Use of Instructional Time? BOTTOM LINE? Teachers are Left with about 24 School Days OR 18 Eight Hour Days Per Subject Per Year 2005 by The Education Trust-West #3: Make Sure Your Instructional System is Fully and Carefully Aligned…and That Nothing About Teaching and Learning is Left to Chance 2005 by The Education Trust-West Historically, most of the really important decisions about what students should learn and what kind of work was “good enough” left to individual teachers. 2005 by The Education Trust-West Result? A System That: • Doesn’t expect very much from MOST students; and, • Expects much less from some types of students than others. 2005 by The Education Trust-West ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools 100 87 Percentile - CTBS4 Seventh Grade Math 56 41 34 35 22 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. 2005 by The Education Trust-West Students can do no better than the assignments they are given... 2005 by The Education Trust-West Grade 7 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. 2005 by The Education Trust-West Grade 7 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 2005 by by TheThe Education Education Trust-West Trust-West Even in college-prep classes, differences in rigor… 2005 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 2005 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? 2005 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 2005 by The Education Trust-West High Performing Schools and Districts • Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it; • Provide teachers with common curriculum, assignments; • Assess students every 4-8 weeks to measure progress; • ACT immediately on the results of those assessments. 2005 by The Education Trust-West #4. Insist on Rigor and High Standards for All Students. Make the College Prep Curriculum the Default Curriculum. 2005 by The Education Trust-West Not all students have access to college-prep classes. 2005 by The Education Trust-West Percent of Students Attending High Schools that Offer High-Level Math Courses Latino and Black are less likely to attend High Schools that offer High-Level Math Courses 100 77 80 67 60 60 59 51 45 40 Black Latino White 20 0 Trigonometry Calculus Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. 2005 by The Education Trust-West Percent of Students Attending High Schools that Offer High-Level Math Courses Low-SES Students are less likely to attend High Schools that offer High-Level Math Courses 100 83 80 72 64 60 44 40 Low SES High SES 20 0 Trigonometry Calculus SES quintiles are composites of family income, parental education, prestige of parental occupation(s), and the presence of reading materials and computers in the household. Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. 2005 by The Education Trust-West Percentage of 12th Grade Students Taking Biology, Chemistry, and Physics Latino and Black students are less likely to take the full complement of Science Courses 50% 45% 40% 31% 30% 20% 22% 25% Black Latino White Asian 10% 0% Source: U.S. Department of Education 2005 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. 2005 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 2005 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 2005 by The Education Trust-West Regressive Math – A Path to Nowhere Sample Sequence In one California district, a high school student has: • passed both sections of the California Exit Exam by the beginning of the senior year. • has started her senior year with 175 of the 230 credits needed to graduate. • has not fulfilled the 10 credits for Algebra, and still needs 10 more credits in other math courses. She is only enrolled in one math course in her senior year – Business Math. Source: Unidentified Student Transcript, California High School 2005 by The Education Trust-West Regressive Math – A Path to Nowhere In that same district 20% of students are enrolled in Regressive Math. More than half of those are Latino. 2005 by The Education Trust-West But are most of our kids getting anything that even remotely resembles INTENSE? 2005 by The Education Trust-West Jake’s Fall Schedule, Freshman Year English Health Ed/Academic Foundations (Required Course for all freshmen) Conceptual Physics Volleyball 2005 by The Education Trust-West Spring Schedule, Freshman Year Algebra Auto Shop Auto Shop Volleyball 2005 by The Education Trust-West Fall Schedule, Sophomore Year English Spanish Chemistry Open Period (required) 2005 by The Education Trust-West Spring Schedule, Sophomore Year Geometry W. History Volleyball Open Period (required) 2005 by The Education Trust-West Fall Schedule, Junior Year Mythology Algebra Auto Shop Career Choices 2005 by The Education Trust-West Spring Schedule, Junior Year Algebra 2 American History Arts Tech English 2005 by The Education Trust-West Senior Year? Too embarrassing to even show 2005 by The Education Trust-West Consequences? 