Out of Carnegie

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Out of Carnegie
Dr. Alexa Posny November 30, 2005
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• We must ensure that a high school diploma
  reflects the accomplishment of assured rigor,
  relevance and preparation to compete in the 21st
  century
• North Carolina State Board of Education

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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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The Good News About Public Education in
2005Center on Education Policy (CEP)

• U.S. public schools have improved in many ways
  since the movement to reform education by raising
  standards first took shape 20 years ago.

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Positive National Trends (CEP)

• School Participation and Course Taking
• Americans are becoming more educated
• High school students are taking a more
  challenging curriculum
• More high school students are completing advanced
  math and science courses
• More high school students are taking AP courses
  and exams
• More students with disabilities are being
  educated in regular classrooms

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Positive National Trends (CEP)

• Student Achievement
• Some achievement gaps are narrowing
• SAT scores have gone up, even as more students
  are taking the test
• ACT scores have remained stable, even as the
  number of test-takers has surged
• U.S. students outscore other countries in
  interpreting civic information

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Positive National Trends (CEP)

• School Climate and Public Support
• Pupil-teacher ratios are falling
• Almost all U.S. classrooms have Internet access
• Students are safer at schools

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Positive National Trends (CEP)

• Teachers
• Public school teachers are well educated and
  experienced
• Fewer high school teachers are teaching outside
  their field of preparation
• More teachers are participating in professional
  development

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Positive National Trends (CEP)

• Higher Education
• More students are going to college
• More young adults are completing four-year
  college degrees
• More women are earning college and graduate
  degrees

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Positive Kansas Trends

• Kansas 4th graders scored second highest in the
  nation in math on the NAEP
• Kansas 8th graders scored 10th highest in the
  nation on math on the NAEP
• Kansas scored a grade of 99 for the proportion of
  students who go on to college, the 2nd highest
  score in the country
• Kansas is one of the top 6 states in the
  percentage of high school graduates going on to
  college

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Positive Kansas Trends

• Kansas is one of the top 9 states in the
  proportion of high school graduates with scores
  in the top 20 nationally on either the ACT or
  SAT
• Since 1994, ACT college entrance examination
  scores in Kansas have risen five times as fast as
  the national average
• Kansas students have the 8th highest average
  Advanced Placement (AP) exam scores in the nation
• In Kansas, 70 of public high school students
  taking AP exams earn a score high enough to
  qualify for college credit

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Positive Kansas Trends

• There is one computer available for instruction
  for every 2.8 public school students in Kansas
• Kansas is one of the top three states in the
  nation for computer availability
• 93 of Kansas schools have Internet access
• In Kansas, there are 3.7 students per networked
  computer as compared to 5.6 nationwide

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Achievement Levels NAEP and Kansas
NAEP Achievement Levels
Kansas Achievement Levels
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NAEP8TH Grade Mathematics
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NAEP 8th Grade Math
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NAEP 8th Grade Math
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NAEP8TH Grade Reading
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NAEP 8th Grade Reading
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NAEP 8th Grade Reading
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KS Assessments Results Participation Rates
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Five Year Increases in Mathematics

• All IEP ESL Ethnic
  Poor
• B H
• 4th 22.6 38.3 36.3 7.9 12.1 34.5
• 7th 13.9 28.2 26.6 7.0 10.1 21.3
• 10th 8.6 19.3 5.0 -0.5 -1.4 10.0

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Assessment HighlightsFive Year Gap
Figuring the Gap In 2000, the gap was 35.7 In
2005, the gap is 21.1 Subtracting the two
(35.7 21.1) means the gap has been reduced
by 14.6

• 2000
• Whites 68.9
• Afr. Amer 33.2
• 35.7
• 2005
• Whites 81.7
• Afr. Amer 60.6
• 21.1

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Assessment HighlightsMathematics (cont.)

• Over five years, the gap between whites and
  African Americans and Hispanics has narrowed by

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Assessment HighlightsMathematics (cont.)

