1. Rigor, Relevance and Relationships Improve Achievement in Rural High Schools High School Reform Works When Schools Do the Right Things by Gene Bottoms
This presentation will focus on the noteworthy achievement and the successful practices of 12 rural schools that are members of the High Schools That Work (HSTW) school improvement network. Although these schools enroll high percentages of minority and/or impoverished students, they have managed to outperform rural southern schools with comparable demographics and exceed the mean on a number of state indicators of academic achievement. The presentation will provide insights into “what works” at these 12 schools and will examine the implications of the effective practices of these schools in terms of local and state policies and improvement efforts.

2. High-achieving Rural High Schools
El Dorado High School – Arkansas
Americus High School – Georgia
Monroe High School – Kentucky
South Laurel High School – Kentucky
West Point High School – Mississippi
Swain County High School – North Carolina
Wallace-Rose Hill High School – North Carolina
Each high-achieving school was paired with a low-achieving school in its state. Students at the schools had comparable ethnic and socioeconomic backgrounds. The purpose of the pairing was to isolate school and classroom practices that contributed to the successes at the high-achieving schools.
The 12 high-achieving schools are located in nine states: Arkansas, Georgia, Kentucky, Mississippi, North Carolina, Oklahoma, Tennessee, Texas and Virginia. Thirty-eight percent of students at these schools have parents with no more than a high school education.
Eleven of the 12 schools exceed their states in the percentage of impoverished students. Six of them outrank their states in the percentage of minority students. Five schools are above state means in both areas – percentage of minority students and percentage of impoverished students.

3. High-achieving Rural High Schools
Durant High School – Oklahoma
Granite High School – Oklahoma
McNairy Central High School – Tennessee
Los Fresnos High School – Texas
Arcadia High School – Virginia

4. Student Demographics at High- and Low-achieving Rural High Schools
High-achieving Schools
Low-achieving Schools
African-American Students
32%
18%
White Students 50 75
Other students 18 7
Parents had no college 38
The high-achieving schools have 25 percent fewer white students than the low-achieving schools. The two sets of schools are identical in terms of parental education.
Source: Special analyses of 2004 HSTW Assessment results

5. High-achieving Schools Low-achieving schools
Comparison of Mean Scores on the HSTW Assessment at High- and Low-achieving Rural High Schools
HSTW Goal
High-achieving Schools
Low-achieving schools
Point Difference
Reading
279
281
270
+11
Mathematics
297
300
289
Science
299
295
+16
Students at the high-achieving rural schools had mean scores in reading and mathematics that exceeded the HSTW goals, while students at the low-achieving schools did not meet any of the goals. Students at the high-achieving schools had an average of about one grade level higher in reading and mathematics and one-half grade higher in science.
Source: Special analyses of 2004 HSTW Assessment results

6. Question to Ponder
Why is one group of rural high schools doing much better than a comparative group of schools?

7. Number of Schools (out of 12) Using the Practice Extensively
Have higher graduation requirements and teach
more students a rigorous academic curriculum
Higher graduation requirements than
the state - 10 of 12
A rigorous academic curriculum - 9 of 12
Schools with higher graduation standards require at least 24 credits. A school with a rigorous academic curriculum has at least 60 percent of seniors completing four mathematics credits.

8. Number of Schools (out of 12) Using the Practice Extensively
11 of 12 schools help more students find relevance and focus by completing a career/technical or an academic concentration

9. Number of Schools (out of 12) Using the Practice Extensively
8 of 12 schools have more students to experience higher classroom expectations and require students to do quality work
The school has at least 60 percent of students experiencing a moderate to intensive emphasis on high expectations.

10. Number of Schools (out of 12) Using the Practice Extensively
6 of 12 schools have more students who use reading and writing strategies for learning
At least 45 percent of students experience moderate to intensive literacy experiences. At least 80 percent of students write a major research paper each year and have a mean score on the reading portion of the HSTW Assessment that equals the HSTW reading performance goal of 279.

11. Number of Schools (out of 12) Using the Practice Extensively
Have more students experience challenging, engaging and relevant assignments in mathematics and science courses. These assignments should include solving real-world problems, using technology and participating in cooperative learning.
Mathematics
10 of 12
Science
9 of 12
At least 60 percent of mathematics students experience a moderate to intensive emphasis on numeracy. At least 60 percent of science students experience a moderate to intensive emphasis on science.

