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Building A Movement: Closing
Achievement and Opportunity
Gaps in California.
What, Why, and How?
Claremont Graduate University
Phyllis Hart
The Education Trust-West
2007 by The Education Trust-West
The Gap Between California’s
Young People and Their Peers in
across the nation.
2007 by The Education Trust-West
et ts
Verm
ont
Ham
pshir
e
Virgi
nia
Dela
ware
Conn
ect ic
ut
Nort h
Dako
ta
Mont
ana
Minn
esot a
Main
e
Colo
rado
Wyo
ming
Was
hingt
on
Penn
sylva
nia
Ohio
New
York
New
Jerse
y
Sout
h Da
kota
210
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
Idaho
Wisc
onsin
Utah
Nebr
aska
Miss
ouri
Iowa
Mary
land
Kent
ucky
Kans
as
Texa
s
Florid
a
Mich
igan
India
na
O
Nort h regon
Caro
lina
Nat io
nal P
ublic
Arka
nsas
Rhod
e Isla
nd
Illino
is
Wes
t Virg
inia
Tenn
esse
e
Okla
homa
Geor
gia
Sout
h Ca
rolina
Alask
a
Haw
aii
Louis
iana
Alab
ama
New
Mexi
co
Neva
da
Calif
ornia
Arizo
na
Miss
issip
Dist r
p
ict of
i
Colu
mbia
New
achu
s
Mass
California’s NAEP Scores for 4th Grade
Reading Lag Behind Other States
All 4th Grade Students - 2005 NAEP Reading
Average Scale Scores From Highest to Lowest
260
250
240
231
230
220
207
200
190
180
2007 by The Education Trust-West
nt a
n
Vir a
gin
ia
De
law
So
are
ut h
Ca
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ork
Ind
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om
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ssa vani
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ect
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ton
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bra
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tah
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nn
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e
wM e
ex
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ois
Ida
ho
Or
e
go
Dis
t ric
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to
v
ad
fC
a
olu
mb
ia
Ca
Rh liforn
od
e I ia
sla
nd
Ari
zon
a
Mo
Latino 4th Grade Students –
NAEP READING
Latino 4th Grade Students - 2005 NAEP Reading
Average Scale Score (Latino) From Highest to Lowest
260
250
240
230
226
220
210
200
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
193
190
180
2007 by The Education Trust-West
W
as
hi
D ng
el to
aw n
M
as
a
sa Ala re
ch sk
us a
V ett
N irg s
ew in
i
C Y a
ol or
or k
N T ad
ew e o
M xas
ex
H ico
K aw
en a
tu ii
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c
es Flo ky
t V rid
i a
M rgin
ar ia
yl
a
C
on I nd
P n ow
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yl ut
v
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a n
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N ew s
o
at
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na rs
l P ey
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ou G ub
th e lic
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ho a ia
de rol
i
O Is na
kl la
ah nd
om
O a
In hio
di
a
Te Ka na
nn nsa
Lo ess s
u e
C isia e
a
W lifo na
is rn
c i
N on a
eb si
ra n
sk
