Improving Achievement and Closing Gaps: Lessons From Schools and Districts On The Performance Frontier

IMPROVING ACHIEVEMENT AND CLOSING GAPS: Lessons from Schools and Districts on the Performance Frontier
Baltimore County Public Schools Timonium, MD March, 2013
2013 THE EDUCATION TRUST
America: Two Enduring Stories
2013 THE EDUCATION TRUST 2012 THE EDUCATION TRUST
1. Land of Opportunity:
Work hard, and you can become anything you want to be.
2. Generational Advancement:
Through hard work, each generation of parents can assure a better life and better education for their children.
Powerful narratives.
No longer true.
Within the U.S., income inequality has been rising.
Earnings among the lowest income families have declined, even amid big increases at the top.
80%
Percent Growth in Mean Family Income Constant Dollars, 1980-2010
60%
40%
78%
51%
20%
25%
0%
5% -7%
14%
-20%
Lowest 20%
Second 20%
Third 20%
Fourth 20%
Top 20%
Top 5%
Source: The College Board, Trends in College Pricing 2011 (New York: College Board, 2010), Figure 16A.
Instead of being the most equal, the U.S. has the third highest income inequality among OECD nations.
1.00
0.90
0.80
Gini Coefficient
0.70
United States
0.60
0.50 0.40 0.30 0.20 0.10 0.00
Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
2012 2013 THE THE EDUCATION EDUCATION TRUST TRUST
Not just wages, but mobility as well.
Up until about 1980, we were getting ever better as a country at delivering on the promise of opportunity for all...
US intergenerational mobility was getting better until 1980, but gotten much worse since
0.6 Earnings Elasticity
The falling elasticity meant increased economic mobility until 1980. Since then, the elasticity has risen and mobility has slowed
0.4 0.58 0.2 0.4 0.46
0.35
0.34
0.33
0 1950 1960 1970 1980 1990 2000
Aaronson and Mazumder. Intergenerational Economic Mobility in the U.S.. 1940-2000. Federal Reserve Bank of Chicago WP 2005-12: Dec. 2005.
2011 THEEDUCATION EDUCATION TRUST 2013 THE TRUST
Now, instead of being the land of opportunity, the US has one of lowest rates of intergenerational mobility
Cross-country examples of the link between father and son wages
0.6 Earnings Elasticity
0.4 0.5 0.2
0.47
0.41 0.32
0.27
0.19
0.18
0.17
0.15
0 UK US France Germany Sweden Canada Finland Norway Denmark
Hertz, Tom. Understanding Mobility in America. Center for American Progress: 2006.
At macro level, better and more equal education is not the only thing we have to do to improve opportunity and mobility in America.
But at the individual level, it really is.
n/a
What schools and colleges do, in other words, is hugely important to our economy, our democracy, and our society.
So, how are we doing?
First, some good news.

After more than a decade of fairly flat achievement and stagnant or growing gaps in K-12, we appear to be turning the corner with our elementary students.
Fourth-Grade Reading: NAEP LTT Record performance with gap narrowing

9-Year Olds NAEP Reading
250 240 230
Average Scale Score
220 210 200 190 180 170 160 150
African American
Latino
White
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008
*Denotes previous assessment format Source: NAEP 2008 Trends in Academic Progress, NCES
Fourth-Grade Math: NAEP LTT Record performance with gap narrowing

9-Year Olds NAEP Math
250
240 230
Average Scale Score
220 210 200 190 180 170 160 150
African American
Latino 2004
White 2008
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999*

Looked at differently (and on the other NAEP exam)
1996 NAEP Grade 4 Math

By Race/Ethnicity Nation
100% 90% 80%
3% 24%
7% 26% 32%
Percentage of Students
70% 60% 50% 40% 30% 20% 10% 0%
49% 73% 61% 26%
Proficient/Advanced
Basic
Below Basic
African American
Latino
White
NAEP Data Explorer, NCES
2011 NAEP Grade 4 Math

