Search

This report identifies and describes practices that support the achievement of students enrolled in five high performing, high poverty elementary schools. Findings indicate that despite variations, the school share many similarities in terms of the strategies they employ to strengthen academic performance: (1) the schools embrace the belief that all students can be academically successful; (2) administrators put the talents and experience of teachers to their best use; (3) faculty and staff regularly communicate across teaching areas and programs and are eager to learn from one another; (4) staff use student assessment data to identify areas where students can improve and where their own teaching strategies can be adjusted to meet students needs; (5) a culture of student-centered learning predominates; (6) educators persist in addressing academic barriers to learning, collaborate with colleagues in identifying solutions to barriers, and participate in schoolwide intervention strategies; (7) faculty and staff view parents as critical partners; (8) while special education services are valued and supported, educators consider a referral for such services as a last resort; and (9) educators share a view of special education as a means to fully integrate students into the regular education program. Recommendations for change strategies are provided. (Contains 20 tables.) (CR)

These case studies described how seven high-poverty middle schools were able to demonstrate strong academic improvement in a short amount of time so they were performing at levels consistent with, and often better than, higher-income schools in their states. These case studies focus on procedural knowledge that may prove useful to other schools with similar student populations, school sizes, and community types. Site visits were used to collect data from school administrators, teachers, staff, community members, parents, and central office administrators. Respondents who shared their stories enthusiastically described why their schools were successful. None of the respondents: made excuses for not holding all students to high expectations, complained about lack of time or resources, blamed colleagues, disparaged administrators or districts, or used students' family and community situations as an excuse for poor achievement. Staff members took responsibility for student learning and found ways to provide students with the support they needed. Schools and staff members had a collaborative, no-excuse attitude toward identifying and solving problems. (Contains 7 figures and 14 tables.) (SM)

This study investigated how seven high-poverty middle schools demonstrated strong academic improvement so they were performing at levels consistent with, and often better than, higher-income schools in their states. Schools ranged in enrollment from 291-1,010 and represented several community types and ethnic groups. Among the characterisitics common to the seven middle schools profiled in this study: at least 50 percent of students participated in free or reduced-price lunch programs; schools' average achievement scores were at or above the state averages in mathematics and reading; schools showed a strong growth rate in reading and mathematics for at least a three-year period; schools were public, non-charter, and non-magnet (open enrollment)schools. Data collection involved interviews with administrators, teachers, staff, community members, parents, and central office administrators; focus groups with teachers, students, and parents; observations; school documentation; and teacher surveys. What differentiated these schools from demographically similar schools were conscious efforts by staff to understand school contexts and work proactively to raise all students' performance. Four characteristics emerged as essential to supporting teaching and learning: high expectations for all students; dedication to collaborative environments; commitment to supporting teaching and learning through implementation of thoughtful organizational structures and building the capacity of the system; and attention to individual students and provision of extra services and supports beyond those traditionally offered by schools. Each school understood how school improvement was affected by the larger surrounding context; intentionally and thoughtfully implemented elements leading to improvement; and used different approaches to improvement. (Contains 39 references.) (SM)

This study examined how five high-poverty Texas high schools, which had attained notable achievement levels on selected academic indicators, reached their present levels of performance. The schools shared several characteristics: most students were economically disadvantaged; the location was in a large urban district; there was no selective admission; they had a Texas accountability rating of acceptable, recognized, or exemplary; and student achievement on at least one of three academic indicators was higher than the state average (the Texas Learning Index, the Algebra I End-of-Course Examination, or Advanced Placement enrollment and course offerings). Study data came from observations, documents, and interviews with administrators, teachers, school staff, students, parents, and district administrators. Results found that despite commonalities, each school implemented its practices in unique ways. Practices that were critical to high performance included setting clear goals and establishing high expectations, using data to guide instruction, focusing on instruction and individual learning, supporting teachers and enhancing collaboration, and fostering an environment of respect and affection for students. (Contains 16 references.) (SM)

This paper reports on a survey to discover the types of laboratory accidents that occur in Texas public schools, the factors associated with such accidents, and the practices of schools with regard to current laboratory safety requirements. The purpose of the survey is to better understand safety conditions in Texas public schools and to help educators maintain safer conditions for both teachers and students in science classrooms across Texas. Survey findings suggest a relationship between student-teacher ratios and the occurrence of both minor and major accidents. (KHR)

An on-going study of the performance of high-poverty schools in Texas is revealing entire school districts where such schools are achieving high academic results. Instead of isolated pockets of excellence, a few large and medium-sized districts have been identified in which a cluster of high-poverty schools is achieving at the top levels of the state's accountability system. During 1997-98, 10 Texas districts were studied in which between one-third and all of the high-poverty schools achieved a "recognized" or "exemplary" rating in the accountability system, based on standardized test scores, student attendance, and school dropout rates. Five of the districts studied were in south Texas near the Mexican border and had high overall rates of poverty and limited English proficiency. Interviews and observations in the 10 districts showed that success-breeding environments were created through the careful, diligent, and passionate efforts of superintendents, school boards, and central office leaders. First, superintendents and other district leaders created in their communities a sense of urgency for the improvement of academic achievement. Secondly, district leaders created an environment in which improving academic instruction became a responsibility shared by everyone at every school. Finally, district leaders recognized that high expectations needed high quality support and changed the role of the central office to focus on creating various support structures. (SV)

