Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Population Groups in Texas High Schools - Dissertation

1

The Impact of Smaller Learning

Communities on Closing the

Achievement Gaps among Student

Population Groups in Texas High Schools

A Dissertation by

Alex TorrezDissertation Chair: William Allan Kritsonis, PhD

PhD Program in Educational Leadership

2

Committee Members

William Allan Kritsonis, PhD

Dissertation Chair

-----------------------------------------------

Carl Gardiner, EdD

Patricia Hoffman-Miller, PhD

Solomon Osho, PhD

3

Dissertation Defense Format

I. CONCEPTUAL FRAMEWORKII. PURPOSE OF THE STUDYIII. RESEARCH QUESTIONSIV. METHODV. REVIEW OF LITERATUREVI. FINDINGSVI. RECOMMENDATIONS

4

Smaller Learning Communities

Conceptual Framework19

th- 2

0th C

entu

ry

Trad

ition

al E

duca

tiona

l

Mod

el

Student Academic Achievement Gaps21

st Century

Educational Model

5

19th Century Classroom

6

20th Century Classroom

7

Theoretical Framework4 Areas of Relevance

Smaller Learning

Communities

ELA/Mathematics TAKS/Eco. Disadvantaged

Attendance

ELA/Mathematics TAKS/Sub-Populations

Completion Rate

8

Purpose of the Study

The purpose of this conceptual quantitative study is

to determine if a difference exists between the

implementation of the career-themed smaller SLC

design and an increase in high school students’

academic achievement, attendance, and high school

completion rate between populations as reported in

the Texas Education Agency AEIS report.

9

Research Question (1)

Is there a difference in student achievement between career-themed Smaller Learning Communities (SLCs) and traditional high schools, as reported on the Academic Excellence Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS) in ELA/Reading for ethnic subpopulations and economically disadvantaged subpopulations?

10


Is there a difference in student achievement between career-themed SLCs and traditional high schools, as reported on the AEIS for TAKS in Mathematics for ethnic and economically disadvantaged subpopulations?

11


Is there a difference in student attendance between career-themed SLCs and traditional high schools, as reported in the AEIS?

12


Is there a difference in student completion rates between career-themed SLCs and traditional high schools, as reported in the AEIS?

13

Educational Leaders

What factors are driving Transformation?

14

The Achievement GAP

In the 2009 Comprehensive report on Texas public schools, TEA (2009) stated that:“In the 2008-09 school year, 48 percent (2,292,574) of the 4,749,571 public school students in Texas were identified as at risk of dropping out of school, the same percentage as in the previous year. On the 2009 TAKS assessments, students not at risk out-performed at-risk students at all grade levels and on all subjects tested.” (p. viii)

15

Hispanic, African American, Economically Disadvantaged

Fryer and Levitt (2004) noted, “on average, black students typically score one standard deviation below white students on standardized tests – roughly the difference in performance between the average 4th grader and the average 8th grader” (p. 64).

16

Percent of Texas Population by Age Groupand Ethnicity, 2000

39.541.6

45.0 45.043.1 44.4

47.8

53.0

57.260.2

63.566.4 67.1

72.6

44.041.3

38.0 38.440.5

38.635.3

30.526.7

24.222.4

20.6 20.316.7

< 5

year

s

5 to

9 y

ears

10 to

14

year

s

15 to

19

year

s

20 to

24

year

s

25 to

29

year

s

30 to

34

year

s

35 to

39

year

s

40 to

44

year

s

45 to

49

year

s

50 to

54

year

s

55 to

59

year

s

60 to

64

year

s

65 +

yea

rs0.0

20.0

40.0

60.0

80.0Percent

Anglo Hispanic

17

Percent of Texas Population by Age Groupand Ethnicity, 2040*

* Projections are shown for the 1.0 scenario

17.719.3 19.9 20.3 19.8 19.3 19.4 20.5 20.6 21.9

25.3 26.5 27.2

39.8

69.967.8 66.5 65.5 66.0 66.8 66.4

64.362.6

60.6

56.7 55.252.3

37.1

< 5

year

s

5 to

9 y

ears

10 to

14

year

s

15 to

19

year

s

20 to

24

year

s

25 to

29

year

s

30 to

34

year

s

35 to

39

year

s

40 to

44

year

s

45 to

49

year

s

50 to

54

year

s

55 to

59

year

s

60 to

64

year

s

65 +

yea

rs0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0Percent

Anglo Hispanic

18

Changing Ethnicity

Lopez (2006) said,“By 2050 the Anglo population is projected to be near 211 million people, the black population 61 million people, the Latino population 103 million people, and the Asian population nearly 33 million people. These changes represent only a 7.4 % increase for non-Latino Anglos, compared to 71.3 % growth for Blacks, 188 % growth for Latinos, and 212.9 % growth for the Asian population.” (p.5)

