The Education Trust, Inc.
2001 by The Education Trust, Inc.
Achievement
In America
2001
Section I:
2001 by The Education Trust, Inc.
How Many
Students Make It
Through?
Grad Rates Flat; More
Non-Traditional Diplomas
75%
1998
10%
6%
0%
100%
Regular H.S. Diploma
GED, other non trad
(18-24 Year-Old High School Completers)
Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998
2001 by The Education Trust, Inc.
80%
1990
Students Graduate
From High School
At Different Rates, 2000
100%
87%
94%
91%
62%
(AGE 24)
African American
Asian
Latino
White
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States:
March 2000, Detailed Tables No. 2
2001 by The Education Trust, Inc.
0%
Most High School Grads Go
On To Postsecondary
Within 2 Years
Entered 2 Year Colleges
26%
Entered 4 Year Colleges
45%
Total
4%
75%
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.
2001 by The Education Trust, Inc.
Other Postsecondary
Low-Income Students Attend
Postsecondary at Lower Rates
LowIncome
36%
50%
63%
78%
HighIncome
77%
85%
90%
97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64
2001 by The Education Trust, Inc.
Achievement
Level (in quartiles)
First (Low)
Second
Third
Fourth (High)
Fewer African Americans and
Latinos Go to College Immediately
After High School
70%
69%
62%
47%
African American
Latino
White
Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of
Education 2000, p. 149
2001 by The Education Trust, Inc.
0%
Remediation at 4 Year-Colleges
Any remedial reading
18.7
20.4
50.7
Source: Adelman, Clifford. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment.
US DOE, OERI, June, 1999.
2001 by The Education Trust, Inc.
No remedial reading, but > 2
other remedial courses
No remedial reading, but 1 or 2
other remedial courses
No remedial coursework
Percent of All
Students Taking
10.2
College Freshmen Not
Returning for Sophomore Year
26%
2 year Colleges
45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
2001 by The Education Trust, Inc.
4 year Colleges
College Freshmen Graduating
Within Six Years (NCAA Division I)
70%
65%
59%
46%
39%
37%
African American
Asian American
Source: 1999 NCAA Division I Graduation Rates Report, p.636
Latino
Native American
White
2001 by The Education Trust, Inc.
0%
Of Every 100 White
Kindergartners:
Graduate from High
School
62
Complete at Least
Some College
30
Obtain at Least a
Bachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States;
March 2000, Detailed Tables No. 2
2001 by The Education Trust, Inc.
91
Of Every 100 African
American Kindergartners:
Graduate from High
School
54
Complete at Least
Some College
16
Obtain at Least a
Bachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States;
March 2000, Detailed Tables No. 2
2001 by The Education Trust, Inc.
87
Of Every 100 Latino
Kindergartners:
62
Graduate from High
School
at Least
29 Complete
Some College
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States;
March 2000, Detailed Tables No. 2
2001 by The Education Trust, Inc.
at Least a
6 Obtain
Bachelor’s Degree
Of Every 100 Asian
Kindergartners:
94
Graduate from High
School
at Least
80 Complete
Some College
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States;
March 2000, Detailed Tables No. 2
2001 by The Education Trust, Inc.
at Least a
49 Obtain
Bachelor’s Degree
Of Every 100 Native
American Kindergartners:
58
Obtain at least a
Bachelor’s Degree
(24 Year-Olds)
2001 by The Education Trust, Inc.
7
Graduate from High
School
College Graduates by Age 24
48%
Young People From
Low Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
2001 by The Education Trust, Inc.
Young People From
High Income Families
Section II:
2001 by The Education Trust, Inc.
What Do We Know
About Student
Achievement?
In K-12, Achievement Flat:
2001 by The Education Trust, Inc.
Between 1970 and
1988, the gap
between groups
narrowed. Since
1988, the gap has
grown or remained
the same.
300
200
1975 1980 1984 1988 1990 1992 1994 1996 1999
African American
Latino
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107)
Washington, DC: US Department of Education, August 2000
2001 by The Education Trust, Inc.
Average Reading NAEP Score
Gap Narrows, Then Widens
NAEP Reading Scores,
17 Year-Olds
300
200
1973 1978 1982 1986 1990 1992 1994 1996 1999
African American
Latino
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108)
Washington, DC: US Department of Education, August 2000
2001 by The Education Trust, Inc.
Average Math NAEP Score
Gap Narrows, Then Widens
NAEP Math Scores,
13 Year-Olds
Too Few 17 Year-Olds
Demonstrate
Strong Reading Skills
Latino
White
97%
98%
Partial Skills
66
68
87
Understand
Complicated
Information
Learn from Specialized
Materials
17
24
46
1
2
8
Make Generalizations
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
2001 by The Education Trust, Inc.
African
American
95%
Too Few 17 Year-Olds
Demonstrate
Strong Math Skills
Latino
White
94%
99%
Moderately Complex
Procedures
27
38
70
Multi-Step Problem
Solving
1
3
10
Numerical Operations
Source: USDOE, NCES, 1999 NAEP Summary Data Tables
2001 by The Education Trust, Inc.
African
American
89%
African American and Latino
17 Year Olds Do Math at Same
Levels As White 13 Year-Olds
100%
200
White 13 yr-olds
250
300
African American 17 yr-olds
Source: USDOE, NCES 1999 NAEP Summary Tables online.
350
Latino 17 yr-olds
2001 by The Education Trust, Inc.
0%
African American and Latino
17 Year Olds Read at Same
Levels as White 13 Year-Olds
100%
150
White 13 yr-olds
200
250
300
African American 17 yr-olds
Source: USDOE, NCES, 1999 NAEP Summary Tables online.
350
Latino 17 yr-olds
2001 by The Education Trust, Inc.
0%
Why?
2001 by The Education Trust, Inc.
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 . . .

