Professional Documents
Culture Documents
1
The Education Trust-Midwest
The Education Trust-Midwest works for the high academic achievement of all Michigan’s students,
pre-kindergarten through college. Our goal is to close the gaps in opportunity and achievement
for all children, particularly those from low-income families or who are African American, Latino or
American Indian.
As a nonpartisan, data-driven education policy, research and advocacy organization, we are focused
first and foremost on doing what is right for Michigan children, working alongside partners to raise
the quality of teaching and learning in our public schools.
Find all of our reports, including examinations of what works in leading education states, as well as
fact sheets and other information at www.edtrustmidwest.org.
Since then, a growing number of partners around the state have come to work together to advance
the best practices and strategies from leading education states to Michigan, in order to close
achievement gaps and ensure every Michigan student is learning — and being taught — at high
levels.
VI. Sources 44
VII. Acknowledgements 46
PHOTO CREDITS
All photos by Rex Larsen, except Pages 13 and 16.
3
An Open Letter to Michiganders
As we lay out in our 2018 State of Michigan Education report, a new analysis by The
Education Trust-Midwest shows Michigan’s third-graders are the lowest performing students
in the U.S. among peers based on the state’s assessment. Michigan is one of only a few states in
the country that actually lost ground in third-grade reading in recent years. This decline has come as
state leaders have invested nearly $80 million in raising third-grade reading. What’s more, students
of every background — black, white, brown, low-income, higher-income — are among the nation’s
bottom ten performers as measured by the most important metrics for learning. It’s a devastating
decline — yet it can and must be turned around.
That’s why we launched the Michigan Achieves campaign to make Michigan a top ten
education state. Each year, we report on how Michigan is making progress toward that top ten
goal for all students not only based on data-driven metrics but also on process: Is the state putting
into place the research-based best practices and high-leverage systems that have been proven to
work in leading education states? This year, the answer is a resounding no.
For that reason, in this 2018 State of Michigan Education report, Ed Trust-Midwest goes
deeper into the “how” of Michigan’s early literacy initiative, an important case study for the
state’s larger K-12 improvement challenges. Our team spent two years researching what best
practices and implementation looks like in top states. And with input from Michigan educators, we
developed recommendations tailored for Michigan based both on best practice and the state’s
needs. It’s clear we, as a state, need to improve our effectiveness of the “how” of raising teaching
and learning: the implementation of systemic improvement.
Today, Michigan is implementing a third-grade retention law that could potentially hold back tens
of thousands of the state’s current kindergarten and first-grade students who aren’t reading on
grade level by the end of third grade. My daughter is one of the students who could be held back.
There is great urgency for her and every young student who could be held back: students who are
held back a grade are less likely to graduate from high school. African American and Latino students
are at greater risk of being held back. The end result could mean Michigan’s lack of strategic, well-
coordinated statewide plan and effective implementation — combined with mandatory retention —
could exacerbate the unequal outcomes of Michigan’s educational system in one of the worst states
in the U.S. to be African American, Latino or poor. Indeed, Michigan’s approach to early literacy
improvement leaves it far too much to chance that young students’ reading levels will improve.
In this report, we lay out how Michigan can build smarter, more effective improvement
systems to become a top ten education state, using Michigan’s implementation of third-
grade reading as a case study of how to do so. Other states have been modernizing their public
school systems to prepare all students to succeed in a global knowledge economy. As the recent loss
of the bid to win Amazon second headquarters and nearly 50,000 jobs to Detroit and Grand Rapids
shows, Michigan must do so, too. It’s essential to Michigan’s democracy and collective future — and
most important, to our students’ lives.
Indeed, I strongly believe we can turn things around in Michigan. Just as Michiganders worked
together to turn around our ailing auto industry during the Great Recession and continue to move
toward a more vibrant economy, today we need to work together to turn around our P-12 public
school system in transformative and effective ways.
Join us. Go to www.edtrustmidwest.org to join our movement to make Michigan a top ten
education state for all groups of students. Join us in being a voice for great public schools
for all children.
Onward,
Amber Arellano
Executive Director
The Education Trust-Midwest
5
I.
Overview:
A Critical
7
In short, at a time when Michigan could be overhauling they can produce major gains in learning for low-income
its approach to implementation, building clear students and students of color, too. We highlight some
accountability levers, and deploying research-based of these promising efforts and local leaders in this report
improvement systems that have been so effective in the with the hope they will be useful models that may be
nation’s top education states, Michigan is simply sticking expanded over time.
with the same approach it has used for decades — one
that largely leaves improvement up to chance and leaves For an in-depth look at the many partners producing
local teachers, principals and district leaders to figure out notable gains in third-grade literacy in west Michigan’s
how to implement the best practices in the U.S. today, high-poverty schools, please see page 15.
without strong support, training and resources. This
approach may have served Michigan decades ago, but We’re also buoyed by the broad consensus on third-
today overwhelming evidence from the best states show grade learning outcomes as the place to start Michigan’s
there are far more strategic and effective ways to lead educational comeback. The state legislature, K-12
and support public schools’ efforts to raise teaching and organizations and many leaders in the philanthropic
learning — and both Michigan educators and students and non-profit communities have agreed that Michigan
would benefit greatly. The state’s future vitality depends needs a major, multi-year investment in third-grade
on this overdue shift. literacy. We are also encouraged by recent investments
by policymakers in early reading including roughly $50
Despite Michigan’s disappointing trajectory towards million over the last two years, with an additional $30
educational improvement, our organization is deeply million or more expected in the current fiscal year.4
hopeful about the potential for positive change in the
foreseeable future. A growing number of leaders and Decades of research demonstrates that the right place to
stakeholders across sectors in Michigan see the need start improving education overall is by promoting early
for real change. Organizations such as the Steelcase literacy. When children read well by third grade, they are
Foundation and the Center for Excellence in Teaching dramatically more likely to succeed not only in school,
and Learning in west Michigan, and districts such as but in life. They’re much more likely to go to college,
Grand Rapids Public Schools and Wyoming Public participate in the job market and even have greater
Schools, are demonstrating that the best practices of lifetime employment earnings.
the nation’s top states not only can work in Michigan,
• Isolated strategies without coordination: While • Lack of oversight and accountability for results: Under
Michigan’s early literacy investment covers several areas the state’s current investment, there is no accountability
(e.g. tutoring for students, coaching for educators, for local districts or intermediate school districts for
etc.), there has been no strategic vision around a using dollars most effectively. One key obstacle to
comprehensive, statewide strategy. Each strategy is holding districts accountable is the lack of quality
treated in isolation, with little thought on how they statewide data collection and evaluation.
might work together and leverage one another.
• No method of continuous collective learning: Leading
• A lack of a strategic approach to training or professional states constantly refine their strategies based on the
development for educators: Unlike leading states — best data available and evaluation – and share results
which harness the talent of each state’s top educators and best practices with major state stakeholders to drive
through a “train-the-trainer” model — Michigan does continuous improvement and learning.
not have a rigorous protocol for identifying top teachers
who have both content mastery along with expertise in
working with adults.
Research-based coaching models Unlike leading states, Michigan lacks a sound and
strategic approach to systems change through
literacy coaching.
Strong accountability, including for The state does not have a track record of identifying
third grade and effectively supporting its lowest performing
schools. At the same time, state-led data, public-
reporting and accountability systems have been
weakened.
9
Michigan is One of Only Five States That Show Negative
Improvement for Early Reading Since 2003
Average Scale Score Change, NAEP Grade 4 - Reading - All Students (2003-15)
Louisiana
Alabama
Florida
Kentucky
Rhode Island
Mississippi
Georgia
Oklahoma
Pennsylvania
Massachusetts
Utah
Nevada
California
Indiana
Hawaii
Tennessee
Arizona
Wyoming
Nebraska
Illinois
Virginia
National Public
Washington National Public
North Carolina
Arkansas
New Jersey
Maryland
Ohio
New Hampshire
New Mexico
Vermont
Idaho
South Carolina
Texas
North Dakota
Oregon
Wisconsin
Iowa
Montana
Alaska
Kansas
Minnesota
Connecticut
Missouri
New York
Colorado
Maine
Delaware
South Dakota Michigan
Michigan
West Virginia
-4 -2 0 2 4 6 8 10 12 14
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2003-15
7%
5%
3%
Percent Proficiency Change
1%
-5%
Michigan
-5%
10 Top Ten for Education: Not by Chance
225
II.
