Supported by the National Science Foundation under Grant No. DUE-0315060
Welcome!Washington Science Teachers Association
Spring Conference
Moses Lake, WA
March 21, 2009
Supported by the National Science Foundation under Grant No. DUE-0315060
Contact information:
Mark Emmet
North Cascades and Olympic Science Partnership
Supported by the National Science Foundation under Grant No. DUE-0315060
Session Goals:
• An understanding of factors that contribute to student success based on research from “turnaround schools”
• An understanding of NCOSP tools and resources that can help support student success
Supported by the National Science Foundation under Grant No. DUE-0315060
What are key factors that limit the academic success
of students in school?
Supported by the National Science Foundation under Grant No. DUE-0315060
Factors that limit student success
• List them here….
Supported by the National Science Foundation under Grant No. DUE-0315060
Why Some Schools with Latino Children
Beat The Odds…and Others Don’t
“What does it take to get great results in educational achievement in a school with a student enrollment that is mostly Latino, mostly poor, and has many students who are still learning English?”
Center for the Future of Arizona and the Morrison Institute for Public Policy, 2006
Supported by the National Science Foundation under Grant No. DUE-0315060
Why Some Schools with Latino Children
Beat The Odds…and Others Don’t
• Student scores in 3rd & 8th grade for 8 years
• Improvement that exceeded predictions
• Ethnicity and poverty indicators
• Matched comparison
Center for the Future of Arizona and the Morrison Institute for Public Policy, 2006
Selection Criteria
Supported by the National Science Foundation under Grant No. DUE-0315060
Why Some Schools with Latino Children
Beat The Odds…and Others Don’t
12 schools• 3 Steady Performers• 9 Steady Climbers
Comparison sites
Center for the Future of Arizona and the Morrison Institute for Public Policy, 2006
KEY FINDINGS
• Class size
• Money
• Number of school days
• Number of NCLB “Highly Qualified” teachers
• Teacher Turnover
• Parent Involvement
Supported by the National Science Foundation under Grant No. DUE-0315060
Common Factors:
Disciplined Thought:
• Clear Bottom Line
• Ongoing Assessment
Supported by the National Science Foundation under Grant No. DUE-0315060
Common Factors:
Disciplined People:
• Strong and Steady Principal
• Collaborative Solutions
Supported by the National Science Foundation under Grant No. DUE-0315060
Common Factors:
Disciplined Action:
• Stick with the Program
• Personalized Intervention
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
“What do we know about the characteristics and practices of schools that are especially effective at improving the academic performance of previously low-performing students?”
Education Trust, 2005
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
Education Trust, 2005
• Greater than expected growth over 3 years
• At least average performance• Achievement gaps smaller
than state average• High poverty; High non-White
enrollment
Selection Criteria
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
Education Trust, 2005
High Impact Average Impact
• Focus on academics• Consistent views about
achievement goals• Embrace external
standards and assessments
• Focus on rules• Inconsistent views about
achievement goals• Tolerate or oppose
standards and assessment
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
Education Trust, 2005
High Impact Average Impact
• Assessment data used to inform planning
• Student encouraged to take high-level courses
• Assessment data used to measure past performance
• Hurdles to overcome to “gain access” to high-level courses
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
Education Trust, 2005
High Impact Average Impact• Academic support provided
in ways that keep students “on track”
• Academic support is expected and required
• Support is preventative and proactive
• Academic support often delays entry into grade-level coursework
• Academic support is offered, but optional
• Support is remedial after failure
Supported by the National Science Foundation under Grant No. DUE-0315060
Gaining Traction, Gaining Ground
How Some High Schools Accelerate Learning for Struggling Students
Education Trust, 2005
High Impact Average Impact• Teaching assignments
based on criteria and student needs
• New teacher supports focused on instruction and curriculum
• Teaching assignments based on seniority and teacher preference
• New teacher support is personal and social in nature
Supported by the National Science Foundation under Grant No. DUE-0315060
Making Sense of the Research
• List 2-3 differences between high impact and average impact schools that you found particularly striking.
• Discuss your responses with your table group.
Supported by the National Science Foundation under Grant No. DUE-0315060
What are key factors that limit the academic success
of students in school?
Supported by the National Science Foundation under Grant No. DUE-0315060
Granger High School
• Yakima School District
• One third of students are children of migrant workers
• 82% Latino; 6% American Indian
• 84% eligible for free or reduced lunch
Supported by the National Science Foundation under Grant No. DUE-0315060
“Granger High School: Se Puede”
• How does Granger High School support academic success for its students?
• Describe the interactions between the principal and the students…the teachers…
• Describe the interactions between the teachers and the students
• Describe the interactions among the teachers
Supported by the National Science Foundation under Grant No. DUE-0315060
Key Factors
• Attention to Individual Students
• Focus on Effective Instruction
• Collaboration focused on instruction and students
Supported by the National Science Foundation under Grant No. DUE-0315060
NCOSP Resources
• Science Classroom Observation Guide
• Professional Learning Community Observation Protocol
• Supporting Student Success Guide
Supported by the National Science Foundation under Grant No. DUE-0315060
Supporting Student Success Guide
Supported by the National Science Foundation under Grant No. DUE-0315060
Looking at our Own ContextHow would you characterize the typical types of interactions in your school among…
• the principal and the students? • the principal and the teachers?• the teachers and the students?• the teachers?
Supported by the National Science Foundation under Grant No. DUE-0315060
Looking at our Own ContextHow might the Supporting Student Success Guide be useful in improving these interactions?
Supported by the National Science Foundation under Grant No. DUE-0315060
Reflection
How could the studies we’ve considered today and the Supporting Student Success Guide help you overcome obstacles to student academic success in your school?