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CLINTON LIBRARY PHOTOCOPY
Bethay You have shoul2 this you -NAET
BETHANY- -
This is some
Stuff you ought
to have for files
05 at your fingetips.
Didn't want to arhive.
- OB
EDUCATION DAILY
The education community's independent daily news service
30-Year NAEP Trend Shows
In This Issue
Math Gains, Widening Gaps
Vol. 33, No. 162
Except in math, U.S. students' performance in
Friday, August 25, 2000
core subjects remains stalled, and racial
Bush Would Increase Aid
achievement gaps, which had been narrowing,
are growing wider again, says a new Education
For Minority Higher Ed
Page 2
Department report.
Clinton Challenges Congress
Math scores on the National Assessment of
For School Modernization
Page 4
Educational Progress (NAEP) increased some-
what in the last decade, but less dramatically
Miami School Pioneers
than in the 1980s, according to the 30-year
Dual-Language Approach
Page 5
trend report released yesterday.
The report also indicates that racial achieve-
ment gaps, with black students generally
Internal Strife Spurs
scoring lower than their white peers, may be
getting wider. Over the last 30 years, black
Ga. School Board Lawsuit
students caught up considerably, but in the
1990s, their scores began dropping off some-
The four black members of the Clayton County,
what while white students improved.
Ga., school board this week sued the other five
members, all white, over the appointment of a
"Parents generally, and African-American par-
superintendent earlier this month.
ents in particular, must insist that their chil-
dren have access to high-quality schools, high-
At issue are events at the board's Aug. 7
quality curricula and teachers who are the very
meeting. The white board members-Mark
best," said Michael Nettles, vice-chairman of the
Armstrong, Joy Cavin, David Halcome, Bar-
National Assessment Governing Board, in pre-
bara Wells and Susan Wilson-Tucker-offered
pared remarks.
interim superintendent Dan Colwell a three-
year contract, adding the vote to the agenda at
'Other Inequities'
the last minute.
"None of this will be easy. None of it will hap-
pen overnight," added Nettles, who is a profes-
The lawsuit, filed Monday in Clayton Superior
sor of education and public policy at the Uni-
Court, charges that the defendants acted ille-
versity of Michigan. "But until these academic
gally by adding the item to the agenda without
disparities are greatly reduced, the other ine-
prior notice, and by failing to conduct a nation-
qualities in our society will persist, and the na-
al search for a superintendent, as planned.
tion will continue to fall short of developing the
full talents and abilities of so many students."
Disident Members Want Search
The lawsuit seeks a temporary restraining or-
The study tracks performance in math, reading
der to prevent the board from hiring Colwell or
and science for 9-, 13- and 17-year-olds. In the
anyone else until a search has been conducted.
past, writing scores were also included, but
Colwell has headed the suburban Atlanta dis-
NAEP policymakers decided in March to drop
trict since January, when former schools chief
that data, calling it unreliable (ED, March 27).
Joe Hairston resigned amid controversy. Hair-
(more on p. 3)
ston is now Baltimore's superintendent.
(more on p. 2)
Page 2
Education Daily
August 25, 2000
Internal Strife On Ga. School Board Spurs Lawsuit (Cont.)
Board member Wells noted that several of the
plaintiffs all work for the nearby Fulton
plaintiffs in this lawsuit opposed Hairston,
County school system.
who is black, and used a similar procedure at
the meeting that decided his fate in the dis-
A hearing on the complaint is scheduled for
trict, adding the issue to the agenda at the last
Monday.
minute.
-Hannah R. Gladfelter
"Why is this different than what they did sev-
eral months ago when Dr. Hairston resigned?"
Wells asked.
Bush Would Increase Aid
"The majority of the board
feel
that
they
did
not act inappropriately," said school board at-
For Minority Higher Ed
torney Gary Sams. He said the board tradi-
tionally has not voted along racial lines.
Continuing his two-week "education tour,"
Texas Gov. George W. Bush yesterday unveiled
The lawsuit mentions that in July, Noreese
a proposal to boost federal funding for higher
Haynes, an African-American, defeated Wells in
education institutions that serve minorities, as
the Democratic primary for a spot on the school
well as a plan to offer enhanced Pell Grants for
board. Haynes's election is all but sealed, since
students who take advanced math and science
there is no Republican contender in the general
courses.
election.
The GOP presidential
With Haynes, the lawsuit notes, Clayton
Campaign
nominee promised to al-
County would have the first majority-black
2000
most double formula
school board in the district's history.
grants for historically
black colleges and uni-
Still, Lloyd Bell, the attorney representing the
versities, from $180 mil-
plaintiffs, insisted, "My clients do not see this
lion to $360 million. Bush also pledged to raise
as a racial case." Rather, Bell said, they see it
funding for the nation's 195 Hispanic-serving
as a matter of the other school board members
institutions to $80 million a year.
acting illegally.
Over five years, both initiatives would cost
The black board members-Linda Crummy,
about $600 million-not nearly as much as the
Connie Kitchens, Antonia Parks and Nedra
$1 billion it would take to finance his proposal
Ware-all belong to the Metro Association of
to raise the maximum Pell Grant by $1,000 for
Classroom Educators, though they are suing as
students who passed Advanced Placement
individuals.
math and science exams and passed college-
level math and science courses while in high
Prospective board member Haynes also be-
school.
longs to the group, which is not affiliated with
either the American Federation of Teachers or
Bush said the increase would especially benefit
the National Education Association.
students at black or Hispanic colleges, where
between half and three quarters of students
By law, Clayton County board members cannot
are eligible for Pell Grants, respectively.
work for the district's schools, but the four
(more on p. 4)
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August 25, 2000
Education Daily
Page 3
NAEP Trend Shows Math Gains, Widening Gaps (Cont. from p. 1)
Scores, on a scale of 0-500, represent specific
lower than whites. In the 1990s, discrepancies
skill levels, so younger students tend to score
for whites and Hispanics fluctuated, but stayed
lower than older students. For example, a stu-
relatively level.
dent scoring 200 in math is thought to have
beginning skills, while a score of 300 indicates
But the performance gap between black and
the student grasps moderately complex proce-
white students leveled off or grew larger in the
dures and reasoning. Most students score be-
1990s, after getting considerably smaller in the
tween 150 and 350.
previous decades. Black students have nearly
caught up to whites in basic skills, but they
Math Scores Rise, Others Stall
continue to lag behind at the higher proficiency
Math was the only area to show gains across
levels.
the board. Science and reading scores were
stagnant, for the most part.
For example, in 1990, 63 percent of white 17-
year-olds scored 300 or better in math, up from
Since the math test was introduced 23 years
55 percent in 1982. By the end of the decade,
ago, scores have climbed for students in all
that figure climbed to 70 percent.
three age groups. Nine-year-olds showed the
biggest long-term gain-from average scores of
By contrast, 33 percent of black 17-year-olds
219 in 1973, to 232 in 1999. But most of that
posted math scores of 300 or better in 1990-
jump occurred between 1982 and 1990. Scores
up significantly from 17 percent eight years be-
in the last decade rose only two points.
fore. But in 1999, the share had fallen to
27 percent-43 percentage points behind white
Average math scores for 13-year-olds rose 10
students.
points, from 266 to 276, over the long term.
But unlike their older and younger peers, most
Nettles suggested that the initial improve-
of that improvement came in the 1990s, with
ments "probably reflect the success of the civil
average scores rising six points over the course
rights movement and the great efforts to im-
of the decade. For 17-year-olds, math scores
prove the education of low-income children
dipped from the initial average of 304 to a low
that started with the Head Start and Title I
of 298 in 1982. By last year, they had risen
programs in the 1960s."
again to 308, with most of that gain coming
between 1982 and 1992.
"The stagnation and even reversal in some ar-
eas since then indicate we have not built ade-
The picture for reading and science was less
quately upon these gains," he continued.
encouraging. Reading scores for all age groups
essentially held steady during the 1990s, in
Scores for all students rose with their parents'
some cases, rising or dropping off slightly.
education level-but there, too, discrepancies
Gains since 1971, when the first NAEP reading
remained. For example, in 1999, white 17-
tests were given, were three to four points.
year-olds had average reading scores of 279 if
their parents had finished high school, and 304
In science, scores for 17-year-olds dropped 22
if their parents had a college degree.
points between 1969 and 1982, but recovered
12 points by 1999. As in math, most of that
For black students, the average reading score
gain occurred in the 1980s. For 9-year-olds
was 254 if their parents were high school
and 13-year-olds, science scores also dipped in
graduates, and 268 if they were college gradu-
the 1970s and early '80s, then climbed after
ates-lagging 25 points and 36 points, respec-
1982 and hit a plateau in the 1990s.
tively, behind their white peers.
