief State School Officers, NGA and Council of Chief State School Officers, Benchmarking for Success: Ensuring US Students Receive a World-Class EducationBenchmarking for Success: Ensuring US Students Receive a World-Class Education
100100
Five Steps Toward Building Globally Competitive Education Systems
4. Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices.
5. Measure state-level education performance globally by examining student achievement and attainment in an international context to ensure that over time, students are receiving the education they need to compete in the 21st century economy.
NGA and Council of Chief State School Officers, NGA and Council of Chief State School Officers, Benchmarking for Success: Ensuring US Students Receive a World-Class EducationBenchmarking for Success: Ensuring US Students Receive a World-Class Education