ReimaginEd 2015
Trends in K12 Education
David Havens
@eduhavens
#ReimaginED2015
Vivek Murali
@vivmurali
Systemic inequality rising while mainstream tech catching on
The following slides analyze how innovations have scaled in education
US students are low income
(eligible for free or reduced lunch)
60
text messages are sent each
day by the average teen
1
30
US students were
homeless in 2013
79
teenagers age 13-18
have smart phones
11
states had no black
student take the AP
Computer Science exam
51%
MEANWHILE
81%
US districts interested in
implementing 1:1 solution
in next 2 years
Source: Southern Education Foundation, Ambient Insights, Level Playing Field Institute, http://kpk12.com/states/, Benedict Evans “Mobile is eating the world”
2
#ReimaginED2015
Outline
Continued
Challenges:
Diversity,
Equity, and
Education
4
The Evolving
Landscape
New
Technologies
and
Approaches
Appendix
16
27
46
3
#ReimaginED2015
Continued Challenges:
Diversity, Equity, and Education
“Too often, America’s education system amplifies not opportunity but inequality.”
NICHOLAS KRISTOF
The New York Times
Source: The New York Times. http://www.nytimes.com/2014/10/26/opinion/sunday/nicholas-kristof-the-american-dream-is-leaving-america.html
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#ReimaginED2015
Educational mobility in the U.S. is lower than you think
There is a 5% college completion rate for Americans whose parents didn’t graduate from High School*
Russian Federation*
ABSOLUTE EDUCATIONAL
MOBILITY (2012)
Korea
Percentage of 25-64 years-old-non-students
whose educational attainment is higher than
(upward mobility), lower than (downward
mobility) or the same as (status quo) that of
their parents.
France
Finland
Upward mobility
Flanders (Belgium)
Downward mobility
Ireland
Poland
Netherlands
Canada
Estonia
Sweden
Japan
Australia
Average
Spain
England / N. Ireland (UK)
Danemark
Norway
Italy
Slovak Republic
United States
Austria
Germany
*compare to 23% for
other wealthy nations
Czech Republic
0%
10%
20%
30%
40%
50%
60%
70%
Source: Chart A4.3 - OECD Indicators - Education at a Glance 2014
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#ReimaginED2015
Many factors influence education opportunity, starting in preschool
Over 8,000 toddlers were suspended from preschool in 2011 school year. 70% were minority.
DISPARITY IN DISCIPLINE STARTS IN PRESCHOOL
Out-of-school
suspension
(single)
Overall
enrollment
Out-of-school
suspension
(multiple)
100%
43%
26%
26%
80%
4%
3%
60%
4%
White
20%
25%
Two or more races
Hispanio/Latino
40%
29%
Black or African-American
42%
20%
0%
Native Hawaiian
or other Pacific Islander
48%
18%
1%
0.1%
0.1%
4%
1%
1%
2%
1%
1%
Asian
American Indian
or Alaska Native
Source: U.S. Department of education, Office for civil Rights Data Collection, 2011-12, http://www.politico.com/story/2014/03/civil-rights-education-race-equity-104879.html
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#ReimaginED2015
Homelessness of youth is up 67% in the last 7 years
Growth in math and literacy is slower among homeless and highly mobile students
RISE IN NUMBER OF HOMELESS CHILDREN
1/30
2.5M
1/50
1/45
MATH ACHIEVEMENT
NUMBER OF CHILDREN HOMELESS ANNUALLY
240
220
200
General
(non-HHM or FRL)
1.6M
180
National Norm
1.5M
Reduced Meals
Free Meals
2006
2010
2013
3
4
5
6
7
8
Homeless or
highly mobile
GRADE
Source: The National Center on Family Homelessness at American Institutes for Research http://center.serve.org/nche/downloads/acad-ach-res-article-oct2012.pdf
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#ReimaginED2015
Racial segregation persists 60+ years after Brown v. Board of Education
An increasing number of black and hispanic students go to schools that are over half-minority
PERCENTAGE OF LATINO & BLACK STUDENTS ATTENDED
SCHOOLS THAT WERE MORE THAN HALF MINORITY
Hispanic Students
55%
80%
40 years later…
Black Students
77%
74%
1968-69
School Year
2009-2010
School Year
Source: nea.org/schoolequity
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#ReimaginED2015
The racial disparity in discipline continues in high school
Black students are 62% more likely to receive discretionary discipline than white students
PERCENT OF STUDENTS COMMITING DISCRETIONARY
AND MANDATORY VIOLATIONS, BY RACE AND ETHNICITY.