A Illin a
rk o
an is
A sa
riz s
N on
M ev a
in a
M ne da
is s
si o t
s a
D
M sip
is
ic p
tri
ct A h i i
of la ga
C ba n
ol m
um a
bi
a
African American 4th Grade Students –
NAEP READING
African American 4th Grade Students - 2005 NAEP Reading
260
Average Scale Score (African American) From Highest to Lowest
250
240
230
220
212
210
200
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
195
190
180
2007 by The Education Trust-West
Ma
s sa
c hu
s et
ts
Ne
w H Ma
am i ne
p
No
rth s hi re
Da
M k ota
Ne ont a
w
n
Sou J ers a
th D ey
ak
Ver o ta
Mi n mon t
nes
Vi rg ota
Wy ini a
om
i ng
Iow
Ka a
Ne n sas
bra
s ka
Pen
O
nsy hio
lv
De ania
l aw
Wi s are
co
Co ns in
l or
Mi s ad o
Ne s ouri
Wa w Yo r
k
sh
Co i ngto
nne
n
c tic
ut
Ida
ho
Il lin
Ken ois
tuc
O re k y
g on
Uta
Ind h
Ma i ana
ry
M lan
Rh i chi g d
o
Na de Is an
ti on
la
al P nd
O k ubli c
l ah
o
A ma
Ten l ask a
ne
A s se
No rk an e
rth
s
Ca as
roli
n
Tex a
Sou G eo as
th C rgia
aro
li
Flo na
rid a
We Ariz o
st V na
ir
Lou gini a
i si a
Ne na
v
Al a ada
Mi s bam
a
Ne s is si p
wM
pi
e
Ca x ic o
l ifo
Dis
rnia
tric
t of Hawa
Co
i
lu m i
bia
California’s NAEP Scores for 8th Grade
Reading Lag Behind Most States
All 8th Grade Students - 2005 NAEP Reading
280
274
270
260
250
250
240
230
220
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
2007 by The Education Trust-West
Vi r
g in
Mi i a
ss
ou
ri
Iow
a
Ma
ry l
an
d
Wy
om
i ng
Al a
De sk a
l aw
are
Il lin
oi
Flo s
Ne
rid
a
w
Je
r
Ar s ey
ka
ns
Mi as
ch
Ne i gan
w
Yo
rk
K
No
a
rth n sa
Ca s
rol
i na
Te
xa
Dis
s
tric Col
ora
to
do
fC
olu
mb
Ge ia
org
ia
Ind
i an
Ok
a
l ah
Wi oma
sc
on
s in
Ma
Ida
ss
h
ac
hu o
se
Pe
tts
nn
Na sy lv
an
ti o
ia
na
l
Co P ub
li
nn
ec c
t
i
c
Ne
ut
b
Ne ras k
w
Me a
x ic
o
Oh
io
O
Wa reg o
n
sh
i ng
ton
Mi
nn
es
ota
Ut
ah
Ar
iz o
na
Ha
wa
Ne i i
va
Ca da
Rh l ifor
n
od
e I ia
sl a
nd
Latino 8th Grade Students –
NAEP READING
Average Scale Score (Latino) From Highest to Lowest
Latino 8th Grade Students - 2005 NAEP Reading
265
260
259
255
250
245
240
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
239
235
230
225
2007 by The Education Trust-West
Wa
sh
ing
t
C
Ma
olo on
ss
ac rado
hu
s
De et ts
Ne lawa
w
Je re
rse
Vi r y
gin
Ala ia
Ke ska
nt u
Ka cky
ns
as
Iow
Te a
x
Or as
eg
o
Illin n
o
Ma is
r
Ne ylan
bra d
sk
a
Ok Ohi
Rh lah o
o
o
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sla
t io
na
n
lP d
ub
Ar lic
iz
Mi ona
ss
o
So New uri
ut h
Yo
rk
Ca
rol
Ge ina
org
Ind ia
Ca iana
Co liforn
i
nn
e a
Lo ct icu
uis
t
ian
a
No
N
rt h eva
Ca da
Te rolin
nn
es a
Mi see
c
M higa
Pe inne n
s
nn
sy ot a
lva
n
F ia
Mi lorid
ss
iss a
Ar ippi
We kan
s
st
V as
Wi irgini
a
sc
Dis
on
sin
t ric
A
l
to
f C abam
olu
a
mb
ia
African American 8th Grade Students –
NAEP READING
African American 8th Grade Students-2005 NAEP Reading
Average Scale Score(African American) From Highest to Lowest
260
255
255
250
245
240
240
235
230
225
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
2007 by The Education Trust-West
And Let’s Be Clear. It’s Not Our
Demographics.