2005 by The Education Trust-West The Highest Level of Math Reached in High School is a Strong Predictor of BA Attainment Percent Attaining a Bachelor's 100 83 75 80 60 60 39 40 17 20 7 0 Calculus Precalculus Trigonometry Algebra 2 Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. Geometry Algebra 1 2005 by The Education Trust-West High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree Completion Percent of Students Completing a Bachelor's Degree 100 82 80 60 40 20 9 0 Most Intense Curriculum Least Intense Curriculum Curriculum quartiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school. Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. 2005 by The Education Trust-West Most 21st Century Jobs Require Postsecondary Education 2005 by The Education Trust-West College isn’t for everyone. But a college prep curriculum is. 2005 by The Education Trust-West High School Course-Taking Indicates Opportunity for Success in the Workplace The percentage of workers in the highest-paying jobs that took high-level math courses in high school 100% 80% 75% 85% 60% 40% 20% 0% Algebra II or higher Source: Carnevale and Desrochers, ETS, Connecting Education Standards & Employment: Course Taking Patterns of Young Workers, ADP: Workplace Study, 2002: Geometry or higher 2005 by The Education Trust-West American Diploma Project Interviews with Employers: • They mostly want the same things that higher education wants! – Strong Reading Ability – read/comprehend informational and technical texts – Emphatic about literature – understanding other cultures is necessary with diverse customers and co-workers – Writing ability key – Mathematics Imperative – data, probability, statistics and competent problem solvers. Algebra I, Geometry and Algebra II. Source: Workplace Study by the National Alliance for Business for the American Diploma Project, unpublished report, 2002. 2005 by The Education Trust-West But 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. 2005 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 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%20construction% 2C%20engineering%20%28ace%20pathway%29%20course%20outline' ALL of these jobs require a strong foundation of reading, writing and speaking the English language in order to comprehend instructions and technical manuals 2005 by The Education Trust-West Employers Are Less Willing to Help “Remedial programs were victims of mid-90s cost cutting initiatives: from a high point of 24% of [businesses] in 1993, the share of companies sponsoring such programs dropped to 15% in 1999 and 12.3% in 2001.” --2001 American Management Association Survey on Workplace Testing 2005 by The Education Trust-West Employers are looking for better educated workers elsewhere Example: Toyota Motor Corporation 2005 by The Education Trust-West Why Ontario, Canada is a better location for a new Toyota plant… “The level of the workforce in general is so high the training program you need for people, even for people who have never worked in a Toyota plant before, is minimal compared to what you have to go through in the southeastern United States,” --Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005 Source: www.cbc.ca/cp/business/050630/b0630102.html 2005 by The Education Trust-West “In Alabama, trainers had to use ‘pictorials’ to teach some illiterate workers how to use high-tech plant equipment.” --Gerry Fedchun, president of Automotive Parts Manufacturers’ Association, 7/8/2005 Source: www.cbc.ca/cp/business/050630/b0630102.html 2005 by The Education Trust-West With college-prep curricula, students of all sorts will learn more... 2005 by The Education Trust-West Low Quartile Students Gain More From College Prep Courses* 28 NELS Score Gain 30 20 19 16 0 Math Reading Vocational College Prep *Grade 8-grade 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 2005 by The Education Trust-West San Jose Unified – College Prep Curriculum For All AP Scores with a score of AP >=3 60 50 40 30 20 10 0 57.4 43.5 1999 748 Test Taken Source: EdTrust West analysis of California Department of Education data 2004 1197 Tests Taken 2005 by The Education Trust-West Students taking rigorous courses will fail less often... 2005 by The Education Trust-West Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Percent Earning "D" or "F" 50 Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles 47 31 23 16 0 Quartile I (Lowest) College Prep Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002. Quartile 2 Low Level 2005 by The Education Trust-West Gaps will close. 