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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.