• The percent of students at the proficient level
  or above and who qualify for Free or Reduced
  Price lunches as compared to those who dont
  over five years has increased

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Five Year Increases in Reading

• All IEP ESL Ethnic
  Poor B H
• 5th 14.6 33.7 46.6 14.6 16.6 26.2
• 8th 9.1 28.6 44.0 9.4 12.5 17.2
• 11th 6.4 22.6 33.1 1.3 2.2
  8.7

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Assessment HighlightsReading (cont.)

• Over five years, the gap between whites and
  African Americans and Hispanics has narrowed by

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Assessment HighlightsReading (cont.)

• The percent of students at the proficient level
  or above and who qualify for Free or Reduced
  Price lunches as compared to those who dont
  over five years has increased

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Five Year Increases in History/Government

• All Ethnic Poor
• B H
• 6th 7.5 11.6 13.5 10.4
• 8th 7.3 12.5 11.9 11.3
• 11th 5.6 4.9 3.1 5.6

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Assessment HighlightsHistory/Government (cont.)

• Over five years, the gap between whites and
  African Americans and Hispanics has narrowed in
  6th and 8th grades by

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Assessment HighlightsHistory/Government (cont.)

• Over five years, the gap between students who
  qualify for free or reduced price lunches and
  those who do not has narrowed for most

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Five Year Increases in Science

• All Ethnic Poor
• B H
• 4th 9.5 16.1 11.4 14.7
• 7th 5.4 9.9 11.2 10.0
• 10th 6.4 9.7 5.3 7.7

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Assessment HighlightsScience (cont.)

• Over five years, the gap between whites and
  African Americans and Hispanics has narrowed in
  most of the grades by

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Assessment HighlightsScience (cont.)

• Over five years, the gap between students who
  qualify for free or reduced price lunches and
  those who do not has narrowed for most

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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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Instead of using the word problem, try
substituting the word opportunity.
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Changing Face of Work

• In 1900
• About 50 of young men left school at 8th grade
  and farmed
• In 1950
• 20 of jobs were professional
• 20 were skilled
• 60 were unskilled
• 31 were factory jobs

• In 2000
• About 2 now work on farms yet they feed the
  nation
• In 2000
• 20 of jobs are professional
• 60 are skilled
• 20 are unskilled
• 18 are factory jobs

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Prepared for Work

• The new basics at work include the ability to
• read at relatively high levels,
• do at least elementary algebra,
• use personal computers,
• solve multi-structured problems,
• communicate effectively, and
• work in groups.

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High Schools as Sorting Machines

• Black, Hispanic and low-income children are most
  intensely affected by low educational standards.
  They are disproportionately placed in non-college
  preparatory and vocational coursework
• Presidents Commission on Educational Excellence
  for Hispanic Americans, 2000

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In the Classroom

• Students report that what they learned in high
  school left them ill-equipped for the challenges
  of college, work, and the adult world.
• Many students report that for them, the senior
  year was a waste of time.
• A number of students report that, far from being
  challenged by their high school curriculum, they
  find high school to be pointless and boring.
• Many viewed high school as primarily a social
  venue.
• --Beyond the Classroom

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Millennials

• Consumers- 150 billion annually
• Digital Media Users - 6 hrs daily
• Multi-taskers
• Hyper communicators
• Gamers
• Less violence, drugs and alcohol
• Interested in college
• More socially/civically conscious
• Optimistic

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• Children are native to cyberspace, and we, as
  adults, are immigrants.
• - Douglas Rushkoff

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What they do online
Source TBWA/Chiat/Day Research, 2000

• Send e-mail
• Surfing around/seeing what is out there
• Looking up musical groups and artists
• Chatting with friends online
• Doing homework or research
• Listening to music
• Using instant messaging
• Checking movies, TV, or concert listings
• Reading the news or magazines online
• Playing online games
• Meeting people who share interests
• Watching streaming videos
• Exchanging own creative work with friends
• Buying stuff
• Participating in online auctions