Little Progress
Seventeen-year-old Hispanic children of high
NAEP has separated out scores for black and
school graduates had average reading scores of
white students since the tests were launched
271, an 8 point lag behind white students.
30 years ago, but scores for Hispanics were not
disaggregated for several years.
"NAEP 1999 Trends in Academic Progress:
Three Decades of Student Performance" is
In general, Hispanic students tend to score
available online at http://nces.ed.gov.
somewhat higher than African-Americans, but
-Hannah R. Gladfelter
Page 4
Education Daily
August 25, 2000
Clinton Challenges Congress For School Modernization
While the presidential candidates duke it out
The administration also is reprising a failed
on the campaign trail, the sitting president
proposal from fiscal 2000, which would provide
this week is making one last push to have his
$3.7 billion in tax credits over five years to
school modernization initiatives passed before
fund about $25 billion worth of special 15-year
leaving office.
bonds local districts could use to finance school
construction and repair (ED, Feb. 2, 1999).
Speaking at an overcrowded New Jersey mid-
dle school Wednesday, President Clinton chas-
Under that proposal, investors would have re-
tised Congress for quibbling over the federal
ceived federal tax credits instead of annual in-
government's role in education while record
terest payments on the bonds.
enrollments are pushing schools' resources to
the limit (ED, Aug. 22).
No Easy Solution
In recent years, the president has made school
"I don't think we ought to let, in this sense,
construction a priority, but his proposals have
philosophy get in the way of practicality here,"
failed to make their way through the budget
he said. "I'm not proposing to take over the
process.
schools. I'm not proposing to do anything ex-
cept to have legislation that will give tax cred-
Even if it they had, the money would have only
its to communities to help them build or dras-
gone SO far toward fixing America's dilapidated
tically modernize 6,000 schools."
schools.
Give Me One Reason
The General Accounting Office has said it
Clinton posited three reasons for the federal
would take $112 billion to repair and modern-
government's involvement in school construc-
ize existing schools, while the National Educa-
tion, which Republican legislators have often
tion Association pegs the total at $322 billion
argued should be a local responsibility:
(ED, May 3).
Although states are constitutionally re-
The Education Department, meanwhile, says
sponsible for overseeing education and dis-
6,000 new schools will need to be built in the
tricts are responsible for carrying it out,
next decade to accommodate the nation's
education still should be a "national prior-
surging enrollment (ED, Aug. 22, 1997).
ity";
-Michael Cardman
While the federal government is enjoying a
record surplus, many states are not, and
"there's no better way to spend it than by
investing in our children's future"; and
Bush: More For Minority
Local property tax bases often are already
Higher Ed (Cont. from p. 2)
stretched to their limits in supporting day-
to-day school operations.
Minority institutions "successfully open the
doors of opportunity to many Americans, and
House Republicans responded by touting their
our federal government should encourage and
own school construction bill, H.R. 7, which
support their efforts to extend the promise of
would provide only $2.7 billion over the next 10
higher education to all," Bush said at Dillard
years.
University in New Orleans.
Clinton's plan would appropriate $1.3 billion in
Meanwhile, Bush's rival, Vice President Al
federal funding over five years to support
Gore, continued to hawk his college tax credit
nearly $7 billion of renovation projects in high-
plan at the University of Maryland yesterday
poverty, high-need school districts that have
(ED, Feb. 10).
little capacity to do this on their own (ED, Jan.
6).
For more information, visit
www.georgewbush.com or www.algore.com.
-Michael Cardman
August 25, 2000
Education Daily
Page 5
In The Classroom
Miami School Pioneers Dual-Language Approach
At Coral Way Elementary School, students are
school, meaning more than 70 percent of its
taught to read, write and do their 'rithmetic-
1,400 students qualify for free or reduced-fee
just like at any K-5 throughout the country.
lunches. Still, Florida gave the school an "A,"
But at Coral Way, kids master the three "Rs"
last year, due to high test scores, excellent at-
in Spanish as well as English-and they also
tendance and other factors.
learn to debate each other, perform in school
plays, decipher maps and memorize the solar
It's an achievement that has been hard-won,
system in both languages.
and is the result of a constant process of evalu-
ating priorities and strategies to improve edu-
Coral Way, part of Miami-Dade County Public
cational standards, according to
Schools, is one of the country's oldest dual lan-
administrators.
guage programs and often serves as a pioneer
and model for bilingual schools and programs
throughout the world. Today, it is one of the
six dual language schools in Miami and part of
'It is important that we do not switch back
an extensive network of bilingual programs
and forth between languages. We want stu-
offered in the district.
dents to start thinking in a particular
language.'
Two-way dual language programs-designed to
Amy Simpson, assistant principal
educate students in Spanish and English by
spending a half-day teaching various subjects
in each language-have grown from 30 in 1987
to about 260 last year.
"We try to stay very focused on our goals, and
that's how we make small gains," said Coral
Education Secretary Richard Riley recently
Way's assistant principal, Amy Simpson. "We
expressed his hope that the number will exceed
look carefully at what we'd like to implement,
1,000 by 2005. Their popularity is on the rise
try not to bite off more than we can chew and
because children-typically non-native English
then take small steps to integrate our ideas."
speakers-can learn in two languages, and
quickly become proficient in both.
Several factors have contributed to Coral
Way's success. At the top of the list is a high
"Our program is designed to teach kids equal-
level of communication between the teachers,
ly, in both languages, regardless of whether
administrators and staff. Teachers meet sev-
they are Spanish-speaking immigrant children
eral times a week to discuss ways to approach
or if they were born in Wyoming and never
various projects.
spoke a word of Spanish," said Lourdes Rovira,
director of Miami Dade's Division of Bilin-
"We have block scheduling so that teachers
gual/Foreign Language Skills.
have a chance to meet and plan out their
classes at least twice a week," said Simpson,
"Our aim is that all students-no matter what
who has been at the school for 10 years.
their home language-graduate as bilingual,
"We've found that you need to give teachers
not just conversationally, also academically."
time to work together as a team."
As educators know, bilingual learning sounds
Administrators also make an effort to involve
good in theory, but can be difficult to imple-
staff members in many aspects of bilingual
ment. Administrators at Coral Way have been
education. Teachers and staff members are
seeking effective ways to educate students
kept informed of new developments with clip-
since 1963, when it opened to cope with an in-
pings and research findings. They are con-
flux of Spanish-speaking Cuban immigrants.
sulted on decisions, and on ways to improve
the program. The staffs' contributions are also
Located in Miami's Little Havana neighbor-
rewarded and successes are celebrated.
hood, Coral Way is classified as a Title I
(more)
Page 6
Education Daily
August 25, 2000
Miami School Pioneers Dual-Language Approach (Cont.)
Perhaps one of the most effective tools, ac-
The school also makes extra efforts to involve
cording to administrators, is encouraging
parents in their process whenever possible.
teachers to help design the curriculum.
Parent workshops are frequent, and teachers
provide a great deal of information on the
"We sit down as a team and look at the state
school's mission, homework policies, assign-
standards, then empower the teachers to
ments, field trips and more. The school also
make decisions about what they want to
seeks to convey a sense of pride to parents-
teach," Simpson said. "They're the ones who
many of whom are immigrants-as well as to
are out there everyday."
the community.
In the classroom, educators at Coral Way are
For that reason, school administrators fre-
committed to setting high standards and ex-
quently solicit the community's involvement
pecting the best from their students. Kids
and resources. For instance, the school re-
are encouraged to participate in an array of
cently re-landscaped some patios. Parents
challenging extra-circular activities, includ-
and local businesses volunteered time and
ing a chess club, young authors' group and
supplies, while large chain stores donated
many others.
goods and funds.
"We don't believe in the premise that bilin-
Over the years, administrators have learned
gual means remedial," said Rovira. "In fact,
to establish and cultivate links with the out-
what we are seeing is that the Spanish com-
side world, and the community apparently
munity is rapidly losing their Spanish. They
values the chance to provide their kids with
might be bilingual on a conversational level,
the opportunity to learn in two languages.
but we want to ensure that students are truly
bilingual."
"Historically, getting a bilingual education
was something that was only available to the
It is also important that teachers strictly ad-
economically elite, and kids were sent abroad
here to each language. For instance, if a 30-
to learn a second language," said Rovira.
minute math session is taught in Spanish,
"But our goal is to make that kind of learning
teachers-and students-should refrain from
available for everyone."
using English or "Spanlish."
