dc principals edtrust2007

RAISING ACHIEVEMENT AND CLOSING GAPS:: 

RAISING ACHIEVEMENT AND CLOSING GAPS: Lessons from Schools and Districts on the Performance Frontier DC Public Schools August, 2007

First, some good news.: 

First, some good news. After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be turning the corner.

NAEP Reading, 9 Year-Olds:Record Performance for All Groups : 

NAEP Reading, 9 Year-Olds: Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

African American-White Gap Narrows to Smallest Size in HistoryNAEP Reading, 9 Year-Olds : 

African American-White Gap Narrows to Smallest Size in History NAEP Reading, 9 Year-Olds 29 35 26 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

Latino-White Gap Narrows to Smallest Size in HistoryNAEP Reading, 9 Year-Olds : 

Latino-White Gap Narrows to Smallest Size in History NAEP Reading, 9 Year-Olds 24 28 21 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

NAEP Math, 9 Year-Olds: Record Performance for All Groups: 

NAEP Math, 9 Year-Olds: Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

African American-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds: 

African American-White Gap Narrows to Smallest Size in History NAEP Math, 9 Year-Olds 25 28 23 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

Latino-White Gap Narrows to Smallest Size in HistoryNAEP Math, 9 Year-Olds: 

Latino-White Gap Narrows to Smallest Size in History NAEP Math, 9 Year-Olds 21 26 17 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

NAEP Reading, 13 Year-Olds: 

NAEP Reading, 13 Year-Olds

NAEP Math, 13 Year-Olds:Increases and Record Performance for All Groups: 

NAEP Math, 13 Year-Olds: Increases and Record Performance for All Groups

Bottom Line:When We Really Focus on Something, We Make Progress: 

Bottom Line: When We Really Focus on Something, We Make Progress

Clearly, much more remains to be done in elementary and middle school: 

Clearly, much more remains to be done in elementary and middle school Too many youngsters still enter high school way behind.

2005 NAEP Grade 8 ReadingAll Students, Nation: 

2005 NAEP Grade 8 Reading All Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 8 Readingby Race/Ethnicity, Nation: 

2005 NAEP Grade 8 Reading by Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 8 Readingby Family Income, Nation: 

2005 NAEP Grade 8 Reading by Family Income, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 8 MathAll Students, Nation: 

2005 NAEP Grade 8 Math All Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation: 

2005 NAEP Grade 8 Math by Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 8 Mathby Family Income, Nation: 

2005 NAEP Grade 8 Math by Family Income, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

But at least we have some traction on these problems.: 

But at least we have some traction on these problems.

The same is NOT true of our high schools.: 

The same is NOT true of our high schools.

Achievement Flat or Declining in Reading, 17 year olds, NAEP: 

Achievement Flat or Declining in Reading, 17 year olds, NAEP Source: NAEP 2004 Trends in Academic Progress. Note: Long-Term Trends NAEP

Math?: 

Math? At first blush, appears to be trending upwards.

Achievement up in Math,17 year olds, NAEP : 

Achievement up in Math, 17 year olds, NAEP Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress. Note: Long-Term Trends NAEP

But Value Added in High School Math Actually Declined During the Nineties: 

But Value Added in High School Math Actually Declined During the Nineties

Value Added Declining in High School Math... : 

Value Added Declining in High School Math... Scale Score Growth, From Age 13 to Age 17 Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP Note: Scale score gains reflect the difference between the scale scores of 17-year-olds and the scale scores of 13-year-olds four years prior.

... Still: 

... Still Scale Score Growth, From Grade 8 to Grade 12 Source: NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Note: Scale score gains reflect the difference between the scale scores of 12th Graders and the scale scores of 8th Graders four years prior.

Reading: Students Entering High School Better Prepared, But Leaving Worse: 

Reading: Students Entering High School Better Prepared, But Leaving Worse Total= 290 Total= 288 Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP

Gaps between groups wider today than in 1990: 

Gaps between groups wider today than in 1990

NAEP Reading, 17 Year-Olds: 

NAEP Reading, 17 Year-Olds 21 29 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

NAEP Math, 17 Year-Olds: 

NAEP Math, 17 Year-Olds 20 28 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

Hormones?: 

Hormones?

If so, we’d see the same pattern in other countries.: 

If so, we’d see the same pattern in other countries. And we don’t.