12. Number of Schools (out of 12) Using the Practice Extensively
8 of 12 schools provide more students access to high-quality career/technical studies and work-based learning experiences in high-demand fields leading to postsecondary studies and employment
At least 60 percent of students experience quality career/technical studies.

13. Number of Schools (out of 12) Using the Practice Extensively
9 of 12 schools provide a system of catch-up classes for ninth-graders at risk of failing and offer special support classes to help students complete challenging courses needed to graduate on time
The school fully implements at least one of the following practices: a support and/or study skills class; a summer program to help ninth-graders get ready for high school; an extra-help program to assist students with homework in courses that are proving difficult; and double-dosing in Algebra I and/or English 9.

14. Number of Schools (out of 12) Using the Practice Extensively
7 of 12 schools do a better job of providing a system of extra help for students struggling to pass high-stakes exams and to meet more demanding course standards
At least 35 percent of students say they receive help without difficulty. At least 55 percent of students say teachers are frequently available to give help before or after school.

15. Number of Schools (out of 12) Using the Practice Extensively
12 of 12 schools build relationships with students, parents and the community to help students and their parents set goals for the future and develop a program of study for achieving the goals
9 of 12 schools have more students who see the importance of high school in reaching their goals for the future
At least 80 percent of students experience a moderate to intensive emphasis on building relationships with parents and the community to help set goals for the future and to make plans for achieving those goals.

16. Number of Schools (out of 12) Using the Practice Extensively
10 of 12 schools have leaders who strongly support teachers in continuous improvement by involving them in a school improvement network, using data for continuous school improvement, participating in professional development, and providing technical assistance to school and teacher leaders
School leaders involve teachers in at least three of these four activities to improve student achievement: teacher teams to guide curriculum and instructional improvement, guidance, assessment and staff development; staff development to determine how to improve curriculum, instruction and assessment; using data to guide improvement in school and instructional practices; and using technology to improve instruction.

17. School Practices That Make a Difference in Raising Achievement
If student backgrounds are comparable, what sets high-achieving rural schools apart from those that perform less well? The answer lies in the practices that the schools are using to raise student achievement.
If student backgrounds are comparable, what sets high-achieving rural schools apart from those that perform less well? The answer lies in the practices that the schools are using to raise student achievement.

18. Percentage of Students at High- and Low-Achieving Rural Schools Completing the HSTW-recommended Curriculum
High-achieving Schools
Low-achieving Schools
Percentage Point Difference
English 38 24
+14
Mathematics 72 40
+32
Science 44 22
+22
More students at high-achieving rural high schools than at low-achieving rural high schools complete the HSTW-recommended curriculum.
38 percent, compared with 24 percent, completed four credits in college-preparatory English/language arts;
72 percent, compared with 40 percent, completed four mathematics credits in Algebra I and higher courses; and
44 percent, compared with 22 percent, completed three science credits, including two laboratory science courses.
Durant High School in Durant, Oklahoma, has moved ahead of the state in raising graduation requirements. An improvement coordinator at the school said, “In the past we did not require the full curriculum that prepares students for the future. Some of our practices actually encouraged students to waste the senior year. Now we require students to complete four mathematics courses and four science courses, while the state requires only three in each subject. All of our students take biology, chemistry, physics and one additional science course.” As a result, 98 percent of Durant High School’s 2003 graduating class, compared with 77 percent of all Oklahoma seniors, completed the state board of regents college-bound curriculum.
Source: Special analyses of 2004 HSTW Assessment results

19. High-achieving schools Low-achieving schools
Percentages of Students Completing a Concentration at High- and Low-achieving Rural High Schools
High-achieving schools
Low-achieving schools
Career/technical
studies
77%
72%
Mathematics and
Science 13 6
Humanities 53 20
A significantly higher percentage of students at high-achieving rural high schools than at low-achieving rural high schools have a focus for their studies. More students at high-achieving schools completed:
A career/technical concentration of four courses in a planned sequence in a career/technical area (77 percent, compared with 72 percent at low-achieveing schools)
A mathematics and science concentration (13 percent, compared with 6 percent at low-achieving schools); or
A humanities concentration (53 percent, compared with 20 percent at low-achieving schools)
To accommodate the additional course work needed to complete a concentration, six of the 12 high-achieving rural high schools require all students to complete a minimum of 26 credits to graduate.
McNairy Central High School in southwestern Tennessee, compared with a low-achieving rural high school with similar demographics, has a higher percentage of students completing a concentration. The school requires all freshmen to develop a six-year plan in one of these areas: university, technical or dual (university and technical). As a result of the school’s emphasis on the humanities, 75 percent of seniors participating in the 2004 HSTW Assessment reported that they had completed concentrations in both career/technical studies and the humanities. No students at the low-achieving high school had done so. Students’ success in completing two concentrations has been attributed to the school’s work with all eighth-graders and their parents to develop a six-year plan of study for high school and beyond.
Source: Special analyses of 2004 HSTW Assessment results