-Su Avasthi
"It is important that we do not switch back
and forth between languages," explained
Editor's note. Education Daily will not
Simpson. "We want students to start think-
publish Monday, August 28.
ing in a particular language."
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AUG. 24. 2000 11:52AM
DEPT ED/OFC OF SEC.
NO. 0659 P. 1
STATEMENT OF EDUCATION
THE SECRETARY OF EDUCATION
*
WASHINGTON, D.C. 20202
UNITED STATES of AMERICA
FAX TRANSMITTAL
TO JB Buxton
PHONE 4
FAX 456-5581
FROM Diane Ross,
PHONE
FAX
401-2098
PAGE (S) TO FOLLOW about 20
DATE
MESSAGE:
Additional Statements on today's
NAEP release
CONFIDENTIALITY NOTICE
THIS TRANSMISSION IS INTENDED FOR AND RESTRICTED TO THE NAMED
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Nation.
AUG. 24. 2000 11:52AM
DEPT ED/OFC OF SEC.
OF
NO. 0659
P.
2
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
STATE
TAME
01
T
FOR RELEASE
Contact: Roberta Heine
August 24, 2000
(202) 401-3026
Remarks as prepared for delivery by
U.S. Secretary of Education Richard W. Riley
On the Release of
NAEP 1999: Trends in Academic Progress
Washington, DC
Thank you, Gary [Phillips]. NCES data is an essential part of the effort to improve America's
schools, and I'm grateful for your work.
I don't know who likes statistics more - baseball fans or our friends at NCES. If we have any
baseball fans in the audience, you've probably heard your father say that the players of his cra
were better than the players of your era. We will never know for sure whether Sandy Koufax
could have handled Mark McGwire or whether Willie Mays was better than Ken Griffey Jr.
But the Trends report puts today's : tudents on the same field with students from 30 years ago,
and the results may surprise a few cynics: Today's students do better. Critics of public education
would have you believe that reports like this are full of arrows and lines pointing down. In fact,
for the 9 major categories since 197 scores have fallen significantly in just 1 category. And
during the 1990s, scores have not fallen significantly in any category.
And, remember, this is for a group of students that is larger and more diverse than ever before -
with higher percentages of test-takers with disabilities or whose home language is not English.
The Trends report is another reminder of how much we owe teachers, principals, and parents
across the country who have worked to improve education. But while this report can help steer
us away from the cynical attitude that some people have about our schools, it should not lead to
complacency.
Let me highlight a few of the trends: - some good, some not so good. Of the 9 major categories -
all 3 age levels in math, science, and reading - 6 were significantly better and 2 edged up
slightly. The science scores for 17 year-olds were lower, but they have moved up significantly
during the 1990s.
It's also relevant to look at a few of the trends over the 1990s. There is good news here, too. Of
the 9 categories, most are up significantly, and none are down. There is an upward trend in
math, with steady progress at every age level - up significantly since 1971, up significantly
during the '90s. In fact, for every age level in 1999, the math scores reached their highest level
ever.
AUG. 24. 2000 11:53AM
DEPT ED/OFC OF SEC.
NO. 0659 P. 3
-2-
Again, I want to caution against complacency. The math scores are better, but they are not good
enough. At the 13-year-old level, for example, just 15% of students scored well in computing
with decimals and simple fractions. We welcome the progress, but we know we still have a lot
of work to do in math.
Gary discussed the results for children from different racial and ethnic backgrounds. At the
national level, our resources are targeted for minority and low-income students. And if you take
a close look at the data, you'll see that in several categories, Blacks and Hispanics are scoring
better than ever - and that is good news.
Over the last two times the tests were given - 1996 and 1999 white children tied or exceeded
their highest scores ever in 6 of the ) categories. For Black children, it was also 6 of 9
categories. And for Hispanic children, it was 7 of 9 categories But despite this, we have a
persistent gap in achievement and we must work to close it while lifting achievement for all.
Now I'd like to shift to what educators have learned over the last 3 decades - - both about lifting
performance and closing the achievement gaps. Since these tests were first given, we have
experience and research that tell us what works in our nation's classrooms. Our challenge today
is to spread the word and provide targeted resources so that every child in every classroom has
the benefits of good teaching and what works. Let me outline 4 proven ways to improve student
performance.
First, we have better evidence about the importance of good teaching. A recent study in
Tennessee found that teacher-quality factor resulted in a difference of 50 percentile points on a
statewide achievement test. That is why we have focused on recruiting and training good
teachers and keeping their skills up to date. And we have called on Congress to live up to its
commitment to hire 100,000 well-trained teachers to reduce class size in the early grades.
Second, as I have often said, wc could revolutionize education in America if parents would read
to their children for 30 minutes a day. The Trends report finds that reading in the home is down,
and that there is a correlation between reading in the home and achievement on these tests. So, I
ask parents to read to their children. starting at an early age. I urge children to get in the habit of
reading.
And I urge Congress to honor our request for a 10% increase in the Reading Excellence Act - -
they haven't so far. Our goal is for every child in America to read well and independently by the
end of the 3rd grade. It's a nationwide goal, and it will require a nationwide effort.
Third, we know today that disadvantaged students are not well served by a watered-down
curriculum and low expectations. So in 1994 we included a new emphasis on high standards in
Title I, our effort to help low-income students improve their reading and math skills. And if you
look at the reading scores in the 1990s for the lower quartile of 9-year-olds - many of whom are
Title I students - you'll see that they improve dramatically by 1999.
AUG. 24. 2000 11:53AM
DEPT ED/OFC OF SEC.
NO. 0659 P. 4
-3-
For older students, the high standards movement has meant taking advanced courses - for
instance, algebra instead of general math in 8th or 9th grade, and calculus or precalculus in high
school. I believe that this trend, wh is highlighted in this report and in a recent survey by the
ACT, is one of the main reasons for the consistent, across-the-board improvement in math
scores. It is clear that students excel when they are challenged. This is especially true for
disadvantaged, black, or Hispanic children.
The next step is to move high standards into every classroom and encourage more students,
including low-income and minority students, to take advanced courses and AP classes. In
October, the Glenn Commission will release a report with specific recommendations on ways to
support high-quality teaching in ma h and science in all grades. The Commission recognizes that
in order to improve student achievement, we need to dramatically improve math and science
teaching.
This is a very important issue. As I said before, more students are taking advanced math and
science courses. But many of the teachers in these classes are teaching "out of field." No matter
what we call the course, it won't truly be an "advanced" course unless the teacher is well trained
in that subject. So if we want to raise student achievement, we need well-qualified math and
science teachers for the advanced asses.
Fourth, we have stronger evidence t oday about school reform measures that have a significant,
positive impact on learning. I was in Chicago carlier this week, where they have had great
success with by offering extended learning opportunities after school and during the summer.
And the RAND report, released just last month, identified reforms that have helped to raise
student achievement levels.
The most effective measures include: those in which this Administration is asking Congress to
make serious investments - smaller class size, early childhood education, and extended after-
school and summer school programs.
If we set support good teaching, encourage families to read together, set high standards for all
students, and invest in research-based strategies, we can continue to improve student
performance. We know how to improve our schools; we can make it happen. We need those
who count themselves as "Congressional leaders" to get on board. That means adopting a
federal education budget that includes investments in smaller classes, up-to-date schools,
effective pre-school programs, strong after-school programs, and well-trained tcachers.
I'd like to thank NCES again for their work on the NAEP Trends report. We need to make the
right decisions now to put well-trained teachers and high standards in every classroom and give
our students the extra help to succeed. If we do that, we can build on the positive trends cited in
this report, address the challenges of educating a larger, more diverse group of students, and
provide an excellent education for very child in America.
Thank you.
AUG. 24. 2000 11:54AM
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Embargoed Until August 24, 2000 at 10 a.m. EDT
NATIONAL CENTER FOR EDUCATION STATISTICS
Press
Release
Contact: Barbara Marenus, NCES, (202) 502-7391
National Assessment Shows Encouraging Trends in
Mathematics Performance
"Encouraging trends in student achievement" were reported today by Gary W. Phillips,
Acting Commissioner of the National Center for Education Statistics (NCES).
Dr. Phillips stated that "the most consistent and steady gains were in mathematics and
advanced course taking in mathematics and science." These results are from a new
trend report, NAEP 1999 Trends in Academic Progress, that examines the academic
performance of 9-, 13-, and 17-year olds. Data show that for mathematics, since 1973,
students in all age groups assessed achieved consistent gains. These increases began in
the 1980s and continued into the 1990s.
NAEP 1999 Trena's in Academic Progress also describes student performance since the
early 1970s in reading and science. Reading scores have also improved, but showed less
improvement than mathematics scores. Nine and 13-year-olds are reading better than
they did nearly 30 years ago. However, scores for 17-year-olds remained unchanged.