Let’s take a closer look at our 15 year olds.: 

Let’s take a closer look at our 15 year olds.

A few years ago, we got a wake up call when the 1999 PISA results were published.: 

A few years ago, we got a wake up call when the 1999 PISA results were published.

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999: 

US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999

The new ones?: 

The new ones?

PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries: 

PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

A closer look at math?: 

A closer look at math?

2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics: 

2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

Problems are not limited to our high-poverty and high-minority schools . . . : 

Problems are not limited to our high-poverty and high-minority schools . . .

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math: 

U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*: 

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students* * Students at the 95th Percentile Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students: 

U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

Problems not limited to math, either.: 

Problems not limited to math, either.

PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD Countries: 

PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

More than half of our 15 year olds at problem-solving level 1 or below.: 

More than half of our 15 year olds at problem-solving level 1 or below. Source: OECD Problem Solving for Tomorrow’s World. 2004

One measure on which we rank high?Inequality!: 

One measure on which we rank high? Inequality!

PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD Countries: 

*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles. PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD Countries Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

These gaps begin before children arrive at the schoolhouse door.: 

These gaps 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.

How?: 

How? By giving students who arrive with less, less in school, too.

Some of these “lesses” are a result of choices that policymakers make.: 

Some of these 'lesses' are a result of choices that policymakers make.

Nation:Inequities in State and Local Revenue Per Student: 

Nation: Inequities in State and Local Revenue Per Student Source: The Education Trust, The Funding Gap 2005. Data are for 2003

In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.: 

In truth, though, some of the most devastating 'lesses' are a function of choices that we educators make.

Choices we make about what to expect of whom…: 

Choices we make about what to expect of whom…

Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools: 

Source: Prospects (ABT Associates, 1993), in 'Prospects: Final Report on Student Outcomes', PES, DOE, 1997. Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

Choices we make about what to teach whom…: 

Choices we make about what to teach whom…

Fewer Latino students are enrolledin Algebra 2: 

Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in Algebra 2

African American, Latino & Native American high school graduates are less likely to have been enrolled in a full college prep track: 

African American, Latino andamp; Native American high school graduates are less likely to have been enrolled in a full college prep track percent in college prep 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. Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language

And choices we make about Whoteaches whom…: 

And choices we make about Who teaches whom…

More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers: 

More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers *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. High poverty Low poverty High minority Low minority Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.

Poor and Minority Students Get More Inexperienced* Teachers: 

Poor and Minority Students Get More Inexperienced* Teachers Source: National Center for Education Statistics, 'Monitoring Quality: An Indicators Report,' December 2000. *Teachers with 3 or fewer years of experience. High poverty Low poverty High minority Low minority Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students

Results are devastating.: 

Results are devastating. Kids who come in a little behind, leave a lot behind.

By the end of high school?: 

By the end of high school?

African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds: 

African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds: 

African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

And these are the students who remain in high school.: 

And these are the students who remain in high school. What do those numbers look like?

Students Graduate From High School At Different Rates, 2001** 4-Year Graduation Rates: 

Students Graduate From High School At Different Rates, 2001* * 4-Year Graduation Rates Source: Jay P. Greene and Greg Forster, 'Public High School Graduation and College Readiness Rates in the United States,' Manhattan Institute for Policy Research, September 2003.

ADD IT ALL UP...: 

ADD IT ALL UP...

Of Every 100 White Kindergartners:: 

Of Every 100 White Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

Of Every 100 African American Kindergartners:: 

Of Every 100 African American Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

Of Every 100 Latino Kindergartners:: 

Of Every 100 Latino Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info

Of Every 100 American Indian/Alaskan Native Kindergartners:: 

Of Every 100 American Indian/Alaskan Native Kindergartners: (25 Years Old and Older) Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf

College Graduates by Age 24: 

College Graduates by Age 24 Source: Tom Mortenson, Postsecondary Educational Opportunity..

What Can We Do?: 

What Can We Do?

An awful lot of educators have decided that we can’t do much.: 

An awful lot of educators have decided that we can’t do much.

What We Hear Many Educators Say:: 

What We Hear Many Educators Say: They’re poor; Their parents don’t care; They come to schools without breakfast; Not enough books Not enough parents . . .

