Transcript Slide 1

Increase Success, Decrease Failure
Goals for the 21st Century:
Increase Success,
Decrease Failure
Southern
Regional
Education
Board
Gene Bottoms
SREB Senior Vice President
[email protected]
Increase Success, Decrease Failure
Top 10 Questions
1. Why change?
2. What change in mind-set is
needed?
3. What do schools do that
improve achievement and
graduation rates?
Southern
Regional
Education
Board
2007 SC Keynote
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Increase Success, Decrease Failure
Southern
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Top 10 Questions
4. How should we organize high
school academic and career
studies to encourage students’
success?
5. What school practices
improve mathematics
achievement?
6. What school practices
improve literacy skills?
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Increase Success, Decrease Failure
Southern
Regional
Education
Board
Top 10 Questions
7. What do middle grades schools
do to get more students ready
for high school?
8. Under what conditions does
extra help work?
9. What can schools do to lead
students to believe in effort?
10.When do students try harder?
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Why Change?
Educational Requirements for 2014 Jobs
46%
37%
36%
28% 28%
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Regional
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Board
High School or
Less
Some College
Total Jobs
26%
Bachelor's or
Higher
New Jobs
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Increase Success, Decrease Failure
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“You have to constantly upgrade your
skills. There will be plenty of good jobs out
there in the flat world for people with the
knowledge and ideas to seize them.” (p.
237)
“The more we push out the boundaries of
knowledge and technology, the more
complex tasks that machines can do, the
more those with specialized education, or
the ability to learn how to learn, will be in
demand, and for better pay.” (p. 239)
Source: The World is Flat
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Increase Success, Decrease Failure
Faculty Perception Differs at High- and Lowperforming Schools with Similar Students
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More teachers at high-performing
schools believe:
 they hold students to high
standards and support them to meet
the standards.
 students shouldn’t be sorted by
perceived abilities and skills into
different course levels.
Source: 2006 MMGW/HSTW Faculty Survey data
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Increase Success, Decrease Failure
A New Mind-set Is Needed
Many people believe that a
person is born either smart,
average or dumb and stays that
way for life. But new research
shows that the brain is more
like a muscle: It changes and
gets stronger when you use it.
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Source: The New Psychology of Success, 2006
2007 SC Keynote
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Increase Success, Decrease Failure
Believing in Effort:
Rising Above Expectations
Southern
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Education
Board
Two groups of high-achieving students
entered the middle grades with only one
distinction: One group believed that ability
was fixed. The other group had a mind-set
that their ability could grow. Confronted
with the realities of the middle grades, more
challenging work, tougher grading policies
and less personalized attention, the growth
mind-set group succeeded while the fixed
group saw an immediate decline in grades
that continued over the next two years.
Source: Mindset: The New Psychology of Success, p. 57
2007 SC Keynote
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Increase Success, Decrease Failure
Believing in Effort:
Rising Above Expectations
Southern
Regional
Education
Board
When teachers act on the belief that all
students can do well and convey to
students that with effort and support from
them and other students that they can
succeed, they do. At the lowestperforming high school in Los Angeles,
Jamie Escalante taught his mathematics
students that they could perform well in
class. These students then performed well
enough on the AP Calculus exam to earn
college credit.
Source: Mindset: The New Psychology of Success, p. 64
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Increase Success, Decrease Failure
School and Classroom Practices That
Lead Students to Believe in Effort
Avoid reinforcing negative labels.
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Teach all students to grade-level
standards; don’t expect less of some
students.
Avoid grouping students in ways that
convey to some that less is expected
of them.
Avoid language that creates a
negative stereotype about some
students’ ability.
Source: Mindset: The New Psychology of Success, p. 190
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Increase Success, Decrease Failure
70 percent of students who
drop out of high school say
they would have finished if their
classes had given them more
interesting, real-world learning
opportunities.
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Increase Success, Decrease Failure
Getting More Students Through High
School: Where Do We stand?
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U.S. graduation rate: 74.7%
Graduation rates over 80%:
ID, MO, NE, NJ, OH, PA, SD, VT
Graduation rates 75% to 80%:
AR, HI, IL, KS, KY, MD, MA, OK, VA,
WA, WV
Graduation rates under 75%:
AL, DE, FL, GA, IN, LA, MS, NM, NY,
NC, SC, TN, TX
Source: NCES 2007-352
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Sharing of Best Practices
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The power of a network like
MMGW and HSTW is the
willingness of member schools
to share best practices with
each other that have proven
successful in raising
achievement and high school
completion rates.
