1. Transforming Schools: The Limits and Possibilities of Reform
Pedro A. Noguera, Ph.D.
Graduate School of Education and Information Studies
UCLA

2. A Generation of Reform: Lessons Learned?
Reforms as fads – not enough alignment between remedy and need, not enough follow through or evaluation
Too much focus on assessment for ranking, not enough on assessment to guide teaching and learning
Too top down accountability - insufficient “buy-in” and input from school staff
Insufficient attention to school culture
Insufficient attention to social needs of students
Insufficient attention to real examples of success

3. Narrow vs. Broad Approach Narrow Broad
Use pressure/closure to foster accountability
Focus exclusively on achievement
Use test scores to rank
Adopt scripted teacher-proof curriculum
Hold principals/teachers accountable
Treat parents as consumers
Punitive approach to discipline
Encourage competition among schools
Focus on learning conditions/capacity building
Use assessment to diagnose
Develop teacher skills continuously
Focus on “whole child”
Hold all stake holders accountable
Treat parents as partners
Use discipline to develop character
Expand learning opportunities
Promote cooperation among schools

4. Premise of the Broad Approach: Schools are Influenced by their Environment
Safety, health, culture, political economy of local community have an impact on schools
Broader demographic and economic trends also influence schools – immigration, globalization
Schools must devise strategies to mitigate harmful effects of the environment and must draw upon community resources for support
Schools must be organized to meet student needs

5. Building School Capacity in the Pursuit of Equity
Teaching and Learning
Extended Learning
Safety, mentors
Community partners
Family
engagement
Health and Nutrition

6. Building Capacity Requires:
Clear understanding of student needs
Academic and non-academic needs
Ability to align staff skills with student needs
Ability to identify, access and utilize resources to meet student SEL needs
Ability to create a culture aligned to a school’s goals
A plan for engaging your parents and community as partners in pursuit of educational goals

7. We have been asking the wrong questions.
INSTEAD OF:
ASK:
How do we raise achievement?
How do we get students excited about learning?
How do we hold teachers accountable?
How do we hold everyone accountable – Governors, Presidents, superintendents, teachers, students and parents?
How do we close the achievement gap?
How we expand and enrich learning opportunities?
How do we create schools where a child’s race and class are not predictors of outcomes?

15. Agency vs. Grit Hard work, persistence Individual attribute
Ignores contextual barriers
Hard to measure except after outcomes are achieved
Based on critical thinking
Includes help seeking, social capital
Can be individual or collective in form
Recognizes barriers and strategizes to confront
Measureable through observation of actions and attitudes

16. Time for a Paradigm Shift
Old Paradigm
Intelligence is innate
Schools sort based on measures of ability
Students must adapt to expectations of school
Success is defined by grades and test scores
Inequity in resource allocation
Discipline used to weed out the “bad” kids
New Paradigm
Intelligence and ability are influenced by opportunity
Schools cultivate talent and foster creativity and critical thinking
Schools adapt to needs of students
Success is defined holistically
Resources allocated based on student need
Discipline used to reinforce values and ethics

17. Next Steps: From Reform to Transformation
Pedro A. Noguera, Ph.D.
UCLA

18. Three Horizons Transformation Innovation within The system
The schools we have

19. Work of the center Disrupting the school-to-prison pipeline
Operationalizing an Equity Agenda Policies and practices
Building networks of schools - LASIN
Monitoring, illuminating and guiding research, policy and practice related to the education of vulnerable youth