But if they are right, why are low-income students and students of color performing so high in some schools…: 

But if they are right, why are low-income students and students of color performing so high in some schools…

Slide78: 

M. Hall Stanton Elementary Philadelphia, Pennsylvania

M. Hall Stanton ElementaryPhiladelphia, Pennsylvania: 

M. Hall Stanton Elementary Philadelphia, Pennsylvania 487 students in grades K-6 100% African American 86% Low-Income Source: Philadelphia School District, https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/

Rapid Improvement at StantonGrade 5 Reading Over Time: 

Rapid Improvement at Stanton Grade 5 Reading Over Time Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us

Rapid Improvement at StantonGrade 5 Math Over Time: 

Rapid Improvement at Stanton Grade 5 Math Over Time Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us

Slide82: 

Capitol View Elementary School Atlanta, Georgia

Capitol View ElementaryAtlanta, Georgia: 

Capitol View Elementary Atlanta, Georgia 252 students in grades K-5 95% African American 88% Low-Income Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/

High Achievement at Capitol View 2006 Grade 5 Reading: 

High Achievement at Capitol View 2006 Grade 5 Reading Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/

High Achievement at Capitol View2006 Grade 5 Math: 

High Achievement at Capitol View 2006 Grade 5 Math Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/

Frankford Elementary School: 

Frankford Elementary School

Frankford ElementaryFrankford, Delaware: 

Frankford Elementary Frankford, 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

Frankford ElementaryClosing Gaps, Grade 5 Reading: 

Frankford Elementary Closing Gaps, Grade 5 Reading Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

Frankford ElementaryClosing Gaps, Grade 5 Math: 

Frankford Elementary Closing Gaps, Grade 5 Math Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

Frankford ElementaryHigher Proficiency Rates than the State, 2005 Grade 3 Reading: 

Frankford Elementary Higher Proficiency Rates than the State, 2005 Grade 3 Reading Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

Frankford ElementaryHigher Proficiency Rates than the State, 2005 Grade 3 Math: 

Frankford Elementary Higher Proficiency Rates than the State, 2005 Grade 3 Math Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

Elmont Memorial Junior-Senior High School: 

Elmont Memorial Junior-Senior High School

Elmont Memorial Junior-Senior High SchoolElmont, New York: 

Elmont Memorial Junior-Senior High School Elmont, New York 1,966 Students in Grades 7-12 75% African American 12% Latino Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English: 

Elmont Memorial Higher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents Math: 

Elmont Memorial Higher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents Math Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

University Park Campus School: 

University Park Campus School

University Park Campus SchoolWorcester, Massachusetts: 

University Park Campus School Worcester, Massachusetts 220 Students in Grades 7-12 9% African American 18% Asian 35% Latino 39% White 73% Low-Income Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/

University Park Results: 2004: 

University Park Results: 2004 100% of 10th graders passed MA high school exit exam on first attempt. 87% passed at advanced or proficient level. Fifth most successful school in the state, surpassing many schools serving wealthy students.

Very big differences at district level, too.: 

Very big differences at district level, too.

Urban NAEP 2005 Grade 4 Reading, Overall Scale Scores: 

Urban NAEP 2005 Grade 4 Reading, Overall Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language Learners Proficient Scale Score = 238

Urban NAEP 2005 Grade 4 Reading, African American Scale Scores: 

Urban NAEP 2005 Grade 4 Reading, African American Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 238 Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language Learners

Urban NAEP 2005 Grade 4 Reading, Low-Income African American Scale Scores: 

Urban NAEP 2005 Grade 4 Reading, Low-Income African American Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 238 Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language Learners

Urban NAEP 2005 Grade 4 Reading, Latino Scale Scores: 

Urban NAEP 2005 Grade 4 Reading, Latino Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 238 Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language Learners. Latino scores are not available for Atlanta

Urban NAEP 2005 Grade 4 Reading, Low-Income Latino Scale Scores: 

Urban NAEP 2005 Grade 4 Reading, Low-Income Latino Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 238 Houston and Austin are not included due to high exclusion rates for students with disabilities and English Language Learners. Latino scores are not available for Atlanta

Urban NAEP 2005 Grade 8 Math, Overall Scale Scores: 

Urban NAEP 2005 Grade 8 Math, Overall Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 299

Urban NAEP 2005 Grade 8 Math, African American Scale Scores: 

Urban NAEP 2005 Grade 8 Math, African American Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Proficient Scale Score = 299

Urban NAEP 2005 Grade 8 Math, Latino Scale Scores: 

Urban NAEP 2005 Grade 8 Math, Latino Scale Scores Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde Latino scores are not available for Atlanta Proficient Scale Score = 299

Bottom Line:At Every Level of Education, What We Do Matters A Lot!: 

Bottom Line: At Every Level of Education, What We Do Matters A Lot!

