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1
The Achievement Gap Initiative At Harvard
University
Minority Student Achievement Network Annual
Conference Youth Culture, Parenting, School
Quality, and the Achievement Gap Toward
Excellence with Equity June 26, 2008 Ronald F.
Ferguson, PhD Faculty Co-Chair Director of the
Achievement Gap Initiative at Harvard University
Founder, Tripod Project for School Improvement
Contact AGI_at_Harvard.edu, Erin Hardy 617-496-9154
Web Addresses www.AGI.Harvard.edu and
www.tripodproject.org
2
Some Context
3
US Population Shares in 2000
4
US Population SharesProjected for 2050
5
Program for International Student Assessment,
15-Year Olds, 2003, Math Literacy in OECD
Nations (Dark Blue U.S. Students)
6
Program for International Student Assessment,
15-Year Olds, 2003, Math Problem Solving in OECD
Nations (Dark Blue U.S. Students)
7
The Goal With regard to race, ethnicity, and
nationality, the goal should be group
proportional equality.
8
A Social, Cultural and Political Movement for
Excellence with Equity
Movement Strategies Policies Programs Projects
9

• There is an urgent need for
• Youth cultures that more consistently support
  behaviors consistent with academic learning and
  the pursuit of excellence
• Parenting that nurtures intellectual growth and
  balances warmth and responsiveness with structure
  and demandingness
• Teaching that engages and challenges students to
  achieve at higher levels
• Community supports to supplement parents and
  teachers
• Leadership to organize, guide and motivate
  others
• in a 21st Century Social Movement for
  Excellence with Equity.
• Urgency AND Possibility.

10
Risks Associated with Blame and Mistrust as
Impediments to Open, Honest, On-Target
Discourse For Closing Achievement Gaps
They Need to Change! (This may seem to deny own responsibility.) We Need to Change! (Admitting this may seem to let the other side off the hook)
Society at Large Narrative A Groups behaviors, lifestyles, etc Narrative B e.g., public policy, humanity, etc
Group Members Narrative C e.g., public policy, humanity, etc Narrative D Groups behaviors, lifestyles, etc
11

• Reasons to be Hopeful
• that Progress is Possible
• Minimal between-group differences among
  infantsit appears we start from the same place.
• Black-White IQ gaps are smaller than in the past.
  
• NAEP trends showed dramatic gap narrowing between
  1970 and 1990, showing that rapid progress is
  possible.
• Recent NAEP trends for 9-year olds show movement
  toward group-proportional equality (i.e., all
  rising but lowest groups rising faster)

12

• But, Some Sobering Realities
• Progress for teenagers mostly stopped around
  1990.
• Most high poverty, high minority schools score
  very poorly.
• Racial gaps are often largest among children of
  the college educated.
• 15 percent of high schools produce half of our
  dropouts and children of color are heavily
  concentrated in these schools.
• There are large disparities between states, with
  poor states tending to score lower and receive
  least federal aid on a per student cost-adjusted
  basis.
• Schools where progress causes scores to rise for
  all groups while gaps get narrower are not as
  common as we might like (though recent NAEP
  Trends for 9-year olds is encouraging).

13
READING Black 12th graders whose parents are
college graduates have average reading scores
below those of white 12th graders whose parents
are high school graduates and have never attended
college. (National Assessment of Educational
Progress, 2005)
Compare
14
MATH Black 12th graders whose parents are
college graduates have average math scores almost
as low as those of white 12th graders whose
parents are high school dropouts. (National
Assessment of Educational Progress, 2000)
Compare
15
SCIENCE Black 12th graders whose parents are
college graduates have average science scores no
higher than those of white 12th graders whose
parents are high school dropouts. (National
Assessment of Educational Progress, 2005)
Compare
16

• Parenting Practices and Home Life Styles
• Mother-child interactions during infancy help
  predict test scores in early elementary years and
  help explain achievement gaps.
• Parenting practices (warmth and demandingness)
  during early school years help predict test
  scores during early adolescence and help explain
  achievement gaps.
• Compared to Whites and Asians, Black and Hispanic
  children in elementary school report less leisure
  reading at home, fewer books at home, more
  television watching, more televisions in
  bedrooms, and get sleepier at school.