100%
80%
7.2%
7.9%
60%
5.3%
Discretionary Punishment
Mandatory Punishment
40%
76.7%
66.7%
47.9%
20%
Students suspended
or expelled for a
discretionary violation are
nearly 3 times more likely
to be in contact with the
juvenile justice system
the following year
0%
African Hispanic
American (n=366.900)
White
(n=400.104)
(n=133.719)
Source: https://www.aclu.org/racial-justice/infographic-school-prison-pipeline, http://csgjusticecenter.org/wp-content/uploads/2012/08/Breaking_Schools_Rules_Report_Final.pdf
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#ReimaginED2015
Not just race: achievement gap between rich and poor widening
The 90/10 percentile income gap compares to the black/white gap in the 1950s
AVERAGE DIFFERENCE IN STANDARDIZED TEST SCORES
(90/10 income gap or black-white gap)
IN STAND ARD DEVIATION UN ITS
1.50
1.25
90/10 Income Gap
1.00
.75
Black-White Gap
.50
.25
.00
1940
1950
1960
1970
1980
1990
2000
COHOR T BIR TH YEAR
http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/The-Widening-Income-Achievement-Gap.aspx
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#ReimaginED2015
A vast majority of young people are ill-prepared for college
While 95% of 8th graders say they are going to college, schools prepare only 37%
95%
80%
37%
17%
8%
of 8th graders
say they are going
to college
graduate
from HS
are prepared
to succeed
in college
of low income
students are
prepared to
succeed in college
of students in
the lowest income
quartile complete
a college degree
within six years
Source: Bill & Melinda Gates Foundation
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#ReimaginED2015
Educational inequality is manifest in the corporate world
Disparities in STEM Education are mirrored in the STEM Workforce
RACIAL AND ETHNIC REPRESENTATION IN THE STEM WORKFORCE
100%
Total workfoce
STEM
80%
66.9
70.8
60%
• White and Asian students are more
than 4x as likely to take AP Math
and Science exams and more than
6x as likely to take the AP
Computer Science exam than their
Black and Latino/a peers
• In eleven states, no black students
took the AP Computer Science test
40%
20%
10.8
14.5
6.4
14.9
6.5
5.5
0.6 0.4
0%
White alone,
not Hispanic
or Latino
Black or
Africain
American alone
Asian alone
American Indian
and Alaska Native
alone
Hispanic
or Latino
(of any race)
Note: Native Hawaiian or Other Pacific Islander alone was combined with Some Other Race because of a small number of sample observation.
Source: U.S. Census Bureau, 2011 American Comunity Survey.
Source: http://www.census.gov/prod/2013pubs/acs-24.pdf, Level Playing Field Institute http://lpfi.org/blog/level-playing-field-institute
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#ReimaginED2015
U.S. tech companies lack diversity
1% of VC-backed internet startups (Series Seed & A) have a black founder. 83% are all white teams.