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Increase Success, Decrease Failure
Differences Between High- and Low-graduation
Schools: Middle Grades to Ninth-grade Transition
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Regional
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Board
More faculty reported:
Having ninth-grade academies
Assigning at-risk students to
double periods in reading and
mathematics
Having a summer bridge program
for reading and mathematics
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Increase Success, Decrease Failure
Differences Between High- and Low-graduation
Schools: Middle Grades to Ninth-grade Transition
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Regional
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Board
More teachers reported:
Assigning students to an adult
mentor
Having training to be a
mentor/adviser
Believing that students should not
be grouped for learning by ability
level
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Increase Success, Decrease Failure
Differences Between High- and Lowgraduation Schools
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At high-graduation schools, more
students reported:
 Completing six or more CT courses
 Completing the HSTW-recommended
English and science curriculum
 Using technology
 Completing a senior project
 Solving real-world problems in
mathematics
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Increase Success, Decrease Failure
Differences Between High- and
Low-graduation Schools
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Regional
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Board
More CT faculty reported having:
 Training on engaging students in
challenging assignments
 Training on engaging students in
problem-solving strategies
 Students meet national industry
standards
2007 SC Keynote
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Increase Success, Decrease Failure
Differences Between High- and
Low-graduation Schools:
Leadership for Continuous Improvement
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Regional
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More teachers in high-graduation schools
report having a principal who:
 involves staff in school improvement
decisions
 works with teams of teachers and
leaders to improve achievement
 engages faculty in using data to make
decisions
 gets active support from the community
for instruction
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Increase Success, Decrease Failure
Percentages of Students Taking Six or More CT
Credits at High- and Low-graduation Schools
61%
38%
32%
All Students
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High-graduation Schools
38%
At-Risk Students
Low-graduation Schools
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Increase Success, Decrease Failure
For many students, increasing
achievement and graduation involves:
 Outcome-focused programs of study
 Access to high-quality old CT
 CT organized around authentic
problems/projects
 Teaching academics embedded in CT
 Programs of rigorous academic and CT
studies beginning in grade nine
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2007 SC Keynote
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Increase Success, Decrease Failure
Designing New Career/Technical
Programs of Study
 16 Career Clusters
 81 Potential Programs of
Study
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Increase Success, Decrease Failure
Career Cluster: Health Care
Five Pathways
Therapeutic services
Diagnostic services
Health informatics
Support services
Biotechnology research and
development
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Source: www.careerclusters.org
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Increase Success, Decrease Failure
Career Cluster: Transportation
Distribution and Logistics
Seven Pathways
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 Transportation operations
 Logistics planning
 Warehousing and distribution
 Facility/mobile equipment maintenance
 Transportation systems planning
 Health, safety and environmental
management
 Sales and service
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Increase Success, Decrease Failure
Career Cluster: Law, Public Safety,
Corrections and Security
Five Pathways
Correction services
Emergency/fire management
Security/protective services
Law enforcement services
Legal services
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2007 SC Keynote
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Increase Success, Decrease Failure
Career Cluster:
STEM-related Pathways
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 Engineering and technology
 Science and mathematics
 Environmental service systems
 Architecture and construction
design/pre-construction
 Information technology — network
systems
 Manufacturing — quality assurance
Source: www.careerclusters.org
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Increase Success, Decrease Failure
Mathematics and Science Course-taking Patterns of
Pre-engineering Students with a Matched Sample of
Career/Technical Students from Similar Fields
77%
65%
53%
40%
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Board
Four Years of CollegePreparatory Mathematics
PLTW Students
Three Years of CollegePreparatory Science
CT Students from Similar CT Fields
Source: Special analyses of the 2006 HSTW Assessment data
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Increase Success, Decrease Failure
Special Curriculum and Training Increase the
Blending of Mathematics into CT Instruction
81%
45%
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PLTW Students
CT Students from Similar CT Fields
Source: Special analyses of the 2006 HSTW Assessment data
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Increase Success, Decrease Failure
Comparison of PLTW Pre-engineering Students
Demonstrating College- and Career-readiness Standards
with Students Completing Applied Technology Courses
by Mathematics Achievement
84%
74%
43%
25%
Basic and Above
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PLTW Students
Proficent and Above
CT Students from Similar CT Fields
Source: Special analyses of the 2006 HSTW Assessment data
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Increase Success, Decrease Failure
Mathematics Achievement of
Comparative Groups of Students
Basic/
Above
% Correct
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Regional
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Below
Basic
% Correct
Numbers
Measurement
69%
64
40%
36
Geometry
Data Analysis
Algebra
68
74
68
43
41