State of
Education
Michigan’s Student Reading Levels Simply put, Michigan’s students are not only behind,
National assessment data show that Michigan but they are far away from catching up to their peers
students are not keeping up in either performance or nationwide.
improvement with the rest of the U.S. For example:
Those who think that Michigan’s unacceptable
• Michigan’s students ranked 41st in the nation in 2015 educational performance is due to our large share of
in fourth-grade reading performance overall, down poor students and students of color need only look
from ranking 38th in 2013 and 28th in 2003.6 around the country: states with similar demographics are
making enormous learning gains for their most vulnerable
• The state’s African American students rank either at or children. On the national assessment for early reading,
near the very bottom in elementary reading and math white students and higher-income students in Michigan
performance compared to their peers nationally.7 rank nearly last in the country.
• Michigan’s low-income students have fallen in relative Results from the latest state assessment data also confirm
rank from 37th in 2013 to 45th in 2015 for fourth-grade that Michigan is going backwards in performance in early
reading performance.8 literacy:
• Michigan is one of only five states that has declined in • In 2016-2017, Michigan’s results showed only 44
actual performance in fourth-grade reading since 2003 percent of all third graders were proficient in reading,
for all students. The other states with declines are West down from 50 percent in 2014-2015.
Virginia, South Dakota, Delaware and Maine.9
11
Louisiana
Alabama
Florida
Kentucky
Rhode Island
• The
results are more devastating for students of color
Mississippi importance of moving toward an aligned assessment
Georgia
and low-income
Oklahoma students: just 29 percent of low- that would provide honest information to Michiganders
Pennsylvania
income students were proficient in third-grade reading
Massachusetts about how their public schools are performing against
Utah
and onlyNevada
about one-third of Latino students, and a fifth high performance standards. As a member of the Smarter
California
of African American students were proficient in third-
Indiana Balanced Assessment Consortium (SBAC), content for
Hawaii 10
grade Tennessee
reading. the M-STEP was developed with the help of thousands of
Arizona
Wyoming educators nationwide, including many from Michigan.
Nebraska
While Michigan Illinois
posted declines in third-grade reading
performance Virginia
across all groups of students over the In addition, the M-STEP makes it possible for us to
National Public
past three years of state assessment data, other states
Washington compare Michigan’s educational achievement with the
North Carolina
demonstrated Arkansas gains. We know this because Michigan’s other states that use a Smarter Balanced assessment.11
New Jersey
adoption Ma ofryland
the M-STEP allows us to both benchmark Early SBAC data indicate that gains are being made in
Ohio
students performance to rigorous standards as well as the
New Hampshire other states, but that Michigan is losing ground. While
New Mexico
performance Vermontof their peers in other states. these results are hard to take, getting honest data is key
Idaho
South Carolina to making progress down the road. As educators and
Texas
Michigan’s adoption
North Dakota
of the Michigan Student Test of students receive the support they need to meet our
Educational Oregon
Progress (M-STEP) in 2015 was among the higher academic standards, it is imperative that Michigan
Wisconsin
Iowa
most important steps taken by the Michigan Department continues to stay the course with M-STEP to gain a true
Montana
of Education to improve teaching and learning in the
Alaska sense of student learning and school performance in our
Kansas
state in generations. Michigan leaders understood the
Minnesota state compared to other states.
Connecticut
Missouri
New York
Colorado
Maine
Delaware
South Dakota
Michigan
West Virginia
-4 -2 0 2 4 6 8 10 12 14
Michigan Shows Negative Improvement for Early Reading on State Assessment
Percent Proficiency Change, SBAC Grade 3 – English Language Arts – All Students (2014-15 to 2016-17)
7%
5%
3%
Percent Proficiency Change
1%
-5%
Michigan
-7%
215 Michigan
verage Scale Score
210
Florida
12 Top Ten for Education: Not by Chance
205
National Public
200
Understanding Michigan
Charter School
Performance
For years, Michigan leaders have embraced expanding
Michigan Traditional Public Schools
charter schools and school choice among the primary
Outpace Charters Statewide in Early
strategies for closing gaps in achievement and
Literacy for Low-Income Students
opportunity. The latest M-STEP data show that Michigan Percent Proficient, M-STEP Grade 3 – English Language Arts –
charter schools also are struggling with student Low-Income Students (2016-17)
achievement.
Statewide (All
50% Students), 44%
• For third-grade students in Michigan in 2016-17, 23
percent of low-income charter school students are 40%
Statewide (Low-
proficient in English Language Arts compared to 30 Income Students), 29%
30%
Percent Proficient
percent of low-income students in traditional public 30%
23%
schools statewide.
20%
13
Michigan’s Educational Declines in Early Tennessee’s statewide teaching-effectiveness and
Literacy Are Shared Statewide principal-leadership efforts serve as primary models for
the CETL work being done in close partnership with
Michigan’s educational declines are fairly consistent district and school leaders in Grand Rapids Public Schools
across the state, especially for the state’s most vulnerable (GRPS) and Wyoming Public Schools.
groups of students. For example, when comparing
metropolitan Grand Rapids to metropolitan Detroit12 — More specifically, CETL staff work hand-in-hand with
the state’s two most populous regions — early reading teachers and principals to better support instructional
levels are devastatingly low for African American and practice, collaboration and professional development.
Latino students. The long-term objective of CETL is to create a sustainable
model of school improvement. And although CETL’s
Consider: goals are long-term, these efforts are already showing
• In the 2016-17 academic year, proficiency rates for significant progress. For example, three of the five
African American students on the third-grade English elementary schools the CETL team has worked with, in
language arts (ELA) M-STEP assessment was just 20 collaboration with district, school and non-profit partners,
percent statewide. In metro Detroit, the rate was 20 are among the top improving schools in the state in third-
percent proficient and in metro Grand Rapids, it was grade reading today.
24 percent proficient.
Most important, all of this work has been done in
• A similar trend is true of Latino students in these two partnership with district leaders at Grand Rapids Public
metro areas. About 32 percent of Latino students Schools and Wyoming Public Schools — and it builds
statewide were proficient on the third-grade ELA upon the foundation of the important progress that they
M-STEP assessment in 2016-17. In Grand Rapids have been working toward for years. GRPS, for example,
and metro Detroit, 33 percent and 29 percent of has been developing and leading research-based teacher
their Latino students reached proficiency in 2016-17, and principal capacity-building efforts for years now.
respectively.
While the hard work of many partners in west Michigan
Some efforts are seeing notable progress, however. is lifting third-grade reading levels in the CETL-Steelcase
One effort in west Michigan is gaining a lot of traction, schools in Kent County, the implications of these
particularly for its learning gains among high-poverty collective efforts go much further. Lessons learned from
students for third-grade reading. these innovative, new efforts can provide important
insight on innovative school improvement models for
Created in collaboration with the Steelcase Foundation Michigan leaders and educators, particularly for the
and modeled after successful efforts in leading states like state’s most impoverished schools and districts.
Tennessee, in 2014 The Education Trust-Midwest opened
the Center for Excellence in Teaching and Learning Parkview Elementary School, Wyoming, MI
(CETL) in west Michigan to bring the highest-leverage
research-based strategies from leading education states
to support Michigan’s high-poverty schools. The CETL is
built upon the understanding that teacher- and school-
leader capacity-building is critical for improving student
learning.
Just a few years ago, Katie Jobson was like most Parkview Elementary
principals working in America’s high-poverty schools: is one of a network of
Overloaded and under-resourced, trying to manage the schools that are part of an
needs of dozens of students, educators and initiatives effort to pilot and test new
with too few dollars and staff to do so. innovative talent strategies
in west Michigan’s high-
Fast forward to today: Jobson is still feverishly busy, poverty schools. Seven
but she also has a new leadership team by her side to schools located in
implement systemic school improvements like never three districts — Grand
Katie Jobson
before. And most important, her students are winning in Rapids Public Schools,
the process. Wyoming Public Schools
and Kelloggsville Public
Parkview Elementary in Wyoming Public Schools is now Schools — are part of the multiyear effort.
among the highest-improving, high-poverty public
schools in Michigan for subjects such as third-grade In partnership with the Steelcase Foundation, The
reading and math — no small feat in a state declining Education Trust-Midwest opened the Center for
compared to much of the country. Excellence in Teaching and Learning in west Michigan
to bring the highest-leverage research-based strategies
Set in a scrappy neighborhood where immigrants have from leading education states to support Michigan’s high-
flocked in recent years, about 52 percent of Parkview’s poverty schools.
children are Latino; many are English as a Second
Language students. Indeed, 87 percent of its students
qualify for free or reduced lunch.