19

Economic Impact

Among minority students, the problem is even more severe with nearly 50 percent of African American and Hispanic students not completing high school on time (America's Promise Alliance, 2009).

The achievement gap is not closing fast enough to ensure improved living and earning opportunities for these sub-populations. According to Zhao (2009, p. 13), “these gaps almost certainly put the minorities at a disadvantage for securing high-income jobs in the future.”

20

21st Century Skills

The complexities resulting from a global economy and an evolving workforce magnify the importance of not just graduating students but ensuring that they are well equipped with the 21st century skills they are going to need to succeed.

21

Null Hypotheses

H01 - There is no statistically significant difference in student achievement between career-themed SLCs and traditional high schools, as reported on the AEIS for TAKS in ELA/Reading for ethnic and economically disadvantaged subpopulations.

22

Null Hypotheses

H02 - There is no statistically significant difference in student achievement between career-themed SLCs and traditional high schools, as reported on the AEIS for TAKS Mathematics for ethnic and economically disadvantaged subpopulation.

23

Null Hypotheses

H03 - There is no statistically significant difference in student attendance between career-themed SLCs and traditional high schools, as reported in the AEIS.

24

Null Hypotheses

H04 - There is no statistically significant difference in student dropout/completion between career-themed SLCs and traditional high schools, as reported in the AEIS.

25

Method

The independent variable identified in the study is the cohort of schools implementing the SLC design and their paired counterpart traditional high schools.

Dependent Variable – Student achievement based on change in Mathematics and Reading/English Language Arts TAKS scores, completion rate, attendance.

26

Method

Subjects of the Study

(1). 21 Texas public high schools that have implemented smaller learning communities with career academies

(2). 21 Texas public traditional high schools

(3). Grades 9 through 12

(4). Total student enrollment minimum of 1500 students

27

Method

Step 1: Researched and Selected Career

Academy SLCsDepartment of Education Smaller

Learning Communities Program Texas High School Project

28

Method

Texas schools that attended the 2010 Smaller Learning Communities National Conference: From Structure to Instruction conference at the University of Nevada in Las Vegas obtained from Education Northwest

The National Career Academy Coalition

Extensive internet search

29

Method

Step 2: Downloaded the AEIS report from the TEA website

from the 21 career themed SLC schools selected.

Step 3: A convenience sample of 21 traditional schools was

selected from the TEA assigned school cohort. The schools were selected based on the TEA cohort school that is most similar in size, ethnic subpopulations (African American, Hispanic, and White), and economically disadvantaged.

30

Method

Step 4: Collected the AEIS data

Step 5: Disaggregated the data by ethnic and economically

disadvantaged ELA scores Mathematics scores Attendance Completion

31

Method

Step 6: SPSS was utilized to disaggregate and analyze data

Analysis of Variance (ANOVA)

Step 7: Interpreted the results of the statistical procedure

32

Career Theme Academies

The academies are designed to address the broad spectrum of student interest and career possibilities and provide transferable skills. The goals of the Academies are to open a student's mind to relevancy of academic courses and to show how high standards relate to career success.

In addition to the essential academic elements, students will develop knowledge regarding careers where they may best utilize their talents and aptitudes.

33

Career Theme Academies

Academy of Business, Marketing & Finance

Academy of Consumer Science & Education

Academy of Fine Arts, Communications & Humanities

Academy of Government, Law & Criminal Justice

Academy of Health Science

Academy of Science, Technology, Engineering and Math

Academy of Veterinary & Agricultural Science

34

Review of Literature

Alliance for Excellence in EducationAmerica's Promise Alliance

Among minority students, the problem is even more severe with nearly 50 percent of African American and Hispanic students not completing high school on time (America's Promise Alliance, 2009).

