Education Policy Committee

© 2013 THE EDUCATION TRUST

Education Policy Committee

Kati HaycockPresident

The Education Trust


ACHIEVEMENT IN AMERICA: Where Are We? What Can We Do? Critical Steps for Nevada

Las Vegas Metro Chamber of CommerceLas Vegas, NV April, 2013

© 2013 THE EDUCATION TRUST© 2013 THE EDUCATION TRUST

America: Two Enduring Stories


1. Land of Opportunity:

Work hard, and you can become anything you

want to be.


2. Generational Advancement:

Through hard work, each generation of parents can assure a better life — and

better education — for their children.


Powerful narratives.Fast slipping away.


Within the U.S., income inequality has been rising.


Earnings among the lowest income families have declined, even amid big increases at the

top.

Source: The College Board, “Trends in College Pricing 2011” (New York: College Board, 2010), Figure 16A.


Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.

Instead of being the most equal, the U.S. has the third highest income inequality among OECD

nations.

United States

Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011

http://data.un.org/DocumentData.aspx?q=gini&id=271


Not just wages, but mobility as well.


U.S. intergenerational mobility was increasing until 1980, but has sharply declined since.

Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec. 2005.

1950 1960 1970 1980 1990 20000

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The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen, and mobility has slowed.


Now, instead of being the “land of opportunity,” the U.S. has one of lowest rates

of intergenerational mobility.

Source: Tom Hertz, “Understanding Mobility in America” (Washington, D.C.: Center for American Progress, 2006).


At the macro level, better and more equal education is

not the only answer.But at the individual level, it really

is.


More Education=More Income

Julian and Kominski, “Education and Synthetic Work-Life Earnings Estimates,” U.S. Census Bureau, 2011.

Note: Data include full-time, year-round workers, those working less than full-time year-round, and those who did not work.


Source:

More Education=Less Unemployment

U.S. Bureau of Labor Statistics, Table A-4, http://www.bls.gov/news.release/empsit.t04htm

http://www.bls.gov/news.release/empsit.t04htm


More education also helps improve other things we

value.


More Education=More Likely to Vote

U.S. Census Bureau, “Voting and Registration in the Election of November 2008,” May 2010Note: Data include both those who are and are not registered to vote.


U.S. Bureau of Labor Statistics, “Volunteering in the United States 2009” (2010)

Note: Data represent percentage of total population that reported volunteering from September 2008 to September 2009


Source:

More Education=More likely to be in “Very Good” or “Excellent” Health

Robert Wood Johnson Foundation Commission for a Healthier America, 2009


Gallup, “Strong Relationship Between Income and Mental Health” (2007)


What schools and colleges do, in other words, is hugely important to

our economy, our democracy, and our society.


So, how are we doing?


First, some good news.After more than a decade of fairly flat achievement and stagnant or

growing gaps in K-12, we appear to be turning the corner with our

elementary students.


Source:

Fourth-Grade Reading: NAEP LTTRecord performance with gap narrowing

150

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1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008

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9-Year Olds – NAEP Reading

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NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Source:

Fourth-Grade Math: NAEP LTTRecord performance with gap narrowing

Source: NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Looked at differently(and on the “other” NAEP

exam)…


Source:

1996 NAEP Grade 4 Math

NAEP Data Explorer, NCES


Source:

2011 NAEP Grade 4 Math

NAEP Data Explorer, NCES


Middle grades are up, too.


Source:

Over the last decade, all groups have steadily improved and gaps have narrowed

NAEP Data Explorer, NCES (Proficient Scale Score = 299)*Accommodations not permitted


Clearly, much more remains to be done in elementary and

middle school.Too many students still enter high

school way behind.


But at least we have some traction on elementary and

middle school problems.The same is NOT true

of our high schools.


Source:

Achievement is flat in reading.

NAEP Long-Term Trends, NCES (2004)


Source:

Math achievement is flat over time.

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


And gaps between groups are mostly wider today than in the late

80s and early 90s.


Source:

12th-Grade Reading: No progress, gaps wider than 1988



Source:

12th-Grade Math: Results mostly flat, gaps same or

widening



And these are the students who remain in school through 12th grade.


Source: National Center for Education Statistics, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09” (2011).

Students of color are less likely to graduate from high school on time.


Moreover, no matter how you cut the data, our students

aren’t doing well compared with their peers in other

countries.


Source:

Of 34 OECD countries, the U.S. ranks 12th in reading literacy.

U.S.A. OECD

Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average

“Highlights from PISA 2009,” NCES, 2010


Source: “Highlights from PISA 2009,” NCES, 2010


Of 34 OECD countries, the U.S. ranks 17th in science.

U.S.A.


