Raising Expectations: Building a Culture of Excellence in Urban Schools

What does it take to build a culture of excellence and achievement in an urban school?

James Liou (Boston Public Schools)

Heather Voke (Georgetown University)

Matthew Kostecka (DC Public Schools)

What is a Culture of Excellence? Students are engaged in their learning Students are invested in their learning both

in and out of the classroom Students are held to high standards

academically Classes and lessons are goal-oriented,

purpose-driven, and rigorously measured

Obstacles to Creating a Culture of Excellence in Low-Performing Urban Schools

Students in Low-Performing & Urban Schools often lack: Academic Identity Models for academic success and personal

connection to its benefits Exposure to high expectations

Many students do not see the personal value of rigorous classroom work

Raising Expectations: Building a Culture of Excellence in Urban Schools

What does it take to build a culture of excellence and achievement in an urban school?

Action and Identity Oriented Curricula

James Liou

Teacher—Boston Public Schools

What is an Action and Identity-oriented curriculum?

Academic-intensive class that connects disciplinary study, a participatory action research process and a focus on building a student’s academic and social identity.

Not just learning, but learning by doing as core premise

Presentation Focus:

Senior Capstone Class at the Boston Community Leadership Academy.

The Campaign for Civics curriculum project (Hyde Square Task Force and Boston Public Schools partnership)

Student Quotes [add in 1-2 student

quotes/pics]

An Action and Identity-Oriented Curriculum

Contextualized: Academic capstone experience, local/social

history, own neighborhoods and lives.

Buy-in: School staff, administration, parents, community-partners…and students

Goal-focused orientation: Significant and useful academic product, building youth-voice and efficacy.

The Boston Public Schools and BCLA

[insert some stats/information]

Insert video of capstone celebration

Or a slideshow of pictures?

The BCLA Senior Capstone Class Key Components/Products:

Required year-long senior course Content: History case-studies, identity and city

study, participatory action research (This might be a bit vague to some of the audience…perhaps splitting it up into different bullets for each component and offering a bit more of an explanation. Is each step involved? Do students choose one? Is it a step-by-step process? Etc.)

40 page paper, internship, presentations

Key End Goals: Accomplishment, identity and action.

Successes and Challenges Successes

alignment to school mission academic readiness for college authentic assessment model model for other student-engagement

course development. Challenges:

sustainability—resources, staffing building partnerships

Student Quotes

Add Savannah and end experience?

Take Away Messages and Next Steps

Now what? Identify lead team Researching existing curriculum models Retrofit / Adjustment for local school

context Backwards design to get there 3 Ps: Pilot, Publicize, and Pursue

Some Resources of Interest:

BCLA Capstone website and viewbook: www.bcla.digication.com

What Kids Can Do website: www.wkcd.org

Research for Action website: [insert html]

Raising Expectations: Building a Culture of Excellence in Urban Schools

What does it take to build a culture of excellence and achievement in an urban school?

Advanced Placement Coursework

Matthew Kostecka

Washington, D.C. Public Schools

What does Excellence Look Like?Students are engaged in their learning Students are invested in their learning both

in and out of the classroomStudents are held to high standards

academically, inclusive of cultural/personal background

Classes and lessons are goal-oriented, purpose-driven, and rigorously measured

Frank W. Ballou SHSWashington, D.C.

Student Population 99.9% African American 84% Free/reduced lunch

School Performance DC-CAS scores:

Reading: 24% proficient Math: 22% proficient

50% average ‘promotion power’ (Alliance for Excellent Education)

3rd year of “Restructuring” under NCLB

Obstacles to Academic Success at Ballou

Students are often surrounded by few examples of academic excellence

School often promotes/allows for lower expectations and levels of performance Numerous A.P. students end-up asking, "Why didn’t they

teach me this stuff before?” Often lower expectations internalized by students

Pushback common when teachers demand more from students (regardless of capacity)

Students lack academic identity & pride Students often lack personal connection to

academic success

Why AP Helps Teachers

Highly regarded course changes expectations for students

Rigorous standardized test measures effectiveness of teachers as well as students

“Teaching to the Test” allows for instruction on analysis, creativity, critical thinking

Available tools for measurement are consistent and widely used

Increasing Students Academic Identity & Confidence

AP Courses are highly regarded nationally, and students know they will be measured against the “best” from other schools

School-wide Culture of Excellence: Public support from non-AP teachers in-and-out of

their classrooms or AP program allows for AP classes to become source of pride for enrolled students

Increasing Students Academic Identity & Confidence

Students recognized for academic ability & excellence

Uncommon at Ballou HS

Concentration of high-performing students allows for more open debate & discussion, fostering development of academic & social identities High-performing students’

opinions/answers rarely challenged by peers or teachers

“this is this first class I’ve ever had where students continue to talk about and debate the things we learn even after we leave the classroom.”

Creating a Culture of High Expectations

Advanced Placement courses are Goal Oriented Teachers promote idea of students spearheading cultural

change within school (towards academic excellence) Students exposed to rigorous, inflexible expectations

Held to the same standard as students in high-performing schools regardless of increased obstacles they face

Tests are rewards-based rather than punitive Failing scores does not have to equate to failing expectations

Especially important in first years of program

Classes centered on analysis, discussion & debate where multiple answers are explored “The class is so cool; I love learning ‘smart things’” (student

explains excitement about course to another teacher)

Building an AP U.S. History Program at Ballou SHS

Prior to 2007: AP U.S. History was poorly organized course – with few students enrolled and even fewer (if any) taking test

2007-2008: 11 AP students complete A.P. U.S. His/A.P. Lit course & take exam (All receive “1” score)

2008-09: 14 students complete course & exams Two students receive “2” on U.S. History Test (one “2” on Lit Test) 9 out of 11 graduates currently enrolled in 4-year university

2009-10: 29 students enrolled in course Support from 10th, 11th grade teachers & popularity of classes led

to largest enrollment ever Students completed summer assignments to stay in class Classes’ overall rates of passing grades on exams and

assignments steadily improving

A.P. Cohort:2009-2010

The Difference A.P. courses have become a

discussion-piece and incentive piece among 9th, 10th & 11th grade teachers and students

Students’ study habits and approach to classroom time changes dramatically Students show-up for after-school

movies & test reviews, Saturday A.P. Academy

“My other classes are so easy now”

Building an A.P. Program Essential Needs:

Enthusiastic Teachers Trained Teachers (college board training) Supported Teachers and Students

$$ to pay for exams, textbooks, study guides Extra funds to pay for field trips, after-school time events District curriculum/teaching specialists with experience

teaching A.P. classes who can observe & support new A.P. teachers

School leadership which either supports the program or stays out of the way!

Secondary Needs: Advanced/honors courses for younger students

(especially if core classes are not challenging)