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The Educational Imperative:What Do We Know about Student Achievement?
OVAE: American's Career Resource Network (ACRN) National Training ConferenceAlexandria, Virginia, March 17, 2004
Craig Jerald, Education Trust
High School Achievement: Math and Science: NAEP
Long-Term Trends
280
285
290
295
300
305
310
315
1986 1990 1992 1994 1996 1999
MathScience
Source: NAEP 1999 Trends in Academic Progress.
HIGH SCHOOL ACHIEVEMENT: READING AND WRITINGNAEP Long-Term Trends
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996
READINGWRITING
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
African American Latino White
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
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 1999Ave
rage R
eadin
g N
AE
P S
core
African American Latino White
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
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
21 31
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 Declining in High School Math...
36 3634
2022242628303234363840
Math
Class of '90 Class of '94 Class of '96
Age 13-17 Growth
Source: NAEP 1999 Trends in Academic Progress
…Still
33
29
2022242628303234363840
Math
Class of 96 Class of 00
Age 13-17 Growth
Source: Main NAEP 1996, 2000
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
Reading Growth From Grade 9 and 12 Still Declining:
Main NAEP29
22
0
5
10
15
20
25
30
35
Class of 1998 Class of 2000
Growth in ScaleScore
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.
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.
US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries
U.S. RANKREADING 15TH
MATH 19TH
SCIENCE 14TH
Source: OECD, Knowledge and Skills for Life: First Results From PISA 2000, 2001.
*Of 27 OECD countries
Performance Of U.S.15 Year-Olds Highly Variable
PISA 5th – 95th
Gap Rank*Reading (interpreting text) 3
Mathematical Literacy 6 (tie)
Science Literacy 7
NAEP Mathematics Performance 2000
35
49
16
0%10%20%30%40%50%60%70%80%90%
100%
12th Grade
Prof/ AdvBasicBelow Basic
By Race, Ethnicity: NAEP 12th Grade Math 2000
7058
4327 21
2838
48
5345
2 4 920
34
0%10%20%30%40%50%60%70%80%90%
100%
Black
Latin
o
Nat
ive
Whi
te
Asian
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
By Income: 12th Grade Math (2000)
60
32
36
49
419
0%10%20%30%40%50%60%70%80%90%
100%
Poor Non Poor
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
By Race, Ethnicity NAEP 12th Grade Reading 2002
48 4122 28
3739
3840
15 2040 32
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino White Asian
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
By Income 12th Grade Reading (2002)
4124
38
38
2138
0%10%20%30%40%50%60%70%80%90%
100%
Poor Non Poor
Prof/ AdvBasicBelow Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
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 GradersAfrican 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
Too Few 17 Year-Olds Demonstrate
Strong Reading Skills African
American Latino White
Learn from Specialized Materials
1% 2% 8%
Understand Complicated Information
17 24 46
Partial Skills 66 68 87
Make Generalizations 95 97 98
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
Too Few 17 Year-Olds Demonstrate
Strong Math SkillsAfrican
AmericanLatino White
Multi-Step ProblemSolving
1% 3% 10%
Moderately ComplexProcedures
27 38 70
Numerical Operations 89 94 99
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
These patterns are reflected, too, in high
school completion, college entry and college graduation rates.
Students Complete High School At Different Rates,
2000
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2
84%95%
64%
92%
0%
100%
African American Asian Latino White
A
Age 18-24
On Time Completion of Regular H.S. Diploma, 2001
Source: Manhattan Institute, Public High School Graduationand College Readiness Rates in the United States.
51%
79%
52%
72%
0%
100%
African American Asian Latino White
A
More and more students going on to college
49 5055
6065
62
0
10
20
30
40
50
60
70
80
90
100
1972 1978 1984 1990 1996 2001
Source: The Condition of Education 2003.
Most high school grads go on to postsecondary
within 2 years
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.
Entered Public 2-YearColleges
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
Half of Low Achieving Grads
Go On To PostsecondaryHigh School
Achievement Level% Entering
PostsecondaryLow 49%
Middle 71%
High 91%
Overall 72%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, Condition of Education 1997, p. 64
Unfortunately, when these new freshmen arrive in
college, many must take remedial (high-school) level
courses
47%53%
0%
100%
No Remedial Courses At Least One Remedial Course
Source: National Center for Public Policy and Higher Education,
Students Requiring Extensive Remediation
Graduate at Lower Rates Earned BA
No Remedial Courses
54%
1 Remedial Course 45%
3 Remedial Courses 18%
More than 2 Remedial Courses
9%
Source: Adelman, Cliff in Crosstalk, Vol 6, No 3, Summer 1998.
College Freshmen Not Returning for Sophomore
Year
4 year Colleges 26%
2 year Colleges 45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
African American and Latino Freshmen Complete
College at Lower Rates
45%
61%
75%
0%
100%
African American Latino White
Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.
