The Education Trust, 2003 Don’t Turn Back The Clock OPENING PLENARY: Kati Haycock, Director, The...

The Education Trust, 2003

Don’tDon’tTurn BackTurn BackThe ClockThe Clock

OPENING PLENARY: Kati Haycock, Director, The Education Trust


Where Are We Now?NAEP 4th Grade Reading

All Students, 2002

All

36

32

31

0%

20%

40%

60%

80%

100%

Below Basic Basic Prof/Adv


By Race, Ethnicity 4th Grade Reading 2002

60 56 49

25 30

28 2929

3533

13 15 2241 37

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

100%

Black Latino Native White Asian

Prof/AdvBasicBelow Basic


By Family Income4th Grade Reading 2002

54

23

30

35

17

42

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

100%

Poor Not Poor



Where Are We Now? NAEP 8th Grade Mathematics All

Students 2000

35

38

26

0%

20%

40%

60%

80%

100%

Below Basic Basic Prof/Adv


NAEP 8th Grade Mathematics Race, Ethnicity 2000

68 6050

23 25

2731

38

43 35

5 9 12

34 40

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

100%

Black Latino Native White Asian



Progress Over Time?Progress Over Time?


Gaps Narrow 1970-88NAEP Reading

17 Year-Olds

200

300

1971 1975 1980 1984 1988 1990 1992 1994 1996

Ave

rage

Rea

ding

NA

EP

Sco

re

African American Latino White

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 1973-86NAEP Math Scores, 13 Year-Olds

200

220

240

260

280

300

1973 1978 1982 1986 1990 1992 1994 1996 1999

Av

era

ge

Sc

ale

S

co

re




Between 1988-90, that Between 1988-90, that progress came to a halt…and progress came to a halt…and

gaps began to widen once gaps began to widen once again.again.



Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores,

17 Year-Olds

250

350

1973 1978 1982 1986 1990 1992 1994 1996 1999Ave

rage R

eadin

g N

AE

P S

core


20 32


After 1988, Gaps Mostly Widen NAEP Reading,

17 Year-Olds

200

300

1971

1975

1980

1984

1988

1990

1992

1994

1996

1999

Ave

rage R

eadin

g N

AE

P S

core



21 31


AT END OF HIGH AT END OF HIGH SCHOOL?SCHOOL?


African American and Latino 17 Year Olds Do Math at Same Levels

As White 13 Year Olds

0%

100%

200 250 300 350

White 8th Graders African American 12th GradersLatino 12th Graders

Source: NAEP 1999 Long Term Trends Summary Tables (online)


African American and Latino 17 Year Olds Read at Same Levels

as White 13 Year Olds

Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

0%

100%

150 200 250 300 350

White 8th Graders African American 12th Graders

Latino 12th Graders


ADD IT ALL UP...ADD IT ALL UP...


Of Every 100 White Kindergartners:

93 Graduate from high school

65 Complete at least some college

33 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.


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


Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.


Of Every 100 Latino Kindergartners:

63 Graduate from high school

32 Complete at least some college

11 Obtain at least a Bachelor’s Degree


Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.


College Graduates by Age 26

Young People From High Income Families

60%

Young People From Low Income Families

7%

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.


Some education “leaders” are talking about the challenges in

closing these gaps one way……


“Requiring every group of students in every school to be proficient within 12 years, is like asking every kid to jump the Grand Canyon.”–educator, ConnecticutJune 10, 2002Associated Press


"President Bush often talks "President Bush often talks about every child reading by about every child reading by

the end of third grade. It's like the end of third grade. It's like saying every child needs to talk saying every child needs to talk at nine months. It's ridiculous." at nine months. It's ridiculous."

Yetta Goodman, a University of Arizona Yetta Goodman, a University of Arizona education professor, education professor, The Arizona RepublicThe Arizona Republic, ,

6/2/036/2/03


"It is so inflexible. If any group of kids fails to meet the standard, the whole school is labeled as failing.”–suburban superintendent (used to doing extremely well under old system of averages)


Even if schools are doing extremely well, they can be cited for poor performance if designated

groups of students or minorities do not meet annual expectations two years in a row. Under this standard it is theoretically possible to have

sanctions imposed on schools in our state where there are dozens of Illinois state scholars.”