• 100
• 98
• 95
• 93
• 92
• 90
• 89
• 84
• 81
• 80
• 77
• 70
• 69
• 61
• 38

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Millennials Want to Learn

• With technology
• With one another
• Online
• In their own time
• In their own place
• Doing things that matter

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Kids and Parents are Clear Their Goal is
College
SourceMetropolitan Life, Survey of the American
Teacher 2000 Are We Preparing Students for the
21st Century?, September 2000.
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Nationally, High School Grads Who Go On To
Postsecondary
Source NELS 88, Second (1992) and Third (1994)
Follow up in, USDOE, NCES, Access to
Postsecondary Education for the 1992 High School
Graduates, 1998, Table 2.
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KS High School Grads Who Go On To Postsecondary
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College Freshmen Who Do Not Return for Sophomore
Year
Source Tom Mortensen, Postsecondary Opportunity,
No. 89, November 1999
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KS College Freshmen Who Do Not Return for
Sophomore Year
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Why? At Least In Part Because Their Teachers Had
Other Ideas About Their Plans
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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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I told (the staff) my vision. That our
expectations are going to be high and will
inspire maximum involvement in all studentsWere
building a cooperative school and community
(where) the individual student is first and
foremost.PSJA Memorial Principal
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Should there be a single, overarching goal for
high school that will give clearer purpose and
focus to our reform efforts?

• EX
• ALL students must graduate from high school ready
  for postsecondary education.

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What Else Do We Know?

• An estimated one-third of students enter 9th
  grade with reading skills two or more years below
  grade level
• 15 of parents reported that reading and writing
  makes sense as a graduation requirement but not
  math
• Three-year-olds watch about 30 hours of
  television a week by the time a child graduates
  from high school, s/he will have spent more time
  in front of the TV than in class

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What Else Do We Know?

• Reading is a gateway skill that allows students
  to access the knowledge and skills they needWe
  cannot allow todays group of high school
  students to leave high school with inadequate
  reading skillsthus, every American high
  schoolfrom the affluent suburban school to the
  chronically struggling school to the newest
  charter schoolwill need to organize itself in a
  way that ensures literacy is a key priority for
  every student.
• U.S. Department of Education, Every Young
  American a Strong Reader

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Overcoming Barriers to High Achievement

• Students who fail to achieve high standards in
  the early years need to be put into accelerated
  classes that focus on intellectual development
  with rigorous instruction and engaging curriculum
  rather then be sorted into slower paced remedial
  classes that compound their low achievement.

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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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Academic GrowthGrades 4-8, 8-12
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Value Added Declining in High School Math...
Age 13-17 Growth
Source NAEP 1999 Trends in Academic Progress
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A New Core Curriculum for All2003, Education
Trust

• Students of all abilities learn more in college
  prep courses.
• A U.S. Department of Education study found that
  even students who enter high school with test
  scores in the lowest quartile grow more in
  college prep courses than they do in either a
  vocational or general course.
• Students are more likely to pass high-level
  courses than low-level courses.
• A HSTW study found that low-achieving 8th
  graders were far more likely to earn a D or F
  when enrolled in low-level math than in college
  prep math.

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Rigorous Course-Taking2003, Education Trust

• The Texas Business and Education Coalition (TBEC)
  called for all Texas high school students to
  complete a rigorous academic core course of study
• Beginning in 2004, all students entering 9th
  grade are automatically enrolled in college-prep
  and can opt out only if both the students
  parents and a school official agree.
• The Southern Regional Education Board, developers
  of the HSTW, require all students to complete
  four credits in college-prep mathematics
• It must include Algebra I, Geometry, Algebra II
  and a higher level math course such as
  Trigonometry, Statistics, Pre-Calculus, Calculus,
  or the College-Boards Pacesetter Mathematics.