By Race/Ethnicity Nation
100% 90% 80%
17%
24% 52%
70% 60% 50% 40% 30% 20% 10% 0%
49% 48%
Proficient/Advanced
Basic
Below Basic
39% 34% 28% 9%
African American
Source: NAEP Data Explorer, NCES
Latino
White
More low-income students are performing at higher levels today than in 1996.
Lower Income Students Grade 4 NAEP Math
100% 90% 80%
7% 24% 33%
70% 60% 50% 40% 30% 20% 10% 0%
48%
Proficient/Advanced Basic Below Basic
60% 27%
1996
2011
Middle grades are up, too.
8th Grade Reading: Some improvement and gap closing

National Public Grade 8 NAEP Reading
300 290 280
Average Scale Score
270
260 250 240 230 220 210 200
272 265 247 238 236 253 251 248 African American Latino White American Indian/Alaska Native 1992* 1994* 1998 2002 2003 2005 2007 2009 2011
*Accommodations not permitted
NAEP Data Explorer, NCES (Proficient Scale Score = 281)
8th Grade Math: Especially over the last decade, all groups have steadily improved and gaps have narrowed
National Public Grade 8 NAEP Math
310
300 290
293
Average Scale Score
280
269
270 260 250 240 230 220 210
269 263 266 262 African American
245
236
Latino White American Indian/Alaska Native
1990*
1992*
1996
2000
2003
2005
2007
2009
2011
*Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)
Clearly, much more remains to be done in elementary and middle school.

Too many students still enter high school way behind.
But at least we have some traction on elementary and middle school problems.
The same is NOT true of our high schools.
Achievement is flat in reading.

17-Year-Olds Overall - NAEP
340 330 320
Average Scale Score
310 300 290 280 270 260 250 240
1984
1988
1990
1992
1994
1996
1999
2004
2008
Source: NAEP Long-Term Trends, NCES (2004)
Math achievement is flat over time.

17-Year-Olds Overall - NAEP
350 340 330
Average Scale Score
320 310 300 290 280 270 260 250
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999*

* Denotes previous assessment format Source: National Center for Education Statistics, NAEP 2008 Trends in Academic Progress
2004
2008
And gaps between groups are mostly wider today than in the late 80s and early 90s.
12th-Grade Reading: No progress, gaps wider than 1988

17-Year-Olds NAEP Reading
320 310 300
Average Scale Score
290 280 270 260 250 240 230 220
African American
Latino
White 2008
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004
12th-Grade Math: Results mostly flat, gaps same or widening

17 Year Olds NAEP Math
340 330 320
Average Scale Score
310 300 290 280 270 260 250 240
African American
Latino
White
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999*

2004
2008
Moreover, no matter how you cut the data, our students arent doing well compared with their peers in other countries.
Of 34 OECD countries, the U.S. ranks 12th in reading literacy.

550
2009 PISA - Reading U.S.A. OECD
Average Scale Score
500
450
400
350
300
Higher than U.S. average

Source: Highlights from PISA 2009, NCES, 2010
Not measurably different from U.S. average
Lower than U.S. average
Of 34 OECD countries, the U.S. ranks 17th in science.

600
2009 PISA - Science U.S.A. OECD
Average scale score
550
500
450
400
350

Of 34 OECD countries, the U.S. ranks 25th in math.

600
2009 PISA - Math
Average scale score
550
OECD
U.S.A.
500
450
400
350

Only place we rank high?
Inequality.
Among OECD countries, the U.S. has the fourth largest science gap between high-SES and low-SES students.
2006 PISA - Science
600
U.S.A.
OECD
Gap in Average Scale Score
550
500
450
400
350
Source: PISA 2006 Results, OECD, table 4.8b
Among OECD countries, the U.S. has the fifth largest reading gap between high-SES and low-SES students.
2009 PISA Reading
600
U.S.A.
OECD
550 Gap in Average Scale Score
500
450
400
350
Source: PISA 2009 Results, OECD, Table II.3.1
Gaps in achievement 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?
By giving students who arrive with less, less in school, too.
Some of these lesses are a result of choices that policymakers make.
Funding Gaps Between States

Gap $2,278 per student $2,330 per student
High-Poverty versus Low-Poverty States High-Minority versus Low-Minority States
Funding Gaps Within States: National inequities in state and local revenue per student
Gap $773 per student $1,122 per student
High-Poverty versus Low-Poverty Districts High-Minority versus Low-Minority Districts
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
In truth, though, some of the most devastating lesses are a function of choices that educators make.
Choices we make about what to expect of whom.....
Students in poor schools receive As for work that would earn Cs in affluent schools.
100 87
Seventh-Grade Math
Percentile - CTBS4
56 35 34 41 22 21 11 0 A B Grades C D
Low-poverty schools
High-poverty schools
Source: Prospects (ABT Associates, 1993), in Prospects: Final Report on Student Outcomes, PES, DOE, 1997.
Students of color are underrepresented in gifted and talented programs.

