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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). - PowerPoint PPT Presentation
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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)
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