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Lessons from Schools, Districts and States on the Performance Frontier

RAISING ACHIEVEMENT AND CLOSING GAPS FOR RHODE ISLAND KIDS. Lessons from Schools, Districts and States on the Performance Frontier Rhode Island Kids Count March, 2007. They said it couldn’t be done. M. Hall Stanton Elementary Philadelphia, Pennsylvania.

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Lessons from Schools, Districts and States on the Performance Frontier

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  1. RAISING ACHIEVEMENT AND CLOSING GAPS FOR RHODE ISLAND KIDS Lessons from Schools, Districts and States on the Performance Frontier Rhode Island Kids Count March, 2007

  2. They said it couldn’t be done.

  3. M. Hall Stanton ElementaryPhiladelphia, Pennsylvania

  4. M. Hall Stanton ElementaryPhiladelphia, Pennsylvania • 487 students in grades K-6 • 100% African American • 86% Low-Income Source: Philadelphia School District, https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/

  5. Rapid Improvement at StantonGrade 5 Reading Over Time Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us

  6. Rapid Improvement at StantonGrade 5 Math Over Time Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us

  7. Frankford Elementary School

  8. Frankford ElementaryFrankford, Delaware • 449 Students in Grades PreK-5 • 29% African American • 34% Latino • 34% White • 76% Low-Income Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX

  9. Frankford ElementaryHigher Proficiency Rates than the State, 2005 Grade 3 Reading Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

  10. Frankford ElementaryHigher Proficiency Rates than the State, 2005 Grade 3 Math Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

  11. Elmont Memorial Junior-Senior High School

  12. Elmont Memorial Junior-Senior High SchoolElmont, New York • 1,966 Students in Grades 7-12 • 75% African American • 12% Latino Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

  13. Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

  14. Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents Math Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

  15. University Park Campus School

  16. University Park Campus SchoolWorcester, Massachusetts • 220 Students in Grades 7-12 • 9% African American • 18% Asian • 35% Latino • 39% White • 73% Low-Income Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/

  17. University Park Results: 2004 • 100% of 10th graders passed MA high school exit exam on first attempt. • 87% passed at advanced or proficient level. • Fifth most successful school in the state, surpassing many schools serving wealthy students.

  18. They said it couldn’t be done at the state level, either.

  19. NAEP 2005 Grade 8 Math, African American Scale Scores Massachusetts Rhode Island Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

  20. NAEP 2005 Grade 8 Math, Latino Scale Scores Texas Rhode Island Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

  21. NAEP 2005 Grade 4 Reading, Low-Income Scale Scores New York Rhode Island Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

  22. NAEP 2005 Grade 8 Math, White Scale Scores Massachusetts Proficient Scale Score: 299 Rhode Island Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde

  23. Bottom Line: What we do in schools matters big time.

  24. So what do we know from the high performers? Five top line lessons.

  25. #1. They focus on what they can do, rather than what they can’t.

  26. It’s not that they don’t understand the effects of poverty, and many work hard on public policies that will help. But…

  27. “ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because we can’t change it. So when we come here, we have to dwell on that which is going to move our kids.” Barbara Adderly, Principal, M. Hall Stanton Elementary, Philadelphia

  28. #2. They acknowledge that gaps aren’t just about the kids and their families.

  29. Yes, the gaps begin before children arrive at the schoolhouse door. But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.

  30. How? By giving students who arrive with less, less in school, too.

  31. Some of these “lesses” are a result of choices that policymakers make.

  32. Nation:Inequities in State and Local Revenue Per Student Source: The Education Trust, The Funding Gap 2005. Data are for 2003

  33. In truth, though, some of the most devastating “lesses” are a function of choices that we educators make.

  34. Choices we make about what to expect of whom…

  35. Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

  36. Choices we make about what to teach whom…

  37. Fewer Latino students are enrolledin Algebra 1 in Grade 8 Source: CCSSO, State Indicators of Science and Mathematics Education, 2005

  38. Fewer Latino students are enrolledin Algebra 2 Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

  39. And choices we make about Whoteaches whom…

  40. More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers High povertyLow poverty High minority Low minority Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite. *Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes. Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

  41. Poor and Minority Students Get More Inexperienced* Teachers High poverty Low poverty High minority Low minority *Teachers with 3 or fewer years of experience. Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

  42. Results are devastating. Kids who come in a little behind, leave a lot behind.

  43. Bottom line: Closing achievement gaps requires closing opportunity gaps.

  44. #3. They set their goals high.

  45. Elementary Version…

  46. M. Hall Stanton Elementary:Percent of 5th Graders ADVANCED

  47. High School Version…

  48. Even when they start with high drop out rates, high impact high schools focus on preparing all kids for college and careers Education Trust 2005 study, “Gaining Traction, Gaining Ground.”

  49. That’s Good, Because Education Pays:Annual Earnings of 25-34 yr-olds by Attainment, 2001 Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002

  50. Don’t give in to the doubters, the worriers. Aim high.

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