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1 America's Schools and Our Education Crisis - Taking Reform to Scale Middle Level Education Conference Jean-Claude Brizard

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America's Schools and Our Education Crisis - Taking Reform to Scale Middle Level Education Conference Jean-Claude Brizard. “These educational gaps impose on the United States the economic equivalent of a permanent national recession.”. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: America's Schools and Our Education Crisis - Taking Reform to Scale

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America's Schools and Our Education Crisis - Taking Reform to Scale

Middle Level Education Conference

Jean-Claude Brizard

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“These educational gaps impose on the United States the economic equivalent of a permanent national recession.”

McKinsey and Company, McKinsey and Company, The Economic Impact of the Achievement Gap in America’s SchoolsThe Economic Impact of the Achievement Gap in America’s Schools

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► If the United States had in recent years closed the gap between its educational achievement levels and those of better-performing nations such as Finland and Korea, GDP in 2008 could have been $1.3 trillion to $2.3 trillion higher. • This represents 9 to 16 percent of GDP.

► If the gap between black and Latino student performance and white student performance had been similarly narrowed, GDP in 2008 would have been between$310 billion and $525 billion higher, or 2 to 4 percent of GDP. • The magnitude of this impact will rise in the years ahead as demographic shifts

result in blacks and Latinos becoming a larger proportion of the population and workforce.

► If the gap between low-income students and the rest had been similarly narrowed, GDP in 2008 would have been $400 billion to $670 billion higher, or 3 to 5 percent of GDP.

McKinsey and Company, McKinsey and Company, The Economic Impact of the Achievement Gap in America’s SchoolsThe Economic Impact of the Achievement Gap in America’s Schools

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It’s Up to Us: Going the Distance to Raise Achievement and Close Gaps

Ed Trust

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It Is About Every Child

“Ensuring that every child in Rochester has access to world

class content taught by world class teachers in schools led by

world class leaders.”

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Stars Aligning?

►USDOE

►NYSED

►RCSD

►Community

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Record Performance for All Groups

NAEP Long-Term Trends, NCES (2004)

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Record Performance for All Groups

NAEP Long-Term Trends, NCES (2004)

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Not Much Progress

NAEP Long-Term Trends, NCES (2004)

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Increases and Record Performance for All Groups

NAEP Long-Term Trends, NCES (2004)

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Results of a decade of effort in mathematics…

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NAEP Grade 4 Math1996 Compared to 2007

NAEP Data Explorer, NCES

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Clearly, much more remains to be done in elementary and middle school

Too many youngsters still enter high school way behind.

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Why Look in the Middle Grades?

►Students who enter high school two or more years behind grade level in math and literacy have only a 50/50 chance of on-time promotion to the 10th grade.

►Ninth grade retention is the biggest risk factor for dropping out of high school

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Status: Middle school (NYS) has improved as more students meet the standards.

When the grade 3-8 tests began in 2006, the percentage of students achieving Levels 3 & 4 was much poorer in the middle grades than in the elementary grades. But now performance in middle school has

improved significantly.

69

.0%

68

.6%

67

.1%

60

.4%

56

.4%

49

.3% 61

.5%

67

.1%

68

.0%

68

.1%

63

.2%

57

.8%

57

.0%

63

.4%

70

.1%

71

.1%

77

.6%

66

.9%

70

.0%

56

.1% 6

8.5

%

75

.8%

76

.9%

82

.2%

80

.9%

80

.3%

68

.5%

77

.4%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8

2006 2007 2008 2009

Percentage of Students at Levels 3 and 4

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Secondary School Transitions

1.How do we reinvent middle grades and high schools to create organizations that are powerful developmental communities whose mission is to educate ALL students?

2.How do we create middle school to high school programs that “bridge-the-gap” for all students?

3.How do we prepare students and teachers for the curriculum changes necessary for successful implementation of secondary school reform?

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What Does the Research Say?

►The students attending middle schools experienced a greater achievement loss in the transition to high school than did the students making the transition from a K-8 elementary school.

►The loss of self-esteem and self-perception other researchers have found to be associated with school-to-school transitions may have been a factor in the increased dropout rates found in this study.

►Students that have experience large shifts in population (less familiar faces) and culture may suffer in the transition.

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But at least we have some traction on elementary and middle school problems.

The same is NOT true of our high schools.

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Achievement Flat in Reading

NAEP Long-Term Trends, NCES (2004)

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Achievement Also Flat in Math

NAEP Long-Term Trends, NCES (2004)

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And gaps between groups are wider today than in 1990

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17 Year Olds – NAEP Reading

NAEP Long-Term Trends, NCES (2004)

2129

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17 Year Olds – NAEP Math

NAEP Long-Term Trends, NCES (2004)

20 28

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A few years ago, we got a wake up call when the 2000 Programme for International Student Assessment (PISA) results were published.