– Larry Vigon, Local School Council teacher representative (Chicago) in a letter to the Chicago Tribune, 8/26/03


"I have difficulty with the standards because they're so unattainable for so many of our students . . . We just don't have the same kids they have on Long Island or Orchard Park.”–Superintendent, New York October 21, 2002, The Buffalo News


"If a school has five subgroups (of "If a school has five subgroups (of students) and four do well, but students) and four do well, but one fails, the entire school is a one fails, the entire school is a

failure. We don't think that's fair.” failure. We don't think that's fair.”

Reg Weaver, President of the NEA, Reg Weaver, President of the NEA, Whittier Daily Whittier Daily NewsNews, 5/24/03, 5/24/03


“They may as well have decreed that pigs can fly . . . I think the State Board of Education is dealing with reality, not myth. Some of these politicians just have their heads in the sand.”-Wayne Johnson, CTA PresidentLos Angeles TimesAugust 6, 2002


““If we could do it, we If we could do it, we already would have.” already would have.”

-- Peter Gutierrez, assistant superintendent of the -- Peter Gutierrez, assistant superintendent of the Hollister School District, Hollister School District, Hollister Free LanceHollister Free Lance (CA), (CA),

4/30/034/30/03


Think about the messages in what they say…

To parents…about whose kids matter; To students…about how much educators

think they can learn; and, To teachers…about whether they even have

to try.


Myths and RealitiesMyths and Realities


#1. Poverty has a bigger effect than anything that educators

can ever do.


Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).

Poverty vs. Achievement in Kentucky Elementary Schools

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Per

ce

nti

le S

co

re




0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Pe

rce

nti

le S

co

re



0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Pe

rce

nti

le S

co

re





0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent FRPL

Ele

me

nta

ry M

ath

Per

ce

nti

le S

co

re


Samuel W. Tucker ElementaryAlexandria, VA

83%76%

85% 84%92%93%

0%

25%

50%

75%

100%

Math English/Language Arts

% 3

rd-5

th g

rad

ers

mee

tin

g s

tate

st

and

ard

(20

03)


Source: Virginia Department of Education

68% African American and Latino

53% low-income

Outperformed 2/3 of VA elem. schools in both reading and math for two years in a row (2001-2).

In 2002, out-performed 92% of VA elem. schools in reading and 86% in math.


David D. Jones ElementaryGreensboro, NC

89% 94%100% 100%

0%

25%

50%

75%

100%

2001 2002

% 5

th g

rad

ers

mee

tin

g s

tate

st

and

ard

in

mat

h

African American White

Source: The Education Trust, Dispelling the Myth Online


58% low-income

On average, outscored 83% of GA elementary schools in 2002.

94% of African American 5th graders met the state standard in math in 2002..


West Manor Elementary Atlanta, GA

68%

90%

0%

25%

50%

75%

100%

% 4

th g

rad

ers

mee

tin

g s

tate

st

and

ard

in

rea

din

g

2000 2002

Source: The Education Trust, Dispelling the Myth

99% African American.

80% low-income

Outscored 98% of GA elementary schools in 2nd grade reading in 2002.

Outperformed 90% of GA elementary schools in 2nd grade math in 2002.


St. James Gaillard Elementary

Eutawville, SC

21%

64%

0%

20%

40%

60%

80%

Math% 3

rd g

rad

ers

mee

tin

g s

tate

sta

nd

ard

in

mat

h

1999 2002

Source: The Education Trust, Dispelling the Myths Online

99% African American and Latino.

87% low-income

Outperformed 97% of SC elem. schools in 3rd grade math in 2002.

Outperformed 82% of SC elem. schools in 4th grade reading in 2002.


