The Role of Districts in Creating HighAchieving Urban Schools

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The Role of Districts in Creating High-Achieving
Urban Schools

• Joseph F. Johnson, Jr., Ph.D.
• Executive Director
• National Center for Urban School Transformation
• California School Boards Association Conference
• Urban School Districts Luncheon
• November 29, 2007

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National Center for Urban School Transformation
Dedicated to identifying, studying, and promoting
the best practices of Americas highest achieving
urban schools in a manner that supports urban
districts in transforming teaching and learning
http//www.ncust.org
3rd Annual Symposium May 8th 9th, 2008 in San
Diego
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NCUST 2008 Excellence in Urban Ed Award Minimum
Criteria

• Urban school
• Majority low-income
• No selective admissions
• Exceeded state AYP criteria for past 2 years
• Proficiency rates higher than state average, top
  10 of similar schools
• Small achievement gaps

• Low suspension/ expulsion rates
• High graduation rates
• High attendance rates
• No disproportionate enrollment in special
  programs
• Other evidence of student success

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Gideons Elementary SchoolAtlanta, Georgia

• 96 proficient in English/language arts
• 94 proficient in mathematics
• 48 EXCEED state standards in English
• One of GAs highest performing schools in both
  Eng. math

• Enrollment 474
• Grades PK-5
• Black 96
• Free/Reduced 94

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Thomas A. Edison ElementaryLong Beach, CA

• 2005-06 CA Distinguished School Award
• 2005-06, 2006-07 CA Title I Achievement Award
• 2007 804 Academic Performance Index

• Enrollment 946
• Grades K-5
• Free/Reduced 94
• Latino 95

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Cecil H. Parker Elementary Mount Vernon, New York

• 91 proficient in reading (improved from 27
  proficient in six years)
• 96 proficient in mathematics
• One of NYs highest performing, gap-closing
  schools in 2003-04, 2004-05)

• Enrollment 450
• Grades K-5
• Free/Reduced 97
• Black 97

Source http//www.schoolmatters.com
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Dorinda L. Pillow ElementaryAustin, TX

• Enrollment 516
• Grades PK-5
• Free/Reduced 56
• Asian 9
• Black 24
• Latino 44
• White 22

• 2004 National Blue Ribbon School
• 2006 gt80 of each ethnic group scored proficient
  or above in math, reading, and writing
• 2006 TX Gold Performance Award in reading,
  writing, math, and science

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Detroit Edison Public School AcademyDetroit, MI

• Enrollment 1,100
• Grades K-8
• Free/Reduced 58
• Black 99.6

• 2006-07 MI Blue Ribbon Exemplary School Award
• 2005 MI Charter School of Excellence
• 2006 Skillman Foundation Making the Grade Award
• 2006 Intel Schools of Distinction Finalist

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Rancho Cucamonga Middle SchoolRiverside, CA

• Enrollment 882
• Grades 6-8
• Free/Reduced 61
• Black 15
• Latino 66
• White 12

• 2005-06 Title I Academic Achievement Award
• 2006 70 of 8th graders scored proficient or
  advanced on the California Standards Test in
  Algebra I

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Columbus Alternative High SchoolColumbus, OH

• Enrollment 611
• Grades 9-12
• Free/Reduced 59
• Black 60
• White 40
• 25 of upper class enrolled in AP courses, 14 in
  IB program

• 97 proficient in reading
• 95 proficient in mathematics
• 82 proficient in science
• OH School of Distinction (2004-05, 2005-06)

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District Involvement

• In some cases, the schools we studied had
  difficulty explaining any ways in which their
  districts had supported their improvement
  efforts. In truth, some of these schools were
  mavericks. They achieved success in spite of
  their districts.
• In contrast, other schools clearly articulated
  the ways in which district leaders had
  influenced, supported, or played other crucial
  roles in their improvement efforts. In some of
  these districts, multiple schools met our award
  eligibility criteria.

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The Role of the School District

• Creating a Sense of Urgency for Change
• Creating a Shared Sense of Responsibility for
  Improved Academic Achievement
• Building a Sense of Efficacy helping educators
  know that they have the abilities and support
  needed to bring about improved academic
  performance

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Creating a Sense of Urgency for Change
Districts supported school improvement by . . .

• Establishing clear, measurable, challenging goals
  for the achievement of all students and making
  those goals public.
• Establishing valid, reliable benchmark measures
  that helped keep the conversation on progress
  toward goals. (Keeping the main thing the main
  thing.)
• Encouraging parents and the community to expect
  more from their students and more from their
  schools. Taking data discussions into
  neighborhoods. Helping the community know how
  they could help.
• Building trust between board members and district
  administrators through clarity about focus,
  academic priorities, and goals.

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Creating a Shared Sense of Responsibility
Districts supported school improvement by . . .

• Establishing clear, specific, measurable
  achievement targets for all schools.
• Expecting schools to develop logical, believable
  plans for improving teaching and learning in
  classrooms.
• Monitoring the implementation of those plans and
  helping school leaders monitor implementation.
  Asking How can we know that your school is on
  track in implementing classroom-level change?
• Reducing distractions that might impede the
  implementation of improvement plans. Maximizing
  principal time in classrooms.
• Balancing flexibility and accountability.

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Building a Sense of Efficacy
Districts supported school improvement by . . .

• Reshaping central office functions to support
  more and control less.
• Providing schools timely, actionable data with
  training on data use.
• Focusing timely, professional development
  approaches on issues central to school
  improvement efforts.
• Providing regular, intensive, and sustained
  professional development for school leaders.
  Creating professional learning communities of
  school leaders.
• Creating opportunities for schools to plan
  vertically.
• Creating opportunities for educators (including
  principals) to learn from each others successes.
• Continuously celebrating improvements.

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California Has Great Potential to Close
Achievement Gaps

• We can learn from the successes of our best
  gap-closing schools.
• We can learn from the best practices of other
  schools, districts, and states.
• We must remember that nothing changes unless
  teaching and learning changes in classrooms.
• Our diversity is a strength that can help us
  achieve equity and excellence.

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How NCUST Hopes to Help

• Presentations to district leaders, principals,
  and teachers on high-performing urban schools
• School assistance visits to help principals and
  district leaders identify opportunities for
  improvement

• Continue to identify and study high-performing
  urban schools and districts
• NCUST annual symposium
• Executive Instructional Leadership Program for CA
  Urban Districts
• NCUST website