Ethnicity (US only)
DIVERSITY IN LEADING U.S. TECH COMPANIES IS LACKING
34%
5%
57%
30%
Facebook
3%
61%
White
Google
Asian
Hispanic
12%
Black
Two or more race
39%
50%
38%
55%
Other
64%
16%
Non-Hispanic white
Yahoo
Lnkedln
Hispanic
Black
Asian
The labor force by ethnicity
Did not Identify
racially or ethnically
Source: Techcrunch, http://www.lpfi.org/sites/default/files/code2040_lpfi_final.pdf
SOURCE: Bureau of Labor Statistics
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#ReimaginED2015
And the inequality continues up the ladder to leadership
White men make up over 90% of Fortune 500 CEOs but less than 35% of all Americans
1%
African
1%
Hispanic American
4%
Women
2%
Asian
Fortune
500 CEOs
by Race
and Ethnicity
Fortune
500 CEOs
by Gender
96%
Men
96%
Non-Hispanic
white
Source: Diversity Inc.
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#ReimaginED2015
With equitable access, education can help level the field
Education continues to offer a strong return on investment
RETURNS TO EDUCATION COMPARED TO OTHER INVESTMENTS
25
PERCENT RETURN
20
15
10
5
0
Associate’s
degree
Professional
degree
Bachelor’s
degree
Some
college
Stocks
Gold
10-year
Treasury
bonds
T-bills
Housing
Source: CPS (2009, 2010-12); Damodaran (2013), Federal Reserve Economic Data (2013); National Center for Education
Statistics: (NCES 2012-13); National Mining Association (2012); Shiller (2013); authors’ calculations.
http://www.brookings.edu/research/reports/2013/06/13-facts-higher-education
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#ReimaginED2015
The evolving landscape
“School is where childhood happens. Even if civil war dates are forgotten and geometry
becomes a blur, one lesson must stick: the love of learning.”
LILY ESKELSON
NEA President
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#ReimaginED2015
Universal pre-K is gaining traction
A highly researched benefit begins to make its way to practice
PERCENT OF 4-YEAR-OLDS SERVED BY STATE PRE-K
0% of 4-year-olds served
1-10% of 4-year-olds served
11-20% of 4-year-olds served
21-30% of 4-year-olds served
31-40% of 4-year-olds served
41-50% of 4-year-olds served
51-60% of 4-year-olds served
61-70% of 4-year-olds served
Source: http://preschoolmatters.org/2012/11/01/preschool-for-yall-the-rise-of-early-education-in-the-south/
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#ReimaginED2015
Common Core continues to roll out around the country
Confronting new challenges and opportunities along the way
COMMON CORE ADOPTION ACROSS THE USA
Adopted
Not adopted
Source: www.corestandards.org
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#ReimaginED2015
Graduation rates have increased in the past twenty years
81% of high school students are graduates (the equivalent of 7,000 dropouts/day)
AVERAGED FRESHMAN GRADUATION RATE FOR PUBLIC HIGH SCHOOL STUDENTS:
SCHOOL YEARS 1990–91 THROUGH 2011–12
100%
80
80% 74
71
81
73
72
60%
40%
20%
0%
1990-91
1995-96
2000-01
2005-06
2010-11 2011-12
SCHOOL YEAR
Source: http://nces.ed.gov/programs/coe/indicator_coi.asp
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#ReimaginED2015
Teachers have a huge impact on student performance
Student performance varies greatly depending on quality of teacher
THE EFFECT OF TEACHER QUALITY
100th
STUDENT PERFORMANCE
(IN PERCENTILE)
90th
Student with
top-quintile teacher
50th
Student with
bottom-quintile teacher
There is a 53%
difference in student
achievement based
on performance
of the teacher
37th
0th
8
11
Age
"Students of different ethnicities respond equivalently
within the same quintile of teacher effectiveness"
Source: http://www.cgp.upenn.edu/pdf/Sanders_Rivers-TVASS_teacher%20effects.pdf
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#ReimaginED2015
Vergara v California put spotlight on teacher tenure laws nationally
States re-examine how easy it should be to get tenure
HOW LONG BEFORE A TEACHER EARNS TENURE?
