DOCUMENT RESUME ED 479 211 UD 035 780 Education Watch: South Carolina. Key Education Facts and TITLE Figures. Achievement, Attainment and Opportunity. From Elementary School through College. Education Trust, Washington, DC. INSTITUTION 2003-00-00 PUB DATE 11p.; For other state reports, see UD 035 740-790. For the NOTE summary of national data, see UD 035 702; for summary achievement gap data, see UD 035 701. AVAILABLE FROM The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. PUB TYPE Numerical/Quantitative Data (110) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; American Indians; Asian American Students; Black Students; *Educational Attainment; *Educational Finance; Elementary Secondary Education; Equal Education; Grade 4; Grade 8; Hispanic American Students; Mathematics Skills; *Minority Group Children; Postsecondary Education; Racial Differences; Reading Skills; State Aid; *State Standards; *Teacher Competencies; White Students IDENTIFIERS *Achievement Gap; National Assessment of Educational Progress; South Carolina ABSTRACT This report compares South Carolina's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how South Carolina is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 38 percent of all 4th graders were proficient or above in reading on the state assessment, while 22 percent of 4th graders were proficient or above on the 1998 NAEP reading assessment. Significantly more white than black 4th graders were proficient or above. In 2001, 18 percent of all 8th graders were proficient or above in mathematics on the state assessment. On the 2000 NAEP 8th grade mathematics assessment, 18 percent of South Carolina 8th graders were proficient or above. Significantly more white than African American 8th graders were proficient or above. South Carolina had the 8th smallest African American-white 4th grade reading achievement gap nationwide in 1998 and the 8th smallest African American-white 8th grade mathematics achievement gap in 2000. African American students are underrepresented in Advanced Placement (AP) test taking and in gifted and talented program enrollment. About 33 percent of South Carolina's high school students enroll in college, compared to 54 percent nationwide. Over one in five South Carolina secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates, and those with higher minority enrollments, have the fewest state and local dollars to spend per student. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. uP ggrer7 Education Watch SOUTH CAROL1\A Key Education Facts and Figures Achievement, Attainment and Opportunity - From Elementary School through College Prepared by the Education Trust, Inc. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS Winter 2002-2003 EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. EST COPY AVAILABLE U Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES 2 Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Achievement South Carolina Elementary Reading Achievement Perhaps the most important task of elementary schools is to teach students to read well. Strong reading skills are the key to later success, both in school and in life. The following charts compare your state's reading performance on the most recent administrations of the state assessment and the National Assessment of Educational Progress (NAEP). Under the No Child Left Behind (NCLB) legislation, every state must have a plan in place to ensure that all students are meeting the state's standard of proficiency by 2013-14. Results are reported below as the proportion of students reading at the "proficient" level, or the state-defined equivalent. Are South Carolina students proficient in reading? Grade 4 Overall Reading Performance Results from the 2001 Palmetto Achievement Challenge Test South Carolina Assessment and NAEP (PACT) show that 38% of all 4th graders in South Carolina are 60% proficient or advanced in reading. 50% 40% On the 1998 National Assessment of Educational Progress 30% (NAEP), 55% of South Carolina 4th graders performed at the 20% basic level or above in reading, while only 22% performed at profi- 10% cient or above. 