Percentage of students
100%
5%
10% Asian 62% White Latino African American
80%
49%
60%
40%
25%
20%
16%
19% 10%
0%
Overall Enrollment
Gifted and Talented Enrollment
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection
Choices we make about what to teach whom
Even African-American students with high math performance in fifth grade are unlikely to be placed in algebra in eighth grade
Percentage of students who were in the top two quintiles of math performance in fifth grade and in algebra in eighth grade
100%
94%
80%
68%
60%
63%
40%
35%
20%
0%
African American
Latino
White
Asian
Source: NCES, Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) (2010).
Students of color are less likely to attend high schools that offer physics.
Percent of schools offering Physics
100
80
66 60 40 20 0 High schools with the highest African-American and Latino enrollment High schools with the lowest African-American and Latino enrollment 40
Source: U.S. Department of Education Office of Civil Rights, Civil Rights Data Collection, March 2012
Students of color are less likely to attend high schools that offer calculus.
Percent of Schools Offering Calculus
Schools with the Fewest Black and Latino Students
55%
Schools with the Most Black and Latino Students
29%
0%
10%
20%
30%
40%
50%
60%
Source: U.S. Department of Education Office for Civil Rights , Civil Rights Data Collection
And choices we make about who teaches whom
Students at high-minority schools more likely to be taught by novice* teachers.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer experience.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Math classes at high-poverty, high-minority secondary schools are more likely to be taught by out-of-field* teachers.
Percent of Class Taught by Teachers With Neither Certification nor Major
30% 25% 22%
High Low
11%
13%
0% Poverty Minority
Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S. Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
Tennessee: High-poverty/high-minority schools have fewer of the most effective teachers and more least effective teachers.
25
Percent of Teachers
23.8% 21.3%
20 15 10 5
17.6%
16%
Most Effective Teachers
Least Effective Teachers
0 High-poverty/highminority schools Low-poverty/low-minority schools
Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority. Source: Tennessee Department of Education 2007. Tennessees Most Effective Teachers: Are they assigned to the schools that need them most? http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.
Los Angeles: Black, Latino students have fewer highly effective teachers, more weak ones.
Latino and black students are:
READING/LANGUAGE ARTS
as
likely to get highly effective teachers
3X as
likely to get loweffectiveness teachers
Source: Education TrustWest, Learning Denied, 2012.
The results are devastating.

Kids who come in a little behind, leave a lot behind.
African-American and Latino 17-year-olds do math at the same levels as white 13-year-olds.
100%
Percent of Students 0% 200 250 300 350
Average Scale Score

White 13-Year-Olds African-American 17-Year-Olds Latino 17-Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
African-American and Latino 17-year-olds read at the same levels as white 13-year-olds.
100%
Percent of Students 0% 150 200 250 300 350
Average Scale Score

White 13-Year-Olds African-American 17-Year-Olds Latino 17-Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
And these are the students who remain in school through 12th grade.
Students of color are less likely to graduate from high school on time.
Class of 2009
100%
Averaged Freshman Graduation Rate
92% 82%
80%
64%
60%
66%
65%
40%
20%
0%
African American
Latino
White
Asian
Native American
Source: National Center for Education Statistics, Public School Graduates and Dropouts from the Common Core of Data: School Year 200 8-09 (2011).
Add it all up and throw in college entry and completion rates, and
Different groups of young Americans obtain degrees at very different rates.
Whites attain bachelors degrees at twice the rate of blacks and three times the rate of Hispanics.
Bachelors Degree Attainment of Young Adults (25-29-year-olds), 2011
2x
39% 20%
White African American
3x
13%
Latino
Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.
Young people from high-income families earn bachelors degrees at seven times the rate of those from 90% low-income families.
Bachelors Degree attainment by Age 24
80%
70%
60% 50% 40% 30% 20% 10%
7x
11%
2010
79%
0%
Lowest Income Quartile
Highest Income Quartile
Source: Postsecondary Education Opportunity, Bachelors Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.
These rates threaten the health of our democracy.