What do we know about the anatomy of success?: 

What do we know about the anatomy of success? Nine powerful lessons

#1. They focus on what they can do, rather than what they can’t.: 

#1. They focus on what they can do, rather than what they can’t.

Some schools and districts get all caught up in “correlations”.: 

Some schools and districts get all caught up in 'correlations'.

Spend endless time tracking:: 

Spend endless time tracking: Percent of babies born at low-birthweight; Percent of children born to single moms; Percent of children in families receiving government assistance; Education levels of mothers; and…

The leaders in high-performing high poverty schools and districts don’t do that.: 

The leaders in high-performing high poverty schools and districts don’t do that. They focus on what they can do, not on what they can’t.

“ 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.”: 

' 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

#2. They don’t leave anything about teaching and learning to chance.: 

#2. They don’t leave anything about teaching and learning to chance.

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.: 

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.

Result? A System That:: 

Result? A System That: Doesn’t expect very much from MOST students; and, Expects much less from some types of students than others.

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools: 

Source: Prospects (ABT Associates, 1993), in 'Prospects: Final Report on Student Outcomes', PES, DOE, 1997. ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

Slide119: 

Students can do no better than the assignments they are given...

Grade 10 Writing Assignment: 

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 Assignment: 

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.

Slide122: 

The Odyssey Ninth Grade High-level Assignment Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey and the Movie '0 Brother Where Art Thou' By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared. For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odyssey and '0 Brother Where Art Thou'? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?

Slide123: 

The Odyssey Ninth Grade Low-level Assignment Divide class into 3 groups: Group 1 designs a brochure titled 'Odyssey Cruises'. The students listen to the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place. Group 2 draws pictures of each adventure. Group 3 takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.

High Performing Schools and Districts: 

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.

#3. They set their goals high. : 

#3. They set their goals high.

Elementary Version…: 

Elementary Version…

M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED: 

M. Hall Stanton Elementary: Percent of 5th Graders ADVANCED

High School Version…: 

High School Version…

Even when they start with high drop out rates, high impact high schools focus on preparing all kids for college and careers: 

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.'

That’s Good, Because Education Pays:Annual Earnings of 25-34 yr-olds by Attainment, 2001: 

Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002 That’s Good, Because Education Pays: Annual Earnings of 25-34 yr-olds by Attainment, 2001

Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012: 

Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012 Associates Degree Some College Shortage Surplus Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population Projection Estimates Bachelor’s Degree

Even if you have your doubts, NEW STUDY FROM ACT:College ready, workforce training ready=same thing: 

Even if you have your doubts, NEW STUDY FROM ACT: College ready, workforce training ready=same thing

#4. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.: 

#4. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM: 

Single biggest predictor post-high school success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

But are most of our kids getting anything that even remotely resemblesINTENSE?: 

But are most of our kids getting anything that even remotely resembles INTENSE?

Jake: Fall Schedule, Freshman Year: 

Jake: Fall Schedule, Freshman Year

Spring Schedule, Freshman Year: 

Spring Schedule, Freshman Year

Fall Schedule, Sophomore Year: 

Fall Schedule, Sophomore Year

Spring Schedule, Sophomore Year: 

Spring Schedule, Sophomore Year

Fall Schedule, Junior Year: 

Fall Schedule, Junior Year

Spring Schedule, Junior Year: 

Spring Schedule, Junior Year

Senior Year? : 

Senior Year? Too embarrassing to even show

Ed Trust Transcript Study: Our Current Favorites: 

Ed Trust Transcript Study: Our Current Favorites Pre-Spanish; Future Studies; Exploring; Principles of PE; Teen Living; Life Management; Food Fundamentals; Winter Activities. Source: Education Trust Analysis of High School Transcripts; 2005

College prep curriculum has benefits far beyond college.: 

College prep curriculum has benefits far beyond college.

Students of all sorts will learn more...: 

Students of all sorts will learn more...

Low Quartile Students Gain More From College Prep Courses*: 

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*

They will also fail less often...: 

They will also fail less often...

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers: 

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers 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

And they’ll be better prepared for the workplace.: 

And they’ll be better prepared for the workplace.

