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Southern
Regional
Education
Board
HSTW
HSTW/CSR High Schools Making the Greatest Gains in Achievement: What did they
do differently?
Gene BottomsSenior Vice President
Southern
Regional
Education
Board
HSTWKey Questions for HSTW/CSR
Schools Do HSTW/CSR schools make greater
gains in achievement than a comparative group of non-supported schools?
Do HSTW/CSR schools that have more deeply implemented the design have higher student achievement?
Do HSTW/CSR that made the greatest gains in student achievement also make the most progress between 2002 and 2004 in implementing the design?
HSTW/CSR Sites 3
Southern
Regional
Education
Board
HSTW
Question
Do HSTW/CSR schools receiving technical assistance, coaching and national and local school-specific staff development make greater gains in achievement than a comparative group of non-supported schools?
HSTW/CSR Sites 4
Southern
Regional
Education
Board
HSTWSpecial Services Received by
HSTW/CSR Schools
Technical Assistance Site Development Workshop On-site Coaching Site-specific Professional Development Support to attend National Staff
Development Conference Support to attend National Workshops Leadership Training
HSTW/CSR Sites 5
Southern
Regional
Education
Board
HSTWComparison of Demographics of 50 HSTW/CSR Sites and 50 Non-
supported HSTW Schools
Non-supported
HSTW Sites
HSTW/CSR Sites
2002 2004 2002 2004
Black 34% 37% 37% 37%
All Minority 46 51 52 54
White 54 49 48 46
Parents w/College Ed
62 63 61 62
HSTW/CSR Sites 6
Southern
Regional
Education
Board
HSTWComparison of Achievement Gains at
HSTW/CSR Schools and Non-supported HSTW Schools
Non-Supported HSTW Schools
HSTW/CSR Schools
Assessment Area
2002 2004 2002 2004
Reading 278 276 274 276
Math 295 296 293 296**
Science 288 288 280 285**** p < .01Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 7
Southern
Regional
Education
Board
HSTW
Question
Do HSTW/CSR schools that have more deeply implemented the design in 2004 have higher student achievement?
HSTW/CSR Sites 8
Southern
Regional
Education
Board
HSTWComparison of Demographics at Low-implementation and Moderate- to High-
implementation HSTW/CSR Schools
Indicators Low-implementation
Sites (n=46)
Moderate/High-implementation
Sites (n=31)
Demographics
Minority 50% 44%
African-American 30 32
Other 21 13
Parents with no College Ed.
45 36
HSTW/CSR Sites 9
Southern
Regional
Education
Board
HSTWMean Scores on the 2004 Assessment by Students at High/Moderate-implementation
and Low-implementation High Schools(77 HSTW/CSR High Schools)
Mean Scores
Low-imp.(46 Schools)
High/Moderate-imp.
(31 Schools)
Reading 272 281**
Mathematics 293 301**
Science 283 291**
**p < .01
Source: 2004 HSTW Assessments
HSTW/CSR Sites 10
Southern
Regional
Education
Board
HSTWStudents Meeting HSTW Performance
Goals by Implementation Level
46%50%
39%
58% 61%
48%
Reading/English Mathematics Science
Low-impl. Sites Mod/High-impl. Sites
Source: 2004 HSTW Assessments
HSTW/CSR Sites 11
Southern
Regional
Education
Board
HSTWComparison of Measure of Completing Recommended Curriculum at High/Moderate-
and Low-implementation Schools
Completing HSTW-recommended curriculum
Low-imp.(N-46)
High/Moderate-
imp.(N-31)
Desired Goal
Two or three parts 25% 55% 60%
English 23 52 85
Mathematics 22 42 85
Science 44 64 85
Source: 2004 HSTW Assessments
HSTW/CSR Sites 12
Southern
Regional
Education
Board
HSTW
Question
What percentage of our students are now completing the HSTW-recommended curriculum?
What actions can we take to increase the percentage by 10 to 15 percent each of the next three years that complete HSTW-recommended academic core?