But even for those who dont care much about that, the rates are particularly worrisome, given which groups are growing and which arent.
Changing demographics demand greater focus on underrepresented populations.

Population Increase, Ages 024, (in thousands)
31,337
Percentage Increase, Ages 024

137% African American Asian Latino 50% Native American White -9%
96%
2,312
4,431 669
15%
-5,516
Closing racial gaps in degree attainment will create more than half the degrees necessary to raise America to first in the world in degree attainment.
Note: Projected Population Growth, Ages 024, 2010-2050 Source: National Population Projections, U.S. Census Bureau. Released 2008; NCHEMS, Adding It Up, 2007.
Though no longer #1, were still relatively strong in overall educational attainment
Percentage of residents aged 25-64 with a postsecondary degree
100%
80%
United States OECD Average
60%
40%
20%
0%
Note: Adults with a postsecondary degree include those who have completed either a tertiary-type B program (programs that last for at least two years, are skill-based, and prepare students for direct entry into the labor market) or a tertiary-type A program (programs that last at least three, but usually four, years, are largely theory-based, and provide qualifications for entry into highly-skilled professions or advanced research programs) Organisation for Economic Co-operation and Development, Education at a Glance 2011 (2011)
But our world standing drops to 15th for younger adults

Percentage of residents aged 25-34 with a postsecondary degree
100%
80% United States 60% OECD Average
40%
20%
0%
Were near the bottom in intergenerational progress

Difference in percentage of residents aged 45-54 and those aged 25-34 with a postsecondary degree
100%
80%
60%
OECD Average United States 20%
40%
0%
What Can We Do?

A lot of Americansincluding a lot of educatorsdont think there is anything we CAN do.
What we hear many say:

Theyre poor. Their parents dont care. They come to school without breakfast. They dont have enough books. They dont have enough parents.
But if theres truly nothing that we can do, why are low-income students and students of color performing so much higher in some schools?
Mary McLeod Bethune Elementary School

New Orleans, Louisiana
341 students in grades PK 6

97% African American
88% Low Income
Note: Enrollment and demographic data are from 2009-2010 Source: Louisiana Department of Education
Big Gains at Bethune Elementary

Students Overall Grade 5 Math
100%
Percentage Basic or Above
80%
75% 67% 59% 41% Bethune Louisiana
60%
40%
20%
0%
2007
Source: Louisiana Department of Education
2011
2012 2013 THE EDUCATION TRUST
Exceeding State Averages at Bethune Elementary

African-American Students All Grades (2009)
100%
86% Percentage Basic or Above

80%
90%
60%
58% 52% Bethune Louisiana
40%
20%
0%
English Language Arts

Sourc Louisiana Department of Education e:
Math
Outperforming the State at Bethune Elementary

Students Overall Grade 5 Social Studies (2011)
100% 90% 80%
4% 19% 15%
70% 60% 50% 40% 30% 20% 10% 0%
44%
Advanced
46%
Mastery Basic Approaching Basic Unsatisfactory
28% 6% 3%
20% 14%
Bethune
Source: Source:Louisiana Department of Education
Louisiana
Halle Hewetson Elementary School

Las Vegas, NV
962 students in grades PK 5

85% Latino 7% African American
100% Low Income 71% Limited English Proficient

Note: Data are for 2010-2011 school year Source: Nevada Department of Education
Big Improvement at Halle Hewetson Elementary

Latino Students Grade 3 Reading
100%
Percentage Meets Standards and Above
80%
78%
60%
50%
40%
Hewetson Nevada
26%
20%
7%
0%
2004
Source: Nevada Department of Education
2010
Exceeding Standards at Halle Hewetson Elementary

Low-Income Students Grade 3 Math (2011)
100%
29%
80%
63%
60%
33%
40%
Exceeds Standards Meets Standards Approaches Standards Emergent/Developing
20%
28% 6% 4%
25%
14%
0%
Halle Hewetson
Source: Nevada Department of Education
Nevada
Elmont Memorial Junior-Senior High

