BY WILLARD R. DAGGERT

P R E S E N T E D BY:C L AY C O O K , E R I N H U N T & G W E N D O LY N

H O RT O N

Successful Schools:From Research to Action

Plans

Change is not required because the education system

has failed. It needs

changing because it is still based on a century-old

model that did not

emphasize a rigorous and relevant curriculum for all

students. The world of

today requires a different core of knowledge that all

students need for success.

Willard R.

Daggett, Ed.D.

RESEARCH

No Child Left Behind stresses importance of “scientific research”.

Any discussion of school reform should start with the analysis of the research base.

Found 7 meta-analyses

(Daggert)

I. Search for Effective Schoolsby Ronald R. Edmonds (1981)

5 characteristics of successful schools:

1. Strong administrative leadership2. Focus on basic skills3. High expectations for student success4. Frequent monitoring of student

performance5. Safe and orderly schools

II. The Foundations of School Effectivenessby Jaap Scheereus & Roel Bosker (1997)

8 essential characteristics of successful schools:

1. Monitoring of student progress2. Focus on achievement3. Parental involvement4. Creating a safe and orderly climate5. Focused curriculum6. Strong leadership7. Cooperative working environment8. Time on task

III. Key High School Reform Strategies: An Overview of Research Findings

U.S. Department of Education (1999)

10 common characteristics:1. Commitment to high expectations2. Small Learning environments3. Structure learning around career/student interest4. Professional development focused on instruction5. Tie out-of-school learning to classroom learning6. Career and higher education counseling7. Flexible, relevant segment of instruction8. Assess on what students can do9. Partnerships with higher education10. Support alliances with parents and community

IV. What Works in Schools—Translating Research into Action by Robert Marzano (2003)

5 characteristics for highly successful schools:

1. Guaranteed and viable curriculum2. Challenging goals and effective

feedback3. Parent and community involvement4. Safe and orderly environment5. Collegiality and professionalism

V. High Poverty—High Success: Schools That Defy the Odds by Doris & Custer Quick (2000)

Analyzed 5 models of high achieving schoolsFound 5 overriding characteristics:1. Commitment to a rigorous and relevant

curriculum2. Testing program to evaluate students’ conceptual

knowledge and their ability to apply it.3. Focused and sustained staff development

program4. Commitment to addressing the issue of student

behavior5. Willingness to make organizational changes for

the benefit of students.

VI. Bill & Melinda Gates Foundation Education and Reform Strategies (2002)

7 most important characteristics:1. Common focus on a few research-based

goals2. High expectations3. Small, personalized learning environments4. Respect and responsibility for all5. Parent/community partnership6. Focus on performance7. Effective use of technology tools

Effective Schools—Only You Can Make a DifferenceLawrence W. Lezotte, Robert D. Skaife, & Michael D. Hoslstead

8 most important characteristics of effective schools:

1. Creating the school culture2. The correlates of effective schools3. Site-based management4. Data collection, disaggregation and analysis5. School improvement plans process6. Organizing schools for students7. Building community support8. Evaluation of student progress

Daggert’s research yielded 10 central findings

1. Create a culture 2. Use data3. Provide students real-world applications4. Create a framework or organize curriculum 5. Create multiple pathways 6. Set high expectations7. Sustained professional development 8. Obtain and leverage parent and community 9. Maintain safe and orderly schools10. Effective leadership development

Create a culture

1. Create a culture that embraces the belief that all students need a rigorous and relevant curriculum and all students can learn.

Use data

2. Use data to provide a clear unwavering focus to curriculum priorities that is both rigorous and relevant.

Provide real-world applications

3. Provide students real-world applications of the skills and knowledge taught in the academic curriculum.

Create a framework

4. Create a framework or organize curriculum that drives instruction toward both rigor and relevance and leads to a continuation of instruction between grades and between disciplines.

Create multiple pathways

5. Create multiple pathways to rigor and relevance based upon a student’s personal, interest, learning style, aptitude, and needs.

Set high expectations

6. Set high expectationsthat are monitored and hold both students and adults accountable for students’ continuous improvement.

Daggert’s research yielded 10 central findings

7. Sustained professional development that is focused on the improvement of instruction.

Daggert’s research yielded 10 central findings

8. Obtain and leverage parent and community involvement successfully in schools.

Safe and orderly schools

9. Establish and maintain safe and orderly schools.

Leadership development

10. Offer effective leadership development for administrators, teachers, parents, and community.

Characteristics of Successful Schools

Most urgent need was a series of specific characteristics that would help schools in the short term.

Daggert developed 9 central characteristics of high performance in high schools.

9 Central Characteristics of High Performance in High Schools

1. Focus instruction around students’ interests, learning styles, and aptitudes through a variety of small learning community approaches.

9 Central Characteristics of High Performance in High Schools

2.

Administrators and teachers share an unrelenting commitment to excellence for all students, especially in the area of literacy.

9 Central Characteristics of High Performance in High Schools

3. An extraordinary commitment of resources and attention to 9th grade students.

9 Central Characteristics of High Performance in High Schools

4. A rigorous and relevant 12th grade year.

9 Central Characteristics of High Performance in High Schools

5. A laser-like focus on data at the classroom level to make daily instructional decisions for individual students.

9 Central Characteristics of High Performance in High Schools

6. High-quality curriculum and instruction that focuses on rigor and relevance.

9 Central Characteristics of High Performance in High Schools

7. Provide students with adults with whom they can develop personal relationships and be allowed the opportunity to use reflective thought.

9 Central Characteristics of High Performance in High Schools

8. Focus and maintain professional development around a limited number of high-impact initiatives.

9 Central Characteristics of High Performance in High Schools

9. Solid and dedicated leadership.

BY WILLARD R. DAGGERT

P R E S E N T E D BY:C L AY C O O K , E R I N H U N T & G W E N D O LY N

H O RT O N

Successful Schools:From Research to Action

Plans