1. Southern Regional Education Board HSTW Ten Conditions that Result in Students Making Greater Effort to Succeed Gene Bottoms

2. Southern Regional Education Board HSTW 2 Students make greater effort to succeed when they are enrolled in mainstream courses with other students.

3. Southern Regional Education Board HSTW 3 Case Study: Centerville Middle School, Maryland Implemented heterogeneous assignment of students in courses taught to grade-level standards Used the SASI student demographic software program to randomly assign students Provided training on differentiated instruction prior to implementation Instilled motivation and confidence in students Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

4. Southern Regional Education Board HSTW 4 Change in achievement from 2004 to 2006: Change in mean scores: Reading: +14 points Mathematics: +14 points Science: +15 points Change in percentage of students meeting performance goals: Reading: +24 points Mathematics: +24 points Science: +10 points Change in percentage of students scoring at or above proficient on State Assessment: Reading: +3.5 points Mathematics: +11 points Sources: 2004 and 2006 Middle Grades Assessment; Maryland Report Cards, Maryland Department of Education Case Study: Centerville Middle School, Maryland

5. Southern Regional Education Board HSTW 5 100 Most- and Least-Improved High Schools Change in Percentage of Students Completing the HSTW-Recommended Curriculum from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).

6. Southern Regional Education Board HSTW 6 100 Most- and Least-Improved High Schools Change in Percentage of African-American Students Completing the HSTW-Recommended Curriculum from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).

7. Southern Regional Education Board HSTW 7 100 Most- and Least-Improved High Schools Change in Percentage of High SES* Students Completing the HSTW-Recommended Curriculum from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). *High SES is determined by at least one parent having at least some education beyond high school.

8. Southern Regional Education Board HSTW 8 100 Most- and Least-Improved High Schools Change in Percentage of Low SES* Students Completing the HSTW-Recommended Curriculum from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). *Low SES is determined by neither parent having at least some education beyond high school.

9. Southern Regional Education Board HSTW 9 Students learn more in classrooms where teachers align assignments, student work and assessment practices to grade-level standards.

10. Southern Regional Education Board HSTW 10 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Experienced High Expectations at the Most-Improved Schools from 2004-2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students said: Teachers clearly stated the amount and quality of work for a particular grade Teachers available to help with studies. They spent one or more hours on homework each day. They revised work based on specific instruction. They worked hard to meet standards on assignments often. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap: denotes the difference between gains in the percentages of students experiencing high expectations at the most improved schools and gains or declines by students at the non-improved schools.

11. Southern Regional Education Board HSTW 11 15 Most- and Least-Improved Middle Grades Schools Change in Percentage of Students Experiencing High Expectations Indicators from 2004 to 2006 Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008). Students said: They experienced high expectations. Teachers encouraged them to do well in school. Teachers set high standards and were willing to help. Teachers indicated amount and quality of work needed to earn an A or B. They revised work based on teacher feedback. They worked hard to meet high standards. Classroom rules were clear. They rarely failed to turn in assignments. Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01

12. Southern Regional Education Board HSTW 12 Quality career/technical programs provide purpose to high school studies, add value to academic achievement and give students a reason for succeeding in high school.

13. Southern Regional Education Board HSTW 13 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Experienced Quality Career/Technical Instruction at the Most-Improved Schools from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students said: Used computer skills to do assignments in their career/technical studies at least monthly. Had challenging assignments in career/technical classes at least monthly. Completed a project that required research and a written plan. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.

14. Southern Regional Education Board HSTW 14 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Had Quality Work- Based Learning Experiences at the Most-Improved Schools from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students said: Their employers encouraged them to develop good work habits. Their employers encouraged them to develop good customer relations skills at least monthly. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.

15. Southern Regional Education Board HSTW 15 Students make greater effort and achieve at higher levels when they get timely assistance from teachers and the teachers believe that they can meet the expectations.

16. Southern Regional Education Board HSTW 16 100 Most- and Least-Improved High Schools Change in Percentage of Students Receiving Quality Extra Help by Ethnicity and Parental Education from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).