Elmont, New York
1,895 students in grades 7-12

77% African American 13% Latino
25% Low-Income
Source: New York Department of Education
Outperforming the State at Elmont

Secondary-Level English (2010)
100%
95%
96%
93%
Percentage Meeting Standards or Above
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
79%
73% 67%
Elmont New York
All Students
New York State Department of Education
African American Students
Low-Income Students
Improvement and High Performance at Elmont Memorial Junior-Senior High

African-American Students Secondary-Level Math
100%
93%
96%
93%
93%
96%
Percentage Meeting Standards or Above
90%
85%
80%
70% 60% 50% 40% 30% 20% 10% 0%
46%
51%
55%
57%
61%
64%
Elmont New York
2005
2006
2007
2008
2009
2010
New York State Department of Education
High Graduation Rates at Elmont Memorial High School

Class of 2010
Percentage of 2006 Freshmen Graduating in Four Years
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
96% 73%
98% 89%
99%
95% 80% 64%
58%
57%
Elmont New York
Overall
African American
Latino
Economically Not Disadvantaged Economically Disadvantaged
Source: New York State Department of Education
Available from Harvard Education Press and amazon.com
Some districts
DC, Boston, and Charlotte showed the most improvement for Latino students between 2003 and 2011
Latino Students NAEP TUDA Grade 4 Reading
District of Columbia (DCPS)
17
Boston
13
Charlotte
10
National Public
6
0 5 10 15 20
Change in Mean Scale Score, 2003-2011

Note: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations . Source: NCES, NAEP Data Explorer
African-American students in Atlanta and Boston improved at twice the rate of their counterparts nationally
African-American Students NAEP TUDA Grade 8 Math
Boston
21
Atlanta
21
Chicago
15
National Public
10
0 5 10 15 20 25
Change in Mean Scale Score, 2003-2011

Note: Chart includes only districts that participated in, and had members of this specific subgroup, in both the 2003 and 2011 NAEP TUDA administrations . Source: NCES, NAEP Data Explorer
Bottom line: At every level of education, some getting much better results than others.
There is no question that the kids can do this, the questions are about us.
Baltimore County Public Schools
Rising proficiency rates in Baltimore County

Students Overall MSA Grade 4 Reading
100% 90%
Percent proficient or advanced
80% 70%
87%
89%
91%
93%
60%
50% 40% 30% 20% 10% 0%
2009
2010
2011
2012
Source: 2012 Maryland Report Card , http://mdreportcard.org/MsaTrends.aspx?PV=1:4:03:AAAA:2:N:0:13:1:2:1:1:1:1:3.
Flat math performance in Baltimore County

Students Overall MSA Grade 8 Math
100% 90%
80% 70%
82%
81%
84%
82%
60%
50% 40% 30% 20% 10% 0%
2009
2010
2011
2012
Proficiency in algebra rose slightly since 2008

Students Overall HSA Algebra
100% 90%
80% 70%
83%
85%
85%
85%
86%
60%
50% 40% 30% 20% 10% 0%
2008
2009
2010
2011
2012
Small gains in English proficiency since 2008

Students Overall HSA English
100% 90%
80% 70%
80%
84%
84%
85%
85%
60%
50% 40% 30% 20% 10% 0%
2008
2009
2010
2011
2012
But gaps persist. (Keep your eyes on the green: best estimate of proficiency rates post Common Core)
Students of color half as likely as white students to score at advanced level in reading
MSA - Grade 4 Reading (2012)
100% 90% 80%
22% 52%
28% 53%
Percent of students
70% 60% 50%
Advanced
66% 61% 43%
Proficient Basic
40% 30% 20% 10% 0%
45%
4%
12%
11%
3%
White
African-American
Latino
Asian
Source: 2012 Maryland Report Card , http://mdreportcard.org/MsaResults.aspx?PV=1:4:03:AAAA:2:N:6:13:1:1:0:1:1:1:3.
Low-income students far less likely to have advanced reading skills in BCPS
MSA Grade 4 Reading (2012)
100% 90% 80%
22% 53%
Percent of students
70% 60% 50% 40% 30%
Advanced
67%
Proficient Basic
43%
20% 10%
11%
0%
4%
Low Income
Not Low Income