0% 1998 NAEP 1998 NAEP 2001 PACT Pearkient and Advanced Proficient or Above Bask or Above PON, Langan* Arni .Do results vary by group? Because it's important to look underneath overall averages to see how different groups of students are performing, NCLB further requires states to report achievement data by group. In this way, states can draw attention to the students who need the most help. The charts below show the distance each group has to go in order to reach the proficient level on the state assessment and on NAEP. 2001 Palmetto Achievement Challenge Test (PACT) 1998 NAEP-South Carolina 100%- 100% Grade 4 English Language Arts Grade 4 Reading 4% 6%--) 4% 0% 919,96 ----1 1% 109R 'Mali 1% 0% 096 , i 21% 20% 0% NM -100% American Latino African Asian Native American White -100% Lathe Native African Asian American III Proficient M Advanced Ell Below Basic ED Basic 1111Peaficiant Advanced Bank BOIOW Bask On South Carolina's english language arts test, 51% of White 4th graders performed at proficient or above compared to 20% of African American 4th graders. On the other end of the spectrum, 30% of African American 4th graders scored below the basic level, compared to only 11% of White 4th graders. Is South Carolina's performance improving on NAEP? Grade 4 Reading Between 1992 and 1998, South Carolina 4th graders made no gains on the NAEP 4th grade reading assessment. The biggest state gain was African American +10 (RI) +2 195 197 over that period was 10 points. From 1992-1998, the gap between White and African American stu- +12 (CT) Latino -6 195 189 dents on the NAEP 4th grade reading remained White +10 (CT) +2 223 221 the same. All +10 (CT) 210 210 0 Note:A difference of 10 points is roughly equivalent to a year's worth of learning #16 The Education Trust www.edtrust.org EdWatch Online State Summary Reports REST COPY AVAILABLE 3 Achievement (South Carolina Middle Grade Mathematics Achievement To survive in our information society, all Americans need a solid foundation in mathematics. Middle schools play a particularly cen- tral role in assuring that students have not only mastered basic computation, but are also developing the mathematical thinking and problem-solving skills so important in the mathematics courses they will take in high school. As we showed with reading on the previous page, the following charts compare students' mathematics performance on the most recent administrations of the state assessment and the National Assessment of Educational Progress (NAEP). NCLB legislation requires every state to have a plan in place to ensure that all students are meeting the state's standard of proficiency by 2013-14. For this reason, results are reported as the proportion of students at the "proficient" level, or the state-defined equivalent. Are South Carolina students proficient in mathematics? Grade 8 Overall Math Results from the 2001 Palmetto Achievement Challenge Test South Carolina Assessment and NAEP (PACT) show that 18% of all 8th graders in South Carolina 60% are proficient or advanced in mathematics. 50% On the 2000 National Assessment of Educational Progress 40% (NAEP), 18% of South Carolina 8th graders performed at 30% 18% 18% proficient or above. 20% . 10% 0% 2000 NAEP 2001 PACT Profcienta Proficient or Above Advanced Do results vary by group? Because it's important to look underneath overall averages to see how different groups of students are performing, NCLB further requires states to report achievement data by group. In this way, states can draw attention to the students who need the most help. The charts below show the distance each group has to go in order to reach the proficient level on the state assessment and on NAEP. 2000 NAEP-South Carolina 100%- 2001 Palmetto Achievement Challenge Test (PACT), Grade 8 Math Grade 8 Math 100% 4% cm 0% 9% 4% 25% 29% 43% .100% Latino Native American White Asian African American -100% Wino Netise Mama. White A0an Afncan American 0 Basic MI Proficient M Advanced I. Below Basic Advanced Proficient ED Basic Below Basle On South Carolina's mathematics test, 27% of White 8th graders performed at proficient or above compared to 6% of African American 8th graders. On the other end of the spectrum, 56% of African American 8th graders scored below the basic level, compared to only 24% of White 8th graders. Is South Carolina's performance improving on NAEP? Grade 8 Mathematics Between 1992 and 2000, South Carolina's 8th 110 graders gained 5 points on the NAEP 8th grade t11 t I mathematics assessment. The biggest state gain +24 (NC) +7 249 African American 242 was over that period was 22 points. From 1992- 1998, the gap between White and African +30 (NC) +16 250 234 Latino American students on the NAEP 8th grade math +24 (NC) White +5 279 274 narrowed by 2 points. +22 (NC) +5 266 All 261 Note:A difference of 10 points is roughly equivalent to a year's worth of learning www.edtrust.org EdWatch Online State Summary Reports The Education Trust BEST COPY AVAILABLE 4 Achievement How Does South Carolina's Achievement Compare? The win-win pattern states want to see is rising student achievement combined with narrowing gaps between student groups. On these pages we show where states are in meeting this twofold goal with respect to either African American, Latino or low-income students. For this report, we chose to feature the largest minority group in your state. While we focus here on one group's story, a complete picture of how your state is doing with all students can be found on Ed Watch Online at www.edtrust.org. Readers