2007 by The Education Trust-West
tric
t
Ma of Co
s sa lu m
Ne c hus e bia
w J tts
Ne ers ey
wY
o
Vi rg rk
De ini
l aw a
Co are
M l or
Pen i nnesad o
o
n
Co sy lv a ta
nne nia
c tic
Il lin ut
Ma ois
ry la
No Mont nd
rth
a
Da na
k ot
a
Sou
th D O hio
a
Kanko ta
Ne sas
Wi sbras k
c on a
s
Ma in
Ne
M
w H i ss i ne
am ouri
ps h
Tex i re
Na Wy o as
ti on mi
al P ng
ubl
ic
I
o
Ver wa
mo
Al a n t
G e sk a
org
Rh Mi chi ia
ode gan
Wa Isl a
shi nd
ng
Ariz ton
ona
No
rth Idah
Ca
r o
Sou O r oli na
th C eg on
a
Ark roli na
a
Ken nsas
tuc
Flo k y
In rid a
O k di ana
Ten l ahom
nes a
see
Ca Utah
l
Lo ifornia
Mi s ui si an
Ne s is s a
w M i pp
i
e
Al a x ic o
bam
Ha a
w
We Nev ai i
st V ada
i rgi
ni a
Dis
California’s White 8th Grade Students Trail
Behind Their Peers in Most States
White 8th Grade Students - 2005 NAEP Reading
Average Scale Score (White) From Highest to Lowest
310
300
301
290
280
270
Source: National Center for Education Statistics,
http://nces.ed.gov/nationsreportcard/
264
260
250
240
230
2007 by The Education Trust-West
California’s Asian 8th Grade Students Also Lag
Behind Many States
Asian 8th Grade Students - 2005 NAEP Reading
Average Scale Score (Asian) From Highest to Lowest
300
291
290
280
270
264
260
250
240
230
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Ut
Ca ah
l ifo
rn
i
Ne a
va
da
M
in
ne
so
W
ta
i sc
on
s in
Al
as
Rh
ka
od
e
Isl
an
d
Ha
wa
ii
Ne
w
Je
rs
ey
M
ar
M
y
as
lan
sa
d
ch
us
et
ts
Vi
rg
ini
a
Il li
no
is
Te
xa
Co
s
nn
ec
tic
ut
De
la
wa
re
G
e
No
or
rth
gi
Ca a
ro
Pe
li n
nn
a
sy
lv a
Ne nia
w
Yo
rk
Fl
Na
or
ti o
id
a
na
lP
ub
W
as
li c
hi
ng
to
n
Co
lo
ra
do
O
re
go
n
220
2007 by The Education Trust-West
On Our Own Assessments?
2007 by The Education Trust-West
English Language Arts CST 2007
All Students
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
51
29
20
4th Grade
Source: California Department of Education, 2007
41
31
27
37
24
Prof/Adv
Basic
Below Basic
39
8th Grade 11th Grade
2007 by The Education Trust-West
MATH CST 2007
All Students
STATEWIDE
100%
80%
20%
0%
24
36
26
56
60%
40%
23
23
19
41
Prof/Adv
50
Basic
Below Basic
4th Grade 8th Grade Algebra I
General
(Grades
Math*
8-11)
*General Math – Tests Grades
6 & 7 Standards
Source: California Department of Education, 2007
2007 by The Education Trust-West
But underneath those averages. . .
2007 by The Education Trust-West
ELA 4th Grade, By Ethnicity
CST 2007
STATEWIDE
100%
80%
39
37
71
60%
40%
20%
34
36
27
28
Black
Latino
0%
Source: California Department of Education, 2007
74
Prof/Adv
Basic
Below Basic
20
9
17
9
White
Asian
2007 by The Education Trust-West
ELA 4th Grade, By Economic Status
CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
36
72
Prof/Adv
36
28
Basic
20
Below Basic
8
Economically
Disadvantaged
Source: California Department of Education, 2007
NonEconomically
Disadvantaged
2007 by The Education Trust-West
Math 4th Grade, By Ethnicity
CST 2007
STATEWIDE
100%
80%
41
46
70
60%
40%
20%
27
25
Black
Latino
0%
Basic
Below Basic
28
32
Source: California Department of Education, 2007
83
Prof/Adv
19
12
11
6
White
Asian
2007 by The Education Trust-West
Math 4th Grade, By Economic Status
CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
45
72
Prof/Adv
27
27
Economically
Disadvantaged
Source: California Department of Education, 2007
Basic
18
Below Basic
9
NonEconomically
Disadvantaged
2007 by The Education Trust-West
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.
2007 by The Education Trust-West
But by Middle and High School
Gaps Grow Increasingly Wider. In
both Reading and Math.
By the end of high school, even for
those students that stay in our
school, the gaps are staggering.