The Young Women’s Leadership School of East Harlem, New York

61% 58%

97%

78%

0%

25%

50%

75%

100%

English/LA Math

% c

lass

of

2002

pas

sin

g

Reg

ents

Exa

m

NYC average TYWLS

Source: TYWLS Web site and New York State Department of Education and NYC Public Schools, 2001-2 Annual School Report.


83% low-income

100% of seniors in the first two graduating classes were accepted to four-year colleges and universities.


YES College PrepHouston, TX

99% 99% 100% 100%

0%

20%

40%

60%

80%

100%

Reading Writing Math SocialStudies

% s

tud

ents

pas

sin

g s

tate

tes

t in

20

02 (

gra

des

6-8

an

d 1

0)

Source: YES College Prep Web site and Texas Education Agency


85% low-income

100% of seniors in the first two graduating classes were accepted to at least two colleges and universities.


Of course, poverty is a barrier. Of course, poverty is a barrier. And it doesn’t help to imply And it doesn’t help to imply

otherwise.otherwise.

But what’s clear from these But what’s clear from these schools, is that it is a barrier that schools, is that it is a barrier that

can be overcome.can be overcome.


#2. Perhaps we could narrow the gap, but given all those

advantages, we’ll certainly never close it.


Sycamore Elementary School

Kokomo, IN

79% 78%

0%

25%

50%

75%

100%

% 3

rd g

rad

ers

mee

tin

g s

tate

st

and

ard

in

mat

h (

2002

)

African American White

Source: Indiana Department of Education

37% African American and Latino.

62% low-income

Increased African American 3rd graders meeting state standard in math by 55 percentages points between 2000 and 2002.

Closed Black-White 3rd grade reading gap.


Lincoln Elementary SchoolMount Vernon, NY

98% 98%100% 100%100% 100%

0%

25%

50%

75%

100%

Math English/Language Arts

% 4

th g

rad

ers

mee

tin

g s

tate

sta

nd

ard

(20

03)


Source: Ed Trust. Dispelling the Myth Online and New York State Department of Education. Overview of School Performance In English Language Arts, Mathematics, and Science and Analysis of Student Subgroup Performance for Lincoln School. April 10, 2003


49% low-income

Has outperformed nearly ¾ of NY elem. schools in both math and English for three years in a row.

In 2002, outscored 98% of NY elem. schools in math and 99% in English.


South Scotland ElementaryLaurinburg, NC

94%

42%

65%

92%

42%

82%

0%

25%

50%

75%

100%

1993 2003

% 3

rd-5

th g

rad

ers

mee

tin

g s

tate

sta

nd

ard

in

rea

din

g

African American Native American White

Source: Data provided by South Scotland Elementary School

47% African American and Native American.

47% low-income

Over 80% of both African American and Native American 4th graders met state standard in math in both 2001 and 2002.

Closed reading gap between African American and White students in 2003.


#3. There may be schools, but no #3. There may be schools, but no school districts that get high school districts that get high

performance from poor children performance from poor children or children of color.or children of color.



Aldine, TX: Raising Achievement for All While Narrowing Gaps

42%

55%

72%

0%

25%

50%

75%

100%

1994

Pas

sin

g T

AA

S m

ath

tes

t


Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.


Aldine, TX: Raising Achievement for All While Narrowing Gaps

92%96%

42%

55%

97%

72%

0%

25%

50%

75%

100%

1994 1995 1996 1997 1998 1999 2000 2001 2002

Pas

sin

g T

AA

S m

ath

tes

t


Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.


Houston Independent School District

89%

41%

91%

44%

97%

80%

0%

25%

50%

75%

100%

1994 1995 1996 1997 1998 1999 2000 2001 2002

% p

assi

ng

sta

te m

ath

tes

t


Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2002


#4. There are certainly no whole #4. There are certainly no whole states that are getting it right.states that are getting it right.