should note that progress on one part of the goal does not necessarily mean progress on the other. For example, a state can have a narrow achievement gap between White and minority students, but the achievement levels of both groups are low. Likewise, minority achievement can be high relative to other states, but low in relation to White achievement in their own state, leaving a large gap. Most encouraging are the states that are seeing progress on both fronts. NAEP Grade 4 Reading How does South Carolina's African American-White achievement gap compare? The chart below shows the reading achievement gap between your state's African American and White fourth-graders on NAEP. The top of each bar represents the average scale score for White students and the bottom is that for African American students. States are ordered from the narrowest to the widest gap. 1998 Grade 4 NAEP Reading Distance Between African American and White Average Scale Score From Smallest to Largest Gap 250 250 I White Average 235 235 i Score Scale - i -. _. ._. ________ 220 _ I 220 205 205 i 190 Pitt carrArnerIcan-- -I 190 Ave age Scale Score I 175 i 175 160 NY CT TX LA MN WI NMDc HI OR DE VA WA KY MS NV SC CO NC TN WV CA ALMA AZ FL KS RI US AR GAmoOK IA MD MI How do African American scores in South Carolina compare? Some states are far more successful teaching minority and low-income students than others. Indeed the achievement gap between students of the same group in high- and low-performing states is often larger than the gap between White and minority students within states. The following chart shows the average scale scores of African American fourth-graders in all states that participate in NAEP. 1998 Grade 4 NAEP Reading (African American) From Highest to Lowest Performing 250 250 235 235 220 220 205 205 190 1 1 1 1 1 1 1 1 1 1 175 175 1705 1' . i . 1 1 160 , 1 1 1 160 Ix KY HI MD TN AL US GA NY WI MS WV OK IA MI AZ MOMN NV CA FL AR LA NM pc CT VA OR co MA NC DE s 'WA Note:A difference of 10 points is roughly equivalent to one year's worth of learning. South Carolinaalong with NVhas the eighth smallest African American-White achievement gap on the 1998 NAEP grade 4 reading assessment. African American 4th graders in South Carolina perform in the top third among states in NAEP reading. www.edtrust.org EdWatch Online State Summary Reports The Education Trust Wfg, 5 Achievement How Does South Carolina's Achievement Compare? NAEP Grade 8 Mathematics How does South Carolina's African American-White achievement gap compare? As with reading, the chart below shows the mathematics achievement gap between your state's African American and White eighth- graders on NAEP. The top of each bar represents the average scale score for White students and the bottom is that for African American students. States are ordered from the narrowest to the widest gap. 2000 Grade 8 NAEP Mathematics Distance Between African American and White Average Scale Score From Smallest to Largest Gap 310 310 295 295 White AVerage Scale Score lh imli 280 II 280 11+ --1[1 265 265 250 250 African American Average Scale-Store 235 235 111111111111 t i t I 220 1 1 1 220 AR US NE MD MI CT Ill WV KY OR IN NV OK MS SC KS NY OH IL VA AZ GA TN MA NC AL CA LA MO RI TX HI How do African American scores in South Carolina compare? Some states are far more successful teaching minority and low-income students than others. Indeed the achievement gap between students of the same group in high- and low-performing states is often larger than the gap between White and minority students within states. The following chart shows the average scale scores of African American eighth-graders in all states that participate in NAEP. 2000 Grade 8 NAEP Math Average Scale Score (African American) from Highest to Lowest Performing 310 310 295 295 280 280 265 265 250 250 235 235 11' i:u 11111 111 ,,, Ani 220 220 n.., NY HI K OH IL MA Ky VA TX WV NV AZ SC MD a CT GA US NE RI MO CA MI LA AL MS TN AR DC IN KS Note:A difference of 10 points is roughly equivalent to one year's worth of learning. South Carolinaalong with MShas the eighth smallest African American-White achievement gap on the 2000 NAEP grade 8 math assessment. African American 8th graders in South Carolina perform in the middle of the pack among states in NAEP math. The Education Trust www.edtrust.org EdWatch Online State Summary Reports fg, Attainment High School and College Success In earlier times, young people with poor reading and math skills could still succeed if they were willing to work hard. Now they need more. Not only do young people need to graduate from high school, but most will also need at least some postsecondary education or training. South Carolina's Student Demographics, 1998-99 Population and enrollments: These data offer a picture of the student population in your state. Comparing