Moving From Access to Success: Exploring the Role of Effective Teachers in the Education of Students...

Moving From Access to Moving From Access to Success: Exploring the Role Success: Exploring the Role of Effective Teachers in the of Effective Teachers in the

Education of Students Education of Students Experiencing HomelessnessExperiencing Homelessness

Patricia A. Popp, Ph.D.Patricia A. Popp, Ph.D.The College of William and MaryThe College of William and Mary

pxpopp@wm.edupxpopp@wm.edu

National Center for Homeless EducationApril 25, 2013

McKinney-Vento Act

Reauthorizes the Stewart B. McKinney Act, originally enacted in 1987

Provides states with funding to support local grants and statewide initiatives

Requires educational access, attendance, and success for homeless children and youth

Outlines responsibilities for local liaisons

DATA SNAPSHOTSDATA SNAPSHOTS

1997 Report to Congress* Of students experiencing

homelessness (K-12) •88% were enrolled while homeless•55% were attending school regularly

while homeless 21% of preK were enrolled in

programs (first data collected)

* States Reported Estimates

2000 Report to Congress*

Of students experiencing homelessness (K-12) •87% were enrolled while homeless

(-1%)•77% were attending school

regularly while homeless (+22%) 15% of preK were enrolled in

programs (-6%)

HE WHO IS TESTED GETS HE WHO IS TESTED GETS TAUGHTTAUGHT

GPRA Goals

Increase percentage of hcy included in state math and reading assessments

Increase percentage of hcy included and meeting or exceeding proficiency levels

Participation

2001-02 – first year achievement data was collected for subgrants

Year 2001-02 2003-04 2004-05

Number Tested

30,000 63,000 85,000

% Tested 50% 45% 55%

Approximate numbers; NCHE 2006 unpublished report

Percent Proficient

Rank Order:Rank Order:What factor had the largest effect on What factor had the largest effect on

student achievement?student achievement?

Mixed Ability Mixed Ability Grouping?Grouping?

Class Size?Class Size?

Prior Prior Achievement?Achievement?

The Teacher?The Teacher?

Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?

Mixed Ability Mixed Ability Grouping?Grouping? 44

Class Size?Class Size? 33

Prior Prior Achievement?Achievement? 22

The Teacher?The Teacher? 11

Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

One-year Impact ofOne-year Impact ofEffective vs. Less Effective vs. Less Effective TeachersEffective Teachers

Source: Stronge, Ward, & Grant, Journal of Teacher Education, upcoming

240 250 260 270 280

Actual Reading

240

250

260

270

280

5th Grade Reading: Predicted vs. Actual

Teacher Effectiveness Indices: Reading

20.00 30.00 40.00 50.00 60.00 70.00

Reading TAI

0

10

20

30

Reading: One-Year Impact of Effective vs. Ineffective Teachers

0%

10%

20%

30%

40%

50%

60%

Beginning of Year End of Year

Top QuartileTeachers

BottomQuartileTeachers

Not

e: D

ata

pres

ente

d in

per

cent

ile s

core

s

Student Off-task Student Off-task BehaviorBehavior

11Stronge, Ward, Tucker, & Hindman, 2008

2 2 Stronge, Ward, & Grant, in review

Less Effective Less Effective Teacher Teacher

(bottom quartile)(bottom quartile)

EffectiveEffective

TeacherTeacher(top quartile)(top quartile)

Study 1Study 111

12 minutes12 minutes 2 hours2 hours

Study 2Study 222

20 minutes20 minutes 1 hour1 hour

Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.

Residual Effect

Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Sequence of Effective Teachers

Low

High+ 52-54

Percentilepoints

Low Low

High High

Source: Sanders & Rivers, 1996

Time in School Year Needed to Achieve the Same Amount of Learning

0 1/ 4 1/ 2 3/ 4 1

25th PercentileTeacher

75th PercentileTeacher

Years Needed

Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

Effective Teachers Effective Teachers Make a DifferenceMake a Difference

What Teachers Do What Teachers Do Makes a DifferenceMakes a Difference

The EnigmaThe Enigma

Most Memorable Teacher …Most Memorable Teacher … Write a word or phrase to describe Write a word or phrase to describe

your most memorable teacher:your most memorable teacher:

Which of these qualities is Which of these qualities is closest to your response?closest to your response?

Used cooperative learningUsed cooperative learning Gave great testsGave great tests Maintained control of the classroomMaintained control of the classroom Had a major in mathematicsHad a major in mathematics Cared about meCared about me Made learning funMade learning fun Pushed me to succeedPushed me to succeed

Qualities of Effective TeachersQualities of Effective TeachersEFFECTIVE TEACHERS

Prerequisites

Organizing for Instruction

Classroom Management &

Instruction

Implementing Instruction

Monitoring Student

Progress & Potential

The Person

Job Responsibilities and Practices

Source: Stronge, Qualities of Effective Teachers, ASCD, 2007

Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

Background

Are highly effective teachers equitably distributed in

School districts Schools Classrooms/courses

Caution regarding QET studies tied to academic growth

Question:Where was the

American Declaration of Independence

signed?

