Turning High Poverty Schools Into High Performing Schools
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📒Turning High Poverty Schools Into High Performing Schools ✍ William H. Parrett
✏Turning High Poverty Schools into High Performing Schools Book Summary : Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed--and how you and your school can adopt the same practices--no matter what socio-economic climate students live in. Lessons learned and practical advice from seven of these high-performing/high-poverty (HP/HP) schools, along with hundreds of others that have been the subject of intensive research, are the focus of this book. Authors William Parrett and Kathleen Budge have synthesized the research, studied the schools in depth, and show you critical components that set these institutions apart from their struggling peers. After setting the context by examining poverty and its stunning effects on students, the authors then zero in on what HP/HP schools stopped doing or eliminated and what they started doing or improved on in three key areas of performance: * Building leadership capacity;* Fostering a safe, healthy, and supportive learning environment; and;* Focusing on student, professional, and system learning.;Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. The reality is that any school willing to refocus its efforts can become a high-performing school.
📒Disrupting Poverty ✍ Kathleen M. Budge
✏Disrupting Poverty Book Summary : Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers—many of whom grew up in poverty—to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. Readers will explore classroom-tested strategies and practices, plus online templates and exercises that can be used for personal reflection or ongoing collaboration with colleagues. Disrupting Poverty provides teachers, administrators, coaches, and others with the background information and the practical tools needed to help students break free from the cycle of poverty.
✏Malaysian Journal of Economic Studies Book Summary :
📒Turning Around Failing Schools ✍ Joseph Murphy
✏Turning Around Failing Schools Book Summary : Provides an in-depth examination of the causes and symptoms of degeneration and a two-part model for preventing educational collapse and crafting an effective turnaround.
✏International Journal of Educational Reform Book Summary :
📒Improving The Odds ✍ Thomas Del Prete
✏Improving the Odds Book Summary : A much-needed counterpoint to the sweeping rhetoric of reform, this important book offers a nuanced depiction of the challenges and possibilities at the school and classroom level. Through the experiences of urban high school teachers who partner with their local university, Del Prete provides unique insight into teaching and learning in the midst of reform. He effectively illustrates why focusing on teaching practice and school cultures—more than standards and accountability—is a more fruitful way to achieve real and lasting change. With powerful portraits from classrooms serving diverse and low-income students, this book: Depicts the daily concerns and small victories of teachers determined to support all students in meaningful learning, and prepare them for postsecondary education. Characterizes the importance of a coherent school learning culture, based on one of the most effective small urban schools in the country. Illustrates the potential of university-school partnerships to support the development of teaching practices that will help close the achievement gap. Thomas Del Preteis Director of the Jacob Hiatt Center for Urban Education, and Chair of the Education Department at Clark University in Worcester, Massachusetts. He has worked for more than two decades on teacher education, university-school partnership, and school reform. “Tom Del Prete presents a fascinating case study of teachers at three high schools that really get it right when it comes to engaging all students in challenging content and higher-order thinking. In the process, he makes a compelling argument for creating high school–college partnerships that lead to a ‘culture of learning’ that engages teachers and improves student performance dramatically.” —David Conley, CEO, Educational Policy Improvement Center, Director, Center for Educational Policy Research, and Professor, University of Oregon "School-University collaboration is a phrase far easier to roll trippingly off one's tongue than it is to accomplish with effectiveness and integrity. In this fine volume, we read an account that rings true and can guide others hoping to pull off similar difficult collaborations. It is a book well worth reading and deserves to be studied with care.” —Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching "Del Prete provides a richly detailed account of how a team of teachers grows and nurtures a collectively built body of knowledge and practice that enables them to achieve remarkable results—year after year—with students from one of the lowest income urban communities in the state. If you want to know why we need to build a collaborative learning culture in schools, read this book. If you want to know how to do it, read it again." —Tom Carroll, President, National Commission on Teaching and America’s Future (NCTAF) "Del Prete has written a book that describes what it means to prepare for and teach in an urban high school setting. At the same time, he masterfully weaves the contexts of policy, content area, and school culture into a compelling story that outlines what high-quality teaching should look like." —Lee Teitel, Harvard University Graduate School of Education
📒No Excuses ✍ Samuel Casey Carter
✏No Excuses Book Summary : "All children can learn. The principals and schools profiled in this book have overcome the bureaucratic and cultural obstacles that keep low-income children behind in most public schools. No Excuses schools have created a culture of achievement among children whom most public schools would condemn to a life of failure."--Foreword, p. 1-2.
📒Sustaining Extraordinary Student Achievement ✍ Linda E. Reksten
✏Sustaining Extraordinary Student Achievement Book Summary : The author examines five Title I schools that overcame significant challenges to sustain student achievement and presents principles for building a culture of high standards and expectations.
📒Improving Low Performing Schools ✍ David Wakelyn
✏Improving low performing schools Book Summary : Crises overwhelm organizations under threat and their members tend to respond rigidly. They retreat to what they know based on past experience and seek fewer sources of information. However, crises may spark flexibility and growth if the threat is buffered by an internal agent, and it is sufficiently distant in the future to allow for short-term adaptation and longer-term learning (Barrett and Pratt, 2000). Kentucky, as part of a comprehensive education reform package in 1990, created a support system for low-performing schools. They sent in Distinguished Educators (DEs), now renamed Highly Skilled Educators, to orchestrate improvements in planning, curriculum and instruction, and school organization. Interviews with fourteen DEs and fieldwork in four case study schools revealed that the DEs take on three important roles. First, the DEs collaborating with a core group of teachers in each school, conducted a thorough needs assessment that diagnosed internal, root causes of low achievement. This diagnosis elaborated an improvement plan based that charted a new direction for the schools. These teachers took on informal leadership roles, with each department being responsible for monitoring and reporting progress. Second, they provided professional development tailored to these needs, more PD than these teachers had experienced in their entire careers. The DEs worked with teachers directly or brought in experts to help teachers align course content with the state standards and assessments. The investment in professional development gave teachers specific examples of how to employ the new instructional practices demanded by the state policy, thereby reducing their uncertainty. Finally, the DEs reconfigured the way classrooms and schedules were organized so that teachers would have more opportunities to collaborate around instruction. Teachers also took on added management responsibilities as the DEs asked them to monitor changes. Of the four case study schools, two continued growing after the DEs left, while the other two became stuck or stumbled to find their way. The two "moving" schools decided that they needed to maintain leadership continuity that the DEs had previously brought. They created new leadership positions to oversee curriculum and instruction and to guide teachers' professional growth.
✏Stop High stakes Testing Book Summary : Stop High-Stakes Testing: An Appeal to America's Conscience is a compelling indictment of the use of high-stakes assessments with punitive consequences in our public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding, racism, and classism—all factors that contribute to this dire situation—are discussed in depth. The authors make a convincing case for discontinuing the unjust testing that has been forced on our nation's public school children.