high schools that work
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Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students. High Schools That Work. Southern Regional Education Board. Distribution of Students by Ethnicity and Parental Education at Improved and Non-improved Schools. - PowerPoint PPT PresentationTRANSCRIPT
SC 2005 Keynote 1
Southern
Regional
Education
Board
HSTW
Rigor, Relevance and Relationships
The “New” Three Rs + High Expectations = High Performancefor All Students
SC 2005 Keynote 2
Southern
Regional
Education
Board
HSTW
High Schools That Work
SouthernRegionalEducationBoard
SC 2005 Keynote 3
Southern
Regional
Education
Board
HSTWDistribution of Students by Ethnicity and
Parental Education at Improved andNon-improved Schools
Most- improved Schools
Non-improved Schools
2002 2004 2002 2004
African-American 24% 24% 16% 17%
White 60 60 70 69
Other Minorities 16 16 14 14
Parent completed some college
64 65 59 60
Source: 2004 HSTW Assessment
SC 2005 Keynote 4
Southern
Regional
Education
Board
HSTWAverage Gains in Achievement on the HSTW
Assessment Between 2002 and 2004
Non-improved
Schools
Most-improved
Schools
All Students + - + -
Reading - 9 + 11
Mathematics - 7 + 11
Science - 11 + 17
SC 2005 Keynote 5
Southern
Regional
Education
Board
HSTWAverage Gains/Declines in Reading
Achievement Scores between 2002 and 2004
Non-improved
+-
Most-improved
+-
Reading
All students - 9 + 12
African-American - 8 + 9
White -11 + 12
Low parent education - 9 + 10
High parent education -10 + 12
SC 2005 Keynote 6
Southern
Regional
Education
Board
HSTWAverage Gains/Declines in Mathematics
Achievement Scores between 2002 and 2004
Non-improved
+-
Most- improved
+-
Mathematics
All Students - 7 + 11
African-American - 6 + 8
White - 9 + 11
Low parent education - 7 + 9
High parent education - 8 + 11
SC 2005 Keynote 7
Southern
Regional
Education
Board
HSTWAverage Gains/Declines in Science
Achievement Scores between 2002 and 2004
Non-improved
+-
Most- improved
+-
Science
All Students - 11 + 17
African-American - 9 + 16
White - 12 + 16
Low parent education - 10 + 16
High parent education - 12 + 17
SC 2005 Keynote 8
Southern
Regional
Education
Board
HSTW
Key Questions
Why do students at most-improved schools make greater gains in achievement than students at non-improved schools?
SC 2005 Keynote 9
Southern
Regional
Education
Board
HSTWGains/Declines in Percentages of Students Completing the HSTW-
recommended Curriculum
7%
12%
-1%-2%
-1%
13%
Most-improved Non-improved
SC 2005 Keynote 10
Southern
Regional
Education
Board
HSTWGains/Declines in Percentages of Majority
Students Completing the HSTW-recommended Curriculum
9%
12%
-1%
14%
1%2%
Most-improved Non-improved
SC 2005 Keynote 11
Southern
Regional
Education
Board
HSTWGains/Decline in Percentages of African-
American Students Completing the HSTW-recommended Curriculum
3%
13% 12%
-8%
-2%
0%
Most-improved Non-improved
SC 2005 Keynote 12
Southern
Regional
Education
Board
HSTWGains/Declines in Percentages of Students
Completing the HSTW-recommended Curriculum by High Parent Education
8%
13%10%
-1%-3%
-1%
Most-improved Non-improved
SC 2005 Keynote 13
Southern
Regional
Education
Board
HSTWGains/Declines in Percentages of Students
Completing the HSTW-recommended Curriculum by Low Parent Education
4%
10%
15%
-3%-1%
1%
Most-improved Non-improved
SC 2005 Keynote 14
Southern
Regional
Education
Board
HSTWSummary of Gains and Declines in School and Classroom Practices
5.4
10.2
1.4
7.1
-4.4
-1.4 -1.3
-5.2
3.9
7.4
9.78.6
10.9
-5.3
-3
-1.5
0.51.3
Most-improved Non-improved
SC 2005 Keynote 15
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in
2004 Experienced High Expectations
Students said: Non-imp.
Most-imp.
Teachers often indicated the amount and quality of work necessary to earn an A or a B
No Yes *
Teachers were frequently available to help them with their studies
No Yes **
They usually spent one or more hours on homework each day
No Yes *
* p < .05; ** p < .01
SC 2005 Keynote 16
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in
2004 Experienced High Expectations
Students said: Non-imp. Most-imp.
