State of Education

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

State of Education

Closing the Achievement Gap in California

2009

JACK O’CONNELLState Superintendent of Public Instruction

2

Who Are Our Students?A Historical Perspective

California Students Enrolled in Public Schools

California is Educating 2.2 Million More Students, a 54% Increase in 29 Years

4,046,156

4,944,484

6,229,980

1980 1990 2009


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Total K-12 Enrollment for 1980-81: 4,046,156

American-Indian

32,647, 1%

Asian/Pacific Islander

221,899, 5%

White2,282,828,

56%

Black399,171, 10%

Filipino64,425, 2%

Hispanic1,045,186,

26%


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American-Indian,

38,122, 1%Filipino

109,650, 2%

Pacific Islander

26,942, 1%Asian

387,734, 8%

Black426,356, 9%

Hispanic 1,702,363,

34%

White 2,259,317,

45%


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White 1,849,078,

29%

Hispanic3,026,956,

47%Black

477,776, 8%

Filipino165,480, 3%

Pacific Islander

38,733, 1%Asian510,499, 8%

American-Indian

48,383, 1%Multiple

170,038, 3%


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361,000

474,000

677,875

1980 1990 2008

That’s an 87.8% increase in 28 years

Different Challenges, Different Needs

Special Education

8.9%

9.6%

10.8%


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Different Challenges, Different LanguagesEnglish Language Learners

326,000

741,000

1,553,091

1980 1990 2008

That’s a 376% increase in 28 years

8.1%

15.0%

24.7%


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Students Eligible for Free and Reduced-Priced Meals

1,757,188

3,118,053

1990 2008


36%

51%


9


Per Pupil Spending Adjusted for Inflation

$7,307$8,085

$8,765$8,185

1988 1997 2008 2009

That’s just a 12% increase in 21 years


10

High Expectations California High School

Graduation Requirements

1980 1990 2007

No State Requirements 2 years Physical

Education2 years Physical

Education

1 year Fine Arts or Foreign Language

1 year Fine Arts or Foreign Language

3 years Social Studies

3 years Social Studies

2 years Science 2 years Science

2 years Math 2 years Math*

3 years English 3 years English

1 year Algebra I

High School Exit Exam


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California’s National Per Pupil Funding Comparison

$7,571 $7,561

$9,787

$13,064

$9,963

California

TexasLouisiana

New York

National

+ $2,392

+ $5,493

- $10

+ $2,216


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Yet…

“There are significant signs of progress in California’s schools, in spite of the tremendous challengesthey face.”

-- Jennifer ImazekiProfessor of EconomicsSan Diego State University2008 PACE Policy Brief


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California’s 10-Year-Road to High Standards,

Assessments, AccountabilityWorld class standards for every subject, grade:

• Testing, teacher professional development, accountability linked to standards• Highlights achievement gap, uses data to drive decisions, focus resources

Keys to successful reform: • Hold all students to same high standards• Measure progress• Target resources• Support teachers


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English Language ArtsPercentage of Students Scoring At or Above Proficient

35% 35%40% 42% 43%

46%50%

2003 2004 2005 2006 2007 2008 2009



15

Elementary School LevelAcademic Performance Index (API)

Range of API Scores for Each Decile Rank

0

100

200

300

400

500

600

700

800

900

1000

1999Base

2000Base

2001Base

2002Base

2003Base

2004Base

2005Base

2006Base

2007Base

= Decile 1 Decile 2 Decile 3 Decile 4 Decile 5 Decile 6 Decile 7 Decile 8 Decile 9 Decile 10


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Closing the Achievement Gap

Yet, an achievement gap exists between our white students and students of color, as well as gaps with our English learners, poor students, and students with disabilities.

In California, the achievement gap represents a majority of students.

Closing the gap will improve the lives and futures of our students and secure the future for our state.


17


18

African American & Latino 7th Graders Read at About the

Level of White 3rd Graders

640

681

647 648

White 3rdGrader

White 7thGrader

Black 7thGrader

Latino 7thGrader

CAT/6 2008 Source: California Department of Education, 2008


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Relative to other countries, black and Latino students in the US perform below the international average, and on par with

the average student in many transitioning economies


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Achievement Gap: A Moral and Economic Crisis

• Fewer well-paid, low skilled jobs.

• Global economy demands problem solvers, innovators, higher-level thinkers, strong communication skills

• Our students today must compete against students from all over the world.