VOTERS DISAGREE WITH CURRENT
TEACHER TENURE REQUIREMENTS
Poll Question: California public school teachers are currently
awarded tenure after 18th months in the classroom. Which of the following
do you agree with most:
Two years is too
soon for a teacher
to earn tenure
Years of
experience
required
Number
of states
1
1
2
4
3
32
4
4
5
6
Other
4
38%
41%
Public school teachers
should not receive
tenure at all
35%
35%
Two years is
the right amount
of time for tenure
Refuse
Two years is too long
for teachers
to wait for tenure
17%
13%
6%
7%
4%
5%
All voters
Parents
Source: http://studentsmatter.org/event/vergara-trial-day-16/?instance_id=165, http://edsource.org/2014/poll-finds-common-core-opposition-rising-in-state/64917#.VFv2KfTF9ig
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#ReimaginED2015
While teachers continue innovating with few resources
The average U.S. teacher spends 1000 hours instructing each year
Hours per week
0
10
20
30
40
50
States
Chile
nada)
Brazil
exico
AVERAGE HOURS SPENT WORKING AND TEACHING
PER WEEK
(UAE)
Hours per week
stonia
0
rtugal
nland
public
gdom)
roatia
Netherlands
Abu Dhabi (UAE)
Estonia
Portugal
Spain
Finland
oland
Slovak Republic
rance
England (United Kingdom)
stralia
lgaria
Serbia
Israel
public
Croatia
Average
Latvia
Flanders (Belgium)
apan
Iceland
weden
Denmark
Italy
apore
50
Switzerland
Brazil
Korea
40
Chile
Mexico
nmark
30
These figures show how much teachers get paid on average each
year in dollars, average gathered over 15 years.
Alberta (Canada)
atvia
eland
20
United States
erage
gium)
10
TEACHERS SALARIES $1000 s (OECD DATA)
Korea
Spain
Poland
France
Australia
Bulgaria
Total working hours
Germany
Hours spent on teaching
Belgium
Korea
Ireland
Japan
68.82
57.87
53.73
51.47
47.34
47.3
45.93
Australia
44
Finland
42.81
Total working hours
Danemark
41.71
Spain
41.52
Hours spent on teaching
United States
United Kingdom
41.46
40.90
Source: http://www.theguardian.com/teacher-network/teacher-blog/2014/sep/05/how-the-job-of-a-teacher-compares-around-the-world, http://www.oecd.org/edu/school/TALIS-TeachersGuide.pdf
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#ReimaginED2015
Venture capital entering edtech at record levels
With investments in K12 education technology up 32% from 2013, to $643 million
ED TECH FINANCING: INVESTMENT DEALS AND DOLLARS Q1’09 – Q2’14
500
120
450
98
350
72
300
63
57
250
47
43
200
29
150
100
95
85
29
19
22
12
25
78
100
81
73
80
62
60
51
44
40
29
17
Amounted Invested (M$)
Number of Deals
20
50
Q2 '14
Q1 '14
Q4 '13
Q3 '13
Q2 '13
Q1 '13
Q4 '12
Q3 '12
Q2 '12
Q1 '12
Q4 '11
Q3 '11
Q2 '11
Q1 '11
Q4 '10
Q3 '10
Q2 '10
Q1 '10
Q4 '09
Q3 '09
0
Q2 '09
0
Q1 '09
Dollars Invested (M)
400
Source: https://www.cbinsights.com/blog/ed-tech-investment-report-2014/, NewSchools Venture Fund http://www.newschools.org/blog/a-closer-look-at-k12-edtech-funding-in-2014
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#ReimaginED2015
Privacy laws concerning student data continue to evolve
Ensuring that companies use learning data to improve learning, not sales
Signed a new law
Passed a bill
Introduced a bill
Had no bills
A bill died
see
appendix
for more
details
Source: http://www.edweek.org/ew/articles/2014/10/08/07privacy.h34.html, http://www.marketplace.org/topics/world/day-life-data-mined-kid
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#ReimaginED2015
Virtual school students are fastest growing K12 sub-population
While adoption is increasing dramatically, effectiveness is mixed and controversial
VIRTUAL SCHOOL ENROLLMENT
250.000
NUMBER OF STUDENTS
200.000
150.000
100.000
50.000
0
2000
2002
2004
2006
2008
2010
2012
YEAR
Source: http://nepc.colorado.edu/files/nepc-virtual-2013-section-1-2.pdf
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#ReimaginED2015
Mobile phones offer key access to poor and rural communities
Teens w/ household incomes <$30k per year send significantly more SMS messages than their peers
TEXTS SENT PER DAY FROM TEENS (12-17)
BY HOUSEHOLD INCOME
SMARTPHONE PENTRATION BY AGE DEMOGRAPHIC
% by age group who own a smartphone
250
100%
Mean
74%
80%
79%
69%
60%
61%
57%
45%
40%
25%
150
100
20%
50
0%
0
All
12-17
18-24
Median
200
NUMBER OF TEXTS
80%
25-34
35-44
45-54
55-64
65+
Less than $30K
$30K - $50K
$50K - $75k
$75K +
AGE
Source: http://www.edisonresearch.com/2014-smartphone-ownership-demographics/
Source: The Pew Research Center's Internet & American Life Project, April 26 – May
22, 2011 Teen/Parent Survey. n=799 teens ages 12-17 and a parent or guardian.