17. Southern Regional Education Board HSTW 17 15 Most- and Least-Improved Middle Grades Schools Change in Percentage of Students Experiencing High Expectations Indicators from 2004 to 2006 Students said: Least- Improved Schools Most- Improved Schools They received intensive extra help.-0.04+3.55* Teachers would not let them get by without doing the work. -2.49+6.24** Teachers were available before, during or after school to help with their studies. -0.77+6.68** They were able to get extra help from my teachers when needed. -0.57+5.81** Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01 Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

18. Southern Regional Education Board HSTW 18 Students given more authentic learning experiences in academic courses and in other school experiences tend to have higher achievement and greater motivation.

19. Southern Regional Education Board HSTW 19 Emphasis on Authentic Learning Difference in Mean Test Scores by Level of Emphasis on Authentic Learning Source: 2006 HSTW Assessment, unpublished analysis.

20. Southern Regional Education Board HSTW 20 8 Steps to Developing Authentic Anchor Projects Step One: Identify a major career/technical project that is rich with embedded mathematics content that career/technical faculty will have students complete. Step Two: Identify the embedded mathematics, technical content and technology tools that can be taught through the authentic integrated project unit. Step Three: Identify literacy skills and habits of success that students will be expected to apply in advancing their mastery of academic and technical content and skills. Step Four: Develop a summative unit exam to assess students’ understanding of mathematics concepts, skills and procedures used in the project.

21. Southern Regional Education Board HSTW 21 8 Steps to Developing Authentic Anchor Projects Step Five: Develop a process to pre-assess students’ current knowledge and skills pertaining to mathematics, technical content, technology and tools embedded in the authentic integrated project unit. Step Six: Determine how career/technical faculty will engage students with mathematics and technical content and the use of technology and tools embedded in the authentic integrated project unit. Step Seven: Determine how mathematics faculty will engage students with mathematics and technical content and the use of technology and tools embedded in the authentic integrated project unit. Step Eight: Describe how students will demonstrate their understanding of mathematics knowledge and skills by completing the project as well as completing assignments designed to provide additional practice.

22. Southern Regional Education Board HSTW 22 Students who experience their teachers working together to integrate academic and technical studies have higher achievement.

23. Southern Regional Education Board HSTW 23 Academic Value Added Gains in the percentages of CT Students Meeting HSTW Readiness Goals with an Intensive Emphasis on Integrating Academics into CT Studies (CT Students Completing 0 to 1 Part of the HSTW-Recommended Curriculum) Source: Bottoms, G., Young, M., & Han, LL. High-Quality Career/Technical Studies Promote Powerful Learning, Paper in progress (2008). 54% 59% 56% 67% 65% 53% 47% 45% 48%

24. Southern Regional Education Board HSTW 24 Embedding academic content into career/technical instruction improves academic achievement.

25. Southern Regional Education Board HSTW 25 Percentages of CT Students Experiencing an Intensive Instructional Emphasis on Literacy and Mathematics Source: HSTW Assessment

26. Southern Regional Education Board HSTW 26 Engaging students in reading and writing for learning improves their achievement, makes them independent learners and builds their capacity to make greater effort.

27. Southern Regional Education Board HSTW 27 15 Most- and Least-Improved Middle Grades Schools Difference in Percentage of Students Experiencing an Intensive Emphasis on Literacy Between 2004 and 2006 by Student Group Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

28. Southern Regional Education Board HSTW 28 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students at the Most-Improved Schools Experienced Reading and Writing Across the Curriculum from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students said: Used word-processing to complete assignments. Revised work to improve its quality often. Wrote in-depth explanations about a class project often. Discussed what they read with other students. Read assigned books outside of class and demonstrated understanding. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.

