Redesigning Schools for the 21st Century

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Redesigning Schools for the 21st Century
Linda Darling-Hammond LEADS Conference, June 2007
Kati Haycock, Education Trust 2006
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Challenges of 21st Century Teaching

• Greater Need for Education in Society and Economy
• Higher Standards for Learning
• More Diverse Students with Greater Educational
  Needs
• Greater Expectations of Schools for Ensuring
  Success

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A Changing Economy Makes Education more Important
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2003TIMSS Grade 4 Math
Source American Institutes For Research,
November 2005, Reassessing U.S. Mathematics
Performance New Findings from the 2003 TIMSS and
PISA
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2003TIMSS Grade 8 Math
Source American Institutes For Research,
November 2005, Reassessing U.S. Mathematics
Performance New Findings from the 2003 TIMSS and
PISA
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PISA 2003Mathematics, 15-Year-Olds
Source American Institutes For Research,
November 2005, Reassessing U.S. Mathematics
Performance New Findings from the 2003 TIMSS and
PISA
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Effectiveness of Education Systems
Investment in education as of GDP, compared
with mean PISA score
Investment in education as of GDP
Mean PISA score across reading maths and science
literacy
Sources OECD education at a glance 2002 OECD
PISA report 2002 EMB Education Indicators, from
Chris Wardlaw, "Mathematics in Hong Kong/China
Improving on Being First in PISA"
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Expectations for Learning are Changing

• The new context means new expectations.
  These include
• Ability to communicate
• Adaptability to change
• Ability to work in teams
• Preparedness to solve problems
• Ability to analyse and conceptualise
• Ability to reflect on and improve performance
• Ability to manage oneself
• Ability to create, innovate and criticise
• Ability to engage in learning new things at all
  times
• Ability to cross specialist borders

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Changing Demands for Knowledge

• Sources of Knowledge
• Education institution ? Everywhere

(Learning not only in classroom)

• Understanding of Knowledge
• Static ? Dynamic

(Cross-cutting knowledge, learning to learn)

• Structure of Knowledge
• Compartmental ?Holistic

(Interdisciplinary learning cross-curricular
projects)

• Nature of Knowledge
• Authority ? Personal and contextual

(Teachers students learning together)
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U.S. High School Outcomes

• 75-80 graduate from high school
• compared to 95 or more in other
  high-achieving nations
• 
  60 of graduates go on to college
• 
  40-50 of college entrants finish
• About 25 of
  the age cohort gets a college degree
• Yet 70 of jobs involve knowledge work
  requiring specialized higher education

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The achievement gap continues to grow
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Many U.S. classes offer less intellectually
challenging work
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Writing Progress is Stagnant or Declining
Scoring at Basic or Above on NAEP, 1998 and 2002
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NAEP 2005 Grade 4 Reading Overall Scale Scores
National Public
KY
TN
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NAEP 2005 Grade 4 Reading, African American
Scale Scores
KY
National Public
TN
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NAEP 2005 Grade 4 Reading, Low-Income Scale
Scores
KY
National Public
TN
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NAEP 2005 Grade 8 Math, Overall Scale Scores
National Public
TN
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NAEP 2005 Grade 8 Math, African American Scale
Scores
National Public
TN
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High School Biology Exam, Victoria, Australia

• 3. When scientists design drugs against
  infectious agents, the term designed drug is
  often used.
• A. Explain what is meant by this term.
  __________________________________________________
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• Scientists aim to develop a drug against a
  particular virus that infects humans. The virus
  has a protein coat and different parts of the
  coat play different roles in the infective cycle.
  Some sites assist in the attachment of the virus
  to a host cell others are important in the
  release from a host cell. The structure is
  represented in the following diagram
• The virus reproduces by attaching itself to the
• surface of a host cell and injecting its DNA into
  the host
• cell. The viral DNA then uses the components of
  host cell
• to reproduce its parts and hundreds of new
  viruses bud off
• from the host cell. Ultimately the host cell
  dies.

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Analysis and Application of Knowledge

• B. Design a drug that will be effective against
  this virus. In your answer outline the important
  aspects you would need to consider. Outline how
  your drug would prevent continuation of the cycle
  of reproduction of the virus particle. Use
  diagrams in your answer. Space for diagrams is
  provided on the next page. _______________________
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Design and Scientific Inquiry

• Before a drug is used on humans, it is usually
  tested on animals. In this case, the virus under
  investigation also infects mice.
• C. Design an experiment, using mice, to test the
  effectiveness of the drug you have designed.
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School-Based Coursework Assessment Victoria,
Australia
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NAEP, 8th and 12th Grade Science

• 1. What two gases make up most of the Earth's
  atmosphere? 
• A)  Hydrogen and oxygen
• B)  Hydrogen and nitrogen
• C)  Oxygen and carbon dioxide
• D)  Oxygen and nitrogen
• 2.   Is a hamburger an example of stored energy?
  Explain why or why not.__________________________
  __________ ____________________________________

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Side Effects of High-Stakes Multiple-Choice
Testing

• I have seen more students who can pass the
  test but cannot apply those skills to anything
  if its not in the test format. I have students
  who can do the test but cant look up words in a
  dictionary and understand the different
  meanings. As for higher quality teaching, Im
  not sure I would call it that. Because of the
  pressure for passing scores, more and more time
  is spent practicing the test and putting
  everything in the test format
• -- A Texas teacher

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Considering the Alternatives

• What would we need to do differently in our
  schools and classrooms if we were aiming for this
  kind of learning across content areas for all
  students?