2005 by The Education Trust-West SJUSD SAT9 & CAT6 Median National Percentile Matched Reading Scores at Grades 4-9 for Students who Have Been Tested with STAR Every Year Since 1998 Source: San Jose Unified School District Gap reduced by 48% *CAT6 scores adjusted to SAT9 scale 2005 by The Education Trust-West Median National Percentile SJUSD SAT9 & CAT6 Matched Mathematics Scores at Grades 3-9 for Students who Have Been Tested with STAR Every Year Since 1998 Source: San Jose Unified School District Gap reduced by 43% *CAT6 scores adjusted to SAT9 scale 2005 by The Education Trust-West Students will work harder. 2005 by The Education Trust-West Recent poll shows that 66% of dropouts would have worked harder if expectations were higher. 88% Had passing grades Recognized that graduating from high school was vital to their success 81% Were confident they could have graduated from high school 70% Would have worked harder if expectations were higher 66% 0% Source: The Silent Epidemic: Perspectives of High School Dropouts, Civic Enterprises, March 2006 20% 40% 60% 80% 100% 2005 by The Education Trust-West And they’ll succeed more. 2005 by The Education Trust-West SJUSD Graduation Rates Estimated completion rate using Cumulative Promotion Index methodology 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 100% 90% 80% Estimated 70% completion rate 60% using Manhattan 50% Institute 40% methodology 30% 20% 10% 0% 70% 73% 72% 1998 1999 2000 72% 71% 69% 1998 1999 2000 Source: Ed Trust West analysis of CA Dept of Ed data, 2005 87% 84% 2001 77% 2001 79% 80% 2002 2003 2004 73% 73% 73% 2002 2003 2004 2005 by The Education Trust-West LAUSD High Schools That Have High Percentages of Their Graduates Completing College Prep Curriculum (A-G) Have Fewer Suspensions and Lower Failure Rates 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 64% Low Percentage A-G Grads 46% 37% 16% 21% 11% HS Suspension Completion Rate Rate % of F's in Math Source: Ed Trust West Analysis of School-Level Data, School Accountability Report Cards, 2005. 23% 12% High Percentage A-G Grads % of F's in English 2005 by The Education Trust-West #5. Monitor the Distribution of Teacher Talent…and Make Sure Low-Income and Minority Students Have the High Quality Teachers They Need 2005 by The Education Trust-West Teachers Matter Big Time. 2005 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. 2005 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 2005 by The Education Trust-West Students Who Start 3rd Grade at About the Same Level of Reading Achievement… Average Percentile Rank 100 80 60 59 60 Group 1 Group 2 40 20 0 Beginning of 3rd Grade Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. 2005 by The Education Trust-West Average Percentile Rank …Finish 6th Grade at Dramatically Different Levels Depending on the Quality of Their Teachers 100 76 80 60 60 59 42 40 20 0 Group 1 Assigned to Three EFFECTIVE Teachers Group 2 Assigned to Three INEFFECTIVE Teachers Beginning of 3rd Grade End of 6th Grade Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. 2005 by The Education Trust-West But poor and minority students don’t get their fair share of our strongest teachers. 2005 by The Education Trust-West Poor and Minority Students Get More Inexperienced* Teachers Percent of Teachers Who Are Inexperienced 25% 21% 20% 11% 10% 0% High poverty Low poverty High minority Low minority *Teachers with 3 or fewer years of experience. Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students Source: National Center for Education Statistics, “Monitoring Quality: An Indicators 2005 by The Education Trust-West Percent of Classes Taught by Out of Field Teachers More Classes in High-Poverty, HighMinority Schools Taught By Out-of-Field 50% Teachers 34% 29% 21% 19% 0% High poverty Low poverty High minority Low minority Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite. *Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes. Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, 2005 by The Education Trust-West Middle Grades – Classes Taught by Teachers Without at Least a College Minor in the Subject 60% 53% Percent of middle school classes taught by a teacher without at least a minor in the subject 0% 49% 40% 38% High-Poverty Low-Poverty Schools Schools (>50%) High-Minority Low-Minority Schools Schools (<15%) (>50%) (<15%) *Data is for core academic classes. Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, The Education Trust, 2002. 2005 by The Education Trust-West High Schools – Classes Taught by Teachers Lacking an Undergraduate Major 60% Percent of high school classes taught by a teacher without a major in the subject 29% 28% 21% 21% 0% High-Poverty Low-Poverty Schools Schools (>50%) (<15%) High-Minority Low-Minority Schools Schools (>50%) (<15%) *Data is for core academic classes. Source: Craig D. Jerald, All Talk, No Action: Putting an End to Out-of-Field Teaching, The Education Trust, 2002. 