Challenging middle schools

Presentation by Houston A+ Challenge

Education and Income

Less Than 9th Grade

9-12, No Diploma

High School Graduate

Some College, No Degree

Associate Degree

Bachelor's Degree

Master's Degree

Doctorate Degree

Professional Degree

$36,450

$40,005

$59,567

$70,547

$76,601

$109,065

$130,876

$160,498

$188,930

Average Family Income

Education and Health

Morbidity and Mortality vs. Education

EDUCATION< 12 12 Years College > 16 or

Years 13-15 Years More Years

Morbidity&

Mortality

Education and Health

The Link Between Education & Health

Higher levels of parents’ education

Healthier behaviors by parents Good role models

Better jobs and increased income

Better housing, safer neighborhoods, more

physical activity & better nutrition

More resources for childcare, transportation

& health insurance

Less stress, better access to health care

Impact of parents’ education on child health*

*Adapted from Robert Wood Johnson Foundation, 2008

20002001

20022003

20042005

20062007

20082009

20100%

10%20%30%40%50%60%70%80%90%

100%

Greater Houston Ninth Graders Passing Algebra I, 2000-2010

Source: TEA

Is the current trajectory good enough? What can we do to have a better trajectory?

Actual

Hypothetical

The percentage of Texas public school students who tested “Proficient” in Reading/ELA in 200991

The percentage of Texas’ Class of 1995 who graduated with a college degree or certificate18

Nationally, current research tells us that fewer than one in five 8th graders is on target to be ready for college-level work by the time they finish high school.

Source: “The Forgotten Middle” (2008, ACT, Inc.)

In Texas, new research shows:

Students who achieve at “commended” levels in 8th grade (instead of just “proficient”) are

UP TO FIVE TIMES AS LIKELY

to remain on track for success through high school, and graduate prepared for college and a well-paying career.

Source: “Are Texas Middle School Students Prepared for High School?” Ed Fuller, Ph.D., University of Texas, Austin (2009, for Texas Business and Education Coalition)

The mission of Houston A+ Challenge

is to serve as a catalyst for change in the public schools that educate

nine of every ten children in the region, teaming with

principals and teachers in targeted schools

to ensure that every student is prepared

for post-secondary success.

Our Mission

• This initiative is the central focus of Houston A+ Challenge’s new Strategic Plan, adopted by our Board in January 2010

• Six middle schools from five districts currently participating in the two-year pilot, launched in July 2010

• Plans underway for the second set of schools to join the Challenge Network, from the set of principals that were involved in our Middle School Leadership Academy – We are looking for school leaders who are willing and ready to do the work around raising expectations for all kids

The Challenge Network

Our Theory of Change INPUTS ACTIVITIES OUTPUTS

INTERMEDIATE OUTCOMES FINAL OUTCOMES

The goal of the Challenge Network is to build capacity

in targeted middle schools and significantly increase the number of students

who are not just proficient, but who are on track to be

truly ready for postsecondary success.

Our Goal

First-year results from external evaluation External evaluation by Dr. Ed Fuller from Penn State University, reported that

independent analysis of student data “strongly suggests that the reform effort is having a positive impact on student performance.”

• Four out of six Challenge Network schools exhibited positive results. Excluding one school that did not have the A+ coach for the full year, four of the five schools implementing the reform performed about as well as or greater than expected.

• Absolute results were strongest at YES Prep West, where more students reached the college-ready standard than any other campus in the high-performing YES district.

• Three schools exhibited very strong relative student performance, and A+ Scholars were statistically significantly more likely to achieve commended status than peers in comparison schools statewide. For example, A+ Scholars at Horace Mann (Goose Creek ISD) were more than 10 times more likely than similar students in comparison schools to attain commended performance.

• At least 8 in 10 A+ Scholars surveyed reported that, because of their A+ Coach, they work harder in class, don’t get into trouble as much, pay attention in class more, do better in class, understand the teacher better, and feel more confident about school.

Challenges • Battling incentives created by the Texas accountability

system that promote a sole focus on ‘proficient’

• Ensuring principals buy-in and are willing to risk change

• Achieving influence without control

• Tracking and communicating progress

• Creating and sustaining a sense of urgency

How you can help?

• Changing the conversation from always focusing on providing resources to the lowest performing schools to focusing on providing resources at critical junctures (e.g., early childhood, middle school)

• Move the focus to areas and schools that have the most promise for learning – not necessarily the biggest problems, but the biggest opportunities