38
Conceptual Understanding
Procedural Knowledge
Problem Solving
70
70
66
40
40
40
Source: 2006 HSTW Assessment
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Experiences of High-performing
Mathematics Students
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Board
At least 10 percent more students
reported:
 Having teachers define expectations
for A and B work
 Working hard to meet standards
 Having teachers who help them with
their studies
 Taking mathematics in senior year
 Completing four mathematics credits
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Increase Success, Decrease Failure
Experiences of High-performing
Mathematics Students
Southern
Regional
Education
Board
At least 10 percent more students
reported:
 Using a graphing calculator
 Working in groups to solve
mathematics problems
 Solving problems outside the textbook
 Solving word problems in mathematics
 Being prepared for mathematics
studies when entering high school
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Increase Success, Decrease Failure
Reading Achievement of
Comparative Groups of Students
Proficient/
Above
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Basic/
Below
Information
82%
51%
Task
79
55
Initial Understanding
90
71
Developing Interpretation
80
51
Personal Response
63
34
Critical Response
83
59
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Increase Success, Decrease Failure
Experiences of Comparative High- and Lowperforming Students on Reading Achievement
At least 10% more students reported
taking college-preparatory English
and having teachers who frequently
had them:
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 Revise essays
 Discuss with others what they had
read
 Demonstrate understanding of
materials read
 Do short writing assignments
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Increase Success, Decrease Failure
Comparative Experiences of High and
Low Reading Performance
More high-performing reading
students reported:
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 Having teachers define expectations
for A and B work
 Working hard to meet standards on
assignments
 Using word processing to complete
assignments
 Completing short writing assignments
in social studies classes
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Increase Success, Decrease Failure
Comparative Experiences of High and
Low Reading Performance
More high-performing reading students
reported:
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 Reading six or more books during the school
year
 Being assigned reading problems in
mathematics
 Preparing written lab reports in science
 Having to read and write in CT classes
 Developing and analyzing tables, charts and
graphs
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Increase Success, Decrease Failure
Leading Students to Believe in Effort
 Create an atmosphere to let all students
know you believe effort leads to greater
achievement.
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 Intelligence is something that can be
acquired.
 Be persistent and patient. Success won’t
come to all students immediately. You can
help students to succeed.
 Provide flexible time and support students
need for success.
Source: Mindset: The New Psychology of Success, pp. 187-189
2007 SC Keynote
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Increase Success, Decrease Failure
What Leaders Can Do in the Middle Grades to
Get More Students Ready for High School
Southern
Regional
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Board
Work with staff to set achievement
goals.
Act as instructional leaders.
Provide staff development aligned
to goals and planned interventions.
Create and maintain a culture of
continuous improvement.
2007 SC Keynote
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Increase Success, Decrease Failure
What Teachers Do in the Middle Grades to
Get More Students Ready for High School
Southern
Regional
Education
Board
 Align curriculum, assignments and
assessments to high school readiness
standards.
 Create grading policies that motivate
students to redo work to meet standards.
 Make instruction meaningful, engaging
and challenging.
 Work together in teams to connect
instruction.
 Provide support necessary for students
to achieve at grade level.
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Increase Success, Decrease Failure
Under what conditions does extra help result in
improved understanding of materials, better
grades and higher achievement?
Southern
Regional
Education
Board
10 to 27 percent more students with positive
extra help reported:
 Being enrolled in high expectations classrooms
 Having moderate to intensive literacy exams
 Having higher-quality mathematics and science
instruction
 Having higher-quality CT classrooms and worksite learning experiences
 Having timely guidance and advisement
 Seeing high school as important to the future
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Increase Success, Decrease Failure
Leading Students to Believe in Effort
 Respond to failure honestly.
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 Do not help them blame others. (“The test
was too hard.”)
 Do not provide false praise. (“I’m sure you
really knew this.”)
 Explain to students what it will take to
succeed, and how they can achieve success
if they apply the necessary effort.
 Provide grade-recovery options.
Source: Mindset: The New Psychology of Success, pp. 174-175
2007 SC Keynote
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Increase Success, Decrease Failure
Leading Students to Believe in Effort
 Praise effort and growth – not results
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Regional
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Board
 Praising students for being smart teaches
them that if they don’t learn quickly, they are
dumb.
 Praising results (“You’re so smart; you got
an A.”) can discourage students from taking
on challenging courses for fear of failure.
 Praising students for applying themselves
teaches them that success is determined by
effort, not just by results.
Source: Mindset: The New Psychology of Success, pp. 171-172
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Increase Success, Decrease Failure
Praising students as “smart”
may cause them to think they
can put forth less effort,
whereas praising their efforts
encourages them to work
harder. This involves teaching
students how to work smarter.
Southern
Regional
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Board
Source: Techniques, April 2007
2007 SC Keynote
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