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Math Acceleration for AllBurris, Heubert
Levin, EL

• Students whose parents never attended college
  more than doubled their chances of enrolling in
  4-year colleges if they took high school math
  courses beyond Algebra 2
• A U.S. Department of Education study found that
  taking advanced math in high school was more
  strongly associated with successful completion of
  college than any other factor including grade
  point average and SES

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Transcript Study The single biggest predictor of
college success wasQuality and intensity of
high school curriculum

• Cliff Adelman, Answers in the Tool Box, U.S.
  Department of Education.

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Algebra II Coursework

• District 1 Factoring
• Factors polynomials to include the difference of
  perfect squares the sum or difference of perfect
  cubes solves equations involving function
  notation using numeric, geometric and algebraic
  techniques classifies relations as functions or
  non-functions based on graphical representations
  as they relate to independent and dependent
  variables determines a functions inverse
  verifies a functions inverse interpolates and
  extrapolates information

• District 2 Factoring
• Factor polynomials
• Uses factoring to solve equations and
  inequalities
• Applies factor theorems

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Students can do no better than the assignments
they are given...
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Grade 10 Writing Assignment
A frequent theme in literature is the conflict
between the individual and society. From
literature you have read, select a character who
struggled with society. In a well-developed
essay, identify the character and explain why
this characters conflict with society is
important.
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Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
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What is the fastest growing part of the high
school curriculum?AP/IB (college-level) courses
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What is the fastest growing part of the college
curriculum?Remedial (high school level) courses.
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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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The Full Year Calendar
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Less Summer Vacation
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Less Weekends, Holidays, Summer Vacation
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Less Professional Development Days Early
Dismissal/Parent Conferences
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Less Class Picnic, Class Trip, Thanksgiving
Feast, Christmas, Kwanzaa, Hanukkah, Awards,
Assembles, Concerts
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Less State and District Testing
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Bottom Line

• Roughly 13-15, eight-hour days, per subject,
  per year

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What Questions Do We Have About High School
Initiatives?

• How well are we doing?
• What else do we need to know?
• Do we need a single overarching goal for high
  school that gives a clear focus to reform
  efforts?
• Is it clear that student success depends on
  completing a rigorous, college prep-level
  curriculum?
• Do we need to organize time and staff in
  different ways?
• What can we learn from current high school
  initiatives?

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Heroic principals who turn around low-performing
schools, innovative schools that break
established molds, inspiring teachers who
motivate students to excelthose are familiar
prescriptions for improving student achievement
in high-poverty schools. Learning First Alliance

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What Examples Exist?

• Opening Doors Promising Lessons from Five Texas
  High Schools
• Mapping a Course for Improved Student Learning
• Diploma Plus
• Providence, Rhode Island
• Aiming High
• First Things First
• Creating a High School Diploma that Counts
• Youth at the Crossroads
• Most Likely to Succeed
• Supporting Principals Who Break Ranks I and II
• Dispelling the Myth Revisited
• The Networked Classroom

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Opening Doors Promising Lessons from Five Texas
High Schools
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Opening Doors Promising Lessons from Five Texas
High Schools
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Opening Doors Promising Lessons from Five Texas
High Schools

• Set clear goals and established high expectations
  for student achievement
• Used data to guide instruction
• Focused on improving instruction and individual
  learning
• Supported teachers and worked to enhance
  collaboration around the academic goals of the
  campus
• Fostered an environment of respect and affection
  for students

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Mapping a Course for Improved Student Learning

• CPRE found high schools that used internal
  datadata that provided feedback on student
  progress to inform teacher practiceimproved
  student performance. Data were used to
• Inform instruction
• Identify low-performing students
• Plan professional development
• Set targets and goals
• Celebrate accomplishments
• Reinforce priorities
• Support evidence

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Diploma Plus

• Operated by community-based organizations
• Alternative programs
• Academies
• Charter schools
• Program at community colleges
• Program has two stages
• Preparation in core academic competencies, other
  foundation skills, career pathways, and
  preparation for college
• Each student creates a Personal Development
  Plan and a final portfolio