Student performance in science has varied by age group. Scores for 9-year-olds were
higher in 1999 than in 1970, while scores for 13-year-olds remained unchanged. For
17-year-olds, scores were lower in 1999 than in the first assessment, administered in
1969. Actually, the science scores for this group decreased between 1969 and 1982,
before they started increasing. While this age group's science scores have not returned
to their initial leve..., there is an emerging trend of 17-year-olds taking more advanced
science courses.
OF
STREATION
STATES
8
SAMPLE
U.S. Department of Education
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Embargoed Until August 24, 2000 at 10:00 a.m. EDT
The report also provides data related to the nation's ongoing concerns about the
educational gap between minorities and whites. While scores for whites have
consistently been higher than for blacks and Hispanics for all three ages in all three
subjects, some gaps have narrowed for some age groups in all three subjects since the
early 1970s. For example, in mathematics, the score gap between black and white
students narrowed for all three age groups. For Hispanics, the gap narrowed for 13-
and 17-year-olds, but not for 9-year-olds. In reading, score gaps for blacks and whites
also narrowed for all three age groups. For Hispanics, the gap narrowed for 17-year-
olds only. In science, the score gaps for blacks and whites narrowed for 9- and 13-year-
olds only. The gaps for whites and Hispanics remained unchanged. Despite these
improvements in the 1970s and 1980s, there have not been consistent decreases in the
size of the gaps sir ce 1990.
The report also de scribes performance by gender. In reading, females continued to
outperform males in all three age groups. In mathematics, males had outperformed
females at age 17 in previous long-term trend assessments, but in 1999 this gap
disappeared, resulting in similar performance for males and females for all three age
groups. In science males outperformed females at ages 13 and 17, but not at age 9.
The science gap favoring 17-year-old males has declined since the first assessment in
1969.
The National Asse ssment of Educational Progress (NAEP) is administered by NCES,
an agency within the U.S. Department of Education's Office of Educational Research
and Improvement NAEP has administered 10 long-term trend assessments for
reading, 10 for science, and 9 for mathematics over the past 30 years. In 1999,
approximately 16,000 students took each of the three assessments.
For further information on the NAEP 1999 Trends in Academic Progress, please visit
NCES's NAEP Web site at http://nces.ed.gov/nationsreportcard All NAEP reports
can be ordered by calling toll free 1-877-4ED-Pubs (1-877-433-7827), TTY/TTD 1-
877-576-7734; e-mailing at [email protected]: or via the Internet at
http://www.ed.gcv/pubs/edpubs.html/
A live on-line chat hosted by Dr. Phillips on the trends report will take place on
Thursday, August 24th from 2:00 to 3:00 pm EDT. Interested persons should go to the
NCES Web site at http://nces.ed.gov/statchar/conference to participate.
6
U.S. Departmen: of Education
AUG. 24. 2000 11:55AM
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THE NATION'S
NO. 0659 P. 7
REPORT
National Assessment Governing Board
CARD
National Assessment of Educational Progress
FOR RELEASE
Contact: Lawrence Feinberg
Thursday, August 24, 2000
(202) 357-6942
STATEMENT ON THE NAEP 1999 TRENDS REPORT
MICHAEL T. NETTLES
Vice-Chairman, National Assessment Governing Board;
Professor of Education and Public Policy, University of Michigan
The trend report being released today is an important part of the National Assessment
of Educational Progress. It provides the nation with the most reliable information we have
on the patterns of academic nchievement of American students going back over three.
decades. It gives some evidence to answer the popular question of whether or not the schools
are improving.
What the report shows is a mixed picture of some good news and some bad, of gains
and disappointments, of gaps narrowing and then widening again.
In mathematics and science, there have been substantial gains since around 1980,
which followed declines during the 1970s. Thus, the efforts of many schools and
states to improve math and science education, which received a major boost from
the "Nation at Risk" report in 1983, seem to have paid off.
In the 1990s, student performance in mathematics has continued improving,
though generally at 11 slower pace than in the 1980s. In science, particularly since
1992, gains in student achievement appear to have stalled.
In reading, there has been little change in achievement over the past three decades
despite considerable ferment in the curriculum. The one point at which some
patterns are discernable is age 9, which usually is at grade 4 when basic
instruction in how 10 read normally ends. During the 1970s, there was a clear
improvement in early reading, followed by a clear decline in the 1980s. Since
1990, the average score for 9-year-olds has risen by three points, but that's not
enough to be statistically significant.
For 9-year-olds ir the lower quartile of achievement, reading improved
substantially from 1971 to 1980. These gains were lost, however, during the slide
in the 1980s. Since 1990, there has been a significant recovery, though the scores
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800 North Capitol Street, N.W.
Suite 825, Mailstop 7583
Washington, D.C. 20002-4233
Phone: (202) 357-6938
Fax: (202) 357-6945
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2
seem unchanged from 1996 to 1999, and the 1999 reading level of 9-year-olds in
the bottom quartile was below where it was in 1980.
Overall, students in the lower quartile of the score distribution have made gains
since the early 1970s. But with the exception of mathematics, these
improvements have not continued in most age groups since 1990.
Over the three decades of NAEP reporting, the difference in average scores
between white and black students and between whites and Hispanics has
narrowed-in some cases dramatically--because of gains in minority achievement.
This is encouraging news.
Virtually all of the reduction, however, in the gaps between whites and blacks
took place before 1986 or 1988. Since then, the gaps have either widened
somewhat or stayed. the same. The average scores of black students have
remained well below those of whites, and at age 17 the reading achievement of
black students was lower last year than it was in 1988, a depressing reversal of the
gains made over the previous two decades.
Among Hispanic students, average scores are somewhat higher than those for
blacks. Hispanics ere not reported separately in NAEP's first few assessments
in the early 1970s. In the past decade, the gaps between whites and Hispanics
have fluctuated-some narrowing, some widening--but overall little has changed.
Results for Asian students are not reported separately in the NAEP long-term trend
assessments, although they are presented for the main NAEP assessments introduced in the
1990s. On these assessments, Asians generally perform about as well as whites, and in some
cases higher.
These racial gaps are an important subject. They are difficult and sensitive to talk
about. But, as difficult as it is, the discussion is now underway in many communities and
states across the country. More states and districts are finding that, as a first step toward
reducing gaps in student achievement, it is important to disaggregate test scores by race.
Often in order to improve performance it is necessary to know first what the
performance levels are. NAEP has been reporting its results by race since the program began
three decades ago. It shows a pattern of substantial change that was immensely encouraging
for two decades and now somewhat discouraging in the most recent decade.
Among 17-year-olds, for example, the black-white gap in reading was cut by more
than half, from 53 points when the assessment was first administered in 1971 to 20 points in
1988. In math for 17-year-olds. the gap was reduced from 40 points in 1973 to 21 points in
1990. In more recent years, though, the gaps have widened again--back to 31 points in
reading and 32 points in math.
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3
Another way to look at the data is that the average scores for 17-year-old black
students in reading and math are about the same as the averages for 13-year-old whites.
While these differences are not as large as they were three decades ago, the pattern is
disturbing and demands careful attention.
The average scores, however, are not the only way to understand what is happening.
The NAEP long-term trends report also has performance levels, describing what students
can do at 50 point intervals along the scale. At the basic skills levels in both math and
reading the racial gaps have diminished sharply as the performance of black students has
nearly caught up to whites. But when you move up the NAEP scales to more complicated
work, the differences remain wide.
For example, at age 17. almost all students can add, subtract, multiply, divide, and
solve one-step problems. About 99 percent of whites reach this level 250 on the NAEP
math scale, compared to 89 percent of blacks. In 1978, when these anchor points were first
used, about 96 percent of whites could reach 250, compared to 71 percent of blacks. Thus, a
gap of 25 percentage points has shrunk to 10 percentage points.
At level 300, howeve:, which requires students to solve moderately complex
problems and use decimals, fractions, and percents, the black-white gap is 43 percent. Both
whites and blacks have improved since 1978, but the whites have gone up from 58 percent
reaching this level to 70 percent, while the proportion of blacks attaining level 300 has
climbed from 17 percent to 27 percent. The gap is unchanged.
There is a similar pattern in reading.
For the basic skill level of finding facts in simple stories and drawing inferences
based on short passages, 95 percent of black 17-year-olds reach the anchor point up from 82
percent in 1971, compared to 98 percent of whites in both years. At the level of
understanding and analyzing re atively complicated information, whites have moved up only
3 percentage points to 46 percent over the three decades. Blacks have gone up from 8
percent to 17 percent, but a 29 percentage point gap remains.
