ERIC ED459220: Summary of the Nation. Ed Watch Online.

27 Pages·2001·0.65 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 472
ED 459 220
Summary of the Nation. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
Carnegie Corp. of New York, NY.
SPONS AGENCY
2001-00-00
PUB DATE
26p.; Also supported by the Washington Mutual Foundation.
NOTE
For the State Summaries, see UD 034 473-523.
The Education Trust, 1725 K Street, NW, Suite 200,
AVAILABLE FROM
Washington, DC 20006. Tel: [phone]; Fax: [phone].
For full text: http://204.176.179.36/dc/edtrust/edstart.cfm.
Numerical/Quantitative Data (110)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; *Black Students; Curriculum;
DESCRIPTORS
Educational Attainment; Educational Finance; Elementary
Secondary Education; Equal Education; *Hispanic American
Students; Mathematics Achievement; Minority Group Children;
*Poverty; *Racial Differences; Reading Achievement; Science
Achievement; Special Needs Students; Tables (Data); Teacher
Effectiveness; Teaching Skills; White Students
African Americans; Latinos; National Assessment of
IDENTIFIERS
Educational Progress
ABSTRACT
This report provides data on the academic achievement gap
that separates low-income and minority students from other students,
examining how well different groups of students perform nationally and noting
inequities in teacher quality, course offerings, and funding. Included are
tables and data that provide: a frontier gap analysis (a comparison of states
to the leaders in achievement and gap closing); student profile (the
demographic distribution of youth in each state); state performance (academic
achievement and educational attainment); opportunity (well prepared teachers,
challenging curricula, special student placements, effective instruction, and
annual per pupil investments); minority achievement gains, state by state;
and analysis of minority-white achievement gaps by subject area and grade
level. Overall, Hispanic and African American 8th graders nationwide score
more than 3 years behind white 8th graders in math and science and more than
2 years behind in reading and writing. The nation's poor/non-poor achievement
gap would close for 8th graders in science if poor students nationally scored
as well as poor students in North Dakota. (Contains 24 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
(J1.;
T
o eliminate the achievement gap that separates low-income and
minority students from other students, we must understand what
that gap looks like and where it originates. Consider first how well
different groups of students perform nationally. Look for inequities in
teacher quality and course offerings.Attention must also be paid to
funding gaps.The description above Report for the Nation provides a
closer look at how these and other factors may be contributing to
the gap.
HIGHLIGHTS FOR THE NATION
Latino 8th graders nationally score more than three years behind
White 8th graders in the nation in math and science, and more
than two years behind in reading and writing.
Similarly,African American 8th graders nationally score more than
three years behind White 8th graders in the nation in math and
science, and more than two years behind in reading and writing.
The nation's poor/non-poor achievement gap would CLOSE for
8th graders in science if poor students nationally scored as well as
poor students in North Dakota.
(The description above is meant to provide a general overview of the
state's gaps and progress in student achievement. Readers who wish
fr
to compare states on these measures should consult the precise fig-
ures reported on the "Frontier Gap Analysis" page inside.)
AVAILABLE
BEST COPY
Th
e
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
Education
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
iThis
Trust
document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
(teAda,4,44,
improve reproduction quality.
www.edtrust.org
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
0
1
official OERI position or policy.
NATION
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
that,
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
Online interactive Web
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch
site to see how far your state has to go before all groups of students perform at the "proficient" level on the National Assessment
of Educational Progress (NAEP).
How to read the table:
Group's Distance to Frontier State: For African American,
Within-State Achievement Gap: For African American and
Latino, and low-income students, this is the difference between
Latino students, this is the difference between that group's aver-
their average score and the average score for the same group of
age score and the average score of white students on a particu-
students in the frontier state.
lar test. For low-income students, this is the difference between
their average score and the average score of non-poor students
Example: "Latino students in the nation scored 17 points behind
on the test.
Latino students in North Dakota, the frontier state for Latino stu-
dents on that test"
Example:"On average, the nation's Latino students scored 26
Amount State's Achievement Gap Would Shrink:This is
points lower than the nation's White students on NAEP's 1996 4th
Grade Math Assessment"
appromiately how much the state's achievement gap would
shrink if its African American, Latino, and low-income students
Frontier State for Group: This is the state where a particu-
scored as well as the same group of students in the frontier
lar group of students - African American, Latino, or low-income
state.
- scores the highest on the test. But, because such students can
achieve much higher than they do even in the frontier state, the
Example:"If the nation's Latino 4th graders scored as well as
current frontier should be viewed as a short-term target rather
those in North Dakota, the nation's math achievement gap
than a long-term goal.
between Latino and White 4th Graders would shrink by 65%."
Example: "Latino students in North Dakota out-perform Latino
students in all other states on NAEP's 1996 4th Grade Math
NOTE:A difference of 10 points is roughly equivalent to one year's
worth of learning.
Assessment"
Amount Nation's
Frontier
Group's
National
State for
Achievement Gap
Distance to
Achievement
NAEP
Would Shrink *
Frontier
Group
Group
Gap
Assessment
TX
39%
African American
12
3 I
4th Grade
ND
65%
26
Latino
17
Math (1996)
ND
67%
24
Low-Income
16
NE
36%
African American
39
14
8th Grade
IA
58%
Latino
18
31
Math (1996)
ND
22
81%
27
Low-Income
CO
57%
22
African American
39
8th Grade
MT
61%
Latino
19
3 I
Science (1996)
would close
ND
24
22
Low-Income
CT
38%
African American
32
12
4th Grade
IA
50%
Latino
30
15
Reading (1998)
64%
28
Low-Income
ME
18
41%
African American
29
KS
12
8th Grade
VA
37%
27
Latino
10
Reading (1998)
65%
Low-Income
ME
23
15
TX
62%
African American
26
16
8th Grade
VA
63%
27
Latino
17
Writing (1998)
OK
44%
Low-Income
25
I
1
Note: Low-Income refers to students eligible for
* Calculations take into account decimals. For clarity of presentation, data are displayed as whole numbers.
free or reduced price lunch.
Therefore, some figures may differ slightly from hand calculations,
SOURCE: Education Trust calculations based on average scale scores on the National Assessment of Educational Progress as reported by the National Center for
Education Statistics.
3
1
2001 Education Trust State Summaries
NATION
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in yhe nation. Comparing the
demographic distribution of students across each educational level will show what happens to children as they journey
through the education system. Significant differences should raise questions about equity.
Four Year
TwoYear
Population
Private K-I 2
Public K-I 2
Colleges
Colleges
Ages 5-24
10.1%
9.1%
11.7%
African American
17.0%
14.7%
5.8%
4.6%
6.1%
3.9%
4.0%
Asian
5.9%
12.3%
7.8%
Latino
14.4%
14.8%
0.8%
0.5%
1.2%
Native American
1.2%
1.0%
73.0%
White
67.2%
78.1%
63.3%
65.6%
4.3%
Other
1.5%
100.0%
100.0%
100.0%
100.0%
Total
100.0%
8,874,676
5,179,180
5,468,761
4,6127,194
Number
7,7268,742
Population and Enroll ment
100%
90% -
80% -
70% -
60%
African American
O Asian
50%
O Latino
40%
O Native American
30% -
O White
O Other
20% -
10%
0%
Four Year College
Private K12
Population
Two Year College
Public K12
4
NATION
(State Performance
ACADEMIC ACHIEVEMENT
NAEP proficiency levels:The National Assessment of Educational Progress (NAEP) is administered to a representative
sample of American students. NAEP proficiency is reported by percents in four levels:Advanced, Proficient, Basic and Below
Basic. "Proficient" indicates the desired level of competency for students at a particular age in a particular subject. In this
indicator, closing the achievement gap between groups is critical, but it is not enough. Schools have a long way to go to move all
American young people to proficiency.
1998 NAEP 8th grade reading
Prof.
< Basic
Adv.
Basic
50
50
African
50
American
39
0
11
20
44
Asian
33
3
0
0
48
38
Latino
0
14
Native
39
American
43
0
18
-50
White
43
-50
35
19
3
All
28
29
2
41
Non-Poor
42
20
35
3
-100
44
Poor
0
41
15
1
-100
i
Poor NonPoor
I
I
I
I
1
Mite
African American Asian
Native American
All
Latino
*Note:all proficiency level data in percents.
El, Proficient 0 Basic
0 Advanced
11. Below Basic
1998 NAEP 8th grade writing
Adv. Prof.
< Basic
Basic
50
African
American
64
7 29
0
56
Asian
2
31
I
I
o
32
Latino
58
0
10
Native
American
29
63
0
8
White
58
30
-50
11
I
All
59
23
17
I
Non-Poor
57
31
11
I
Poor
29
0
10 61
-100
i
I
I I
I I
'Mite
Native American
African American Asian
All
Latino
*Note:all proficiency level data in percents.
Li Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 4th grade reading
Prof.
Adv.
< Basic
Basic
50
50
African
American
26 65
8
I
()
Asian
34
24 32
10
0
Latino
62
26
2
10
Native
American
55
33
I
I I
-50
White
28
29 34
9
-50
All
39
32
23
6
Non-Poor
28
29
33
10
-100
Poor
58
29
12
I
NonPoor
Poor
Mite
African American Asian
Native American
Latino
All
*Note:all proficiency level data in percents.
LI Proficient 0 Basic
0 Advanced
Below Basic
5
NATION
(State Performance
1996 NAEP 4th grade math
Prof.
Adv.
< Basic
Basic
50
African
American
0 27
69
5
Asian
48 28
5
19
Latino
0
7
33
61
Native
American
48
44
7
1
White
48 26
23
-50
3
All
42
2
38
18
Non-Poor
22
48 27
3
Poor
0 59
8
33
-100
I
I
I
I
Poor
I
NonPoor
I
African American
Asian Native American +Mite
Latino
All
*Note:all proficiency level data in percents.
Advanced c Proficient 0 Basic
Below Basic
1996 NAEP 8th grade math
Adv.
Prof.
< Basic
Basic
50
African
American
0 4
73
23
4
42
Asian
36
19
0
Latino
7 29
63
1
Native
American
50
2
36
12
White
27
25
43
5
-50
All
4
39
38
19
Non-Poor
42
24
29
5
Poor
7
61
31
1
Mite
African American
Asian
Native American
Latino
*Note:all proficiency level data in percents.
[2; Proficient 0 Basic
0 Advanced
Below Basic
1996 NAEP 8th grade science
Adv. Prof.
< Basic
Basic
50
50
African
American
0 4
77
19
Asian
24
32
41
3
0
Latino
0
65
25
10
Native
American
35
3 21
41
-50
White
32
4
28
36
-50
All
40
24
33
3
Non-Poor
29
32
36
3
-100
Poor
60
26
13
I
1
-100
Poor
Non Poor
Mite
African American Asian
Native American
Latino
All
*Note: all proficiency level data in percents.
0 Advanced L Proficient 0 Basic
Below Basic
6
ft6
NATION
(State Performance
ACADEMIC ACHIEVEMENT
NAEP multiyear trends: Looking at change over time both in absolute student performance and in achievement gaps can
show whether a state is making progress, holding static, or even backsliding.This can help states focus actions needed for
improvement, and measure whether existing initiatives are effectively meeting their goals in achievement and equity.
1992-98 4th grade reading
Gap Changes Over Time
Civie 4 florktiil Scala 4bn*
Latino-
African American-
Year
White Gap
White Gap
24
1992
31
37
35
1994
190*,
32 30
1998
100*
Change*
170
92-98
mo
6
1910
1
Usti iAns.r.can * Whits 4- la tat
aLar.. 0 Latne
AIcsa Amerman "0-
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1992-96 4th grade math
Gap Changes Over Time
NAti4o, GHIA* 4 kWh
Seonpl;
African American-
Latino-
Year
White Gap White Gap
A
26
35
1992
26
1996
31
Change*
92-96
-4
0
100
1
Note: Change based on absolute difference in average group scale
19H
1993
1492
1919
scoreinterpret with caution (not necessarily statistically significant)
law
man * 'WI. 4-
Usti,*
n -11- Outran 0 etno
4. Aithan. Ansi
*positive change=gap widened; negative change=gap narrowed
1990-96 8th grade math
Gap Changes Over Time
1941!
rjd. 4 1441h St414 Stkitini
African American-
Latino-
19 0-
Year
130-
White Gap
White Gap
190-
240-
27
32
1990
rro-
40
1992
31
39
1996
31
Change*
90-96
4
7
1990
193B
1101
Mitt, AgrarOr * Whit* 4- llotat
Mum 0 Lztna '
Attkar,4amortr4n
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change9ap narrowed
7
Rtg,
NATION
( State Performance
Average scores on college admissions tests:While increasing numbers of minorities are taking college admissions tests, in
virtually every state,African American, Latino and Native American students still score well below other students.To close this
gap, states should ensure that all students complete a rigorous college preparatory sequence, and that all students are held to
the same expectations of postsecondary attainment.The SAT and ACT are the major nationally used college admissions tests.
Below we report the scores for the predominant test used by your state's colleges and universities.
ACT Performance
SAT Performance
flesiThIu TO
S 49. Perfixrrnr.r.re
rtaalverrmr.se try 111W3lliihrbl
14lro
1ic2r Armarlaan
Aslan
4,41V,0
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of ACT/SAT Test Takers, 2000
ACT
SAT
African American African American
11.5% 11.7%
Asian Asian
9.4%
3.7%
Latino
Latino
9.5%
6.0%
Native American
Native American
I.r.
1.r.
White White
69.4%
78.9%
Total Total
100.0%
100.0%
Number
Number
965,928
1,026,285
1.r. low reliability
NATION
(State Performance
ATTAINMENT
In order to determine equity in attainment rates, we compare regular diploma recipients with the number of 8th graders
four
years earlier, and report freshmen enrollments compared to bachelor's degrees four years later.Taken together, these show the
flow of groups of students from middle school to high school graduation and through postsecondary education.Although
these
data do not track individual students from year to year, they should paint a fairly representative picture of who makes
it through
high school and college.
8th Graders vs. Diplomas
8th Graders
Diplomas
1993-94
1998
African American
Asian
Latino
No Data Available
Native American
White
Total
Number
Chances For College, 1998
the fall of 1998, the percentage of 19 year-olds in the nation who
were enrolled in college
was (includes part-time and full-time students):
38.8%
Freshmen vs. Degrees Awarded
Freshmen*
Bachelor's Degrees
1993-94
1997
African American
11.7%
7.8%
Asian
5.2%
5.7%
Latino
7.9%
5.2%
Native American
1.r.
1.r.
White
72.3%
74.9%
Other
2.9%
6.3%
Total
100.0%
100.0%
Number
2,158,760
1,171,901
*Note:Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
low reliability
9
1r6
NATION
(Opportunity
WELL-PREPARED TEACHERS
The best educational investment a state can make is to give each student a knowledgeable teacher. One key measure of teachers'
qualifications is whether they have a major in their particular field.The distribution of well-prepared teachers is an important indica-
tor of equal educational opportunity for different groups of students.
Math Students With Math-Major Teachers
Teachers Without Degree in Field (Secondary)
8th Grade Math (1996)
Percentage of USA Classes Taught By Teachers
Lacking A Major In Field, 1993-94
75%
50%
\a,25%
I
Low
High
Low
State
High
Average Minority
Poverty Minority
Poverty
0%
Schools Schools
Schools
Schools
Mrican American
Latino White
Native American
All
Asian
High = Greater than 50%
Low = Less ilaan 15%
CHALLENGING CURRICULA
Industry has joined colleges in the demand for individuals with high-level knowledge and skills.This means that all students need a
rigorous curriculum in order to be prepared for success, whether they choose college or work.Yet too few students have the
opportunity to gain these skills through rigorous math and science courses.
.Percentage of students who take high-level courses: Course-taking disaggregated by race and ethnicity is an indicator of the
amount of access students have to challenging subject matter and the essential skills it develops for life after high school.
Example for reading this chart Of all African American 8th graders, this percentage took Algebra I.
All
White
Native American
Latino
African American
Asian
Subject
25%
27%
20%
8th Grade Algebra
26%
20%
14%
Algebra II by Graduation
Chemistry by Graduation
Composition of AP test takers: Students take Advanced Placement (AP) exams after completing year-long AP courses, typically
among the highest level offered in high schools. In a system where all students have equal access to these opportunities, the
percentage of test-takers by race and ethnicity would be proportional to their representation in public K-I2 enrollment.
Example: Of all AP test-takers, this percentage were African Americans
AP Test Takers, 2000
Biology
Calculus AB
English/Composition
Public K-I2
4.8%
African American
4.3%
5.7%
17.0%
..
17.3%
16.1%
Asian
3.9%
11.3%
6.4%
6.0%
Latino
10.2%
14.4%
Native American
1.r.
1.2%
1.r.
1.r.
71.4%
White
73.6%
72.8%
63.3%
100.0%
100.0%
Total
100.0%
100.0%
79,633
126,225
Number
46,127,194
105,401
Ix. low reliability