Achievement and Opportunity in America

2014 THE EDUCATION TRUST
Leading Educators
New Orleans, LA
June, 2014
Copyright 2014 The Education Trust
Achievement and
Opportunity in America
America: Two Powerful Stories
1. Land of Opportunity:
Work hard, and you can become
anything you want to be.
2. Generational Advancement:
Through hard work, each generation of
parents can assure a better life and
better education for their children.
These stories animated hopes and
dreams of people here at home

And drew countless immigrants to
our shores
Yes, America was often
intolerant
And they knew the Dream was a
work in progress.
We were:
The first to provide universal high school;
The first to build public universities;
The first to build community colleges;
The first to broaden access to college, through
GI Bill, Pell Grants,
Vehicles by no means perfect,
but
1920 1940 1960
1980
2000 2012
Percent of U.S. adults with a high school diploma
Percent of U.S. adults with a B.A. or more
1920 1940 1960 1980 2000 2012
Progress was painfully slow,
especially for people of color.
Percent of U.S. adults with a high school diploma, by
race
1920 1940 1960 1980 2000 2012
Percent of U.S. adults with a B.A. or more, by race
1920 1940 1960 1980 2000 2012
Then, beginning in the eighties,
inequality started growing again.
2014 THE EDUCATION TRUST 2014 THE EDUCATION TRUST
Earnings among the lowest income families have
declined, even amid big increases at the top.
-7%
5%
14%
25%
51%
78%
-20%
0%
20%
40%
60%
80%
Lowest
20%
Second
20%
Third
20%
Fourth
20%
Top
20%
Top
5%
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1
9
8
0
-
2
0
1
0

Source: The College Board, Trends in College Pricing 2011 (New York: College Board, 2010), Figure 16A.
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
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Note: Gini coefficient ranges from 0 to 1, where 0 indicates total income equality and 1 indicates total income inequality.
Instead of being the most equal, the U.S. has the third
highest income inequality among OECD nations.
United States
Source: United Nations, U.N. data, http://data.un.org/DocumentData.aspx?q=gini&id=271: 2011
Median Wealth of White Families
20 X that of African Americans

18 X that of Latinos
Source: Rakesh Kochhar, Richard Fry, and Paul Taylor, Twenty-to-One: Wealth Gaps Rise to Record Highs Between Whites, Blacks, and
Hispanics, Pew Social & Demographic Trends, 2011.

Not just wages and wealth,
but mobility as well.
Source:
U.S. intergenerational mobility was increasing
until 1980, but has sharply declined since.
Source: Daniel Aaronson and Bhashkar Mazumder. Intergenerational Economic Mobility in the U.S.,1940 to 2000. Federal Reserve Bank of Chicago WP 2005-12: Dec.
2005.
0.4
0.35
0.34
0.33
0.46
0.58
0
0.2
0.4
0.6
1950 1960 1970 1980 1990 2000
E
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E
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The falling elasticity meant increased economic mobility until 1980.
Since then, the elasticity has risen, and mobility has slowed.
Now, instead of being the land of opportunity, the
U.S. has one of lowest rates of intergenerational
mobility.
0.5
0.47
0.41
0.32
0.27
0.19
0.18
0.17
0.15
0
0.2
0.4
0.6
United
Kingdom
United
States
France Germany Sweden Canada Finland Norway Denmark
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Cross-country examples of the link between father and son wages
Source: Tom Hertz, Understanding Mobility in America (Washington, D.C.: Center for American
Progress, 2006).
At macro level, better and more
equal education is not the only
answer.