They often revised their essays or other written work
No Yes **
They often worked hardto meet high standards on assignments
No Yes*
* p < .05; ** p < .01
SC 2005 Keynote 17
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced Reading and Writing for
Learning Across the Curriculum
Students said they: Non-imp.
Most- imp.
Often used word processing software to complete an assignment or project
No Yes**
Often revised their essays or other written work several times to improve their quality
No Yes**
Read an assigned book outside class and demonstrated that they understood the significance of the main idea at least monthly
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 18
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced Reading and Writing for
Learning Across the Curriculum
Students said they: Non-imp.
Most- imp.
Completed short writing assignments of one to three pages in their English classes at least monthly
No Yes**
Completed short writing assignments of one to three pages in their science classes at least monthly
Yes* Yes**
Completed short writing assignments of one to three pages in their social studies classes at least monthly
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 19
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High- quality Mathematics Instruction
Students said: Non-imp.
Most- imp.
Took a math class during their senior year No Yes**
Took at least four full-year courses in math in grades 9 through 12
No Yes**
Their math teachers showed them how math concepts are used to solve real-life problems sometimes or often
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 20
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High- quality Mathematics Instruction
Students said: Non-imp.
Most- imp.
They completed a math project in ways that most people would use math in a work setting at least monthly
No Yes*
They solved math problems other than those found in the textbook at least monthly
Yes* Yes**
They used mathematics to complete challenging assignments in their career/technical area at last monthly (CTE students only)
No Yes*
* p < .05; ** p < .01Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 21
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High- quality Mathematics Instruction
Students said: Non-imp.
Most- imp.
They used a graphing calculator to complete math assignments at least monthly
Yes** Yes**
They orally defended a process they used to solve a mathematics problem at least monthly
No Yes**
They solved mathematics problems with more than one answer at least monthly
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 22
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-
quality Science Instruction
Students said: Non-imp.
Most- imp.
They took a science coursein senior year
Yes** Yes**
They took at least four full-year courses in science in grades 9 through 12
Yes** Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 23
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-
quality Science Instruction
Students said: Non-imp.
Most- imp.
They did science activities in a classroom without science equipment at least monthly
No Yes**
They used science equipment to do science activity in the classroom at least monthly
No Yes**
They worked with one or more studentsin class on a science assignment at least monthly
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 24
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-
quality Career/Technical Instruction
Students said: Non-imp.
Most- imp.
They used computer skills to do assignments in their career/technical studies at least monthly
No Yes**
They completed a project that first required some research and a written plan
No Yes**
They were required to complete a senior project that included researching a topic, creating a product or performing a service and presenting it to the class or others
No Yes**
* p < .05; ** p < .01Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 25
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-
quality Work-based Learning
Students said: Non-imp.
Most- imp.
They had someone teach them how to do the work
No Yes**
Their employer encouraged them to develop good customer relations at least monthly
No Yes*
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 26
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-quality
Guidance Assistance
Students said: Non-imp.
Most- imp.
Before and during high school they talked to their parents or guardians at least once a year about planning afour-year course plan
No Yes**
During high school a teacher or counselor talked to them individually about their plans for a career or further education
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 27
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Experienced High-quality
Guidance Assistance
Students said: Non-imp.
Most- imp.
Someone from a college talked to them about going to college
No Yes**
A teacher or guidance counselor helped them review a program of study at least once a year
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 28
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Received Extra Help
Students said: Non-imp.
Most- imp.
Their teachers frequently were available before, during or after school to helpthem with their studies
No Yes**
They often were able to get extra help from their teachers when they neededit without much difficulty
No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 29
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Perceived High School Studies Important to Their Future
Students said: Non-imp.
Most- imp.
Their courses were exciting and challenging often or sometimes
No Yes**
They tried to do their best work in school often
No Yes**
They seldom or never failed to complete or turn in their assignments
No Yes*
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 30
Southern
Regional
Education
Board
HSTWSignificantly More Students in 2002 than in 2004 Perceived High School Studies as Important to Their Future
Students said: Non-imp.
Most- imp.
It is very important to study hard to get good grades
No Yes**
It is very important to participate actively in class
No Yes**
It is very important to attend all classes No Yes**
* p < .05; ** p < .01
Source: 2002 and 2004 High School Assessment Results
SC 2005 Keynote 31
Southern
Regional
Education
Board
HSTWComparison of Percentages of Students Meeting Performance Goals
in the Middle Grades
59% 61%
50%
85%
35% 38%32%
Reading Mathematics Science Goal
High-implementation Low-implementation
Source: 2004 Making Middle Grades Work Assessment and Student Survey
SC 2005 Keynote 32
Southern
Regional
Education
Board
HSTW
Rigor, Relevance and Relationships
The “New” Three Rs + High Expectations = High Performancefor All Students