Undoubtedly, all these disparities reflect differences in income, family, and societal
factors, as well as in schooling. But, according to a special tabulation of the long-term trends
data, the gaps are just as wide or even slightly wider among black and white students with
college-educated parents as they are for students whose parents have much less education.
The same is true even more strikingly for the gaps between whites and Hispanics. Having
better-educated parents is related to higher achievement for students of all races, but it does
not seem to close the racial gaps. This may raise questions about the quality of the college
education that students of different races receive and the different impact college may have
on incomes, careers, and families.
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4
What should we make of all this?
Because of its nature as a survey, NAEP cannot tell us why these changes occurred.
My own view, given the trends in academic performance and attainment elsewhere, is that
the gains of the 1970s and 1980 probably reflect the success of the civil rights movement
and the great efforts to improve the education of low-income children that started with the
Head Start and Title One programs in the late 1960s. The stagnation and even reversal in
some areas since then indicate we have not built adequately upon these gains.
We should not lose sight though, that our schools have been successful in closing the
gaps at the important basic skills levels of performance. This is the point at which many
states have focussed the greatest attention by actions such as the passing scores they have set
on high school graduation and grade promotion exams. The racial differences on many of
these tests have been reduced, and NAEP provides a confirming bit of evidence that change
has occurred.
That is not an inconsequential accomplishment. It means that thousands of students
are graduating from high school each year with a minimum set of reading and math skills that
many students three decades ago did not have.
At the same time, however, this is clearly not enough. The same disparities we see at
the higher skill levels on NAEP show up in enrollments in high school honors classes and
more rigorous curricula and in the upper score ranges of college entrance exams that are used
for admission to the most sele ctive and rigorous colleges. The resulting inequalities are
great.
Certainly, more resources must be directed at dealing with the problem. There must
also be clear standards and pectations for all students that are much higher than the
minimum competencies that have been put in place. But I think values and attitudes must be
taken into account as well.
Parents generally and African American parents in particular must insist that their
children have access to high quality schools, high quality curricula, and teachers who are the
very best. They must also insist that the schools challenge their children and that the children
work hard to meet the challenges. There must be pride in academic and scholarly
accomplishment and the discipline and focus that successful academic work demands.
None of this will be easy. None of it will happen overnight. But until these academic
disparities are greatly reduced, the other inequalities in our society will persist, and the nation
will continue to fall short of developing the full talents and abilities of so many students.
###
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P. 11
Statement of
Gary W. Phillips, Ph.D.
Acting Commissioner
National Center for Education Statistics (NCES)
The Release of the National Assessment of Educational Progress
(NAEP)
NAEP 1999 Trends in Academic Progress
August 24, 2000
¡Slide #1: Title Page]
Good morning. My name is Gary Phillips, the Acting Commissioner of the
National Center for Education Statistics. Today we are releasing the results
of a survey we have been conducting for over three decades on what
students in school know and can do. Education is the number one issue in
the minds of Americans today. If we are to make intelligent decisions about
improving education, we must understand where we are and where we have
been. The National Assessment of Educational Progress long-term trend
report, conducted by the National Center for Education Statistics, is our
nations only measure of educational progress over the past thirty years. The
NAEP 1999 Trends in Academic Progress, released today, provides valuable
findings in the subject areas of reading, science, and mathematics
achievement, for 9-, 13-, and 17-year-old students.
From the surveys we have conducted over the past three decades we now
have 10 assessments for reading, 10 assessments for science, and 9
assessments for mathematics.
In 1999, approximately 16,000 students took the mathematics and science
assessments and over 17,000 students took the reading assessment. A long-
term trend writing assessment was also administered in 1999; however the
results of the assessment are still undergoing evaluation.
Generally, the trends in mathematics and science are characterized by
declines in the 1970s, followed by increases during the 1980s and early
AUG. 24. 2000 11:57AM
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P. 12
1990s, and mostly stable per formance since then. Some modest gains are
also evident in reading. Of all three subjects assessed, students have
demonstrated the most impro vements in mathematics. We also see
increased numbers of students taking advanced mathematics courses.
Because NAEP scores are based on samples, there is a margin of error,
which statisticians call a "standard error," associated with each score. In its
statistical calculations, NCES uses the standard errors to determine whether
two scale scores are "significantly different" from one another. A score that
is not significantly different from another score is neither higher nor lower
than that score. As a matter of policy, NCES only discusses differences in
scale scores that are significantly different. In the charts, you will see a star
indicates a significant difference from 1999.
[Slide #2: Average Scale Scores in Mathematics]
Mathematics
The first long-term trend in mathematics assessment was administered in
1973. Since then, all three age groups have experienced overall patterns of
improvement both in the long and the short run. The average score of 9-
year-olds in 1999 was 2 points higher than in 1990 and 13 points higher than
average scores from 1973 to 1982.
Thirteen year-olds show the same pattern. The average score in 1999 was 6
points higher than it was at the beginning of the decade and 10 points higher
than it was in 1973.
Although the average score of 17-year-olds declined between 1973 and
1982, since 1982 the age group has experienced a 10-point-gain in average
scores. As a result, the average mathematics score of 17-year-olds in 1999
was higher than in 1973.
[Slide #3: Average Scores in Reading]
Reading
The first long-term reading assessment was given in 1971. Scores for 9- and
13-year-olds increased during the 1970's, so that by 1980 scores for both age
AUG. 24. 2000 11:57AM
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groups were higher than in 1971. However, since 1980 no further
improvements in average reading scores for these age groups have occurred.
Despite increases in average scores from 1971 to 1984, since 1994 average
scores for 17-year-olds have returned to a level that is not significantly
different than that in 1971.
[Slide #4: Average Scores in Science]
Science
The first science assessment was given in 1969, for 17-year-olds only. Nine
and 13-year-olds were first assessed in 1970. Since the first assessments, all
three age groups showed different trends in science performance. Scores for
all three groups fell in the 1970s, and improved thereafter, but the extent of
improvement differed among the different age groups.
By 1990, scores of 9-year-olds were higher than they had ever been.
Although scores have not improved since then, they remain higher than in
the first assessment.
The average score for 13-year-olds in 1999 was higher than the low point
reached in 1977, but is no higher than the average score in the first
assessment in 1970.
For 17-year-olds, scores fell after the first assessment in 1969, reaching a
low point in 1982. Scores have improved since then, but are still lower than
in 1969.
AUG. 24. 2000 11:58AM
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In addition to reporting average scores for students based on age, the NAEP
1999 Trends in Academic Progress also reports scores by race, gender,
parental education, type of school, course taking patterns, technology and
scientific equipment in the classroom, homework experiences and home
experiences. I will briefly discuss a few of these categories and then explore
in detail race, gender, course taking patterns, and homework experiences.
The report confirmed many relationships in 1999 that have also been
identified in previous NAEP reports. For example:
The data show a positive relationship between level of parental education
and student performance.
Data also show that non-public school students tend to out-perform
public school students.
Student's performance in math and science is higher when they take
more advanced courses.
Use of scientific equipment is positively associated with student
performance.
Home experiences such as reading for fun and watching less television
are associated with higher performance.
Gaps Between Racial/Ethric Subgroups
The trend report discusses the performance of white, black, and Hispanic
students. Other racial or ethnic subgroups are not discussed because the
samples collected were of insufficient size to analyze and report separately.
The report reveals that overall scores for white students were higher than
those of black and Hispanic students for all three ages in all three subjects, in
all assessment years. However, each subgroup made significant gains in all
three subject areas.
AUG. 24. 2000 11:58AM
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In Mathematics:
Students in each racial/ethnic group at all three ages showed gains in scores
across the assessment years.
[Slide #5: White Minus Black in Mathematics]
While mathematics scores for black students remained below the scores
for white students, black students showed greater gains. As a result, the
gap between white and black students in mathematics narrowed between
1973 and 1999 in each age group. Some widening is evident since 1986
at age 13, and since 1990 at age 17.
[Slide #6: White Minus Hispanics in Mathematics]
Mathematics scores for Hispanics also improved in comparison to whites
but not as consistently as for blacks. The gap between white and
Hispanic 13- and 17- year-olds narrowed between 1973 and 1999, but has
widened since 1982 among 9-year-olds.
In Reading:
Among white students, gains in average scores are evident since the first
assessment for 9- and 13-year-olds. Among black and Hispanic students,
overall gains are evident at each age.