20. High-achieving Schools Low-achieving Schools
Percentages of Students Receiving an Emphasis on High Expectations at High- and Low-achieving Rural Schools
High-achieving Schools
Low-achieving Schools
Intensive/Moderate
63%
49%
Little 37 51
It is not enough for students to take the right courses and have a focus on their studies. Leaders and teachers at high-achieving rural schools hold students to higher standards in class.
At high-achieving schools (63 percent), compared with low-achievement schools (49 percent), significantly more students are in classrooms with moderate to intensive emphasis on high expectations.
A significantly higher percentage of teachers at high-achieving schools than at low-achieving schools agrees strongly that the school sets the same standards for all students, encourages students to take science in the senior year and requires students to receive extra help each week if they are not performing at the level of grade C or above.
Seventy-eight percent of students at Americus High School, located in rural southwest Georgia, said classroom expectations were moderate to intensive. This compares with 32 percent of students at a comparable low-achieving rural Georgia school. Teachers at Americus High School:
Meet in teams twice a month to plan challenging assignments.
Schedule time to stay after school to give extra help to any student having difficulty.
Allow students to redo work for a better grade.
Make a certain number of positive phone calls to students’ parents. A teacher said, “We wanted to break the pattern of calling parents with only bad news by calling parents to praise and encourage their children.”
Source: Special analyses of 2004 HSTW Assessment results

21. High-achieving schools Low-achieving schools
Percentages of Students Reporting an Emphasis on Literacy at High- and Low-achieving Rural High Schools
High-achieving schools
Low-achieving schools
Intensive/Moderate
52%
40%
Little 48 60
Teachers at high-achieving rural schools have made progress in improving literacy. Fifty-two percent of students at the high-achieving schools, compared with 40 percent at the low-achieving schools, said their literacy experiences were moderate to intensive. This means that significantly more students at the high-achieving schools read textbooks and other materials, discuss what they read with other students, revise written work to improve quality, complete short writing assignments for English/language arts and other classes, use word processing programs, and spend more time reading outside of class.
Granite High School requires all seniors to read at least one book outside of class in each grading period.
Career/technical teachers at McNairy Central High School assign students to read and report on career-related articles at least monthly, write how-to manuals for work-related tasks, use computers to prepare reports and PowerPoint presentations, and maintain Web sites for all schools in the county.
Reading and writing for learning is a top priority for students in all classes at Monroe County High School in Kentucky. Each senior must produce a good writing portfolio in English 12 as part of graduation requirements.
Source: Special analyses of 2004 HSTW Assessment results

22. High-achieving Schools Low-achieving Schools
Percentages of Students Receiving an Emphasis on Numeracy at High- and Low-achieving Rural Schools
High-achieving Schools
Low-achieving Schools
Intensive/Moderate
80%
65%
Little 20 35
More teachers at high-achieving than at low-achieving rural high schools use engaging strategies, such as cooperative learning, applied learning, technology and meaningful assignments, to raise students’ mathematics achievement. Teachers at the high-achieving schools do a better job of emphasizing the importance of mathematics and of getting students to apply mathematics in solving problems, to work together in completing assignments and to learn from each other. A significantly higher percentage of students at the high-achieving schools (80 percent) than at the low-achieving schools (65 percent) had moderate to intensive numeracy experiences.
Higher percentages of students at the high-achieving schools took four courses in mathematics.
South Laurel High School in London, Kentucky, had a school committee to review the mathematics curriculum in The committee recommended raising the graduation requirements and adding another high-level course. The following year, 90 percent of students participating in the HSTW Assessment completed the required sequence. Eighty-eight percent of these students met the HSTW mathematics performance goal – greatly surpassing the achievement of similar students at other schools.
Source: Special analyses of 2004 HSTW Assessment results

