1. Southern Regional Education Board HSTW HSTW/CSR High Schools Making the Greatest Gains in Achievement: What did they do differently? Gene Bottoms Senior Vice President gene.bottoms@sreb.org gene.bottoms@sreb.org

2. Southern Regional Education Board HSTW Key Questions for HSTW/CSR Schools Do HSTW/CSR schools make greater gains in achievement than a comparative group of non-supported schools? Do HSTW/CSR schools that have more deeply implemented the design have higher student achievement? Do HSTW/CSR that made the greatest gains in student achievement also make the most progress between 2002 and 2004 in implementing the design?

3. Southern Regional Education Board HSTW HSTW/CSR Sites3 Question Do HSTW/CSR schools receiving technical assistance, coaching and national and local school- specific staff development make greater gains in achievement than a comparative group of non- supported schools?

4. Southern Regional Education Board HSTW HSTW/CSR Sites4 Special Services Received by HSTW/CSR Schools Technical Assistance Site Development Workshop On-site Coaching Site-specific Professional Development Support to attend National Staff Development Conference Support to attend National Workshops Leadership Training

5. Southern Regional Education Board HSTW HSTW/CSR Sites5 Comparison of Demographics of 50 HSTW/CSR Sites and 50 Non- supported HSTW Schools Non- supported HSTW Sites HSTW/CSR Sites 2002200420022004 Black34%37% All Minority46515254 White54494846 Parents w/College Ed 62636162

6. Southern Regional Education Board HSTW HSTW/CSR Sites6 Comparison of Achievement Gains at HSTW/CSR Schools and Non-supported HSTW Schools Non-Supported HSTW Schools HSTW/CSR Schools Assessment Area 2002200420022004 Reading278276274276 Math295296293296** Science288 280285** ** p <.01 Source: 2002 and 2004 HSTW Assessments

7. Southern Regional Education Board HSTW HSTW/CSR Sites7 Question Do HSTW/CSR schools that have more deeply implemented the design in 2004 have higher student achievement?

8. Southern Regional Education Board HSTW HSTW/CSR Sites8 Comparison of Demographics at Low- implementation and Moderate- to High- implementation HSTW/CSR Schools IndicatorsLow- implementation Sites (n=46) Moderate/High- implementation Sites (n=31) Demographics Minority50%44% African-American3032 Other2113 Parents with no College Ed. 4536

9. Southern Regional Education Board HSTW HSTW/CSR Sites9 Mean Scores on the 2004 Assessment by Students at High/Moderate-implementation and Low-implementation High Schools (77 HSTW/CSR High Schools) Mean Scores Low-imp. (46 Schools) High/Moderate- imp. (31 Schools) Reading272281** Mathematics293301** Science283291** **p <.01 Source: 2004 HSTW Assessments

10. Southern Regional Education Board HSTW HSTW/CSR Sites10 Students Meeting HSTW Performance Goals by Implementation Level Source: 2004 HSTW Assessments

11. Southern Regional Education Board HSTW HSTW/CSR Sites11 Comparison of Measure of Completing Recommended Curriculum at High/Moderate- and Low-implementation Schools Completing HSTW- recommended curriculum Low-imp. (N-46) High/ Moderate- imp. (N-31) Desired Goal Two or three parts 25% 55%60% English235285 Mathematics224285 Science446485 Source: 2004 HSTW Assessments

12. Southern Regional Education Board HSTW HSTW/CSR Sites12 Question What percentage of our students are now completing the HSTW- recommended curriculum? What actions can we take to increase the percentage by 10 to 15 percent each of the next three years that complete HSTW- recommended academic core?

