schools that serve african american children well
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Schools that Serve African American Children Well. Joseph F. Johnson, Jr., Ph.D. Executive Director, National Center for Urban School Transformation Stanford Professional Development Institute June 25, 2007. National Center for Urban School Transformation. - PowerPoint PPT PresentationTRANSCRIPT
National Center for Urban School Transformation
Schools that Serve African American Children Well
Joseph F. Johnson, Jr., Ph.D.Executive Director,
National Center for Urban School TransformationStanford Professional Development Institute
June 25, 2007
National Center for Urban School Transformation
Dedicated to identifying, studying, and promoting the best practices of America’s highest achieving urban schools in a manner that supports urban districts in
transforming teaching and learning
http://edweb.sdsu.edu/ncust
3rd Annual Symposium: May 7th - 9th, 2008 in San Diego
Credit
Most of the slides in the first part of this presentation are taken from materials prepared by the Education Trust. They can be found at http://www2.edtrust.org.
The second part of this presentation is based upon multiple studies of high-achieving urban schools and districts. It is organized around a framework created by Cummings, Johnson, and Johnson (1991).
Disturbing News:
Urban schools serving low-income, Black and Latino communities tend to achieve poor academic results.
Gaps persist at all grade levels, however, the latest results show improvement for elementary school students.
In the U.S., Black and Latino 17-year olds achieve at approximately the same level as White 13-year olds.
NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
NAEP Math, 9 Year-Olds: Record Performance for All Groups
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
NAEP Reading, 13 Year-Olds
200
220
240
260
280
300
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
NAEP Math, 13 Year-Olds
200
220
240
260
280
300
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
21 29
NAEP Math, 17 Year-Olds
220
240
260
280
300
320
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Avera
ge S
cale
Sco
re
African American Latino White
20 28
Black and Latino 17-Year-Olds Read at Same Levels As White 13-Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score
Per
cen
t of
Stu
den
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2004
Black and Latino 17-Year Olds Do Math at Same Levels As White 13-Year Olds
0%
100%
200 250 300 350
Average Scale Score
Per
cen
t of
Stu
den
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Source: National Center for Education Statistics, NAEP 2004
Promising News:
There are hundreds of urban schools in which Black, Latino, and low-income students are achieving impressive academic results.
High Achievement for All
Some schools demonstrate high achievement for all students. They evidence: High proficiency rates for all groups High graduation rates for all groups High rates of access to challenging programs for all
groups Low rates of special education placement for all
student groups Low rates of suspension/expulsion for all groups
Gideons Elementary SchoolAtlanta, Georgia
Enrollment: 550 96% African American 88% Low-Income 96% proficient in English/language arts 94% proficient in mathematics 48% EXCEED state standards in English
Source: Georgia Department of Education, http://www.doe.k12.ga.us
Cecil H. Parker Elementary Mount Vernon, New York
Enrollment: 450 99% African American 73% Low-Income 91% proficient in reading 96% proficient in mathematics
Source: http://www.schoolmatters.com
Columbus Alternative High SchoolColumbus, OH
Enrollment: 611 Grades 9-12 60% African American 59% low-income 97% proficient in reading 95% proficient in mathematics 82% proficient in science
Source: http://www.ode.state.oh.us/reportcardfiles/2005-2006/BUILD/023606.pdf
Aldine, TX: Raising Achievement for All While Narrowing Gaps
42%
55%
72%
0%
25%
50%
75%
100%
1994
Pas
sin
g T
AA
S m
ath
tes
t
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
Aldine, TX: Raising Achievement for All While Narrowing Gaps
92%96%
42%
55%
97%
72%
0%
25%
50%
75%
100%
1994 1995 1996 1997 1998 1999 2000 2001 2002
Pas
sin
g T
AA
S m
ath
tes
t
African American Latino White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
Charlotte-Mecklenburg, NCClosing Gaps, Grade 3 Math
0
20
40
60
80
100
1998 1999 2000 2001 2002 2003
Perc
en
t P
rofi
cie
nt
African American
Latino
White
4035
19
Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org
180
190
200
210
District ofColumbia
LosAngeles
Atlanta Chicago Cleveland NationalPublic
SanDiego
Charlotte Houston New YorkCity
Boston
Low-Income African American Students do Better in Some Districts (NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 19 point gap between Poor African American 4th graders in the District of Columbia and Boston (roughly equivalent to 2 years’ worth of learning)
Bottom Line:
There are schools and districts where Black students are more likely to
learn academic standards!
National Center for Urban School Transformation
Truth 1:
It’s About Attitude
Leaders Believe
In schools with better learning results for Black students, school leaders believe they can make a difference in the lives of all children. They envision a better future for students and they are clear about 1) how they need to change and 2) how the school needs to change in order to make the vision real.
Leaders Inspire Vision
Leaders help people reconnect with their highest motivations for working with children of color. Leaders use the appeal of serving children well much more than fear of sanctions. They help stakeholders adopt a compelling vision of outstanding teaching and learning. Leaders do more than post a mission statement on a wall, they build a sense of mission in the lives of people who work in the school.
Leaders Are Goal-Driven
In high-performing urban schools, leaders keep attention to key goals at the forefront of the daily life of their schools. Goals are not simply slogans; they are reasons for coming to work.
