Raising Expectations: Building a Culture of Excellence in Urban Schools

1. Raising Expectations: Building a Culture of Excellence in Urban Schools What does it take to build a culture of excellence and achievement in an urban school? James Liou (Boston Public Schools) Heather Voke (Georgetown University) Matthew Kostecka (DC Public Schools)

2. What is a Culture of Excellence? • Students are engaged in their learning • Students are invested in their learning both in and out of the classroom • Students are held to high standards academically • Classes and lessons are goal-oriented, purpose-driven, and rigorously measured

3. Obstacles to Creating a Culture of Excellence in Low-Performing Urban Schools • Students in Low-Performing & Urban Schools often lack: • Academic Identity • Models for academic success and personal connection to its benefits • Exposure to high expectations • Many students do not see the personal value of rigorous classroom work

4. Raising Expectations: Building a Culture of Excellence in Urban Schools What does it take to build a culture of excellence and achievement in an urban school? Action and Identity Oriented Curricula James Liou Teacher—Boston Public Schools

5. What is an Action and Identity-oriented curriculum? • Academic-intensive class that connects disciplinary study, a participatory action research process and a focus on building a student’s academic and social identity. • Not just learning, but learning by doing as core premise

6. Presentation Focus: • Senior Capstone Class at the Boston Community Leadership Academy. • The Campaign for Civics curriculum project (Hyde Square Task Force and Boston Public Schools partnership)

7. [add in 1-2 student quotes/pics] Student Quotes

8. An Action and Identity-Oriented Curriculum • Contextualized: Academic capstone experience, local/social history, own neighborhoods and lives. • Buy-in: School staff, administration, parents, community-partners…and students • Goal-focused orientation: Significant and useful academic product, building youth-voice and efficacy.

9. The Boston Public Schools and BCLA [insert some stats/information]

10. Insert video of capstone celebration • Or a slideshow of pictures?

11. The BCLA Senior Capstone Class • Key Components/Products: • Required year-long senior course • Content: History case-studies, identity and city study, participatory action research (This might be a bit vague to some of the audience…perhaps splitting it up into different bullets for each component and offering a bit more of an explanation. Is each step involved? Do students choose one? Is it a step-by-step process? Etc.) • 40 page paper, internship, presentations • Key End Goals: • Accomplishment, identity and action.

12. Successes and Challenges • Successes • alignment to school mission • academic readiness for college • authentic assessment model • model for other student-engagement course development. • Challenges: • sustainability—resources, staffing • building partnerships

13. Student Quotes • Add Savannah and end experience?

14. Take Away Messages and Next Steps • Now what? • Identify lead team • Researching existing curriculum models • Retrofit / Adjustment for local school context • Backwards design to get there • 3 Ps: Pilot, Publicize, and Pursue

15. Some Resources of Interest: • BCLA Capstone website and viewbook: www.bcla.digication.com • What Kids Can Do website: www.wkcd.org • Research for Action website: [insert html]

16. Raising Expectations: Building a Culture of Excellence in Urban Schools What does it take to build a culture of excellence and achievement in an urban school? Advanced Placement Coursework Matthew Kostecka Washington, D.C. Public Schools

17. What does Excellence Look Like? Students are engaged in their learning Students are invested in their learning both in and out of the classroom Students are held to high standards academically, inclusive of cultural/personal background Classes and lessons are goal-oriented, purpose-driven, and rigorously measured

18. Frank W. Ballou SHSWashington, D.C. • Student Population • 99.9% African American • 84% Free/reduced lunch • School Performance • DC-CAS scores: • Reading: 24% proficient • Math: 22% proficient • 50% average ‘promotion power’ (Alliance for Excellent Education) • 3rd year of “Restructuring” under NCLB

19. Obstacles to Academic Success at Ballou Students are often surrounded by few examples of academic excellence School often promotes/allows for lower expectations and levels of performance Numerous A.P. students end-up asking, "Why didn’t they teach me this stuff before?” Often lower expectations internalized by students Pushback common when teachers demand more from students (regardless of capacity) Students lack academic identity & pride Students often lack personal connection to academic success

20. Why AP Helps Teachers Highly regarded course changes expectations for students Rigorous standardized test measures effectiveness of teachers as well as students “Teaching to the Test” allows for instruction on analysis, creativity, critical thinking Available tools for measurement are consistent and widely used

21. Increasing Students Academic Identity & Confidence AP Courses are highly regarded nationally, and students know they will be measured against the “best” from other schools School-wide Culture of Excellence: Public support from non-AP teachers in-and-out of their classrooms or AP program allows for AP classes to become source of pride for enrolled students

22. Increasing Students Academic Identity & Confidence • Students recognized for academic ability & excellence • Uncommon at Ballou HS • Concentration of high-performing students allows for more open debate & discussion, fostering development of academic & social identities • High-performing students’ opinions/answers rarely challenged by peers or teachers • “this is this first class I’ve ever had where students continue to talk about and debate the things we learn even after we leave the classroom.”

23. Creating a Culture of High Expectations • Advanced Placement courses are Goal Oriented • Teachers promote idea of students spearheading cultural change within school (towards academic excellence) • Students exposed to rigorous, inflexible expectations • Held to the same standard as students in high-performing schools regardless of increased obstacles they face • Tests are rewards-based rather than punitive • Failing scores does not have to equate to failing expectations • Especially important in first years of program • Classes centered on analysis, discussion & debate where multiple answers are explored • “The class is so cool; I love learning ‘smart things’” (student explains excitement about course to another teacher)

24. Building an AP U.S. History Program at Ballou SHS Prior to 2007: AP U.S. History was poorly organized course – with few students enrolled and even fewer (if any) taking test 2007-2008: 11 AP students complete A.P. U.S. His/A.P. Lit course & take exam (All receive “1” score) 2008-09: 14 students complete course & exams Two students receive “2” on U.S. History Test (one “2” on Lit Test) 9 out of 11 graduates currently enrolled in 4-year university 2009-10: 29 students enrolled in course Support from 10th, 11th grade teachers & popularity of classes led to largest enrollment ever Students completed summer assignments to stay in class Classes’ overall rates of passing grades on exams and assignments steadily improving

25. A.P. Cohort:2009-2010

26. The Difference • A.P. courses have become a discussion-piece and incentive piece among 9th, 10th & 11th grade teachers and students • Students’ study habits and approach to classroom time changes dramatically • Students show-up for after-school movies & test reviews, Saturday A.P. Academy • “My other classes are so easy now”

27. Building an A.P. Program • Essential Needs: • Enthusiastic Teachers • Trained Teachers (college board training) • Supported Teachers and Students • $$ to pay for exams, textbooks, study guides • Extra funds to pay for field trips, after-school time events • District curriculum/teaching specialists with experienceteaching A.P. classes who can observe & support new A.P. teachers • School leadership which either supports the program or stays out of the way! • Secondary Needs: • Advanced/honors courses for younger students (especially if core classes are not challenging)