Question:Name one of the

early Romans’ greatest

achievements.

Question:Name six

animals that live specifically in

the Arctic.

… Discovering Hidden Treasures, Jewels

I think they are jewels in the rough. And when I say this, it’s because they have great treasures hidden inside. And when I say there are treasures hidden inside – if you moved ten times in your five years, you know more about more places than anybody in here – there’s more to write about. … you know about something none of us know. If you’re homeless, you know more ways to use scissors than anyone ever thought of. They have a lot of knowledge. … Those children are hidden and sometimes you have to work really, really hard to get inside and you never really know what’s in there.

-- Louise

Great TeachersGreat TeachersChina & United States China & United States Comparative AnalysisComparative Analysis

Essential Question:

What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

Method

Case Studies of six award-winning teachers in the US & China•1 to 2 hour observation of teaching•Interview of beliefs about teaching

and teaching practices

OBSERVATION RESULTSOBSERVATION RESULTS

Instructional Activities Per Observation

Student Engagement Per Observation

1 = low engagement 2 = moderate engagement 3 = high engagement

Cognitive Level of Instructional Activities Per

Observation

1 = not evident 2 = evident 3 = highly evident

QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-

Generated and Generated and

Student-Generated QuestionsStudent-Generated Questions

Teacher Teacher GeneratedGenerated

N=203N=203

Student Student GeneratedGenerated

N=50N=50

Low Cognitive Low Cognitive DemandDemand

38%38% 26%26%

Intermediate Intermediate Cognitive Cognitive DemandDemand

35%35% 56%56%

High Cognitive High Cognitive DemandDemand

27%27% 18%18%

U.S. Teachers

Only

QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-

Generated and Generated and

Student-Generated QuestionsStudent-Generated Questions

Teacher Teacher GeneratedGenerated

N=203N=203

Student Student GeneratedGenerated

N=50N=50

Low Cognitive Low Cognitive DemandDemand

38%38% 26%26%

Intermediate Intermediate Cognitive Cognitive DemandDemand

35%35% 56%56%

High Cognitive High Cognitive DemandDemand

27%27% 18%18%

Grant, Stronge, & Popp (2008)

U.S. Teachers

Only

QuestioningQuestioningPercentage of Questions by Cognitive Demand for Teacher-Percentage of Questions by Cognitive Demand for Teacher-

Generated and Generated and

Student-Generated QuestionsStudent-Generated Questions

Teacher Teacher GeneratedGenerated

N=203N=203

Student Student GeneratedGenerated

N=50N=50

Low Cognitive Low Cognitive DemandDemand

38%38% 26%26%

Intermediate Intermediate Cognitive Cognitive DemandDemand

35%35% 56%56%

High Cognitive High Cognitive DemandDemand

27%27% 18%18%

Grant, Stronge, & Popp (2008)

U.S. Teachers

Only

INTERVIEW RESULTSINTERVIEW RESULTSUnited States TeachersUnited States Teachers

Meeting At-Risk/Highly Mobile Student Needs

Affective Needs

Academic Needs

Technical Needs

Affective Needs

What does it mean?• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs

What does it sound like?

I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.

-- Jeana

Academic Needs

What does it mean?• Focusing on the academic achievement• Working toward academic progress

What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.

-- Janice

Technical Needs What does it mean?

• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies

• Considering relationship with parents in working with students

What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.

-- Tanya

Overall Themes

Affective and academic needs intertwined

High expectations for all students

Assessment integral to instruction

A Planning Tool

Needs/ Enrollment Timing

Before At During After

Academic

Affective

Technical

HOW DO WE FIT IN AS STATE HOW DO WE FIT IN AS STATE COORDINATORS?COORDINATORS?

What does this have to do with us?What does this have to do with us?

Our Voice is Needed

Teacher (and principal) quality: recruitment, training, retention

Teacher (and principal) evaluation: tied to academic growth

Equity – courageous conversations

Other thoughts?

Metaphors for Teaching Metaphors for Teaching Teacher VoicesTeacher Voices

Teaching students who are at-Teaching students who are at-risk/highly-mobile is like … risk/highly-mobile is like …

… a Preventative for Alzheimer'sTeaching highly mobile students is a challenge that could one day prevent Alzheimer’s. By keeping the mind active and on the go. You have to be constantly aware and focused. And I’ve been told but I don’t know if it’s true or not that the active mind has less of a chance of developing Alzheimer’s than the mind that is not continually active.

-- Janice

… a Roller Coaster Ride

There are incredible highs and incredible lows but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster it’s the thrill of a lifetime.

-- Tanya

“… nothing, absolutely nothing has happened

in education until it has happened to a student”

Joe Carroll, 1994