Source: “Highlights from PISA 2009,” NCES, 2010


Of 34 OECD countries, the U.S. ranks 25th in math.

U.S.A.


Only place we rank high?

Inequality.


Source:

Among OECD countries, the U.S. has the fourth largest science gap between high-SES and low-SES students.

PISA 2006 Results, OECD, table 4.8b

U.S.A. OECD


Source:

Among OECD countries, the U.S. has the fifth largest reading gap between high-SES and low-

SES students.

PISA 2009 Results, OECD, Table II.3.1

U.S.A. OECD


We used to make up for at least some of this by sending

more of our students to college than anybody else.


Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs)

Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)

Though no longer #1, we’re still relatively strong in overall educational attainment


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Percentage of residents aged 25-34 with a postsecondary degree



But our world standing drops to 15th for younger adults

United StatesOECD Average


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Difference in percentage of residents aged 45-54 and those aged 25-34 with a postsecondary degree



We’re near the bottom in intergenerational progress

OECD Average

United States


That’s a quick look at the country as a whole. What

about Nevada?


You’ve seen your state assessment and graduation

data before.


Students of Color Less than Half as Likely to Exceed State Reading Standards

Source: Nevada Department of Education


Students of Color 2-3 Times More Likely to Perform at Lowest Level in Math



Students of Color More Likely to Fall Short of State Reading Standards in High School



Low Graduation Rates for All Groups of Students

Source: NCES, “ Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10: First Look,” (2013), http://nces.ed.gov/pubs2013/2013309.pdf.

http://nces.ed.gov/pubs2013/2013309.pdf


Source:


Percent of NV ACT-Takers Meeting College-Ready Benchmarks


Source:


Percent of NV ACT-Takers Meeting All Four College-Ready Benchmarks


What about performance on the national assessment?




But there is some good news here.


Nevada’s Students Improving Faster than National Average in Reading

National Public

Nevada

Florida

Georgia

Pennsylvania

Massachusetts

Maryland

Alabama

0 4 8 12 16 20

4

6

7

7

8

9

12

13

Students Overall – Grade 4 Reading (2003-2011)

Mean Scale Score Improvement, 2003-2011

Source: NAEP Data Explorer, NCES.


Latino Students in Nevada Improved at One of the Fastest

Rates Nationwide

National Public

Nevada

New Hampshire

Georgia

Massachusetts

Maryland

0 4 8 12 16 20

6

11

11

13

14

17

Latino Students – Grade 4 Reading (2003-2011)




Low-Income Students in Nevada Improved Nearly Twice as Fast as Low-

Income Students Nationwide

National Public

Nevada

New Hampshire

Florida

New Jersey

Pennsylvania

Alabama

Maryland

0 4 8 12 16 20

6

10

10

11

12

13

16

16

Low-Income Students – Grade 4 Reading (2003-2011)




Nevada’s Students Improving Faster than National Average in Math

National Public

Nevada

Maryland

New Mexico

Rhode Island

Hawaii

Massachusetts

New Jersey

Texas

Arkansas

0 4 8 12 16 20 24 28

7

10

10

11

11

12

12

13

13

13

Students Overall – Grade 8 Math (2003-2011)




Latino Students in Nevada Improved at One of the Fastest

Rates Nationwide

National Public

Idaho

Nevada

Pennsylvania

Rhode Island

Texas

Delaware

Massachusetts

Arkansas

0 4 8 12 16 20 24 28

11

16

16

16

16

16

17

18

24

Latino Students – Grade 8 Math (2003-2011)




But clearly we’ve got to move faster, because

performance still trails that in other states.


Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238)

Nevada’s Overall Performance Trails Other States

NV


Source:

Nevada’s Overall Performance Trails Other States

NAEP Data Explorer, NCES (Proficient Scale Score = 299)

NV


All about demographics?


Nevada Schools: More Diverse Than Many States



But, even when you compare “same” group of students,

Nevada’s children are behind.



Black Students Below National Average in Nevada

NV



Nevada’s White Students Below the National Average

NV



In Nevada, Latino Students Below the National Average for Latinos (33rd)

NV


2003 Grade 4 NAEP ReadingLatino (2nd from bottom)

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP


And the same patterns exist in 8th grade math.


Source:

Higher Income Students in NevadaTrail Peers Nationwide


NV


Source:

Lower Income Students in Nevada Behind Peers in Other States (37th)


NV


2003 Grade 8 NAEP MathLow Income (42nd)

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Source: USDOE, NCES, National Assessment of Educational Progress (NAEP


Summing across?


Source:

Reading: Looking at Performance and Improvement in Nevada


Source:

Math: Looking at Performance and Improvement in Nevada


Post High School?