Half of BCPSs African-American students score at the basic level in math, only one in 7 scores at Advanced
MSA - Grade 8 Math (2012)
100% 90% 80%
13% 25% 43% 38% 39% 63%
Percent of students
70% 60% 50% 40% 30% 20% 10% 0%
Advanced Proficient Basic
38% 49% 36% 20% 9% 28%
White
African-American
Latino
Asian
Low-income students 2.5 times as likely to be at the basic level in math

MSA - Grade 8 Math (2012)
100% 90% 80%
14% 44% 40%
Percent of students
70% 60% 50% 40% 30% 20% 10% 0%
Advanced Proficient
35% 46% 20%
Basic
Low Income
Not Low Income

One in eight African-American students and one in six Latinos performs at the advanced level in HSA Algebra (2012) Algebra
100% 90% 80%
12% 37%
16% 50%
Percent of students
70% 60%
67%
50% 40%
Advanced
71%
Proficient Basic
46%
55%
30% 20% 10% 0%
22%
8%
13%
4%
White
African-American
Latino
Asian
Source: 2012 Maryland Report Card , http://mdreportcard.org/MsaHighResults.aspx?PV=45:12:03:AAAA:1:N:6:13:2:1:0:1:1:1:3.
Low-income students less than half as likely to perform at advanced level in algebra
HSA Algebra (2012)
100% 90% 80%
14% 32%
Percent of students
70% 60% 50% 40% 30% 20% 10% 0%
68% 56%
19%
11%
Low Income
Not Low Income

Students of color far less likely to score at the advanced level in English
HSA English (2012)
100% 90% 80%
12% 38%
17% 39%
Percent of students
70% 60% 50% 40% 30% 20% 10%
67% 69% 53% 51%
21% 10%
13%
10%
0%
White
African-American
Latino
Asian
Low-income high school students twice as likely to score at basic level in English
HSA English (2012)
100% 90% 80%
13%
33%
Percent of students
70% 60% 50% 40% 30% 20% 10% 0%
67% 56%
21%
11%
Low Income
Not Low Income

Gaps in graduation rates, coursetaking, and college-going in Baltimore County
Most Baltimore County students graduate on time

Adjusted Cohort Graduation Rate (Class of 2012)
100%
84%
80%
Graduation rate
60%
40%
20%
0%
Source: 2012 Maryland Report Card, http://mdreportcard.org/CohortGradRate.aspx?PV=160:12:03:XXXX:1:N:0:13:1:1:0:1:1:1:3.
Students of color less likely to graduate on time

100%

92% 86% 81%
Graduation Rate
80%
73%
60%
40%
20%
0%
White
African-American
Latino
Asian
Source: 2012 Maryland Report Card , http://mdreportcard.org/CohortGradRate.aspx?PV=160:12:03:XXXX:1:N:6:13:1:1:0:1:1:1:3&SORT=2.
Low-income students less likely to graduate on time

100%

87% 77%
80%
Graduation Rate
60%
40%
20%
0%
Low-Income
Higher Income
Source: 2012 Maryland Report Card , http://mdreportcard.org/CohortGradRate.aspx?PV=160:12:03:XXXX:1:N:0:5:1:1:0:1:1:1:3&SORT=2.
Nearly 9 in 10 graduates meet course requirements for admissions to state university system, but few students complete a rigorous high school program.
100%
Class of 2012
72%
80%
Percent of graduates
60%
40%
20%
15% 8%
20%
0%
University System of Career and technology Both University and Maryland course education program career/technology requirements requirements requirements
Rigorous high school program indicators
Note: Rigorous high school program category may overlap with other categories Source: 2012 Maryland Report Card, http://mdreportcard.org/HighSchoolCompletion.aspx?PV=38:12:03:AAAA:1:N:0:13:1:1:0:1:1:1:3.
Wide gaps in rigorous program completion between lowincome and higher income graduates
100%
Class of 2012
FARMS 74% 68% Non-FARMS
Percent of graduates
80%
60%
40%
27%
20%
11%
15% 6%
15% 7%
0%
University System of Career and technology Both University and Maryland course education program career/technology requirements requirements requirements
Note: Rigorous high school program category may overlap with other categories Source: 2012 Maryland Report Card, http://mdreportcard.org/HighSchoolCompletion.aspx?PV=38:12:03:AAAA:3:N:0:5:1:2:1:1:1:2:3.
Rigorous high school program indicators
Rising college enrollment for all groups of BCPS graduates