15
The goal: to pilot such practices in Michigan to learn ‘GRPS is continuing to
whether these strategies can help lift student outcomes
as they have elsewhere around the country. Tennessee’s gain state and national
statewide teaching-effectiveness and principal-leadership
efforts serve as the primary model for the CETL work attention for our
being done in partnership with district and school leaders.
Transformation Plan
And while the schools involved have a long journey to go
success in large part due
before being considered high-performing, the effort is
showing clear gains. Consider: to dynamic partnerships,
• In 2016-2017, Wyoming Intermediate was ranked in like that with the Steelcase
the top 20th percentile for fifth-grade low-income
student performance in English language arts among Foundation and Ed Trust-
high-poverty schools.
Midwest, that provide
• At Stocking Elementary in Grand Rapids Public Schools,
a laser-like focus on
95 percent of students are low-income and 39 percent
Latino. Yet poverty is not destiny. Stocking, a STEM- teacher-school leadership
focused school, is making major gains in improvement
in third-, fourth- and fifth-grade math and science. For development.’
example, Stocking’s Latino students are performing
above statewide proficiency levels for fifth-grade math —Teresa Neal
compared to not only Latino students statewide, but all
students — regardless of race — statewide.
The work is also a testimony to the power of partnerships.
• Also in Grand Rapids Public Schools, Sibley Elementary In three of the CETL network schools, for example, the
ranks among the highest-improving elementary schools CETL team works closely with Kent School Services
statewide in third-grade math and reading. In 2016- Network (KSSN) which provides wrap-around services
17, reading proficiency rates at Sibley Elementary for and support to families and students. That partnership
low-income third graders outpaced Kent Intermediate has been incredibly
School District, other Grand Rapids Public Schools and complementary. For
statewide proficiency levels for low-income students. example, at Parkview
KSSN works intensively to
To be sure, the teachers, principals and district leaders in raise student attendance,
Grand Rapids and Wyoming are the real leaders in the which provides more time
efforts demonstrating major gains in learning in the CETL for educators to focus on
network of schools. Among them, Grand Rapids Public improving instruction.
Schools is doing deep work to support teachers and
principals across the district.
Teresa Neal
17
Per
15%
10%
5%
Stocking
0%
Elementary Outpacing District, ISD “The first thing we do is get to know the context: each
Sibley School Kent ISD Grand Rapids Public Schools
and Statewide Proficiency Rates in Math school is different, each class is different, each teacher
is different,” says Cheryl
Proficiency Rates Corpus, CETL’s associate
M-STEP Grade 5 – Math – Latino Students – 2016-17 director. “The second
step is to work to create
50%
Stocking Elementary,
45.5% a collaborative cohort of
45%
teachers in each building
40% Statewide (All
Students), 35.0% committed to making
35%
their schools better.”
Percent Proficient
30%
Statewide (Latino
25% Students), 20.8%
20% Cheryl Corpus
15%
10% “The biggest piece
5% I’ve noticed is these teachers’ commitment to high
0% achievement for their students, and to advancing their
Stocking Elementary Kent ISD Grand Rapids Public Schools
Source: M-STEP Results 2017
profession. The best teachers really believe in the power
of high expectations.”
30%
25%
20%
15%
10% Parkview Elementary School, Wyoming, MI
5%
0%
Sibley School Kent ISD Grand Rapids Public Schools
50%
45%
40%
35%
Percent Proficient
30%
25%
18 Top Ten for Education: Not by Chance
20%
15%
III.
Learning
from
19
• Data-Centric Focus • Cross-sector Alliances
– Leveraging the power of college- and career- – Building alliances and champions across different
ready standards and aligned data and assessment sectors, because they are fundamental to long-term
systems to inform policy and practice at the success. In addition to generating broad-based
classroom and state levels. support for improvement, cross-sector alliances
bring together the expertise, skills, political capital
• Educator Capacity-Building Systems: and leadership necessary for innovating and
– Using new models — typically with external sustaining change.
support — to train educators to improve
instruction, based on research-based best
practices. Revamping professional development
delivery systems to be more efficient and
accountable.
• Adoption of higher standards and aligned • Adoption of higher standards and aligned
data. data.
• Support for educators: • Support for educators:
- Mentorship for new educators - Comprehensive, data-driven
- Statewide training for principals educator support and evaluation systems
- Educator evaluation and support for continuous and deep professional
• Targeted investments for the state’s most development
vulnerable students. - Nation’s largest teacher training around
• Accountability for districts, with statewide standards through expert external vendor
supports for struggling schools and districts. • Accountability for ISDs (CORE districts), so that
they actually meet the needs of local schools.
• Adoption of more rigorous, scientifically- • Statewide reading coach strategy, started with
based reading research instructional a pilot of sixteen schools, expanded to 1,000
standards. coaches at its peak.
• State reading office (Just Read, Florida!) • Targeted use of data to monitor students’
coordinates the state’s efforts and holds progress.
districts accountable. • Coaches receive training and instructional
• Statewide professional development in support from regional coordinators around the
reading. state.
• Targeted dollars to districts for reading • Accountability from governor and state
instruction ($130 million annually). reading office, along with regional
coordinators.
21
Similar to Florida, in Alabama’s case, data had revealed And while the funding and appropriations were
that the state had a looming literacy crisis on its essential, it was what they did with the dollars that really
hands. When Alabama’s legislature was hesitant to mattered.
sign onto the state’s ambitious new reading effort to
address the issue — the Alabama Reading Initiative Alabama’s educational leadership understood that
(ARI) — corporate philanthropic leaders stepped up if the state was going to reverse course, it needed a
and provided initial grant dollars beginning in the cohesive statewide plan for improvement, starting with
late 1990s. After seeing positive results — particularly meaningful support for the state’s educators. That was
among vulnerable groups of students — the legislature critical because of the rapid advances in research over
and governor followed up with significant allocations. the last 15 years that revealed much better practices on
In fact, then-Governor Bob Riley would later campaign how to teach children to read. Alabama launched a first-
on the importance of sustaining the ARI as a top priority of-its-kind, visionary initiative to provide real-time and
for Alabama’s citizenry and future vitality. In 2004, Riley ongoing professional development to educators in all
said: of the state’s elementary schools. And like Florida, the
state continually monitored the program’s performance
“There are many priorities competing for our limited over time, to make sure that their efforts were truly
tax dollars, but none of them are as important as paying off.
making sure all of Alabama’s children receive the best
education we can possibly give them. No skill shapes In both states, leadership not only created buy-in, but
a child’s future success in school or in life more than also followed through on its commitment to ensure
the ability to read. Fortunately, we know how to fix schools and districts received the resources and support
this problem. By fully funding the Alabama Reading they needed to raise academic achievement. It was the
Initiative in every classroom, we will make sure every commitment and follow-through by state leadership that
child in Alabama learns to read.”14 made these initiatives successful.
strong state
Virginia
leadership,
National Public far too often, Michigan has competing for our limited
Washington
either not committed
North Carolina to best practice and effective
Arkansas
tax dollars, but none of
implementation, or has not sustained a strong
New Jersey
Maryland
commitment to improvement
Ohio over an extended period them are as important
New Hampshire
of time. New Mexico
Vermont
as making sure all of
For more South
Idaho
information
Carolina
Texas
on Michigan’s progress on Alabama’s children receive
implementingNorth key
Dakotastatewide strategies for improving
Oregon
student achievement,
Wisconsin please see graphic on page 9.
the best education we can
Iowa
Montana
Alaska
possibly give them.’