23. High-achieving Schools Low-achieving schools
Percentages of Students Receiving an Emphasis on Science at High- and Low-achieving Rural High Schools
High-achieving Schools
Low-achieving schools
Intensive/Moderate
67%
52%
Little 33 48
A significantly higher percentage of students (67 percent) at high-achieving rural high schools, compared with students (52 percent) at low-achieving rural high schools, have moderate or intensive experiences that strengthen their science knowledge and skills. More students at the high-achieving schools than at the low-achieving schools take three or more science courses and study science in senior year.
Significantly higher percentages of students at the high-achieving schools said their teachers required them to do certain science activities monthly. These activities included learning from teachers how science is used in real life, using equipment in a laboratory with tables and sinks, and working with one or more students in the class to complete challenging science assignments.
At Swain County High School in Bryson City, North Carolina, students in science classes are expected to participate in one or two laboratories each week during which they work together to address an essential question that may continue for several lab periods. In addition, science teachers require students to complete projects capped off by oral presentations to help other students understand the science contained in the projects. Another approach is for a science teacher to “team teach” with a career/technical teacher. For example, a biology and chemistry teacher will join a teacher of allied health in offering a course to help students connect science knowledge and skills to the health and medical field.
Source: Special analyses of 2004 HSTW Assessment results

24. High-achieving Schools Low-achieving Schools
Comparison of Students’ Experiences in Career/Technical Studies at High- and Low-achieving Rural High Schools
Students said they:
High-achieving Schools
Low-achieving Schools
Had teachers who
often emphasized mathematics
37%
26%
Used computer skills to complete assignments each month 53 43
Completed a project requiring a plan and research 70 65
More high-achieving rural high schools give their students access to career/technical studies at the high school, a career/technical center and/or a postsecondary institution so that they will be prepared for further learning and a job in a high-demand career field after graduation. A significantly higher percentage of students at the high-achieving schools, compared with the low-achieving schools, have career/technical teachers who require them to use mathematics to complete assignments weekly; to use computer skills; and to complete a project requiring a plan, research and a presentation of results to the class.
All 12 high-achieving schools have formed partnerships with postsecondary institutions to provide career/technical courses that give students access to college certification programs, heighten their interest in postsecondary studies and improve their transition into further learning.
Career/technical teachers at McNairy Central High School make real-world assignments and require students to develop PowerPoint presentations to describe their projects to classmates and community leaders.
Source: Special analyses of 2004 HSTW Assessment results

25. More Schools Prepare Ninth-graders to Complete Challenging Courses to Graduate on Time by Providing a System of Catch-up Classes, Special Support Classes and Study Skills Development
Failing grade nine reduces by 50 percent a student’s chances of finishing high school. High Schools That Work recommends a comprehensive transition program to help middle grades students adjust to the rigors of a high school program of study.
The special efforts of high-achieving rural schools to help new freshmen include the following activities:
El Dorado High School requires all ninth-graders to complete a career-orientation and study-skills class before entering high school.
The ninth grade transition program at Los Fresnos High School is designed to strengthen the mathematics and reading skills of freshmen who performed below grade level on the state assessment of eighth-graders.
Teachers at Durant High School meet with teachers from the middle grades to align the curriculum for grades six through eight to prepare students for success in ninth-grade college-preparatory courses.
Wallace-Rose Hill High School provides extra help in reading for ninth-graders who performed below grade level on the eighth-grade reading test.
Students who may need help in adjusting to high school attend a four-week program at Swain County High School in the summer before freshman year.

26. More Schools Do a Better Job of Providing a System of Extra Help for Struggling Students
Leaders and teachers at high-achieving high schools want students to do their best. Teachers believe all students are worthy of learning challenging content and are willing to help them understand schoolwork and make better grades. There is a sense of urgency about assisting students when their grades begin to falter. There is flexibility in providing opportunities for students to receive extra help.
A significantly higher percentage of students at high-achieving rural high schools (31% compared with 20% at low-achieving rural high schools) has access to extra help.
Some examples of extra help include:
Durant High School offers extra-help sessions to students before and after school.
Mathematics teachers at South Laurel High School help students meet high standards in mathematics by assigning modules related to their deficiencies in a learning laboratory that is open daily from 3:30 p.m. to 9 p.m.
Arcadia High School provides transportation for students who stay after school to get help in passing state tests.