13. Southern Regional Education Board HSTW HSTW/CSR Sites13 Comparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation HSTW/CSR Schools Low- imp. (n=46) High/ Moderate- imp. (n=31) Desired Goal Engaging Instruction – Literacy 12% 15%40% – Numeracy182345 – Science131940

14. Southern Regional Education Board HSTW HSTW/CSR Sites14 Comparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation HSTW/CSR Schools Low-imp. (n=46) High/ Moderate- imp. (n=31) Desired Goal High Expectations/Extra Help – High classroom expectations 131740 – Quality of extra help253250

15. Southern Regional Education Board HSTW HSTW/CSR Sites15 Comparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation HSTW/CSR Schools Low-imp. (n=46) High/ Moderate- imp. (n=31) Desired Goal Career/technical Instruction – Quality of CT classes17%16%40% – Work-based Learning485260 Source: 2004 High School Assessment

16. Southern Regional Education Board HSTW HSTW/CSR Sites16 Comparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation HSTW/CSR Schools Low-imp. (n=46) High/ Moderate- imp. (n=31) Desired Goal Ninth-Grade Transition – None of one practice5935 – Two of five practices2226 – Three or more practices 2393 of 5 Source: 2004 High School Assessment

17. Southern Regional Education Board HSTW HSTW/CSR Sites17 Comparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation HSTW/CSR Schools Low-imp. (n=46) High/ Moderate- imp. (n=31) Desired Goal Goal Focused – Guidance 36%45%60% – Completing 4 or more college credits 222845 – Importance of high school 273350 – Continuous school improvement 152450 Source: 2004 HSTW Assessments

18. Southern Regional Education Board HSTW HSTW/CSR Sites18 Question How are we doing in deeply implementing the HSTW model for each of 12 indicators? What actions can we take over the next three years that will result in implementing each of these 12 indicators at the desired goal level?

19. Southern Regional Education Board HSTW HSTW/CSR Sites19 Question Do HSTW/CSR schools that made the greatest gain in student achievement also make the most progress between 2002 and 2004 in implementing the design?

20. Southern Regional Education Board HSTW HSTW/CSR Sites20 Comparison of Student Demographics at HSTW/CSR Schools in 2002 and 2004 Assess- ment Year n Tested WhiteBlackFemaleLow Parent Ed. 20023,53648%37%52%39% 20043,59946375238 Source: 2002 and 2004 HSTW Assessments

21. Southern Regional Education Board HSTW HSTW/CSR Sites21 Gains and No Gains in Student Achievement between 2002 and 2004 at HSTW/CSR Schools Gains for: No Achievement Gains (n=11) Achievement Gains in 1 or 2 areas (n=20) Achievement Gains in 3 Areas (n=19) Reading- 7**-4**13** Math- 5**- 4**9** Science-14**5**16** **p <.01 Source: 2002 and 2004 HSTW Assessments

22. Southern Regional Education Board HSTW HSTW/CSR Sites22 Comparison of Implementation Gains in Access to HSTW-recommended Curriculum Met HSTW- Recommend- ed Curric. No Improvement (n = 11 ) Moderate Improved (n = 20) Most Improved (n = 19) English+ 5+ 6 Math-2-2+ 3+ 10** Science- 2+ 5+ 14** **p <.01 Source: 2002 and 2004 HSTW Assessments

23. Southern Regional Education Board HSTW HSTW/CSR Sites23 Comparison of Gains Made in Implementing Effective Classroom Practices between 2002 and 2004 (Intensive/Moderate) Engaging Instruction No Improvement (n = 11 ) Moderate Improved (n = 20) Most Improved (n = 19) Literacy across the curriculum + 7+ 3+ 14 Numeracy across the curriculum + 10+ 8+ 12 Science+ 7+ 9+11 Source: 2002 and 2004 HSTW Assessments

24. Southern Regional Education Board HSTW HSTW/CSR Sites24 Comparison of Gains Made in Implementing Effective School and Classroom Practices (Intensive/Moderate) High Expectations/ Extra Help No Improvement (n = 11 ) Moderate Improved (n = 20) Most Improved (n = 19) Classroom Expectations -4-4+ 2+ 3 Quality of Extra Help -2-2+ 2+ 4 Work-based Learning -5-50- 3 Quality of CT Class + 21+ 7+ 14 Source: 2002 and 2004 HSTW Assessments

