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Working Together to Improve Student Achievement and Close Gaps----

Working Together to Improve Student Achievement and Close Gaps---- Oregon’s Superintendents’ Summer Institute. 2006 Superintendents’ Summer Institute: “Strategies for Student Success”. State Department of Education Portland, Oregon August 7, 2006 .

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Working Together to Improve Student Achievement and Close Gaps----

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  1. Working Together to Improve Student Achievement and Close Gaps---- Oregon’s Superintendents’ Summer Institute

  2. 2006 Superintendents’ Summer Institute: “Strategies for Student Success” State Department of Education Portland, Oregon August 7, 2006

  3. 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.

  4. 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

  5. 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

  6. 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

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

  8. 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

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

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

  11. 2005 NAEP Grade 8 MathAll Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  12. 2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

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

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

  15. The Same is NOTTrue of High School

  16. High School

  17. 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.

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

  19. Gaps between groups wider today than in 1990

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

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

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

  23. Value Added in High School Declined During the Nineties

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

  25. Hormones?

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

  27. 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/

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

  29. 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/

  30. 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/

  31. Problems not limited to math, either.

  32. Let’s Take A Quick Look At Achievement in Oregon

  33. NAEP 4th Grade Reading: All

  34. White 4th graders: NAEP Reading

  35. Low-Income 4th Graders: NAEP READING

  36. NAEP 8th Grade Math: All

  37. Low Income 8th Graders? NAEP MATH

  38. White 8th Graders: NAEP Math

  39. According to the National Assessment of Education Progress (NAEP), only 31% of Oregon’s 4th graders read at the proficient level.

  40. Though state test scores suggest much higher levels of proficiency, they also show large gaps. 2003 Oregon Statewide Assessment (OSA), Grade 5 Reading & Literature Source: The Education Trust * Edwatch Online 2004 * State Summary Report

  41. Similarly, according to NAEP, only 32% of Oregon’s 8th grade students possess proficient level math skills.

  42. Here again, state assessment data show higher scores but large gaps. 2003 Oregon Statewide Assessment (OSA), Grade 8 Math Source: The Education Trust * Edwatch Online 2004 * State Summary Report

  43. Latino students in Oregon score significantly lower than Latino students from other states.

  44. Latino students, in contrast to their White peers, are underrepresented in Advanced Placement courses.

  45. Latino students go to college at rates much lower than their White counterparts.

  46. Statewide, Oregon lags a little behind top states in its college participation rates.

  47. Oregon ranks 12th in the nation for its education funding effort in relation to its per capita income. Source: Kevin Carey, “State Poverty-Based Education Funding: A Survey of Current Programs and Options for Improvement”, Center on Budget and Policy Priorities, November 2002

  48. Oregon spends an above average percent of its per capita income on education funding, ranking 12th in the nation for its effort. Source: Kevin Carey, “State Poverty-Based Education Funding: A Survey of Current Programs and Options for Improvement”, Center on Budget and Policy Priorities, November 2002

  49. Oregon funds its high-poverty districts with more per-student than its low-poverty districts, though not as generously as states like Minnesota and New Jersey. Source: Education Trust calculations based on U.S. Department of Education, school district revenue data for the 2000-2001 school year.

  50. Oregon’s high-minority districts receive $353 more per student than its low-minority districts. That translates into: • $8,825 more for a classroom of 25 each year • $141,200 more for a school of 400 each year Source: Education Trust calculations based on U.S. Department of Education, school district revenue data for the 2000-2001 school year.

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