Interviews were conducted in English and Spanish, on landlines and cell phones.
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#ReimaginED2015
New Technologies
and Approaches
“With the energy, creativity and money being invested recently in [education],
I am optimistic that this time will indeed be different”
UMANG GUPTA
Silicon Valley Technology
Entrepreneur, wrote Oracle’s first
business plan
27
#ReimaginED2015
Evolution of student and
school data
28
#ReimaginED2015
Re-imagination of student data
One-dimensional data systems → holistic and benchmarked data
Incremental and static
Holistic and actionable
Source: Schoolzilla
29
#ReimaginED2015
Evolution of data analytics tools
New tools provide school leaders with actionable, timely data that make school decisions proactive
Key Questions
Addressed
How do we ensure
more equitable
enrollment of students
in AP/IB courses?
What’s the connection
between technology use
and learning outcomes
in my school?
Do I provide my students
with effective feedback
to improve?
How does school
spending impact
student outcomes?
How do we make
rigorous AP/IB course
offerings more available
to minority students?
What residual problems
may arise from technology
adoption?
Am I conveying class
material effectively?
How does school
spending compare to
other districts with
similar demographics?
30
#ReimaginED2015
Evolution of assessments
31
#ReimaginED2015
Re-imagination of assessments
Driven by mobile and CCSS, moving from high-stakes summative testing to digital portfolios of work
Important and longitudinal,
but infrequent and often too late
Long Cycle Time
Valuable diagnostic tools that
identify gaps
Media rich digital portfolios
Short Cycle Time
32
#ReimaginED2015
Evolution of feedback
Written feedback → dynamic voice enabled feedback
Prescriptive feedback
that lacks nuance
Dynamic, voice enabled
feedback
33
#ReimaginED2015
Evolution of school-to-home
communication
34
#ReimaginED2015
Re-imagination of school-to-home communication
Robo-calling and infrequent in-person meetings → personalized, real-time communications
Infrequent one-way status updates
Regular communication
that empowers parents to be actors,
not observers
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#ReimaginED2015
Evolution of school-to-home communication
Free & teacher friendly products are pioneering a new model of viral, consumer-like growth
Consumer Mobile
400 million active users
$58 million invested, $19
billion acquisition
Education
23 million teachers
and parents
$60 million invested
With each signup, a teacher offers a built-in
community of potential users
Teacher User
100 million active users
$648 million invested,
$10 billion valuation
38 million teachers,
parents and students,
$10 million invested
300 million active users
$57 million invested,
$1 billion acquisition
46 million teachers,
students, parents
$88 million invested
Student Users
Parent Users
Source: Publicly disclosed data, Note: Snapchat figure based on industry estimates that vary between 100M - 200M, http://www.fastcompany.com/3041031/fast-feed/startups-battle-forone-of-educations-most-valuable-opportunities-parent-teacher-m
36
#ReimaginED2015
Evolution of teacher
professional development
37
#ReimaginED2015
Re-imagination of teacher professional development
One size fits all static content → peer-led, personalized, and simulation-based instruction
Static, undifferentiated
Collaborative teacher-driven PD
Source: EdCamp
“The best PD has been when a teacher shows me what
has revolutionized their classroom.” – A US teacher
Source: The Bill & Melinda Gates Foundation, Teachers Know Best: Teachers’ Views on Professional Development
38
#ReimaginED2015
Landscape of teacher professional development
Communities have formed both online and in person to advance teacher development
Offline
Communities
WHY IT MATTERS
29%
Online
Communities
Unstructured
Educator Forums
Few teachers are highly
satisfied with current
professional development offerings.