29. Southern Regional Education Board HSTW 29 Reading Proficiency SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the Curriculum Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008). Students said: Reading at Proficiency or Above Reading at Basic or Below Used word processing software to complete an assignment. 60%42% Revised work to improve its quality often. 4332 Discussed what they read with other students in English class at least monthly. 5539

30. Southern Regional Education Board HSTW 30 Reading Proficiency SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the Curriculum Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008). Students said: Reading at Proficiency or Above Reading at Basic or Below Read an assigned book outside of English class and demonstrated that they understood the main ideas at least monthly. 4630 Read non-school related materials outside of class for two or more hours weekly. 3016 Completed short writing assignments for which they received a grade in English classe at least monthly. 8469

31. Southern Regional Education Board HSTW 31 Reading Proficiency SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the Curriculum Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008). Students: Reading at Proficiency or Above Reading at Basic or Below Wrote assignments of one to three pages for which they received a grade in science class monthly. 35%28% Wrote assignments of one to three pages for which they received a grade in social studies class monthly. 4836 Read six or more books yearly.3920 Had the reading skills to succeed in CP courses. 6951 Developed and analyzed tables, charts and graphs in their school work often. 3425

32. Southern Regional Education Board HSTW 32 Reading Proficiency SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the Curriculum Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008). Students said: Reading at Proficiency or Above Reading at Basic or Below They were assigned word problems in mathematics monthly. 8567 They prepared reports in science monthly.6146 They read non-school related materials outside of class weekly. 4831 They completed a CT project that required research and a written plan. 8172 Their career/technical teachers often stressed reading. 3929 Their career/technical teachers often stressed writing. 3929

33. Southern Regional Education Board HSTW 33 Inquiry-based science improves science achievement and students work harder in their science courses as a consequence.

34. Southern Regional Education Board HSTW 34 100 Most- and Least-Improved High Schools Change in Percentage of Students Engaged in Relevant Science Instruction by Ethnicity and Parent Education Level from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).

35. Southern Regional Education Board HSTW 35 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Experienced at the Most- Improved Schools Experienced Relevant Science Instruction from 2004-2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students: Completed three CP science courses Had teachers who showed them how science is used to solve problems in real-life situations often. Took a science class during their senior year. Used science equipment to do science activities at least weekly. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.

36. Southern Regional Education Board HSTW 36 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Experienced at the Most-Improved Schools Experienced Relevant Science Instruction from 2004-2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students: Used science equipment to do science activities. Worked with other students on a challenging science assignment. Prepared written reports of lab results. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.

37. Southern Regional Education Board HSTW 37 15 Most- and Least-Improved Middle Grades Schools Difference in Percentage of Students Experiencing an Intensive Emphasis on Engaging Science Between 2004 and 2006 by Student Group Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

38. Southern Regional Education Board HSTW 38 15 Most- and Least-Improved Middle Grades Schools Change in Percentage of Students Experiencing Science Indicators from 2004 to 2006 Students: Least Improved Schools Most Improved Schools Experienced an intensive level of emphasis on science. -4.97*+8.01** Prepared lab reports monthly.-7.08**+3.42 Used equipment to do activities in a science monthly. +0.35+6.14** Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01 Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

39. Southern Regional Education Board HSTW 39 15 Most- and Least-Improved Middle Grades Schools Change in Percentage of Students Experiencing Science Indicators from 2004 to 2006 Students: Least- Improved Schools Most- Improved Schools Used a laptop computer to keep records, logs and comments. -4.45*+9.22** Had to write long answers on science tests monthly.-2.09+3.81 Had teachers who knew subject and made it interesting often. -2.76+3.08 Were encourage to learn from each other often.-3.77+6.64** Developed and analyzed tables, charts and/or graphs.-4.58*+6.87** Used the Internet to find information for completing assignments often. -0.06+2.93 Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01 Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).

40. Southern Regional Education Board HSTW 40 Students who have a goal beyond high school and a program of study to achieve it perform higher and are more focused.

41. Southern Regional Education Board HSTW 41 100 Most- and Least-Improved High Schools Significantly Higher Percentages of Students Experienced Quality Guidance and Advisement at Most-Improved Schools from 2004 to 2006 Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008). Students said: Talked to their parents or other adults about high school course plan. Talked to a teacher or counselor about plans for a career or further education. Spoke with or visited someone in a career to which they aspire. Received information and assistance on selecting and applying to college. Source: 2004 and 2006 HSTW Assessments; * p <.05 **p <.01 ***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.