King/Drew Magnet High School isn’t just preparing its students for graduation; it’s preparing them for life.
The school may be located in one of the most disadvantaged parts of Los Angeles, California, but its students are reaching for the highest levels in education – and they are succeeding. Students at King/Drew not only gradate in high numbers, fully 90% of those who graduate go on to attend college, including many of the country’s top schools, and they receive millions of dollars in merit-based scholarships and university grants.
“All students should be prepared for college and for careers because they should have all options open to them,” says English Teacher Latosha Guy. Teachers at King/Drew are preparing their students for the future by meeting their full range of needs, from career internships and fairs to after-school health and educational tutoring.
Teachers and students across the country are working together to focus on college and career readiness by setting and reaching higher standards inside and outside of the classroom. Teachers are helping their students succeed by nurturing and building their confidence along the way. As student Symmon-e Scott puts it, “High expectations make me nervous, but I know I can do it if I really put my mind to it.”
Students at Jones Elementary School in Springdale, Arkansas face many potential obstacles to learning, including poverty, hunger, and trouble speaking and reading English. Eight years ago, only 26 percent of students were reading on grade level. With effective use of data, and real collaboration, the principal and teachers at Jones raised that to 73 percent.
“Poverty isn’t destiny,” says Principal Melissa Fink. Her team is overcoming students’ challenges by believing that every child can succeed at very high levels and creating a culture of excellence.
Teachers across the nation come to school every day hoping to make a difference in their students’ lives, and they are making meaningful changes in their classrooms. At Jones, they are doing it with a whole new level of teamwork. As teacher Jennifer Mills put it, “I used to think about just my classroom. Now, I care about the collective whole of fourth grade.” With help from principals like Fink and other educators, teachers can collaborate and set goals to challenge themselves and their students.
In this new video, see how teachers at Jones are helping their students excel. Improving Education: The View from Jones Elementary School shows how teachers and the school principal work together to encourage their students to succeed.
Fink and the teachers at Jones Elementary School work as a team to receive feedback, and they listen to and learn from each other. They also put data to work for them.
“We make all decisions at our school based on what the data tell us. We’re not just talking about test score data,” says Fink. “We’re talking about the data that teachers are collecting on a day-to-day basis in their classroom.”
We will continue highlighting extraordinary educators doing remarkable things in classrooms nationwide in our video series. To learn more, visit our Partners in Progress page.
Elise Patterson faces challenges in her classroom every day, but there’s nothing else she’d rather be doing than teaching. Patterson is an English teacher who, like so many educators across the country, is tackling challenges and making a difference in her classroom and in her students’ lives.
Now is a time of profound change in education, perhaps the greatest change in decades. Teachers are leading the change, taking on the hard work of implementing higher standards in their own classrooms, and, like Patterson, discovering that they can do what they love with even greater results for their students.
See what it’s like to teach today through Patterson’s eyes in the first installment of a new video series that takes viewers behind the scenes with teachers and other educators who are doing the hard work to lead change, innovation, and improvement in classrooms throughout the country.
Improving Education: The View from Ms. Patterson’s Classroom, shows how a teacher at Eastern Senior High School in Washington, D.C., is helping her students to excel.
“I’m passionate about teaching because I get to interact with so many people in such a meaningful way,” she says. “The reason I decided to make this my career is because I think there’s such a need for good teaching … [and] because I see how much of a change you can make on a day-to-day basis with individual students.”
Her tips include more collaboration with other teachers and between departments, and really challenging students to improve upon their leadership and critical-thinking skills. Her passion has helped her successfully implement higher standards in her classroom. Learn more about Patterson’s story below:
As we continue to highlight extraordinary educators doing remarkable things in classrooms nationwide we want to hear from teachers. Get in touch with us, and help us share your inspiring stories.
Mandy Tang teaches first graders a math lesson in Chinese. Photo credit: Nancy Zuckerbrod
TheU.S. Department of Education has launched a new online resource, PROGRESS, to highlight state and local innovative ideas, promising practices, lessons learned, and resources informed by the implementation of K-12 education reforms.
