Addressing the Achievement Gap: New Hope for K-12 University Partnerships

Dr. Bernard Oliver, Director/ProfessorDr. Diane Archer-Banks, Program Coordinator

Diana Melendez, Doctoral CandidateSophie Maxis, Graduate Assistant

Jacqueline Basallo, Graduate AssistantMary Ann Primack, Graduate Assistant

A paper presented at the 48th Annual FASCD Conference Nova Southeastern University, Orlando Campus

November 30, 2007

OVERVIEW Introductions

High School Reform - Diane Archer-Banks

Ninth Grade and Transition to High School - Sophie Maxis

Establishing Support for Beginning and Experienced Teachers - Diane Archer-Banks

Connecting Parents to Schools in Challenged Communities - Diana Melendez

Achievement Gap Strategies – Diana Melendez

A Final Outcome: Scholarship Support and Postsecondary Attendance – Jacqueline Basallo

Factors Associated with School Success

Guaranteed and viable curriculum Challenging goals & effective feedback Parent and community involvement Safe & orderly environment Collegiality & professionalism Instructional strategies Classroom management Classroom curriculum design Home Environment Learned intelligence & background knowledge Motivation

(Morel, 2006)

Factors Influencing Achievement

Before/Beyond School Parental participation Student inability Birth weight Lead poisoning Hunger/Nutrition Reading to young children Television teaching Parent availability

(ETS, 2003)

Factors Influencing Achievement

School Rigor of curriculum

Teacher quality

Teacher experience & attendances

Class size/technology assisted instruction

School safety

(ETS, 2003)

Key Practices to Raising Student Achievement

in High Schools High expectations Vocational/Career studies Academic studies & contextualized teaching Challenging programs of study Integration of school-based and work based

learning Teachers working together (learning

communities) Engaged students Academic/Career guidance Extra support for all Continuous improvement data!!! (SREB, 1998)

Successful “Beat the Odds” Schools

Instruction Clear goals

Strong classroom management

Differentiated instruction (based on data)

Opportunity to learn (challenging & standards based

(Morel, 2006)

Successful “Beat the Odds” Schools

School Environment Clear rules for behavior Parental involvement High expectations - academic

press

(Morel, 2006)

Successful “Beat the Odds” Schools

Professional Community Targeted professional

development

Collaborative work -professional learning communities (We versus me)

Teacher leadership opportunities

(Morel, 2006)

Successful “Beat the Odds” Schools

Leadership Clear/common vision, school

mission

Clear focus for resources

Maintaining instructional practice

Organized change (policy & culture)

(Morel, 2006)

9th Grade and Transition to High School

Key PointTransition is a process, not an

event

(Hertzog & Morgan, 1999)

Key Points for Transition Strategies

Should be age-appropriate and continue to the end of 9th grade

Transition teams to include all stakeholders (parents, teachers, administrators, students from middle and high school level)

Transition activities must start early in eighth grade and occur about once a month

Middle and high school principals need to collaborate with stakeholders in the planning of transition activities

Professional learning communities to address the distinct needs and develop action plans of teachers and administrators from middle and high school levels

(NASSP, 2006)

Indicators of Successful Learning Communities

Collaborative leadership for student success Principals are highly committed to shared leadership that

focuses on mission, vision, curriculum/instruction, assessment and professional development

Collaboratively developed values about adolescent learners and success

Strong community of learners (students, teachers, administrators, parents and community members) working together to determine needs, strategies and nurture learning

Fostering a culture of cooperation, trust, respect, support and appreciation

Organizational structures provide opportunities for frequent and meaningful participation in leadership and decision making

Time, resources, professional development and support necessary to facilitate collaboration

(NASSP, 2006)

Key Points for Framework

Teams should have meaningful discussions about pedagogy, student behavior and academic performance

Allow for reflection and dialogue that support best practices

Teaming lessens the feelings of isolation in teaching profession

Training should support collaboration Stakeholders should be involved in process to

address at least three critical questions:What are students expected to learnHow will it be known when they learn itHow to respond when students don’t learn it

(Mcintosh & White, 2006)

Key Points for Framework

Core freshman area within school (classrooms, locker, principal, counselor, common lunch period)- freshman “academy”, “center’, “wing”, “house”, seminar