Leading districts, states making college prep the default curriculum.: 

Leading districts, states making college prep the default curriculum. Texas, Indiana, Arkansas, Michigan, Oklahoma, Kentucky, Kansas.

#5. High performing schools are obsessive about time, especially instructional time.: 

#5. High performing schools are obsessive about time, especially instructional time.

Scouring the schedule for minutes:The case of the “pencil sharpener lady”.: 

Scouring the schedule for minutes: The case of the 'pencil sharpener lady'.

High School?Take, for example, the matter of reading.: 

High School? Take, for example, the matter of reading. Kids who arrive behind in reading…often simply assigned to courses that don’t demand much reading.

Average High School: Percent of Instructional Time in Reading Intensive Courses: 

Average High School: Percent of Instructional Time in Reading Intensive Courses

Surprise: Gaps Grow.: 

Surprise: Gaps Grow.

Slide156: 

'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! Higher Performing High Schools:

In other words, high performing schools both maximize time and don’t leave its use to chance.: 

In other words, high performing schools both maximize time and don’t leave its use to chance.

#6. Principals are hugely important, ever present, but NOTthe only leaders in the school: 

#6. Principals are hugely important, ever present, but NOT the only leaders in the school

Elmont Memorial Junior-Senior High School: 

Elmont Memorial Junior-Senior High School

High performing schools…: 

High performing schools… Teachers regularly observe other teachers; Teachers have time to plan and work collaboratively; New teachers get generous and careful support and acculturation; Teachers take on many other leadership tasks at the school

#7. Good schools know how much teachers matter, and they act on that knowledge.: 

#7. Good schools know how much teachers matter, and they act on that knowledge.

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

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.

LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE TEACHERS: One Year Growth: 

LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE TEACHERS: One Year Growth Sanders and Rivers, Cumulative and Residual Effects of Teachers on Future Academic Achievement, 1998.

Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5): 

Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Beginning Grade 3 Percentile Rank= 55 Beginning Grade 3 Percentile Rank= 57

Slide165: 

1998 by The Education Trust, Inc.

Good teachers matter a lot.: 

Good teachers matter a lot. But some groups of kids don’t get their fair share of quality teachers.

More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers: 

More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers *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. High poverty Low poverty High minority Low minority Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.

Poor and Minority Students Get More Inexperienced* Teachers: 

Poor and Minority Students Get More Inexperienced* Teachers Source: National Center for Education Statistics, 'Monitoring Quality: An Indicators Report,' December 2000. *Teachers with 3 or fewer years of experience. High poverty Low poverty High minority Low minority Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students

Slide169: 

1998 by The Education Trust, Inc.

High performing schools and districts don’t let this happen.: 

High performing schools and districts don’t let this happen. They: work hard to attract and hold good teachers; make sure that their best are assigned to the students who most need them; and, they chase out teachers who are not 'good enough' for their kids.

#8. They are obsessive about data. : 

#8. They are obsessive about data.

Charts and graphs decorate the school walls.: 

Charts and graphs decorate the school walls. And every scrap of evidence is carefully scrutinized.

What does that mean? At every moment, they know which students are behind and are intensely focused on bringing them up.: 

What does that mean? At every moment, they know which students are behind and are intensely focused on bringing them up.

#9. They are nice places—for both adults and students.: 

#9. They are nice places—for both adults and students.

Not EASY places. And folks work really hard.: 

Not EASY places. And folks work really hard. But there is lots of camaraderie, lots of stability, and lots of support.

And when they have vacancies, get out of the way.: 

And when they have vacancies, get out of the way. Elmont Memorial: 350 applications for every opening.

Students:Today, we adults make lots of assumptions about the youth culture. And a lot of educators think that low-income and minority youth are somehow inherently anti-intellectual and anti-authority.: 

Students: Today, we adults make lots of assumptions about the youth culture. And a lot of educators think that low-income and minority youth are somehow inherently anti-intellectual and anti-authority.

“At my old school, it was functional to act stupid. At this school, nobody lets me get away with that. Not my teachers. Not the students.”: 

'At my old school, it was functional to act stupid. At this school, nobody lets me get away with that. Not my teachers. Not the students.' ---Elmont Student, 2005

The Education Trust: 

The Education Trust Download this Presentation www.edtrust.org Washington, DC: 202-293-1217 Oakland, CA: 510-465-6444