the demographic distribution of students across each educational level shows what happens to children as they journey through the education sys- tem. Significant differences should raise questions about equity. °lieges opulation, age 5-24 Public K -12 olleges Two 11 22% African American 42% 30% 36% Asian 1% 1% 1% 1% Latino 1% 1% 1% 2% <0.5% <0.5% Native American <0.5% <0.5% White 71% 56% 64% 61% Other 5% 3% 100% 100% 100% 100% Total 116,306 Number 69,625 645,650 1,094,976 Participation and Success in Advanced Placement, 2000-2001 Composition of AP test takers: Students take Advanced Placement (AP) exams after completing year-long AP courses, typically among the highest level offered in high schools. In a system where all students have equal access to these opportunities, the per- centage of test-takers by race and ethnicity would be proportional to their representation in public K-12 enrollment. Who Takes AP Tests? Example: Of all AP test-takers, this proportion were African Americans ; . . I I African American 14% 11% 10% 42% Asian 4% 7% 4% 1% Latino 2% 1% 1% 2% White 82% 80% 84% 55% 100% 100% 100% 100% Total Number 1,203 1,924 1,171 675,727 Success rates of AP test takers: A school system's responsibility does not end at enrolling students in AP courses. While AP test taking offers a picture of access to AP coursework, relative achievement on these exams is an important measure of student/teacher preparedness. Huge variability in the proportion of test takers that earn a 3 or greater should raise questions about the quality of instruction or educational resources provided in courses labeled Advanced Placement. Who Scores a 3, 4 or 5? Example: Of all African Americans who took the AP Calculus exam, this percent scored a 3, 4 or 5. English Language and Composition Biology Calculus" AB African American 29% 25% 41% 59% Asian 58% 62% Latino White 66% 72% 53% 62% Total 67% 50% "data are not reported where there were less than 25 test takers in the state is The Education Trust www.edtrust.org EdWatch Online State Summary Reports REST COPY AVAILABLE 7 Attainment High School and College Success Who Makes it Through High School? South Carolina's 8th Graders vs. Diplomas 8th graders= 1995-96; diplomas= 2000 Diploma rads4B In order to determine equity in attainment rates, we compare regular diploma recipients with the number African American 21,528 n/a of 8th graders four years earlier. These show the flow Asian 373 n/a of groups of students from middle school to high school graduation. Although these data do not track n/a 289 Latino individual students from year to year, they should paint Native American n/a 88 a fairly representative picture of who makes it through White 29,030 n/a high school. n/a 51,308 Total Who Makes It Through College? Good jobs for young people today increasingly require at least some postsecondary training with the greatest advantage going to those with a B.A. or better. Over the last decade, college-going rates have gone up across the country. Below we offer several indi- cators of postsecondary trends in your state compared to the performance of the top states on each indicator. Participation and Persistence in Postsecondary States South Carolina To 33% H.S. freshmen enrolling in any U.S. college w /in 4 years 54% 63% 1st year community college students returning their 2nd year 53% 83% Freshmen at 4 year returning their sophomore year 77% First-time full-time freshmen completing a BA w /in 6 years 61% 54% 'Top States= median of top 5 performing states (Measuring Up 2002). In order to determine equity in attainment rates, we've compared freshmen enrollments to bachelor's degrees four years later. We've also provided official data on the six-year graduation rates for students in your state's premier public university. Taken together, these should paint a fairly representative picture of who makes it through college. South Carolina Freshmen vs. Degrees Awarded 6-Year Graduation Rates at State Flagship Campus, 2001 *First-time full-time and part-time freshmen Freshmen= 1996-97; Degrees= 2000 (1995-96 First-time, full-time freshmen) Bachelors Freshmen 3,324 African American 8,432 African American 55% 208 336 Asian Asian 61% 144 Latino Latino 271 52% White 11,872 21,060 Native American 40% Other White 485 620 59% 16,033 30,719 All Total 58% 0 ifig The Education Trust www.edtrust.org EdWatch Online State Summary Reports `EST COPY AVAILABLE Opportunity Opportunity Gaps Differences in achievement and attainment between groups of students often have roots in differences in the availability of educa- tional resources.To begin to understand achievement gaps among their students, states and districts should look at the distribution of qualified teachers, challenging curricula as well as funds. Teacher Gaps Who Teaches Whom? Research is very clear: good