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Diploma Plus

• Results
• 71 enroll in post-secondary education
• 1.69 grade level increase in math
• .67 grade level increase in English
• 75 had higher academic/career aspirations than
  when they began the program
• 80 of supervisors of interns rated students high
  on communication, literacy, organization and
  analysis
• 75 of students earned a C or better in college
  level courses

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Providence Rhode Island

• The Providence, Rhode Island high schools engaged
  in an intensive redesign process that included
• Individualized learning plans for every student
• High school diplomas awarded based on
  achievement, not hours
• No grouping or moving students by grade levels
• Certificates of Mastery
• A restructured school day and year to meet
  individualized learning needs
• Strong and continuous professional development
• Multiple methods of assessing student learning

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Aiming High

• Stuart High School in Fairfax, VA realized a 93
  college admissions rate by
• Curricula that accommodates students at their
  individualized educational level
• A daily outline of what learning is to occur
• Wake-up calls for students who are absent
• Mandatory after-school courses
• To improve their performance
• To take college prep classes

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First Things First

• Three goals
• Strengthen relationships among students and staff
• Improve teaching and learning
• Reallocate budget, staff and time to achieve the
  first two goals
• Seven critical features
• Provide continuity of care through small learning
  communities
• Set high, clear and fair standards for academics
  and conduct
• Lower the student-to-adult ratios to 15-to-1 or
  fewer and increase instructional time in reading
  and math
• Provide enriched and diverse opportunities for
  students to learn, perform and be recognized
• Equip, empower and expect all teaching staff to
  implement standards-based instruction
• Give the schools flexibility to redirect
  resources to meet needs
• Assure collective responsibility for student
  outcomes

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First Things First KCKs 4 High Schools

• The graduation rate rose to 80 in 2004 from a
  range of 40-47 in the years preceding FTF
• Students have attended close to 100,000 more days
• The percentage of students scoring at proficient
  or above increased from 25 to 40 percent
• The percentages of struggling readers decreased
  by 18
• African-American and Hispanic students made
  dramatic gains in reading proficiency, narrowing
  the achievement gap
• Students from economically disadvantaged families
  dramatically increased their reading proficiency
• The gap in reading test scores between KCK and
  other districts in the state has been cut in half

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Creating a High School Diploma that Counts

• Most high school graduates need remedial help in
  college
• 70 or more graduates enter college
• 28 take remedial English/math courses
• Most college students never attain a degree
• Fewer than half leave with a degree
• The preparation students receive in high school
  is the greatest predictor of degree
  attainmentmore so than family income or race
• 60 or more employers rate graduates skill in
  grammar, spelling, writing and math as fair or
  poor
• Too few high school students take challenging
  courses

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Creating a High School Diploma that Counts

• Achieve recommended that states should
• Align academic standards in high schools with
  whats required for college and workplace
  success
• Back-map standards to create a grade-bygrade
  progression
• Define specific course-taking requirements in
  English and math and specify the core content
• Insist that all students are held to the same
  standards

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Creating a High School Diploma that Counts

• Define how other subjects prepare students to
  meet college and workplace readiness
• Find ways to assess graduates (For ex high
  school graduation exams) and include making oral
  arguments and/or research projects
• Hold post-secondary institutions accountable for
  the academic success of the students

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Youth at the Crossroads

• Education Trust recommended
• Get up front agreement on the central goal of
  high school education
• What should a high school diploma enable a
  student to do?
• Eliminate curricular paths that do not equip
  students with the skills needed to obtain the
  post-secondary education they need
• Assure teachers are masters of their subject
  matter
• Require a high level of rigor in assignments
• Break large schools into smaller learning
  communities

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Most Likely to Succeed

• NASBEs study group on restructuring high schools
  recommended that states implement policies that
  support a menu of models to address the diverse
  needs of all student populations. The models
  include
• High Schools That Work
• The Talent Development High School
• Collaborations Between High Schools and Community
  Colleges
• Small Learning Communities
• Coalition of Essential Schools
• Americas Choice
• First Things First