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PISA PerformanceU.S.A. Ranks Near Bottom, Has Fallen Since 2000

Subject2000 Rank (out of 26)

Mathematics 17th

Science 13th

PISA 2006 Results, OECD

Note: Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.

2003 Rank (out of 26)

22nd

Tied 17th

2006 Rank (out of 26)

22nd

19th

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A closer look at math

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Of 29 OECD Countries, U.S.A. Ranked 24th

PISA 2003 Results, OECD

U.S.A.

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Problems are not limited to our high-poverty and high-minority schools . . .

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U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*

PISA 2003 Results, OECD

U.S.A.

* Students at the 95th Percentile

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U.S.A. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students

PISA 2003 Results, OECD

U.S.A.

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The U.S.A. does have a larger percentage of immigrants and children of immigrants than most OECD countries

PISA 2006 Results, OECD, table 4.2c

U.S.A.

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But ranks 21st out of 30 OECD countries when only taking into account native student* scores

PISA 2006 Results, OECD, table 4.2c

U.S.A.

*Students born in the country of assessment with at least one parent born in the same country

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Even in problem-solving, something we consider an American strength…

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U.S.A. Ranks 24th Out of 29 OECD Countries in Math Problem-Solving

PISA 2003 Results, OECD

U.S.A.

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Only place we rank high?

Inequality.

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Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students

PISA 2006 Results, OECD, table 4.8b

U.S.A.

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Very big differences at district level, too.

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© 2009 THE EDUCATION TRUST

Source:38383838

180

190

200

210

District ofColumbia

LosAngeles

Atlanta Chicago Cleveland NationalPublic

SanDiego

Charlotte Houston New YorkCity

Boston

Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)

Page 39: America's Schools and Our Education Crisis - Taking Reform to Scale

© 2009 THE EDUCATION TRUST

Source:39393939

225

235

245

255

LosAngeles

District ofColumbia

Atlanta Chicago NationalPublic

SanDiego

Cleveland Boston Charlotte New YorkCity

Houston

Low-Income African American Students do Better in Some Districts

(NAEP Math 8th 2003)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 28 point gap between poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)

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© 2009 THE EDUCATION TRUST

Source:40404040

180

190

200

210

Los Angeles Chicago District ofColumbia

National (Public) New York City Houston

Latino Students do Better in Some Districts (NAEP Reading 4th 2002, 6 Urban Districts)

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)

Sca

le S

core

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Big differences in whole states.

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Average Overall Scale Scores by State

NAEP Data Explorer, NCES

Proficient Scale Score: 238

New YorkNew YorkNational Average

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Average African American Scale Scores by State

NAEP Data Explorer, NCES

Proficient Scale Score: 238

New YorkNew YorkNational Average

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Average Latino Scale Scores by State

NAEP Data Explorer, NCES

Proficient Scale Score: 238

National AverageNew YorkNew York

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Average Low-Income Scale Scores by State

NAEP Data Explorer, NCES

Proficient Scale Score: 238

National AverageNew YorkNew York

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8th Grade Math

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2007 NAEP Grade 8 Math Average Overall Scale Scores by State

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

Proficient Scale Score: 299

National Average New YorkNew York

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2007 NAEP Grade 8 Math Average African American Scale Scores by State

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

Proficient Scale Score: 299

National Average

New YorkNew York

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2007 NAEP Grade 8 Math Average Latino Scale Scores by State

230

240

250

260

270

280

290

300

Ave

rage

Sca

le S

core

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

Proficient Scale Score: 299

National Average

New York

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2007 NAEP Grade 8 Math Average Low-Income Scale Scores by State

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

Proficient Scale Score: 299

National AverageNew YorkNew York

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What Can We Do?

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There are schools of excellence that are high poverty, high minority

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Capitol View ElementaryAtlanta, Georgia

►228 students in grades K-5• 96% African American

►88% Low-Income

Georgia Department of Education

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High Achievement for All at Capitol View Elementary

Students Overall (2007)98% 96% 95% 98% 100% 97%

0%

20%

40%

60%

80%

100%

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Perc

enta

ge M

eetin

g St

anda

rds

Georgia Department of Education

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Frankford Elementary School

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Frankford ElementaryFrankford, Delaware

►449 Students in Grades PreK-5►29% African American►34% Latino►34% White►76% Low-Income

Source: Delaware Department of Education Online School Profiles, http://issm.doe.state.de.us/profiles/EntitySearch.ASPX

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Frankford ElementaryClosing Gaps, Grade 5 Reading

Source: Delaware Department of Education, DSTP Online Reports, http://dstp.doe.k12.de.us/DSTPmart/default.asp

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Elmont Memorial Junior-Senior HighElmont, New York

►1,945 students in grades 7-12• 77% African American

►27% Low-Income

New York Department of Education

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Elmont: Out-Performing the StateSecondary-Level English (2006)

Source: New York Department of Education, https://www.nystart.gov/publicweb/

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Improvement and High Performance at Elmont Memorial Junior-Senior High

New York Department of Education

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More Students Graduate at Elmont Memorial Junior-Senior High

New York Department of Education

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What Do We Know About How To Accelerate Success?