But at the individual level, it really is.
There is one road up, and that road
runs through us.
What schools and colleges do, in
other words, is hugely important to
our economy, our democracy, and
our society.
So, how are we doing?
First, some good news.
After more than a decade of fairly flat
achievement and stagnant or growing
gaps in K-12, we appear to be turning
the corner with our elementary
students.
Source:
Since 1999, large gains for all groups of students,
especially students of color
150
160
170
180
190
200
210
220
230
240
250
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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9 Year Olds NAEP Reading
African American Latino White
*Denotes previous assessment format
National Center for Education Statistics, The Nation's Report Card: Trends in Academic Progress 2012
Source:
Since 1999, performance rising for
all groups of students
160
170
180
190
200
210
220
230
240
250
260
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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9 Year Olds NAEP Math
Looked at differently
(and on the other NAEP
exam)
Source:
1996 NAEP Grade 4 Math
73%
61%
26%
24%
32%
49%
3%
7%
26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
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By Race/Ethnicity Nation
Proficient/Advanced
Basic
Below Basic
NAEP Data Explorer, NCES
Source:
34%
27%
9%
48%
47%
37%
18%
26%
54%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
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By Race/Ethnicity National Public
Proficient/Advanced
Basic
Below Basic
National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2013 NAEP Grade 4 Math
Middle grades are up, too.
Source:
Record performance for students of color
200
210
220
230
240
250
260
270
280
290
300
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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Source:
Performance for all groups
has risen dramatically
200
210
220
230
240
250
260
270
280
290
300
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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Bottom Line:
When we really focus on
something, we make
progress!
Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
But at least we have some traction on
elementary and middle school problems.
The same is NOT true
of our high schools.
Sourc
e:
Achievement is flat in reading.
240
250
260
270
280
290
300
310
320
330
340
1984 1988 1990 1992 1994 1996 1999 2004 2008 2012
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17-Year-Olds Overall - NAEP
NAEP Long-Term Trends, NCES (2004)

Sourc
e:
Math achievement is flat over time.
250
260
270
280
290
300
310
320
330
340
350
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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17-Year-Olds Overall - NAEP
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress

* Denotes previous assessment format
And gaps between groups havent
narrowed since the late 80s and
early 90s.
Source:
Reading: Not much gap narrowing since
1988.
220
230
240
250
260
270
280
290
300
310
320
1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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Source:
Math: Not much gap closing since 1990.
240
250
260
270
280
290
300
310
320
330
340
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008 2012
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2013 THE EDUCATION
TRUST
Moreover, no matter how you cut
the data, our students arent doing
well compared with their peers in
other countries.
Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_5a.asp.
350
400
450
500
550
600
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2012 PISA - Reading
OECD
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
Of 34 OECD Countries, U.S.A. Ranks
17
th
in Reading
U.S.A.
Source: National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.asp.
350
400
450
500
550
600
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2012 PISA - Science
OECD
Of 34 OECD Countries, U.S.A. Ranks
20
th
in Science
U.S.A.
Source:
Of 34 OECD Countries, U.S.A. Ranks 27
th
in
Math Literacy
300
350
400
450
500
550
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2012 PISA - Math
U.S.A.
OECD
National Center for Education Statistics, 2013, http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.asp.
Only place we rank high?
Inequality.
Source:
Among OECD Countries, U.S.A. has the 4
th
Largest
Gap Between High-SES and Low-SES Students
350
400
450
500
550
600
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2006 PISA - Science
PISA 2006 Results, OECD, table 4.8b
U.S.A.
Source:
Among OECD Countries, U.S.A. has the 5
th
Largest
Gap Between High-SES and Low-SES Students
350
400
450
500
550
600
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2009 PISA Reading
PISA 2009 Results, OECD, Table II.3.1
U.S.A.
OECD
Source:
The U.S. Gap Between High-SES and Low-SES
Students is Equivalent to Over Two Years of Schooling
350
400
450
500
550
600
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2012 PISA Math
PISA 2012 Results, OECD, Annex B1, Chapter 2, Table II.2.4a
U.S.A.
OECD
Gaps in achievement begin
before children arrive at the
schoolhouse door.
But, rather than organizing our educational
system to ameliorate this problem, we
organize it to exacerbate the problem.
How?
By giving students who arrive with
less, less in school, too.
Some of these lesses are a result
of choices that policymakers make.
Funding Gaps Within States: National
inequities in state and local revenue per student
Gap
High-Poverty versus
Low-Poverty Districts
$773
per student
High-Minority versus
Low-Minority Districts
$1,122
per student
Source: Education Trust analyses of U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.
In truth, though, some of the most
devastating lesses are a function
of choices that educators make.
Choices we make about what to
expect of whom.....
Source: Prospects (ABT Associates, 1993), in Prospects: Final Report on Student Outcomes, PES, DOE, 1997.
Students in poor schools receive As for work that
would earn Cs in affluent schools.
87
35
56
34
41
22
21
11
0
100
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-