2005 by The Education Trust-West Teacher Quality Index Illinois Education Research Council • School Level Teacher Characteristics – % of Teachers with Emergency/Provisional Certification School Teacher Quality Index (TQI) – % of Teachers from More/Most Selective Colleges – % of Teachers with < 4 Years Experience – % of Teachers Failing Basic Skills Test on First Attempt – School Average of Teachers’ ACT Composite and English Scores DeAngelis, K., Presley, J. and White, B. (2005). The Distribution of Teacher Quality in Illinois. http://ierc.siue.edu/documents/Teacher_Quality_IERC_%202005-1.pdf 2005 by The Education Trust-West IERC College Readiness Index • Uses ACT scores and self-reported GPA • Five levels – – – – – Not/least ready Minimally ready Somewhat ready More ready Most ready Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf 2005 by The Education Trust-West Illinois: Distribution of School TQI by School Percent Minority •Very high percent minority schools are likely to have very low school TQIs. •There is little difference in TQI distribution below the highest minority quartile (i.e. below about 60% minority). 2005 by The Education Trust-West Impact? 2005 by The Education Trust-West College Readiness at High Poverty, High Minority Schools by TQI 80 73% 70 Percent of Students More/Most Ready 60 Not/Least Ready 50 38% 40 26% 30 20 10 3% 0 Lowest TQI Upper Middle TQI Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. 2005 by The Education Trust-West http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf Percent of Students 90 80 70 60 50 40 30 20 10 0 Percent of Students More/Most Ready by High School TQI and Highest Math Level 81 Lowest 10% 76 67 52 57 48 42 25 18 20 21 6 11 Algebra II 11-25% Lower Middle TQI Upper Middle TQI Highest TQI 16 6 Trigonometry or other advanced math Calculus Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf 2005 by The Education Trust-West Let’s Get That Again! STUDENTS WHO STUDIED ALL THE WAY THROUGH CALCULUS IN SCHOOLS WITH THE LOWEST TEACHER QUALITY LEARNED LESS MATH THAN STUDENTS WHO ONLY WENT THROUGH ALGEBRA 2 IN SCHOOLS WITH JUST AVERAGE TEACHER QUALITY. 2005 by The Education Trust-West Some of the differences occur between poor and rich school districts. But there are big differences within school districts, as well. In fact, in most states these differences are larger than between-district differences. 2005 by The Education Trust-West California: Study after study shows large differences in experience and education of teachers in high vs. low-poverty schools. These differences, of course, reflected in different salaries. 2005 by The Education Trust-West A Tale of Two Schools Granada Hills High School Los Angeles Unified • 32% Latino & African American • 27% of students receive free or reduced price lunch • Academic Performance Index = 773 Source: CA Department of Education, 2003-04 data Locke High School Los Angeles Unified • 99% Latino & African American • 66% of students receive free or reduced price lunch • Academic Performance Index = 440 2005 by The Education Trust-West In accordance with district and state practice, both schools report the same average teacher salary. 2005 by The Education Trust-West The average teacher at Locke High School actually gets paid an estimated $8,034 less every year than his counterpart at Granada Hills High School. If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the school budget would increase by nearly a million dollars ($956,056) every year. 2005 by The Education Trust-West A Tale of Two Schools Washington High School San Francisco Unified • 13% Latino & African American • 37% of students receive free or reduced price lunch • Academic Performance Index = 760 Source: CA Department of Education, 2003-04 data Mission High School San Francisco Unified • 67% Latino & African American • 75% of students receive free or reduced price lunch • Academic Performance Index = 518 2005 by The Education Trust-West The average teacher at Mission High School actually gets paid an estimated $9,901 less every year than his counterpart at Washington High School. If Mission spent as much as Washington on teacher salaries for its 57 teachers, the school budget would increase by $564,357 every year. 2005 by The Education Trust-West Again, both report the same average teacher salary. 