21

If the United States had closed the racial achievement gap, GDP would be

$310 billion to $525 billion higher in 2008


22

Even at the low end the various achievement gaps impact the economy more than recent recessions

-3.1

-1.9

-2.7

-0.2 -0.9

-6.3

1973-75

1980 1981-82

1990-91

2007-08

Q42008

GDP recession impact

2.2

3.72.8

4.7

2.9

4.9 9.2

15.8

Racial gap

Income gap

Systems gap

International gap

Achievement gap GDP impact

Additional gain -high-endestimateLow endestimate


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The US’s poor performance is striking considering its high income per capita, which is generally correlated

with level of educational achievement


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In general, top-performing educational systems have smaller socioeconomic gaps in performance


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Jack O'ConnellState of Education 2006

“Sadly, too many people view (California’s) diversity as a big problem. I don't. Instead, I say: Imagine! Imagine the potential of that diversity in today's - and tomorrow's - global economy. If we educate these students, well, our state would not only be able to compete more effectively, but it would be able lead our nation and the world economically. "


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P-16 Council Report

• January 2008, Council releases CTAG report– Not intended to be

comprehensive– But important steps

to follow• Makes 14

recommendations


27

Closing the Gap Has Been a Primary Goal for School Leaders

0%5%

14%

37%

86%

58%

Somewhat Disagree Somewhat Agree Strongly Agree

Gap Closers Non Gap Closers


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Access

California needs better alignment of K-16 educational systems:

• Fix the disconnect between what K-12 expects of a high school graduate and what business and higher education need from a high school graduate


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Our Workforce Has Changed

1960

Professional 20%

Skilled 20%

Unskilled 60%


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Our Workforce Has Changed

2000

Professional 20% Skilled 65%

Unskilled 15%


31

Students and Parents are Clear: Their Goal is College

94% 96%

Students Parents

Source: U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out , September 2003.


32

How important to you is it that California’s K-12 public schools prepare students for college?

Black, 90 Latino, 89

White, 69

Very important


33

Access

California needs better alignment of K-16 educational systems

• Partnering with Education Roundtable• CSU Center for Closing the Achievement

Gap

• Joining American Diploma Project- K-12- Higher ed- Business- Career Tech


34

Postsecondary Expectations for Achieve Analyses of EAP CST/EAP Blueprints

– Grade 11 English CST– EAP Direct Writing Assessment Scoring Rubric– Algebra II CST– Summative Math CST

ICAS – Competencies in Academic Literacy (2002)– Competencies in Mathematics (1997)

ADP Benchmarks


35

EAP

5

Achieve 2009 Preliminary Analysis

Achieve | AMERICAN DIPLOMA PROJECT

Postsecondary Expectations

California K-12 Standards

EAP

EAP Assessment addresses

college readiness content in

English and mathematics


36

Culture and Climate

The Achievement Gap is aboutmore than just poverty.

We have to have honestdiscussions about race.


37

MathematicsPercentages of Economically Disadvantaged & Percentages of Not Economically

Disadvantaged Students Scoring at Proficient and Above, 2008

24%

33% 31%38% 40%

58%

African Americanor Black

Hispanic or Latino White

Economically Disadvantaged Not Economically Disadvantaged


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Leaders Provide Structured Opportunities for Faculty to Discuss Race and Ethnicity

0%

42%

9%

21%

77%

16% 14%21%

StronglyDisagree

SomewhatDisagree

SomewhatAgree

Strongly Agree



P-16 Council Recommendation 5 39

Culture and Climate

Conduct a Climate Survey • Develop a tool for assessing the

“organizational health” of a school

SPI to develop world-class professional development on what it means to be culturally responsive

• Bring experts together from around the country

• Draw on existing research and pedagogy


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Strategies

Continuous learning systems – schools and districts making the most progress are those that constantly look at their data and find ways they can do things better to foster student success.• Announced an over $2 million grant from the Hewlett

and Gates Foundations to envision a world-class data system.

Provide more professional development on the use of data.


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Recommended Use of Data

60%

29%

Percent of Respondents Recommending Use of Data



42

Data: A Case Studyof Fresno USD Hires

2005

CSU Fresno Hires: 85%

Other: 15%


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Hiring Teachers With Higher Gallup TeacherInsight Scores Increases Student

Achievement

The Research• A study of teachers drawn from

19 cities and regions with education from prestigious universities.

• Gain scores for their students were calculated.

– Significant gains = more than a years gain within one academic year

– Solid gains = gains occurring, but not at the significant level

– Limited gains = not making significant progress

The Results• Students in the classrooms of

teachers with higher Gallup TeacherInsight scores made more achievement gains than the students in lower scoring teachers’ classrooms

05

101520253035404550

0-51%52-57%58-62% 63-100%

LimitedStudentAchievementGains

Solid andSignificantStudentAchievementGains

TeacherInsight Score

Source: TeacherInsight and Student Achievement , June 23, 2005 By: Dee Drozd, M.S. For a copy of the research paper call 402-951-2003


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2009

Not Qualified:

59%

Qualified: 41%

1152 CSU Fresno Applicants


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2009

Other: 62%

CSU Fresno: 38%


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21st Century Data Assessments

• Continuous learning systems

• Informs instruction

• Linked to higher ed and career


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Focusing our Attention on Closing the Achievement Gap

• The goal of closing the achievement gap demands a kind of focused desire. It calls for a willingness to change, to be bold, and to try new ideas.

• The time has come for us to answer this call. Together we can close the achievement gap and open the door to a better future for every student, without exception.


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Comments or Questions?

Comments and questions can be directed to the CDE P-16 Unit

at 916-319-0908 or by e-mail at [email protected].

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