session #71 mission matters: how model schools walk their talk dr. michael corso, chief academic...
TRANSCRIPT
Session #71 Mission Matters: How Model
Schools Walk Their Talk
Dr. Michael Corso,Chief Academic Officer, Quaglia Institute for Student Aspirations
Doug Silver, Director of Research, Successful Practices Network
What makes a difference?
Not Really
Maybe
Really makes a difference
What did your group say?
Student Opportunities
Relationsh
ips
High Expectations
Community Service
s
Mission Class Size
Feeder system
linked to HS # o f AP Courses Student Teacher
Ratio Technology
Resources
Modern Faciliti
es Community
Based
School Charter School
Longer School
year
Security
Per Pupil Expenditure
School
Size
Professional
Culture
Our Findings
• Mission Driven
• High Expectations
• Professional Culture
• A Focus on Relationships
• Student Opportunities
Mission Driven
High Expectations
Professional Culture
Focus on Relationships
Student Opportunities
A Five Year Study- Years 1-4
• Research Partnership
• Identification of Schools
• 10 States - 75 Schools
• Quantitative Study using multiple measures
• Learning Criteria Index (LCI)
Comparing Schools?
Variables
Predictor Outcome• Organizational
Health• Accountability• Leadership and
Professional Capacity
• Respect (MV)• Self – Efficacy (MV)• Perceived value of
School (MV)
• State and school level data: Math & ELA
• Graduation Rate• Dropout Rate• Attendance• SAT/ACT• AP>2, Other Post
Secondary• College going rate
How can schools across states be evaluated fairly?
• Predictor (Process) Variables
• Outcome Variables
• “Z Scores”
• Learning Criteria Index Score (LCI)
NCAA Meets School Criteria
Final LCIs
Process Overall 15%Outcome Standing
30%Outcome Progress
55%
Final Combined LCI
Final Progress LCI
Process Progress
30%Process Progress
70%
Process Data
2007 OHI z-score
2007 MV z
2007 Rubric z
2007-2005 OHI Progress z
2007-2005 MV Progress z
2007-2005 Rubric Progress z
Outcome Data
2007 ELA/NAEP - z-score
2007 Math/NAEP z
2007 Dropout z
2007 Graduation z
2007 Attendance z
2007 SAT z
2007-2005 ELA/NAEP
progress z
2007-2005 Math/NAEP
progress z
2007-2005 Dropout progress
z
2007-2005 Graduation
progress z
2007-2005 Attendance
progress z
2007-2005 SAT progress z
Process LCI
Process Standing LCI
Process Progress LCI
Outcome LCI
Outcome Standing LCI
Outcomes Progress LCI
Overall LCIs
Process Overall
LCI
Outcome Overall
LCI
Construction of LCI
YEARS 1-4 YEAR 5
Qualitative Methodology• Schools agree to participate • 4-person research teams conduct extensive
fieldwork over 3 days. • Data collection involved 4 techniques:
– document analysis– semi-structured interviews– classroom observations– student shadowing
These techniques were used as a method of triangulation
to increase the trustworthiness of the study (Maxwell, 2005).
Highlights of Cross Case
Mission DrivenEveryone knows it.
Mission Driven
"When I came here they told me this was a college bound school. None of the men in my family ever went to college. From freshman year they have been telling me, I was going to go to college. At first I wasn't sure, but since I have been here, now I am going to college.”
Junior, male; Withrow University High School
Everyone knows it.
Mission Driven
Researcher: How is student success defined at this school?
Student 1: It's not about grades but about how students push themselves. Students push themselves to take those higher classes and to do well in higher placement.
Student 2: It's about growth. We kind of have a holistic approach, sports and extra-curricular activities are important. Always pushing to do more, to have a larger impact on the community and be a better citizen.
An active, daily force.
Mission Driven
Systemic alignment.
High Expectations
The basics.
High Expectations
Related to school purpose.
“What distinguishes this school from others that you have worked in?”
“High expectations. We are treated by the principal as professionals and it's made clear that there are no excuses as professionals.”
Withrow teacher
High Expectations
Related to school purpose.
“When I was first hired, I was told I needed to get to know my students. I said, ‘I have 1,500 students!’ Someone promptly handed me ayearbook and responded, ‘You better get started then.’
Librarian, Sauders Trade and Technical School
High Expectations
Of everyone by everyone.
Teachers Teachers Teachers
Administrators
Students Students StudentsStudents Students
High Expectations
Of everyone by everyone.
High Expectations
Of everyone by everyone.
At Newport the culture of high expectations is manifest in the students themselves. They push each other take AP courses and are actually embarrassed to tell their friends if they decide not to take an extra AP course.
High Expectations
Equal levels of support.
Researcher: What motivates you to do well in class? Withrow Student: My peers. Researcher: How do your peers help you? Student: They push me do better, to keep doing my work. They just keep pushing me to keep going. If I don't understand something they show me how to do it, they push me until I get it right.
High Expectations
Internalized by all.
High Expectations
Internalized by all.
"I like being on a staff where I know I can be fired for no other crime than being a mediocre teacher."
Teacher, Raleigh Charter
Professional Culture
Cultivated by administration.
"We work hard at changing the mind set of some teachers. High school teachers can sometimes act as if their classroom is their little domain. We work at getting them to see the bigger picture."
AdministratorWithrow University High School
Professional Culture
“Above and beyond.”
Professional Culture
PLCs
Raleigh's space issues put them in regular informal observation of one another on a daily basis. In addition there is a formal expectation that teachers observe at least six classes a year.
Professional Culture
OHI Rankings (75 schools)
2. Colton4. Raleigh5. Withrow 17. Newport45. Saunders
Focus on Relationships
When students at Saunders were asked, “Does at least one adult in the building know you well?” students overwhelmingly responded, “They all know us well.”
Student Opportunities
Invitation to Think Differently
What’s in your recipe?
The Learning Criteria
