Session #71 Mission Matters: How Model Schools Walk Their Talk Dr. Michael Corso, Chief Academic Officer, Quaglia Institute for Student Aspirations Doug Silver, Director of Research, Successful Practices Network

What makes a difference? Not Really Maybe Really makes a difference

What did your group say? Student Opportunities Relationshi ps High Expectations Community Service s Mission Class Size Feeder system linked to HS # o f AP Courses Student Teacher Ratio Technology Resources Modern Facilitie s Community Based School Charter School Longer School year Security Per Pupil Expenditur e School Size Professional Culture

Our Findings Mission Driven High Expectations Professional Culture A Focus on Relationships Student Opportunities

Mission Driven

High Expectations

Professional Culture

Focus on Relationships

Student Opportunities

A Five Year Study- Years 1-4 Research Partnership Identification of Schools 10 States - 75 Schools Quantitative Study using multiple measures Learning Criteria Index (LCI)

Comparing Schools?

Variables Predictor Outcome Organizational Health Accountability Leadership and Professional Capacity Respect (MV) Self – Efficacy (MV) Perceived value of School (MV) State and school level data: Math & ELA Graduation Rate Dropout Rate Attendance SAT/ACT AP>2, Other Post Secondary College going rate

How can schools across states be evaluated fairly? Predictor (Process) Variables Outcome Variables Z Scores Learning Criteria Index Score (LCI)

NCAA Meets School Criteria

Final LCIs Process Overall 15 % Outcome Standing 30 % Outcome Progress 55 % Final Combined LCI Final Progress LCI Process Progress 30 % Process Progress 70 % Process Data 2007 OHI z-score 2007 MV z 2007 Rubric z OHI Progress z MV Progress z Rubric Progress z Outcome Data 2007 ELA/NAEP - z-score 2007 Math/NAEP z 2007 Dropout z 2007 Graduation z 2007 Attendance z 2007 SAT z ELA/NAEP progress z Math/NAEP progress z Dropout progress z Graduation progress z Attendance progress z SAT progress z Process LCI Process Standing LCI Process Progress LCI Outcome LCI Outcome Standing LCI Outcomes Progress LCI Overall LCIs Process Overall LCI Outcome Overall LCI Construction of LCI

YEARS 1-4 YEAR 5

Qualitative Methodology Schools agree to participate 4-person research teams conduct extensive fieldwork over 3 days. Data collection involved 4 techniques: –document analysis –semi-structured interviews –classroom observations –student shadowing These techniques were used as a method of triangulation to increase the trustworthiness of the study (Maxwell, 2005).

Highlights of Cross Case

Mission Driven Everyone knows it.

Mission Driven "When I came here they told me this was a college bound school. None of the men in my family ever went to college. From freshman year they have been telling me, I was going to go to college. At first I wasn't sure, but since I have been here, now I am going to college. Junior, male; Withrow University High School Everyone knows it.

Mission Driven Researcher: How is student success defined at this school? Student 1: It's not about grades but about how students push themselves. Students push themselves to take those higher classes and to do well in higher placement. Student 2: It's about growth. We kind of have a holistic approach, sports and extra-curricular activities are important. Always pushing to do more, to have a larger impact on the community and be a better citizen. An active, daily force.

Mission Driven Systemic alignment.

High Expectations The basics.

High Expectations Related to school purpose. What distinguishes this school from others that you have worked in? High expectations. We are treated by the principal as professionals and it's made clear that there are no excuses as professionals. Withrow teacher

High Expectations Related to school purpose. When I was first hired, I was told I needed to get to know my students. I said, I have 1,500 students! Someone promptly handed me ayearbook and responded, You better get started then. Librarian, Sauders Trade and Technical School

High Expectations Of everyone by everyone. Teachers Administrators Students

High Expectations Of everyone by everyone.

High Expectations Of everyone by everyone. At Newport the culture of high expectations is manifest in the students themselves. They push each other take AP courses and are actually embarrassed to tell their friends if they decide not to take an extra AP course.

High Expectations Equal levels of support. Researcher: What motivates you to do well in class? Withrow Student: My peers. Researcher: How do your peers help you? Student: They push me do better, to keep doing my work. They just keep pushing me to keep going. If I don't understand something they show me how to do it, they push me until I get it right.

High Expectations Internalized by all.

High Expectations Internalized by all. "I like being on a staff where I know I can be fired for no other crime than being a mediocre teacher." Teacher, Raleigh Charter

Professional Culture Cultivated by administration. "We work hard at changing the mind set of some teachers. High school teachers can sometimes act as if their classroom is their little domain. We work at getting them to see the bigger picture." Administrator Withrow University High School

Professional Culture Above and beyond.

Professional Culture PLCs Raleigh's space issues put them in regular informal observation of one another on a daily basis. In addition there is a formal expectation that teachers observe at least six classes a year.

Professional Culture OHI Rankings (75 schools) 2. Colton 4. Raleigh 5. Withrow 17. Newport 45. Saunders

Focus on Relationships When students at Saunders were asked, Does at least one adult in the building know you well? students overwhelmingly responded, They all know us well.

Student Opportunities

Invitation to Think Differently

Whats in your recipe?

The Learning Criteria

Questions? Comments? Doug Silver: Michael Corso: