Title: Closing the Achievement Gap by Closing the Design Gap
1Closing the Achievement Gap by Closing the Design
Gap
SouthernRegionalEducationBoard
2Students Meeting the Performance Goals in 2000
- Reading
Math Science - 1998 sites 49 60 54
- 1996 sites 52 62 56
- High-performing 86 91 87schools
- Comparison schools 36 58 48
- HSTW goal 85 85 85
3Closing the Design Gap Analysis of the Data
- Schools meeting performance goals and comparison
schools - Top and bottom 25 of students
- Top and bottom 25 ofAfrican-American students
- Award and non-award winners
4HSTW Goals
- Getting 85 percent of students to meet reading,
mathematics and science goals - Teaching most students the essential content of
the college-preparatory academic core and a
career concentration
5HSTW Key Practicesand Conditions
- High expectations
- Quality career studies
- College-prep academic studies
- Challenging programs of study
6HSTW Key Practicesand Conditions
- Teachers working together
- Engaging students in learning
- Work-based learning
- Guidance and advisement
7HSTW Key Practicesand Conditions
- Extra help
- Continuous improvement
- Strong leadership
- Teacher support
8Expectations for Students
High- Comparison Performing
Schools Schools
-
- Students do one or more 56 44hours of
homework daily - Teachers often indicate 49 39amount/quality
of workneeded for an A or B - Students read two or more 52 39hours outside
of class weekly - Students are often required 40 29to revise
written work
9Closing the Expectations GapIndicator Goals
- Students do one or more hours of homework daily -
80 - Teachers often indicate the quality of work
needed for an A or B - 85 - Students read at least two hours weekly - 65
10Closing the Expectations GapIndicator Goals
- Students are often required to revise work - 60
- Teachers maintain a demanding and supportive
environment - 70 - Students grades are based on mastery of course
standards - 70
11Students Completing the Recommended Curriculum
High- Comparison
Performing Schools Schools English 64
35 Science 77 44 Mathematics 97
73
12Impact of Completing the Recommended English
Curriculum on Student Achievement
Indicators Meeting the Goal 4 years CP
English 69 out of 100 Read technical 75 out of
100materials weekly English plus 88 out of 100
13Impact of Completing the Recommended Science
Curriculum on Student Achievement
Indicators Meeting the Goal 3 lab
science courses 75 out of 100 3 lab science
courses at least 80 out and a
concentration of 100 4 lab science courses
86 out of 100
14Impact of Completing the Mathematics
Curriculumon Student Achievement
Indicators Meeting the Goal CP Algebra
I, geometry 74 out of 100 or Algebra II CP
Algebra I, geometry or 83 out of 100 Algebra
II -- plus African-American students 85 out of
100 mathematics plus
15Opportunities for Quality Career Studies Focusing
on Technical Literacy
- Award Non-award Students
often Winners Winners - Read to complete 50 40vocational assignments
- Used math to complete 54 50vocational
assignments - Used the computer to 54 39complete
vocationalassignments
16Opportunities for Quality Career Studies Focusing
on Technical Literacy
- Award Non-Award Students
often Winners Winners - Worked more than 20 hours 26 34 per week
- Observed veteran workers 66 51
- Were encouraged to use 65 51 good customer
relations
17Closing the Technical Literacy Gap in
Career/technical Courses
- Students at least weekly
- Read technical materials to 80do class
assignments - Used mathematics to complete 90assignments
18Engaging Learning Experiences
High- Comparison Performing
Schools Schools
- Read assigned books 64 54outside of class
- Used word processing to 89 75complete
assignments - Completed a one- to 79 69three-page
writingassignment for a grade
19Engaging Learning Experiences
High- Comparison Performing
Schools Schools
- Worked with other 74 61students on
challengingscience assignments - Worked with other 70 59students on
challengingmath assignments
20Engaging Learning Experiences
High- Comparison Performing
Schools Schools
- Used graphing calculators 61 40to complete
math assignments at least weekly - Completed written reports 39 33on math projects
21Closing the Gap in How Students Are Taught
- Have students to
- Complete short writing assignments 85in all
classes weekly - Write a major research paper once 100or twice
a year - Read nine or 10 books or 85equivalent
articles anddemonstrate understanding - Use word processing often to 60complete
assignments
22Close the Gap in HowStudents Are Taught
- Have students to
- Use a graphing calculator 85weekly to
complete mathematics - Use mathematics to solve 60real-world
problems
23Close the Gap in HowStudents Are Taught
- Have students to
- Do an independent science 75project once or
twice a year andreport findings to class - Complete a science assignment 75based on a
work setting orcareer/technical class
24Extra Help for Students
High- Comparison Performing
Schools Schools
- Teachers are available 72 55most of the
time - Teachers frequently set 84 71high standards
and are willing to help studentsmeet them
25Closing the Gap in Giving Students Extra Help to
Meet Standards
- Extra help indicators
- Teachers set high 75standards for all students
andprovide needed help - Teachers are available frequently 75to provide
extra help
26Guidance and Advisement
High- Comparison Performing
Schools Schools
Students said they were
- Encouraged to take more 58 44challenging
math courses - Frequently encouraged to 47 36take more
challenging sciencecourses
27Guidance and Advisement
High- Comparison Performing
Schools Schools
Students said they
- Received most help in 61 57planning a high
schoolprogram of study beforegrade nine - Were satisfied with help 83 76in selecting
courses
28Gaps in Expectations forPost-High School Plans
29Closing the Gap in Guidance and Advisement
- Provide adult mentors/advisers 90
- Encourage students to take more 85challenging
mathematics and sciencecourses and a
careerconcentration - Assist all students in planning a
85challenging high school program ofstudy
with parent participation beforethe end of grade
nine - Provide all students information
about 90postsecondary education
30Readiness for High School
- Ninth-graders report
- a lack of
-
- Reading skills 16 26
- Writing skills 26 32
- Mathematics skills 26 40
- Science skills 24 36
High- Comparison Performing
Schools Schools
31Closing the Gap between Middle Grades and High
School
- Have teachers meet at least annually 70with
teachers from sending schools - Introduce all students to algebra in 100the
middle grades - Accelerate reading, writing and mathematics
instruction for at-riskstudents in grades seven
and eight - Double-dose mathematics andlanguage arts in
grade nine
32The Senior Year Experience
High- Comparison Performing
Schools Schools
Students said they
- Took mathematics in 71 60senior year
- Took science in 61 49senior year
- Took college-prep English 64 35in senior
year - Planned further study 85 68
33Closing the Senior Year Gapfor All Students
- Have students to take a high-level mathematics
course in senior year - 90 - Administer placement exams at the endof grade 11
- Require an academic or career majorof all
students - 90 - Raise graduation requirements witha block
schedule
34Closing the Principal and Teacher Leadership Gap
High- Comparison Performing
Schools Schools
- Teach essential content 47 40to all students
- Strongly agree goals and 43 36priorities are
clear - Align mathematics 42 30content and
performanceto standards
35Closing the Principal and Teacher Leadership Gap
High- Comparison Performing
Schools Schools
- Teachers always learning 42 34and seeking
new ideas - Encouraged to participate 60 52in staff
development
36Closing the Principal and Teacher Leadership Gap
High- Comparison Performing
Schools Schools
- Teachers frequently 47 40help students
seeconnections between contentareas and career
paths - Teachers ask 44 31students to participatein
discussions about contentat least weekly
37Getting 85 Percentof Students to Reach the Goals
Is About Changing School and Classroom Practices
and Increasing Students Effort