Iris M Carl Equity Address: KEEPING OUR EYES ON THE PRIZE

Iris M Carl Equity Address: KEEPING OUR EYES ON THE PRIZE Uri Treisman The Charles A. Dana Center at The University of Texas at Austin NCTM, Denver April 19, 2013 1

Benchmarking for Success AcAon 1 Upgrade state standards by adopang a common core of internaaonally benchmarked standards in math and language arts for grades K- 12 to ensure that students are equipped with the necessary knowledge and skills to be globally compeaave. A Report by the NaAonal Governor s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)

Benchmarking for Success AcAon 2 Leverage states collecave influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internaaonally benchmarked standards and draw on lessons from high performing naaons and states. A Report by the NaAonal Governor s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)

Benchmarking for Success AcAon 3 Revise state policies for recruiang, preparing, developing, and supporang teachers and school leaders to reflect the human capital pracaces of top- performing naaons and states around the world A Report by the NaAonal Governor s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)

Benchmarking for Success AcAon 4 Hold schools and systems accountable through monitoring, intervenaons, and support to ensure consistently high performance, drawing upon internaaonal best pracaces. A Report by the NaAonal Governor s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)

Benchmarking for Success AcAon 5 Measure state- level educaaon performance globally by examining student achievement and a[ainment in an internaaonal context to ensure that, over Ame, students are receiving the educaaon they need to compete in the 21 st - century economy. A Report by the NaAonal Governor s AssociaAon, The Council of Chief State School Officers, and Achieve, Inc. (2008)

PISA 2006 Mathematics USA ranked 25 th out of 30 OECD countries U.S.A. Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/ 7

Other Countries Average Scale Score Math Performance on 8 th Grade TIMSS Compared with the U.S. 60 Number of Countries 50 40 30 20 10 14 7 17 9 11 25 5 6 37 6 8 28 Higher than the U.S. Same as the U.S. Lower than the U.S. 0 1999 2003 2007 2011 Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at http://nces.ed.gov/timss/index.asp. Computations of categories by the Charles A. Dana Center. 8 8

Mathema)cs Achievement at the 8 th Grade (TIMSS 2011) Average scale score by country Korea, Rep. of 613 Slovenia 505 Lebanon 449 Singapore 611 Hungary 505 Abu Dhabi-UAE 449 Chinese Taipei-CHN 609 Australia 505 Malaysia 440 Hong Kong-CHN 586 Alberta-CAN 505 Georgia 431 Japan 570 Lithuania 502 Thailand 427 Massachusetts-USA 561 TIMSS scale average 500 Macedonia, Rep. of 426 Minnesota-USA 545 Italy 498 Tunisia 425 Russian Federation 539 California-USA 493 Chile 416 North Carolina-USA 537 New Zealand 488 Iran, Islamic Rep. of 415 Quebec-CAN 532 Kazakhstan 487 Qatar 410 Indiana-USA 522 Sweden 484 Bahrain 409 Connecticut-USA 518 Ukraine 479 Jordan 406 Colorado-USA 518 Dubai-UAE 478 Palestinian Nat'l Auth. 404 Israel 516 Norway 475 Saudi Arabia 394 Finland 514 Armenia 467 Indonesia 386 Florida-USA 513 Alabama-USA 466 Syrian Arab Republic 380 Ontario-CAN 512 Romania 458 Morocco 371 United States 509 United Arab Emirates 456 Oman 366 England-GBR 507 Turkey 452 Ghana 331 Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/amss/index.asp. Data display by the Charles A. Dana Center. 9 9

Science Achievement at the 8 th Grade (TIMSS 2011) Average scale score by country Singapore 590 Ontario-CAN 521 Chile 461 Massachusetts-USA 567 Quebec-CAN 520 Abu Dhabi-UAE 461 Chinese Taipei-CHN 564 Australia 519 Bahrain 452 Korea, Rep. of 560 Israel 516 Thailand 451 Japan 558 Lithuania 514 Jordan 449 Minnesota-USA 553 New Zealand 512 Tunisia 439 Finland 552 Sweden 509 Armenia 437 Alberta-CAN 546 Italy 501 Saudi Arabia 436 Slovenia 543 Ukraine 501 Malaysia 426 Russian Federation 542 TIMSS scale average 500 Syrian Arab Republic 426 Colorado-USA 542 California-USA 499 Palestinian Nat'l Auth. 420 Hong Kong-CHN 535 Norway 494 Georgia 420 England-GBR2 533 Kazakhstan 490 Oman 420 Indiana-USA 533 Alabama-USA 485 Qatar 419 Connecticut-USA 532 Dubai-UAE 485 Macedonia, Rep. of 407 North Carolina-USA 532 Turkey 483 Lebanon 406 Florida-USA 530 Iran, Islamic Rep. of 474 Indonesia 406 United States 525 Romania 465 Morocco 376 Hungary 522 United Arab Emirates 465 Ghana 306 Source: Data taken from the Trends in InternaAonal MathemaAcs and Science Study (TIMSS), accessed Jan 10, 2013 at h[p://nces.ed.gov/amss/index.asp. Data display by the Charles A. Dana Center. 10 10 10

Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.!