2007 by The Education Trust-West
CA: African American and Latino 7th graders
read at about the level of White 3rd graders
680
CAT/6 reading score (2007)
675
650
644
645
Black 7th Grade
Latino 7th Grade
640
625
600
575
White 3rd Grade
White 7th Grade
CAT/6 2007
Source: California Department of Education, 2007
2007 by The Education Trust-West
Low-Income 7th graders read at about the level
of Non Low-Income 3rd graders
678
CAT/6 reading score (2007)
675
650
644
638
625
600
575
Non-Poor 3rd Grade
Non-Poor 7th Grade
Poor 7th Grade
CAT/6 2007
Source: California Department of Education, 2007
2007 by The Education Trust-West
ELA 8th Grade, By Ethnicity
CST 2007
STATEWIDE
100%
80%
60%
27
26
62
34
64
Basic
36
Below Basic
40%
20%
Prof/Adv
39
37
0%
Black
Source: California Department of Education, 2007
Latino
25
23
13
14
White
Asian
2007 by The Education Trust-West
ELA 8th Grade, By Economic Status
CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
26
59
36
Prof/Adv
Basic
26
38
Below Basic
16
Economically
Disadvantaged
Source: California Department of Education, 2007
NonEconomically
Disadvantaged
2007 by The Education Trust-West
Math 8th Grade (General Math)
By Ethnicity CST 2007
STATEWIDE
100%
80%
60%
13
33
16
48
Source: California Department of Education, 2007
Latino
35
27
20
White
Asian
0%
Black
Prof/Adv
Basic
36
54
45
37
40%
20%
36
Below Basic
2007 by The Education Trust-West
Math 8th Grade (General Math)
By Economic Status, CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
16
35
36
37
Prof/Adv
Basic
Below Basic
49
29
Economically
Disadvantaged
Source: California Department of Education, 2007
NonEconomically
Disadvantaged
2007 by The Education Trust-West
ELA 11th Grade, By Ethnicity
CST 2007
STATEWIDE
100%
80%
60%
22
24
23
27
40%
20%
55
52
57
Prof/Adv
Basic
Below Basic
22
20
26
23
White
Asian
51
0%
Black
Source: California Department of Education, 2007
Latino
2007 by The Education Trust-West
ELA 11th Grade, By Economic Status
CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
22
49
26
Prof/Adv
23
52
Basic
Below Basic
29
Economically
Disadvantaged
Source: California Department of Education, 2007
NonEconomically
Disadvantaged
2007 by The Education Trust-West
Algebra I (Grades 8-11), By Ethnicity
CST 2007
STATEWIDE
100%
80%
11
22
13
25
60%
40%
35
56
Basic
29
67
20%
0%
Source: California Department of Education, 2007
Latino
Below Basic
23
61
36
Black
Prof/Adv
White
21
Asian
2007 by The Education Trust-West
Algebra I (Grades 8-11),
By Economic Status CST 2007
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
15
32
24
28
Basic
61
40
Economically
Disadvantaged
Source: California Department of Education, 2007
Prof/Adv
Below Basic
NonEconomically
Disadvantaged
2007 by The Education Trust-West
Geometry (Grades 8-11), By Ethnicity
CST 2007
STATEWIDE
100%
80%
8
18
11
21
60%
40%
35
51
Basic
30
74
23
68
20%
34
Prof/Adv
Below Basic
26
0%
Black
Source: California Department of Education, 2007
Latino
White
Asian
2007 by The Education Trust-West
Geometry (Grades 8-11)
CST 2007, By Economic Status
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
13
21
33
27
Basic
66
40
Economically
Disadvantaged
Source: California Department of Education, 2007
Prof/Adv
Below Basic
NonEconomically
Disadvantaged
2007 by The Education Trust-West
Algebra II (Grades 8-11), By Ethnicity
CST 2007
STATEWIDE
100%
80%
10
21
13
25
60%
40%
32
50
Basic
32
69
26
62
20%
36
Prof/Adv
Below Basic
23
0%
Black
Source: California Department of Education, 2007
Latino
White
Asian
2007 by The Education Trust-West
Algebra II (Grades 8-11)
CST 2007, By Economic Status
STATEWIDE
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
16
33
24
30
Basic
60
38
Economically
Disadvantaged
Source: California Department of Education, 2007
Prof/Adv
Below Basic
NonEconomically
Disadvantaged
2007 by The Education Trust-West
CAHSEE First Time Test-Takers
(Class of 2007 as 10th graders)
ELA Pass Rates
Statewide
100%
80%
89%
86%
White
Asian
76%
65%
65%
African
American
Latino
60%
40%
20%
0%
All
Source: California Department of Education, 2007
2007 by The Education Trust-West
CAHSEE First Time Test-Takers
(Class of 2007 as 10th Graders)
Math Pass Rates
Statewide
100%
80%
87%
92%
74%
55%
60%
62%
40%
20%
0%
All
African
American
Source: California Department of Education, 2007
Latino
White
Asian
2007 by The Education Trust-West
…at the end of their senior year,
CAHSEE Class of 2007
Statewide
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
93%
All
88%
African
American
Source: California Department of Education, 2007
98%
96%
White
Asian
89%
Latino
2007 by The Education Trust-West
And these are for the students that
are left.
