1 / 17

Turning Around 1,000 Schools: The Story of Success for All

Turning Around 1,000 Schools: The Story of Success for All. Kristin Anderson Moore Lecture Child Trends Robert E. Slavin Johns Hopkins University. The Goal . Create whole-school reform approach for high-poverty elementary and middle schools that is: Effective Comprehensive Replicable

mave
Télécharger la présentation

Turning Around 1,000 Schools: The Story of Success for All

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Turning Around 1,000 Schools:The Story of Success for All Kristin Anderson Moore Lecture Child Trends Robert E. Slavin Johns Hopkins University

  2. The Goal • Create whole-school reform approach for high-poverty elementary and middle schools that is: • Effective • Comprehensive • Replicable • Exciting for kids • Accepted by teachers

  3. Professional Development Approach in Success for All • Extensive professional development and coaching in: • Cooperative learning • Phonics • Comprehension strategies • Vocabulary • Classroom management

  4. Structural Elements of Success for All • Supportive materials, software • Regrouping • School-wide progress monitoring and goal-setting • Tutoring (now computer-assisted) • Facilitator • Embedded multimedia • Schools vote to adopt

  5. Solutions Team • Family support • Integrated services • Behavior, attendance, cooperation, conflict resolution • Social-emotional development

  6. Current Status of Success for All • 1000 schools in 47 states • Average school in program 10 years • About 80% free lunch, Title I schoolwide projects • National network of 120 trainers, total of220 staff • Recently received $50 million i3 grant

  7. Research on Success for All • 35-school randomized evaluation • 120-school University of Michigan study • Many smaller matched studies • Positive effects on reading maintained to 8th grade • Reductions in special ed, retentions • Only whole-school program to meet standards of Social Programs That Work

  8. Precursors of Success for All • 1970-1972: Walking in the rain, WorldLab • 1975-1980: Basic cooperative learning research • 1980-1983: TAI Math • 1983-1985: CIRC Reading • 1985-1987: Cooperative Elementary School; Reviews of research • 1985-1987: Invitation from Baltimore to create SFA

  9. Early Development, Research, and Scale-Up • 1987-1991: Initial implementations: Baltimore, Philadelphia • 1991-1996: New American Schools grants • 1997 Spin-off from Johns Hopkins University, founding of Success for All Foundation

  10. Scale-Up Issues in the 1990’s • Problem: Maintaining quality in a time of rapid growth • Added 50% to network each year • Experimented with partnerships • Capital problems • Hiring problems

  11. Disaster: Reading First • Success for All not supported by Bush administration • Problems with Reading First • Result: Rapid drop-off, 60% cut in staff, financial problems

  12. Stabilization and Innovation in the 2000’s • Substantial refinements to model: • Computerized monitoring • Solutions Team • Embedded multimedia • Interactive whiteboards • Improved middle school, high school • Math programs • Writing program • Leadership programs • Social-emotional learning and cognitive regulation

  13. Investing in Innovation (i3) • Goal: 1100 additional schools over 5 years • Partnerships with districts, states • Grants to Title I schoolwide projects • Building capacity • MDRC evaluation

  14. What Have We Learned? I. Coaching • Build national coaching capacity rather than relying on partners • Provide adequate coaching and monitor quality • Be explicit but adapt to local needs • Obtain informed buy-in from teachers • Use school-based facilitators

  15. What Have We Learned:II. Operations • Stay non-profit • Obtain adequate capital • Avoid depending on grants for ongoing operations

  16. Implications for Policy • SFA demonstrates that reform can happen in ordinary Title I schools at scale • Fund and encourage promising programs • Insist on rigorous evaluations • Help with expertise, capital • Provide grants to schools to adopt proven programs • Proactively disseminates information on proven approaches, effective methods fairs

  17. Vision for the Future • All Title I schools should have opportunity to choose among proven programs • Constant process of development, evaluation, and scale-up of promising approaches • Results: Progressive, irreversible improvement in outcomes for vulnerable children

More Related