[Slide #7: White Minus Blacks in Reading]
Because of the increases in reading scores for black students, the gap
between whites and blacks narrowed between 1971 and 1999 in each age
group. Between 1988 and 1992, the gap widened somewhat among 13-
and 17-year olds but has not changed significantly since then.
[Slide #8: White Minus Hispanics in Reading]
Although reading scores improved for Hispanics for all three age groups
between 1975 and 1999, the increases for 9- and 13-year-olds were not
sufficient to narrow the gap between their performance and that of white
students. However, the gap did narrow for 17-year-olds.
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In Science:
Among white and black students, overall gains are evident for 9- and 13-
year-olds. Hispanic students at each age show overall gains across the
assessment years.
[Slide # 9: White Minus Blacks in Science]
Increases in scores for black 9- and 13-year-olds brought their
performance levels closer to those of white students. However the
performance gap did not change significantly for 17-year-olds.
[Slide # 10: White Minus Hispanics in Science]
Despite increases in scores for Hispanic students at all three age levels,
the gap between white and Hispanic students at any age in 1999 was not
significantly different from 1977. It has widened somewhat among 13-
year-olds since 1992.
Score Differences by Gender
The NAEP 1999 Trends in Academic Progress also reports results for
gender. For most subject areas and ages, males and females demonstrated
similar trends across the assessment years. There were significant
differences in performance in some subjects, particularly reading. However,
the differences were not as large as those between white and black students
and white and Hispanic students.
In Mathematics:
Since 1973, scores for males and females increased overall for all age groups
except 17-year-old males.
[Slide #11: Male V. Female in Mathematics]
The most interesting changes in male and female score gaps occurred in
mathematics. For 9- and 13-year-olds, score differences favoring
females in the 1970s had shifted to score differences favoring males in
the 1990s.
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However, in 1999, the difference between male and female students'
average scores was not significant at any age.
Among 17-year-olds the score gap that had favored male students in the
1970s ultimately disappeared.
In Reading:
Since 1971, scores increased for males at ages 9 and 13 and for females at
age 13.
[Slide # 1.?: Male v. Female in Reading]
In 1999, female students had higher average reading scores than male
students in each age group. Among 9-year-olds, the gap between males
and females narrowed between 1971 and 1999.
In Science:
In looking at differences between the first assessment and 1999, the results
in science have been mixed. For example, when compared to 1970, the 1999
scores were unchanged for rales aged 9, up for females aged 9, and
unchanged for male and female 13-year-olds. Scores in 1999 for male and
female 17-year-olds were lower than in 1969.
[Slide #13: Male V. Female in Science]
In 1999, males outperformed females at ages 13 and 17, but the average
score for 9-year-old males was not significantly higher than that of 9-
year-old females. Among 17-year-olds, the score gap between males and
females has narrowed since 1969.
Amount of Time Spent on Homework
The development of reading and literacy skills may be directly related to the
extent and variety of students' reading experiences. One factor that
influences how much students read is the number of pages they must read
for school and homework assignments.
[Slide #14: Average Reading Scores by Pages Read Per Day]
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The report reveals that at all three ages, students who said they read more
pages each day scored higher than their peers who read fewer pages. By
age 17, the highest average score was attained by those students who said
they were reading more than 20 pages daily.
A greater percentage of 9- and 13-year-olds read more than 20 pages
each day for school and for homework in 1999 than in 1984. There was
no significant change, however, in the pages read per day by 17-year-
olds.
[Slide #15: Average Mathematics Scores by Frequency of Doing
Mathematics Homework]
The assessment revealed that 17-year-old students who indicated doing
mathematics homework more frequently scored higher than students who
did mathematics homework less often.
[Slide #16: Percentage of 17-year-olds by Frequency of Doing Mathematics
Homework]
Although 17-year-olds showed no increase in the percentage who
reported reading more th an 20 pages per day, a greater percentage did say
they were doing mathem atics homework more frequently in 1999 than in
1978.
Course Taking Patterns
Students in the NAEP long-term assessment are asked several questions
about school experiences considered to be related to achievement. Asking
students what courses they had taken prior and/or during the assessment
revealed several trends. Mcst importantly, there was an increase in the
number of students taking advanced mathematics courses and an increase in
the number of students taking all science courses. The increase in advanced
math and science course taking is associated with recent improved
mathematics and science ac nievement.
[Slide #17: Percentage of 13-Year-Olds by Type of Mathematics Course,
1986 and 1999]
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In Mathematics:
A greater percentage of 13-year-olds were taking prealgebra or algebra,
and a smaller percentage were taking regular mathematics in 1999 than in
1986.
[Slide #18: Percentage of 17-Year-Olds by Highest Mathematics Course]
For 17-year-olds, a greater percentage had taken precalculus/calculus and
algebra II in 1999 than in 1978. Increases in advanced mathematics
course taking were seen for both male and female students. White, Black,
and Hispanic 17-year-olds all showed increases in the percentage of
students taking algebra Il. However, only white students showed an
increase in the percentage taking precalculus/calculus.
[Slide #19: Percentage of 17-Year-Olds by Science Courses Taken,
1986-1999]
In Science:
Science course-taking among 17-year-olds increased between 1986 and
1999 at all levels of course work- general science, biology, chemistry,
and physics. Most notably the percentage taking chemistry increased
from 40% to 57%.
[Slide 20: Title Page with Web address and phone numbers]
In conclusion, the trends in student achievement are encouraging. This is
especially true in mathematics achievement, and in the narrowing of the gap
between majority and minority students. It is also encouraging to see the
increase in advanced course taking in mathematics and science.
I would like to thank the authors of this report, Jay Campbell, Catherine
Hombo, and John Mazzeo, as well as many other people, whose
contributions are acknowledged in this report.
A live on-line chat on the to ends report will take place on Thursday, August
24th from 2:00 to 3:00 pm EDT. Interested persons should go to the NCES
AUG. 24. 2000 12:00PM
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NO. 0659 P. 20
Web site at http://nces.ed.gov for instructions on how to participate. The URL for
the chat is http//nces.ed.gov/statchat/conference.
For further information about the NAEP 1999 Trends in Academic Progress
please visit our website at ht:p://nces.ed.gov/nationsreportcard. To order the
publication or other U.S. Department of Education products, call toll free 1-
877-4ED PUBS (877-433-7827).
AUG. 24. 2000 12:00PM
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News
News
News...News.
Council of the
Great City Schools
Council of the Great City Schools
1301 Pennsylvania Avenue N.W.
Suice 702
Washington, D.C.
20004
NAEP 1999: TRENDS IN ACADEMIC PROGRESS
Three Decades of Student Performance
Remarks by Michael Casserly
Executive Director
Council of the Great City Schools
Good morning. I am Michael Casserly, Executive Director of the Council of the Great City
Schools, a coalition of nearly sixty 0 the nation's largest urban school districts, serving some 6.6
million students. Thank you for the invitation to join you today.
I would like to commend Secretary Riley, Acting NCES Commissioner Gary Phillips, and
NAGB Trustee Michael Nettles for this outstanding report on the academic performance of the
nation's students.
It is, bar none, the most comprehensive and unbiased review of student achievement trends in
reading, math, and science-for three critical age groups-that we have seen. It should answer,
once and for all, the question about whether achievement has improved. The answers since 1990
are encouraging in mathematics anc sobering in reading. And they are downright heartening in
all subjects if one takes the longer thirty-year view.
It is clear, however, that the nation needs a major new and targeted initiative to improve reading.
We need to do a better job of integrating reading in all subject areas and grades and ensure that
our teachers can teach reading no matter what their area of specialty. The time for feel-good
reading programs has ended.
I will be brief in my remarks this morning. The previous speakers have done a good job of
summarizing the findings of this study. The study, as you see, does not present data explicitly on
urban schools.
Still, the results are important to urban schools because it tells us about the achievement gaps.
While we enroll only 14.3% of the nation's public school enrollment, our cities serve about 33%
of the nation's African American students, 30% of its Hispanic students, and about 25% of the
country's Asian American students. We also enroll about 25% of the nation's children eligible
for free lunch.
The good news in the NAEP data is that the achievement gaps by race, particularly the gaps
between white and black students, have closed appreciably in all subjects across all grades since
AUG. 24. 2000 12:00PM
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1970. The bad news is that progress reducing the gaps since 1990 is mixed, depending on the
group, the grade, and the subject. In some cases, the gaps have worsened. (The difference
between math scores of 17-year-old whites and blacks was 31 points in 1999, compared with 21
points in 1990; and the difference between science scores of 13-year-old whites and Hispanics
was 39 points in 1999, compared with 30 points in 1992.)
It is hard to imagine that these national trends are not due partly to progress in urban schools,
given our share of the nation's enrollment.