2001 by The Education Trust, Inc.
But if they’re right, then why
are poor and minority children
performing so high in some
schools . . .
2001 by The Education Trust, Inc.
Wrigley Elementary School
Kentucky

78% poverty
 3rd in the state in reading
 6th in the state in writing
2001 by The Education Trust, Inc.
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
Mount Royal School
Baltimore, MD

77% Poverty
 99% African American
 Highest 5th grade math results in the state
(over 93% scoring at satisfactory level)
2001 by The Education Trust, Inc.
Source: Maryland Department of Education Website.1999 Scores
some districts . . .
2001 by The Education Trust, Inc.
All Groups Gain in El Paso:
El Paso TAAS Pass Rates
Math Grades 3, 8 and 10
100
83.7
72.9
75.5
50.4
45.5
53.2
49.5
91.2
87.8
78.8
75.2
72
69
66.9
61.6
91.9
81.5
77.9
91.8
85
80.5
1994
1995
1996
1997
1998
1999
2000
Academic Year
African American
Latino
White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso
Collaborative for Academic Excellence.
2001 by The Education Trust, Inc.
0
And some entire states . . .
2001 by The Education Trust, Inc.
4th Grade Math
African American Gains
Between 1992 and 1996
+8
Massachusetts
+14
Texas
+13
Michigan
+13
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The Education Trust, Inc.
United States
4th Grade Math
Latino Gains Between
1992 and 1996
United States
+4
+15
Rhode Island
+11
Minnesota
+11
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The Education Trust, Inc.
Tennessee
NAEP 4th Grade Reading: U.S. and
North Carolina Change in Average
Scores From 1992-1998
North
Carolina
+5
African American
+1
+6
Latino
-4
+4
White
+2
+6
Overall
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The Education Trust, Inc.
United
States
+0
Connecticut: Gains in Grade 4
Reading Outpace the Nation,
1994-98
African
American
Gain
7
15
7
Latino Gain
15
2
White Gain
6
0
5
10
15
Change in Average Score
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
2001 by The Education Trust, Inc.
United States
Connecticut
African Americans in Texas
Write as Well or Better Than
Whites in 7 States
NAEP Grade 8 Writing 1998
146
Lousisiana
146
Mississippi
146
Missouri
146
Utah
146
145
West Virginia
143
Arkansas
140
Hawaii
136
138
140
142
144
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables
146
148
2001 by The Education Trust, Inc.
Texas
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

2001 by The Education Trust, Inc.
When Asked Students’ Main
Plan After High School,
Expectations Differed
80%
Responses From
71%
4-year college
Work full-time
32%
5%
28%
11%
0%
Students
Parents
Teachers
(Secondary School)
Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?,
September 2000, p. 80.
2001 by The Education Trust, Inc.
percent
52%
Section III:
2001 by The Education Trust, Inc.
What Do We Know
About Improving
Results?
1. We Need Clear Goals
The Role of Standards
2001 by The Education Trust, Inc.
Historically, No Agreement on
What Students Should Learn
Or What Kind of Work Is
Good Enough
2001 by The Education Trust, Inc.
These Decisions Left, Often,
to Individual Teachers and
Schools
2001 by The Education Trust, Inc.
What Teenagers Say About
School Rigor