Black 4th Graders? Big Differences in State Performance

NAEP MATH


Hispanic 4th Graders? Big Differences in State Performance

NAEP MATH


Black 8th Graders: Big Differences in State Performance

NAEP Math


4th Grade Math African American Gains Between 1992 and 2000

United States +13

North Carolina +25

Texas +21

Massachusetts +18

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables


4th Grade Math Latino Gains Between 1992

and 2000United States +10

North Carolina +18

Texas +15

Mississippi +15



8th Grade Math African American Gains Between 1990 and 2000

United States +9

(1) North Carolina +23

(2) Illinois +22

(3) Ohio +22



8th Grade Math Latino Gains Between 1990 and 2000

United States +10

(1) North Carolina +51

(2) Ohio +33

(3) Maryland +28



207

217

200

205

210

215

220

Latinos in Virginia Whites in California

1998 NAEP Reading10 Point Gap Between White and Latino

Children

10 point gap= 1 year worth of learning

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


224223

220

225

Latinos in Virginia Whites in California

2002 NAEP ReadingNow Latinos in Virginia are outperforming

Whites in California

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


4th Grade Reading: Latinos in Virginia Perform as Well

or Better Than Whites in 17 States

218

218

218

219

220

220

220

220

221

222

222

223

223

223

224

224

224

224

215 216 217 218 219 220 221 222 223 224 225

MississippiNevada

AlabamaHawaii

West VirginiaOklahoma

ArizonaTennessee

LouisianaKentuckyArkansasCalifornia

New MexicoOregon

WyomingIdahoUtah

Virginia

Source: NCES, National Assessment of Educational Progress (NAEP), 2002

Scale Score


#5. We might be able to make some improvements in “these”

children, but it will take a decade or two.


Centennial Place ElementaryAtlanta, GA

94%

84%

94%

67%

48%

61%

0%

25%

50%

75%

100%

Reading Math English/LA

% 4

th g

rad

ers

mee

tin

g s

tate

sta

nd

ard

2000 2002



79% low-income

Outscored 93% of GA elementary schools in 4th grade reading in 2002.

Outscored 88% of GA elementary schools in 4th grade math in 2002.


Longfellow Elementary SchoolMount Vernon, NY

93% 95%

47%

13%

0%

25%

50%

75%

100%

English/Language Arts Math

% 4

th g

rad

ers

mee

tin

g s

tate

sta

nd

ard

1999 2002



92% low-income

Outperformed 90% of NY elem. schools in math for two years in a row (2001-2).

In 2002, 93% of 4th grade students met state standard in English.


Long Beach Unified School District

36%

70%

53%

81%

0%

25%

50%

75%

100%

Low Income Students Non-Low Income Students

% e

lem

en

tary

stu

de

nts

me

eti

ng

s

tate

sta

nd

ard

in

ma

th

1999 2002

Source: Research by the National Center for Educational Accountability


Boston Public Schools

32% 30%

70%68%61%

91%

0%

25%

50%

75%

100%

AfricanAmerican

Latino White% 1

0th

gra

der

s p

assi

ng

hig

h s

cho

ol

exit

exa

m o

n f

irst

att

emp

t

2000 2003

Source: Massachusetts Department of Education


49%

75%67%

81%

0%

25%

50%

75%

100%

African American White% h

igh

sch

oo

l st

ud

ents

mee

tin

g

stat

e st

and

ard

in

mat

h

2000 2002

Source: Research by the National Center on Educational Accountability

Norfolk Public Schools


Garden Grove Unified School District

30%

59%50%

66%

0%

20%

40%

60%

80%

100%

Latino White% e

lem

enta

ry s

cho

ol

stu

den

ts

mee

tin

g s

tate

sta

nd

ard

in

mat

h 1999 2002

Source: Research by the National Center on Educational Accountability


Delaware: Gains in Grade 4 Reading Outpace the Nation,

1998-2002

15

36

21

4

8

6

0 10 20 30 40

White Gain

Latino Gain

African American Gain

Change in Average Score

Delaware United States



State Progress in Moving African American 8th Graders From Below Basic to at Least Basic

