A tale of two districts one high poverty one high ses
Download
1 / 13

A Tale of Two Districts: One High Poverty, One High SES - PowerPoint PPT Presentation


  • 79 Views
  • Uploaded on

A Tale of Two Districts: One High Poverty, One High SES. 2008 IES Research Conference Dr. Jane T. Plenge Dr. Antoinette Rath. W-NJ “B” District 3/5 schools made AYP in 2007 Majority white & black. MT-NJ “J” District 5/5 schools made AYP in 2007 Majority white & Asian.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'A Tale of Two Districts: One High Poverty, One High SES' - nitara


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
A tale of two districts one high poverty one high ses

A Tale of Two Districts: One High Poverty, One High SES

2008 IES Research Conference

Dr. Jane T. Plenge

Dr. Antoinette Rath


Overview of districts

W-NJ

“B” District

3/5 schools made AYP in 2007

Majority white & black

MT-NJ

“J” District

5/5 schools made AYP in 2007

Majority white & Asian

Overview of Districts


W-NJ 05-06

LAL PartProf/Prof/AdvProf

Wh – 40

32.5% 37.5% 30.0%

Bl – 33

36.4% 60.6% 3.0%

MATH

Wh - 40

32.5% 55.0% 12.5%

Bl – 32

59.4% 40.6% 0.0%

MT-NJ 05-06

LAL PartProf/Prof/AdvProf

Wh - 287

2.1% 45.3% 52.6%

As - 69

0.0% 30.4% 69.6%

MATH

Wh - 288

3.5% 43.1% 53.5%

As - 69

1.4% 17.4% 81.2%

State Assessment Results 2005-06


Use of research w nj
Use of Research – W-NJ

WRITE in all content areas

  • UPenn – PENN Literacy Network

  • Writing Across the Curriculum – teacher constructed writing prompts

    • Administered every course, every period, 3x per marking period

    • Accountability: Teacher portfolio due at time of APR

    • Teachers not writing specialists; focus on content understanding

    • PD for full staff + on-site graduate courses


Use of research w nj1
Use of Research – W-NJ

Writing in all content areas

  • Research & data from Education Trust –

    • PD - Standards in Practice

    • Full staff study - use of standards (1 content, 1 writing) in teacher assignments and resulting student work samples

    • Cross content, within content, in grade level


Use of research w nj2
Use of Research – W-NJ

Achievement Gap

  • PD to prep for research & data collection – Ron Ferguson, Harvard University - Tripod Project

  • PD with Psychologist Howard C. Stevenson, Jr. –GSE UPENN

    • Playing with Anger: Teaching Coping Skills to African American Boys Through Athletics and Culture


Use of research w nj3
Use of Research – W-NJ

Achievement Gap

  • Minority Task Force – community & staff

  • Book Study Groups for Staff – Lisa Delpit, Gary Howard, Ruby Payne

  • Membership in Delaware Valley Minority Student Achievement Consortium

  • African-American Male Group, student focus groups

  • On site qualitative study – Gender, Race, and Representation in US History Films: Impact on Identity Development in Black and White Females


W nj after research based program interventions over 2 yrs 2003 04
W-NJ – After Research-Based Program Interventions Over 2 Yrs (2003-04)

Language Arts Literacy – 99 tested

  • PartProf Prof AdvProf

    22.2(31.5) 64.6(59.6) 13.1(9.0)

  • Passing 77.7 (04) 68.6 (03) gain = 9.1

    Math – 99 tested

  • PartProf Prof AdvProf

    38.4(57.3) 36.4(36) 25.3(6.7)

  • Passing 61.7 (04) 42.7 (03) gain = 19.0


Use of research mt nj
Use of Research – MT-NJ Yrs (2003-04)

Math & Science curriculum renewal process

  • Change deeply held beliefs of teachers and administration to change practice

    • E.g. Everyday Math & Physics First – Promising programs based on empirical data – NCTM and NSF

    • Implement standards-based instruction and assessment

    • Encourage constructivist & inquiry learning - more than just procedural, i.e., conceptual understanding

    • Support - extensive PD


Use of research mt nj1
Use of Research – MT-NJ Yrs (2003-04)

TIMSS

  • Focal Points

    • Makes TIMSS research applicable

  • Shifted emphasis for grade levels

  • De-emphasized and eliminated some areas

  • Moves closer to national curriculum

    • NJ in process of planning implementation of Alg I, Alg II, Bio, Chem. end-of course assessments


Use of research mt nj2
Use of Research – MT-NJ Yrs (2003-04)

Elementary Principal:

  • With parents to support instruction or issues with practice

  • To redirect a teacher, e.g. use of negative discipline system

  • Planning – budgeting for resource purchases

  • Answering questions from teachers and parents

  • Move to non-fiction story books rather than history text


Use of research mt nj3
Use of Research – MT-NJ Yrs (2003-04)

  • ETS – Non-cognitive measures

    • Construct and administer HS student survey

    • Provide actions for self monitoring based on responses

    • Utilize findings for research

  • ERS

    • Class size, study skills, reading recovery, grading/student evaluation, first grade, transitional/junior kindergarten, full day kindergarten, gifted education, MS transitional programs


Thanks for your attention and your interest
Thanks for your attention Yrs (2003-04)and your interest!


ad