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IMPROVING ACHIEVEMENT AND CLOSING GAPS, Pre-K Through College

IMPROVING ACHIEVEMENT AND CLOSING GAPS, Pre-K Through College. Connecticut State University System Hartford, CT October, 2006. 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.

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IMPROVING ACHIEVEMENT AND CLOSING GAPS, Pre-K Through College

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  1. IMPROVING ACHIEVEMENT AND CLOSING GAPS, Pre-K Through College Connecticut State University System Hartford, CT October, 2006

  2. 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.

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

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

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

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

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

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

  9. NAEP Reading, 13 Year-Olds Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  10. NAEP Math, 13 Year-Olds:Increases and Record Performance for All Groups Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

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

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

  13. 2005 NAEP Grade 8 ReadingAll Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  14. 2005 NAEP Grade 8 Readingby Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  15. 2005 NAEP Grade 8 Readingby Family Income, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  16. 2005 NAEP Grade 8 MathAll Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  17. 2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  18. 2005 NAEP Grade 8 Mathby Family Income, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

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

  20. The Same is NOTTrue of High School

  21. High School

  22. Age 17: Math and Science NAEP Long-Term Trends Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress.

  23. Age 17: Reading and Writing NAEP Long-Term Trends Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress.

  24. Gaps between groups wider today than in 1990

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

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

  27. How much learning takes place at each level?

  28. Students Make More Growth Grade 5 to 8 than Grade 9 to 12

  29. Academic GrowthAges 9-13, 13-17 Note: Scale score gains represent the difference between the scale scores of 13-year-olds in 1996 and 9-year-olds in 1992. Source: NCES, 1999. Trends in Academic Progress. Data from Long-Term Trend NAEP

  30. Value Added in High School Declined During the Nineties

  31. Value Added Declining in High School Math... Scale Score Growth, From Age 13 to Age 17 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. Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP

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

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

  34. Not just a pattern on NAEP.State assessments show similar trends.

  35. Hormones?

  36. Students in Other Countries Gain far More in Secondary School TIMSS

  37. PISA

  38. 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

  39. 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/

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

  41. 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/

  42. 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/

  43. U.S. Ranks 23rd out of 29OECD 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/

  44. Problems not limited to math, either.

  45. 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

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

  47. One measure on which we rank high?Inequality!

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

  49. 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.

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

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