This report tells the stories of nine urban elementary schools that served children of color in poor communities and achieved impressive academic results. All of the schools used federal Title I dollars to create Title I schoolwide programs. In these schools, many important change efforts were enhanced through Title I education resources. Though Title I supported the change efforts, however, it was not the catalyst for change. The true catalyst was the strong desire of educators to ensure academic success for all students. Teams of researchers visited the schools to interview campus and district administrators, teachers, parents, and other school personnel. They observed classrooms, hallways, playgrounds, and meetings. They also reviewed school documents and achievement data. Results indicated that the schools were different in important ways. The differences suggest that many urban elementary schools serving poor communities can achieve high levels of student achievement, with successes being achieved through different means. There were also important similarities. The report presents findings and recommendations based on the findings. (SM)

The objective of this naturalistic study was to describe the preservice, inservice, and life experiences of exemplary science teachers to determine what kinds of experiences have made a difference in their teaching practices. Six Elementary Science Presidential Awardees from Texas were identified by the Preservice Elementary Science Action Team of the Texas Statewide Science Systemic Initiative as the group of teachers to be studied. Interview questions were designed to focus on career history descriptions, attitudes regarding excellence in science teaching, significant preservice and inservice experiences, and individuals who influenced their career development. Analysis of the interview data revealed the following categories: (1) Significant Life History; (2) Mentorships, Collaborations, and Networks; (3) Characteristics of Exemplary Science Teachers; (4) Preservice Preparation Experiences; (5) Inservice Experiences; (6) The Nature of Teaching, Learning, and Science; and (7) Perceived Science Teaching Barriers. Implications for strengthening the preservice preparation of prospective elementary science teachers are discussed. Appendices include interview protocols. Contains 14 references. (Author/PVD)

This study describes the existing "state of the state" with regard to preservice elementary science preparation at colleges and universities in Texas. Data consisted of responses from 61 educational institutions involved in elementary teacher preparation on a 50-item survey mailed to 98 institutions in Texas. Data analysis focused on categories that represented the ways in which programs teach science and science pedagogy, collaborate among faculties of science and faculties of education, provide essential field experiences, and prepare for professional growth and development. Texas elementary preparation programs were generally traditional in delivery of science content and pedagogical practice, and collaborative partnerships at educational institutions throughout the state were limited. Most institutions designed and implemented programs within departments--communicating and cooperating with other departments or school districts only when necessary to handle state guidelines and requirements. Opportunities for early field-based experiences were limited; however, institutions from across the state recognized the importance of early field work and indicated a need for more information on how to implement this component into certification or preparation programs. Other institutions indicated professional development opportunities which generally included workshops, seminars, and mentor programs. Appendices contain the survey and a list of the institutions surveyed. Contains 11 references. (Author/PVD)

Chapter 1 highlights the work of the International Commission on the Teaching of Mathematics, the National Committee on Mathematical Requirements, and the College Entrance Examination Board. Modifications in the arithmetic and algebra curricula are discussed at some length and changes in the geometry curriculum are indicated. Following a reprint of E. H. Moore's address to the 1902 meeting of the American Mathematical Society, chapter 3 presents data to show the state of mathematics achievement of public school pupils and offers specific guidelines for improving this scholarship. Use of objectives, drill procedures, and the idea of general mathematics are discussed in detail. The next chapter considers developments in the testing movement as they were related to mathematics education. Particular attention is paid to standardized achievement tests, their misuses, and their correct place in mathematics education. Chapter 5 traces the history of the junior high school movement and the development of its mathematics curricula. The remaining four chapters deal with research in arithmetic, the relationship of mathematics to the general public, high school math clubs, and a bibliography of school mathematics books. (LS)

In 1994-95, a study identified over 50 Texas schools that were heavily impacted by poverty but had high scores on state achievement tests. Specifically, the schools received Title I funds and were implementing Title I schoolwide programs, and at each school, over 60 percent of students met free or reduced-price lunch criteria; at least 70 percent passed the reading section of the Texas Assessment of Academic Skills (TAAS); and at least 70 percent passed the TAAS math section. Case studies of 26 of these schools found much diversity in instructional programs and approaches. However, seven common areas or themes emerged: (1) focus on the academic success of every student; (2) no excuses; (3) careful experimentation; (4) inclusion of everyone in problem solving; (5) sense of family; (6) collaboration and trust; and (7) passion for learning and growing. Profiles of the 26 schools include a brief description, demographics, awards, TAAS results, and principal and teacher comments. Excerpts of case-study interviews include success stories related by parents, teachers, and staff. A self-study and planning guide draws on the seven common themes of successful schools to provide a structured process through which school communities can begin the evaluation and planning necessary for school improvement. Seven modules corresponding to the themes contain worksheets with questions to promote critical reflection and self-evaluation, goal setting, and planning. Suggested readings and a feedback form are included. Suggestions for technical assistance providers include topics and rationale for professional development. (SV)