2005 by The Education Trust-West Average School Gaps in 10 Largest CA Districts by School Type Poverty Minority Middle High School 36,561 -157,937 325,113 102,762 -319,075 252,503 Fresno Unified 125,881 104,980 85,534 108,113 126,829 125,639 Long Beach Unified 362,683 251,012 574,387 381,587 218,585 289,968 Los Angeles Unified 83,363 175,960 -23,763 112,743 200,178 161,686 Sacramento City Unified 140,144 -39,078 227,073 142,012 89,692 522,459 San Bernardino City Unified 228,668 239,357 463,426 231,464 345,367 382,690 San Diego Unified 139,972 216,460 267,900 223,072 268,907 254,832 San Francisco Unified 43,817 44,905 195,426 86,399 146,006 263,816 San Juan Unified 81,899 202,423 103,330 53,964 150,314 139,570 Santa Ana Unified 120,456 309,381 -215,960 84,678 175,133 64,291 DISTRICT Elk Grove Unified Elementary Elementary Middle High School 2005 by The Education Trust-West You don’t have to just sit by and watch that happen. SB 687. RBB. 2005 by The Education Trust-West If we had the courage and creativity to change these patterns? 2005 by The Education Trust-West “The Rivkin, Hanushek, and Kain estimates of teacher performance suggest that having five years of good teachers in a row* could overcome the average seventhgrade mathematics achievement gap […].” * “1.0 standard deviation above average, or at the 85th quality percentile” SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004. Estimates based on research using data from Texas described in “Teachers, Schools, and Academic Achievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002. 2005 by The Education Trust-West Bottom Line: If we’re serious about all kids college and work ready we have got to move the teacher quality and gap conversation to the top of civic and political agendas. 2005 by The Education Trust-West Why is it so hard? Despite our greater understanding of how important teachers are, it has been very hard to get traction on an improvement agenda. 2005 by The Education Trust-West Problem 1: Too polite to criticize, demand. Not much to say here, except… 2005 by The Education Trust-West SPEAK UP!!! Just as we’ve needed pressure from higher ed and business to help us ratchet up standards for high school students, does higher ed needs pressure from K-12 and business to ratchet up quality of teacher preparation? If so, what would be productive for you? 2005 by The Education Trust-West Problem 2: Paralyzed by supply fears . . . And so we never get to equity. Confront the Myths and Fears Head – On. 2005 by The Education Trust-West What do we really know about supply and turnover? That most of the myths are…just that. 2005 by The Education Trust-West Myth #1 “Turnover in the teaching profession is just terrible! More than 50% are gone in 3 years.” 2005 by The Education Trust-West Overall, the three-year teacher retention rate for recently graduated teachers is one of the best new-professional retention rates in the country. Source: Presley, Jennifer. (2003). Occupational Stability of New College Graduates. Edwardsville, IN: Illinois Education Research Council, Southern Illinois University Edwardsville. 1 & 3. © 2006 The Education Trust, Inc. • Nationally, 76% of recently graduated K-12 teachers who worked full time in 1994 remained teachers in 1997. • Full-time and part-time new teachers remained on the job at higher rates than full-time or part-time engineers, scientists, lab and research assistants or employees in the legal profession. 2005 by The Education Trust-West Profession Full-time Retention Rate Over a Three Year Period by Occupation Health Occupations 76 K-12 Teachers 76 68 Law Enforcement, Military Engineers, Scientists, Lab and Research Assistants 65 51 Legal Professionals and Legal Support Occupations 47 0 10 20 30 40 50 60 70 80 90 100 Percentage © 2006 The Education Trust, Inc. Computer and Technical Occupations Source: Presley, Jennifer. (2003). Occupational Stability of New College Graduates. Edwardsville, IN: Illinois Education Research Council, Southern Illinois University Edwardsville. 2. 2005 by The Education Trust-West Annual turnover in teaching profession? 7% Annual turnover elsewhere in the workforce? 7% 2005 by The Education Trust-West Myth #2 “Teachers are terribly dissatisfied with their work—much more so in recent years, especially because of the pressure from NCLB.” 2005 by The Education Trust-West Fact - Teacher satisfaction has remained fairly constant over the past 15 years. © 2006 The Education Trust, Inc. • The percentage of teachers who noted they are “very satisfied” or “somewhat satisfied” (as opposed to “somewhat dissatisfied,” “very dissatisfied,” or “not sure”) has hovered around 87% since 1988, peaking at 92% in 2001. • In 2003, 57% of teachers reported that they were “very satisfied” with their job, up from 52% in 2001 and 54% in 1995. Source: Metropolitan Life Insurance Company, The MetLife Survey of the American Teacher. (2003). An Examination of School Leadership: A Survey of Teachers, Principals, Parents and Teachers. New York: Harris Interactive, Inc. Exhibit 4.2—Teachers’ Job Satisfaction (1984-2003). 