35


Bill & Melinda Gates “It has been estimated that between 53% and 55% of minority students nationwide are not completing high school in the four-year format” (Bill and Melinda Gates Foundation, 2003, p. 2).

Bill Daggett, International Center for Education

Northwest Regional Educational Laboratory

36


Partnership for 21st Century Skills

1. Competencies needed to succeed in the current economy and prepare for

the changing world as a wage earner and citizen (Partnership for 21st

Century Skills, 2004).

2. Wolfe (2007) explained, "In virtually any occupation, learning is part

of the job. Gone are the days when employees learned to master a

single task and then spent the next 40 years repeating that task” (p. 40).

U.S. Department of Education

37


Schlechty, P. (2009). Leading for learning: How to transform schools into learning organizations (1st ed.). San Francisco, CA: Jossey Bass Publications.

“Transformation by necessity includes altering the beliefs, values, and meanings – the culture – in which programs are embedded, as well as changing the current system of rules, roles, and relationships – social structure – so that the innovations needed will be supported.” (p. 3)

38


Cotton, K. (2001). New small learning communities: Findings from recent literature. (ERIC No. ED459539). Portland, OR: Northwest Regional Educational Laboratory.

1. Self-determination 2. Identity3. Personalization4. Support for Teaching5. Functional

39


Daniels, D., Bizar, M., & Zemelman, S. (2001). Rethinking high schools: Best practice in teaching, learning, and leadership. Portsmouth, NH: Heinemann, A division of Reed Elsevier.

“Research has been rapidly accumulating that, as far as high schools are concerned, size does matter – and smaller is better” (Daniels, Bizar, & Zemelman, 2001, p. 27).

40


Sammon, G. (2008). Creating and sustaining smaller learning: Strategies and tools for transforming high schools. Thousand Oaks, CA: Corwin Press.

Noted that SLCs, when done well and comprehensively, build in the rigor, relevance, and relationships that lead to the all-important results we seek in school improvement.

41


Schargel, F., & Smink, J. (2001). Strategies to help solve our school dropout problem. Larchmont, NY: Eye on Education.

Strong leaders know that decreasing the dropout out rate “requires fundamental changes in curriculum design process, work-flow design, and staff training; it demands creative technology use and the development of partnerships with key stakeholders” (Schargel & Smink, 2001, p. 10).

42


Klimek, K., Ritzenhein, E., & Sullivan, K. (2008). Generative leadership: Shaping new futures for today’s schools. Thousand Oaks, CA: Corwin Press. “Generative leaders see their school as a dynamic system that is

being co-created through the interactions of all its participants internally and with the outside environment. They emphasize systems thinking consistently. They question assumptions and presumed limits of an issue that are embedded in the prevailing mental models.” (Klimek, Ritzenhein, & Sullivan, 2008, p. 55)

43

Transformation

Schlechty (2009) states: “Make no mistake, transformation is not as

simple as installing a new program, a new process or new procedure. Unlike efforts to improve the operation of existing systems, transformation requires more than changes in what people do; it requires changes in what they think and what they feel about what they do.” (p. 210)

44


Oxley (2006) states: “The central feature of a high-functioning SLC

(Small Learning Community) is an interdisciplinary team (or teams) of teachers who work closely together with a group of students they share in common for instruction. Traditional schools organize teachers around subject areas or departments.” (p. 22)

45

Table 5ELA/Reading Pass Rates between Selected SLC and Non-SLC High

Schools

Subpopulation of Interest

SLC Non-SLC df* F-ratio Sig**

ELA African American

91.94 92.38 31 .035 .852

ELA Hispanic 91.48 92.10 41 .195 .659

ELA White 97.53 96.53 37 .848 .363

ELA Eco. Dis. 90.33 90.90 41 .163 .688

*Degrees of freedom (df = N-1) vary as a result of case exclusions due to AEIS practice of not reporting subpopulations unrepresented on a particular campus.

**No statistically significant differences were found within the AEIS reported ELA/Reading Rates between selected SLC high school campuses and non-SLC high schools for any subpopulation of interest, African-American, Hispanic, White, or Economically Disadvantages at the p <.05 criterion value.