25. Southern Regional Education Board HSTW HSTW/CSR Sites25 Comparison of Gains Made in Implementing Effective School and Classroom Practices between 2002 and 2004 (Intensive/Moderate) Goal FocusedNo Improvement (n = 11 ) Improvement in 1 or 2 areas (n = 20) Improved in 3 Areas (n = 19) Guidance+ 1+ 4+ 3 Importance of High School 0+ 5+ 8 Continuous Improvement + 9+ 14 Source: 2002 and 2004 HSTW Assessments

26. Southern Regional Education Board HSTW HSTW/CSR Sites26 Correlation of Implementation Change between 2002 and 2004 and Student Achievement Change Reading Implement Change 0.38** Mathematics0.32* Science0.48** * p <.05; ** p <.01 Source: 2002 and 2004 HSTW Assessments

27. Southern Regional Education Board HSTW HSTW/CSR Sites27 Why didn’t the 11 schools improve on the 2004 assessment? Possible inhibiting factors include:

28. Southern Regional Education Board HSTW Key Questions for HSTW/CSR Schools Do HSTW/CSR schools make greater gains in achievement than a comparative group of non-supported schools? Do HSTW/CSR schools that have more deeply implemented the design have higher student achievement? Do HSTW/CSR that made the greatest gains in student achievement also make the most progress between 2002 and 2004 in implementing the design?

29. Southern Regional Education Board HSTW HSTW/CSR Sites29 What actions can schools and districts take to accelerate implementation of HSTW in ways that improves student achievement? Have 15% more students each year complete college- preparatory/honors English until 85% goal is met. Train all teachers to use reading and writing strategies across the curriculum and set yearly target goals. Have 15% more students each year complete HSTW- recommended mathematics curriculum until 85% goal is met and train teachers to make greater use of cooperative learning, technology, real-world problems and presentations by students and set yearly target goals.

30. Southern Regional Education Board HSTW HSTW/CSR Sites30 What actions can schools and districts take to accelerate implementation of HSTW in ways that improves student achievement? Have 15% more students annually to complete three years of lab-based science – CP Physical Science, CP Biology, CP Chemistry, Physics Anatomy until the 85% goal is met – and engage students in study teams, in doing investigative science, reading and writing about science, and writing up and reporting orally on lab findings. Align classroom assignments and assessment to proficient-level work and define what is required to earn an A or a B and have students redo work until it meets standards. Set yearly targets.

31. Southern Regional Education Board HSTW HSTW/CSR Sites31 What actions can schools and districts take to accelerate implementation of HSTW in ways that improves student achievement? Couple more demanding courses and higher classroom expectations with a system of extra help/credit recovery programs that works in raising achievement and in motivating students to work harder. Set yearly targets. Provide students access to higher-quality CT studies in high-demand fields that enable them to use their academic knowledge and skills to do real work and to see meaning in their studies. Set yearly targets.

32. Southern Regional Education Board HSTW HSTW/CSR Sites32 What actions can schools and districts take to accelerate implementation of HSTW in ways that improves student achievement? Provide each student with an adult mentor who assists them in setting goals; in getting the assistance needed to succeed; in keeping parents engaged; and in acquiring the study skills, relationship skills, time management skills needed to succeed.

33. Southern Regional Education Board HSTW HSTW/CSR Sites33 What actions can schools and districts take to accelerate implementation of HSTW in ways that improves student achievement? Improve the transition from middle grades to high school and from high school to postsecondary studies and a job.

34. Southern Regional Education Board HSTW HSTW/CSR Sites34 What actions can schools and districts take to accelerate implementation of HSTW in ways that improve student achievement? Continue to improve school leadership for continuous improvement by: Developing a school leadership team; Engaging faculty in using data; Engaging staff in seeking out and trying out proven practices; Supporting teachers with quality time for planning and with staff development aligned to the school plan and implementation; and Working with teachers to align assignments to standards; instructional practices to research- based practices; and classroom exams to assignments and standards.