66. 2005 by The Education Trust-West Myth #3 “We’re facing shortages of up to 2.2 million new teachers over the next decade.” 2005 by The Education Trust-West Each year, approximately: • 220,000+ teachers retire or otherwise leave profession; • Nation’s colleges produce approximately 200,000 new teachers; • 200,000+ vacancies filled, approximately 40% from returning teachers, and the remainder from new or recent grads. 2005 by The Education Trust-West BUT… © 2006 The Education Trust, Inc. • Although there may be enough teachers in the aggregate, there may not be enough teachers qualified to teach each of the subject areas. • Likewise, there may not be enough teachers available who want to teach in certain geographic locations. • And, we know there are not enough high-quality teachers going to high-poverty, high-minority schools. Source: Ingersoll, Richard M. (2003). Is There Really a Teacher Shortage? Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. 8. and Murphey, Patrick J. and Michael M. DeArmond. (2003). From the Headlines to the Front Lines: The Teacher Shortage and Its Implications for Recruitment Policy. Seattle, WA: Center for Reinventing Public Education, University of Washington. 21-22. 2005 by The Education Trust-West Myth #4 “Nobody wants to teach in urban school districts.” 2005 by The Education Trust-West Fact - The good news is that strong recruitment techniques can attract highly-qualified teachers to high-needs schools. • The New Teacher Project reported that aggressive recruiting yielded far more qualified applicants per position, including in high-needs subject areas, than the district could hire. Source: Levin, Jessica and Meredith Quinn. (2003). Missed Opportunities: How We Keep High-Quality Teachers Out of Urban Classrooms. New York: The New Teacher Project. 5. © 2006 The Education Trust, Inc. – In one urban school district, the ratio of applicants to positions was 20 to 1, with other districts garnering a ratio of between 5 to 1 and 7 to 1. 2005 by The Education Trust-West • Chicago Public Schools – CPS received 13,700 applications for about 1,500 teacher vacancies from candidates applying for the 2006-2007 school year. – The district estimates that by the end of the hiring season, they will receive 18,500 applications. 2005 by The Education Trust-West • Teach For America - which only places teachers in high-needs schools - reports record high numbers of applicants for teaching positions. – In the 2005-06 recruiting season, Teach For America received a record 19,000 applications for about 2,400 positions. © 2006 The Education Trust, Inc. Source: Teach for America Press Release. (June 1, 2006) “In Strong Job Market, Record Number Of Graduating Seniors Apply To Teach For America.” http://www.teachforamerica.org/documents/060106_2006.Application.Numbers.pdf 2005 by The Education Trust-West We need to look very closely at our data, avoid repeating myths and aggressively counter those who are spreading misinformation. 2005 by The Education Trust-West Problem #3:We haven’t learned enough from high impact teachers. 2005 by The Education Trust-West What do we know? Way too little. But several actionable conclusions. 2005 by The Education Trust-West Today, drawing primarily from five new studies: • Comparing the Effects of Different Routes to Teaching in NYC (The Teacher Pathway Project-Boyd, Grossman, Lankford, Loeb, Wyckoff) • Identifying Effective Teachers Using Performance on the Job (The Hamilton Project--Gordon, Kane, Staiger) LAUSD • Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?—Dan Goldhaber, Univ of Washington and the Urban Institute. • Illinois Education Research Council. • Louisiana Blue Ribbon Commission. 2005 by The Education Trust-West #1. No matter how good teachers will eventually become, they are NOT as good in their first year or two of practice. Teacher effectiveness grows for at least 3-5 years. Growth biggest from year 1 to 2. 2005 by The Education Trust-West “…student performance increases as a result of increased experience over the first three or four years of experience, with little or no difference thereafter.” Boyd, D., Grossman, P., Lankford, H., Loeb, P.,Wyckoff, J. (2005). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. www.teacherpolicyresearch.org 2005 by The Education Trust-West Some Payoff for Experience Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West Goldhaber: Gains in first few years. But “I find little evidence of productivity gains associated with experience beyond 5 years. 