Source:

Relatively few of Nevada’s graduates go on to college

Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986-2008”

Nevada


Source:

When High School Dropout Rate is Factored In, the Picture is Worse

(HS Grad Rate x College Continuation Rate, 2008)

Postsecondary Education Opportunity, “Chance for College by Age 19 by State, 1986--2008”

45.8%


And of those who enter, few graduate.


Source:

Among those who start in four-year colleges, Nevada has one of the lowest Bachelor’s degree attainment rates

U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=k&id=0&wt=40

First-time, full-time freshmen completing a BA within 6 years

Nevada


Source:

Six-Year College Graduation Rates Hispanic, 2009



62.5%


Source:

Six-Year College Graduation Rates African American, 2009



40%


Source:

Six-Year College Graduation Rates White, 2009



72.9%


Only place Nevada’s performance is strong relative to other states?

Community College Student Success


Source:

Among those in Associate’s programs, Nevada has one of the highest completion rates

U.S. Department of Education , 2011. United States Education Dashboard. http://dashboard.ed.gov/statedetail.aspx?i=l&id=0&wt=40

First-time, full-time freshmen completing an AA or certificate within 3 years

Nevada


Put this all together, and few young adults in Nevada have completed a

postsecondary degree.


Source:

Nevada has one of the lowest rates of young adults with at least an associate’s degree

2009 American Community Survey data from NCHEMS Information Center , http://www.higheredinfo.org/dbrowser/?level=nation&mode=data&state=0&submeasure=239

Nevada


In sum, Nevada is below average in a country whose

results are increasingly below the international average.

Not a place you want to be.


What Can You Do?


First, stop for a moment and celebrate the progress.Don’t forget to say thanks to the educators whose work made this

possible.


Second, don’t accept excuses for why progress can’t

continue—even accelerate—for “these” kids.


What we hear many say:• They’re poor.• They don’t speak English.• Their parents don’t care.• They come to school without

breakfast.• They don’t have enough books.• They don’t have enough

parents.


On the college level, we hear much the same thing:

• Our students are unprepared.• They come from a culture of

poverty.• They have to work too many

hours.• Their families don’t value college

education.


But if there’s truly nothing that we can do, why are low-income students and students of color performing so much higher in

some schools? Some colleges? Even some whole states?


Source:

Mary McLeod Bethune Elementary SchoolNew Orleans, Louisiana

• 341 students in grades PK – 6– 97% African American

• 88% Low Income

Louisiana Department of EducationNote: Enrollment and demographic data are from 2009-2010


Source:


Big Gains at Bethune Elementary

Louisiana Department of Education


Source:


Exceeding State Averages at Bethune Elementary

Louisiana Department of Education


Source:

Outperforming the Stateat Bethune Elementary

Source: Louisiana Department of Education


Halle Hewetson Elementary SchoolLas Vegas, NV

• 938 students in grades PK – 5– 87% Latino– 5% African American

• 100% Low Income• 62% Limited English

Proficient

Source: Nevada Department of EducationNote: Data are for 2011-12 school year



Big Improvementat Halle Hewetson Elementary



Outperforming the Stateat Halle Hewetson Elementary



Outperforming the Stateat Halle Hewetson Elementary


Exceeding State Standards at Halle Hewetson Elementary



Big gains in some districts, too.


National Public

Los Ange-les

San Diego

Houston

Boston

0 5 10 15 20 25

11

15

15

17

19

Latino Students – NAEP TUDA Grade 8 Math

Change in Mean Scale Score, 2003-2011

Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .

In Boston and Houston, Latino students made far faster progress between 2003 and 2011 than in the country as a

whole


National Public

Chicago

Atlanta

Boston

0 5 10 15 20 25

10

15

21

21

African-American Students – NAEP TUDA Grade 8 Math

Change in Mean Scale Score, 2003-2011

Source: NCES, NAEP Data ExplorerNote: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations .

African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally


Colleges Can Close Gaps, Too:Virginia Commonwealth University

Six-Year Graduation Rates at VCU (2004-2010)First-time, full-time freshmen who graduated from the same college they started from 6 years ago

Source: Education Trust analysis of IPEDS data.


You can help by pointing to the successes—here in Nevada and elsewhere--and by pressing for

similar results.


Third, start early, especially with low-income children.


High quality pre-school is the best investment we can make. It pays to prevent

problems rather than ameliorate them later.


Fourth, get behind the Common Core Standards.


But adopting the standards and the new tests isn’t

enough.You’ve got to make sure that all

students take the courses in high school that lead to college

readiness.


Moreover, a few more “workshops” on the new

standards won’t do the trick.We need to help teachers remake what they do every day, especially the assignments they give to their

students.