27. High-achieving schools Low-achieving schools
Percentages of Students Experiencing Specific Guidance Activities at High- and Low-achieving Rural Schools
Students said:
High-achieving schools
Low-achieving schools
They talked with a teacher or counselor about planning for the future.
77%
72%
A teacher or counselor helped them review a plan of high school study. 71 65
They talked with their parents several times each semester about high school plans. 48 42
High-achieving rural high schools take advantage of their small size to build relationships with students, parents and the community. More students at these schools said they participated in activities designed to help them set goals for careers and further learning and to help them make plans to meet the goals.
Likewise, a greater percentage of student at high-achieving schools had talked with a teacher or counselor individually about plans for the future, had reviewed a plan of high school study with a teacher or counselor, and had talked with parents about planning for high school.
Source: Special analyses of 2004 HSTW Assessment results

28. High-achieving schools Low-achieving schools
Percentages of Students Experiencing Specific Guidance Activities at High- and Low-achieving Rural Schools
Students said:
High-achieving schools
Low-achieving schools
A college representative had talked with them about attending college.
83%
71%
They received the most help in planning a high school program of study by grade nine. 52 47
A higher percentage of students at high-achieving schools had talked with a college representative about attending college.
More students at high-achieving schools said they received the most help in planning a high school program of study by grade nine.
Source: Special analyses of 2004 HSTW Assessment results

29. High-achieving schools Low-achieving schools
Percentages of Teacher-Advisers Building Relationships with Students and Parents at High- and Low-achieving Rural High Schools
Students said:
High-achieving schools
Low-achieving schools
They participated in a structured guidance program.
74%
54%
Teacher-advisers assisted students and parents in developing a program of study for high school and beyond. 80 59
A significantly higher percentage of teachers at high-achieving than at low-achieving schools advise and “coach” students in connecting high school experiences to post-high school goals. These teacher-advisers are very involved in giving students the right information and advice and including parents in the process. In essence, high-achieving schools are helping students view grades 9-12 as an important avenue to the future.
High-achieving rural high schools are using effective practices to provide timely guidance to students:
All discussions with parents at McNairy Central High School focus on the importance of completing a challenging program of study.
Teacher-advisers at Swain County High School serve as mentors for groups of students throughout four years of high school.
El Dorado High School teachers do their part by working with small groups of students and parents all four years of high school.
Source: Special analyses of 2004 HSTW Assessment results

30. Low-achieving schools
Percentages of Teacher-Advisers Building Relationships with Students and Parents at High- and Low-achieving Rural High Schools
Students said their teacher-advisers:
High-achieving
schools
Low-achieving schools
Met several times a semester to help a core group of students plan for the future.
77%
53%
Informed parents and students annually about students’ readiness for post-high school study. 71 50
Met with parents and students at least annually on gaps in academic achievement. 68 49
Source: Special analyses of 2004 HSTW Assessment results

31. More Students See High School as Important in Their Plans for the Future
They often tried to do their best work in school (56%, compared with 45% at low-achieving schools).
Teachers would not let them get by without doing the work (72%, compared with 63%).
It is very important to study hard and get good grades (75%, compared with 61%).
It is very important to take a lot of college-preparatory classes (47%, compared with 40%).
As schools implement the HSTW design more deeply, they create a school culture that causes students to believe that high school success is important in what they hope to do in the future.

32. High-achieving schools Low-achieving schools
School Support for Continuous Improvement at High- and Low-achieving Rural Schools
High-achieving schools
Low-achieving schools
Intensive/Moderate
52%
42%
Little 48 58
School leaders who want to improve student achievement should have a vision of what the school needs to do and the will to make it happen. Effective leaders work with their teachers to review school and student data and to participate in meaningful professional development on making needed changes.
Source: Special analyses of 2004 HSTW Assessment results

33. When Will Rural Schools and Districts Know They Are Successful?
All students are required to complete a challenging academic core.
All students are required to complete a concentration.
The school has an extra-help system to assist students in recovering credits.
All students in grades 8 and 9 develop a five-year program of study.

34. When Will Rural Schools and Districts Know They Are Successful?
All teachers emphasize study and literacy skills.
The school district has a program to help middle grades students make the transition to high school.
Students report being engaged in challenging assignments in academic and career classes.

35. When Will Rural Schools and Districts Know They Are Successful?
The school has strengthened the senior year.
Students report that all teachers are clear about the amount and quality of work necessary to earn a grade of A or B.
School leaders focus the entire faculty on improving student achievement.