17
Home Learning Conditions
18
My parents want me to tell them what I learned in
school. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N687
Black, N1355 Hispanic, N561 White, N2647.
Disadvantaged Asian, N100 Black936
Hispanic281 White337.
19
At home, someone is always there to help me with
my homework if I need it. (Yes, instead of
Maybe or No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N687
Black, N1351 Hispanic, N564 White, N2639.
Disadvantaged Asian, N102 Black940
Hispanic281 White331.
20
I read almost everyday at home. (Yes, instead
of Maybe or No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
21
Percentages who agree, I read almost everyday at
home. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
22
Percentages who agree, I read almost everyday at
home. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
23
Percentages who agree, I read almost everyday at
home. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
24
Within-race median parental responses in 1998 to
How many childrens books does your
kindergarten child have in your home now,
including library books? By mothers years of
schooling.
Blacks
Whites
Mothers Years of Schooling
Source Presenters calculations using the Early
Childhood Longitudinal Study, a US Dept of
Education national survey.
25
At home, I watch television more than I do
anything else. (Yes, instead of Maybe or
No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N687
Black, N1355 Hispanic, N566 White, N2652.
Disadvantaged Asian, N104 Black936
Hispanic280 White335.
26
Percentages who agree, At home, I watch TV more
than I do anything else. White students, by
number of computers at home. (Yes, instead of
Maybe or No.) (Grades 1-5)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
27
Percentages who agree, At home, I watch TV more
than I do anything else. Black students, by
number of computers at home. (Yes, instead of
Maybe or No.) (Grades 1-5)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
28
Percentages who agree, At home, I watch TV more
than I do anything else. Hispanic students, by
number of computers at home. (Yes, instead of
Maybe or No.) (Grades 1-5)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N688
Black, N1360 Hispanic, N567 White, N2650.
Disadvantaged Asian, N103 Black944
Hispanic285 White337.
29
Percentages with computers in their bedrooms.
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and MO.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N690
Black, N1362 Hispanic, N568 White, N2649.
Disadvantaged Asian, N103 Black939
Hispanic286 White339.
30
Percentages with televisions in their bedrooms.
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N693
Black, N1364 Hispanic, N570 White, N2654.
Disadvantaged Asian, N105 Black937
Hispanic285 White336.
31
On many days, I get very sleepy at school.
(Yes, instead of Maybe or No.) (Grades
1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N683
Black, N1341 Hispanic, N557 White, N2631.
Disadvantaged Asian, N103 Black933
Hispanic280 White335.
32
Sometimes my teacher says that I dont pay
attention like I should. (Yes, instead of
Maybe or No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N681
Black, N1342 Hispanic, N560 White, N2619.
Disadvantaged Asian, N103 Black933
Hispanic278 White329.
33
Sometimes I get into trouble at school. (Yes,
instead of Maybe or No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N687
Black, N1363 Hispanic, N568 White, N2642.
Disadvantaged Asian, N105 Black941
Hispanic287 White344.
34
I have done my best quality work in school all
year long. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N681
Black, N1344 Hispanic, N561 White, N2625.
Disadvantaged Asian, N101 Black930
Hispanic279 White332.
35
When I work hard, it is because my teacher tells
me I can do well. (Yes, instead of Maybe or
No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N679
Black, N1352 Hispanic, N566 White, N2629.
Disadvantaged Asian, N103 Black934
Hispanic284 White334.
36
When I work hard, it is because my parents tell
me I can do well. (Yes, instead of Maybe or
No.) (Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N682
Black, N1343 Hispanic, N561 White, N2614.
Disadvantaged Asian, N103 Black930
Hispanic282 White331.
37
When I work hard, it is because my teacher makes
me do it. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N675
Black, N1346 Hispanic, N565 White, N2637.
Disadvantaged Asian, N104 Black934
Hispanic278 White337.
38
When I work hard, it is because my parents make
me do it. (Yes, instead of Maybe or No.)
(Grades 1-6)
Source Calculations by Ron Ferguson, using
Tripod Project data for 1st to 6th graders
collected spring 2005 06 from 45 elementary
schools in NJ, CT, OH, NM, IA, MA, MI and CA.
Advantaged students have (by our definition) at
least one computer in the home AND are not from
single parent households others are labeled
Disadvantaged. Advantaged Asian, N680
Black, N1345 Hispanic, N562 White, N2620.
Disadvantaged Asian, N104 Black930
Hispanic281 White333.
39
Racial differences in Parenting Styles, re
Warmth/Responsiveness/Nurturance Cognitive
stimulation Outings with parents Time with
mother Parental monitoring Strictness/Demandingne
ss Limited say in rules No arguing about
rules Parental involvement/rules re
schoolwork Limited adolescent decision making
40
Reading Scores National Longitudinal Survey of
Youth, by Parenting Style
From work by Jelani Mandara, Northwestern
University.
41
Percentages in each category National
Longitudinal Survey of Youth, by Parenting Style
Race Strict Warm Strict Warm Neither Row Total
Black 10 37 14 39 100
Hispanic 19 24 26 31 100
White 45 17 29 10 100
From work by Jelani Mandara, Northwestern
University.
42