The Council of the Great City Schools is conducting a separate analysis of central city trends on
state NAEP scores. We are also examining big city trends on state assessments and on locally
administered standardized tests. Our preliminary findings mirror the results being released today.
Big city schools have improved significantly in math since 1992 but have not shown much
progress in reading. We have a lot of work to do, especially in reading, and we need a lot of
assistance from our state and federal partners.
What is clear from our analysis is that some urban school systems are showing substantial
progress. Others are not.
Scores in Philadelphia, Houston, Charlotte-Mecklenburg, Louisville, San Francisco, Ft. Worth,
Indianapolis, and others are showing unusually rapid gains. They are also closing the
achievement gaps faster than most. Clearly some of our cities are doing things that others are not,
something that our Task Force on Achievement Gaps is exploring in order to accelerate the
achievement gains of all cities.
Our preliminary research shows that the places improving the fastest are cities that have-
implemented higher standards more deeply into the classroom,
more credentialed teachers,
more extensive pre-school programs,
better professional development for their teachers,
more successful after-school and summer programs,
lower class sizes,
increased the proportion of students taking rigorous coursework, and
implemented stronger accountability systems for students and staff.
Urban schools have been using these reform strategies, to greater or lesser extent, for some years.
The number of urban students who have successfully completed algebra by the end of 10th grade,
for instance, has jumped from 37% n 1990-91 to 62% in 1996-97. Nearly 90% of the cities have
raised standards. About 72% of our kindergartners are now in full-day programs. And over half
of the major cities have moved to end social promotions.
We are still facing major challenges, however. We are losing teachers, particularly math and
science teachers, to higher paying suburbs. Our classes are too large. Our buildings are falling
apart. Our pre-school programs are not reaching enough children. Our schools are actually
getting larger. And our high schools do not have enough high-level courses. (Over two-thirds of
the nation's white students had tak en a second year of algebra or precalculus/calculus in 1999,
2
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compared with slightly more than half of the nation's African-American students, and less than
half of Hispanic students.)
As urban schools, we need to accelerate our progress, despite the challenges. We need to close
the gaps. We need to stay with the sta ndards. We will not back away from their implementation.
We need to accelerate the learning of our poorest students beyond national averages. But we
need the nation to meet us half way to ensure that our kids can meet them. Otherwise, our
progress will never be any faster and our gaps will never be any narrower.
3
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Cunncil of the
Great City Schools
Council of the Great City Schools
1301 Pennsylvania Avenue, N.W.
Suite 702
Washington, D.C. 20004
www.cgcs.org
Fact Sheet
The Council of the Great City Schools is the only organization in the nation exclusively
representing the needs of urban public schools. Composed of 55 large city school districts, its
mission is to promote the cause of urban schools and to advocate for inner-city students through
legislation, research and media relations. The organization also provides a network for school
districts sharing common problems to exchange information, and to collectively address new
challenges as they emerge in order 10 deliver the best possible education for the nation's urban
youth.
Total number of students served by Council member district schools: 6.6 million
Student enrollment characteristics:
41.2% - African American
31.9% - Hispanic
19.2% - White
6.9% - Asian/Pacific Islander
0.7% - Alaskan/Native American
21% - English Language Learners
62.5% - Eligible for free/reduced price lunch
11.5% - Students with Individualized Education Programs
Member districts: Albuquerque, Anchorage, Atlanta, Baltimore, Birmingham, Boston, Broward
County, Buffalo, Charlotte, Chicago, Cleveland, Columbus, Dallas, Dayton, Denver, Des
Moines, Detroit, Fort Worth, Fresno, Houston, Indianapolis, Las Vegas, Long Beach, Los
Angeles, Louisville, Memphis, MeHa, Miami-Dade County, Milwaukee, Minneapolis, Nashville,
Newark, New Orleans, New York City, Norfolk, Oakland, Omaha, Orlando, Philadelphia,
Pittsburgh, Portland, Providence, Richmond, Rochester, Sacramento, St. Louis, St. Paul, Salt
Lake City, San Diego, San Francisco, Seattle, Toledo, Tucson, Tulsa and Washington, D.C.
School districts eligible for membership must be located in cities with populations over 250,000
or student enrollment over 35,000. School districts located in the largest city of any state are also
eligible for membership, regardless of size.
8/2000
AUG. 23. 2000 11:06AM
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NO. 4086 P. 1
Embargoed Until August 24, 2000 at 10 a.m. EDT
NATIONAL CENTER FOR EDUCATION STATISTICS
Press
4 of pages
GENERAL SERVICES ADMINISTRATION
Release
From
Phone #
Contact: Barbara Marenus, NCES, (202) 502-7391
Fax
FAX TRANSMITTAL
5099. 5099-101
National Assessment Shows Encouraging Trends in
OPTIONAL FORM (7-90)
Dept./Agency D.B. Buxton
Mathematics Performance
"Encouraging trends in student achievement" were reported today by Gary W. Phillips,
NSN 7540-01-317-7368
Acting Commissioner of the National Center for Education Statistics (NCES). Dr.
Phillips stated that "the most consistent and steady gains were in mathematics and
advanced course taking in mathematics and science." These results are from a new
Fax
trend report, NAEP 1999 Trends in Academic Progress, that examines the academic
performance of 9-, 13-, and 17-year olds. Data show that for mathematics, since 1973,
students in all age groups assessed achieved consistent gains. These increases began in
the 1980s and continued into the 1990s.
NAEP 1999 Trends in Academic Progress also describes student performance since the
early 1970s in reading and science. Reading scores have also improved, but showed less
improvement than mathematics scores. Nine and 13-year-olds are reading better than
they did nearly 30 years ago. However, scores for 17-year-olds remained unchanged
Student performance in science has varied by age group. Scores for 9-year-olds were
higher in 1999 than in 1970, while scores for 13-year-olds remained unchanged. For
17-year-olds, scores were lower in 1999 than in the first assessment, administered in
1969. Actually, the science scores for this group decreased between 1969 and 1982,
before they started increasing. While this age group's science scores have not returned
to their initial level, there is an emerging trend of 17-year-olds taking more advanced
science courses.
EDUCATION
STATES
of
AMPRA
U.S. Department of Education
AUG. 23. 2000 11:06AM
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NO. 4086
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Embargoed Until August 24, 2000 at 10:00 a.m. EDT
The report also provides data related to the nation's ongoing concerns about the
educational gap between minorities and whites. While scores for whites have
consistently been higher than for blacks and Hispanics for all three ages in all three
subjects, some gaps have narrowed for some age groups in all three subjects since the
early 1970s. For example, in mathematics, the score gap between black and white
students narrowed for all three age groups. For Hispanics, the gap narrowed for 13-
and 17-year-olds, but not for 9-year-olds. In reading, score gaps for blacks and whites
also narrowed for all three age groups. For Hispanics, the gap narrowed for 17-year-
olds only. In science, the score gaps for blacks and whites narrowed for 9- and 13-year-
olds only. The gaps for whites and Hispanics remained unchanged. Despite these
improvements in the 1970s and 1980s, there have not been consistent decreases in the
size of the gaps since 1990.
The report also describes performance by gender. In reading, females continued to
outperform males in all three age groups. In mathematics, males had outperformed
females at age 17 in previous long-term trend assessments, but in 1999 this gap
disappeared, resulting in similar performance for males and females for all three age
groups. In science, males outperformed females at ages 13 and 17, but not at age 9.
The science gap favoring 17-year-old males has declined since the first assessment in
1969.
The National Assessment of Educational Progress (NAEP) is administered by NCES,
an agency within the U.S. Department of Education's Office of Educational Research
and Improvement. NAEP has administered 10 long-term trend assessments for
reading, 10 for science, and 9 for mathematics over the past 30 years. In 1999,
approximately 16,000 students took each of the three assessments.
For further information on the NAEP 1999 Trends in Academic Progress, please visit
NCES's NAEP Web site at http://nces.ed.gov/nationsreportcard All NAEP reports
can be ordered by calling toll free 1-877-4ED-Pubs (1-877-433-7827), TTY/TTD 1-
877-576-7734; e-mailing at [email protected]; or via the Internet at
http://www.ed.gov/pubs/edpubs.html/
A live on-line chat moderated hosted by Dr. Phillips on the trends report will take
place on Thursday, August 24th from 2:00 to 3:00 pm EDT. Interested persons should
go to the NCES Web site at http://nces.ed.gov/statchat/conference to participate.