On one hand, Michigan’s
Kansas Governor and Legislature
deserve much
Minnesota
credit for their recent efforts, including a
Connecticut — Bob Riley,
Missouri
roughly $50-million
New Yorkinvestment in early literacy over two
years, with an Colorado
additional
Maine
$30 million in the current fiscal Former governor of Alabama
Delaware
year. While South
financial
Dakota
commitments are essential early
Michigan
indications, both in the data and in voices from the field,
West Virginia
show quality implementation is a serious challenge. a newfound focus on revamping delivery models
-4 -2 0 2 4 6 8 10 12 14
There is not much sign of a long-term comprehensive for educator professional development.15 Such a
vision for improvement. Even more troubling, it fundamental change will require bold and sustained
does not appear that the state has collected data to leadership at all levels.
understand
7% the effectiveness of existing efforts. As we
see in leading states, it takes much more than dollars to • The MDE should be much more transparent on the
make an5% initiative successful. funds allocated from state and federal sources. This
must include both how dollars are being dispersed to
Recommendations
3% for Michigan: local districts or intermediate school districts and the
Percent Proficiency Change
-5%
Dramatic and Sustained Gains for Florida High-Poverty Students
in Early Reading Since 2003 Michigan
-5% Average Scale Score, NAEP Grade 4 - Reading - Low-Income Students (2003-15)
225
220
215 Michigan
Average Scale Score
210
Florida
205
National Public
200
195
190
2003 2005 2007 2009 2011 2013 2015
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2003-15
23
through competitive grants for local districts and working to develop professional development modules
other providers of literacy pilot innovative strategies. to help school-leaders and teachers coordinate
At the same time, districts that are unable to show academic standards across early childhood and early
positive gains should be held accountable — elementary.19
including through financial stipulations on state and
federal funding for early literacy programs. In the area of early childhood, Michigan has made
some major strides in recent years. In 2013, Governor
2. Quality Early Childhood: Creating Alignment Rick Snyder expanded investment in the Great Start
Between the Early Childhood and K-12 Sectors Readiness Program (GSRP) — a statewide preschool
initiative for low-income four-year-olds. This was a
The years prior to kindergarten are vital to a child’s monumental investment for the state and something
development. To ensure quality results, leading states worth celebrating.20 In 2015-2016, Michigan ranked 15th
have stressed strong alignment between the preschool nationwide for access to preschool for four-year-olds.21
sector and K-12, commonly referred to as P-3 alignment. Current spending is roughly $245 million per year,
Creating these linkages ensures a seamless continuum amounting to roughly 64,000 GSRP slots.22 23
of learning for children.16 Lack of alignment may cause
the positive gains children make in early childhood to Despite major advances in access to early childhood
be lost. Indeed, new research from the National Bureau education, there are still areas for improvement. Unlike
of Economic Research shows that when poor children Massachusetts, where a coordinated effort around
are given access to both well-resourced early childhood alignment is taking place, such efforts in Michigan are
and K-12 systems, they are much more likely to see limited. Instead, the K-12 system and early childhood
long-term academic benefits.17 When done right, long- largely remain as separate entities and insufficient
term benefits of early literacy strategies can be seen for information is available about the effectiveness and
adults as well, including higher incomes, better health alignment of Michigan’s early childhood programs to
and fewer incidents with crime, among others.18 the K-12 districts receiving their students. These systems
should not only work together, but reinforce one
One state that has worked toward creating greater another.24
alignment across the P-3 spectrum is Massachusetts.
Starting in 2005, the state created the Department For example, Michigan lacks a single statewide
of Early Childhood Education and Care to regulate kindergarten-readiness assessment. These assessments
educational policies for children from birth to school are used to measure a child’s preparedness as they
age. The state also established a governance structure enter kindergarten. In contrast, the impact of the
that provides more coordination across early childhood, Florida’s voluntary prekindergarten program is annually
elementary and secondary education and higher assessed using a common screener administered in the
education. first 30 days of kindergarten to all students.25 This not
only provides vital information to kindergarten teachers
More recently, the Commonwealth has delivered on their incoming students, but also measures quality
competitive grants to local communities to in the early childhood sector. Without this important
promote early childhood to grade three alignment. information about early childhood program quality,
Communities used these grants to create educator Michigan is unable to assess the impact of current
professional learning communities and information preschool providers.
exchange networks to better support elementary
school transitions. The Massachusetts Department
of Elementary and Secondary Education is currently
25
-10
tts
a
ssee
na
Island
nia
s
ylvania
a
ska
ma
er sey
ia
na
sas
cky
an
ar e
Ohio
ia
lic
sippi
do
Florida
gton
sota
nsin
Illinois
a
a
ia
or k
na
ur i
Alaska
nd
Texas
Iowa
cticut
Arizon
Kansa
Alabam
Indian
Nevad
Georg
Virgin
Virgin
Louisia
c hus e
al Pub
Caroli
Michig
Caroli
Colora
Maryla
Califor
Misso
Oklaho
Delaw
New Y
Nebra
Arkan
Kentu
Tenne
Minne
Wisco
Washin
Missis
New J
Conne
Rhode
Penns
M assa
Alabama Among the Top States for African American Reading Improvement since 2003
West
Nation
North
South
Average Scale Score Change, NAEP Grade 4 - Reading - African American Students - (2003-15)
25
20
Alabama, 15
Average Scale Score Change
15
National Public, 9
10
Michigan, 4
5
-5
-10 na
ar e
ssee
n
Ohio
York
ia
nia
t
rnia
ia
etts
ska
a
oma
na
esota
onsin
Iowa
sas
cky
igan
y
na
Texas
na
da
ia
ado
a
as
nd
sippi
iana
ublic
ur i
ma
land
is
ecticu
ingto
Florid
Jer se
Alask
Georg
Virgin
Virgin
Caroli
Illino
K ans
Arizo
Caroli
India
Neva
e Isla
Delaw
sylva
Misso
Nebra
Kentu
Alaba
A r kan
achus
Califo
Color
Mich
Louis
Tenne
Oklah
Mary
Missis
New
nal P
Minn
Wisc
Wash
C onn
New
P enn
Rhod
North
West
South
Mass
Natio
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2003-15
Massachusetts
Colorado
Maryland
Connecticut
Tennessee’s experience demonstrated that investment
New Jersey
Virginia Tennessee not only leveraged its educator evaluation
Vermont
New Hampshire
in comprehensive educator support was critical to
New York
Minnesota
and support system to improve its teaching force, it also
Washington
improving teachers’ work in the classroom. Through the
Illinois
Rhode Island
used it as a tool to identify the state’s most effective
California
nation’s first student-growth data systems, Tennessee
Oregon
Utah teachers to serve in teacher leadership capacities.
Kansas
educators became accustomed to analyzing their Hawaii
Delaware Using a “train-the-trainer” model, the state was able
Montana
Nation
results and using the information to target professional
Nebraska
Maine
to provide training around college- and career-ready
Georgia
development. For example, by 2017, three out of every
Alaska
Pennsylvania
standards implementation for roughly 70,000 educators
North Carolina
four Tennessee educators surveyed believed that the
North Dakota
Florida over a few short years. Like Alabama, it did so by first
Texas
state’s educator evaluation system helped support
Wisconsin
Michigan identifying the state’s top educators to serve in these
Missouri
student learning gains.30 Arizona
South Dakota leadership roles, which was done in part through the
Iowa
Ohio
South Carolina
New Mexico
state’s educator evaluation system and its data.
Wyoming
Idaho
Tennessee
Indiana
205
200
Michigan
Average Scale Score
195
Tennessee
190
185
180
2003 2005 2007 2009 2011 2013 2015
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2003-15
27
• Understanding that the state’s most vulnerable Without a strong curriculum
students need quality instruction, yet are less likely
to have effective teachers than their wealthier peers, to help address gaps in
the state should develop a robust plan to ensure
equitable access to quality teaching and principals. vocabulary and background
This must be an intentional and explicit strategy that
engages district leaders and principals on strategic
knowledge, students are
staffing decisions.34
at risk of continuing to
4. High Academic Standards and Honest Data: fall behind academically.
Setting High Expectations
5. High-Quality, Content-Rich and Aligned Massachusetts has been a leader in high standards and
Curriculum and Instructional Resources: curriculum for years. Massachusetts’ reforms began in
Creating a Pathway for Students to Meet the early 1990s, including adoption of more rigorous
Rigorous Expectations academic standards. To support implementation, the
state created aligned curriculum frameworks, which
Unlike academic standards — which set out the served as a guide for navigating the new standards.
expectation for what students ought to know at the And in order to align to the state’s college- and career-
end of each grade level in each subject— an aligned ready standards, the state more recently worked with
curricula defines how a student will actually get there. hundreds of educators, curriculum and content experts
Aligned curricula are the instructional guides that and university researchers to develop more than 100
educators use to support their instruction.38 Aligned different model curriculum units for grades P-12.
