Restructuring the school day or year is an evergreen topic in school reform debates, as the expectations for what students should know continue to rise while the time required to meet these new standards has not kept pace.
The Center for Public Education has studied the subject of time both directly, and indirectly. Clearly, time is ubiquitous and (should be) embedded in every attempt to improve schools and student achievement. In what ways, you ask?
Enter our latest CPE video, titled appropriately: Making Time. It’s a high-level and abbreviated (don’t worry it’s only four minutes long) look at the areas where schools must invest time if they expect to see any positive growth. Enjoy!
In a departure from past releases, this year’s SAT results included results from the College Board’s two other testing programs— the PSAT/NMSQT and their Advanced Placement (AP) exams— providing a more complete picture of student progress towards college readiness throughout high school.
This year’s picture provides evidence that more students, especially poor and minority students, are taking more rigorous courses such as Advanced Placement (AP), yet such improvements have not led to an increase in college-readiness rates. Unfortunately, it is not clear why this is the case especially since the AP test-taking rates for the nation’s largest growing population, Hispanics, make up a large portion of the increase in AP test-taking.
Although Hispanic students made tremendous strides on the AP, as a group, they were less likely to reach the college readiness benchmark on the SAT. While nearly 43 percent of the Class of 2014 who took the SAT reached the college readiness benchmark score of 1550, just under a quarter of Hispanic test-takers did so. Moreover, black students who took the SAT were even less likely to be considered ‘college ready,’ as just under 16 percent met or exceeded the college readiness threshold.
- Nearly half (43 percent) of the test-takers met the SAT College-Ready Benchmark in 2014, which is unchanged from the year prior and slightly lower than in 2009 (44 percent).
- The SAT College-Ready Benchmarks represent a student who scores a combined 1550 or higher. Students hitting this benchmark have a 65 percent chance of earning a B-minus grade point average in their freshman year courses.
- Minority students are less likely to be college-ready.
- Just 15.8 percent of black students and 23.4 percent of Hispanic students were college-ready, according to the SAT’s Benchmark.
Core Course Rigor
- Three-quarters of SAT test-takers completed the recommended “core” college-preparatory curriculum, which is an increase from 70 percent in 2001.
- Just over 1.67 million students from the Class of 2014 took the SAT sometime during their high school which was a 4 percent increase from 2013.
- More minority students are taking the SAT.
- Nearly half (48 percent) of test takers were minorities in 2014 compared to 46 percent just a year earlier.
Advanced Placement (AP)
- In 2014, 22 percent of the nation’s 11th- and 12th-graders took at least one AP exam which is nearly double the number of students from just a decade ago, when 12 percent took an AP exam.
- Even though more students took an AP exam, passing ratings improved as well. In 2004, just 8 percent of 11th- and 12th-graders passed an AP exam; that rate increased to 13 percent in 2014.
- Hispanic students (19 percent) are taking AP courses at nearly the same rate as the overall national average (22 percent), yet black (13 percent) and Native American (12 percent) students are still less likely to take AP.
- According to the College Board’s PSAT/NMSQT results, nearly 40 percent of PSAT/NMSQT had the potential to succeed in an AP course but never took an exam. However, such students may have taken other college-level courses such as International Baccalaureate or Honors programs.
Last week we shared with you an interview that CPE Director Patte Barth conducted with PBS’ NewsHour on the growing trend among states of building extra time and support for struggling readers at the elementary level. Within that news package was another video that specifically looked at the practice in Florida, where a 2012 state law mandated a focus on the 100 lowest-performing schools.
CPE tackles both subjects— time in school and reading reforms— in two separate projects that will be released next week. Take a gander at this video and then mark your calendar for ours.
The Center for Public Education is pleased to present The Path Least Taken, the first installment of a series that looks at the characteristics and outcomes of high school graduates who don’t go on to college.
Jim Hull, CPE’s senior policy analyst, sifted through data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 and found new insights into this segment of the population (Spoiler: the percentage of non-college-goers is smaller than we thought) and a new format to showcase these findings. You can find the full report here, along with other extras.
The National Center for Homeless Education reported that there were a total of 1.3 million homeless public school students in the United States during the 2012 – 2013 school year. The number of homeless students increased 8% from the previous year and 85% since the beginning of the recession. This number includes students whose families are sharing homes and students who are living in shelters, hotels, motels or without shelter altogether.
For the first time, the U.S. Department of Education asked the students whether they were living with their parents and recorded that 76,000 homeless students were “unaccompanied.” These unaccompanied minors face greater threats of physical and sexual abuse and exploitation.
EdWeek has reported that the increase in homelessness can be explained by “an inadequate supply of public housing and assistance, growing rent costs, and relatively flat income levels in recent years.” Furthermore, this information has prompted child welfare advocates to push for the passage of the Homeless Children and Youth Act, which would expand the definition of homelessness, remove federal restrictions, and require better data and information on homeless individuals.
This last piece of the proposed legislation is important because the numbers released by the NCHE tend to underestimate the number of homeless students, who may be embarrassed to talk about their living situation. Additionally, CNN Money reported that part of the increase in homeless students could be explained by more accurate measures of homelessness. Regardless, it is still apparent that the number of homeless students continues to rise in the wake of the recession.