• Peers
• Black and Hispanic students who get the highest
  grades may suffer a popularity penalty, with
  fewer peers listing them as friends.
• There is some evidence that the popularity
  penalty may be associated more with the racial
  authenticity of personal styles among some high
  achievers (speech styles, music preferences,
  trusting attitudes) than with their achievement
  levels or aspirations, per se.
• There is opposition to hard work and nerdy
  behavior even among white students and racial
  differences in this domain appear to be minimal.

43
My friends think its important to work hard to
get high grades. Males, percentages giving each
response, 117 secondary schools across 15 states.
Source Tripod Project surveys of secondary
school students. N Schools117 Students
White10184 Black4114 Hispanic3871 Asian
1258. States AZ, CA, CT, IA, IL, MA, MI, MO,
NJ, NM, NY, OH, OR, VA, WI
44
White10229 Black4534 Hispanic4205 Asian1244
White10229 Black4534 Hispanic4205 Asian1244
My friends think its important to work hard to
get high grades. Females, percentages giving
each response, 117 secondary schools across 15
states.
Source Tripod Project surveys of secondary
school students. N Schools117 Students
White10229 Black4534 Hispanic4205
Asian1244. States AZ, CA, CT, IA, IL, MA, MI,
MO, NJ, NM, NY, OH, OR, VA, WI.
45
Levels of agreement among black high school
students with the statement, I feel out of place
in this class, like I dont really fit in. Lines
distinguish students for whom people like
themselves are never or usually not accused of
acting white versus sometimes, usually or
always accused. (z-values)
46
Levels of agreement among Hispanic high school
students with the statement, I feel out of place
in this class, like I dont really fit in. Lines
show distinguish students for whom people like
themselves are never or usually not accused of
acting white versus sometimes, usually or
always accused. (z-values)
47
Levels of agreement among white high school
students with the statement, I feel out of place
in this class, like I dont really fit in. Lines
show distinguish students for whom people like
themselves are never or usually not accused of
acting white versus sometimes, usually or
always accused. (z-values)
48
Levels of agreement among black male and female
high school students with the statement, I feel
out of place in this class, like I dont really
fit in. Lines distinguish students for whom
people like themselves are never or usually not
accused of acting white versus sometimes,
usually or always accused. (z-values)
49
Considering all black high school students, why
some respond that people like themselves
usually or always get accused of acting
white, while others say usually not or never.
Percentages attributable to each listed factor.
50
Percentages of black female high school students
agreeing that it is at least somewhat true that,
"I sometimes hold back from doing my best in this
class, because of what others might say or
think." Shown by GPA and by whether students
responded "never" to the statement, "At this
school, students like me get accused of acting
white."
51
Percentages of black male high school students
agreeing that it is at least somewhat true that,
"I sometimes hold back from doing my best in this
class, because of what others might say or
think." Shown by GPA and by whether students
responded "never" to the statement, "At this
school, students like me get accused of acting
white."
52
Percent responding, somewhat true, mostly
true, or totally true, that, My behavior is a
problem for the teacher in this class.
Blacks
Whites
Mothers Years of Schooling
Male Female
53
Exhibit 2 The percentage who agree "Some
classmates tease kids who make mistakes," for
three classroom racial mixes and five grade
levels. (n15344 elementary students, fall
semester 2003.)
54
Percentages responding Somewhat, Mostly, or
Totally True, that, Students in this class
tease people who get wrong answers. By grade
and classroom racial composition. (N65,051)
55
Class to Class Variation in the Quality of
Instruction
56
RESEARCH-INSPIRED TIPS FOR HIGH-ACHIEVEMENT
PARENTING