Ambitious, multi-year goals are broken into small tasks that people perceive as actionable and attainable.
Leaders Challenge Disbelievers
Leaders use local data and data from similar schools to dispel myths about the academic limitations of Black children.
Leaders take on disbelievers in a respectful, but forceful way. They refuse to allow others to shape the school culture in a negative manner.
Leaders Inspire Caring
Schools that achieve better learning results for children of color have climates that help students know they are valued, respected, and loved.
Leaders inspire their colleagues to create a culture in which students and families are sincerely valued. Leaders model efforts to value and respect colleagues, students, and families.
Leaders Create Environments in Which Educators Feel Valued
Leaders foster powerful collaborations that make individuals feel supported and valued.
Leaders understand the power of mutual respect. They create cultures in which trust is commonplace and people know they belong.
Leaders build in people a sense of efficacy: a feeling that together, they can accomplish anything!
National Center for Urban School Transformation
Truth 2:
It’s About Access
Successful Schools Teach Black Students More
In high-achieving schools, challenging academic content has become standard in every classroom. All students receive access to rigorous academic coursework. Often this means some courses have been eliminated or re-written. Content has been upgraded and students are being challenged to learn new skills.
Leaders Inspire Pursuit of Goals
In high-performing urban schools, leaders help students dream new futures. They help students know that educators care deeply about their personal success and well-being. They help students understand how decisions today impact goals tomorrow.
Similarly, leaders help parents renew hope for their children’s future. They help parents understand the actions that must be taken to ensure children access to their goals.
Leaders Address Prerequisites
Leaders in successful urban schools eliminate pseudo-prerequisites to challenging content and they ensure that the real prerequisites are taught.
Teachers Can’t Provide Access to Content They Don’t Know
In schools with impressive results for Black students, administrators and teachers regularly engage in opportunities to deepen their knowledge of key academic content. Teachers acknowledge their need to learn and grow and they help construct opportunities to improve their mastery of content.
Professional development is part of the culture of these schools. Professional development includes opportunities for learning, trying, receiving feedback, and trying again.
Depth is More Critical Than Breadth
Teachers in high-achieving urban schools do not teach everything; however, they teach the most important things exceptionally well.
Faculties in high-achieving schools use data to identify and prioritize the key standards that must be taught exceptionally well.
National Center for Urban School Transformation
Truth 3:
It’s About Assessment
If You Don’t Know It’s Been Learned, You Don’t Know It’s Been Taught
In high-achieving urban schools, educators use frequent interim assessments to gauge student progress toward learning key content.
Great teachers see assessments more as starting blocks than finish lines. They use results to improve instruction immediately.
Assessment is Not a Post-Mortem Event
In successful schools, educators see assessment as a mirror that reflects the quality of their instructional efforts.
Assessment information is mined for clues about how to improve student understanding of key learning objectives. Leaders display data that help educators understand how teaching can improve.
Professional Development is Directly Linked to Assessment Results
In successful schools, assessment results help determine professional development needs.
As professional development initiatives are implemented, assessment results are used to gauge the effectiveness of those efforts.
National Center for Urban School Transformation
Truth 4:
It’s About Adaptation
Students Learn When They Are Taught In Ways That Help Them Learn
In high-achieving urban schools, educators are continuously learning how to adapt instruction in ways that help students learn well.
Educators learn to instruct in ways that are responsive to the learning strengths, backgrounds, cultures, interests, and prior knowledge of students.
Educators learn to instruct in ways that make
learning exciting and fun.
Leaders Create Environments in Which Students Feel Valued
Strong leaders create environments in which students know they are welcome, valued, and appreciated. Educators throughout the school help students know that their current and future success is the primary reason for the school.
Educators help students believe in their potential to excel in more rigorous coursework and ultimately to excel in life.
Small and large student successes are celebrated frequently and sincerely. Students from all backgrounds and ability levels are eager to participate and engage.
Great Schools Have Great Safety Nets
Strong schools have systems for promptly identifying students who are having difficulty learning key content. As well, they have systems for responding effectively.
Intervention programs are evaluated regularly to ensure they are meeting student needs.
Leaders Create Environments in Which Parents Feel Valued
Leaders create schools where parents know they are more than welcome; they are valued as part of a team focused on helping their children succeed in life. Parents know they are valued whether they help at school or not.
Parents know what their children are expected to learn and they know how to support their child’s learning.
The school finds multiple ways to celebrate the contributions of parents and build their capacity to help their children learn.
National Center for Urban School Transformation
Truth 5:
It’s About Accountability
Leaders Monitor Progress
In high-performing urban schools, leaders monitor both student performance and teacher instructional improvement regularly. Leaders spend significant time observing instruction. They know what progress is made and where attention is needed.
Leaders analyze data in ways that allow them to assess the impact of programs, policies, and practices.
Leaders Make People Feel Like Heroes
Leaders use data about progress toward goals to celebrate big and small accomplishments. They continuously remind people about the big picture: the ways in which their efforts will change lives. By acknowledging progress, they inspire commitment, which generates more progress, which leads to greater acknowledgement of effort, ad infinitum.