THE
U.S. Department of Education
NAEP 1999
TRENDS IN ACADEMIC PROGRESS: Three Decades of Student Performance
The long-term trends over the past 30 years show that math, science and reading
scores have risen, with the exception of science scores for 17-year-olds. We've made
solid gains but continue to have much more work to do. We now know more about
what works and need to aggressively and boldly apply what works in our schools (and
budgets). This report certainly contradicts the critics who say we've gone backward
in education over the last decade.
We have a record number of students in our schools, and we have a more diverse
student population than ever before - including larger numbers of children who speak
English as a second language and children with disabilities - and today's students
are doing better than students did 30 years ago.
(A second set of NAEP assessments developed this decade to reflect
schools' current curricula show increases in all three age groups in reading
and math.)
Math scores are at an all-time high in 1999 in all three age-levels. But that is not
good enough -- we have to do even better.
We've seen solid improvement in students in the bottom quarter, where we've
really been targeting our funding. Reading scores for nine-year-olds show strong
improvement - in 1990, the score was 157 and in 1999 these kids scored 165.
Beginning in 1994, through Title I, we raised standards, targeted
resources and strengthened accountability for schools serving the most
disadvantaged tudents. (Current NAEP scores show solid increases in
reading for the lowest performing 10 percent.)
Our progress may have been limited by the "reading wars," we now
realize that we need both phonics and reading in context.
Four years ago we set a national goal that by the end of third grade,
all children would be able to read well and independently.
Our Reading Excellence Act supports research-proven reading
instruction methods. The first-year state grants - made last year -
will be impacting schools this fall.
Students from more than 1,200 colleges and universities are serving
as mentors to young readers as part of the America Reads program.
We now know what works and Congress must respond to the President's budget
request to build on this so our children do even better during this decade.
A new Rand Report and other recent studies have identified reforms
that have helped to raise student achievement levels. The most
effective measures according to these studies are those we are making
the largest budget requests to Congress - smaller class size, early
childhood education, after-school programs, quality teachers,
improved teaching resources, and reading programs.
Progress across ethnic and racial groups: Despite a record number of students -
including more children with disabilities and more students for whom English is a
second language - blacks and Hispanics have increased scores in all grade levels in
math and reading, but 17-year-old blacks (as well as 17-year-old whites) had lower
science scores in 1999 than when the test was originally given. This is not good
enough - our goal is to close the gap and help ALL kids learn to their highest
potential.
Statement by
U.S. Secretary of Education
Richard W. Riley
On the Release of
NAEP 1999: Trends in Academic Progress
Washington, DC
Thursday, August 24, 2000
Thank you, Gary [Phillips]. NCES data is an essential part of the
effort to improve America's schools, and I'm grateful for your work.
I don't know who likes statistics more - baseball fans or our friends
at NCES. If we have any baseball fans in the audience, you've
probably heard your father say that the players of his era were
better than the players of your era. We will never know for sure
whether Sandy Koufax could have handled Mark McGwire or
whether Willie Mays was better than Ken Griffey Jr.
But the Trends report puts today's students on the same field with
students from 30 years ago, and the results may surprise a few
cynics: Today's students do better. Critics of public education
would have you believe that reports like this are full of arrows and
lines pointing down. In fact, for the 9 major categories since 1971,
scores have fallen significantly in just 1 category. And during the
1990s, scores have not fallen significantly in any category.
2
And, remember, this is for a group of students that is larger and
more diverse than ever before - with higher percentages of test-
takers with disabilities or whose home language is not English.
The Trends report is another reminder of how much we owe
teachers, principals, and parents across the country who have
worked to improve education. But while this report can help steer
us away from the cynical attitude that some people have about our
schools, it should not lead to complacency.
Let me highlight a few of the trends - some good, some not so good.
Of the 9 major categories - all 3 age levels in math, science, and
reading - 6 were significantly better and 2 edged up slightly. The
science scores for 17-year-olds were lower, but they have moved up
significantly during the 1990s.
It's also relevant to look at a few of the trends over the 1990s. There
is good news here, too. Of the 9 categories, most are up
significantly, and none are down. There is an upward trend in
math, with steady progress at every age level - up significantly since
1971, up significantly during the '90s. In fact, for every age level in
1999, the math scores reached their highest level ever.
3
Again, I want to caution against complacency. The math scores are
better, but they are not good enough. At the 13-year-old level, for
example, just 15% of students scored well in computing with
decimals and simple fractions. We welcome the progress, but we
know we still have a lot of work to do in math.
Gary discussed the results for children from different racial and
ethnic backgrounds. At the national level, our resources are
targeted for minority and low-income students. And if you take a
close look at the data, you'll see that in several categories, Blacks
and Hispanics are scoring better than ever - and that is good news.
Over the last two times the tests were given - 1996 and 1999 - white
children tied or exceeded their highest scores ever in 6 of the 9
categories. For Black children, it was also 6 of 9 categories. And for
Hispanic children, it was 7 of 9 categories. But despite this, we have
a persistent gap in achievement and we must work to close it while
lifting achievement for all.
4
Now I'd like to shift to what educators have learned over the last 3
decades - both about lifting performance and closing the
achievement gaps. Since these tests were first given, we have
experience and research that tell us what works in our nation's
classrooms. Our challenge today is to spread the word and provide
targeted resources so that every child in every classroom has the
benefits of good teaching and what works. Let me outline 4 proven
ways to improve student performance.
First, we have better evidence about the importance of good
teaching. A recent study in Tennessee found that teacher-quality
factor resulted in a difference of 50 percentile points on a statewide
achievement test. That is why we have focused on recruiting and
training good teachers and keeping their skills up to date. And we
have called on Congress to live up to its commitment to hire 100,000
well-trained teachers to reduce class size in the early grades.
Second, as I have often said, we could revolutionize education in
America if parents would read to their children for 30 minutes a
day. The Trends report finds that reading in the home is down, and
that there is a correlation between reading in the home and
achievement on these tests. So, I ask parents to read to their
children, starting at an early age. I urge children to get in the habit
of reading.
5
And I urge Congress to honor our request for a 10% increase in the
Reading Excellence Act - they haven't so far. Our goal is for every
child in America to read well and independently by the end of the 3ʳᵈ
grade. It's a nationwide goal, and it will require a nationwide effort.
Third, we know today that disadvantaged students are not well
served by a watered-down curriculum and low expectations. So in
1994 we included a new emphasis on high standards in Title I, our
effort to help low-income students improve their reading and math
skills. And if you look at the reading scores in the 1990s for the
lower quartile of 9-year-olds - many of whom are Title I students -
you'll see that they improve dramatically by 1999.
For older students, the high standards movement has meant taking
advanced courses - for instance, algebra instead of general math in
8th or 9th grade, and calculus or precalculus in high school. I believe
that this trend, which is highlighted in this report and in a recent
survey by the ACT, is one of the main reasons for the consistent,
across-the-board improvement in math scores. It is clear that
students excel when they are challenged. This is especially true for
disadvantaged, black, or Hispanic children.
6
The next step is to move high standards into every classroom and
encourage more students, including low-income and minority
students, to take advanced courses and AP classes. In October, the
Glenn Commission will release a report with specific
recommendations on ways to support high-quality teaching in math
and science in all grades. The Commission recognizes that in order
to improve student achievement, we need to dramatically improve
math and science teaching.
This is a very important issue. As I said before, more students are
taking advanced math and science courses. But many of the
teachers in these classes are teaching "out of field." No matter what
we call the course, it won't truly be an "advanced" course unless the
teacher is well trained in that subject. So if we want to raise student
achievement, we need well-qualified math and science teachers for
the advanced classes.
Fourth, we have stronger evidence today about school reform
measures that have a significant, positive impact on learning. I was
in Chicago earlier this week, where they have had great success with
by offering extended learning opportunities after school and during
the summer. And the RAND report, released just last month,
identified reforms that have helped to raise student achievement
levels.
7
The most effective measures include those in which this
Administration is asking Congress to make serious investments - -
smaller class size, early childhood education, and extended after-
school and summer school programs.
If we set support good teaching, encourage families to read together,
set high standards for all students, and invest in research-based
strategies, we can continue to improve student performance. We
know how to improve our schools; we can make it happen. We need
those who count themselves as "Congressional leaders" to get on
board. That means adopting a federal education budget that
includes investments in smaller classes, up-to-date schools, effective
pre-school programs, strong after-school programs, and well-
trained teachers.
I'd like to thank NCES again for their work on the NAEP Trends
report. We need to make the right decisions now to put well-trained
teachers and high standards in every classroom and give our
students the extra help to succeed. If we do that, we can build on the
positive trends cited in this report, address the challenges of
educating a larger, more diverse group of students, and provide an
excellent education for every child in America.
Thank you.
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