Drop Out Rates Staggering, Even if Unclear.
We lose most kids between 9th and 10th
grades.
2007 by The Education Trust-West
Too Few Graduate.
California
Class of 2005
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
80%
84%
68%
57%
All
*Includes
9th graders
who
graduated
four years
later.
56%
African Latino
American
White
Source: Education Trust-West Analysis of CDE data, using the Manhattan Institute methodology.
Asian
2007 by The Education Trust-West
The Gaps Don’t End At High
School.
2007 by The Education Trust-West
Graduation Rates at CSU Schools
Latino vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at CSU Schools
African-American vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at UC Schools
African American vs. White
Source: CollegeResults.org (www.edtrust.org)
2007 by The Education Trust-West
Graduation Rates at UC Schools
Latino vs. White
2007 by The Education Trust-West
How?
By giving students who arrive with
less, less in school, too.
2007 by The Education Trust-West
When we focus on changing those
patterns, we get results.
2007 by The Education Trust-West
• 48% AfricanAmerican
• 50% Latino
• 93% Low-income
• Outperforming
District and State
2nd, 3rd, 4th, and
5th grade Math
% at or above proficient in 4th grade Math
Sustainable Improvement is Possible.
A Model: Ralph Bunche Elementary - Compton Unified
100
90
80
70
60
50
40
30
20
10
0
93
79
38
43
42
California
African-American
Source: California Department of Education, 2007
87
27 35 33
Compton
Unified
Latino
Ralph
Bunche
Low-income
2007 by The Education Trust-West
4th graders % prof/adv
Rapid Growth is Possible:
A Model: Ralph Bunche Elementary - Compton Unified
English CST proficiency 2003-2007
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
64%
51%
27%
2003
2007
California
Source: California Department of Education, 2007
2003
2007
Compton Unified
2003
2007
Ralph Bunche
2007 by The Education Trust-West
4th graders % prof/adv
Rapid Growth is Possible:
A Model: Ralph Bunche Elementary - Compton Unified
Math CST proficiency 2003-2007
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
76%
56%
38%
2003
2007
California
Source: California Department of Education, 2007
2003
2007
Compton Unified
2003
2007
Ralph Bunche
2007 by The Education Trust-West
• 55% AfricanAmerican and
Latino
• 48% Lowincome
• Outperforming
District and
State 8th grade
ELA
Source: California Department of Education, 2007
% at or above proficient in 8th grade ELA
Hughes Middle – Long Beach Unified
100
90
80
70
60
50
40
30
20
10
0
47 48 46
27 26
29
26
California
African-American
28 28
Long
Beach
Latino
Hughes
Low-income
2007 by The Education Trust-West
A Tale of Two High Schools in California
Garfield High School
Over 4000 students
Over 80% low-income
El Monte High
Over 2000 students
Over 75% low-income
Source: California Department of Education, 2007
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
512
477
2000
2001
El Monte High
Source: California Department of Education, 2007
2002
2003
2004
Garfield High
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
538
512
477
2000
480
2001
El Monte High
Source: California Department of Education, 2007
2002
2003
2004
Garfield High
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
567
538
512
477
2000
480
2001
El Monte High
Source: California Department of Education, 2007
490
2002
2003
2004
Garfield High
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
608
567
538
512
477
2000
480
2001
El Monte High
Source: California Department of Education, 2007
538
490
2002
2003
2004
Garfield High
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
608
620
605
567
538
538
512
477
2000
480
2001
El Monte High
Source: California Department of Education, 2007
546
523
490
2002
2003
2004
2005
Garfield High
2007 by The Education Trust-West
API score
A Tale of Two High Schools in California
700
675
650
625
600
575
550
525
500 484
475
450 453
425
400
1999
640
608
620
605
567
538
538
512
477
2000
2002
El Monte High
Source: California Department of Education, 2007
535
523
490
480
2001
546
2003
2004
2005
2006
Garfield High
2007 by The Education Trust-West
How?