• Promote daily leisure reading at home.
• Try to ensure that your child gets enough sleep
  not to be sleepy at school. Consult local experts
  about how much sleep a child needs at your
  childs age.
• Make sure your child eats a nutritious breakfast.
• Express warmth regularly. This means (for
  example)
• Spend time together
• Listen carefully to what your child has to say
• Respond thoughtfully and sensitively to what they
  say
• Hug your child
• Tell them you are proud that they are good people
• Tell them you are proud when they try to do their
  best
• Tell them that you love them
• Allow the child to help set rules, when
  appropriate

57

• 5. Balance warmth (4, above) with structure and
  demandingness. This means have clear and firm
  rules about (for example)
• Doing homework (and seeking help when needed)
• Television watching (not all the time)
• Friends (children who respect your values)
• Time to be home
• Chores and responsibilities
• Treatment of siblings
• Respect for adults
• Bedtime on school nights (early enough to avoid
  being sleepy in school)

58

• Discuss reading materials with children in ways
  that encourage them to enjoy learning
• During bedtime reading, ask both easy (build
  confidence) and more difficult (but not
  stressful) questions about the story (the more
  difficult questions help with comprehension). Do
  it lovingly.
• Have a variety of reading materials for children,
  especially materials that are related to your
  childs special interests. (For younger children,
  the variety is important because it is difficult
  to have thoughtful bedtime discussions over and
  over about the same story. There need to be new
  stories that raise new questions.)
• Try constantly to reinforce the idea that
  learning can be enjoyable/fun/stimulating/fascinat
  ing.
• Dont overemphasize getting things correct
  emphasize effort and comprehension instead.

59

• Seek opportunities at home to discuss and apply
  what your child is learning at school. For
  example, having them help with cooking and
  recipes is a good way to reinforce elementary
  school math lessons (adding, multiplying,
  fractions, dividing). Discussion of current
  events in the newspaper may connect to what your
  child is doing in social studies. Ask teachers
  for ideas that you can use in connecting home
  life to school life.
• Actively seek out-of-school time opportunities
  for
• Tutoring and reinforcing school lessons
• Extra-curricular opportunities with freedom to
  explore and be creative
• Extra-curricular opportunities to develop special
  talents

60

1. Know your childs close friends and try to know
   their parents.
2. When it seems necessary, be a role model and
   caring adult for your childs friends.
3. Encourage your child to think about his or her
   future and to set goals. Help your children
   develop the habit of planning for both near-term
   and longer-term goals.
4. Try to limit television watching by substituting
   other constructive and interesting activities.
5. Build up you childs sense of being a valued
   person. Avoid using negative nicknames such as
   dummy or knucklehead or lazybones or
   good-for-nothing. Instead, use names like
   sweetheart or honey or my bright boy or
   love of my life.
6. Try to end every reprimand with a positive
   statement that lets your child know you have
   separated your disappointment about their
   behavior from your pride about what a good person
   they really are.

