northern lights school division administrator presentation
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Northern Lights School Division Administrator Presentation. Research: Panel on Student Achievement. Student Achievement: Influences, Factors, & Predictors. A Review of the Literature. Prepared by: Saskatchewan Instructional Development & Research Unit . January 15, 2009. Purpose. - PowerPoint PPT PresentationTRANSCRIPT
Northern Lights School DivisionAdministrator Presentation
Research:Panel on Student Achievement
Student Achievement:Influences, Factors, & Predictors.
A Review of the Literature
Prepared by:Saskatchewan Instructional Development & Research
Unit
January 15, 2009
Purpose
to enable the Ministry and Provincial Panel on Student Achievement to better understand and discuss factors, influences, and correlative associations in North American research on student achievement
to ascertain particular strengths and weaknesses in that literature
to guide policy development and appropriate programmatic responses in Saskatchewan in the area of student achievement.
Student Achievement
characterized through assessments of literacy (English and French reading and writing) and numeracy (mathematics) scores, OR
participation/ attendance/transition, OR
quantifiable measures of attitude/self-esteem/disposition to learn or socialization measures.
The Questions
1. What are the major influences, factors, variables, or predictors of student achievement for First Nations and Métis students, and for minority ethnic or second language populations in a North American setting?
2. What are the significant within school variables contrasted with community influences, factors, variables or predictors that interrelate with North American or Canadian student achievement?
3. What are the major factors or variables at the classroom and school level that influence the assignment of classroom grades as measures of student achievement?
4. What are the major factors or variables that influence student achievement for special needs or those physically or mentally disadvantaged populations in a North American setting?
There are no easy answers, only intelligent choices
(Caterpiller ad, National Geographic)
What are the significant within school variables contrasted with community influences, factors, variables or predictors that interrelate with North American or Canadian student achievement?
Do We Matter?
Coleman report (1966) – schools don’t matter; home, neighbourhood, and peer environments do.
Schools accounted for 10% of explained variance in student achievement (Coleman, 1966)
Other studies vary; 5% - 20% Student background characteristics account for
90% (Coleman, 1966) Heredity accounts for 50%; other variables (e.g.
socioeconomic status, family, community,) for 40%
The Need for Alignment (Sackney, 2009)
Schools do matter – 10-20% of the explained variance is substantial.
“…we need dramatically more intensive interaction within schools, across schools within districts, across districts, and between districts and the state…” (Fullan, 2003)
If we can align the system(s), we can do more – 50% is more powerful than 10-20%.
It isn’t easy – complexity and conflicting research.
The Issue of Poverty and Education
“The effects of poverty and low levels of education are synergistic; each factor makes the effect of the other worse.”
“It is our hope that our report provides the basis for decision makers…to decide what type of society we wish to become.” (Lemstra & Neudorf, 2008)
Student Achievement and Community Variables
Socio-Economic Status Family Income Parental Occupation Parental Education
Family Community Race/Ethnicity Gender
Community Variables and Responses
Healthy Children Healthy Families Healthy Communities Early Childhood Intervention Improved Housing Improved Educational Opportunities
What Works in Schools? (Marzano, 2003)
Factors Affecting Student Achievement
Section Factor
I: School
Guaranteed and viable curriculum Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism
II: Teacher Instructional strategies Classroom management Classroom curriculum design
III: Student Home atmosphere Learned intelligence and background knowledge Motivation
School Effectiveness Characteristics
Shared leadership Shared vision and goals A learning environment Concentration on teaching and learning High expectations Positive reinforcement Monitoring progress Pupil rights and responsibility A learning organization Purposeful teaching Home-school partnerships (Sammons et al.)