Source: Michael Marder, 2013; from PSID, CNEF, UNICEF, PISA datasets.!

We re relatively strong in educational attainment Note: Adults with a postsecondary degree include those who have completed either a teraary- type B program (programs that last for at least two years, are skill- based, and prepare students for direct entry into the labor market) or a teraary- type A program (programs that last at least three, but usually four, years, are largely theory- based, and provide qualificaaons for entry into highly- skilled professions or advanced research programs) OrganisaAon for Economic Co- operaaon and Development, EducaAon at a Glance 2011 (2011) 2013 THE EDUCATION TRUST

Our world standing drops to 15 th for younger adults Percentage of residents aged 25-34 with a postsecondary degree 100% 80% 60% United States OECD Average 40% 20% 0% Note: Adults with a postsecondary degree include those who have completed either a teraary- type B program (programs that last for at least two years, are skill- based, and prepare students for direct entry into the labor market) or a teraary- type A program (programs that last at least three, but usually four, years, are largely theory- based, and provide qualificaaons for entry into highly- skilled professions or advanced research programs) OrganisaAon for Economic Co- operaaon and Development, EducaAon at a Glance 2011 (2011) 2013 THE EDUCATION TRUST

Bachelor s a[ainment for high- income young people is 68 points higher than for low- income youth. Source: Bachelor s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.! Graphic: The Education Trust! 15

One- half of all high school graduates will take at least one remedial course in college (most ocen in mathemaacs). Fewer than one- fourth of these students will earn any postsecondary credenaal.

*Accommodations not permitted Source: NAEP Data Explorer, NCES (Proficient Scale Score = 249) Graphic: The Education Trust

1996 NAEP Grade 4 Math Source: NAEP Data Explorer, NCES

2011 NAEP Grade 4 Math Source: NAEP Data Explorer, NCES; graph by EducaAon Trust.

NaAonal Public Grade 8 NAEP Math *AccommodaAons not permi[ed Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)!

Scale Scores by State Low- Income Students Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)

Scale Scores by State Higher Income Students Source: NAEP Data Explorer, NCES (Proficient Scale Score = 299)

8th Grade Hispanic Proficient! 10%! 19%! 23%! 24

Urban Math Performance Latino students Note: Basic Scale Score = 243; Proficient Scale Score = 281 Chart Source: Education Trust, 2011 NAEP TUDA Results Data Source: NAEP Data Explorer, NCES

African-American students with strong math performance in the fifth grade are less likely to be placed in eighth grade algebra than are their peers 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), graph by EducaAon Trust.

Math classes at high- poverty, high- minority secondary schools are more likely to be taught by out- of- field* teachers. 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 NaAve, Asian or Pacific Islander. Low- minority school : 12 percent or fewer of the students are non- white students. *Teachers with neither ceraficaaon nor major. Data for secondary- level core academic classes (math, science, social studies, English) across the U.S. Source: EducaAon Trust Analysis of 2007-08 Schools and Staffing Survey data.

Source: Michael Marder, 2012.

Source: Michael Marder, 2012.

Source: Michael Marder, 2012.

Source: Michael Marder, 2012.

Campbell s Law "The more any quantitative social indicator is used for social decisionmaking, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor." Source: Assessing the Impact of Planned Social Change, Donald T. Campbell, December 1976.

Source: American Economic Review!

Now, instead of being the land of opportunity, the U.S. has one of lowest rates of intergeneraaonal mobility. 0.6 Cross- country examples of the link between father and son wages Earnings Elas)city 0.4 0.2 0.5 0.47 0.41 0.32 0.27 0.19 0.18 0.17 0.15 0 United Kingdom U.S. France Germany Sweden Canada Finland Norway Denmark Source: Tom Hertz, Understanding Mobility in America (Washington, D.C.: Center for American Progress, 2006). Graph by EducaAon Trust.

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