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Most Likely to Succeed

• NASBEs report recommended that state
  policy-makers
• Take the lead in identifying the need for reform
• Develop a broad-based response
• Develop an organizing vision for the reform
• Pursue public support for the vision
• Conduct a state policy audit
• Develop an action plan
• Use the state university system to conduct
  research and evaluate new high school models and
  strategies

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Expecting Success A Study Of Five High
Performing High Poverty Schools

• Strategies identified by these schools
• The best teachers with the students who need them
  most
• Time and support
• Continuous diagnosis
• Professional development
• Working collaboratively
• A focus on standards
• A continuous invitation to parents
• A focus on accountability

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Crisis or Possibility Conversations About the
American High School (NGA, CCSSO, National
High School Alliance)

• Seven essential ideas for rethinking high
  schools
• Connecting K-12 and postsecondary education
  ensuring students are prepared for work or higher
  education
• Making college preparation the default curriculum
• Improving teacher preparation and professional
  development
• Ensuring all students can read at or above grade
  level
• Addressing the high dropout rate
• Fostering smaller, more personalized environments
• Revisiting state academic content standards so
  that they are more flexible and give students a
  variety of options for meeting them

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Supporting Principals Who Break Ranks

• NASSP calls on high school principals to increase
  the academic achievement of all students. Whats
  needed include
• Capacity building
• Common beliefs about the goals for reform
• Tools to improve teaching and learning
• Experience with high school reform
• Knowledge on best practice
• Skill in implementing reform strategies
• Persistence

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Breaking Ranks II Strategies for Leading High
School Reform

• Seven Cornerstone Strategies to Improve Student
  Performance
• Establish the essential learnings
• Increase the quantity and improve the quality of
  interactions between students, teachers and other
  personnel
• Implement a comprehensive advisory program
• Ensure that teachers use a variety of
  instructional strategies and assessments
• Implement flexible schedules
• Institute structural leadership changes
• Align schoolwide comprehensive professional
  development with individual learning plans

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Dispelling the Myth Revisited Preliminary
Findings from a National Analysis of
High-Flying Schools

• 4,577 schools nationwide met the following
  criteria
• Students reading and/or math performance was in
  the top third among all schools in their state
• The percentage of low-income students in the
  schools was at least 50 or the percentage of
  African American and Latino students in the
  school was at least 50

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Dispelling the Myth Revisited Preliminary
Findings from a National Analysis of
High-Flying Schools

• 366 top scoring schools tended to
• Use state standards extensively to design
  curriculum and instruction, assess student work,
  and evaluate teachers
• Increase instructional time in reading and math
  in order to help students meet standards
• Devote a larger proportion of funds to support
  professional development focused on changing
  instructional practice

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Dispelling the Myth Revisited Preliminary
Findings from a National Analysis of
High-Flying Schools

• Implement comprehensive systems to monitor
  student progress and provide extra support to
  students as needed
• Focus their efforts to involve parents on helping
  students meet standards
• Have state or district accountability systems in
  place that have real consequences for adults in
  school

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The Networked ClassroomRoschelle, Penuel
Abrahamson, EL

• Classrooms that integrate dynamic software
  environments with connectivity can dramatically
  enhance students engagement with core content
  beyond what we thought possible.

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The Networked Classroom The ResearchRoschelle,
Penuel Abrahamson, EL

• Greater student engagement (16 studies)
• Increased student understanding of complex
  subject matter (11 studies)
• Increased student interest and enjoyment
  (7 studies)
• Heightened discussion and interactivity (6
  studies)
• Increased student awareness of individual levels
  of comprehension (5 studies)
• Increased teacher insight into student
  difficulties (4 studies)

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So What Can We Do?
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Set clear goals and establish high expectations
for student achievementUse data to guide
instructionFocus on instruction and individual
learningSupport teachers and enhance
collaborationFoster an environment of respect
and affection for students
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We teach students we dont teach
classes.Uvalde High School teacher