Math 1990-2000

State % Below basic 1990

% Below basic 2000

Change 1990-2000

United States

78% 68% -10%

(1) Indiana 77% 52% -25%

(1) Ohio 83% 59% -25%

(3) North Carolina

82% 58% -24%

(4) New York

80% 56% -23%



State Progress in Moving Latino 8th Graders From Below Basic to at Least Basic

Math 1990-2000

State % Below basic 1990

% Below basic 2000

Change 1990-2000

United States

69% 60% -9%

(1) North Carolina

90% 43% -46%

(2) Ohio 79% 42% -38%

(3) Maryland 74% 43% -31%

(4) Indiana 72% 43% -29%



But look at how the system But look at how the system worked…worked…


Abraham Lincoln Middle School Gainesville, Florida

31% White 59% African American 57% Low Income An “A” school under the Florida

accountability model

Source: Florida Department of Education, http://web.fldoe.org.


Achievement Gaps at Lincoln2002-03 Reading

52

90

22 22

0

20

40

60

80

100

All White African

American

Low

Income

Pe

rce

nt

Pro

fic

ien

t

Source: Florida Department of Education, http://web.fldoe.org

AYP Target= 31%


Achievement Gaps at Lincoln 2002-03 Math

48

88

15 16

0

20

40

60

80

100

All White African

American

Low

Income

Pe

rce

nt

Pro

fic

ien

t

Source: Florida Department of Education, http://web.fldoe.org

AYP Target= 38%


Alexis I du Pont High SchoolRed Clay, Delaware

49% White 24% African American 21% Latino 31% Low Income Named “ One of America’s Best High

Schools” by Newsweek Magazine

Source: Delaware Department of Education, http://www.doe.state.de.us

Newsweek Magazine, June 2, 2003


Achievement Gaps at du Pont2002-03 English/Language Arts

6687

43

1832

020406080

100

All

Whi

te

Afric

an A

mer

ican

Latino

Low

Inco

me

Pe

rce

nt

Pro

fic

ien

t

AYP Target= 57%



Achievement Gaps at du Pont2002-03 Math

51

66

3219 22

0

20

40

60

80

100

All White African

American

Latino Low

Income

Pe

rce

nt

Pro

fic

ien

t

AYP Target= 33%



All NCLB Says is That These All NCLB Says is That These Schools Need to ImproveSchools Need to Improve

Wouldn’t you agree?


Fortunately, other education Fortunately, other education leaders are talking about the same leaders are talking about the same

challenge in quite different challenge in quite different ways…ways…


"It means to me that all kids can "It means to me that all kids can learn, all kids can be successful, and learn, all kids can be successful, and

that I will never ever lower my that I will never ever lower my standard of expectations, because I standard of expectations, because I know now in my heart that it's real."know now in my heart that it's real."

Ft. Worth Walton Elementary’s top Reading Teacher Vanessa Kemp re:

Walton’s dramatically improved student reading levels, Reporter Matt Frazier, Ft.

Worth Star Telegram, 10/24/03


““At the end of the day, school districts At the end of the day, school districts have to make sure that all their schools have to make sure that all their schools

are strong academically. It won't be are strong academically. It won't be easy, but it's doable. As educators, this easy, but it's doable. As educators, this

is what we signed up for; this is the is what we signed up for; this is the

work that we have to do."work that we have to do."

Saginaw School District Superintendent Gerald Saginaw School District Superintendent Gerald Dawkins (MI), Dawkins (MI), The Saginaw NewsThe Saginaw News, 4/13/03. , 4/13/03.


"There are people who'll say, 'Given "There are people who'll say, 'Given that neighborhood a child is from, that neighborhood a child is from, what do you expect.’ It's our job to what do you expect.’ It's our job to say there are no excuses - that we say there are no excuses - that we

have to address students' needs so have to address students' needs so they can achieve." they can achieve."