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S
4
A B C D
Grades
Seventh-Grade Math
Low-poverty schools High-poverty schools
Choices we make about what to
teach whom
35%
68%
63%
94%
0%
20%
40%
60%
80%
100%
African American Latino White Asian
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Source: NCES, Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
(ECLS-K) (2010).
Even African-American students with high math
performance in fifth grade are unlikely to be placed in
algebra in eighth grade
Students of color are less likely to attend
high schools that offer physics.
40
66
0
20
40
60
80
100
High schools with the highest
African-American and Latino
enrollment
High schools with the lowest
African-American and Latino
enrollment
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Source: U.S. Department of Education Office of Civil Rights, Civil
Rights Data Collection, March 2012
And choices we make about
who teaches whom
Students at high-minority schools more
likely to be taught by novice* teachers.
Source: Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania 2007.
Note: High minority school: 75% or more of the students are Black, Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander.
Low-minority school: 10% or fewer of the students are non-White students. Novice teachers are those with three years or fewer
experience.
Math classes at high-poverty, high-minority secondary schools are
more likely to be taught by
out-of-field* teachers.
25%
22%
11%
13%
0%
30%
Poverty Minority
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High
Low
Note: High-poverty school: 55 percent or more of the students are eligible for free/reduced-price lunch. Low-poverty school :15 percent or fewer of the
students are eligible for free/reduced-price lunch. High-minority school: 78 percent or more of the students are black, Hispanic, American Indian or
Alaskan Native, Asian or Pacific Islander. Low-minority school : 12 percent or fewer of the students are non-white students.
*Teachers with neither certification nor major. Data for secondary-level core academic classes (math, science, social studies, English) across the U.S.
Source: Education Trust Analysis of 2007-08 Schools and Staffing Survey data.
Tennessee: High-poverty/high-minority schools have fewer
of the most effective teachers and more least effective
teachers.
17.6%
21.3%
23.8%
16%
0
5
10
15
20
25
High-poverty/high-
minority schools
Low-poverty/low-minority
schools
P
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n
t

o
f

T
e
a
c
h
e
r
s
Most Effective
Teachers
Least Effective
Teachers
Source: Tennessee Department of Education 2007. Tennessees Most Effective Teachers: Are they assigned to the schools that need them most?
http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf.
Note: High poverty/high minority means at least 75 percent of students qualify for FRPL and at least 75 percent are minority.
Los Angeles: Black, Latino students have fewer
highly effective teachers, more weak ones.
Latino and
black
students
are:

3X as
likely to get
low-
effectiveness
teachers

as
likely to get
highly
effective
teachers

READING/LANGUAGE ARTS
Source: Education TrustWest, Learning Denied, 2012.
The results are devastating.
Kids who come in a little behind,
leave a lot behind.
And these are the students who
remain in school through 12
th
grade.

64%
66%
82%
92%
65%
0%
20%
40%
60%
80%
100%
African American Latino White Asian Native American
A
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F
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s
h
m
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R
a
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e

Class of 2009
Source: National Center for Education Statistics, Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09 (2011).
Students of color are less likely to graduate from
high school on time.
Add those numbers up and throw in
college entry and graduation, and
different groups of young Americans
obtain degrees and very different
rates
Whites attain bachelors degrees at nearly twice the rate of blacks
and almost three times the rate of Hispanics
Source: NCES, Condition of Education 2010 (Table A-22-1) and U.S. Census Bureau, Educational Attainment in the United
States: 2012
40%
23%
15%
White African American Latino
Bachelors Degree Attainment of Young Adults
(25-29-year-olds), 2011
Young people from high-income families earn bachelors
degrees at seven times the rate of those from
low-income families.
Source: Postsecondary Education Opportunity, Bachelors Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.
11%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2010
B
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2
4

Lowest Income Quartile Highest Income Quartile

Whites attain bachelors degrees at twice the rate of blacks and
three times the rate of Hispanics.
Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.
39%
20%
13%
White African American Latino
Bachelors Degree Attainment of Young Adults
(25-29-year-olds), 2011
2x
3x
Young people from high-income families earn bachelors
degrees at seven times the rate of those from
low-income families.
Source: Postsecondary Education Opportunity, Bachelors Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.
11%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2010
B
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b
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2
4

