Recent findings of a University of New Mexico study show that students from low-income communities can excel in mathematics when schools make teaching and learning a top priority. The research, led by Rick Kitchen, assistant professor at the College of Education, examined the characteristics that distinguished nine high achieving schools serving low-income communities.
The High Achieving Schools Initiative, funded by the Hewlett Packard Corporation and released in February, offers new information that may help schools meet the challenges of the No Child Left Behind act. Participation eligibility required that each school in the study have more than 50 percent of their students on the free or reduced lunch program and that the school demonstrated significant or academic success over three to five years across a variety of indicators. First-hand accounts from teachers, administrators and students are included in the study of nine highly effective public secondary schools throughout the nation.
The UNM research team was aware that huge discrepancies exist in test scores between schools that serve low-income and upper middle class neighborhoods. Research has consistently shown over the past several decades that students from more affluent neighborhoods have greater access to a high quality education than students from low-income communities.
During the 2002-2003 school year, the UNM team visited each school twice. Researchers conducted classroom observations, interviewed math teachers and students and provided surveys to school administrators. Researchers asked their subjects to describe what their schools were doing to promote high achievement and why it was working.
The findings showed that by promoting changes in school culture and through committed administrative support, schools in low-income settings were able to achieve high levels of academic success. Many of the participating schools had slogans displayed prominently such as: “Failure Is Not and Option;” “Whatever It Takes;” and “No Excuses.”
“What readily became apparent is that teaching and learning are truly priorities at these schools,” said Kitchen. “When you consider typical schools, putting teaching and learning first represents a real change to the school culture.”
Through their findings, Kitchen and his team identified seven characteristics of highly effective schools:
• Teaching and learning are prioritized to support high academic expectations for student learning
• Supplemental support is provided for student learning
• Strong and well-defined sense of purpose among mathematics faculty
• Faculty collaborate and support each other
• An explicit focus on test preparation
• Teaching resources are widely available
• Teachers have regular access to professional development opportunities
Kitchen believes that changing the culture of schools depends on educational leadership. In the high achieving schools, administrative support went beyond rhetoric. Components for success included investments in teaching materials, professional development courses and tutors for students. Kitchen said equally important are shared preparation periods, more hours of instruction and shelter from bureaucratic procedures, allowing teachers to concentrate on teaching.
“At all nine participating schools, the discipline policy, class schedule, student support services and professional development goals for teachers were established with one thing in mind: to positively impact student learning and achievement,” he said.
Another key aspect of the High Achieving Schools Initiative was to look at the effect of mobile technology within mathematics classrooms. Jonathan Brinkerhoff, assistant professor at the College of Education, looked at teachers' assessments of their computer competency and technology skills, along with students' attitudes. His findings showed that teachers were enthusiastic about the technology and its educational potential, but were also cautious in assessing the effects of computer use on student learning, noting that their access to the sophisticated equipment was only for a year.
Sylvia Celedón-Pattichis, assistant professor, College of Education, and Julie DePree, associate professor, UNM Valencia Campus, also participated on the research team. In the report, Celedón-Pattichis wrote a case study of the Young Women's Leadership School in East Harlem, N.Y.
“The school creates a culture of success, not only in academics, but in students lives,” said Celedón-Pattichis. “One hundred percent of the first two graduating classes went on to college. Ninety percent of the graduates are the first in their families to attend college.”
Schools that participated in the study were Emerald Middle School, El Cajon, Calif.; John D. O'Bryant School of Mathematics and Science, Boston, Mass.; KIPP Academy, Bronx, N.Y.; KIPP Academy, Houston, Texas; Latta High School, Latta, S.C.; Rockcastle County Middle School, Rockcastle, Ky.; YES College Preparatory School, Houston, Texas; Ysleta Middle School, El Paso, Texas and The Young Women's Leadership School, East Harlem, N.Y.
The final report of the High Achieving Schools Initiative can be found at www.unm.edu/~jbrink/HASchools/.
Contact: Greg Johnson (505) 277-1816
Posted by kwentworth at March 11, 2004 02:52 PM