46

Table 9 Attendance Rates between Selected SLC and Non-SLC High Schools



Campus 93.414 93.578 41 .651 .424

African American

93.790 94.321 37 .520 .476

Hispanic 92.567 93.691 41 2.972 .092

White 93.871 93.619 41 .105 .748

Eco. Dis. 92.26 93.238 41 2.932 .095

* Degrees of freedom (df = N-1) vary as a result of case exclusions due to AEIS practice of not reporting subpopulations unrepresented on a particular campus.

** No statistically significant differences were found within the AEIS reported Attendance Rates between selected SLC high school campuses and non-SLC high schools nor were differences found between African-American, Hispanic, White, or Economically Disadvantages subpopulations at these campuses at the p <.05 criterion value.

47

Table 10Completion Rates between Selected SLC and Non-SLC High Schools



Campus 91.585 91.400 39 .009 .924

African American

89.333 91.327 29 .467 .500

Hispanic 90.180 90.460 39 .020 .889

White 95.145 92.116 38 1.256 .270

Eco. Dis. 89.725 90.760 39 .424 .519

*Degrees of freedom (df = N-1) vary as a result of case exclusions due to AEIS practice of not reporting subpopulations unrepresented or underrepresented within a particular campus.

**No statistically significant differences were found within the AEIS reported Completion Rates between selected SLC high school campuses and non-SLC high schools for any subpopulation at these campuses at the p <.05 criterion value.

48

Table 6ELA/Reading Pass Rates for all Selected SLC and Non-SLC High Schools

Subpopulation Of Interest

N Mean Std. Dev. *df **Sig

Pair 1 ELA AA-ELA White

32 92.16--97.44

6.471--2169 31 .000

Pair 2 ELA AA- ELA Hispanic

32 92.16--92.53

6.471—4.600 31 .703

Pair 3 ELA Hispanic-ELA White

38 92.16—97.03

4.415—3.341 37 .000


**Statistically significant differences were found within the AEIS reported in Reading/ ELA for all selected SLC high school campuses and non-SLC high schools for the subpopulation of interest, African-American, Hispanic, White, or Economically Disadvantages at the p <.05 criterion value.

49

Table 8Mathematics Pass Rates for all Selected SLC and Non-SLC High Schools

SubpopulationOf Interest

N Mean Std. Dev. *df **Sig

Pair 1 Math AA-Math White

32 85.56--95.59

8.879--2.781 31 .000

Pair 2 Math AA- Math Hispanic

32 85.56--89.50

8.879—5.442 31 .002

Pair 3 Math Hispanic-Math

White

38 88.95--95.26

5.467—3.652 37 .000


**Statistically significant differences were found within the AEIS reported in Mathematics for all selected SLC high school campuses and non-SLC high schools for the subpopulation of interest, African-American, Hispanic, White, or Economically Disadvantages at the p <.05 criterion value.

50

Recommendations

1. The review of literature, findings for each question of

the study, and their subsequent conclusions provide

the basis for the following recommendations.

2. School districts must select innovative and contemporary leaders who are prepared to initiate change in the 21st century.

3. Educational leaders should implement disruptive transformation designs in an effort to close the achievement gaps of subpopulations.

51

Recommendations

4. Educational leaders must support the selected design for 7 to 10 years to create authentic and systemic transformation.

5. Educational leaders must use effective communication to ensure the alignment and success of professional development.

52

Recommendations for Further Research

1. A qualitative study could be conducted of

SLCs and their relationship to student performance.

2. A national study could be conducted comparing the difference between ACT and SAT scores between SLC schools and traditional high schools.

53


3. A study could be conducted comparing the

difference in teacher retention between SLC and

traditional high schools.

4. A study could be conducted on SLCs and their

impact on student performance for African American, Hispanic, and White subpopulations for the four 11th grade required TAKS tests.

54


5. A study could be conducted in which different types

of Smaller Learning Communities are compared on student

performance.

6. A study could be conducted comparing the difference

in student achievement for the schools studied in this research for multiple years.

7. A study could be conducted comparing traditional

small schools of 900 students or less to large schools of 1500 students or more that have implemented SLCs.

55

Future Transformation

Future transformation efforts must have a core axis overhauling the inherent shortfalls of an outdated system of delivering instruction that was designed to reflect the 19th century industry model.

56


As transformational discussions continue toward the quest for change, I believe there is still much to learn about Smaller Learning Communities and this design will stay at the forefront of this movement.

57

Committee Members & Guests

Thank You