Are Bad Schools Immortal?
The Scarcity of Turnarounds and Shutdowns in Both Charter and District Sectors
December 14, 2010
by David A. Stuit
Foreword by Chester E. Finn, Jr. and Amber M. Winkler
This study from the Thomas B. Fordham Institute finds that low-performing public schools—both charter and traditional district schools—are stubbornly resistant to significant change. After identifying more than 2,000 low-performing charter and district schools across ten states, analyst David Stuit tracked them from 2003-04 through 2008-09 to determine how many were turned around, shut down, or remained low-performing. Results were generally dismal. Seventy-two percent of the original low-performing charters remained in operation—and remained low-performing—five years later. So did 80 percent of district schools. Read on to learn more—including results from the ten states.
Read full report:
http://www.edexcellence.net/publications-issues/publications/are-bad-schools-immortal.html
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Thursday, January 13, 2011
Monday, August 23, 2010
The Tavis Smiley Show-Listen and Read Report
The Tavis Smiley Show
Fewer Than Half of African-American Males Graduate on Time, Report Finds
The overall graduation rate for African-American males attending U.S. public schools during the 2007-08 school year was 47 percent, a new report from the Schott Foundation for Public Education finds.
According to Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education (44 pages, PDF), the fourth installment in the biennial report series, half the states in the country have graduation rates for African-American males below the national average. The report provides state-by-state data intended to illustrate which school districts are failing to provide the resources all students need for the opportunity to learn.
In New York, the graduation rate for the state's regents diploma — which is required for a student to qualify for a high school diploma — is only 25 percent for African-American males, while in New York City, the district with the highest enrollment of African-American students, only 28 percent of African-American males graduated with a regent's diploma on time. According to the report, New Jersey is the only state with a significant African-American population (100,000 or more) that has a greater than 65 percent high school graduation rate for African-American males.
"Taken together, the numbers in the Schott Foundation for Public Education's report form a nightmarish picture — one that is all the more frightening for being both true and long-standing," said Geoffrey Canada, president and CEO of the Harlem Children's Zone, who wrote the foreword for the report. "These boys are failing, but I believe that it is the responsibility of the adults around them to turn these trajectories around. All of us must ensure that we level the playing field for the hundreds of thousands of children who are at risk of continuing the cycle of generational poverty. The key to success is education."
“New Report 'Yes We Can' Shows America's Public Schools Fail Over Half the Nation's Black Male Students.” Schott Foundation for Public Education Press Release 8/17/10.
Fewer Than Half of African-American Males Graduate on Time, Report Finds
The overall graduation rate for African-American males attending U.S. public schools during the 2007-08 school year was 47 percent, a new report from the Schott Foundation for Public Education finds.
According to Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education (44 pages, PDF), the fourth installment in the biennial report series, half the states in the country have graduation rates for African-American males below the national average. The report provides state-by-state data intended to illustrate which school districts are failing to provide the resources all students need for the opportunity to learn.
In New York, the graduation rate for the state's regents diploma — which is required for a student to qualify for a high school diploma — is only 25 percent for African-American males, while in New York City, the district with the highest enrollment of African-American students, only 28 percent of African-American males graduated with a regent's diploma on time. According to the report, New Jersey is the only state with a significant African-American population (100,000 or more) that has a greater than 65 percent high school graduation rate for African-American males.
"Taken together, the numbers in the Schott Foundation for Public Education's report form a nightmarish picture — one that is all the more frightening for being both true and long-standing," said Geoffrey Canada, president and CEO of the Harlem Children's Zone, who wrote the foreword for the report. "These boys are failing, but I believe that it is the responsibility of the adults around them to turn these trajectories around. All of us must ensure that we level the playing field for the hundreds of thousands of children who are at risk of continuing the cycle of generational poverty. The key to success is education."
“New Report 'Yes We Can' Shows America's Public Schools Fail Over Half the Nation's Black Male Students.” Schott Foundation for Public Education Press Release 8/17/10.
Monday, May 4, 2009
Wednesday, April 29, 2009
A racial achievement gap exists between Black and Latino students
http://www.mckinsey.com/clientservice/socialsector/detailed_achievement_gap_findings.pdf
A racial achievement gap exists where the average black or Latino student is roughly 2-3 years of
learning behind the average white student
– A racial gap exists today regardless of how it is measured, including both achievement (e.g., test score)
and attainment (e.g., graduation rate) measures
– Averaging math and reading across fourth and eighth grade, 48% of blacks and 43% of Latino students are
"below basic," while only 17% of whites are; this gap exists in every state
– An even larger racial achievement gap exists in urban school districts, with only 3 of 11 districts having a
black-white gap smaller than the national average
Relative to other countries, black and Latino eighth-graders in the United States perform at the level of
transitioning countries in math and science; this trend is amplified as students get older
– In eighth-grade math, Latino students performed at the level of Malaysia and blacks perform at the level of
Bosnia and Herzegovina
– For 15-year-olds in science, US Latino students are at the level of Chile and Serbia and US black students
score on par with Mexico and Indonesia
This racial achievement gap grows in magnitude as a child nears entry to the workforce from grade 4
to grade 12
– Between fourth and twelfth grade, the gap grows 41% for Latino students and 22% for black students
The racial achievement gap is not correlated with overall state performance (i.e., better states do not
have smaller gaps)
– Even in states with the highest overall test scores, the racial achievement gap is very large (e.g.,
Massachusetts has among the highest overall NAEP scores, but black and Latino students are 8x more
likely to be “below“ basic in fourth-grade math than whites)
– And these regional and state variations in the achievement gap cannot be explained by the proportion of
black and Latino students in the educational system
A racial achievement gap exists where the average black or Latino student is roughly 2-3 years of
learning behind the average white student
– A racial gap exists today regardless of how it is measured, including both achievement (e.g., test score)
and attainment (e.g., graduation rate) measures
– Averaging math and reading across fourth and eighth grade, 48% of blacks and 43% of Latino students are
"below basic," while only 17% of whites are; this gap exists in every state
– An even larger racial achievement gap exists in urban school districts, with only 3 of 11 districts having a
black-white gap smaller than the national average
Relative to other countries, black and Latino eighth-graders in the United States perform at the level of
transitioning countries in math and science; this trend is amplified as students get older
– In eighth-grade math, Latino students performed at the level of Malaysia and blacks perform at the level of
Bosnia and Herzegovina
– For 15-year-olds in science, US Latino students are at the level of Chile and Serbia and US black students
score on par with Mexico and Indonesia
This racial achievement gap grows in magnitude as a child nears entry to the workforce from grade 4
to grade 12
– Between fourth and twelfth grade, the gap grows 41% for Latino students and 22% for black students
The racial achievement gap is not correlated with overall state performance (i.e., better states do not
have smaller gaps)
– Even in states with the highest overall test scores, the racial achievement gap is very large (e.g.,
Massachusetts has among the highest overall NAEP scores, but black and Latino students are 8x more
likely to be “below“ basic in fourth-grade math than whites)
– And these regional and state variations in the achievement gap cannot be explained by the proportion of
black and Latino students in the educational system
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