29
While Massachusetts has gained acclaim for its strong department incentivized districts to work only with
public education system for decades, Louisiana has high-quality professional development providers. What
more recently begun to receive national attention is most significant about the Louisiana Department of
for its commitment to quality curriculum. Like Education’s role is that it marked an important shift as an
Alabama, Louisiana isn’t considered a model state for agency from compliance-focused to one more focused
achievement, but it has witnessed tremendous growth on genuine support and guidance to its local districts.44
over the last dozen years. For example, between 2003 And because this process was teacher-driven, local
and 2015, Louisiana was among the top improving districts had buy-in during the entire process.
states for fourth-grade reading, including for its African
American students. Unfortunately, research shows that most American
curriculum resources are neither high-quality nor aligned
After adopting college- and career-ready standards, to academic standards.45 Even more worrisome, many
Louisiana launched an in-depth review of curriculum schools and districts in Michigan lack the capacity or
and instructional materials available nationwide. expertise necessary to make research-informed choices
More specifically, the state department of education on curriculum or instructional resources. In other
handpicked Louisiana’s top educators to serve on cases, educators are forced to mix-and-match different
an advisory panel to review materials. The panel instructional resources, making it difficult to judge
categorized curriculum into three tiers of alignment and quality. Unlike Louisiana or Massachusetts, Michigan has
quality, with tier one representing the best options.43 taken a minimal role when it comes to guidance around
The process was extremely rigorous, meaning only curriculum — largely leaving it up to local districts
a small handful of materials actually ended up in to implement these decisions without guidance on
tier one. And while local districts had the flexibility alignment or rigor.
to choose whatever curriculum they liked, the state
provided financial incentives to encourage adoption Recommendations for Michigan:
of only tier- one materials — which ended up being
used by the the vast majority of Louisiana districts. In • The state should convene a group of national and
addition, the state department of education created local experts and educators to provide guidance
a list of proven external providers who could provide on high-quality, content-rich and aligned curriculum
training on tier-one curriculum resources. Again, the materials and resources. Resources should be aligned
30
25
Average Scale Score Change
20
15
Louisiana
10
5
Michigan
0
-5
Delaware
South Dakota
Michigan
West Virginia
District of Columbia
Louisiana
Alabama
DoDEA
Florida
Kentucky
Rhode Island
Mississippi
Georgia
Oklahoma
Pennsylvania
Massachusetts
Nevada
California
Utah
Indiana
Hawaii
Tennessee
Arizona
Wyoming
Nebraska
Illinois
Virginia
National Public
Washington
North Carolina
Arkansas
New Jersey
Maryland
New Hampshire
New Mexico
Vermont
Idaho
South Carolina
Texas
Ohio
North Dakota
Oregon
Wisconsin
Montana
Alaska
Kansas
Minnesota
Connecticut
Missouri
New York
Colorado
Iowa
Maine
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2003-15
education states, there are order to receive the expanded learning time grant,
schools and districts were required to demonstrate
no explicit guidelines for how additional time would be used to provide greater
instruction to improve academic achievement, create
improvement. student enrichment opportunities or allow for greater
professional development and collaboration time for
educators.49 The state department of education also
held districts accountable by routinely auditing grant
to the state’s college- and career-ready standards, recipients.
with an intentional focus on addressing P-3 core
knowledge building. Efforts should leverage local Using a similar strategy, both Alabama and Florida were
resources as well, namely those developed by among the first states to employ dedicated 90-minute
the Michigan Association of Intermediate School uninterrupted instructional reading blocks. Additional
Administrators around aligned curriculum.46 time isn’t just an open block of time: both states have
explicit instructional delivery strategies for reading
• We recommend the state provide local districts development. What is notable about both states is
incentives, including financial, to adopt curriculum that although they were strong on “local control,” this
materials that the expert panel has clarified for didn’t prevent adoption of best practices at the local
alignment and quality, including subsidized aligned level. Indeed, both states provided financial incentives,
professional development and training. Professional along with accountability measures for producing strong
development on curriculum should only occur with results.
expert external vendors.
While Michigan recently committed funds for additional
6. Additional Instructional Time: Strategic and instructional time, unlike leading education states,
Guided Time to Ensure Results for Students there are no explicit guidelines for improvement. For
example, the state budget has included roughly $17.5
When states raise their academic expectations for million per year the last few years for “additional
performance, many educators and students need instructional time” for districts to support their
additional time to reach these higher expectations. This struggling readers.50 But unlike leading states, there
is especially important for impoverished students who are no guidelines on which strategies districts should
may need additional instruction to catch up with their adopt, nor any requirements demonstrating that student
peers. Research also shows that dedicated blocks of achievement has improved. In fact, despite the millions
instruction in reading can be an essential strategy for of dollars being spent on “additional instructional time”
reaching proficiency.47 This is especially true in schools alone, there is little transparency on what strategies
with large proportions of low-income or vulnerable districts are even employing, let alone if they’ve proven
students, who are likely behind their more affluent to be effective. Again, Michigan uses neither incentives
peers.48 But just having more time isn’t a magic recipe nor accountability to ensure strong results.
31
Recommendations for Michigan: that they can properly diagnose and treat dyslexic
students.
• The state should develop comprehensive support
and guidance to districts in providing additional While Oregon took on a comprehensive statewide effort
instructional time for students, with an explicit to support teaching and learning for dyslexic students,
responsibility around improving student outcomes. in Michigan, addressing these needs varies by locale.
Unlike Michigan’s current strategy, the state should Without a comprehensive approach, many Michigan
encourage districts to adopt best practices while students with dyslexia and other disabilities are left to
requiring evidence that additional instructional time is struggle through their academic careers, which may
making an impact. ultimately lead them to drop out of school and face
even greater obstacles as adults.
• Data should be collected to identify the most effective
strategies for improving student achievement, Recommendations for Michigan:
which should then be disseminated to districts and
stakeholders statewide to inform Michigan’s collective • Guidance and training should be provided to local
P-3 literacy efforts. schools and districts on the screening and diagnosis
of dyslexia and other barriers. Educators also
7. Additional Supports for Overcoming Literacy must be given guidance on how to support these
Barriers: Creating Positive Learning Opportunities students, including intervention strategies and
for Students with Dyslexia effective instruction in reading.
Often ignored in the strategies to improve literacy 8. Strong School and District Accountability
is an inherent focus on dyslexic students. Dyslexia Systems: Holding Leaders Responsible for
is a disability that makes it difficult for people to Results
sound out or decode certain words.51 To be clear,
those with dyslexia are just as capable of reading and In education, accountability and data are critically
understanding text as their peers.52 This is proven by important. Accountability systems communicate whether
the countless doctors, lawyers, engineers, governors schools are meeting clear expectations around raising
and many other Americans who are able to lead academic achievement — both for students overall, and
successful lives despite having this disability. Rather, it for each group of students they serve. They celebrate
requires much more time and effort for these students schools that are meeting or exceeding expectations,
to comprehend written materials. And through targeted and prompt action in those that are not. They also direct
intervention strategies, these students are able to thrive. additional resources and supports to struggling districts
Too often dyslexia remains undiagnosed, untreated and and schools to help them improve.
unaccommodated. And while dyslexia affects one out
of every five people in the United States, diagnosis and To be clear, accountability alone doesn’t bring about
treatment are least likely among the most vulnerable improvement: states must support their educators and
students.53 Indeed, it is these students — already students to get there. But without strong accountability
behind for other reasons — who are most in need of systems, districts, schools and educators have no
careful diagnosis and treatment of dyslexia. meaningful signal or expectation for targeting
improvement and growth. Research from across the
Oregon state leaders understood the importance of nation shows states with strong school accountability
adequately serving their dyslexic students. In 2015, systems often see the largest progress for academic
Oregon began requiring that all first- and second-grade achievement, especially for historically underserved
public school students be screened for dyslexia.54 The groups of children such as African American, Hispanic
law also requires additional training for educators, so and low-income students.55
33
Iv.
A Top Ten
Approach
Despite the state’s announced goal of becoming a top on implementing effective systems. And it must include
ten education state, Michigan has not adopted top ten fundamentally rethinking not only the “what” of
state practices. In high-achieving and fast-improving public education, but also the “how”: how the state’s
states, state leaders stick to research-based practices, improvement and delivery systems are organized,
listen to the data and hold themselves accountable overseen, supported and held accountable.
for results. Leading states approach improvement with
deliberate, strategic, systemic action, taking funding and Michigan doesn’t need to experiment: leading states
accountability into account, and adopting data-driven have shown the way to sustained success, and the way
solutions to ensure effective delivery systems are in place forward starts with P-3 learning. The moment is now.
to support educators and drive student achievement for
all groups of students and all communities.
To know whether we’re on track with our goals of becoming a top ten state, The
Education Trust-Midwest began tracking Michigan’s performance and progress of our
P-16 system in 2016, in both academic measures and measures of learning conditions that
research shows are essential for equitable access to opportunities to learn. In the coming
pages we share our progress toward becoming a top ten education state by 2030, as part
of our Michigan Achieves initiative.
We use the best available state and national data to show where we are and where we’re
headed by 2030 if we continue down our current path.
