National Education Technology Plan - Baker School District

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100% - Fourth Grade Students Profi cient in Reading 100% - Fourth Grade Students Profi cient in Mathematics 75% - 75% - 50% - 41% 38% 50% - 43% 48% 25% - 13% 15% 16% 15% 25% - 10% 16% 17% 15% 0% - White African Hispanic Asian Pacifi c American Disadvantaged American Islander Indian/Alaska Native Source: National Assessment of Educational Progress 2003 0% - White African Hispanic Asian Pacifi c American Disadvantaged American Islander Indian/Alaska Native Source: National Assessment of Educational Progress 2003 100% - Twelf th Grade Students Profi cient in Mathematics 100% - Twelfth Grade Students Profi cient in Science 75% - 75% - 50% - 50% - 34% 25% - 20% 25% - 23% 28% 0% - 3% 4% 10% 4% White African Hispanic Asian Pacifi c American Disadvantaged American Islander Indian/Alaska Native Source: National Assessment of Educational Progress 2000 0% - 3% 7% 9% 6% White African Hispanic Asian Pacifi c American Disadvantaged American Islander Indian/Alaska Native Source: National Assessment of Educational Progress 2000 14
Twenty years of national data show gaps in achievement despite spending increases, reflecting low expectations of performance, especially along the lines of racial and ethnic groups. Never before have we held schools accountable for how different demographic groups are achieving compared to peers in the same schools. For 4 th grade reading, only 41 percent of Whites and 38 percent of Asians are proficient readers. Racial and ethnic breakdowns of which students can read show that only 13 percent of African Americans, 15 percent of Hispanics and 16 percent of Native Americans are proficient in reading at their grade level. The numbers are truly disturbing. Put another way, more than 85 percent of African Americans, Hispanics and Native Americans are not proficient in reading in the 4 th grade, according to data from NAEP. 13 The numbers are similar in mathematics with 90 percent of African American students not proficient in mathematics in the 4 th grade. 14 This highlights the importance of using data to understand and inform how we make decisions. The trend of low expectations compounds as students are passed along to the next grade level. By 12 th grade, only 3 percent of African Americans are proficient in mathematics, only 4 percent of Hispanics, 10 percent of Native Americans, 20 percent of Whites and 34 percent of Asian Americans. Few students have competence in science or mathematics. 15 We must not choose who succeeds. We must ensure that all students are expected to learn in schools. 15
Page 1 and 2: Toward A New Golden Age In American
Page 3 and 4: Toward A New Golden Age In American
Page 5 and 6: The Impact of No Child Left Behind
Page 7 and 8: Teachers and students are transform
Page 9 and 10: There has been explosive growth in
Page 11 and 12: A Nation on the Move Twenty-one yea
Page 13 and 14: Today’s students, of almost any a
Page 15: No Child Left Behind created new st
Page 19 and 20: • 49 percent say they may be inte
Page 21 and 22: These are clearly exciting times fo
Page 23 and 24: like that. We should not have to ca
Page 25 and 26: Success Stories from Schools That A
Page 27 and 28: o language learners to compare achi
Page 29 and 30: Founded in 1997, the state-funded i
Page 31 and 32: makes this effort extraordinary is
Page 33 and 34: New Mexico Two years ago in New Mex
Page 35 and 36: • A number of other states and ot
Page 37 and 38: courses by mail. But through today
Page 39 and 40: The Impact of No Child Left Behind
Page 41 and 42: A National Education Technology Pla
Page 43 and 44: effective use of technology to enha
Page 45 and 46: • Encourage that broadband is ava
Page 47 and 48: Conclusions • There is no dispute
Page 49 and 50: Appendices A. Joint Federal Activit
Page 51 and 52: to strengthen this portfolio, and s
Page 53 and 54: APPENDIX B How This Plan Was Develo
Page 55 and 56: Kendall Starkweather, International
Page 57 and 58: Tom Clark, TA Consulting, Springfie
Page 59 and 60: Garret Sern, EDUCAUSE, Washington,
Page 61 and 62: Joe Simpson, Council of Chief State
Page 63 and 64: APPENDIX C Acknowledgements We want
Page 65 and 66: APPENDIX D Endnotes 1 National Comm
Page 67 and 68:
17 Ibid. See http://www.nces.ed.gov
Page 69 and 70:
43 Ibid. 44 Ibid. 45 See State Educ
Page 72:
70 U.S. Department of Education Off
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National Education Technology Plan - Baker School District

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