Data for Closing Gaps in Public Education : Data for Closing Gaps in Public Education
Ross Wiener, The Education Trust
March 2006
Without good data, the achievement gap can be ignored. : Without good data, the achievement gap can be ignored.
Howard Bishop Middle School Gainesville, Florida : Howard Bishop Middle School Gainesville, Florida
55% African American
58% Low-Income
An “A” school under the Florida accountability system
Did not make AYP for 2003-04 Source: Florida Department of Education, http://www.fldoe.org
Achievement Gaps at Howard Bishop 2004 Reading Composite : Achievement Gaps at Howard Bishop 2004 Reading Composite AYP Target= 31% Source: Florida Department of Education, http://www.fldoe.org
Achievement Gaps at Howard Bishop 2004 Math Composite : Achievement Gaps at Howard Bishop 2004 Math Composite AYP Target= 38% Source: Florida Department of Education, http://www.fldoe.org
Hampton, Henrico County, and Richmond Outperform Fairfax County for African American Students : Hampton, Henrico County, and Richmond Outperform Fairfax County for African American Students Source: Virginia Department of Education, http://www.pen.k12.va.us/
Data is important for understanding who’s graduating from high school on time . . . and who is not : Data is important for understanding who’s graduating from high school on time . . . and who is not
Indiana’s State-Reported Graduation Rate vs. Independent Estimate : Indiana’s State-Reported Graduation Rate vs. Independent Estimate Sources: Indiana Consolidated State Performance Report for School Year 2003-04
Christopher Swanson. Who Graduates? Who Doesn’t? A Statistical Portrait of Public
High School Graduation, Class of 2001. The Education Policy Center. The Urban Institute.
. . . And to really understand the consequences of not graduating from high school on time. : . . . And to really understand the consequences of not graduating from high school on time.
Educational Attainment of Students Receiving a Late Regular High School Diploma : Educational Attainment of Students Receiving a Late Regular High School Diploma Source: Unpublished analysis by Clifford Adelman, U.S. Department of Education, 2006.
Educational Attainment of Students Receiving a GED : Educational Attainment of Students Receiving a GED Source: Unpublished analysis by Clifford Adelman, U.S. Department of Education, 2006.
We need data to understand what’s possible : We need data to understand what’s possible
A lot of research and commentary is focused on the correlation between student-family income and school achievement levels. : A lot of research and commentary is focused on the correlation between student-family income and school achievement levels.
Slide14 : Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
But if that’s all the data analysis we do, we’ll never identify and learn from the many schools that buck the trends. In fact, there are many high-poverty, high-performing schools : But if that’s all the data analysis we do, we’ll never identify and learn from the many schools that buck the trends. In fact, there are many high-poverty, high-performing schools
Slide16 : Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Slide17 : Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Slide18 : Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
Peabody Elementary St. Louis, Missouri : Peabody Elementary St. Louis, Missouri 231 students in Grades PK-5
99% Low-income
100% African American Source: National Center for Education Statistics, Common Core of Data 2003-2004 School Year
Available at http://nces.ed.gov/ccd/schoolsearch
Peabody Elementary Higher Proficiency Rates than the State Grade 3 Communication Arts : Peabody Elementary Higher Proficiency Rates than the State Grade 3 Communication Arts Source: Missouri Dept. of Elementary and Secondary Education at http://dese.mo.gov/schooldata
Peabody Elementary Higher Proficiency Rates than the State Grade 4 Math : Peabody Elementary Higher Proficiency Rates than the State Grade 4 Math Source: Missouri Dept. of Elementary and Secondary Education at http://dese.mo.gov/schooldata
Frankford Elementary Frankford, Delaware : Frankford Elementary Frankford, Delaware
449 Students in Grades PreK-5
76% Low-Income
29% African American
34% Latino
34% White
Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
Frankford Elementary Closing 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 Elementary Closing 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 Elementary Higher 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 Elementary Higher 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, New York : Elmont Memorial Junior-Senior High School Elmont, New York
1,966 Students in Grades 7-12
75% African American
12% Latino
24% Free and reduced-price lunch
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
Elmont Memorial Higher 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 Memorial Higher 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/
Elmont Memorial High Performance Over Time : Elmont Memorial High Performance Over Time Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
By identifying and learning from schools that are unusually successful with low-income students and students of color, we have an understanding of the practices that put all students on track for success in college, work, and life. : By identifying and learning from schools that are unusually successful with low-income students and students of color, we have an understanding of the practices that put all students on track for success in college, work, and life. How can data help more schools and systems to raise achievement and close gaps?