2007 by The Education Trust-West
Hold the Line on the End Goal:
College and Work Readiness for All.
2007 by The Education Trust-West
STUDENTS AND PARENTS ARE
CLEAR:
THEIR GOAL IS COLLEGE
Percent
100%
94%
96%
Students
Parents
50%
0%
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,
2007 by The Education Trust-West
CA Parents who expect their kids to
attain at least a four year degree
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
80%
Latino Parents
86%
Black Parents
Source: New American Media Poll, Great Expectations, Survey of Latino, Asian, and African
American Parents on Education. Aug. 23, 2006 Available at:
http://news.newamericamedia.org/news/
90%
Asian Parents
2007 by The Education Trust-West
That’s Good, Because Education Pays.
California: 2005 Median Income, Adults Over Age 25
67,740
$70,000
$60,000
50,388
$50,000
$40,000
35,861
$30,000
Source: http://www.cpec.ca.gov/OnLineData/MedianIncomeGraph.asp
Grad/Prof Degree
Bachelors
Some
College/Associates
High School
$10,000
18,163
Less Than High
School
$20,000
27,217
2007 by The Education Trust-West
Even in Jobs We Don’t Expect
Requirements for Tool
and Die Makers
• Four or five years of
apprenticeship
and/or
postsecondary
training;
• Algebra, geometry,
trigonometry and
statistics;
• Average earnings:
$40,000 per year.
Requirements for
Sheet Metal
Workers
• Four or five years
of apprenticeship;
• Algebra, geometry,
trigonometry and
technical reading;
Requirements for
Auto Technicians
• A solid grounding
in physics is
necessary to
understand force,
hydraulics, friction
and electrical
circuits.
2007 by The Education Trust-West
Even in Jobs We Don’t Expect…
Plumbing-Heating-Air
Conditioning
• Four or five years of
apprenticeship
and/or postsecondary training;
• Algebra, plane
geometry,
trigonometry and
statistics;
• Physics, chemistry,
biology, engineering
economics.
Construction
and Engineering
• Four or five years of
apprenticeship
and/or postsecondary training;
• Algebra, plane
geometry
• Critical thinking,
problem solving,
reading and writing
ALL of these jobs
require a strong
foundation of
reading, writing and
speaking the
English language
in order to
comprehend
instructions and
technical manuals
Sources: Plumbing : Shapiro, D., and Nichols, J. Constructing Your Future: Consider a Career in
Plumbing, Heating, Ventilation, Air Conditioning (HVAC) PHCC Auxiliary 2005 downloaded March 13,
3006 http://www.phccweb.org/PDFs/PHCC20pg.pdf, Construction: California Apprenticeship Council
Division of Apprenticeship Standards 2001 Annual Legislative Report Downloaded March 15, 2006
http://www.dir.ca.gov/das/DASAnnualReport2001/LegRep2001.pdf#search='architecture%2C%20cons
2007 by The Education Trust-West
truction%2C%20engineering%20%28ace%20pathway%29%20course%20outline'
All Kids College and Work Ready
Focusing on Course Quality,
Redesign.
But Don’t Forget Here Too,
Access (To The Right Courses) Is
Still A Huge Problem.
2007 by The Education Trust-West
Few Graduate College Ready. *
California: Class of 2005.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
52%
35%
25%
16%
All
Students
African
American
Source: Education Trust-West Analysis of CDE data, using the Manhattan
Institute methodology
14%
Asian
Latino
*Includes
9th graders
who have
completed
the A-G
course
sequence
with a “C”
or better in
each class
four years
later.
White
2007 by The Education Trust-West
Even though most students want to go to college, the
truth is, many low income students and students of
color aren’t getting the classes in the first place.
2007 by The Education Trust-West
San Diego City Schools:
Two High Schools
Gompers HS:
La Jolla HS:
• 1543 Students
• 1688 students
• 87.1% Latino & AfricanAmerican
• 25% Latino & AfricanAmerican
• 81.1% low-income
• 17.8% low-income
• 17% of graduates
successfully completed AG in 2004
• 56.7% of graduates
successfully completed AG in 2004
Source: CA Dept of Education, 2005
2007 by The Education Trust-West
Number of classes offered in 2004-05
Opportunities to take higher level math classes are much
more limited at the high-poverty, high-minority high school:
Gompers HS vs. La Jolla HS, San Diego City Schools
60
48
50
40
30
30
19
20
12
6
10
10
6
3
5
4
3
1
0
Pre-Alg
Beg Alg
Int Alg
Adv Alg
Gompers HS
Source: Ed Trust-West Analysis of CA Dept of Education
Data, 2005
Geometry
Pre-calc
Calc
La Jolla HS
2007 by The Education Trust-West
A-G as the Default Curriculum
Is A Necessary Step.