Frank Tinney, director of standards, assessment and Frank Tinney, director of standards, assessment and accountability in the Palm Springs Unified School District, accountability in the Palm Springs Unified School District, The The

Desert SunDesert Sun (Palm Springs, CA), 4/8/03 (Palm Springs, CA), 4/8/03


"Until the gap is closed, our work is "Until the gap is closed, our work is

not done."not done."

Des Moines Superintendent Eric Witherspoon, Des Moines Superintendent Eric Witherspoon, Des Des Moines RegisterMoines Register, 4/15/03, 4/15/03


"It's not that "It's not that theythey are failing so much as are failing so much as wewe are failing…This shines a very bright are failing…This shines a very bright light on something we have known for light on something we have known for

years but haven't been forced to deal with years but haven't been forced to deal with until now ---- that we have to close this until now ---- that we have to close this massive gap if all of our students are massive gap if all of our students are

going to succeed." going to succeed."

Ken Noonan, Oceanside Unified School District Ken Noonan, Oceanside Unified School District Superintendent, Superintendent, North County TimesNorth County Times (CA), 5/25/03 (CA), 5/25/03


"As you put in accountability, people "As you put in accountability, people pay more attention to what the pay more attention to what the

expectations are. . . You're seeing a expectations are. . . You're seeing a lot of things coming together and lot of things coming together and

paying off for kids." paying off for kids."

Susan Agruso, assistant superintendent for Susan Agruso, assistant superintendent for instructional accountability for Charlotte-instructional accountability for Charlotte-

Mecklenburg, Mecklenburg, Raleigh News and Observer, Raleigh News and Observer, 6/18/036/18/03


““[McMillan] said the goals of NCLB [McMillan] said the goals of NCLB may be lofty, but without, for may be lofty, but without, for

example, President Kennedy’s lofty example, President Kennedy’s lofty goal of putting a man on the moon, goal of putting a man on the moon,

it would not have happened.” it would not have happened.”

Houghton Lake Community Schools Superintendent Greg McMillan,

Reporter Cheryl Holladay, Hougton Lake Resorter, 10/3/03


““We have really blown that myth We have really blown that myth about high-poverty schools being about high-poverty schools being

low achievers out of the water. low achievers out of the water. Economically deprived doesn't Economically deprived doesn't

mean brain deprived.” mean brain deprived.”

Janie Moran, Principal Southern Hills, a high Janie Moran, Principal Southern Hills, a high poverty school in Louisiana where all but one poverty school in Louisiana where all but one of their 48 4th grade student passed LEAP, of their 48 4th grade student passed LEAP,

Shreveport Times, Shreveport Times, 5/29/035/29/03


“…“…this new era is not just a matter of this new era is not just a matter of kids having access to school… This kids having access to school… This new era is about how we're going to new era is about how we're going to

make sure all kids learn.make sure all kids learn.

Andy Tompkins, Kansas Department of Andy Tompkins, Kansas Department of Education Commissioner, Education Commissioner, Topeka Capital Topeka Capital

Journal, Journal, 7/8/037/8/03


"Neither poverty nor race is an excuse. All children can rise to the standards and there are many schools in the data that you have to prove it.” –Rick Mills, Commissioner of Education, New York. March 28, 2002, New York Times


“With proper instruction, students here can blow other kids away in the humanities. The more you challenge them, the better they'll do.”

–Dolores Edwards Sullivan, an English teacher in the predominantly African American Roosevelt school district, whose 11th graders are starting to earn higher marks on state Regents exams.


“Yes, parents may have the greatest impact on how their children come to us. But we have the greatest impact on how they leave us.”–Superintendent, North Carolina


Yes, this is going to be hard. But how we communicate will play a large role in whether people will

even try.


The Education TrustThe Education Trust

For More Information . . .

www.edtrust.org

Washington, DC: 202-293-1217

Oakland, CA: 510-465-6444

Date post:	14-Dec-2015
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The Education Trust, 2003 Don’t Turn Back The Clock OPENING PLENARY: Kati Haycock, Director, The...

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