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
(25-to 29-Year-Olds)
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
(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 American Indian/Alaskan Native
Kindergartners:
58 Graduate from High School
7 Obtain at least a Bachelor’s Degree
(24 Year Olds)
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.
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 . . .
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.
Inman Middle School, Atlanta, GA
• 60% Low Income• 60% African American and Latino
– (58% African American and 2% Latino)
• Outperformed about 95% of other GA schools on average* in both 2001 and 2002.
• Over 90% of 6th graders, 7th graders, and 8th graders met state standard in reading in 2002.
Source: The Education Trust, Dispelling the Myth Online. *Composite measure averaging across grades and subject areas tested.
Johnson County Middle School, Kentucky
• 95% Low Income• Outperformed 2/3 of other Kentucky
middle schools in both math and reading for three years in a row (2000-2002).
• In 2002, performed better than about 90% of all KY middle schools in both math and reading.
Source: The Education Trust, Dispelling the Myth Online. Based on scale score in KY CATS assessment system.
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)
Ramsay High SchoolBirmingham, Alabama• Total Enrollment - 687• 90% African American• 2% Asian• 4% Latino• 4% White• 34 % Low Income
• Student achievement in top 10 percent of state for three consecutive years
Source: Alabama State Department of Education www.alsde.edu
* Reflects Enrollment on First Day of Testing
High Performance at Ramsay High2003 Math Alabama High School
Graduation Exam96.8 99.3 95.5
0
20
40
60
80
100
All Students African-American Low-Income
Pe
rce
nt
Pa
sse
d
Source: Alabama State Department of Education – Accountability Reporting System www.alsde.edu/Accountability
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
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
Pe
rce
nti
le S
co
re
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
Pe
rce
nti
le S
co
re
Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
MA: Passing HS Competency Exam
29%37%
77%
0%
25%
50%
75%
100%
10thGrade
2ndAttempt
3rdAttempt
4thAttempt
Final PassRate%
Cla
ss
of
2003
pas
sin
g M
CA
S h
igh
sc
ho
ol
exi
t exa
m
Latino African American White
Source: Massachusetts Department of Education Web site.
MA: Narrowing the High School Competency Gap
29%
83%86%
37%
77%
97%
0%
25%
50%
75%
100%
10thGrade
2ndAttempt
3rdAttempt
4thAttempt
Final PassRate%
Cla
ss
of
2003
pas
sin
g M
CA
S h
igh
sc
ho
ol
exi
t exa
m
Latino African American White
Source: Massachusetts Department of Education Web site.
MA: Narrowing the High School Competency Gap
7%
30%
77%
0%
25%
50%
75%
100%
10thGrade
2ndAttempt
3rdAttempt
4thAttempt
Final PassRate%
Cla
ss
of
2003
pas
sin
g M
CA
S h
igh
sc
ho
ol
exi
t exa
m
LEP Students with Disabilities Regular Education
Source: Massachusetts Department of Education Web site.
MA: Narrowing the High School Competency Gap
7%
82%80%
30%
77%
97%
0%
25%
50%
75%
100%
10thGrade
2ndAttempt
3rdAttempt
4thAttempt
Final PassRate%
Cla
ss
of
2003
pas
sin
g M
CA
S h
igh
sc
ho
ol
exi
t exa
m
LEP Students with Disabilities Regular Education
Source: Massachusetts Department of Education Web site.
207
217
200
205
210
215
220
Latinos in Virginia Whites in California
1998 NAEP Reading10 Point Gap Between White Children in California and Latino Children in Virginia
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)
What Students Say: Yes, some blame
themselves. But they also say...
• some teachers don’t know their subjects;• counselors underestimate our potential;• principals dismiss concerns;• expectations wretchedly,
boringly low.
#1. Can we agree on a single, overarching goal for high school that will give clearer purpose, focus to our reform
efforts?
Both professors and employers have similar
worries
• Most employers and professors question whether high school graduates have the knowledge and skills required on the job or in the college classroom.
73% 73%
63%
75% 74%
65%
0%
20%
40%
60%
80%
100%
Clear writing Grammarand spelling
Basic math
Employers Professors
Percentage of employers and professors rating graduates’ skills as “fair” or “poor”
Consequences serious both for students and for
taxpayers
• In a single state, employers and postsecondary education institutions spend an estimated $134.3 million a year on remedial education.
Estimated annual spending on remedial education in Michigan
$65,500,000
$28,800,000$40,000,000
$134,300,000
$0
$20,000,000
$40,000,000
$60,000,000
$80,000,000
$100,000,000
$120,000,000
$140,000,000
$160,000,000
Communitycolleges
Four-yearinstitutions
Employers TOTAL
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
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.
Clearly, we’ve got a problem
• Students are following all the rules;• Meeting all of the requirements for
the diploma; and• Falling in the cracks between high
school and the expectations of postsecondary institutions.
To break through these old attitudes, cannot
equivocate.