HSTW/CSR Sites 13
Southern
Regional
Education
Board
HSTWComparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation
HSTW/CSR Schools
Low-imp.(n=46)
High/Moderate-
imp.(n=31)
Desired Goal
Engaging Instruction
– Literacy 12% 15% 40%
– Numeracy 18 23 45
– Science 13 19 40
HSTW/CSR Sites 14
Southern
Regional
Education
Board
HSTWComparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation
HSTW/CSR Schools
Low-imp.(n=46)
High/Moderate-
imp.(n=31)
Desired Goal
High Expectations/Extra Help
– High classroom expectations
13 17 40
– Quality of extra help 25 32 50
HSTW/CSR Sites 15
Southern
Regional
Education
Board
HSTWComparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation
HSTW/CSR Schools
Low-imp.(n=46)
High/Moderate-
imp.(n=31)
Desired Goal
Career/technical Instruction
– Quality of CT classes 17% 16% 40%
– Work-based Learning 48 52 60
Source: 2004 High School Assessment
HSTW/CSR Sites 16
Southern
Regional
Education
Board
HSTWComparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation
HSTW/CSR Schools
Low-imp.(n=46)
High/Moderate-
imp.(n=31)
Desired Goal
Ninth-Grade Transition
– None of one practice 59 35
– Two of five practices 22 26
– Three or more practices
2 39 3 of 5
Source: 2004 High School Assessment
HSTW/CSR Sites 17
Southern
Regional
Education
Board
HSTWComparison of Measures of Implementation of Effective School and Classroom Practices at High/Moderate- and Low-implementation
HSTW/CSR Schools
Low-imp. (n=46)
High/Moderate-
imp.(n=31)
Desired Goal
Goal Focused
– Guidance 36% 45% 60%
– Completing 4 or more college credits
22 28 45
– Importance of high school 27 33 50
– Continuous school improvement
15 24 50
Source: 2004 HSTW Assessments
HSTW/CSR Sites 18
Southern
Regional
Education
Board
HSTW
Question
How are we doing in deeply implementing the HSTW model for each of 12 indicators?
What actions can we take over the next three years that will result in implementing each of these 12 indicators at the desired goal level?
HSTW/CSR Sites 19
Southern
Regional
Education
Board
HSTW
Question
Do HSTW/CSR schools that made the greatest gain in student achievement also make the most progress between 2002 and 2004 in implementing the design?
HSTW/CSR Sites 20
Southern
Regional
Education
Board
HSTWComparison of Student Demographics at HSTW/CSR Schools in
2002 and 2004
Assess-ment Year
n Tested
White Black Female Low Parent
Ed.
2002 3,536 48% 37% 52% 39%
2004 3,599 46 37 52 38
Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 21
Southern
Regional
Education
Board
HSTWGains and No Gains in Student Achievement between 2002 and 2004
at HSTW/CSR Schools
Gains for:
No Achievement Gains (n=11)
Achievement Gains in 1 or
2 areas (n=20)
Achievement Gains in 3
Areas (n=19)
Reading - 7** -4** 13**
Math - 5** - 4** 9**
Science -14** 5** 16**
**p < .01Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 22
Southern
Regional
Education
Board
HSTWComparison of Implementation Gains in
Access to HSTW-recommended Curriculum
Met HSTW-Recommend-ed Curric.