Immediate College Enrollment of BCPS Graduates
Percent of Graduates Immediately Enrolling in College
100%
80%
59%
60%
66% 58% 46%
45%
40%
40%
20%
0%
2003
2004
2005
2006
2007 Latino
2008 White
2009
2010
African American
Source: Baltimore County Public Schools, Results of Student Tracker Study from the National Student Clearinghouse 2010 Data Summary.
Despite improvements, students of color less likely to enroll in college in the fall following high school graduation
100%
College Enrollment of BCPS Graduates (Class of 2010)
Percent immediately enrolling in college
80%
75% 66%
60%
58% 46%
40%
20%
0%
White
African-American
Latino
Asian
Source: Baltimore County Public Schools, Results of Student Tracker Study from the National Student Clearinghouse 2010 Data Summary.
What Do We Know About How To Accelerate Success?

What do the high performers do?
#1. They focus on what they can do, rather than what they cant.
Some of our children live in pretty dire circumstances. But we cant dwell on that, because we cant 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

When asked what can be done to solve the achievement problem, some adults just point out the schoolhouse window. But were not look out the window educators here: were look in the mirror folks. --Adelaide Flamer DCPS
#2. They dont leave anything about teaching and learning to chance.
An awful lot of our teacherseven brand new onesare left to figure out on their own what to teach and what constitutes good enough work.
What does this do? Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to teach itand to what level.
A Work in Poor Schools Would Earn Cs in Affluent Schools

100 87
Seventh Grade Math
Percentile - CTBS4
56 35 34 41 22 21 11 0 A B Grades C D
Low-poverty schools
High-poverty schools
Source: Prospects (ABT Associates, 1993), in Prospects: Final Report on Student Outcomes, PES, DOE, 1997.
Students can do no better than the assignments they are given...
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 characters conflict with society is important.

Write a composition of at least 4 paragraphs on Martin Luther Kings most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.

Essay on Anne Frank Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.
Source: Unnamed school district in California, 2002-03 school year.

My Best Friend: A chore I hate: A car I want: My heartthrob:
Source: Unnamed school district in California, 2002-03 school year.
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 regularly to measure progress; and, Dont leave student supports to chance.
In other words, they strive for consistency in everything they do.

And they bring that consistency to school discipline, as well.
#3. They set their goals high.
Elementary Version
M. Hall Stanton Elementary: Percent of 5th Graders ADVANCED

45 40 35 30 25 20 15 10 5 0 42 30 Reading Math
1 2001
1 2005
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
Education Trust 2005 study, Gaining Traction, Gaining Ground.
And the leaders dont think about closing the achievement gap only as bringing the bottom up.
African American and Latino students are not making gains at the advanced level at the same rate as white students
NAEP Grade 8 Math
14% 12%
Percent at Advanced
10% 8% 6% 4% 2% 0% 0% 2% 1% 0% 0% 0% 1% 1% 1% 1% 6% 5%
10% 9% 7% 7%
African American Latino White
2% 1%
1996
2000
2003
2005
2007
2009
High performers dont just set stretch goals, they use data pervasively to chart progress, spot problems.
#4. Principals are hugely important, ever present, but NOT the only leaders in the school
Elmont Memorial Junior-Senior High School
How does this come about?

A lot is simply about communication.
Phi Delta Kappan, December, 2011
Source:
Source:
We do have some problems still. And you all know what they are: our subgroup populations.
We need to raise our test scores or the state/feds are going to come down on us.
Source:
Source:
There is a place of incredible possibilities within the neighborhoods of these socalled disadvantaged childrentheir free public schools. And inside those schools, there are educators (us) who have the power and the privilege to develop in our children perhaps the most powerful resource of all the mind. --Molly Bensinger-Lacy
Source:
#5. 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
2013 THE EDUCATION TRUST Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement , 1997.
DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT FOR LARGE DIFFERENCES IN STUDENT LEARNING

The distribution of value-added scores for ELA teachers in LAUSD
ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING

