Restoring Hope: Eliminating Achievement Gaps

1. Restoring Hope: Eliminating Achievement Gaps

2. 48% of high schools in the nation's 100 largest districts, less than 50% of entering ninth graders graduate in 4 years. • From 1993 to 2002, the high schools which have graduated less than half their ninth-grade class in 4 years has increased by 75%. • In the 94% of districts in NY State where white children make up the majority, nearly 80% of students graduate from high school in 4 years. • In the 6% of districts in NYS where black & Hispanic students make up the majority, only 40% graduate in 4 years. • 120 high schools in NY, enrolling nearly 200,000 schoolchildren of color, less than 60% entering ninth-graders make it to twelfth grade.

3. Giving information Asking right answer questions Giving directions Giving low level tasks Monitoring seatwork Reviewing M. Haberman “The Pedagogy of Poverty vs. Good Teaching” Giving tests Going over tests Assigning homework Going over homework Settling disputes Punishing noncompliance Grading papers Giving grades A Pedagogy of Poverty

4. A Pedagogy of Hope • High expectations for all • Authentic tasks • Active learning • Helping students make sense of what they are presented, & designing instruction to maximize opportunities to deepen & elaborate on meaning • Literacy-rich environment • Quality resources

5. A Pedagogy of Hope (cont’d) • Connecting school with home, culture & community • Problem-focused learning • Collaborative & applied work on issues of deep concern to the students & the community • Access to rigorous content & pedagogy for all • Engagement in substantive dialogue, discussion & debate about the substance of content among students • Peer & adult coaches & mentors

6. Impact on AchievementIPS Florence Fay School 21 • 23% African American and 34% Hispanic • 79% Free Lunch – 11% Reduced Priced Meals • 1997-1998 State Average Pass rate on ISTEP was 66.6% • Florence Fay’s Pass Rate was 28.9% • 2003-2004 State Average Pass rate on ISTEP was 71.0% • Florence Fay’s Pass Rate was 89.0% • Named Indiana 4 Star School in 2004.

7. Impact on AchievementIPS Joyce Kilmer School 69 • 92% African American • 77% Free Lunch – 8% Reduced Priced Meals • 1997-1998 State Average Pass rate on ISTEP was 69.5% • Joyce Kilmer Pass Rate was 24.3% • 2001-2002 State Average Pass rate on ISTEP was 68.7% • Joyce Kilmer Pass Rate was 76.4%

8. Impact on AchievementIPS Stephen Foster K-8 • 35% African American • 17% Hispanic • 68% Free Lunch – 15% Reduced Priced Meals • 1997-1998 State Average Pass rate on ISTEP K-8 was 66.6% • Stephen Foster Pass Rate was 63.5% • 2003-2004 State Average Pass rate on ISTEP was 71.0% • Stephen Foster Pass Rate was 79.4%

9. Impact on AchievementIPS Paul Miller School 114 • 40% African American • 77% Free Lunch – 16% Reduced Priced Meals • 1997-1998 State Average Pass rate on ISTEP was 69.5% • Paul Miller Pass Rate was 36.7% • 2002-2003 State Average Pass rate on ISTEP was 70.3% • Paul Miller Pass Rate was 88.8% • Named 2004 National Blue Ribbon School

10. Impact on AchievementIPS Charity Dye School 27 • 86% African American • 80% Free Lunch – 11% Reduced Priced Meals • 1997-1998 State Average Pass rate on ISTEP was 69.5% • Charity Dye Pass Rate was 27.6% • 2002-2003 State Average Pass rate on ISTEP was 70.3% • Charity Dye Pass Rate was 83.3% • Named a Blue Ribbon School for 2003.

11. Impact on AchievementIPS Francis Scott Key 103 • 88% African American • 3% Hispanic • 83% Free Lunch – 12% Reduced Priced Meals • 1998-1999 State Average Pass rate on ISTEP was 66.2% • Francis Scott Key Pass Rate was 29.1% • 2003-2004 State Average Pass rate on ISTEP was 71.0% • Francis Scott Key Pass Rate was 75.5%

12. Four Year Data from 15th Avenue School/Newark, NJ S.Y. 03-04 Lang. Arts 73.7 Math 76.3 S.Y. 02-03 Lang. Arts 59.9 Math 59.2 S.Y. 01-02 Lang. Arts 52.9 Math 20.5 S.Y. 00-01 Lang. Arts 11.8 Math 5.9

13. Cityview Performing Arts Magnet Middle School, Minneapolis • Student Demographic: 91% free and reduced lunch • Before intervention -- 33% met standard on MBST in reading • After intervention -- 54% met standard on MBST in reading

14. Newark, NJ Public School • HSPA growth indicate four Newark high schools that participated with NUA between 2002-2003 have shown an average increase of 13.5 percentage points (31.35%) compared to all other eight high schools at 1.05 point growth & the combined total of 5.2%, or the district’s 2.7% point gain (4.44%) overall.

15. Newark, NJ Public School (cont’d) • Most notably, with the last year (2004-2005), these same four schools experienced a 10.53 percentage point gain while the other high schools decreased by .54, a difference of just over 11 percentage points. This same figure (10.53) is almost twice the amount of the 4.8 increase compared to the district.

16. NEWARK HIGH SCHOOL DATA • According to administration, 2005 is the first year that Newark Public Schools have gone above 60% • 63% of NPS students are now proficient on HSPA

17. Pedagogy of Confidence • School communities advocate an irrefutable belief in the ability of all students to graduate prepared to enter, if they so choose, a university or college of their choice. • Educators believe in the students' ability to reach the highest levels of intellectual performance -- avoiding misperceptions which cause inadequate instructional response. • Educators understand, use and adapt  instruction aligned with the culture, language and cognitive experiences students bring to school communities -- culturally responsive teaching.

18. Pedagogy of Confidence • Educators understand how to differentiate instruction so that instructional levels are appropriately mediated within heterogeneous and collaborative groupings. • Educators work to avoid academic tracking which inappropriately labels & condemns children of color & those challenged by poverty to lower academic tracks. • Educators avoid use of labels such as: “low performing,” “at-risk,” “academically challenged,” “emotionally disturbed,” “disabled,” and “mentally retarded.”

19. Pedagogy of Confidence • Educators recognize the importance of using strategies as “skills-in-use” so that the students learn to internalize the skills applied to real-world situations, & learn in a meaningful context. • Educators learn to confront racial & economic stereotypes or “snap judgments” about student ability based on the race, immigrant status or socio-economic level of the students. • Educators build hope through caring, committed and sustained engagements with students. • Educators become advocates.