Lowest Income Quartile Highest Income Quartile
7x
What Can We Do?
An awful lot of Americans have
decided that we cant do much.
Source:
What We Hear Many Educators Say:
Theyre poor
Their parents dont care
They come to schools without
breakfast
Not enough books
Not enough parents
N/A
But if they are right, why are low-
income students and students of
color performing so much higher in
some schools
Source:
George Hall Elementary School
Mobile, Alabama
549 students in grades PK-5
99% African American
99% Low Income
Alabama Department of Education
Note: Enrollment data are for 2009-10 school year
Source:
Big Improvement at George Hall Elementary
48%
96%
73%
83%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004 2011
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Low-Income Students Grade 4 Reading
George Hall
Alabama
Source:
Exceeding Standards: George Hall students
outperform white students in Alabama
7%
24%
97%
69%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
African-American
Students - George Hall
White Students - Alabama
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Grade 5 Math (2011)
Exceeds Standards
Meets Standards
Partially Meets Standards
Does Not Meet Standards
Halle Hewetson Elementary School
Las Vegas, NV
962 students in grades PK 5
85% Latino
7% African American
100% Low Income
71% Limited English
Proficient

Source: Nevada Department of Education
Note: Data are for 2010-2011 school year
2013 THE EDUCATION
TRUST
7%
78%
26%
50%
0%
20%
40%
60%
80%
100%
2004 2010
P
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b
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Latino Students Grade 3 Reading
Hewetson
Nevada
Big Improvement
at Halle Hewetson Elementary
91%
95%
91%
95%
69%
63%
61% 61%
0%
20%
40%
60%
80%
100%
All Latino Low Income Limited English
Proficient
P
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Grade 3 Math (2011)
Halle Hewetson
Nevada
High Performance Across Groups
at Halle Hewetson Elementary
2013 THE EDUCATION
TRUST
Exceeding Standards at
Halle Hewetson Elementary
4%
14% 6%
25%
28%
33%
63%
29%
0%
20%
40%
60%
80%
100%
Halle Hewetson Nevada
P
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o
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s

Low-Income Students Grade 3 Math (2011)
Exceeds Standards
Meets Standards
Approaches Standards
Emergent/Developing
Source:
Mary McLeod Bethune Elementary School
New Orleans, Louisiana
376 students in grades PK 6
>95% Low Income

Source: Louisiana Department of Education
Note: Enrollment and demographic data are from 2010-11
Source:
Big Gains at Bethune Elementary
54
76
46
51
0
20
40
60
80
100
2007 2012
N
a
t
i
o
n
a
l

P
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n
t
i
l
e

R
a
n
k

Students Overall Grade 6 National Percentile Rank
Bethune
Louisiana
Louisiana Department of Education
Source:
Exceeding Expectations at Bethune
Elementary School
82%
93%
92%
99%
90%
100%
62% 62%
68%
73%
70%
69%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2007 2008 2009 2010 2011 2012
P
e
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e
n
t

B
a
s
i
c

o
r

A
b
o
v
e

Grade 6 English Language Arts
Bethune
Louisiana
Source:
Advanced Performance
at Bethune Elementary
4%
17%
50%
48%
33%
22%
17%
9%
0%
20%
40%
60%
80%
100%
Bethune Louisiana
P
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Students Overall Grade 6 English Language Arts (2012)
Advanced
Mastery
Basic
Approaching Basic
Unsatisfactory
Louisiana Department of Education
Source:
Classroom Instruction
Source:
Source:
Source:
Source:
Elmont Memorial Junior-Senior High
Elmont, New York
1,895 students in grades 7-12
13% Latino
25% Low-Income
New York Department of Education
Source:
Outperforming the State at Elmont
95%
96%
93%
79%
67%
73%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students African American
Students
Low-Income Students
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d
s

o
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A
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e

Secondary-Level English (2010)
Elmont
New York
New York State Department of Education
Source:
Improvement and High Performance
at Elmont Memorial Junior-Senior High
85%
93%
96%
93% 93%
96%
46%
51%
55%
57%
61%
64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2005 2006 2007 2008 2009 2010
P
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African-American Students Secondary-Level Math
Elmont
New York
Sourc
e:
High Graduation Rates at Elmont Memorial High
School
96%
98%
89%
99%
95%
73%
58%
57%
64%
80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall African
American
Latino Economically
Disadvantaged
Not
Economically
Disadvantaged
P
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2
0
0
6

F
r
e
s
h
m
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n

G
r
a
d
u
a
t
i
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i
n

F
o
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Y
e
a
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s