Comparing School-Level Factors Across Researchers (Marzano, 2003)
The School-Level Factors
Rank*
Marzano
Scheerens & Bosker
Sammons Levine & Lezotte
Edmonds
Opportunity to Learn
Content Coverage
Guaranteed and
Viable Curriculum
1
Time Time
Concentration on Teaching and Learning
Focus on Central
Learning Skills
Emphasis on Basic Skill Instruction
Monitoring Monitoring High Expectations
High Expectations
and Requirements
High Expectations for Student
Success
Challenging Goals and Effective Feedback
2
Pressure to Achieve
Pressure to Achieve
Monitoring Progress
Appropriate Monitoring
Frequent Monitoring of
Student Progress
Parental and Community Involvement
3 Parental
Involvement Parental
Involvement Home-School
Partnership Salient
Parental Involvement
A Learning Environment
Positive Reinforcement
Safe and Orderly
Environment
4
School Climate
School climate
Pupil Rights and
Expectations
Productive Climate and
Culture
Safe and Orderly
Atmosphere Conducive to
Learning
Leadership
Leadership
Professional Leadership
Strong Leadership
Shared Vision and Goals
Collegiality and Professionalism
5
Cooperation Cooperation
A Learning Organization
Practice-Oriented
Staff Development
Strong Administrative
Leadership
* Author has ranked these factors by order of impact on student achievement
Learning Community Paradigm(Mitchell & Sackney, 2009)
Authentic pedagogy Constructivist/co-constructivist teaching Shared vision Communities of practice High levels of trust Diversity of learning networks Knowledge ecology focus Reflective practice Risk/innovation propensity Collaborative teams Data-sensitive decision making
Improving School Achievement: Additional Educational Interventions
Early Learning and Child Care (Doherty, 2007)
Reduced Class Size (K-3) (Grissmer, et al., 2000).
Targeted funding support – disadvantaged populations (Grissmer, et al., 2000).
Teacher time and teacher resources (Grissmer, et al., 2000; Slavin, 1994)
What are the major influences, variables, or predictors of student achievement for First Nations and Metis students, and for minority ethnic or second language populations generally, in a North American setting?
Context
Health Disparity in Saskatoon (Lemstra & Neudorf, 2008) described health disparities between Indigenous
and non-Indigenous populations After controlling for variables such as socio-
economic status, Aboriginal culture no longer has statistically significant association with low self-reported health conditions
Context
Identified income level and educational status as variable that impact on health
Concluded that variables such as health, education, poverty, & housing are inextricably interrelated, and need to be viewed in combination
Context: Student Mobility
High level of student mobility among First Nation & Métis students in Saskatchewan (Saskatchewan Indicators Report, 2008)
Students who move frequently are much more likely to repeat a grade or experience other types of academic problems (Sanderson, 2004)
Conceptual Framework
1. Strong leadership and governance structure
2. Language and cultural programs
3. Teachers, instruction, and curriculum
4. Effective Schools
5. Community and parental influences
6. Student characteristics
7. Assessment linked - instruction and planning
The literature
William Demmert (2001; 2003)
Society for the Advancement of Excellence in Education (SAEE)
1. Strong leadership & governance structures
Case studies of successful Aboriginal schools (Bell et al., 2005; Fulford et al., 2007) Highly effective governance structures Stable leadership Long-term planning Strategic alignment of available resources toward identified
goals
Similar results to studies of effective schools in general (e.g. Maguire, 2003)
2. Language and Cultural Programs
Language & culture are key factors affecting student learning (Bell, Anderson, Fortin, Ottoman, Rose, & Simard,
2005; Demmert, 2001; 2003; Fulford, Moore, Daigle, Stevenson, Rolley, & Wade, 2007; Louis & Taylor, 2001; Rosier & Holm, 1980)
3. Teachers, Instruction, & Curriculum
Teachers Teacher qualities associated with increased
achievement are similar across student populations being studied: Interpersonal skills Solid knowledge of content Sound pedagogy Ability to create warm & supportive learning environment
while focusing on educational goals Commitment to the belief that every student can learn Flexibility to adapt instruction to student needs
Instruction and Curriculum Instructional strategies tailored to learning styles of
students (Pewewardy, 2002; Backes, 1993; Rasumussen, Sherman & Baydala, 2004)
Cultural relevance
Cooperative learning (Brancov, 1994; Larimore, 2000)
The use of early literacy strategies that are effective with all student populations (Fulford et al., 2007).
4. Community & parental influences
Parent support & family connections (Melnechenko & Horsman, 1998; Jackson & Smith, 2001)
School-community-family partnershipsFamilies & Schools Together (FAST) (Kratochwill,
et al, 2001)Alaska Onward to Excellence (Kushman &
Barnhardt, 2001).
5. Student Characteristics
Review yielded little research regarding characteristics specific to Aboriginal children & youth
6. Assessment linked to instruction & planning
Assessments in exemplary Aboriginal schools (Bell et al., 2005): Teachers made use of assessment for
instructional purposes such as measuring success, grouping for instruction, and identifying learning needs
Some used assessment information to set annual improvement goals, set budgets, allocate resources, and determine staffing
Influences on student achievement are inextricably
linked and need to be viewed in combination.
Educational Accountability: Models from Public Administration
The Program Logic Model