teachers make good schools. Students who get several effective teachers in a row will soar no matter what their family backgrounds, while students who have even two ineffective teachers in a row rarely recover. The below chart shows one measure of the distribution of teacher talent in your state. Under NCLB, every state and school district must make sure that low-income students receive their fair share of qualified and experienced teachers. Readers should investigate their state's plan for placing a highly qualified teacher in every classroom. Percentage of South Carolina Secondary Classes Taught by Teachers Lacking a Major or Minor in Field, 1999-2000 25% 23% 22% According to national survey data, over 1 in 5 of South 20% 20% 16% Carolina's secondary classes are taught by teachers 13% 15% lacking either a major or minor in the field. 10% 5% 0% low High High Stele Low Moony Msnonty Poverty Poverty Schoch Schools Schooh Schooh low. <15% High. >50% Challenging Curricula Industry has joined colleges in the demand for individuals with high-level knowledge and skills.This means that all students need a rigorous curriculum in order to be prepared for success, whether they choose college or work. Yet too few students have the opportunity to gain these skills through rigorous math and science courses. High Level Course-Taking, 1999-2000 Percentage of students who take high-level courses Course-taking is an indicator of the amount of access students have to challenging subject matter and the essential skills it develops for life after high school. States should examine differences in access for different student groups. Top States* South Carolina 4 '1,:4-14 n/a 30% 8th graders taking Algebra n/a 57% 9th-12th graders taking at least 1 upper-level math course 39% n/a 9th-12th graders taking at least 1 upper-level science course 'Top States= median of top 5 performing states (Measuring Up 2002) www.edtrust.org 1.176 The Education Trust EdWatch Online State Summary Reports ''ST COPY AVAILABLE Opportunity Opportunity Gaps Special student placements, 2000 School programs vary a great deal in their level of curriculum, expectations, and instruction. If there is equity in placements, the number of Latino students, for example, placed in gifted and talented programs and in special education should be proportional to Latinos enrolled in K-12.Although suspensions are not precisely an academic program, we include data about them because too often they represent a placement out of the system altogether. Example for reading this chart: Of all public K-12 enrollments in your state, this proportion were African Americans. % Gifted A. talented % Spe at Education % PublicrK-12 Enrollment % Susp mons African American 63% 52% 42% 19% Asian <0.5% <0.5% 1% 2% Latino 1% 1% 2% 1% Native American <0.5% <0.5% <0.5% <0.5% White 47% 36% 55% 79% 100% 100% 100% Total 100% Number 98,479 66,546 66,984 677,348 Investments Funding Gaps: Education Dollars by District Poverty and Minority Enrollment, 1999-2000 Most states spend considerably fewer state and local resources on the education of poor children than they do on educating more affluent children. The analyses below show the difference between resources available to the quarter of districts in the state with the most poor children and the quarter of districts with the fewest poor children. In South Carolina, districts with the highest child poverty rates have $331.95 fewer state and local dollars to spend per student compared with the lowest-poverty districts. That translates into a total $8,298.75 for a typical classroom of 25 students. Districts with the highest minority enrollments have $160.49 fewer state and local dollars to spend per student compared with the lowest-minority districts. That translates into a total $4,012.25 for a typical classroom of 25 students. Average Annual Growth in South Carolina Funding for State Funding for K-12 and Higher Education K-12 and Higher Education, 1998-2002 30% It is important to examine changes in state education 30 spending in the context of the overall budget as well as 25 expenditures in other areas. 20 15 10 7% 1% Intel Higher Corrections K-12 Education Education Expenditures College Affordability Gaps, 2001 College costs often discourage students with limited means from seeking further education. States can lessen this problem by targeting their aid dollars to low-income students and by providing affordable colleges within the reach of low-income families. I 41 Amount state provides to low-income students for every $1 of federal Pell grants $1.08 $0.36 Share of income that poorest families need to pay for tuition at lowest priced colleges 12% 8% 'Top States= median of top 5 performing states (Measuring Up 2002) O lyt6 The Education Trust www.edtrust.org EdWatch Online State Summary Reports COPY AVAILABLE 10