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What Can We Learn from Other Countries?Internati
onal Assessments (PISA) 2003

• Reading
• Finland
• South Korea
• Canada
• Australia
• Liechtenstein
• New Zealand
• Ireland
• Sweden
• Netherlands
• U.S. is 19 / 40

• Math
• Hong Kong
• Finland
• South Korea
• Netherlands
• Liechtenstein
• Japan
• Canada
• Belgium
• Macao (China)
• U.S. is 28 / 40

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What are High-Achieving Nations Doing?

• A lean curriculum focused on deep understanding
  and higher order skills
• Performance assessments to gauge progress with
  classroom-based assessments as part of the system
• Massive investments in initial teacher education
  and school-level teacher support (including
  teacher time)
• Smaller schools with continuous relationships
• Equitable spending, with extra investments in
  high-need schools and students

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Why think about improving teaching and learning?

• Every classroom and school
• is perfectly structured
• to get the results
• that it gets.

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So, what can we do?
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1. Start early with a coordinated College
Begins in Kindergarten initiative.
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2. Get your standards and assessments lined up
high school graduates should be prepared for
postsecondary education without remediation.

• First step agreement between end-of- high
  school requirements and first-year college
  expectations.

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3. Dont just remediate, accelerate attack the
gaps.

• Re-energize, focus system efforts and hold
  central office and schools jointly accountable
  for reducing the number of below basic students
  and those who need remediation.

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4. Revisit courses and work required for HS
graduation. Adequate for 21st Century?

• Address need for quality, consistency through
  joint development of end-of-course exams, anchor
  assignments, and/or quarterly benchmark
  assessments. Provide professional development on
  these.

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5. Dont let the urgent need to reduce dropouts
deter you from raising standards or requiring
more advanced courses.
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Education PaysAnnual Earnings of 25 to
34-year-olds by Attainment, 2001
Source US bureau of Labor Statistics and Bureau
of the Census, Current Population Survey, March
2002
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San Jose Unified School District Required ALL
Students to Complete Univ. of California Course
Requirements

• Dropout Rates DECLINED.

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6. Provide Extra Instructional Time, especially
for 9th Graders Who Arrive in High School Behind.

• Identify, select, implement smart
  interventions/alternatives in Literacy and Numercy

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Way in Which a School Schedule is Organized
Matters Hugely

• Students who take, say, 4 years of math or
  English in 6 period day schedule, get equivalent
  of one full year of additional instruction over
  those who take 4 years in block schedule.

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7. To achieve maximum benefit from extra
instruction, need carefully designed catch up
curriculum.
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Must combine systematic instruction in the basics
with higher level instruction that will truly
engage students.

• Dont just leave this to schools, district
  leadership is hugely important.

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8. Reduce the number of way behind high school
entrants by doubling up time and using catch up
curriculum in middle schools.

• Influencing Middle School Improvement Efforts Is
  Essential

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9. Teachers Matter A Lot. Get Strong Teachers
to the Students Who Need Them Most.

• Too often, students in greatest need get the
  least of what matters most their fair share of
  effective teachers.

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LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH
EFFECTIVE TEACHERS One Year Growth
Sanders and Rivers, Cumulative and Residual
Effects of Teachers on Future Academic
Achievement, 1998.
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TN Graduation Exams

• Students who fail 4th grade exam are six times
  more likely to pass the exit exam if they have
  four highly effective teachers in a row, compared
  to those who have four low-effectiveness teachers
  in a row.

Rivers, June. The Impact of Teacher Effects on
Student Math Competency. Univ of TN, 1999
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Classes in High Poverty High Schools More Often
Taught by Misassigned Teachers
Teachers who lack a major or minor in the
field Source National Commission on Teaching and
Americas Future, What Matters Most Teaching for
Americas Future (p.16) 1996.
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Math and Science Classes of Mostly Minority
Students Are More Often Taught by Misassigned
Teachers
Source Jeannie Oakes. Multiplying Inequalities
The Effects of Race, Social Class, and Tracking
on Opportunities to Learn Mathematics and
Science (Rand 1990)
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Poor and Minority Students Get More
Inexperienced Teachers
Teachers with 3 or fewer years of experience.
High and low refer to top and bottom
quartiles. Source National Center for Education
Statistics, Monitoring Quality An Indicators
Report, December 2000.
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10. Other adults matter, too. Invite parents,
churches, community organizations and others to
help work on the many aspects of this challenge.
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11. Try alternative approaches to remediation.

• Extra time and expert support during the regular
  school day may be more effective.

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12. Examine data on core courses by faculty
member. Move/provide help to teachers without
demonstrated success in getting students to
standard.
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Set stretch goals for academic departments and
for whole schools on both access to and success
in more challenging courses. Intellectual
leadership and smart incentives matter!
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14. District and School Leaders are key.
Provide vehicles to support their
learningincluding visits to similar systems
and schools with better results.
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15. USE YOUR VALUE-ADDED DATA !

• Identify strong teachers and get them to students
  who most need them
• Learn from them, and feed results back to
  pre-service and in-service prep programs
• Identify colleges of education that produce
  unusual numbers of high- and low-value added
  teachersand act on that knowledge.

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