Students can do no better than the assignments we

give them.


Grade 10 Writing AssignmentA 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.


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.

© 2013 THE EDUCATION TRUSTSource: 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.



•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:Source: Unnamed school district in California, 2002-03 school year.



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 regularly to measure progress; and,

• Don’t leave student supports to chance.


In other words, they strive for consistency in everything

they do.And they bring that consistency to

school discipline, as well.


Fifth, keep up the work on teacher effectiveness, even

though it is hard.


Students in Dallas Gain More in Math with Effective Teachers: One Year Growth From 3rd-4th Grade

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING

The distribution of value-added scores for ELA teachers in LAUSD


ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING

CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers


So, there are VERY BIG differences among our

teachers.


BUT…

We pretend that there aren’t.


Source:


Source:

Make sure your state and districts are acting on this knowledge by:

• Putting into place an honest evaluation system, that takes student growth into account;

• Training principals and expert teachers in evaluation and feedback techniques;

• Providing support to teachers who are struggling;

• Working hard to hold onto the strongest ones, and chasing out the weak ones; and,

• Assuring that all groups of children get their fair share of strong teachers.


Sixth, principals matter hugely. States and districts need clear plan to grow new

leaders.


This is way too important to be left to higher education.


Seventh, higher education needs your attention, too.


Current College Completion Rates:4-Year Colleges

Fewer than 4 in 10 (38%) entering freshmen obtain a bachelor’s degree within 4 years

Within six years of entry, that proportion rises to just under 6 in 10 (58%)

If you go beyond IPEDS, and look at graduation from ANY institution, number grows to about two-thirds.

NCES (March 2012). First Look: Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 and 2006 Cohorts; and Financial Statistics Fiscal Year 2009. Ed Trust analysis of BPS:09.


But graduation rates vary widely across the nation’s postsecondary institutions

Ed Trust analysis of College Results Online dataset 2010.


Some of these differences are clearly attributable to

differences in student preparation and/or

institutional mission.

n/a


But…when you dig underneath the averages,

one thing is very clear:

Some colleges are far more successful than their

students’ “stats” would suggest.

Ed Trust analysis of College Results Online dataset 2009.


College Results Onlinewww.collegeresults.org

College Results Online 2010.


Colleges need to be pressed to work harder to make sure those they admit actually get

the degrees they are seeking.


Finally, mind the gaps in opportunity and achievement.


True, gaps in achievement begin before children arrive

at the schoolhouse door.But, rather than organizing our

educational system to ameliorate this problem, we organize it to

exacerbate the problem.


We spend less on their education…


Funding Gaps Within States: National inequities in state and local revenue per student

GapHigh-Poverty versus Low-Poverty Districts

–$773 per student

High-Minority versus Low-Minority Districts

–$1,122 per student

Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.


We expect less of them.....


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

Students in poor schools receive As for work that would earn Cs in affluent schools.

87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CTB

S4

A B C DGrades

Seventh-Grade Math

Low-poverty schools High-poverty schools


We teach them less…


Source: NCES, “Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)” (2010).

Even African-American students with high math performance in fifth grade are unlikely

to be placed in algebra in eighth grade


Students of color are less likely to attend high schools that offer calculus.

Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection

Percent of Schools Offering Calculus


And we assign them disproportionately to our least

experienced, least well-educated, and least effective teachers…


Students at high-minority schools more likely to be taught by novice* teachers.

Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.

Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer experience.


Math classes at high-poverty, high-minority secondary schools are more likely to be taught by

out-of-field* teachers.

Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S. Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.


Tennessee: High-poverty/high-minority schools have fewer of the “most effective” teachers and

more “least effective” teachers.

17.6%

21.3%23.8%

16%

0

5

10

15

20

25

High-poverty/high-minority schools

Low-poverty/low-minority schools

Perc

ent o

f Tea

cher

s

Most Effective Teachers

Least Effective Teachers

Source: Tennessee Department of Education 2007. “Tennessee’s Most Effective Teachers: Are they assigned to the schools that need them most?” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.

Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority.


Los Angeles: Black, Latino students have fewer highly effective teachers, more weak

ones. Latino and black students are:

3X as likely to get low- effectiveness teachers

½ as likely to get highly effective teachers

READING/LANGUAGE ARTS

Source: Education Trust—West, Learning Denied, 2012.


The results are devastating.

Kids who come in a little behind, leave a lot behind.


Those practices aren’t good for kids. And they are not

good for our country.


We are taking the diversity that should be our

competitive advantage in the international marketplace,

and obliterating it.Don’t just stand by and watch,

even if they are not “your” kids. Speak up. Demand the data.

Demand progress.


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

Oakland, CA510/465-6444

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Education Policy Committee

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