State of Education

1. Closing the Achievement Gap in California 2009 State of Education

2. Who Are Our Students?A Historical PerspectiveCalifornia Students Enrolled in Public Schools California is Educating 2.2 Million More Students, a 54% Increase in 29 Years

3. Total K-12 Enrollment for 1980-81: 4,046,156

4. Total K-12 Enrollment for 1990-91: 4,944,484

5. Total K-12 Enrollment for 2008-09: 6,229,980

6. Different Challenges, Different Needs Special Education 10.8% 9.6% 8.9% That’s an 87.8% increase in 28 years

7. Different Challenges, Different LanguagesEnglish Language Learners 24.7% 15.0% 8.1% That’s a 376% increase in 28 years

8. Different Challenges, Different NeedsStudents Eligible forFree and Reduced-Priced Meals 51% 36% That’s a 78% increase in 18 years

9. Different Challenges, Different NeedsPer Pupil Spending Adjusted for Inflation That’s just a 12% increase in 21 years

10. High Expectations California High School Graduation Requirements High School Exit Exam 1 year Algebra I 3 years English 3 years English 2 years Math 2 years Math* 2 years Science 2 years Science 3 years Social Studies 3 years Social Studies 1 year Fine Arts or Foreign Language 1 year Fine Arts or Foreign Language No State Requirements 2 years Physical Education 2 years Physical Education

11. California’s National Per Pupil Funding Comparison + $2,216 + $5,493 + $2,392 - $10

12. Yet… “There are significant signs of progress in California’s schools, in spite of the tremendous challenges they face.” -- Jennifer Imazeki Professor of Economics San Diego State University 2008 PACE Policy Brief

13. California’s 10-Year-Road to High Standards, Assessments, Accountability World class standards for every subject, grade: • Testing, teacher professional development, accountability linked to standards • Highlights achievement gap, uses data to drive decisions, focus resources Keys to successful reform: • Hold all students to same high standards • Measure progress • Target resources • Support teachers

14. English Language ArtsPercentage of Students Scoring At or Above Proficient That’s a 31% increase in 6 years

15. Elementary School LevelAcademic Performance Index (API)Range of API Scores for Each Decile Rank

16. Closing the Achievement Gap Yet, an achievement gap exists between our white students and students of color, as well as gaps with our English learners, poor students, and students with disabilities. In California, the achievement gap represents a majority of students. Closing the gap will improve the lives and futures of our students and secure the future for our state.

18. African American & Latino 7th Graders Read at About the Level of White 3rd Graders CAT/6 2008 Source: California Department of Education, 2008

19. Relative to other countries, black and Latino students in the US perform below the international average, and on par with the average student in many transitioning economies

20. Achievement Gap: A Moral and Economic Crisis • Fewer well-paid, low skilled jobs. • Global economy demands problem solvers, innovators, higher-level thinkers, strong communication skills • Our students today must compete against students from all over the world.

21. If the United States had closed the racial achievement gap, GDP would be $310 billion to $525 billion higher in 2008

22. Even at the low end the various achievement gaps impact the economy more than recent recessions

23. The US’s poor performance is striking considering its high income per capita, which is generally correlated with level of educational achievement

24. In general, top-performing educational systems have smaller socioeconomic gaps in performance

25. Jack O'ConnellState of Education 2006 “Sadly, too many people view (California’s) diversity as a big problem. I don't. Instead, I say: Imagine! Imagine the potential of that diversity in today's - and tomorrow's - global economy. If we educate these students, well, our state would not only be able to compete more effectively, but it would be able lead our nation and the world economically. "

26. January 2008, Council releases CTAG report Not intended to be comprehensive But important steps to follow Makes 14 recommendations P-16 Council Report

27. Closing the Gap Has Been a Primary Goal for School Leaders

28. Access California needs better alignment of K-16 educational systems: • Fix the disconnect between what K-12 expects of a high school graduate and what business and higher education need from a high school graduate

29. Our Workforce Has Changed

30. Our Workforce Has Changed

31. Students and Parents are Clear: Their Goal is College Source:U.S. DOE, NCES, Getting Ready to Pay for College: What Students and Their Parents Know About the Cost of College Tuition and What They Are Doing to Find Out, September 2003.

32. How important to you is it that California’s K-12 public schools prepare students for college?

33. Access California needs better alignment of K-16 educational systems • Partnering with Education Roundtable • CSU Center for Closing the Achievement Gap • Joining American Diploma Project - K-12 - Higher ed - Business - Career Tech

34. Postsecondary Expectations for Achieve Analyses of EAP • CST/EAP Blueprints • Grade 11 English CST • EAP Direct Writing Assessment Scoring Rubric • Algebra II CST • Summative Math CST • ICAS • Competencies in Academic Literacy (2002) • Competencies in Mathematics (1997) • ADP Benchmarks

35. EAP

36. Culture and Climate The Achievement Gap is about more than just poverty. We have to have honest discussions about race.

37. MathematicsPercentages of Economically Disadvantaged & Percentages of Not Economically Disadvantaged Students Scoring at Proficient and Above, 2008 Economically Disadvantaged Not Economically Disadvantaged

38. Leaders Provide Structured Opportunities for Faculty to Discuss Race and Ethnicity

39. Culture and Climate Conduct a Climate Survey • Develop a tool for assessing the “organizational health” of a school SPI to develop world-class professional development on what it means to be culturally responsive • Bring experts together from around the country • Draw on existing research and pedagogy P-16 Council Recommendation 5

40. Strategies Continuous learning systems – schools and districts making the most progress are those that constantly look at their data and find ways they can do things better to foster student success. • Announced an over $2 million grant from the Hewlett and Gates Foundations to envision a world-class data system. Provide more professional development on the use of data.

41. Recommended Use of Data

42. Data: A Case Studyof Fresno USD Hires

43. Hiring Teachers With Higher Gallup TeacherInsight Scores Increases Student Achievement The Research • A study of teachers drawn from 19 cities and regions with education from prestigious universities. • Gain scores for their students were calculated. • Significant gains = more than a years gain within one academic year • Solid gains = gains occurring, but not at the significant level • Limited gains = not making significant progress The Results • Students in the classrooms of teachers with higher Gallup TeacherInsight scores made more achievement gains than the students in lower scoring teachers’ classrooms TeacherInsight Score Source: TeacherInsight and Student Achievement , June 23, 2005 By: Dee Drozd, M.S. For a copy of the research paper call 402-951-2003

44. Data: A Case Studyof Fresno USD Hires 1152 CSU Fresno Applicants

45. Data: A Case Studyof Fresno USD Hires

46. 21st Century Data Assessments • Continuous learning systems • Informs instruction • Linked to higher ed and career

47. Focusing our Attention on Closing the Achievement Gap • The goal of closing the achievement gap demands a kind of focused desire. It calls for a willingness to change, to be bold, and to try new ideas. • The time has come for us to answer this call. Together we can close the achievement gap and open the door to a better future for every student, without exception.

48. Comments or Questions? Comments and questions can be directed to the CDE P-16 Unit at 916-319-0908 or by e-mail at P16@cde.ca.gov.