Opportunities for
Simulation
51%
Educator Focused
Content
51% of educators do not engage
in any formal professional learning
Source: Brightbytes, NewSchools Venture Fund
39
#ReimaginED2015
Emerging Evolutions
40
#ReimaginED2015
Re-imagination of teacher spending
Out-of-pocket expense, slow reimbursement time → Crowdfunded, easy approval and tracking
Out-of-pocket spending
The average teacher spends $480
out-of-pocket on classroom supplies
Paper-based, manual
entry expensing
Streamlined discovery and purchasing
Can take 2-3 months
for reimbursement
41
#ReimaginED2015
Other re-imaginations that excite us
There has never been a better time in education to be a technology entrepreneur
Project Based Learning
Peer to Peer Learning
Data Literacy
Kinesthetic Engagement
42
#ReimaginED2015
There’s more work to do
ELA, science, and cross-disciplinary education still necessitate better tools
TEACHER VOICES: AREAS THAT LACK USABLE DIGITAL TOOLS
•
High School Math and
ELA tools
•
Grades 3-8 crossdisciplinary products
•
Grade 3-8 science
products
•
Project based learning
workflow tools
Source: Bill and Melinda Gates Foundation
43
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So, you want to
re-imagine education?
#ReimaginED2015
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Appendix
#ReimaginED2015
A sampling of student data laws enacted
LIMITING DATA COLLECTION
INCREASING TRANSPARENCY AND ACCOUNTABILITY
•
•
Laws in Colorado, Idaho and West Virginia require the
publication of lists of data points collected about students, such as race,
ethnicity, disability status, disciplinary record, family financial status and
medical conditions like asthma. Colorado’s list includes a category for
‘dietary supplements for weight control.’
•
Colorado must also list the names of third-party data warehouse,
Florida prohibits school districts from collecting unique biological data –
called biometrics – including students fingerprints or scans of the vein
patterns in their palms.
•
Kansas forbids districts from collecting
biometric details on minors, and
from surveying them about religious, moral or sexual beliefs, without
parental consent.
•
Louisiana prohibits
•
Louisiana, Rhode Island and Maine protect students or
REGULATING THE HANDLING OF DATA
prospective students from having to give school officials access to their
personal social media accounts or email addresses.
•
Noth Carolina requires
•
Wyoming
public school employees from collecting information
about students political or religious beliefs, family income, relationships
with ministers of doctors and gun ownership.
•
New Hampshire prohibits
•
Virginia prohibits
students email addresses, Social Security
Numbers, biometric data, criminal records and information about family
members from being stored in a state-run educational database.
‘public institutions of higher education’ from selling
information about students, including thair named, addresses and email
addresses, to marketers.
cloud
service, learning apps and educational sites under contract with the
education department that hold student data.
the states board of education to develop a
plan for securing student information. State officials must also develop
rules to comply with a federal student privacy law, called the Family
Educational Rights and Privacy Act, or Ferpa.
directs the state’s departments of education and enterprise
technology to create a data security plan for students information. Among
other steps, state officials are required to develop procedures for data
breach prevention and notification.