No Improvement
(n = 11 )
Moderate Improved
(n = 20)
Most Improved
(n = 19)
English + 5 + 6 + 6
Math -2 + 3 + 10**
Science - 2 + 5 + 14**
**p < .01Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 23
Southern
Regional
Education
Board
HSTWComparison of Gains Made in Implementing Effective
Classroom Practices between 2002 and 2004 (Intensive/Moderate)
Engaging Instruction
No Improvement
(n = 11 )
Moderate Improved
(n = 20)
Most Improved
(n = 19)
Literacy across the curriculum
+ 7 + 3 + 14
Numeracy across the curriculum
+ 10 + 8 + 12
Science + 7 + 9 +11Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 24
Southern
Regional
Education
Board
HSTWComparison of Gains Made in Implementing Effective School and Classroom Practices (Intensive/Moderate)
High Expectations/Extra Help
No Improvement
(n = 11 )
Moderate Improved
(n = 20)
Most Improved (n = 19)
Classroom Expectations
-4 + 2 + 3
Quality of Extra Help
-2 + 2 + 4
Work-based Learning
-5 0 - 3
Quality of CT Class
+ 21 + 7 + 14
Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 25
Southern
Regional
Education
Board
HSTWComparison of Gains Made in Implementing Effective School and Classroom Practices between 2002 and
2004 (Intensive/Moderate)
Goal Focused No Improvement
(n = 11 )
Improvement in 1 or 2 areas
(n = 20)
Improved in 3 Areas (n = 19)
Guidance + 1 + 4 + 3
Importance of High School
0 + 5 + 8
Continuous Improvement
+ 9 + 14 + 14
Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 26
Southern
Regional
Education
Board
HSTWCorrelation of Implementation
Change between 2002 and 2004 and Student Achievement Change
Reading
Implement
Change
0.38**
Mathematics 0.32*
Science 0.48**
* p < .05; ** p < .01
Source: 2002 and 2004 HSTW Assessments
HSTW/CSR Sites 27
Southern
Regional
Education
Board
HSTW
Why didn’t the 11 schools improve on the 2004 assessment?
Possible inhibiting factors include:
Southern
Regional
Education
Board
HSTWKey Questions for HSTW/CSR
Schools Do HSTW/CSR schools make greater
gains in achievement than a comparative group of non-supported schools?
Do HSTW/CSR schools that have more deeply implemented the design have higher student achievement?
Do HSTW/CSR that made the greatest gains in student achievement also make the most progress between 2002 and 2004 in implementing the design?
HSTW/CSR Sites 29
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take
to accelerate implementation of HSTW in ways that improves student achievement?
Have 15% more students each year complete college-preparatory/honors English until 85% goal is met. Train all teachers to use reading and writing strategies across the curriculum and set yearly target goals.
Have 15% more students each year complete HSTW-recommended mathematics curriculum until 85% goal is met and train teachers to make greater use of cooperative learning, technology, real-world problems and presentations by students and set yearly target goals.
HSTW/CSR Sites 30
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take
to accelerate implementation of HSTW in ways that improves student achievement?
Have 15% more students annually to complete three years of lab-based science – CP Physical Science, CP Biology, CP Chemistry, Physics Anatomy until the 85% goal is met – and engage students in study teams, in doing investigative science, reading and writing about science, and writing up and reporting orally on lab findings.
Align classroom assignments and assessment to proficient-level work and define what is required to earn an A or a B and have students redo work until it meets standards. Set yearly targets.
HSTW/CSR Sites 31
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take
to accelerate implementation of HSTW in ways that improves student achievement?
Couple more demanding courses and higher
classroom expectations with a system of extra
help/credit recovery programs that works in raising
achievement and in motivating students to work
harder. Set yearly targets.
Provide students access to higher-quality CT studies
in high-demand fields that enable them to use their
academic knowledge and skills to do real work and to
see meaning in their studies. Set yearly targets.
HSTW/CSR Sites 32
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take to accelerate
implementation of HSTW in ways that improves student achievement?
Provide each student with an adult mentor who assists them in setting goals; in getting the assistance needed to succeed; in keeping parents engaged; and in acquiring the study skills, relationship skills, time management skills needed to succeed.
HSTW/CSR Sites 33
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take to accelerate
implementation of HSTW in ways that improves student achievement?
Improve the transition from middle grades to high school and from high school to postsecondary studies and a job.
HSTW/CSR Sites 34
Southern
Regional
Education
Board
HSTWWhat actions can schools and districts take to accelerate
implementation of HSTW in ways that improve student achievement?
Continue to improve school leadership for continuous improvement by: Developing a school leadership team; Engaging faculty in using data; Engaging staff in seeking out and trying out proven
practices; Supporting teachers with quality time for planning
and with staff development aligned to the school plan and implementation; and
Working with teachers to align assignments to standards; instructional practices to research-based practices; and classroom exams to assignments and standards.