We need good data to understand what’s most effective in raising student achievement : We need good data to understand what’s most effective in raising student achievement
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*
And fail less often... : And 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: Southern Regional Education Board, “Middle Grades to High School: Mending a Weak Link” by Sondra Cooney and Gene Bottoms, 2002. Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
A strong H.S. curriculum* improves college completion and narrows gaps : 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. 30% 13%
GOOD TEACHING MATTERS Students Who Start 3rd Grade at About the Same Level of Math Achievement… : GOOD TEACHING MATTERS Students Who Start 3rd Grade at About the Same Level of Math Achievement… Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
…Finish 5th Grade at Dramatically Different Levels Depending on the Quality of Their Teachers : …Finish 5th Grade at Dramatically Different Levels Depending on the Quality of Their Teachers Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
We Need Data to Understand the Gaps in Opportunity that Allow Achievement Gaps to Persist : We Need Data to Understand the Gaps in Opportunity that Allow Achievement Gaps to Persist . . . And to get worse the longer students stay in school
Even though we know the singular importance of teachers : Even though we know the singular importance of teachers
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” and “low” refer to top and bottom quartiles.
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.
A Tale of Two Schools : A Tale of Two Schools
Marvin Elementary School
San Diego City Unified
55% White
32% of students receive free or reduced price lunch
Academic Performance Index = 808
Jackson Elementary School
San Diego City Unified
79% Latino & African American
75% of students receive free or reduced price lunch
Academic Performance Index = 648
Slide44 :
Looking at these two schools, some might automatically think…
Student demographics = lower student performance But this assumption ignores the underlying factors….
Slide45 : The average teacher at Jackson Elementary gets paid an estimated $6,806 less every year than his counterpart at Marvin Elementary.
If Jackson spent as much on Marvin on teacher salaries for its 66 teachers, the school budget would increase by $450,000 every year.
A Tale of Two Schools : A Tale of Two Schools
Granada Hills High School
Los Angeles Unified
32% Latino & African American
27% of students receive free or reduced price lunch
Academic Performance Index = 773
Locke High School
Los Angeles Unified
99% Latino & African American
66% of students receive free or reduced price lunch
Academic Performance Index = 440 Source: CA Department of Education, 2003-04 data
Slide47 : The average teacher at Locke High School gets paid an estimated $8,034 less every year than his counterpart at Granada Hills High School.
If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the school budget would increase by nearly a million dollars ($956,056) every year.
But CA school report cards have obscured this data, reporting the same district-wide average for every single school : But CA school report cards have obscured this data, reporting the same district-wide average for every single school
And disparities aren’t just between schools. We need data to understand what’s happening inside of schools : And disparities aren’t just between schools. We need data to understand what’s happening inside of schools We know we lose a lot of students in 9th grade. Speculation says this is about “poor preparation” and “difficult transitions?”
One Colorado High School: Student/Teacher Ratio by Grade : One Colorado High School: Student/Teacher Ratio by Grade Source: Jovenes Unidos & Padres Unidos; March, 2004.
Same Colorado High School: Counselor Deployment by Grade : Same Colorado High School: Counselor Deployment by Grade Source: Jovenes Unidos and Padres Unidos; March, 2004
Students in Low Track Classes Are More Often Taught by Underqualified Teachers : Students in Low Track Classes Are More Often Taught by Underqualified Teachers Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37
If we truly value student success as the goal of public education, we need more and better data: - to understand the extent of the problems; - address gaps in opportunities; - identify the high performers; - and learn from experience about what’s working and what still needs to change. : If we truly value student success as the goal of public education, we need more and better data: - to understand the extent of the problems; - address gaps in opportunities; - identify the high performers; - and learn from experience about what’s working and what still needs to change.
Slide54 :
The Education Trust
www.edtrust.org
202-293-1217
For more information: