ERIC ED459258: State Summary of Oregon. Ed Watch Online.

28 Pages·2001·0.63 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 510
ED 459 258
State Summary of Oregon. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
Carnegie Corp. of New York, NY.
SPONS AGENCY
2001-00-00
PUB DATE
27p.; Also supported by the Washington Mutual Foundation.
NOTE
For the other State Summaries, see UD 034 472-523. For the
Summary of the Nation, see UD 034 472.
AVAILABLE FROM The Education Trust, 1725 K Street, NW, Suite 200,
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
EDRS PRICE MF01/PCO2 Plus Postage.
*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; Oregon
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 in Oregon and noting
inequities in teacher quality, course offerings, and funding. Included are
tables and data that provide: a frontier gap analysis (a comparison of Oregon
to the leaders in achievement and gap closing); student profile (the
demographic distribution of youth in Oregon); 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. Hispanic 8th graders in Oregon score about 2 years behind white 8th
graders in the state in math, science and reading, and more than 1 year
behind in writing. Low-income 8th graders in Oregon score about 2 years
behind non-poor 8th graders in the state in math, reading and writing, and
more than 1 year behind in science. (Contains 24 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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State S
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 in your state. Look for in-state
inequities in teacher quality and course offerings.Attention must also
be paid to funding gaps.This State Summary Report provides a closer
look at how these and other factors may be contributing to the gap.
OREGON HIGHLIGHTS
Latino 8th graders in Oregon score about two years behind White
8th graders in the state in math, science and reading, and more
than one year behind in writing.
Low-income 8th graders in Oregon score about two years behind
non-poor 8th graders in the state in math, reading and writing, and
more than one year behind in science.
(The description above is meant to provide a general overview of the
state's gaps and progress in student achievement. Readers who wish
to compare states on these measures should consult the precise fig-
ures reported on the "Frontier Gap Analysis" page inside.)
fr
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document do not necessarily represent
INFORMATION CENTER (ERIC)
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2
Table of Contents
Frontier Gap Analysis
1
a comparison of your state to the leaders in achievement and gap closing
Student Profile
2
the demographic distribution of youth in your state
State Performance
3
Academic achievement
3
NAEP, ACT/SAT scores by group
Attainment
7
high school & college by group
Opportunity
8
Well-prepared teachers
8
Challenging curricula
8
Special student placements
9
Effective instruction
9
Investments
10
Biggest Gainer
12
How big is the achievement gap in your state?
15
analysis of minority-White gaps by subject area and grade level
23
References
PLEASE NOTE that the State Summary Reports are merely
a selection of the data from the Education Watch Interactive
Data site. For more complete data, and for more cross-state com-
parisons, please visit the site at www.edtrust.org. Do remember,
however, that you may have fuller, richer or more current data
sets in your state for some of the indicators we report, because
we only use data that can be compared across states.We there-
fore encourage you to gather and examine a wide range of data
from your own state and local districts. In this way, communities
will come to see a full picture of how their students are faring
and what can be done to improve results.
OREGON
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows that,
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch Online interactive Web
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 Oregon scored 21 points behind
on the test.
Latino students in North Dakota, the frontier state for Latino stu-
dents on that test"
Example: "On Average, Oregon's Latino students scored 26 points
lower than the state's White students on NAEP's 1996 4th Grade
Amount State's Achievement Gap Would Shrink:This is
Math Assessment"
appromiately how much the state's achievement gap would
Frontier State for Group:This is the state where a particu-
shrink if its African American, Latino, and low-income students
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 Oregon's Latino 4th graders scored as well as those
current frontier should be viewed as a short-term target rather
in North Dakota, the state's math achievement gap between
than a long-term goal.
Latino and White 4th Graders would shrink by 80%."
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"
Within-State Frontier
Amount State's
Group's
State for
Achievement Gap
Distance to
Achievement
NAEP
Would Shrink *
Frontier
Group
Group
Gap
Assessment
SMALL TO REPORT
SIZE TOO
SAMPLE
African American
4th Grade
ND
80%
Latino
26
21
Math (1996)
ND
Low-Income
62%
13
21
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
IA
9 45%
20
Latino
Math (1996)
ND
Low-Income
60%
20
12
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
MT
57%
Latino
24
14
Science (1996)
ND
Low-Income
86%
12
14
CT
African American
I 7%
18
3
4th Grade
IA
Latino
29
66%
19
Reading (1998)
20
Low-Income
69%
29
ME
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
VA
Latino
27%
22
6
Reading (1998)
Low-Income
50%
20
ME
10
SAMPLE SIZE TOO SMALL TO REPORT
African American
8th Grade
VA
Latino
68%
19
13
Writing (1998)
OK
41%
Low-Income
22
9
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.
