Perspectives on Public Education for Poor Students and Students of Color

1. Perspectives on Public Education for Poor Students and Students of Color Suzanne Adair March 26, 2003 Information provided by the Education Trust

2. The Myth: College isn’t for everyone

3. 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.

4. Even Low Achieving Grads Go On To Postsecondary Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, Condition of Education 1997, p. 64

5. 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

6. 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

7. 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

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

9. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

10. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

11. Why is there an achievement gap?

12. Why?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 . . .

13. 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

14. Within School Effects: • Curriculum/Opportunity • Expectations • Teacher Quality

15. 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 character’s conflict with society is important.

16. Grade 10 Writing Assignment Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.

17. African American and Latino 10th Graders Less Likely to be Enrolled in a College Preparatory Track Source:US Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1998, “First Follow-Up Student Study.” 1998 by The Education Trust, Inc.

18. Low-Income Students Less Likely to be Enrolled in a College Preparatory Track Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992.( p. 36) Washington, DC: US Department of Education, June 1995. 1998 by The Education Trust, Inc.

19. Poor and Minority Students Get More Inexperienced* Teachers *Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles. Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

20. Classes in High Poverty High Schools More Often Taught by Misassigned* Teachers *Teachers who lack a major or minor in the field Source: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

21. 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

22. Why These Factors Matter?

23. Mount Royal Elementary/Middle, Baltimore, MD • 99% African American • 73% Low-Income • Highest Performing in State on the state’s 5th grade Math test. MARYLAND * or tied

24. 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

25. A Rigorous Math Curriculum Improves Scores For All Students Source:National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994 1998 by The Education Trust, Inc.

26. Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “High Schools That Work”, SREB, .

27. 1998 by The Education Trust, Inc.

28. A Strong H.S. Curriculum* Equals Higher College Completion *Completing at least “Algebra II” plus other courses. Source: Adapted from Adelman, Clifford, U.S. Department of Education, “Answers in the Toolbox,” 1999.

29. Role of Future Educators • Analyze and share data • Raise questions about district/school policies • Serve as a voice for all students • Maintain high expectations/encourage students to aim higher