35
4th grade REading
41st
New Hampshire
Vermont of Educational Progress (NAEP) is the largest Top Ten and Bottom Ten States
New Jersey nationally representative and continuing
Virginia Massachusetts
assessment of what America’s students know and New Hampshire
Connecticut
Wyoming can do in various subject areas. The assessment Vermont
Kentucky is given every two years and provides necessary
0 New Jersey
2030 projected
Indiana rank: Virginia
information on student performance and5growth for Connecticut
Florida
48 th
… several indictors, including fourth-grade10reading. Wyoming
National Public 13 Kentucky
Michigan Last for African American Students in Early Literacy Compared to Nation
Average Scale Score, NAEP Grade 4 – Reading – African American Students (2015)
230
220
National Public, 206
Average Scale Score
210 230
Michigan, 192
200 220
190 210
180 200
170 190
160 180
Ohio
tts
Was ona
ton
Colo d
rado
ina
ey
ida
y
rgia
Wes diana
Dela a
e
ka
th D ka
ta
inia
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York
Okla lic
Con oma
t
s
ia
ama
Mis a
ri
sas
ippi
slan South D is
ta
ada
ina
see
sas
ia
ne
a
ota
Mic in
n
ticu
tuck
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war
Texa
isian
Iow
slan
ylan
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sou
lvan
forn
ako
ako
s
Jers
Alas
ras
Mai
use
arol
Flor
Illin
arol
con
nes
hing
rkan
nes
Kan
Virg
l Pu
Nev
Ariz
siss
Geo
Alab
170
h
nec
t Vir
Ken
de I
In
Neb
Mar
nsy
Lou
Cali
sach
Min
Wis
th C
th C
Ten
New
ona
Mis
A
Rho
Pen
Nor
Mas
Nor
Sou
Nati
160
tts
Was ona
ida
y
ton
Colo d
rado
ina
ey
rgia
t Vir a
Dela a
e
ka
th D ka
ta
inia
New d
York
tuck
an
gini
war
ylan
ako
Jers
Alas
ras
use
Source: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238), 2015
arol
Flor
hing
Indi
Virg
l Pu
Ariz
Geo
Ken
Neb
de I
Mar
sach
th C
New
ona
Wes
Rho
Nor
Mas
Nor
Nati
38th
Massachusetts
know and can do in various subject areas. The NAEP Grade 8 - Math - All Students (2003-15)
assessment is given every two years and provides
necessary information on student performance and
growth for several indictors, including eighth-grade
0 Massachusetts 10
Tennessee math.
2030 projected rank: 5
10
43rd
Why it matters: 13
0 2 4 6 8 10 12
Source: NAEP Data Explorer, NCES (Basic Scale Score =
262; Proficient Scale Score = 299), 2003-15
Michigan Among the Bottom Five States in the Nation for Low-Income Students in Eighth-Grade Math
Average Scale Score, NAEP Grade 8 – Math – Low-Income Students (2015)
290
280
National Public
Michigan
Average Scale Score
270
290
260
280
250
270
240
260
230
250
220
Nor olorado
Wis linois
th D on
sin
Min shire
ton
Ten aska
Arka see
Kan o
Ham ana
Ore s
Ken blic
New Iowa
Vermetts
inia
Mis igan
th D tah
Virg io
a
Pen eorgia
New kota
Mis nd
Cali ina
a
Was Maine
Alab na
Del nia
inia
Rho aware
Flor s
ey
Con sippi
Okla ida
Mar ico
ona
aii
l Pu a
ana
Wes Nevada
Indi ta
Ariz g
Neb ota
York
Wyo xas
Al i
Mic nia
ama
Mon nt
th C land
Lou ticut
240
r
sa
rask
Idah
hom
tuck
nsa
Nati arolin
min
sou
Oh
o
Jers
o
Haw
isia
sla
con
arol
lva
U
Mex
hing
nes
for
nes
ak
t
g
us
Te
h
a
y
t Vir
nec
p
sis
Il
de I
nsy
sach
G
th C
ona
C
New
230
Nor
Sou
Mas
Sou
New
220
Nor regon
Min shire
ton
Kan ho
tana
sas
New Iowa
Vermetts
th D tah
Ohio
a
New kota
Was Maine
inia
ey
ona
ana
Indi ta
Ariz g
Neb ota
York
Wyo xas
Mon nt
rask
min
o
Jers
o
Ida
Haw
Source: NAEP Data Explorer, NCES (Basic Scale Score = 262; Proficient Scale Score = 299), 2015
U
hing
nes
ak
us
Virg
Te
a
p
th D
O
sach
Ham
Sou
Mas
New
i. ACT, Inc., “Ready for College and Ready for Work: Same or Different,” (Iowa City, IA: ACT, Inc., 2006). http://www.act.org/research/policymakers/pdf/ReadinessBrief.pdf
37
Kindergarten readiness
Michigan has recently made the smart Data are not currently available because
investment in early childhood programs Michigan does not have a statewide
meant to increase the number of our kindergarten readiness assessment nor
students who enter kindergarten ready to do we participate in a national effort to
learn at high levels. collect these data. We will track any state
or national data on Michigan’s kindergarten
readiness when it becomes available.
College readiness
What it is: Why it matters:
college readiness Remedial coursework is necessary for About 28.6 percent of all Michigan students were required to
current rate: students who lack fundamental skills in a take at least one remedial course in college. That’s more than
subject area – skills that should have been
29%
a quarter of our students who are forced to pay for additional
developed in K-12. These courses also are instruction in college before moving on to credit-bearing
not credit bearing, meaning they don’t courses. The percentage is even more startling for African
enrolled in 100th
count toward a degree. American students, where more than half are required to enroll
percentile
remedial courses 90 percentile
in college remedial courses. Having to enroll in remedial courses
th
53%
percentile
37th percentile
enrolled in
remedial courses
Remediationpercentile
Rates Continue to Rise for Michigan African American Students
0th
Age 8 Age 11
Michigan African American College Remediation Rates (Community Colleges & Four-Year Universities)
60%
Percent Enrolled in College Remedial
50%
Course (Any Subject)
40%
30%
20%
10%
0%
2009 2010 2011 2012 2013 2014 2015
320
310
38 Top Ten for Education: Not by Chance
300
25
15
What it is: Why it matters:
College and Post-Secondary
10 This measure represents the In order for Michigan’s students to fulfill their true potential and be
Enrollment
percentage of high school the leaders of tomorrow, more of them must enroll in post-secondary
current rank: 5
ssachusetts graduates in each state who training, whether that be at a trade school, community college, or a
14
0 attend college anywhere in the four-year university. On this measure, Michigan is near the national
th -5 U.S. directly from high school. average, ranking 14th of 45, with about 64 percent of high school
graduates attending some form of postsecondary training in 2014.
-10
Michigan Near National Average with 64% of HS Grads Enrolling in College
tts
a
ssee
na
Tennessee Island
nia
s
ylvania
a
ska
ma
er sey
ia
na
sas
cky
an
ar e
Ohio
ia
lic
sippi
do
Florida
gton
sota
Illinois
a
a
ia
ork
na
Alaska
nd
Texas
Iowa
cticut
Arizon
Kansa
Alabam
Indian
Nevad
Georg
Virgin
Virgin
Louisia
chuse
al Pub
Caroli
Michig
College-Going Rates of High School Graduates - Directly from High School – All Students
Caroli
Colora
Maryla
Califor
Oklaho
Delaw
New Y
Nebra
Arkan
Kentu
2030 projected rank:
Tenne
Minne
Washin
Missis
Mis
New J
Conne
70%
Rhode
Penns
M assa
West
Nation
North
South
18 th
Percent of High School Graduates Going
65% Michigan
25
55%
20
50%
Average Scale Score Change
15
Michigan 45%
10
40%
0 2 4 6 8 10 12
5 2000 2002 2004 2006 2008 2010 2012 2014
Source: NCHEMS Information Center, 2000-14
0
College Attainment
-5
assachusetts
Colorado
Maryland
Connecticut
New Jersey -10
Virginia
na
are
ssee
n
Ohio
York
ia
nia
t
rnia
ia
etts
ska
a
oma
na
esota
Iowa
sas
cky
igan
y
na
Texas
na
da
ia
ado
a
as
nd
sippi
iana
ublic
land
is
ecticu
w Hampshire
ingto
Florid
Jerse
Alask
Georg
Virgin
Virgin
Caroli
Illino
Kans
Arizo
Caroli
India
Neva
e Isla
Vermont
Delaw
sylva
Nebra
Kentu
Alaba
Arkan
achus
Califo
Color
Mich
Louis
Tenne
Oklah
New York
Mary
Missis
New
nal P
Mis
Minn
This indicator represents the percent of In 2015, Michigan ranked 27th of 43 in the percentage of adults 25 or older who have
Wash
Minnesota
Conn
New
Penn
Washington
Rhod
North
West
South
Mass
Illinois
Natio
California
Kansas
people 25 years or older in each state completed a bachelor’s degree, at 28 percent. Yet, roughly 17 percent of African American
Utah
Hawaii and nationally who have completed a or Hispanic Michiganders have completed a bachelor’s degree.
