Collaborative

Engagement
Working Together on a Shared Goal of Making
6, Education
2015
State Leadership
Retreat
October
Michigan a June
Top
10
State14, 2015
2015 THE EDUCATION TRUST-MIDWEST

Massachusetts Near the Top Globally,

Michigan Lags Far Behind Other Countries
and States
NAEP TIMSS Grade 8 Math Average Scale Scores - 2011
-50

50

150

250

350

450

550

650

Mas s achus etts

United S tates
United S tates (Public)

Michigan

Sourc U.S. States in a Global Context: NAEP-TIMSS Linking Study

e:

2015 THE EDUCATION TRUST-MIDWEST

Michigan Achieves Vision:

To make Michigan a top ten
education state by 2030,
starting by becoming top ten in
the nation for third-grade
reading improvement by 2020.
2015 THE EDUCATION TRUST-MIDWEST

Michigan One of Only Six States with Negative

Improvement for Early Literacy Since 2003
Average Scale Score Change, NAEP Grade 4 - Reading - All Students (2003-13)
Maryland
Alabama
Florida
Georgia
Tennessee
Pennsylvania
C alifornia
Nevada
Haw aii
Rhode Island
Louisiana
Kentucky
Virginia
Indiana
Arkansas
Massachusetts
Minnesota
Arizona
National public
New Hampshire
Washington
W yoming
New Jersey
Utah
Oklahoma
Kansas
Mississippi
C olorado
Nebraska
New Mexico
North Dakota
Illinois
Texas
Ohio
Vermont
Delaw are
New York
Oregon
C onnecticut
Idaho
North C arolina
Maine
Iow a
Montana
Missouri
W isconsin
South C arolina
Michigan
Alaska
South Dakota
West Virginia

-10

-5

National public

Michigan

Sourc NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale Score = 208)
e:

10

15

2015 THE EDUCATION TRUST-MIDWEST

Michigan Near Bottom For African American

Early Literacy Compared to Nation
NAEP Grade 4 Reading African American Students - 2013
260
250

Average
240Scale Score
230
220
210
200

196

190
180
170
160

Sourc
e:

NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale Score = 208)

2014
2015 THE EDUCATION TRUST-MIDWEST

Michigan White Students On Track to be 49 th in Early

Literacy by 2030 if We Stay on Our Current Path
NAEP Grade 4 Reading White Students
1st (Maryland)

270

260

250

Michigan Achieves Path

240

Michigan Current Path

Average Scale Score

Maryland

230

National Public

220

49th

210

200

190
2003 2005 2007 2009 2011 2013 2015 2017 2019 2021 2023 2025 2027 2029

Source: NAEP Data Explorer, NCES (Proficient Scale Score = 238; Basic Scale
Score = 208)

2015 THE EDUCATION TRUST-MIDWEST

Low-Income Students in Boston Perform at

Drastically Higher Levels Than in Detroit
260
250
240

Grade 4 NAEP Math (2013)

Bosto
n

Average
Scale Score
230
220

Detro
it

210
200
190
180
170
160

Note: Basic Scale Score = 214; Proficient Scale Score = 249

Sourc NAEP Data Explorer, NCES
e:

2015 THE EDUCATION TRUST-MIDWEST

MI Losing Ground on 4th Grade

Reading

Average Scale Score Change, NAEP Grade 4 - Reading - All Students (2011-13)
Tennessee

Minnesota

Indiana

Washington

Colorado

National Public

Michigan
-2

-1

Note: Basic Scale Score = 208; Proficient Scale Score = 238

Sourc NAEP Data Explorer, NCES

e:

2015 THE EDUCATION TRUST-MIDWEST

Panelists
Amber Arellano, Executive Director, The Education TrustMidwest

Sara Heyburn, Executive Director, Tennessee State Board of

Education

Marc Hill,

Chief Policy Officer, Nashville Area Chamber of

Commerce

Paul Reville, Francis Keppel Professor of Practice of Educational

Policy and Administration, Harvard Universitys Graduate School of
Education

2015 THE EDUCATION TRUST-MIDWEST

JOURNEY TOWARD
EQUITY AND
EXCELLENCE
THE
MASSACHUSETTS
EXPERIENCE

PAUL REVILLE
Fr a n c i s Ke p p e l Pro f e s s o r o f Pr a c t i c e a n d E d u c a t i o n a l Po l i c y a n d Ad m i n i s t r a t i o n

