Moving From Access to Success: Exploring the Role of Effective Teachers in the Education of Students Experiencing Homelessness Patricia A. Popp, Ph.D. The College of William and Mary National Center for Homeless Education April 25, 2013

McKinney-Vento Act Reauthorizes the Stewart B. McKinney Act, originally enacted in 1987 Provides states with funding to support local grants and statewide initiatives Requires educational access, attendance, and success for homeless children and youth Outlines responsibilities for local liaisons

DATA SNAPSHOTS

1997 Report to Congress* Of students experiencing homelessness (K-12) 88% were enrolled while homeless 55% were attending school regularly while homeless 21% of preK were enrolled in programs (first data collected) * States Reported Estimates

2000 Report to Congress* Of students experiencing homelessness (K-12) 87% were enrolled while homeless (-1%) 77% were attending school regularly while homeless (+22%) 15% of preK were enrolled in programs (-6%)

HE WHO IS TESTED GETS TAUGHT

GPRA Goals Increase percentage of hcy included in state math and reading assessments Increase percentage of hcy included and meeting or exceeding proficiency levels

Participation – first year achievement data was collected for subgrants Year Number Tested 30,00063,00085,000 % Tested50%45%55% Approximate numbers; NCHE 2006 unpublished report

Percent Proficient

Rank Order: What factor had the largest effect on student achievement? Mixed Ability Grouping? Class Size? Prior Achievement? The Teacher? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

What factor had the largest effect on student achievement? Mixed Ability Grouping? 4 Class Size? 3 Prior Achievement? 2 The Teacher? 1 Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

One-year Impact of Effective vs. Less Effective Teachers Source: Stronge, Ward, & Grant, Journal of Teacher Education, upcoming

5 th Grade Reading: Predicted vs. Actual

Teacher Effectiveness Indices: Reading

Reading: One-Year Impact of Effective vs. Ineffective Teachers Note: Data presented in percentile scores

Student Off-task Behavior 1 1 Stronge, Ward, Tucker, & Hindman, Stronge, Ward, & Grant, in review Less Effective Teacher (bottom quartile) EffectiveTeacher (top quartile) Study minutes 2 hours Study minutes 1 hour

Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher. Residual Effect Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Sequence of Effective Teachers Low High Percentile points Low High Source: Sanders & Rivers, 1996

Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from

Effective Teachers Make a Difference

What Teachers Do Makes a Difference

The Enigma

Most Memorable Teacher … Write a word or phrase to describe your most memorable teacher:

Which of these qualities is closest to your response? Used cooperative learning Used cooperative learning Gave great tests Gave great tests Maintained control of the classroom Maintained control of the classroom Had a major in mathematics Had a major in mathematics Cared about me Cared about me Made learning fun Made learning fun Pushed me to succeed Pushed me to succeed

Qualities of Effective Teachers EFFECTIVE TEACHERS Prerequisites Organizing for Instruction Classroom Management & Instruction Implementing Instruction Monitoring Student Progress & Potential The Person Job Responsibilities and Practices Source: Stronge, Qualities of Effective Teachers, ASCD, 2007 Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary Background

Are highly effective teachers equitably distributed in School districts Schools Classrooms/courses Caution regarding QET studies tied to academic growth

Question: Where was the American Declaration of Independence signed?

Question: Name one of the early Romans’ greatest achievements.

Question: Name six animals that live specifically in the Arctic.

… Discovering Hidden Treasures, Jewels I think they are jewels in the rough. And when I say this, it’s because they have great treasures hidden inside. And when I say there are treasures hidden inside – if you moved ten times in your five years, you know more about more places than anybody in here – there’s more to write about. … you know about something none of us know. If you’re homeless, you know more ways to use scissors than anyone ever thought of. They have a lot of knowledge. … Those children are hidden and sometimes you have to work really, really hard to get inside and you never really know what’s in there. -- Louise

Great Teachers China & United States Comparative Analysis Essential Question: What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?

Method Case Studies of six award- winning teachers in the US & China 1 to 2 hour observation of teaching Interview of beliefs about teaching and teaching practices

OBSERVATION RESULTS

Instructional Activities Per Observation

Student Engagement Per Observation 1 = low engagement2 = moderate engagement3 = high engagement

Cognitive Level of Instructional Activities Per Observation 1 = not evident2 = evident3 = highly evident

Questioning Percentage of Questions by Cognitive Demand for Teacher- Generated and Student-Generated Questions Teacher Generated N=203 Student Generated N=50 Low Cognitive Demand 38%26% Intermediate Cognitive Demand 35%56% High Cognitive Demand 27%18% U.S. Teachers Only

Questioning Percentage of Questions by Cognitive Demand for Teacher- Generated and Student-Generated Questions Teacher Generated N=203 Student Generated N=50 Low Cognitive Demand 38%26% Intermediate Cognitive Demand 35%56% High Cognitive Demand 27%18% Grant, Stronge, & Popp (2008) U.S. Teachers Only

Questioning Percentage of Questions by Cognitive Demand for Teacher- Generated and Student-Generated Questions Teacher Generated N=203 Student Generated N=50 Low Cognitive Demand 38%26% Intermediate Cognitive Demand 35%56% High Cognitive Demand 27%18% Grant, Stronge, & Popp (2008) U.S. Teachers Only

INTERVIEW RESULTS United States Teachers

Meeting At-Risk/Highly Mobile Student Needs Affective Needs Academic Needs Technical Needs

Affective Needs What does it mean? Helping students develop a sense of belonging Developing intrinsic motivation Attending to emotional needs What does it sound like? I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator. -- Jeana

Academic Needs What does it mean? Focusing on the academic achievement Working toward academic progress What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference. -- Janice

Technical Needs What does it mean? Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies Considering relationship with parents in working with students What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes. -- Tanya

Overall Themes Affective and academic needs intertwined High expectations for all students Assessment integral to instruction

A Planning Tool Needs/ Enrollment Timing BeforeAtDuringAfter Academic Affective Technical

HOW DO WE FIT IN AS STATE COORDINATORS? What does this have to do with us?

Our Voice is Needed Teacher (and principal) quality: recruitment, training, retention Teacher (and principal) evaluation: tied to academic growth Equity – courageous conversations Other thoughts?

Metaphors for Teaching Teacher Voices Teaching students who are at-risk/highly-mobile is like …

… a Preventative for Alzheimer's Teaching highly mobile students is a challenge that could one day prevent Alzheimer’s. By keeping the mind active and on the go. You have to be constantly aware and focused. And I’ve been told but I don’t know if it’s true or not that the active mind has less of a chance of developing Alzheimer’s than the mind that is not continually active. -- Janice

… a Roller Coaster Ride There are incredible highs and incredible lows but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster it’s the thrill of a lifetime. -- Tanya

“… nothing, absolutely nothing has happened in education until it has happened to a student” Joe Carroll, 1994