Oregon
Delaware
bachelor’s degree.
Michigan’s Economy Depends on More Adults Earning College Degrees
Rhode Island
Nation
Nebraska
Percent of People 25 Years and Older with a Bachelor’s Degree or Greater in 2015
Maine
college
Montana
Georgia
Pennsylvania Massachusetts
North Carolina
Wisconsin Attainmenti Colorado
Maryland
Alaska Connecticut
South Dakota New Jersey
Texas
Iowa
current rank: Virginia
Vermont
Arizona New Hampshire
Missouri New York
27th
Michigan Minnesota
North Dakota Washington
Florida Illinois
Ohio Rhode Island
Wyoming California
New Mexico Oregon
outh Carolina Utah
Tennessee Kansas
Idaho Hawaii
Indiana Delaware
Oklahoma
Alabama
Montana
Nation Nation,
Nevada
2030 projected rank: Nebraska
Maine
30.6%
Louisiana
Kentucky Georgia
Arkansas Alaska
31
Mississippi Pennsylvania
st
West Virginia North Carolina
North Dakota
0% 5% 10% 15% 20%Florida
Texas 25% 30% 35% 40% 45%
Michigan,
Wisconsin
Michigan
Missouri
Arizona 27.8%
South Dakota
Iowa
Ohio
South Carolina
New Mexico
Wyoming
Idaho
Tennessee
Indiana
Oklahoma
Alabama
Nevada
Kentucky
Louisiana
Arkansas
Mississippi
West Virginia
Source: United States Census – American Community Survey – 1 Year Estimates, 2015
39
Teacher Effectiveness
Without a doubt, a child’s academic learning is dependent sophisticated data systems provide teaching effectiveness
on many factors. But what research is clear on is that the data that are used for many purposes, such as professional
number one in-school predictor of student success is the development and early student interventions. In Michigan,
teaching quality in a child’s classroom. In leading states, those data are unavailable at this time.
100th
percentile
90th percentile
r*
ing teache
igh-p erform
t with h
Studen
Student Performance
53 percentile points
50th
percentile
Student with low-perfor 37th percentile
ming teacher**
0th 25%
percentile Age 8 Age 11
20%
Source: Sanders and Rivers (1996): Cumulative and Residual Effects of Teachers on Future Student Achievement
Note: *Among the top 20% of teachers; **Among the bottom 20% of teachers
15%showed that teacher quality effected student performance more than any other variable; on average, two students with average
Analysis of test data from Tennessee
performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned.
10%
0%
Ark lina
Lou ng
na
Geo o
a
Ten Utah
Ham egon
ka
ado
a
t Vir n
an
New nia
Alab na
Mex e
Mic ois
Virg sin
Mo tts
ta
Haw s
rgia
Mis na
ona
Neb kota
o
Mis aho
Pen Maine
Ind a
ota
O orida
Del ire
nt
Fl d
as
Min ornia
sach ut
Cali ion
ia
a
Col wa
de I sey
inia
Illin e
Ken uri
Ver nd
Was tucky
New iana
Wis ork
i
s
Mar aii
Sou klahom
ipp
a
ic
rask
se
Wes hingto
am
Nor Kansa
Ohi
What it is: Why it matters:
Sou Nevad
r
ylan
ako
lvan
ans
Alas
isia
awa
mo
mi
Tex
Mas nectic
hig
li
use
nta
psh
con
gi
so
sla
aro
Io
Access to Rigorous
s
nes
Nat
aro
r
r
Ariz
Id
siss
e
e
a
o
Wyo
Or
f
n
th D
J
th D
nsy
th C
th C
New
Coursework Access to rigorous coursework is One of the best ways to ensure more students are college- and
Con
Rho
Nor
New
measured by the College Board AP career-ready is to increase access to rigorous coursework in high
current rank:
Program Participation and Performance school, such as Advanced Placement courses. Research shows that
30th
data. The data represent the total just taking these classes – even if a student does not earn credit in
number of AP exams administered per a college-level course – increases the likelihood that the students
1000 11th and 12th grade students. will go to college.i Michigan is currently ranked 30th of 47.
30th
AP Exam Participation
600
AP Exams per 1000 11th and 12th Graders
500
Michigan
400 Nation
300
200
100
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
i. Saul Geiser and Veronica Santelices, “The role of advanced placement and honors courses in college admissions,” Expanding opportunity in higher education: Leveraging promise (2004): 75-113.
Colo sin
nes a
Arka see
Ken blic
a
ia
issis an
th D tah
Virg io
a
nns orgia
New kota
Mis nd
Cali lina
Nev a
Alab na
Dela nia
inia
Ge y
ode are
Flor s
ey
nne ppi
Okla ida
Mar ico
aii
st V ada
Neb ota
York
Alas i
Mic nia
ama
h Ca land
Lou ticut
r
k
Iow
rask
hom
tuck
nsa
rolin
irgin
sou
Oh
ra
Jers
hig
Haw
isia
Isla
con
ylva
U
Mex
w
si
for
ak
Pu
ro
Ore
Da
c
Il
nal
Ten
ew
rth
ew
$40,000
$30,000
Michigan and lowest poverty districts are funded funding gaps that negatively impact low-income students. On
current rank:
based on state and local revenues average, Michigan schools serving the highest rates of students
43
and whether or not it is equitably from low-income families receive about 5 percent less in state and
rd
0 2 4 6 8 10 12
distributed. local funding than more affluent schools. This lack of equity can
lead to further imbalances in our educational system as a whole.
MO
KY
UT
OH
MN
NJ
SD
GA
LA
WA
MD
SC
CA
IN
VA
MA
NM
WI
NE
ND
AZ
CT
VT
TN
MT
FL
MS
PA
IA
ID
ME
WY
NH
TX
RI
MI
NY
IL
AR
WV
OK
CO
AL
OR
KS
Reading this figure: In Utah, the highest poverty districts receive 21 percent more in state and local funds per student than the lowest poverty
districts (not adjusted for additional needs of low-income students). In states shaded in blue, the highest poverty districts receive at least 5
percent more in state and local funds per student than the lowest poverty districts; in states shaded in red, they receive at least 5 percent less.
Grey shading indicates similar levels of funding for the highest and lowest poverty districts. Note that although all displayed percentages are
rounded to the nearest percentage point, states are ordered and classified as providing more or less funding to their highest poverty districts
based on unrounded funding gaps.
Source: The Education Trust, Funding Gaps Report, 2018
Note: Hawaii was excluded from the within-state analysis because it is one district. Nevada is excluded because its student population is heavily concentrated in one
district and could not be sorted into quartiles. Alaska is excluded because there are substantial regional differences in the cost of education that are not accounted for in
the ACS-CWI. Because so many New York students are concentrated in New York City, we sorted that state into two halves, as opposed to four quartiles.
Tennessee
we know about the importance of high-
$40,000
not yet quality teachers in closing the achievement
available
gap that persists between low-income $30,000
and higher-income students. To recruit
$20,000
andNational
retainPublic
highly effective teachers in the
schools that need them most, Michigan $10,000
Source: MDE Bulletin 1011, 2015-16, CEPI Free and Reduced Priced Lunch, Fall
2015-16 (District)
0 2 4 6 8 10 12
41
Teacher Attendance
What it is: Why it matters:
Teacher
Attendance This measure represents the percentage According to a recent report from the Center for American
of teachers absent from their jobs more Progress, about 46 percent of teachers in Michigan were absent
current rank:
than 10 days at the state level. from their jobs more than 10 days, on average. That’s about six
46%
of teachers absent
percent of the school year, which is equivalent to a typical 9 to 5
year-round employee missing more than three weeks of work on
more than 10 days top of vacation time.
