Recommandé
Recommandé
Contenu connexe
Plus de Marissa Lowman
Plus de Marissa Lowman (20)
Dernier
Dernier (20)
Program: Achievement Gap Concerns: The Role of the Independent School
- 1. ACHIEVEMENT GAP CONCERNS: The Role of the Independent School Lynn Gadsden, Chair, Board of Trustees, Community Partnership School Eric Jones, Head of School, Community Partnership School David Kasievich, Director of Development, Community Partnership School National Partnership for Educational Access (NPEA), April 9, 2010, Baltimore, MD
- 2. Defining Achievement Gap An achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, ability, and socioeconomic status. Achievement gaps can be observed on a variety of measures, including standardized test scores, grade point averages, dropout rates, and college enrollment and completion rates. While most of the data presented in this presentation comes from the United States, similar or different gaps exist for these, and other groups in other nations.
- 3. Four Distinct Achievement Gaps 1). Between the United States and other nations; 2). Between black and Latino students and white students; 3). Between students of different income levels; and 4). Between similar students schooled in different systems or regions
- 5. Children experience school as unachievable and uninteresting
- 6. High school dropout rates increase significantly
- 7. College attendance and college completion rates decrease significantly
- 9. An increase in short and long-term health problems
- 11. Lengthening the time in school – day or year – including summer school
- 12. Establishing community schools as hubs of support for families from prenatal care through school
- 13. Establishing PK-3 or PK-5 schools
- 14. Strengthening principals as school leaders
- 15. Removing ineffective teachers and retaining teachers that meet performance measures
- 16. Strengthening after school programs including extra-curricular activities
- 17. Reducing class sizes, especially for early grades
- 19. Educating parents about child development
- 20. Increasing pay, setting higher qualifications and providing incentive payments for teachers
- 21. Emphasizing early literacy, including expanded use of volunteers
- 22. Recruiting adult mentors for students
- 23. Utilizing paraprofessionals for home visits
- 26. De-tracking schools– students more likely to have equally qualified teachers, expectations, curriculum, and resources.
- 27. Using smaller schools – either standing alone or created within larger schools (Best practices: NativityMiguel Network, Cristo Rey Network of Schools, Schools that Can Network)
- 28. HOW DID WE GET THERE?our founding story
- 32. Strong and persistent leadership
- 34. Innovative “product” and fresh perspective
- 36. Board strength
- 37. Partnerships
- 38. Strong fundraising strategies and indicators
- 39. Performance-driven culture“Those who build great organizations make sure they have the right people on the bus, the wrong people off the bus, and the right people in the key positions before they figure out where to drive the bus. They always think ‘who’ and then about what.” -Jim Collins, Good to Great and the Social Sectors
- 41. Prevention of donor and partnership fatigue
- 42. Creation of new partnerships (university, corporate, independent schools, communitygroups)
- 44. Focus on the whole child
- 46. Growing commitment to equity in action & justice
- 48. Addressing the negative stereotypes that hinder student performance
- 49. Moving beyond community service to service learning
- 50. Encouraging small cohorts of parents, teachers, and students to engage in discussion
- 51. Incorporating the hard facts about the achievement gap into classroom learning
- 52. Identifying the greatest gaps in your area or region
- 53. Partnering with local and national movements
- 56. Sonoma Academy (9-12) – Santa Rosa, CA
- 57. Children’s Storefront (Pre-K-8) – Harlem, NY