From Knowledge Economy to Human Progress- presentation by Luanne Zurlo, President and Founder of World Fund

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From Knowledge Economy to Human Progress- presentation by Luanne Zurlo, President and Founder of World Fund featured at the 2nd International Conference: Brazil: A pathway into the future from the Emerging Markets Institute at Cornell University's Samuel Curtis Johnson Graduate School of Management and Better Brazil

Education

2012 Brazil Conference
Johnson Cornell University Emerging Markets Institute

WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

Educational Attainment of Adults

(1960) (2000) (2010)
% % %

No Schooling+Primary Secondary Tertiary

Source: Barro and Lee, Educational Attainment Dataset

Annual expenditure per student, 2008
US$ (‘000’s)

Source: OEDC Data Indicators, 2008

Brazil and Latin America lag behind the rest of the world in
education quality, even relative to GDP per capita

50% of Brazilian 15-year-olds scored at the
lowest level, meaning they are functionally
illiterate in today’s information-age economy.

OECD PISA,
2009

70% of Brazil’s high school students are not
minimally competent in math. Over half cannot
give any scientific explanation for familiar
phenomenon.

math science

OECD PISA, 2009

$ Only a small fraction of Brazilian students performed at the highest level in the PISA test for reading and for science and math.  0% of students in Brazil performed at the highest level in science. (Pisa 2009 Results, page 225) reading math science OECD PISA, 2009$

Test Scores and GDP Growth
Countries with students that had high test scores in 1960 experienced
greater GDP growth over the subsequent 40 years

Source: Eric A. Hanushek and Ludger Woessman, Journal of Economic Literature, 2008

Teachers make the difference

100th percentile

90th percentile
If two students with
equal ability are
High-performing assigned to two
Two students teacher teachers,
with equal students with
ability
better teachers
can get 1 to 1.5
50th percentile
grade levels
ahead per year.
Low-performing 37th percentile
teacher

0 percentile 8 years old 11 years old

Source: Sanders & Rivers, Cumulative and Residual Effects on Future Student Academic Achievement, 1996. Study
conducted in Tennessee, USA.

Teacher Impact on Students’ Lives
“Replacing a teacher whose value-added is in the bottom 5% with an average
teacher would increase students’ lifetime income by more than US$250K for the
average classroom in our sample.”
Effects of Teacher Value-Added Effects of Teacher Value-Added
on College Attendance on Earnings at Age 28

Source: Chetty, Ray. et all. “The Long Term Impacts of Teachers: Teacher Value-Added and Studennt Outcomes in Adulthood.”
National Bureau of Economic Research, 2011.

Percentage of Jobs Needing a College Degree

28% 37% 42% 45%

*PROJECTED

Source: Georgetown University Center on Education and the Workforce, June 2010

This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.

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ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi

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This document summarizes a study on the impact of over-schooling on teachers' job performance at the secondary school level in Nigeria. Some key findings of the study include: 1) There was no significant difference found between principals and teachers in their assessment of the commitment of teachers with higher degrees to teaching responsibilities like attending class and submitting lesson plans. 2) There was a significant difference found between principals and teachers in their assessment of participation of teachers with higher degrees in extra-curricular school activities, with principals rating their participation as higher. 3) The study concluded that while over-schooled teachers were committed to core teaching duties, they were less interested in other school activities and felt their

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1) The document examines whether high-quality schools benefit low socioeconomic status (SES) students as much as high SES students in terms of completing Year 12. 2) It finds that high-quality schools benefit all students, but help low-achieving, low SES students the most - doubling their chances of completing Year 12 compared to low-quality schools. 3) For the most vulnerable students who are low-achieving and low SES, increasing school quality has an exceptionally large positive impact on Year 12 completion rates.

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PeopleAdmin is a leading provider of cloud-based talent management solutions designed to help K-12 school districts attract, recruit, develop, and retain a diverse staff. Their talent management suite has helped thousands of schools hire the best candidates and manage personnel records. Research shows there is a diversity disparity between the racial and ethnic makeup of students and teachers in U.S. schools. While students are about 50% white and 50% minority, only 10% of teachers are minority and 40% of schools don't have a single teacher of color. True diversity means having teachers and staff from various races, ethnicities, and backgrounds to reflect the student population.

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1) Over 60% of students in indigenous and rural schools in Chiapas do not have sufficient reading skills in Spanish according to 2010 test results. 2) Poor education quality is linked to higher dropout rates, which affects opportunities for students in indigenous schools. 3) The study found that an average student assigned to an effective teacher could improve their achievement from the 50th to the 72nd percentile in one year, showing the large impact teachers can have. Addressing teacher quality could help reduce historical achievement gaps.

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1. 2012 Brazil Conference Johnson Cornell University Emerging Markets Institute WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

2. Years of Schooling for Adults Source: Barro and Lee, Educational Attainment Dataset

3. Educational Attainment of Adults (1960) (2000) (2010) % % % No Schooling+Primary Secondary Tertiary Source: Barro and Lee, Educational Attainment Dataset

4. Annual expenditure per student, 2008 US$ (‘000’s) Source: OEDC Data Indicators, 2008

5. Brazil and Latin America lag behind the rest of the world in education quality, even relative to GDP per capita

6. 50% of Brazilian 15-year-olds scored at the lowest level, meaning they are functionally illiterate in today’s information-age economy. OECD PISA, 2009

7. 70% of Brazil’s high school students are not minimally competent in math. Over half cannot give any scientific explanation for familiar phenomenon. math science OECD PISA, 2009

8.  Only a small fraction of Brazilian students performed at the highest level in the PISA test for reading and for science and math.  0% of students in Brazil performed at the highest level in science. (Pisa 2009 Results, page 225) reading math science OECD PISA, 2009

9. Test Scores and GDP Growth Countries with students that had high test scores in 1960 experienced greater GDP growth over the subsequent 40 years Source: Eric A. Hanushek and Ludger Woessman, Journal of Economic Literature, 2008

10. Teachers make the difference 100th percentile 90th percentile If two students with equal ability are High-performing assigned to two Two students teacher teachers, with equal students with ability better teachers can get 1 to 1.5 50th percentile grade levels ahead per year. Low-performing 37th percentile teacher 0 percentile 8 years old 11 years old Source: Sanders & Rivers, Cumulative and Residual Effects on Future Student Academic Achievement, 1996. Study conducted in Tennessee, USA.

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12. Percentage of Jobs Needing a College Degree 28% 37% 42% 45% *PROJECTED Source: Georgetown University Center on Education and the Workforce, June 2010

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