2007 by The Education Trust-West
Ultimately, why does good teaching
matter?
2007 by The Education Trust-West
What does it look like?
Equity in Rigor?
What is Rigor?
2007 by The Education Trust-West
Students can do no better than the
assignments they are given.
2007 by The Education Trust-West
Grade 7 Standards Based, Rigorous
Writing Assignment
Essay on Anne Frank
Your essay will consist of an opening paragraph which
introduced the title, author and general background of the
novel.
Your thesis will state specifically what Anne's overall
personality is, and what general psychological and
intellectual changes she exhibits over the course of the
book
You might organize your essay by grouping psychological
and intellectual changes OR you might choose 3 or 4
characteristics (like friendliness, patience, optimism, self
doubt) and show how she changes in this area.
Source: Unnamed school district in California, 2002-03 school year.
2007 by The Education Trust-West
Grade 7 Low-Level Writing Assignment
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:
Source: Unnamed school district in California, 2002-03 school year.
2004
2007
by by
TheThe
Education
Education
Trust-West
Trust-West
Middle School Example
7th Grade Assignment
Explain the difference between the
systems of the body affected by an
allergy to pollen and those affected by
an allergy to food as well as the process
by which different medicines reduce the
symptoms of each allergy.
2007 by The Education Trust-West
Middle School Example:
7th Grade Assignment
Name and describe functions of the five
body systems.
2007 by The Education Trust-West
The Odyssey Ninth Grade
High-level Assignment
Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey
and the Movie "0 Brother Where Art Thou"
By nature, humans compare and contrast all elements of their
world. Why? Because in the juxtaposition of two different
things, one can learn more about each individual thing as well
as something about the universal nature of the things being
compared.
For this 2-3 page paper you will want to ask yourself the
following questions: what larger ideas do you see working in
The Odyssey and "0 Brother Where Art Thou"? Do both works
treat these issues in the same way? What do the similarities
and differences between the works reveal about the
2007 by The Education Trust-West
underlying nature of the larger idea?
The Odyssey Ninth Grade
Low-level Assignment
Divide class into 3 groups:
Group 1 designs a brochure titled "Odyssey
Cruises". The students listen to the story and
write down all the places Odysseus visited in
his adventures, and list the cost to travel from
place to place.
Group 2 draws pictures of each adventure.
Group 3 takes the names of the characters in the
story and gods and goddesses in the story
and designs a crossword puzzle.
2007 by The Education Trust-West
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.
2007 by The Education Trust-West
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.
2007 by The Education Trust-West
Using the SAME TEXT BOOK
College-prep assignments from:
School A, District A,
California
1467 students enrolled
in 2005
• 82% White
• 6% Asian
• 4% Latino
• 2% Black
• 2% Low-Income
School B, District B,
California
2001 students enrolled
in 2005
• 45% White
• 4% Asian
• 48% Latino
• 1% Black
• 27% Low-Income
2007 by The Education Trust-West
Same Text Book:
High-Level college-prep assignment.
• Describe the fundamental problems in the
economy that helped cause the Great
Depression. Consider agriculture,
consumer spending and debt, distribution
of wealth, the stock market
• Describe how people struggled to survive
during the Depression
• How did Hoover’s belief in “rugged
individualism” shape his policies during the
depression?
2007 by The Education Trust-West
Same Text Book:
Low Level college-prep assignment.
• Role play (Meet the Press) & interview key
people of the era
• Draw a political cartoon highlighting a
major event of the time
• Share excerpts from noted literary
authors-Lewis, Fitzgerald, Hemingway,
Hughes
• Listen to jazz artists of the 20’s
• Construct a collage depicting new
inventions
2007 by The Education Trust-West
Use Time Differently.
Break out of the 6 hour a day, 180
days a school year, mode of
thinking.
2007 by The Education Trust-West
Most Administrators Don’t Realize How Little
Time They Have For Teaching And Learning.