What do the high performers do?

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#1. They focus on what they can do, rather than what they can’t.

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Some schools and districts get all caught up in “correlations”.

Spend endless time tracking:►Percent of babies born at low

birth-weight►Percent of children born to single

moms►Percent of children in families

receiving government assistance►Education levels of mothers

N/A

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“ Some of our children live in pretty dire circumstances. But we can’t dwell on that, because we can’t change it. So when we come here, we have to dwell on that which is going to move our kids.”

Barbara Adderly, Principal,M. Hall Stanton Elementary, Philadelphia

The leaders in high-performing high poverty schools and districts don’t do that.

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#2. When it comes to teaching and learning they leave nothing to chance.

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Result? A System That:

►Doesn’t expect very much from MOST students

►Expects much less from some types of students than others.

N/A

An awful lot of our teachers—even brand new ones—are left to figure out on their own what to

teach and what constitutes “good enough” work.

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“No,” say the education leaders. “They’re supposed to teach to standards!”

►But when is the last time you looked at a standard?

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Sample Language Arts Standard:Grade 9

“The student will develop and apply expansive knowledge of words and word meanings to communicate.”

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Sample Language Arts Standard:Grade 10

“The student will develop and apply expansive knowledge of words and word meanings to communicate.”

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Sample Language Arts Standard:Grade 11

“The student will develop and apply expansive knowledge of words and word meanings to communicate.”

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Sample Language Arts Standard:Grade 12

“The student will develop and apply expansive knowledge of words and word meanings to communicate.”

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Students can do no better than

the assignments they are given...

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7474Source: Unnamed school district in California, 2002-03 school year

Essay on Anne Frank

Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.

Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book

You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.

Grade 7 Writing Assignment

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•My Best Friend:My Best Friend:

•A chore I hate:A chore I hate:

•A car I want:A car I want:

•My heartthrob:My heartthrob:

Source: Unnamed school district in California, 2002-03 school year

Grade 7 Writing Assignment

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High Performing Schools and Districts

►Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it

►Provide teachers with common curriculum, assignments

►Have regular vehicle to assure common marking standards

►Assess students every 4-8 weeks to measure progress

►Act immediately on the results of those assessments

N/A

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Implementation of Rochester Curriculum FrameworkInitiative Overview: Develop and Implement the Rochester Curriculum Framework with Benchmark Assessments for Grades 5 to 9, in ELA and Math

►Cross Functional Team Field Study to Grand Prairie, Texas

►Establishment of District-wide Steering Committee

►Identification/Training of Grs. 5 to 9 Curriculum Writers

►Curriculum Writing Targets Established

►Outreach to Key Stakeholders

►Creation of an Informational DVD (featuring writers, classroom teachers, students, subject directors and superintendent)

►Generate Supports: Parent Benchmark Assessment Brochure, Taming the Testing Monster, Teacher/Administrative Feedback Medium, Frequently Asked Questions, Test Anxiety Brochure and Sample Letter

►Implemented Targeted PD on Analyzing and Using Data to Inform Instruction

►Collaborating with the School Zone Chiefs to Monitor and Assess Implementation

►Reviewing 2009-2010 Assessment Calendar (in collaboration with the Zone Chiefs, Accountability and HCI)

►Establishment of School Implementation Teams (SIT)/Mid-Year Updates

►Establish Assessment Schedule

►Collaboration with the Administrative/Operational Side for Assessment Delivery

►Implementing Curriculum Writing Quality Control Process

►Conferring with Key Stakeholders (RCEL)

►Drafting an instrument to enable students to document and track their progress

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#3. They set their goals high.

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Even when they start with high drop out rates, high-impact high schools focus on preparing all kids for college and careers

►Education Trust 2005 study, “Gaining Traction, Gaining Ground.”

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Even if you have your doubts, NEW STUDY FROM ACT:

COLLEGE READY

= WORKFORCE TRAINING READY

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#4. Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

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The single biggest predictor

of post-high school success is

the QUALITY AND INTENSITY

OF THE HIGH SCHOOL

CURRICULUMCliff Adelman, The Toolbox Revisited, U.S. Department of Education

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Leading states are making college prep the default curriculum.

