America's Schools and Our Education Crisis - Taking Reform to Scale

1. America's Schools and Our Education Crisis - Taking Reform to Scale Middle Level Education Conference Jean-Claude Brizard

2. “These educational gaps impose on the United States the economic equivalent of a permanent national recession.” McKinsey and Company, The Economic Impact of the Achievement Gap in America’s Schools

3. If the United States had in recent years closed the gap between its educational achievement levels and those of better-performing nations such as Finland and Korea, GDP in 2008 could have been $1.3 trillion to $2.3 trillion higher. • This represents 9 to 16 percent of GDP. • If the gap between black and Latino student performance and white student performance had been similarly narrowed, GDP in 2008 would have been between$310 billion and $525 billion higher, or 2 to 4 percent of GDP. • The magnitude of this impact will rise in the years ahead as demographic shifts result in blacks and Latinos becoming a larger proportion of the population and workforce. • If the gap between low-income students and the rest had been similarly narrowed, GDP in 2008 would have been $400 billion to $670 billion higher, or 3 to 5 percent of GDP. McKinsey and Company, The Economic Impact of the Achievement Gap in America’s Schools

4. It’s Up to Us: Going the Distance to Raise Achievement and Close Gaps Ed Trust

5. It Is About Every Child “Ensuring that every child in Rochester has access to world class content taught by world class teachers in schools led by world class leaders.”

6. Stars Aligning? USDOE NYSED RCSD Community

7. Record Performance for All Groups NAEP Long-Term Trends, NCES (2004)

8. Record Performance for All Groups NAEP Long-Term Trends, NCES (2004)

9. Not Much Progress NAEP Long-Term Trends, NCES (2004)

10. Increases and Record Performance for All Groups NAEP Long-Term Trends, NCES (2004)

11. Results of a decade of effort in mathematics…

12. NAEP Grade 4 Math1996 Compared to 2007 NAEP Data Explorer, NCES

13. Clearly, much more remains to be done in elementary and middle school Too many youngsters still enter high school way behind.

14. Why Look in the Middle Grades? • Students who enter high school two or more years behind grade level in math and literacy have only a 50/50 chance of on-time promotion to the 10th grade. • Ninth grade retention is the biggest risk factor for dropping out of high school

15. Status: Middle school (NYS) has improved as more students meet the standards.When the grade 3-8 tests began in 2006, the percentage of students achieving Levels 3 & 4 was much poorer in the middle grades than in the elementary grades. But now performance in middle school has improved significantly. Percentage of Students at Levels 3 and 4

16. Secondary School Transitions • How do we reinvent middle grades and high schools to create organizations that are powerful developmental communities whose mission is to educate ALL students? • How do we create middle school to high school programs that “bridge-the-gap” for all students? • How do we prepare students and teachers for the curriculum changes necessary for successful implementation of secondary school reform?

17. What Does the Research Say? • The students attending middle schools experienced a greater achievement loss in the transition to high school than did the students making the transition from a K-8 elementary school. • The loss of self-esteem and self-perception other researchers have found to be associated with school-to-school transitions may have been a factor in the increased dropout rates found in this study. • Students that have experience large shifts in population (less familiar faces) and culture may suffer in the transition.

18. But at least we have some traction on elementary and middle school problems. The same is NOT true of our high schools.

19. Achievement Flat in Reading NAEP Long-Term Trends, NCES (2004)

20. Achievement Also Flat in Math NAEP Long-Term Trends, NCES (2004)

21. And gaps between groups are wider today than in 1990

22. 17 Year Olds – NAEP Reading NAEP Long-Term Trends, NCES (2004) 21 29

23. 17 Year Olds – NAEP Math NAEP Long-Term Trends, NCES (2004) 28 20

24. A few years ago, we got a wake up call when the 2000 Programme for International Student Assessment (PISA) results were published.

25. PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000 PISA 2006 Results, OECD Note: Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.

26. A closer look at math

27. Of 29 OECD Countries, U.S.A. Ranked 24th PISA 2003 Results, OECD U.S.A.

28. Problems are not limited to our high-poverty and high-minority schools . . .

29. U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students* PISA 2003 Results, OECD U.S.A. * Students at the 95th Percentile

30. U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students PISA 2003 Results, OECD U.S.A.

31. The U.S.A. does have a larger percentage of immigrants and children of immigrants than most OECD countries PISA 2006 Results, OECD, table 4.2c U.S.A.

32. But ranks 21st out of 30 OECD countries when only taking into account native student* scores PISA 2006 Results, OECD, table 4.2c U.S.A. *Students born in the country of assessment with at least one parent born in the same country

33. Even in problem-solving, something we consider an American strength…

34. U.S.A. Ranks 24th Out of 29 OECD Countries in Math Problem-Solving PISA 2003 Results, OECD U.S.A.

35. Only place we rank high? Inequality.

36. Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students PISA 2006 Results, OECD, table 4.8b U.S.A.

37. Very big differences at district level, too.

38. * There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning) SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

39. * There is a 28 point gap between poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning) SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

40. ScaleScore * There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning) SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

41. Big differences in whole states.

42. Average Overall Scale Scores by State NAEP Data Explorer, NCES New York National Average Proficient Scale Score: 238

43. Average African American Scale Scores by State NAEP Data Explorer, NCES New York National Average Proficient Scale Score: 238

44. Average Latino Scale Scores by State NAEP Data Explorer, NCES New York National Average Proficient Scale Score: 238

45. Average Low-Income Scale Scores by State NAEP Data Explorer, NCES New York National Average Proficient Scale Score: 238

46. 8th Grade Math

47. 2007 NAEP Grade 8 Math Average Overall Scale Scores by State National Average New York Proficient Scale Score: 299 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

48. 2007 NAEP Grade 8 Math Average African American Scale Scores by State National Average New York Proficient Scale Score: 299 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

49. 2007 NAEP Grade 8 Math Average Latino Scale Scores by State National Average New York Proficient Scale Score: 299 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

50. 2007 NAEP Grade 8 Math Average Low-Income Scale Scores by State New York National Average Proficient Scale Score: 299 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/