New Urban Education data released

Posted by on April 29, 2005

[posted from Public Education Network newsblast]

BEATING THE ODDS

The Council of the Great City Schools has prepared the fifth edition of “Beating the Odds” to give the nation another look at how inner-city schools are performing on the academic goals and standards set by the states for our children. This analysis examines student achievement in math and reading through spring 2004. It also measures achievement gaps between cities and states, African Americans and Whites, and Hispanics and Whites. And it includes new data on language proficiency, disability, and income. Finally, the report looks at progress. It asks two critical questions: “Are urban schools improving academically?” and “Are urban schools closing achievement gaps?” In general, the report shows that the Great City Schools are making important gains in math and reading scores on state assessments. The study also shows evidence that gaps may be narrowing. The findings are preliminary and leavened with caution. Still, the data from this report indicate that answers are emerging and that urban education may be establishing a beachhead on the rocky shoals of school reform. Some data look better than others. Progress in math is better than progress in reading. Trend lines differ from one city to another. Not all grades have improved at the same rates. Not all gaps are closing. But the data overall indicate progress. Data are presented on 65 city school systems from 38 states. The statistics are presented city-by-city, year-by-year, and grade-by-grade on each state test in mathematics and reading. Data are also reported by race, language, disability, and income in cases where the state reports these publicly. Every effort was made to report achievement data in a way that was consistent with the No Child Left Behind Act — that is, according to the percentages of students above “proficiency.” The report also shows important demographic and financial data. Included are enrollment data by race, poverty, English proficiency, and disability status, and average per pupil expenditures. Statistics are also presented on student/teacher ratios and average school size. Finally, changes in these variables between 1995-96 and 2002-2003 (the most recent year on which federally-collected data are available) are shown. Data are presented for each city and state.

http://www.cgcs.org/pdfs/BTOVFINALFULLCOPY3.30.05.pdf