Nation,
Absent More than 10 Days
available
50%
36%
40%
30%
20%
10%
0%
MO
MD
MN
NM
WV
MA
WA
WY
OH
ND
NH
MS
ME
MT
GA
CO
Nation
NC
OR
OK
NV
CA
NY
AZ
SD
DE
TN
NE
AR
AK
UT
VA
CT
TX
VT
WI
LA
AL
KY
SC
PA
MI
KS
NJ
FL
ID
IN
HI
IA
RI
IL
30% Source: Center for American Progress, “Teacher Absence as a Leading Indicator of Student Achievement,” 2012
25%
15%
What it is:
10% Why it matters:
student attendance
This measure represents the Not only are Michigan’s teachers missing too much school, but our
5%
percentage of eighth-graders students – especially our African American students – are missing far
current rank: 0%
absent three or more times in too many days of school, often against their will due to disproportionate
MN
MA
22%
OH
ND
FL
NH
ME
MS
ID
GA
HI
CO
IN
NC
OR
OK
NV
IA
NY
CA
SD
AZ
DE
TN
UT
NE
AR
AK
MO
RI
MD
VA
NM
CT
VT
TX
LA
AL
WI
KY
SC
WV
PA
IL
WA
MI
WY
KS
NJ
MT
the last month based on the rates for out-of-school suspensions. According to the 2015 national
national assessment. assessment, 22 percent of Michigan’s eighth-grade students said they
of 8th graders report had been absent from school three or more days in the last month.
600
frequent absence Moreover, Detroit leads the nation for absences among urban districts,
500 with 37 percent of students absent three or more days in the last month.
Michigan Current Path
2030 projected Rank: 400 More than 20% of Michigan Eighth-Grade Students were Absent Nation
20%
300 Three or More Times in Last Month in 2015
Percent Absent Three or More Days in Last Month
200 NAEP Grade 8 - Math - All Students (2015)
of 8th graders report 40%
Percent of 8th Graders Absent three
frequent absence
100
Michigan,
or More Days in Last Month
30% 22%
0 National Public,
2004 2005 2006 2007 2008 2009 201020%2011 2012 2013 2014 2015
20%
10%
0%
sas
th D ania
Ala nsin
Ver ota
Mic sas
Kan ic
Nev pi
a
Wis ont
nsy ine
aii
Ind ia
Mis yland
ona
nes re
Virg as
ada
a
Con Jersey
iss a
New an
Ok York
on
Ark land
Cal ois
ion Ohio
Ariz ia
do
see
st V na
Geo icut
Del inia
Car ka
a
New iana
Me a
Illin ts
Col ota
rgia
Neb aho
Ken Iowa
ing
Lou ida
O na
Wa regon
Wy ico
are
Ham ouri
Min ucky
bam
Sou lahom
ot
olin
New ontan
ubl
n
ip
n
i
set
Tex
Haw
psh
hig
We aroli
ngt
ora
an
isia
a
ak
ifor
irgi
nes
x
r
a
Dak
om
aw
siss
v
co
t
Id
Flo
Is
r
al P
nec
chu
l
t
shi
Ma
de
Ten
th C
M
M
rth
ssa
rth
Pen
R ho
Sou
No
Nat
New
Ma
No
Source: NAEP Data Explorer, NCES (Reported for 8th Grade Math), 2015
45th
students, Michigan has the fourth highest out-of-school suspension rate
in the country. A full 20 percent of the African American students in
Michigan schools were suspended in 2013-14.
Michigan Has 4th Highest Out-of-School Suspension Rate Nationally for African
2030 projected rank: American Students at 20%
African American Out-of-School Suspension Rates
30%
not yet Michigan,
Percent of Students with One or More
20%
available
25%
Out-of-School Suspensions
20%
15%
10%
5%
0%
MN
MA
OH
ND
FL
NH
ME
MS
ID
GA
HI
CO
IN
NC
OR
OK
NV
IA
NY
CA
SD
AZ
DE
TN
UT
NE
AR
AK
MO
RI
MD
VA
NM
CT
VT
TX
LA
AL
WI
KY
SC
WV
PA
IL
WA
MI
WY
KS
NJ
MT
College Affordability
What it is: Why it matters:
College Affordability This indicator is measured as the It’s not enough to get into college. Young Michiganders have to
percentage of family income needed be able to afford to stay in school and graduate. Unfortunately,
current rank: 40%
to pay for four-year college. Data Michigan ranks near the bottom in college affordability - 42 of 44
42
represent the net cost as a percent of - for students overall. And for families in the bottom 20 percent
nd
30%
median family income. of income in Michigan, the cost of college for one child, after
20% receiving financial aid, is about 77 percent of their annual income.
10% Michigan Families Pay a Large Percent of Their Incomes for College
2030 projected rank: Family Income Needed to Pay for Four-Year College
0% Michigan,
22%
not yet
sas
ia
Ala nsin
Ver ta
Mic sas
Kan ic
i
a
Wis ont
e
ryla i
rnia
siss d
ona
Ten shire
Virg as
a
Con Jersey
M ota
New an
Ok York
on
Ark nd
lifo s
nal hio
Ariz ia
25%
M ado
e
st V na
Geo icut
Del inia
Car ka
a
New iana
Me a
Illin ts
olo ta
rgia
Neb aho
Ken owa
ing
Lou rida
ipp
Percent of Family Income Needed to Pay for Four-Year
O na
Wa regon
Wy xico
are
ri
ai
Min cky
bam
oi
Pen Main
Rho evad
Sou lahom
n
Sou sylvan
sse
olin
New ontan
l
ako
in
w H issou
set
Pub
Tex
Nation,
Haw
o
as
hig
We aroli
ngt
Isla
an
isia
nes
Dak
om
aw
g
co
College (Net Cost as A Percent of Median Family
u
t
r
Id
Flo
nd
e
I
r
nec
p
chu
r
t
th D
n
17%
N
available
am
shi
Ma
de
a
th C
Mis
I
C
rth
C
ssa
20%
rth
atio
No
Ma
No
e
N
N
15%
10%
Income)
5%
0%
Ark lina
g
na
Geo o
a
Ten Utah
Ham egon
th C ska
Con orado
a
t Vir n
an
New nia
Alab na
Mex e
Mic ois
Virg sin
Mo etts
ta
as
rgia
Mis na
ona
Neb kota
o
Mis aho
Pen Maine
ama
ota
da
Del ire
nt
d
as
Min ornia
sach ut
Cali ion
ia
a
a
de I sey
inia
Illin e
Ken uri
Ver nd
Was tucky
New iana
k
i
s
Mar aii
Sou klahom
ipp
min
ic
rask
se
Wes hingto
Nor Kansa
Ohi
Iow
Sou Nevad
r
Yor
ylan
ako
lvan
ans
isia
awa
mo
Tex
Mas nectic
hig
li
nta
i
psh
con
Haw
gi
so
sla
Ala
aro
Flor
s
nes
Nat
aro
r
us
Ariz
Id
siss
e
e
a
I nd
Wyo
Or
f
Lou
th D
J
th D
Col
nsy
Wis
th C
New
Rho
Nor
New
43
vI. Sources
1
Michigan Public Act 306 of 2016 Shayna Cook and Laura Bornfreund, “Starting Young: Massachusetts
19
interpreting SBAC results, as it is a relatively new assessment system; of Preschool 2016. Retrieved from http://nieer.org/wp-content/
longitudinal data will be important to continue analyzing trends. In uploads/2017/05/YB2016_StateofPreschool2.pdf
addition, each state has control over their state assessment systems,
which may create complications for comparisons across states. Kristie Kaurez and Julia Coffman, “Framework for Planning,
26
Arts – Kindergarten to Third Grade Overview.” https://www. Oregon Senate Bill 612 (2015)
54
louisianabelieves.com/docs/default-source/louisiana-teacher-leaders/ 55
had Aldeman, “Grading Schools: How States Should Define
C
p10-handout.pdf?sfvrsn=4 “School Quality” Under the Every Student Succeeds Act,” 2016.
Louisiana Department of Education, “Curricular Resources Annotated
43 http://bellwethereducation.org/sites/default/files/Bellwether_
Reviews.” http://www.louisianabelieves.com/academics/ONLINE- GradingSchools_FINAL101916.pdf
INSTRUCTIONAL-MATERIALS-REVIEWS/curricular-resources- 56
Michigan Public Act 306 of 2016.
annotated-reviews
45
viI. Acknowledgments
Many thanks to members of the Michigan Achieves Leadership Council,
and other partners and supporters, who have provided advice, counsel and
support, and helped us lift up public education as a top priority for Michigan.
Honorary Members
Richard L. DeVore
Regional President for Detroit and Southeastern Michigan, PNC Bank
Mary Kramer
Group Publisher, Crain Communications, Crain’s Detroit Business
David G. Mengebier
President and CEO, Grand Traverse Regional Community Foundation
Diana R. Sieger
President, Grand Rapids Community Foundation