ACHIEVEMENTS - MCAS

ACHIEVEMENTS - NAEP

In NAEP Reading and Math tests (4 th and

8 th grades), administered in 2005, 2009,
2011, and 2013, Massachusetts was 1 st or
tied for 1 s t on all four tests each year.

ACHIEVEMENTS - INTERNATIONAL
TIMMS 2011
Eighth-graders ranked 2 nd in Science
6 th in Mathematics
PISA 2012 Results
Average

Mathemati
cs

Science

Reading

Massachuse
tts

514

527

527

U.S.

481

497

498

OECD

494

501

496

GAPS - MCAS
MCAS 2010 Results

GAPS - MCAS
MCAS 2013 Results
Proficient or
Higher

Grade 3

Grade 5

Grade 8

English Language
Arts

White: 65%
Low-Income: 34%
English Language
Learners: 19%

White: 72%
Low-Income:
46%

White: 84%
Low-Income:
61%

Mathematics

White: 73%
Low-Income: 49%
English Language
Learners: 39%

White: 67%
Low-Income:
41%

White: 61%
Low-Income:
34%

White: 59%
Low-Income:
30%

White: 46%
Low-Income:
19%

Science

GAPS
Drop-out Rates
Black Males: 5.4%
White Males: 1.8%
Hispanic Males: 6.8%

Low-income students are 20% less

likely to graduate high school on
time
31% less likely to enroll in college

HISTORICAL ORIGINS OF REFORM

Budget Pressure / Proposition 2
Court Case
Business Involvement MBAE
Executive and Legislative
Leadership
Grand Bargain

BUSINESS CONCERNS ABOUT

EDUCATION SYSTEM
Lack of Goals
Lack of Performance Measurement
Lack of HR System
Uneven Performance and High
Failure Rates
Unsupported Educators
Inadequate, Irrational Finance System

Lack of Choice and Competition

EDUCATION REFORM ACT OF 1993

Standards, Assessments, and

Accountability
System Improvements
Finance Reform and Reinvestment

IMPLEMENTATION SUCCESS
Leadership - Deep, Non-Partisan, Persistent
Clear, Powerful Equity and Excellence
Rationale
High Expectations, Standards, and Stakes
Signifi cant Investment in Capacity and Equity
Inclusive Implementation Approach
Long-term Commitment

KEY STRATEGIES
Shared Ownership in Building Standards
High Quality Assessments
Focus on Building Educator
Accountability
Strengthening Districts
Central Role of Data
High Quality Charters and Other
Innovations
Strengthened Accountability
Expanded Turn-arounds
Limited Attention to Time and Wraparound
Balance on Teacher Evaluation
Race to the Top

MAJOR CHALLENGES
Gap Closing, Sub Groups
Early Literacy
Turn-arounds
Career Readiness (STEM Inspiration
Gap)
Inadequate Time
Problems Associated with Poverty

LOOKING AHEAD
Need for a New Engine
Schools Alone Cannot Do It
Limits of School Reform and
Standards Paradigm

NEW ENGINE
Drives Achievement of All Means All
Braided Systems
Schools - Expanded, Extended and
Diff erentiated
Health and Human Services
Integrated
Out of School Learning Accessible

Panelists

2
5

Amber Arellano, Executive Director, The Education TrustMidwest

Sara Heyburn, Executive Director, Tennessee State Board of

Education

Marc Hill,

Chief Policy Officer, Nashville Area Chamber of

Commerce

Paul Reville, Francis Keppel Professor of Practice of Educational

Policy and Administration, Harvard Universitys Graduate School of
Education

2015 THE EDUCATION TRUST-MIDWEST

2
6

2015 THE EDUCATION TRUST-MIDWEST