Class of 2010
Elmont
New York
Source:
University Park Campus School
Worcester, Massachusetts
244 students in grades 7-12
44% Latino
24% White
23% Asian
9% African American
82% Low Income
Source: Massachusetts Department of Education
Note: Enrollment data are for 2011-12.
Source:
Exceeding Standards
at University Park
18%
24%
26%
35%
30%
41%
25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
University Park Massachusetts
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Latino Students Grade 10 Mathematics (2012)
Advanced
Proficient
Needs Improvement
Failing
Source:
Exceeding Standards
at University Park
5%
16%
19%
48%
60%
35%
17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
University Park Massachusetts
P
e
r
c
e
n
t
a
g
e

o
f

S
t
u
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n
t
s

Low-Income Students Grade 10 English Language Arts (2012)
Advanced
Proficient
Needs Improvement
Failing
Source:
High Graduation Rates at
University Park
95% 95%
97%
83%
62%
70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Latino Low-Income
P
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e

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n
t

a
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A
b
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e

4-Year Graduation Rate (Class of 2011)
University Park
Massachusetts
Source:
University Park Campus School

Available from
Harvard Education Press
and amazon.com
Very big differences at district level,
tooeven in the performance of the
same group of students.
180
190
200
210
District of
Columbia
Los
Angeles
Atlanta Chicago Cleveland National
Public
San
Diego
Charlotte Houston New York
City
Boston
Low-Income African American Students
do Better in Some Districts
(NAEP Reading 4th 2003)
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.
* There is a 19 point gap between Poor African American 4
th
graders in the
District of Columbia and Boston (roughly equivalent to 2 years worth of
learning)
225
235
245
255
Los
Angeles
District of
Columbia
Atlanta Chicago National
Public
San
Diego
Cleveland Boston Charlotte New York
City
Houston
Low-Income African American Students
do Better in Some Districts
(NAEP Math 8th 2003)
* There is a 28 point gap between Poor African American 8
th
graders in
Los Angeles and Houston (roughly equivalent to 3 years worth of
learning)
180
190
200
210
Los Angeles Chicago District of
Columbia
National (Public) New York City Houston
Latino Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
* There is an 18 point gap between Los Angeles and Houston (equivalent
to almost 2 years worth of learning)
S
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S
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e

Those differences hold true
today.
In some districts, students perform
considerably lower than similar students in
other districts. And some districts are making
far more progress than others.
Source:
Average Scale Scores, by District
African American Students
160
170
180
190
200
210
220
230
240
250
260
A
v
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r
a
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e

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e

S
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e

Grade 4 NAEP Reading (2013)
Note: Basic Scale Score = 208; Proficient Scale Score = 238
Source:
Average Scale Scores, by District
Latino Students
200
210
220
230
240
250
260
270
280
290
300
A
v
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r
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g
e

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Grade 8 NAEP Math (2013)
Note: Basic Scale Score = 262; Proficient Scale Score = 299
Big differences in improvement, too.
14
17
19
21
0 5 10 15 20 25
National public
Los Angeles
Houston
Boston
Change in Mean Scale Score, 2003-2013
Grade 8 NAEP Math (2003-2013)
Source: NCES, NAEP Data Explorer
Note: Chart includes only districts that participated, and had members of this specific subgroup, in both the 2003 and 2013 NAEP TUDA administrations .
In Boston and Houston, low-income Latino students made far
faster progress between 2003 and 2013 than the country as a
whole
Bottom Line:
Its not just the kids.
What we do MATTERS!
What Can The High Performers
and High Gainers Teach Us?
In a few minutes, youll have a
chance to take a trip to some
schools that are hitting it out of
the park for poor kidsand some
that arent.
Some things to listen for
1. Academic press for ALL kids
Source:
Set goals high;
Rigorous assignments that are more
challenging over time;
All kids in courses that will prepare for
college.
What we ask of kids often differs
dramatically from classroom to classroom
and school to school.
Grade 10 Writing Assignment
A frequent theme in literature is the
conflict between the individual and
society. From literature you have read,
select a character who struggled with
society. In a well-developed essay,
identify the character and explain why
this characters conflict with society is
important.
Write a composition of at least 4
paragraphs on Martin Luther
Kings most important
contribution to this society.
Illustrate your work with a neat
cover page. Neatness counts.

The Odyssey Ninth Grade
High-level Assignment
Comparison/Contrast Paper Between Homer's Epic Poem, The Odyssey
and the Movie "0 Brother Where Art Thou"

By nature, humans compare and contrast all elements of their
world. Why? Because in the juxtaposition of two different
things, one can learn more about each individual thing as well
as something about the universal nature of the things being
compared.