ALL students must graduate from high school ready for postsecondary education.
#2. It is increasingly clear that student success--in college, on assessments, and in gaining access to good jobs--depends on completing a rigorous,
college prep-level curriculum.
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.
45%
75%61%
79%73%86%
0%
100%
All college entrants Entrants who hadstrong high school
curriculum
African American Latino White
Better alignment has major benefits:A strong h.s. curriculum* improves
college completion and narrows gaps
*Completing at least “Algebra II” plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.
28%11%
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College
Prep Courses*
1916
28
20
0
30
Math Reading
NE
LS
Sco
re G
ain
Vocational College Prep
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
Requirements forTool and Die Makers
• Four or five years of apprenticeship and/or postsecondary training;
• Algebra, geometry, trigonometry and statistics;
• Average earnings: $40,000 per year.
Requirements forSheet Metal Workers
• Four or five years of apprenticeship;
• Algebra, geometry, trigonometry and technical reading;
African American and Latino Students Less Likely to Complete
Advanced Math and Science Courses
26%
49%
30%
55%
45%
64%
0%
25%
50%
75%
Math Science
Latino African American White
Source: U.S. Department of Education, NCES, Condition of Education 2002, p 86. Data from 1998 NAEP High SchoolTranscript Study.
African American, Latino & Native American youth are less
likely to be enrolled in full college prep track
25
46
22 21
39
0
50
AfricanAmerican
Asian Latino NativeAmerican
White
per
cen
t in
co
lleg
e p
rep
SOURCE: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
Advanced Math Classes: Minority Interest Far Exceeds Availability
67%74%
69%65%
61%
45%
52%46%
0%
25%
50%
75%
Minority Boys White Boys Minority Girls White Girls
Interest Availability
Source: National Action Council for Minorities in Engineering, Progress Toward Power: A Follow-Up Survey of Children’s andParents’ Attitudes About Math and Science. Research Letter, October 2001. Survey conducted by Harris Interactive, 1999.
829
Who’s Discouraging Students from Taking Advanced Math?
17%18%
19%
9%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Discouraged by Friends Discouraged by Teachers
Minority White
Source: National Action Council for Minorities in Engineering, Progress Toward Power: A Follow-Up Survey of Children’s andParents’ Attitudes About Math and Science. Research Letter, October 2001. Survey conducted by Harris Interactive, 1999..
Why Kids Drop Out“Students mainly consider dropping
out because they are not engaged by the school.
Students are most likely to cite the following reasons for considering dropping out:
• School was boring (76%); and• They were not learning enough (42%).”
Source: Metropolitan Life, Survey of the American Teacher 2002: Student Life: School, Home and
Community, p. 9.
BUT…• it is clear from the NAEP data that we’re not getting the gains from those courses we should expect; and,• it is also clear that course labels don’t always tell much about standards.
Historically, most of the really important decisions
about what students should learn and what kind
of work was “good enough” left to individual
teachers.
Result? A System That:
• Doesn’t expect very much from MOST students; and,
• Expects much less from some types of students than others.
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
Texas Algebra I Course Performance vs. End-of-Course Test Performance
73
26
72
33
86
58
0
25
50
75
100
Pe
rce
nt
African American Hispanic White
Passing Course Passing EOC Test
Source: Texas Education Agency, Texas Student Assessment Program Student Performance Results, 1999-2000, Section VI: A Study of the Correlation between Course Performance in Algebra I and Algebra I End-of-Course Test Performance.
Texas Algebra I Course Performance vs. End-of-Course Test Performance
73
32
83
52
0
25
50
75
100
Pe
rce
nt
Economically Disadvantaged
Not EconomicallyDisadvantaged
Passing Course Passing EOC Test
Source: Texas Education Agency, Texas Student Assessment Program Student Performance Results, 1999-2000, Section VI: A Study of the Correlation between Course performance in Algebra I and Algebra I End-of-Course Test Performance.
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.
Grade 10 Writing AssignmentWrite 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.
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;
• Create vehicles to work toward consistent understandings of “good enough”;
• Assess students every 4-8 weeks to measure progress;
• ACT immediately on the results of those assessments.
Poor and Minority Students Get More Inexperienced*
Teachers
20%
11%
21%
10%
0%
25%
High-poverty schools Low-poverty schools
High-minority schools Low-minority schools
*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
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.
More Classes in High-Poverty, High-Minority Schools Taught
by Out-of-Field* Teachers
34%
19%
29%
21%
0%
50%
High-poverty schools Low-poverty schoolsHigh-minority schools Low-minority schools
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
African American Students More Likely To Have Ineffective
Teachers: Tennessee26.7%
14.4%15.9%
22.4%
0%
30%
Least Effective Teachers Most Effective Teachers
Per
cen
tag
e
African American Students White Students
Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic Achievement,” 1996
Even Within Schools, Often Big Differences
0
10
20
30
40
50
60
70
80
90
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
EastWestNorth
“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