These stories will showcase the exciting transformations taking place in classrooms, schools, and systems across the country through the leadership of teachers, school, district and state leaders and their partners.
The Department launched PROGRESS to emphasize the voices and perspectives of educators, students, and administrators to better understand how policy changes are spurring education improvement and to draw out what can be learned from areas of progress occurring at the state and local levels.
Delaware and Hawaii teachers and coaches using data to identify student needs and inform instructional improvement strategies;
Maryland elementary school students learning science, technology, engineering, and math (STEM) through new foreign language courses;
Hundreds of students from rural communities in Florida gaining access to incredible STEM learning opportunities through a state Race to the Top initiative to expand STEM education in rural schools;
Tennessee’s 700 teacher-coaches providing 30,000 of their colleagues with intensive summer training on new college- and career-ready standards through an ambitious and comprehensive statewide program;
Kentucky’s 100-percent increase in total Advanced Placement (AP) qualifying scores over the last five years, largely driven by the success of the AdvanceKentucky program in expanding access to AP classes for low-income students.
The PROGRESSblog will spotlight partnerships among the U.S. Department of Education, states, districts, educators, and families that are helping to build a better education for children. Of particular focus is:
How students are being prepared to succeed in college and careers;
How educators are receiving higher quality support and opportunities; and
How innovative leaders and educators are transforming school systems to meet new, higher expectations.
PROGRESSdoes not recommend or endorse any particular approach. It is intended to share information that can be of use to educators, parents, learners, leaders, and other stakeholders in their efforts to ensure that every student is provided with the highest quality education and expanded opportunities to succeed.
We’re always looking to learn from the field. Have an idea for content? Please let us know via email at email@example.com.
This op-ed appeared in the January 23, 2014 edition of the Washington Post.
In education, it sometimes takes courage to do what ought to be common sense.
That’s a key lesson from several recent national and international assessments of U.S. education. These include the 2013 National Assessment of Educational Progress (NAEP), known as the nation’s report card; a new version of the NAEP focused on large, urban districts; and the international rankings in the tri-annual PISA test.
Collectively, these assessments demonstrate extraordinary progress in the places where leaders have worked hardest and most consistently to bring change — but also a national failure to make nearly enough progress to keep up with our competitors.
Secretary Duncan received feedback from students during last month’s PISA release.
Nationwide, students made modest progress in reading and math in 2013, with achievement edging up to record highs for fourth- and eighth-graders, the NAEP found.
Nearly every state has adopted higher academic standards, and most states have instituted new systems of teacher support and evaluation. It’s a testament to hardworking educators that they are implementing these changes and raising student performance at the same time.
But as the international PISA results demonstrate, our progress isn’t enough. Other countries are leapfrogging us at a time when education is vital to economic health in a global competition for jobs and innovation. Among the 65 countries and education systems that participate in PISA, the United States was surpassed by 27 in math and 14 in reading . That’s unacceptable.
We can learn, however, from some of the standouts. In contrast to a national picture of gradual progress, Tennessee and the District of Columbia reported striking jumps — in both math and reading achievement and in both grades examined, fourth and eighth.
We don’t know all the reasons why students did better in Tennessee and the District in 2013 than in 2011. But it is clear that they shared a similar approach to bettering education — taking common-sense, but politically hard, steps to help students. Both are places where vulnerable students predominate; 73 percent of District students and 55 percent of Tennessee students are sufficiently needy to qualify for reduced-price meals.
There are important lessons here. What these two places also had in common was a succession of leaders who told educators, parents and the public the truth about educational underperformance and who worked closely with educators to bring about real changes. They pushed hard to raise expectations for students, even though a lower bar would have made everyone look better. And they remained committed to doing the right thing for children, even when it meant crossing partisan lines or challenging ideological orthodoxy.
To meet those higher standards, these leaders invested in strengthening the quality of classroom instruction and revamping systems for teacher support and evaluation. They ensured that teachers could use good data from multiple sources to identify learning gaps and improve instruction. They also sought ongoing feedback from educators and others.