CST math proficiency trends for second-graders at Below Basic or Far Below Basic in 2007 who subsequently had three consecutive high or low value-added teachers
So, there are VERY BIG differences among our teachers.
BUT
We pretend that there arent.
The Widget Effect

When it comes to measuring instructional performance,
current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.
The New Teacher Project, 2009
Source:
So, we paper over the differences among our teachers ANDwe continue to assign our weakest to the kids who need the strongest.
Math Classes at High-Poverty and High- Minority Schools More Likely to be Taught by Out of Field* Teachers
Note: High Poverty school-75% 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-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students. *Teachers with neither certification nor major. Data for secondary-level core academic classes (Math, Science, Social Studies, English) across USA. 2013 THE EDUCATION TRUST Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Students at High-Minority Schools More Likely to Be Taught By Novice* Teachers
Note: High minority school-75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander. Low-minority school -10% or fewer of the students are non-White students.
*Novice teachers are those with three years or fewer experience. 2013 THE EDUCATION TRUST Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Tennessee: High poverty/high minority schools have fewer of the most effective teachers and more least effective teachers
Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.
Source: Tennessee Department of Education 2007. Tennessees Most Effective Teachers: Are they assigned to the schools that need t hem 2013 THE EDUCATION TRUST most? http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf
Los Angeles: LOW-INCOME STUDENTS LESS LIKELY TO HAVE HIGH VALUE-ADDED TEACHERS
ELA
A low-income student is more than twice as likely to have a low value-added teacher for ELA A student from a relatively more affluent background is 62% more likely to get a high value-added ELA teacher.
MATH
In math, a student from a relatively more affluent background is 39% more likely to get a high valueadded math teacher. A lowincome student is 66% more likely to have a low valueadded teacher.
Low-Achieving Students are More Likely to be Assigned to Ineffective Teachers than Effective Teachers
Source: Sitha Babu and Robert Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of 2013 THE EDUCATION TRUST Teacher Effects on Student Achievement in a State Assessment Program, AERA Annual Meeting, 2003.
High performing schools and districts

Work hard to attract and hold good teachers; Give teachers honest feedback and support to improve; Make sure that their best are assigned to the students who most need them; and, Chase out teachers who are not good enough for their kids.
All in all, not a very long list.

Mostly just common sense.
Download this presentation and register for the Education Trust national conference. Ordinary People, Extraordinary Results. October 24-25, Baltimore, MD. www.edtrust.org
Washington, D.C. 202/293-1217
Royal Oak, MI 734/619-8009
Oakland, CA 510/465-6444

Improving Achievement and Closing Gaps: Lessons From Schools and Districts On The Performance Frontier

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IMPROVING ACHIEVEMENT AND CLOSING GAPS: Lessons from Schools and Districts on the Performance Frontier

Baltimore County Public Schools Timonium, MD March, 2013

2013 THE EDUCATION TRUST

America: Two Enduring Stories

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Within the U.S., income inequality has been rising.

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Percent Growth in Mean Family Income Constant Dollars, 1980-2010

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Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011

2012 2013 THE THE EDUCATION EDUCATION TRUST TRUST

Not just wages, but mobility as well.

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0.4 0.58 0.2 0.4 0.46

0 1950 1960 1970 1980 1990 2000

2011 THEEDUCATION EDUCATION TRUST 2013 THE TRUST

0.4 0.5 0.2

0 UK US France Germany Sweden Canada Finland Norway Denmark

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So, how are we doing?

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First, some good news.

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Fourth-Grade Reading: NAEP LTT Record performance with gap narrowing

Average Scale Score

220 210 200 190 180 170 160 150

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Fourth-Grade Math: NAEP LTT Record performance with gap narrowing

Average Scale Score

220 210 200 190 180 170 160 150

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999*

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Looked at differently (and on the other NAEP exam)

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1996 NAEP Grade 4 Math

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

49% 73% 61% 26%

NAEP Data Explorer, NCES

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2011 NAEP Grade 4 Math

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

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

Proficient/Advanced Basic Below Basic

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Middle grades are up, too.

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8th Grade Reading: Some improvement and gap closing

Average Scale Score

*Accommodations not permitted

NAEP Data Explorer, NCES (Proficient Scale Score = 281)

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Average Scale Score

269 263 266 262 African American

Latino White American Indian/Alaska Native

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