For this 2-3 page paper you will want to ask yourself the
following questions: what larger ideas do you see working in
The Odyssey and "0 Brother Where Art Thou"? Do both works
treat these issues in the same way? What do the similarities
and differences between the works reveal about the
underlying nature of the larger idea?
The Odyssey Ninth Grade
Low-level Assignment
Divide class into 3 groups:
Group 1 designs a brochure titled "Odyssey
Cruises". The students listen to the story and
write down all the places Odysseus visited in
his adventures, and list the cost to travel from
place to place.
Group 2 draws pictures of each adventure.
Group 3 takes the names of the characters in the
story and gods and goddesses in the story
and designs a crossword puzzle.
Source: Unnamed school district in California, 2002-03 school year.
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.

My Best Friend:

A chore I hate:

A car I want:

My heartthrob:
Source: Unnamed school district in California, 2002-03 school year.
Yes, most of us now have the same
standards. But which of the
following assignments are actually
aligned with the Common Core?
Source:
5
th
Grade

Write a poem about yourself using at least
two metaphors.
Source:
5
th
Grade

Write an analysis in which you identify the
metaphor Gwendolyn Brooks uses in the
poem Bronzeville Man and explain its
impact on the meaning of the poem.
Source:
7
th
Grade History

Do you think Julius Caesar was a tyrant or
hero?
Source:
7
th
Grade History

What do these authors tell us about Julius as
a leader? Was he a tyrant or hero? After
reading primary and secondary sources
about Caesar, write a debate position that
addresses the questions and support your
position with evidence from the texts. Be
sure to acknowledge competing views.
Source:
9
th
Grade Science

After viewing particles in your microscope,
draw a picture of particles in motion in a
liquid.
Source:
9
th
Grade

After reading the scientific articles about the
states of matter, develop a model to
describe particle motion in solids, liquids
and gases.
Source:
High School Math

Define quadratic equation and complete
the worksheet.
Source:
HS Math
After creating a model for tee-shirt sales and
revenue, write a short report for a
business owner in which you discuss the
appropriateness of your model for
predicting the amount of revenue for a
given number of shirts sold. Address
specific conditions under which the model
fits or fails.
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;
Have regular vehicle to assure common marking
standards;
Assess students regularly to measure progress.
#2. Striving for consistency in
everything they do.
Source:
Consistency in discipline;
Consistency in how supports are provided
and monitored.
#3. Honest feedback for both
adults and students.
High goals for students, but painfully honest
about where they are now;
Teachers, too, get honest feedbackincluding
look at the data on how much their students
are growing;
Counselors, too, held accountable.
#4. Every student matters
Source:
Constant use of data;
Middle- and high-achievers get attention,
too.
Source:
Percentage Below Basic Over Time
67% 67%
63%
60%
53%
50%
46%
44%
40%
38%
0%
20%
40%
60%
80%
100%
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013
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B
a
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i
c

Latino Students (National Public) Grade 8 NAEP Math
*Accommodations not permitted

Source:
Percentage Below Basic Over Time
79%
81%
75%
70%
61%
59%
53%
51%
50%
49%
0%
20%
40%
60%
80%
100%
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013
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African-American Students (National Public) Grade 8 NAEP Math

Yet while were making progress in
getting White students to the
Advanced level
Source:
Percentage Advanced Over Time
3% 3%
5%
6%
7% 7%
9%
10% 10%
11%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013
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White Students (National Public) Grade 8 NAEP Math

Sourc
e:
0% 0% 0% 0% 0%
1% 1% 1% 1%
2%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013
P
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African-American Students (National Public) Grade 8 NAEP Math

Source:
1%
0%
1%
0%
1% 1%
2% 2%
3% 3%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
1990* 1992* 1996 2000 2003 2005 2007 2009 2011 2013
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Latino Students (National Public) Grade 8 NAEP Math

You can help create attention
and action on this problem in
your school.
Finally, taking on the hard,
important stuff:
Getting strong teachers to the kids
who need them the most.
DIFFERENCES IN TEACHER EFFECTIVENESS ACCOUNT
FOR LARGE DIFFERENCES IN STUDENT LEARNING
The distribution of value-added
scores for ELA teachers in LAUSD
ACCESS TO MULTIPLE EFFECTIVE TEACHERS CAN
DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency
trends for second-graders
at Below Basic or Far
Below Basic in 2007 who
subsequently had three
consecutive high or low
value-added teachers

Washington, D.C. Metro Detroit, MI
202/293-1217 734/619-8009

Oakland, CA
510/465-6444

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