These concepts — developing and supporting the people who do the most important work, using data to inform improvement — are what strong organizations do.
Yet these common-sense steps took uncommon courage. Tennessee had previously set one of the lowest bars in the country for proficiency in reading and math. The resulting proficiency rates — 91 percent in math and 92 percent in reading — were a lie. By raising standards, Tennessee’s leaders forced the public, parents and politicians to confront brutal facts.
When Tennessee raised its standards in 2010, the proportion of students rated proficient dropped to 34 percent in math and 45 percent in reading. But in a bipartisan act of courage, Republican Gov. Bill Haslam and state Education Commissioner Kevin Huffman stayed true to the reforms begun under Democrat Phil Bredesen. They refused to dumb down standards to try to make Tennessee students look better.
Were students actually doing worse? No. For the first time, the state was telling the truth.
Just as important, leaders in the District and Tennessee worked with educators to transform industrial-era systems of support and evaluation for teachers and principals that had little or no link to teachers’ impact on student learning. That meant continuing the work of political predecessors, as Mayor Vincent C. Gray and Schools Chancellor Kaya Henderson did in the District.
Building better systems that take account of educators’ impact on learning is complex and controversial work. Yet in Tennessee and the District, leaders solicited input from their critics, stayed committed but flexible and delivered systems that help both successful and struggling teachers.
I’m cautious about drawing big conclusions from a two-year trend, and it’s important to track a variety of educational outcomes, such as high school graduation and college enrollment rates.
Even so, the experiences of Tennessee and the District suggest that children win when leaders work closely with educators to do several vital things right, at the same time, and don’t give up when the going gets tough.
As Henderson said: “When you concentrate on teacher quality, you get results. When you radically increase the level of academic rigor, you get results.”
To be clear, no one in Tennessee or the District is declaring victory. Students in both places have a lot further to go to close achievement gaps and even to reach the level of top-performing states. But their progress shouldn’t be treated as mysterious or miraculous.
The changes America’s children need to get a better education require political courage and hard work. But in many cases the steps are surprisingly straightforward — and can be taken anywhere.
The odds were stacked against Baltimore’s Frederick Douglass High School.
The nation’s second oldest historically integrated public high school faced a steep dropout rate, scores of students repeating multiple grades and dismal test scores. But with the help of a $4.2 million federal School Improvement Grant (SIG), the 900-student school has cut that dropout rate in half and seen test scores rise dramatically since 2011.
Dr. Antonio Hurt, who took the helm at Douglass during the first year of the school’s SIG program, opened a night school where students can get tutoring or take credit recovery classes so they can graduate on time. He expanded a recording and media production studio and began a law program where career and technical students can train. He created a dual enrollment program where his high school students earn college credit at nearby Baltimore City Community College. Hurt removed more than half the school’s staff in the first year and hired staff focused on creating a college-going culture for every student.
Hurt split the school into two academies: the Academy of Innovation where students develop the courage and intellectual habits to be creative, and the Academy for Global Leadership and Public Policy, designed to graduate future leaders of government, industry and communities.
“We dug into the data. We wanted to make certain we had programs to meet the entire population of kids,” Hurt said.
After the first year of turnaround efforts, the school increased proficiency rates in English language arts from 41 percent in 2011 to 53 percent in 2012. Math proficiency rates rose from 32 percent to 44 percent. While there’s still plenty of work to be done, Hurt says the school’s 2013 numbers are promising, too.
The SIG program is a key component of the Department’s strategy for helping states and districts turn around the nation’s lowest-performing schools. Under the Obama Administration, more than 1,500 schools like Douglass have implemented comprehensive turnaround interventions aimed at drastically improving achievement. Despite difficult learning environments, SIG schools have increased proficiency rates in math and reading since 2009, demonstrating the importance of targeted investments over time.
Dorie Turner Nolt is press secretary at the U.S. Department of Education