CLOSING THE ACHIEVEMENT GAP: PARTNERSHIPS FOR SUCCESSFUL SCHOOLS

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CLOSING THE ACHIEVEMENT GAP PARTNERSHIPS FOR
SUCCESSFUL SCHOOLS

• Presentation at the College of Charleston
• January 27, 2006

Nancy W. Streim University of Pennsylvania,
Graduate School of Education
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South Carolina AYP Results 2005
Source South Carolina Department of Education,
January 2006
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African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
Source The Education Trust, November 2005
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African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
Source The Education Trust, November 2005
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Students Graduate From High School At Different
Rates 2001 4-Year Graduation Rates
The Education Trust 2005, citing Jay P. Greene
and Greg Forster, Public High School Graduation
and College Readiness Rates in the United
States, Manhattan Institute for Policy Research,
September 2003.
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States with Highest and Lowest Likelihood that
Entering 9th Grader will Complete High School
with Regular Diploma(2000-2001) New Jersey
86 South Carolina 51
High School Completion
Source The Education Trust, June 2005
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Other Nations Average Mathematics Performance
Compared with the U.S.
The Education Trust, November 2005 Source NCES
1999-081R, Highlights From TIMSS
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South Carolina Students Math Achievement Over
Time by Student Characteristics
Source South Carolina Department of Education,
2006
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Percentage of Teacher Turnover 2000-01
All teachers Public School Teachers Low
Poverty High Poverty Rural Suburban Urban Large S
mall Private School Teachers Catholic Other
Religious Non-sectarian Large Small
0 5 10
15 20
25 Percent Movers Leavers
Source Ingersoll, R. 2003. Is There Really a
Teacher Shortage
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Poor and Minority Students Get More
Inexperienced Teachers
Teachers with 3 or fewer years of experience.
High and low refer to top and bottom
quartiles. The Education Trust, November
2005 Source National Center for Education
Statistics, Monitoring Quality An Indicators
Report, December 2000.
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Percentage of Public Secondary School Teachers
without a Major or Minor in Teaching Field
Source R. Ingersoll 2002. Out of Field Teaching,
Educational Inequality and the Organization of
Schools
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Patterns of Local and State Funding 2003
Source The Funding Gap 2005. Education Trust,
Winter 2005
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University of Pennsylvania

• Partnerships for Successful Schools

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Background
We understand that the health and vitality of
the University are inextricably linked to the
quality of life in our surrounding
neighborhoods. President Judith Rodin (1996)

• West Philadelphia 1996
• Unacceptable levels of crime and blight
• High number of neglected homes
• Job opportunities and family incomes in decline
• Little outside investment
• Minimal resources available for public school
  education

The West Philadelphia Initiatives were designed
with community partners to enhance the quality of
life in neighborhoods adjacent to campus
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Sadie Tanner Mossell Alexander University of
Pennsylvania Partnership School
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Vision for Penn Alexander School

• Excellent school to attract and keep families in
  neighborhood
• Professional development hub for local educators
• Center for community programming

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How did we develop the school?

• Memorandum of Understanding with School District
  Teachers Union
• University donated 5 acre site
• Turnkey agreement to build school and turn over
  to District
• Annual subsidy of 1,000 per child up to 700,000

• Inclusive Community Engagement Process
• Grassroots planning committees involved 70
  individuals
• Liaisons with civic, business, social service
  and cultural organizations
• Coordinating Council representing stakeholders

• Products of Planning Process
• Frameworks for educational and community
  programs
• Design documents
• Operating agreement for school governance
  management

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Universitys Role

• Steward implementation of university vision
• Assist in development evaluation of curriculum
• Participate in selection of staff
• Connect school with university resources
• Use school as site for research and
• training for area teachers
• Develop community programming
• Identify and seek additional funding

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Penn Alexander School 2005-2006

• In 5th year of operation
• Grades PreK-8
• 488 neighborhood children K-8
• 36 children in PreK (HeadStart)
• Diverse student body reflective of community
• 53 African American
• 23 White
• 13 Asian
• 07 Hispanic
• 04 Other
• 19 Penn affiliates
• 19 International
• 49 Low Income

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Accomplishments and Recognition

• 2005 63 of students scored at or above grade
  level in reading, and 73 at or above grade level
  in math on state assessment
• 2005 In first 8th grade graduating class 72 of
  students admitted to selective public and private
  high schools
• 2005 Keystone School designation by the
  Commonwealth of Pennsylvania
• 2005 Philadelphia Teacher of the Year Finalist
• 2004 Philadelphia Head Start Teacher of the Year
• 2004 Schools as Centers of Community Honor
  Society (KnowledgeWorks Foundation)
• 2004 Source Water Protection Award-Schuylkill
  Action Network
• 2003 Urban Land Institute Award for Excellence
• 2003 Design Excellence Award-AIA

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Penn Partnership Schools
Universitys Role Provide advice, assistance, and
services in six key areas

• Student assessment
• Leadership development
• Academic support enrichment

• Curriculum development
• Professional development
• Parent community engagement

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Penn Partnership Schools Accomplishments

• Percentage of graduates reading at grade level
  after 3 years of partnership with Penn
• Percentage of graduates with math skills at grade
  level after 3 years of partnership with Penn
• 3 year academic achievement gains at Penn
  Partnership Schools highest among schools managed
  by outside entities (EMOs)

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International Studies High School

• New opportunity for a high school experience that
  will prepare students for global society
• Small, college preparatory program with close
  affiliation with Penn
• Part of Asia Society network of international
  studies schools

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Other University and College Partnership Schools
(Public)

• Cal State Fresno
• Cal State LA
• Clark University
• Howard University
• Stanford University
• Temple University
• Trinity College
• Tulane University

• UC Berkeley
• UC San Diego
• University of Chicago
• University of Hartford
• University of New Orleans
• University of Texas Austin
• Widener University

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Degrees of Partnership with Public Schools
Tight
Design Specificity
Loose
Tight
Management Responsibility
Adapted from Colby, Smith Shelton, 2005.
Expanding the Supply of High Quality Public
Schools. The Bridgespan Group
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Some Final Thoughts

• BE STEADFAST IN YOUR COMMITMENT

• ASK FOR WHAT YOU WANT

• LAY THE GROUNDWORK WITH COMMUNITY

• MANAGE EXPECTATIONS

• GET IT IN WRITING