Fewer than 3 in 10 think their school is very
academically rigorous
2001 by The Education Trust, Inc.
Source: 1998 Annual Survey for Who’s Who Among American High School Students
‘A’ Work in Poor Schools Would
Earn ‘Cs’ in Affluent Schools
100
87
Percentile - CTBS4
Seventh Grade Math
56
41
34
35
21
11
0
A
B
Grades
Low-poverty schools
C
D
High-poverty schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
2001 by The Education Trust, Inc.
22
Standards Make a Difference
2001 by The Education Trust, Inc.
Kentucky
Elementary Reading:
Top 20 Schools
#1: 38% Poverty
#2: 0.2% Poverty
Total High Poverty Schools in Top 20: 7
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
2001 by The Education Trust, Inc.
#3: 78% Poverty
Kentucky
Elementary Top 20 Schools
Mathematics: Top 20 Includes 8
High Poverty* Schools

Writing: Top 20 Includes 13
High Poverty* Schools
*High Poverty is defined as greater than 40% free and reduced price lunch.
Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report
2001 by The Education Trust, Inc.

2. All Kids Need a
Rigorous Curriculum
Matched With Standards
2001 by The Education Trust, Inc.
Students Taking a Rigorous
Math Curriculum Score Higher
360
Pre-Algebra or
General Math
Algebra I
Geometry
African American
Algebra II
Latino
Precalculus or
Calculus
White
Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Educational
Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994
2001 by The Education Trust, Inc.
240
Students Who Take Algebra
Show Greater Gains in
Mathematics Achievement
No Algebra
Taken
4
taken only in high
school
8
10
0
15
Change in Average NELS Score from 8th to 10h Grade
Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary
School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.
2001 by The Education Trust, Inc.
taken only in 8th
grade
300
299.3
280
269.4
260
Fewer than 4.0
Vocational Credits
4.0 to7.9 Vocational
Credits
8.0 or more
Vocational Credits
Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement:
An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education,
May 1995.
2001 by The Education Trust, Inc.
Average NAEP Reading Score
Students In Vocational
Courses Do Not Develop
Strong Reading Skills
Vocational Students Taking
High-Level English Courses
Score Higher
Reading
Scores
1996
28%
283
1998
43%
292
Source: Bottoms, Gene. “High School That Work”, SREB, 1998.
2001 by The Education Trust, Inc.
Percent Taking
High-Level English
Low Quartile Students Gain More
From College Prep Courses*
27.6
30
19.9
NELS Score
19
15.5
Math
Reading
Vocational
College Prep
*Grade 8-12 test score gains based on 8th grade achievement.
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for
College and Vocation
2001 by The Education Trust, Inc.
0
Low-Income Students Less
Likely to be Enrolled in a
College Preparatory Track
Percent Enrolled
90
65.1
48.8
20
Low
Medium
High
Socio-Economic Status
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.
2001 by The Education Trust, Inc.
28.3
African American and Latino 10th
Graders Less Likely to be Enrolled
in a College Preparatory Track
42.1%
45%
34.1%
25.7%
22.6%
Race/Ethnicity
African American
Asian
Latino
White
Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988:
“First Follow-Up Student Study.”
2001 by The Education Trust, Inc.
0%
Change Can Happen Quickly
2001 by The Education Trust, Inc.
New York City 9th Graders
Passing Regents Science
10500
9433
8794
5878
4496
4087
2209
1500
African
American
Asian
1994
Latino
White
1995
Source: New York City Chancellor’s Office; Annual Report on the Mathematics and Science Initiative in the High Schools, 1995.
2001 by The Education Trust, Inc.
3499
2227
3. Provide Extra Help for
Students Who Need It
2001 by The Education Trust, Inc.
When Kids Are Behind,
Schools Must Provide More
Instruction and Support:

2001 by The Education Trust, Inc.
Kentucky provides extra time for struggling
students in high-poverty schools
 Maryland offers extra dollars for 7th and
8th graders who need more support
 San Diego doubles time in literacy and
mathematics for kids below grade level
4. Teachers Matter Hugely
2001 by The Education Trust, Inc.
Many Secondary Students Have
Teachers Without a Major or
Minor in Teaching Field
45.0%
31.0%
24.0%
20.0%
Social Studies
Science
0.0%
English
Source: Richard M. Ingersoll, "The Problem of Underqualified Teachers in American Secondary Schools,"
Educational Researcher, Vol. 28, Number 2, March 1999
Math
2001 by The Education Trust, Inc.
19.3%
Classes in High Poverty High
Schools More Often Taught by
Underqualified* Teachers
50%
40%
31%
28%
20%
19%
0%
Math
Science
less than 20% Free Lunch
English
Social Studies
greater than 49% Free Lunch
*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.
2001 by The Education Trust, Inc.
14%
16% 18%
Math and Science Classes of
Mostly Minority Students Are
More Often Taught by
Underqualified Teachers
100%
86%
69%
54%
42%
90-100% Non-White
Certified in Field
90-100% White
BA or BS in Field
Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn
Mathematics and Science (Rand: 1990)
2001 by The Education Trust, Inc.
0%
Boston Students with Effective
Teachers Showed Greater Gains
in Reading and Math
14.6
14
9
5.6
4
-0.6
0.3
-1
Math
Least Effective Teachers
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
Reading
Most Effective Teachers
2001 by The Education Trust, Inc.
Average Student Growth
Over One Year
19
Cumulative Effects On Students’
Math Scores: Dallas (Grades 3-5)
Average Math Score 3 yrs later in Percentiles
90
76
Dallas Students
Assigned To 3
Ineffective
Teachers In A
Row
27
15
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.
2001 by The Education Trust, Inc.
Beginning
3rd Grade
Score
(Percentile)
Dallas Students
Assigned To 3
Highly Effective
Teachers In A
Row
Cumulative Effects of Teacher
Sequence on Fifth Grade Math
Scores: Tennessee
800
83%
620
Low-Low-Low
High-High-High
Source: Sanders, William L. and June C. Rivers, "Cumulative and Residual Effects of Teachers on Future Student Academic
Achievement," 1996.
2001 by The Education Trust, Inc.
29%
African American Students More
Likely To Have Ineffective
Teachers: Tennessee
30%
26.7%
15.9%
14.4%
0%
Least Effective Teachers
Most Effective Teachers
African American Students
White Students
Source: Sanders, William L. and Rivers, June C. “Cumulative And Residual Effects of Teachers on Future Student Academic
Achievement,” 1996
2001 by The Education Trust, Inc.
Percentage
22.4%
Teachers in High Poverty
Schools Spend Less Time
Developing Reasoning Skills
% Teachers Who Spend
a Lot of Time
on Reasoning Skills
39%
More Affluent Schools
55%
Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)
2001 by The Education Trust, Inc.
High Poverty Schools
More African American and Latino
12th Graders Do Daily Worksheets
African American 24%
23%
White
15%
Source: 1996 Summary Data NAEP Math
2001 by The Education Trust, Inc.
Latino
Percentage of Students
Who Use Computers
Primarily for . . .
Drills and
Practice
14%
52%
43%
25%
31%
27%
34%
30%
Source: Education Week, Technology Counts ‘98 (Washington DC: Editorial Projects in Education, October 1998)
2001 by The Education Trust, Inc.
African
American
Asian
Latino
White
Simulations
and
Applications
African Americans Are Less
Likely to Get Hands on Science
100%
14%
37%
86%
0%
African American
Once A Week or More
Source: NCES, NAEP Summary Data Tables, 1996.
White
Twice a Month or Less
2001 by The Education Trust, Inc.
63%
Changing This Pattern:
2001 by The Education Trust, Inc.
Time and Supports for
Teachers Are Key
High Implementation Schools
Wipe Out Black/White Gap in
Math Skills: Pittsburgh
White
100%
74%
71%
48%
30%
0%
Weak Implementation
Note: Chart compares students in schools with similar demographics.
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
Strong Implementation
2001 by The Education Trust, Inc.
Met Standard on New Standard
Reference Exam
African American
Pittsburgh
100%
51%
30%
18%
6%
0%
Weak Implementation
Strong Implementation
African American
Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.
White
2001 by The Education Trust, Inc.
Met Standard on New
Standard Reference Exam
In Math Problem-Solving, Black
Students in High Implementation
Schools Outperform White
Students in Other Schools
El Paso Schools
2000
0
# Recognized
2
58
# Exemplary
0
18
# Low Performing
Source: Texas Education Agency online, www.tea.state.tx.us, 2000 District Accountability Summary
2001 by The Education Trust, Inc.
1992
15
El Paso TAAS Pass Rates
Reading Grades 3, 8 and 10
100
86
69.9
65.7
87.6
74.2
69.8
93.6
91
82.1
77.8
79
74.2
95.3
93.6
86.1
82.1
83.8
80.6
93.8
84.4
83.8
1994
1995
1996
1997
1998
1999
Academic Year
African American
Latino
W hite
Source: Texas Education Agency - Academic Excellence Indicator System Report 1994 through 1999
2000
2001 by The Education Trust, Inc.
30
The Education Trust
2001 by The Education Trust, Inc.
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