Texas, Indiana, Arkansas, Michigan, Oklahoma, South Dakota, New York

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#5. High performing schools are obsessive about time, especially instructional time.

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High Performing High Schools

►“Behind” students spend 60 additional hours (25% more time) over 1 year in reading related courses

►“Behind” students get 240 additional hours over 4 years!

In other words, high performing schools both maximize time and don’t leave its use to chance.

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#6. Principals are hugely important, ever present, but NOT the only leaders in the school

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Rochester Leadership Academy Execution Date: July, 2009

► Program Description: A partnership between the Rochester City School District (RCSD), St. John Fisher College (SJFC) and the New York State Education Department (NYSED).

► Purpose: Provide year-round professional learning opportunities and support for practicing school leaders in the RCSD.

► Objectives:

- Increase school and student performance

- Implement and sustain a comprehensive and continuous professional learning model

- Supplement the RCSD’s and state’s efforts to recruit, prepare and support effective school leaders who are committed to serving in high needs urban school districts.

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#7. Good schools know how much teachers matter, and they act on that knowledge.

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“It was naïve to assume that classroom quality would improve just because we changed our structure.”

►Student-teacher ratio►Structural reforms

• Decentralization of powers• Smaller schools• Charter schools

Michael Barber (McKinsey and Co) Michael Barber (McKinsey and Co) How The World’s Best-Performing School Systems Come Out On TopHow The World’s Best-Performing School Systems Come Out On Top

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Students in Dallas Gain More in Math with Effective Teachers

Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)

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Students Assigned to Effective Teachers Dramatically Outperformed Students Assigned to Ineffective Teachers

W. Sanders and J. Rivers, Cumulative and Residual Effects of Teachers on Future Students Academic Achievement (1996)

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Cumulative Teacher Effects On Students’ Math Scores in Dallas

Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement (1997)

Beginning Grade 3Percentile Rank= 55

Beginning Grade 3Percentile Rank= 57

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Students at High-Minority Schools More Likely to Be Taught by Novice Teachers

Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007)

Note: Novice teachers are those with three years or fewer experience. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white ..

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Tennessee: High poverty/high minority schools have fewer of the “most effective” teachers and more “least effective” teachers

Tennessee Department of Education (2007). “Tennessee’s Most Effective Teachers.” http://tennessee.gov/education/nclb/doc/TeacherEffectiveness2007_03.pdf

Note: High Poverty/High minority means at least 75% qualify for FRPL and at least 75% are minority.

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High performing schools and districts…

►Work hard to attract and hold good teachers

►Make sure that their best are assigned to the students who most need them

►Chase out teachers who are not “good enough” for their kids.

N/A

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Highly Qualified Teachers - RCSD 3

89%

87%

94%

82%

84%

86%

88%

90%

92%

94%

2005-06 2006-07 2007-08

Percent of Core Classes Taught by Highly Qualified Teachers

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9797

Yearly Retention Rate for Interns Assigned to Mentors in the CIT Mentor Program

1986-September, 2008

65

91 8895 95 89

83 81 86 88 8376

88 8793

85 87 85 87 90 89 93 93

0102030405060708090

100

% of Interns Retained/RCSD% of Interns Retained/Urban Areas

Average Overall Retention Rate= 88% Retention Rate 2001-2008: 89%

It is important to note that the national average retention rate in urban districts has dropped below 65%. Because of the extremely high retention rate in the RCSD, mentor programs across the nation have been modeled after the RCSD CIT Program.

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#8. Good systems aggressively tackle the myth that “Closing the achievement gap is unfair…and unachievable.”

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Five Steps Toward Building Globally Competitive Education Systems

1. Upgrade state standards by adopting a common core of of internationally benchmark standards in math and language arts for grades K-12.

2. Leverage states’ collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards and draw on lessons from high performing nations and states.

3. Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world.

NGA and Council of Chief State School Officers, NGA and Council of Chief State School Officers, Benchmarking for Success: Ensuring US Students Receive a World-Class EducationBenchmarking for Success: Ensuring US Students Receive a World-Class Education

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Five Steps Toward Building Globally Competitive Education Systems

4. Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices.

5. Measure state-level education performance globally by examining student achievement and attainment in an international context to ensure that over time, students are receiving the education they need to compete in the 21st century economy.

NGA and Council of Chief State School Officers, NGA and Council of Chief State School Officers, Benchmarking for Success: Ensuring US Students Receive a World-Class EducationBenchmarking for Success: Ensuring US Students Receive a World-Class Education