61
Class to class variation In the quality of
instruction
62
Teachers Use Multiple Explanations Each vertical
bar is percentage agreement in an individual
classroom Measured by If you dont understand
something, my teacher explains it another way. My
teacher has several good ways to explain each
topic that we cover.
School B
School C
School A
63
Teachers Use Multiple Explanations Each vertical
bar is percentage agreement in an individual
classroom Measured by My teacher has several
good ways to explain each topic that we cover.
Sch A (MSAN)
Sch C (MSAN)
Sch B (MSAN)
64
Percentages of Whites, Blacks and Hispanics
responding mostly true or totally true to the
statement, My teacher in this class makes me
feel that he or she really cares about me. The
X-axis is the percentage white students in the
school.
65
Percentages of Whites, Blacks and Hispanics who
did not respond never to the statement,
Because of race, some teachers think Im less
smart than I am. The X-axis is the percentage
white students in the school.
66
Agreement (std. units) by Whites, Blacks and
Hispanics with the statement, Sometimes in this
class, I worry about not looking smart. The
X-axis is the percentage white students in the
school.
67

• Toward Excellence with Equity
• An Emerging Vision for Closing the Achievement
  Gap
• Ronald F. Ferguson
• (Harvard Education Press, Dec. 2007)
• From a comment in the publication Education Next,
  Summer 2008
• Ferguson ranges well beyond schools into
  economic factors teacher attitudes, parenting
  practices, cultural constructs, community views,
  and some interventions (such as his own Tripod
  Project) designed to narrow the achievement gap.
  The volume provides an illuminating and alarming
  tour of todays racial gaps (white-black, mainly,
  but also white-Hispanic) and the many factors
  that feed them. Along with revealing data,
  perceptive analysis, and welcome candor, however,
  comes a certain skittishness in sensitive areas
  such as African American parenting practices, a
  bit of folly (encouragement of dialect and street
  language in English class), and some sky-pie
  about collective action and national leadership
  to solve problems for which there are no easy
  solutions.

68

• Goals of the Movement
• Youth cultures that more consistently support
  behaviors consistent with academic learning and
  the pursuit of excellence
• Parenting that nurtures intellectual growth and
  balances warmth and responsiveness with structure
  and demandingness
• Teaching that engages and challenges students to
  achieve at higher levels
• Community supports to supplement parents and
  teachers
• Leadership to organize, guide and motivate
  others
• in a 21st Century Social Movement for
  Excellence with Equity.
• Urgency AND Possibility.

69
Which part of our vision is the sky pie?
70
Strategic Components of a Data Rich, Aligned,
Coherent, Ambitiously Goal-Oriented Movement for
Excellence with Equity in A Particular School
District (Boxes under each strategy are aligned
with one another for coherence and, where
appropriate, linked to other strategies.)

• Strategy 1,
• Instruction
• Ambitious Goals
• Quality Curr. Materials
• C. Differentiation
• D. Assessment for Learning
• E. Thematic Focus

Strategy 2, Climate A. Improve Behaviors B.
Respect Diversity C. Be Culturally Competent D.
Incorporate Newcomers
Strategy 3, Parental A. School Involvement B.
Home-based Practices C. Supplemental
Supports (e.g., out-of-school time programming)

• Strategy 4,
• Technology
• . . .
• . . .

Strategy 5, Leadership A. District (Bd., Supt,
Union) B. School (Adults) C. School (Students) D.
Classroom E. Community
Beliefs and Norms
Beliefs and Norms
Beliefs and Norms
Beliefs and Norms
Beliefs and Norms
Stakeholders And Participants
Stakeholders And Participants
Stakeholders And Participants
Stakeholders And Participants
Stakeholders And Participants
Organizational Structures
Organizational Structures
Organizational Structures
Organizational Structures
Organizational Structures, including named
programs
Capacities For Implementation
Capacities For Implementation
Capacities For Implementation
Capacities For Implementation
Capacities For Implementation
Accountability Mechanisms
Accountability Mechanisms
Accountability Mechanisms
Accountability Mechanisms
Accountability Mechanisms
Key Action Steps
Key Action Steps
Key Action Steps
Key Action Steps
Key Action Steps
Ronald F. Ferguson, Harvard Univ.