Analysis of One California Urban Middle School Calendar
The Full Year Calendar
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Summer Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Weekends, Holidays, & Summer
Vacation
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Professional Development Days & Early
Dismissal/Parent Conferences
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less Class Picnic, Class Trip, Thanksgiving Feast,
Christmas, Kwanzaa, Hanukkah, Awards, Assembles,
& Concerts
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
Less State and District Testing and Other NonInstructional Time
Source: Ed Trust – West analysis of the master schedule of an unnamed school in CA
2007 by The Education Trust-West
BOTTOM LINE?
Teachers are left with about
18 Eight Hour Days
Per Subject
Per Year
2007 by The Education Trust-West
Hold the line on high standards,
and at the same time, ensure
proper supports.
An example: CAHSEE
2007 by The Education Trust-West
CAHSEE Passage Rates
California Class of 2006
percent passed
as of July 2006
All
100
90
80
70
60
50
40
30
Black
97
95
91
86 86
84
76
82
80
69
56
55
52
36
Initial Pass
by 11th
Rates 10th grade Class
grade Class
of '06
of '06
Latino
White
As of
January
2006 Class
of '06
Asian
As of
February
2006 Class
of '06
English Learners
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, 2006 HumRRO
As of July
2006 Class
of '06
Low-Income
2007 by The Education Trust-West
Has the CAHSEE requirement
changed anything?
What principals say:
Percent principals who have implemented or partially
implemented plans to increase remediation for CAHSEE
100
83
80
58
60
43
40
20
0
2002
2004
2006
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.
2007 by The Education Trust-West
Has the CAHSEE requirement
changed anything?
What students say:
89% of 11th graders who took the CAHSEE
ELA in 2006 reported ‘working harder,’
either by: taking additional courses (15%)
• Working harder in current courses (50%)
• Getting outside help (14%)
• Repeating courses (10%)
Source: Wise, L., et al., Independent Evaluation of the CAHSEE, HumRRO October, 31, 2006.
2007 by The Education Trust-West
What about alternative
assessments?
2007 by The Education Trust-West
If we don’t hold the line on standards, we run the risk of
creating devastating unintended consequences…
Alternatives to the High School Exit Exam?
Example: New Jersey
Average Percent of New Jersey general education
students graduating via alternative assessment, 2004
100%
80%
60%
41%
40%
20%
3%
0%
Lowest-Poverty Schools (0-10%)
Source: EdTrust-West analysis of NJ Department of Education and
schoolmatters.com data, 2005
Highest-Poverty Schools(91-100%)
2007 by The Education Trust-West
In New Jersey’s large urban high schools…
Average Percent of NJ general education students
graduating via alternative assessment, 2004
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
77%
79%
71%
State
Average
14.9%
Central High, Newark
99% Black & Latino
52% poor
Source: EdTrust-West analysis of NJ Department of Education and
schoolmatters.com data, 2005
West Side, Newark
99% Black & Latino
58% poor
Woodrow Wilson, Camden
95% Black & Latino
62% poor
2007 by The Education Trust-West
We can’t be serious about
closing the Achievement
Gap while allowing the
Teacher Quality Gap to persist,
and grow.
2007 by The Education Trust-West
Students Who Start 2nd Grade at About the
Same Level of Math Achievement…
Average Percentile Rank
100
80
60
55
57
Group 1
Group 2
40
20
0
Beginning of 2nd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of
Teachers on Longitudinal Student Achievement, 1997.
2007 by The Education Trust-West
Average Percentile Rank
…Finish 5th Grade Math at Dramatically Different
Levels Depending on the Quality of Their
Teachers
100
77
80
60
57
55
40
27
20
0
Group 1 Assigned to Three
EFFECTIVE Teachers
Group 2 Assigned to Three
INEFFECTIVE Teachers
Beginning of 2nd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of
Teachers on Longitudinal Student Achievement, 1997.
End of 5th Grade
2007 by The Education Trust-West
Closing California’s Achievement
Gaps is the Most Important Issue
Facing Our Public Schools.
The real question
But do we have the will to educate
all children?
2007 by The Education Trust-West
SAVE THE DATE!
Call for Proposals Now Open.
Registration Begins in the Fall.
The Education Trust – West
510-465-6444
www.edtrustwest.org
2007 by The Education Trust-West