2005 by The Education Trust-West #2. ROUTE OF ENTRY… …doesn’t matter very much. 2005 by The Education Trust-West LAUSD: 3 Pathways to Teaching • Traditional; • Alternate; • Uncertified 2005 by The Education Trust-West Similar Effectiveness, Regardless of Certification Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West “…in many cases, a teacher’s pathway makes little difference in the achievement of students…” “… the measured differences* are not large in magnitude…” Boyd, D., Grossman, P., Lankford, H., Loeb, P.,Wyckoff, J. (2005). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. www.teacherpolicyresearch.org 2005 by The Education Trust-West Some nuances… • Traditional a little better with younger children, especially in reading; • Alternates a little better with older children, especially in math; • Most differences in lower grades wash out by year 3. 2005 by The Education Trust-West #3. Differences WITHIN each category, though, are huge. 2005 by The Education Trust-West Effectiveness More Important than Certification “The difference between the 75th percentile teacher and the 50th percentile teacher for all three groups of teachers was roughly five times as large as the difference between the average certified teacher and the average uncertified teacher.” Three groups = traditionally certified, alternatively certified, and uncertified Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West Huge Differences in Teachers’ Effectiveness An average student assigned to a bottom quartile teacher lost 5 percentile points while a demographically similar student with a top quartile teacher gained 5 percentile points. Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West 10 Point Average Difference Between Top and Bottom Teachers Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West #4. There is some disagreement about whether those differences can be predicted from measurable teacher characteristics. 2005 by The Education Trust-West Research pretty consistent about… • Teacher test performance, especially verbal; • Teacher content mastery, especially in higher grades; Selectivity of undergraduate college also sometimes predictive. Race can be relevant, too. 2005 by The Education Trust-West In NYC, Alternate Route Teachers much higher on all these measures. Failed Gen. Knowledge Exam Traditional Teaching Teach for Fellow America 16% 1.8% 0% Score on LAST Test 246 267 275 From Highly Selective College 11% 44% 70% % Black and Latino 20% 31% 23% 2005 by The Education Trust-West But at least in NYC and LAUSD, the relationships between these things and achievement not clear. 2005 by The Education Trust-West Goldhaber: Clear positive effect of higher performance on licensure exams, especially in mathematics. But some false negs and false positives. 2005 by The Education Trust-West Bottom Line: Improving the Value Added of Teacher Force Has to be at Heart of Our Strategy. 2005 by The Education Trust-West “Massive Impact” “If the effects were to accumulate, having a top-quartile teacher rather than a bottom quartile teacher four years in a row would be: • enough to close the black-white test score gap…; and, • Have twice the impact of reducing class size from 22 to 16.” Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution. 2005 by The Education Trust-West Lastly, and what everyone will always want to talk about. . . #6. Would more money help? 2005 by The Education Trust-West Nation: Inequities in State and Local Revenue Per Student Gap High Poverty vs. Low Poverty Districts -$907 per student High Minority vs. Low Minority Districts -$614 per student Source: The Funding Gap, 2005. The Education Trust. Data are for 2003 2005 by The Education Trust-West But how much more money will help depends on how wisely we spend it. 2005 by The Education Trust-West Some districts get more for less. 2005 by The Education Trust-West Some districts that out-perform spend less NAEP 2005 Grade 8 Math -Overall Scale Scores $7,132 $8,311 $11.920 $7,284 Average Scale Score 290 $12,562 $6,923 $8,283 $7,799 $11,312 $10,199 280 $11,847 270 260 250 240 230 ia Co lum b ta nd of Cle ve la ric t Lo sA ng ele s ag o At la n Dis t Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nde and Standard and Poor’s www.schoolmatters.com Ch ic rk Cit y Ne w Yo s to n Ho u Sa nD ieg o ton Bo s te rlo t Ch a Au s tin 220 2005 by The Education Trust-West In the end, it is about choices adults make. At the Main, Achievement and Opportunity Gaps Come from Choices That Educators and Policymakers Make. Choices About: - How Much to Spend on Whom. - What to Expect of Different Schools and Students. - Choices Even About Who Teachers Whom. - Choices About How to Organize Classroom and Schools. 2005 by The Education Trust-West The Education Trust-West 510-465-6444 www.edtrustwest.org The Education Trust 202-293-1217 www.edtrust.org 2005 by The Education Trust-West