tS
4
1
2001 Education Trust State Summaries
OREGON
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in your state. 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
Two Year
Population
Private K-I 2
Public K-I 2
Colleges Colleges
Ages 5-24
African American
2.8%
2.6%
2.1%
1.6%
1.9%
6.8%
5.0%
Asian
3.9%
3.7% 3.5%
Latino
3.2%
3.9%
8.1% 3.7%
9.4%
Native American
0.9%
2.1%
1.3%
1.9%
1.5%
White
86.1% 81.4%
88.7%
83.3% 83.7%
Other
5.6%
1.2%
100.0%
100.0%
100.0% 100.0%
Total
100.0%
89,395
Number
77,488
50,230
919,444
541,346
Population and Enrollment
100%
90% -
80% -
70% -
60% -
O African American
O Asian
50% -
O Latino
40% -
O Native American
30% -
O Mobite
O Other
20% -
10%
0%
Four Year College
Private K12
Population
Two Year College
Public K12
5
OREGON
(State Performance
ACADEMIC ACHIEVEMENT
NAEP achievement levels: The National Assessment of Educational Progress (NAEP) is administered to representative sam-
ples of students nationally and in participating states. NAEP achievement is reported by percents in four categories:Advanced,
Proficient, Basic and Below Basic. "Proficient" indicates the desired level of competency for students at a particular grade 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
Adv. Prof.
< Basic
Basic
50
African
American
48
Asian
36
5
11
ci
44 42
Latino
13
1
Native
American
54
30
15
1
White
45
2 34
-50
19
All
45 22
2
31
Non-Poor
45
36
3 16
Poor
45 37
17
1
-100
I
I
I
I I I
Mite
African American Asian
Native American
All
Latino
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
III Below Basic
,
1998 NAEP 8th grade writing
Adv.
Prof.
< Basic
Basic
50
=SR
African
American
Asian
30 53
4
13
[1
Latino
59 28
0
13
Native
American
55
0
31
14
White
56
28
-50
15
1
All
56
26
17
1
Non-Poor
56
30
2
12
Poor
58 29
0
13
-100
NonPoor
Poor
African American
Asian Native American
Latino
White
All
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1-
1998 NAEP 4th grade reading
Adv. Prof.
< Basic
Basic
50
50
African
American
55
35
9
1
Asian 4
37 38
21
0
13
Latino
66
23
10
1
Native
American
60
8
31
1
-50
White
32
27
35
6
-50
All
39
23 33
5
Non-Poor
27
30 36
7
-100
Poor
58
29
12
1 1
1
-100
Poor
NonPoor
African American Asian
Native American
Latino
White All
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
III Below Basic
6
OREGON
(State Performance
1996 NAEP 4th grade math
< Basic
Adv. Prof.
Basic
60
50
African
American
49 27
4
20
Asian
0
0
66
28
Latino
6
0
Native
50
American
0
9
41
-50
White
46
22 30
-50
2
44
All
35
2
19
47
Non-Poor
26
24
3
-100
38
53
Poor
0
9
1
-100
NonPoor
Poor
Native American
African American
Latino
Asian
All
'White
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1996 NAEP 8th grade math
Adv.
Prof.
< Basic
Basic
50
African
American
44
22
Asian
27
7
o
Latino
54
33
3
10
Native
American
54
36
9
1
White
24 30
-50
5
41
All
33
22
4
41
Non-Poor
42
26 26
6
Poor
50
38
11
1
-100
I
I
Poor NonPoor
I
I I
I
African American
White
Native American
Asian
All
Latino
*Note: all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1:
1996 NAEP 8th grade science
Adv.
Prof.
< Basic
Basic
60
50
African
American
37
Asian
29
2 33
0
0
Latino
62
26
12
1
Native
American
20 50
29
1
-60
White
28
38
3
31
-60
All
29 32
36
3
Non-Poor
27
34 36
3
-100
Poor
44
0 20
36
-100
Poor
NonPoor
1
African American Asian
Native American
All
White
Latino
*Note: all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
110 Below Basic
[
7
OREGON
(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
Latino-
African American-
Year
White Gap
White Gap
1992
1994
29
1998
18
Change*
92-98
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
African American- Latino-
Year
White Gap
White Gap
1992
26
1996
'c'cec
.W
Change*
92-96
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
1990-96 8th grade math
Gap Changes Over Time
African American-
Latino-
Year
White Gap
White Gap
20
1990
e:CYNG
1992
\Ao
20
1996
Change*
90-96
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
8
OREGON
(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.
SAT Performance
SAT Performance by Race/Ethnicity, 2000
1,500
1,000
,11167
alrg
Ek0
600
0
I
I
1
1
Asian
African American
All
Latino
White
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of SAT Test Takers, 2000
Test Takers
African American
1.5%
6.7%
Asian
Latino
3.9%
Native American
1.r.
White
87.9%
100.0%
Tota I
Number
14,877
1.r. low reliability
OREGON
(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
Diplomas
8th Graders
1993-94
1998
African American
2.3%
1.8%
4.0%
Asian
3%
4.6%
Latino
5.2%
Native American
1.4%
1.9%
White
88.3%
87.7%
100.0%
100.0%
Total
27,754
Number
39,500
Chances For College, 1998
In the fall of 1998, the percentage of 19 year-olds in Oregon who were enrolled in college
was (includes part-time and full-time students).
31.7%
Freshmen vs. Degrees Awarded
Bachelor's Degrees
Freshmen*
1997
1993-94
African American
1.2%
1.9%
6.2%
5.5%
Asian
2.5%
Latino
3.3%
Native American
1.r.
1.r.
White
77.5%
85.7%
Other
12.6%
3.6%
100.0%
Total
100.0%
Number
13,194
23,293
*Note: Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
1.r. low reliability
T.
4