REPORTS & SURVEYS | NOVEMBER 12TH, 2012 |
In spite of high poverty, tight budgets, sub-optimal parent participation and ill preparation, there are schools that produce extraordinary students and remarkable stories of success. What makes these schools work so well, and can it be replicated in others?
Public Agenda spoke to principals, teachers, students and parents at nine of Ohio's high-poverty, high-achieving schools. We wanted to know:
Our hope is that the insights and ideas that emerged from this qualitative study stimulate a fresh, open and constructive dialogue on improving K-12 education in Ohio and nationally.
The study was supported by the Ohio Business Roundtable, the Ohio Department of Education and The Ohio State University. The nine schools included primary and secondary schools and were a mix of traditional public schools, magnet schools and a charter school. Read the stories of each of the nine schools by downloading the report.
A number of practices and qualities consistently stood out across the nine schools we spoke to. We heard again and again that a well-concerted interplay between these attributes contributes to high academic achievement in these schools.
This is not to say that things like adequate funding and parent involvement are not important and can be disregarded. Rather, even in the face of serious challenges, these schools demonstrated that success can still be found from within.
Here, in brief, is what we heard from administrators, teachers, parents and students in these nine successful schools:
Read more about the qualities of high-poverty, high-achieving schools.
This study also sought to explore the critical question of how successful schools sustain their achievements, even when faced with challenges. We asked principals, teachers, parents and students about what they believe is needed to help their schools maintain an upward trajectory.
Here are some important recommendations for both achieving and maintaining success.
Read more about these recommendations for education leaders .
A total of nine Ohio public schools participated in this study. These schools were selected to make up a geographically diverse sample (rural and urban schools from across the state) and to represent various types of both primary and secondary schools, including traditional public schools, community (charter) schools and lottery-based public schools. All schools demonstrated outstanding academic achievement.
Six of the nine schools in this study were chosen from the state of Ohioís 2010Ė11 Schools of Promise list. All six were also recognized as Schools of Promise in the previous academic year (2009Ė10) and at least one additional year. The three remaining schools chosen for this study have never been on the Schools of Promise list; however, they are all high-needs schools with exceptional academic reputations. You can view the list of schools on the detailed methodology page .
A two-person research team visited each participating school for two to three days in May 2012. The team conducted in-school focus groups with teachers, parents and students, respectively. In addition, across the schools we visited, we conducted up to 10 individual in-person or telephone interviews with school leaders, support staff and community partners. In a few school districts, we were also able to speak to district office representatives.
More details are available on the methodology page.
Education: A Citizensí Solutions Guide (2012) Jean Johnson
One in a series of six Solutions Guides, this publication is a nonpartisan, unbiased resource and discussion guide which lays out the countryís educational issues in alternative ways, weighing and evaluating values, priorities, pros, cons and tradeoffs.
You Canít Do It Alone: A Communications and Engagement Manual for School Leaders Committed to Reform (2012) Jean Johnson
This book recaps a decade of Public Agenda opinion research among parents, students, teachers, and the general public, and summarizes the organizationís theory of change and public learning.
Whatís Trust Got to Do With It? A Communications and Engagement Guide for School Leaders Tackling the Problem of Persistently Failing Schools (2011) Jean Johnson with Jon Rochkind, Michael Ramaley and Jeremiah Hess
A resource for leaders seeking to transform the nationís persistently failing schools, this report is a blueprint that offers leaders eight clear and actionable principles to help them effectively communicate with and engage communities facing school turnaround.
Convergence and Contradictions in Teachersí Perceptions of Policy Reform Ideas (2010) Jane G. Coggshall, Ph.D., Amber Ott, Ellen Behrstock and Molly Lasagna
This report asks teachers what they think about educational reformers strategies to recruit, retain, compensate and support effective educators.
Teaching for a Living: How Teachers See The Profession Today (2009) Jean Johnson, Andrew Yarrow, Jonathan Rochkind and Amber Ott
The first in a series of three reports, this research focuses on how to retain the most promising teachers; it asks why people become teachers, what their frustrations are and what reforms they think might improve their work.
Supporting Teacher Talent: The View from Generation Y (2009) Jane G. Coggshall, Ph.D., Amber Ott, Ellen Behrstock and Molly Lasagna
This study, the second in a three part series, examines whether different generations bring to teaching different aspirations, concerns and perspectives.
Mission of the Heart: What Does it Take to Transform a School? (2008) Jean Johnson, Jonathan Rochkind and John Doble
The last of a three part series, this report attempts to understand the best ways to recruit and sustain top leaders in high-needs schools and asks school leaders what traits and skills they consider essential to turning a struggling school around.
In spite of high poverty, tight budgets, sub-optimal parent participation and ill preparation, there are schools that produce extraordinary students and remarkable stories of success.