Source: http://www.edweek.org/ew/articles/2014/10/08/07privacy.h34.html, http://www.marketplace.org/topics/world/day-life-data-mined-kid
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#ReimaginED2015
Expectations of educational achievement vary with household income
86% of high income parents expect children to go to college vs. 50% of low income parents
PARENTAL EXPECTATIONS FOR ACADEMIC ATTAINMENT FOR CHILDREN IN GRADES 6-12,
PERCENTAGE DISTRIBUTION BY HOUSEHOLD INCOME LEVEL (2007)
100%
86.5
80%
High School or Less
70.7
Some Postsecondary Education
59.8
60%
Bachelor’s Degree or Higher
49.9
40%
20%
30.8
28.4
23.9
19.3
11.4
11.2
6.2
2.2
0%
$25.000 or less
$25.001 - 50.000
$50.001 - $75.000
More than $75.000
*Some postsecondary education include attending a vocational or technical school after high school, or attending two or more years of college but finishing with less than a four-or fiveyear college degree.
Source: Child Trends’ original analyses of National Household Education Survey data.
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National spotlight starts to look at diversity and accessibility in higher ed
New York Times pilots college access index as department of education develops new ranking system
College
Pell
(2012-2014)
Pell
(2008)
Net price, lowto middles-income
College Access
Index
Endowment
per students
Vassar
23
12
$5.600
3.1
$340.000
Grinnell
24
14
$10.400
2.7
$880.000
U.N.C. - Chapel Hill
21
13
$7.600
2.3
n/a
Smith
23
16
$11.600
2.2
$440.000
Amherst
20
16
$8.400
2.0
$940.000
Harvard
17
13
$3.000
2.0
$1.520.000
Pomona
18
12
$5.200
1.8
$1.170.000
St. Mary’s (ind.)
24
14
$15.900
1.8
$80.000
Susquehanna
25
17
$18.000
1.7
$50.000
Columbia
16
12
$3.500
1.6
$320.000
Rice
18
15
$8.100
1.5
$810.000
Kalamazoo
21
13
$13.900
1.5
$190.000
Wesleyan
18
12
$8.700
1.5
$200.000
Denison
20
11
$11.800
1.5
$330.000
Source: http://www.nytimes.com/interactive/2014/09/09/upshot/100000003098950.mobile.html?abt=0002&abg=1
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In 40 years, spending has doubled while achievement has not
With spending levelling off, schools must be smarter about the resources they do have
AVERAGE US PER-PUPIL
EXPENDITURES AVERAGE SCALE
SCORES ON NATIONAL
ASESSMENT OF EDUCATIONAL
PROGRESS (NAEP). SPENDING
DATA IN CONSTANT 2011-12
US DOLLARS.
500
$12.000
$11.184
450
$10.000
400
Per-student Expenditures
Mathematics: Age 17
350
$8.000
Reading: Age 17
Mathematics: Age 13
Reading: Age 13
300
Mathematics: Age 9
$6.000
Reading: Age 9
250
$4.529
200
$4.000
1970
1975
1980
1985
1990
1995
2000
2005
2010
YEAR
Source: National Center for Education Statistics http://nces.ed.gov/nationsreportcard/lttdata
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Native American, Black, and Hispanic students overrepresented in dropouts
Minority students make up 59% of 9-12 dropouts but 38% of the population
PUBLIC HIGHT SCHOOL EVENT DROPOUT RATE FOR GRADES 9-12,
BY RACE/ETHNICITY: SCHOOL YEAR 2009-10
50%
40%
30%
20%
10%
5.5
6.7
5.0
2.3
1.9
0%
White
Black
Hispanic
Asian /
Pacific
Islander
American
Indian /
Alaska
Native
Source: U.S. Departement of Education, National Center for Education Statistics, Common Core of Data (CCD), ‘NCES Common Core of Data State Dropout and Completion Data File,’
School Year 2009-10, Version 1a., ed.gov/news/speeches/partnering-education-reform, http://nces.ed.gov/pubs2013/2013309rev.pdf
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