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Achievement

Achievement. In America 2001. The Education Trust, Inc. Section I: How Many Students Make It Through?. Grad Rates Flat; More Non-Traditional Diplomas. (18-24 Year-Old High School Completers).

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Achievement

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  1. Achievement In America 2001 The Education Trust, Inc.

  2. Section I:How Many Students Make It Through?

  3. Grad Rates Flat; MoreNon-Traditional Diplomas (18-24 Year-Old High School Completers) Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998

  4. Students Graduate From High School At Different Rates, 2000 Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2

  5. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.

  6. Low-Income Students Attend Postsecondary at Lower Rates Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

  7. Fewer African Americans and Latinos Go to College Immediately After High School Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149

  8. Remediation at 4 Year-Colleges Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment.US DOE, OERI, June, 1999.

  9. College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

  10. College Freshmen Graduating Within Six Years (NCAA Division I) Source: 1999 NCAA Division I Graduation Rates Report, p.636

  11. Of Every 100 White Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

  12. Of Every 100 African American Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

  13. Of Every 100 Latino Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

  14. Of Every 100 Asian Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

  15. Of Every 100 Native American Kindergartners: (24 Year-Olds)

  16. College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

  17. Section II:What Do We Know About Student Achievement?

  18. In K-12, Achievement Flat: Between 1970 and 1988, the gap between groups narrowed. Since 1988, the gap has grown or remained the same.

  19. Gap Narrows, Then Widens NAEP Reading Scores, 17 Year-Olds Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

  20. Gap Narrows, Then Widens NAEP Math Scores, 13 Year-Olds Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

  21. Too Few 17 Year-Olds Demonstrate Strong Reading Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

  22. Too Few 17 Year-Olds Demonstrate Strong Math Skills Source: USDOE, NCES, 1999 NAEP Summary Data Tables

  23. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds Source: USDOE, NCES 1999 NAEP Summary Tables online.

  24. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds Source: USDOE, NCES, 1999 NAEP Summary Tables online.

  25. Why?

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

  27. But if they’re right, then why are poor and minority children performing so high in some schools . . .

  28. Wrigley Elementary SchoolKentucky • 78% poverty • 3rd in the state in reading • 6th in the state in writing Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

  29. Mount Royal SchoolBaltimore, MD • 77% Poverty • 99% African American • Highest 5th grade math results in the state (over 93% scoring at satisfactory level) Source: Maryland Department of Education Website.1999 Scores

  30. some districts . . .

  31. All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10 Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.

  32. And some entire states . . .

  33. 4th Grade Math African American Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  34. 4th Grade Math Latino Gains Between 1992 and 1996 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  35. NAEP 4th Grade Reading: U.S. and North Carolina Change in Average Scores From 1992-1998 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  36. Connecticut: Gains in Grade 4 Reading Outpace the Nation, 1994-98 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  37. African Americans in Texas Write as Well or Better Than Whites in 7 States Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  38. What We Hear Students Say:We CAN Learn, But • some teachers don’t know their subjects • counselors underestimate our potential • principals dismiss concerns • curriculum and expectations are low

  39. Section III:What Do We Know About Improving Results?

  40. 1. We Need Clear Goals The Role of Standards

  41. Historically, No Agreement on What Students Should Learn Or What Kind of Work Is Good Enough

  42. These Decisions Left, Often, to Individual Teachers and Schools

  43. What Teenagers Say About School Rigor • Fewer than 3 in 10 think their school is very academically rigorous Source: 1998 Annual Survey for Who’s Who Among American High School Students

  44. ‘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.

  45. Standards Make a Difference

  46. Kentucky Elementary Reading: Top 20 Schools #1: 38% Poverty #2: 0.2% Poverty #3: 78% Poverty Total High Poverty Schools in Top 20: 7 Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

  47. Kentucky Elementary Top 20 Schools • Mathematics: Top 20 Includes 8 High Poverty* Schools • Writing: Top 20 Includes 13 High Poverty* Schools *High Poverty is defined as greater than 40% free and reduced price lunch. Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

  48. 2. All Kids Need a Rigorous Curriculum Matched With Standards

  49. Students Taking a Rigorous Math Curriculum Score Higher Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for EducationalStatistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

  50. Students Who Take Algebra Show Greater Gains in Mathematics Achievement Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early SecondarySchool,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

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