Teams of core ninth grade teachers

Common preparation time for core ninth grade teachers

Strong collaboration between middle school and ninth grade counselors

(McIntosh & White, 2006)

Support for Novice and Other Teachers

4 to 5 days of orientation at the beginning of the semester

Strong administrative support

Continuous professional development

Modeling of effective instructional strategies during mentoring and in-service trainings

Structured mentoring program

Opportunities for novice teachers to observe successful veteran teachers

Small learning communities that provide networking opportunities and commitment to teacher success

(Wood, 2005; Wong, 2004)

(McIntosh & White, 2006)

Support for Novice and Other Teachers

Wood, 2005; Wong 2004)

Schools and Families

Students/schools with engaged parents

earn higher grades/test scoresenroll in higher level programsmore likely to be promotedhave more regular school attendancehave better social skills, adaptive behavior, etc.attend post secondary schoolsstronger teacher-parent relationshipsimproves overall quality of schools

(Henderson, Mapp 2002)

Achievement Gap Strategies

Focus on early childhood education Well prepared/experienced teachers for Black

children Reduce class sizes (particularly in early grades Equitable grouping practices Adequate representation across the curriculum Bridge home and school cultures by adopting

instruction and schooling to students background High expectations Strong accountability Student support programs Desegregate schools and programs

(Thompson & Quind, 2001)

Related Florida Recommendations

High school diploma based on student interest

Recognition for different levels of proficiency

Focus on middle school academic skills

Focus/emphasis on transition from 8th to 9th grade

Research base professional development

Instructional leadership for principals

Smaller learning communities

Parental involvement

(Florida Department of Education, 2006)

UF Alliance: Our Core Values

We believe that culturally responsive schooling is We believe that culturally responsive schooling is conducive to student success.conducive to student success.

We believe that early outreach and college awareness We believe that early outreach and college awareness enhances college participation.enhances college participation.

We believe in equal access and opportunity to post-We believe in equal access and opportunity to post-secondary education for all students.secondary education for all students.

We believe that all students deserve a high quality and We believe that all students deserve a high quality and well-balanced education.well-balanced education.

We believe that parents and families are key partners in We believe that parents and families are key partners in the educational process. the educational process.

We believe that mentoring and academic support are We believe that mentoring and academic support are necessary for student success.necessary for student success.

We believe that all students have the individual talents We believe that all students have the individual talents and abilities to succeed. and abilities to succeed.

REFERENCES

(1998) Outstanding practices: Raising student achievementby focusing on the 10 key practices. Atlanta, GA SREB

Black, S. (2004). The pivotal year. American School Board Journal: Alexandria, VA: National School Boards Association.

Blankstein, H. M. (2004) Failure is not an option: Six principlesthat guide student achievement in high performing schools. Thousand Oaks, CA: Corwin Press

Hertzog, C.J. & Morgan, P. L. (1999). Transition: A process,not an event. Reston, VA: National Association of Secondary School Principals.

Krantrowitz, B. & Wingert, D. (May 2006) What makes a great high school. Newsweek, May 8, 2006.

Mcintosh, J. & White, S. H. (2006). Building for freshmansuccess: High schools working as professional learning communities. American Secondary Education, 34, 40-49

REFERENCES

Neild, R. C., Stoner-Eby, S. & Furstenberg, F. (2001). Connecting entrance and departure: The transition to ninth grade and high school dropout. Presented

atHarvard Civil Rights Project Conference on Dropouts in America, Harvard University, January 13, 2001).Schlechty, P. (2005) Creating great schools: Six critical

systems at the heart of educational innovation. San Francisco, CA: Jossey-BossWurtzel, Judy (2006) Transforming high school teaching and

learning: A district-wide design. Maryland: The Aspen Institute(2005) An action agenda for improving America’s high schools. Washington, D.C. : Achieve Inc.

REFERENCES

2005) A call to action: Transforming high school for all youth. Washington, D.C.: Institute of Educational Leadership

(2006)Success in sight: A comprehensive approach to school improvement. Denver, CO: MCREL

(2006) High school reform: Task report andrecommendations. Tallahassee, FL: Florida

Department of Education2006) Breaking ranks in the middle: Strategies for leadingmiddle level reform. Reston, VA: National Association of Secondary School Principals.2002) Outstanding practices: Opening doors to the future,

preparing low-achieving middle grades students to succeed in high school. Atlanta, GA: SREB.