Superintendent steven adamowski
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Superintendent steven adamowski

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Superintendent steven adamowski Superintendent steven adamowski Presentation Transcript

  • TIMELESS LEARNING POLICY & PRACTICE
  • STEVEN J. ADAMOWSKI, PH.D. Superintendent Hartford Public Schools
  • National Academy Foundation 2010 Leadership Summit July 9, 2010 Career Academies in a Systemic Education Reform Strategy: The Hartford Experience
  • Hartford’s Context
    • In the second wealthiest state in the U.S.*
    • The second poorest city per capita in the country*
    • With the greatest achievement gap of all 50 states**
    • 93% student poverty rate***
    • * 2000 Census
    • ** National Assessment of Educational Progress (NAEP)
    • ***As measured by eligibility for free lunch
    • In 2006, the baseline year of our reform, Hartford was the lowest performing district in Connecticut in all areas of State Assessment.
    • 28% of students read on grade level at 3 rd grade.
    • The cohort graduation rate in our comprehensive high schools was 29%.
    • The achievement gap was manifest at school entry and grew wider the longer that student was in school.
    • The majority of students dropped out at the end of 9 th grade.
    • Hartford was the poster child for the achievement gap.
    • The life prospects of the majority of Hartford dropouts was one of working poverty at best, with a 60% chance of incarceration.
  • Vision
    • From a bureaucratic, dysfunctional, low-performing school system to…
    • … a system of high-performing, distinctive schools of choice. The attainment of Hartford students in reading, math, science, and college readiness will be reflective of the high educational outcomes of the State of Connecticut.
  • Managed Performance Empowerment (MPE) Source: Center for the Reform of School Systems Outside Expertise Command & Control Programs Salaries Facilities Technology Choosing A Theory of Action THE BIG QUESTION Incremental Improvements Fundamental Change More Resources Effective Management Managed Instruction Performance Empowerment (Portfolio)
  • Two Pillars of Reform Managed Performance Empowerment Theory of Action An “All Choice” System of Schools Hartford’s Education Reform
  • The Managed Performance Empowerment Theory of Action
    • The District defines its relationship with each school on the basis of the school’s performance.
    • High-performing and/or significantly improving schools are given considerable autonomy and freedom from bureaucratic operating constraints.
    • Chronically low-performing schools that fail to improve are subject to District intervention, redesign, closure or replacement with higher-performing school models.
  • Theory of Action as Strategy
    • The purpose of any strategy is to stimulate gains beyond the incremental gains that result from spending more money.
    • To close the achievement gap, Hartford must improve at a rate of 4 X the average rate of improvement of the state or approximately 4% per year.
    • The engine for higher student achievement is creating more good schools and enabling more students to attend a good school (Porftolio Districts)
  • Schools not consisting of a grade that participates in the CMT or CAPT : Bulkeley Upper , HPHS Freshman Academy 09/22/09
    • “ Every organization is perfectly designed to get the results it is getting.” Peter Drucker That is true for all of our organizations.
    • The past ten years have taught us a lot about successful urban school reform.
    • How do we apply what we know to redesigning an educational system that can close the achievement gap?
    • How do you design a school in which 80% to 90% of achievement is due to school effects?
    • A skilled, committed leadership.
    • A school that students, their parents and teachers chose.
    • A College Ready Curriculum.
    • A distinctive specialized theme.
    • Distinctive program requirements, rituals and uniform that fosters a distinctive culture.
    • Autonomy in the areas of personnel, budget allocation and program.
    • An active partner that supports the school and participates in governance.
    • More time in instruction and experience.
    • Research-based design.
    Key Elements of a Higher Performing School
    • Rigor
    • Relevance
    • Relationship
    The 3 R’s of High School Reform
    • A common core curriculum at a college-ready level of rigor.
    • If content is the constant, time and support must be the variables.
    • A clarified curriculum and end of course tests.
    • High School graduation requirements of at least 20 credits of core, college-ready curriculum.
    • No electives.
    Rigor (80% of all jobs in our economy require Post-secondary education skilled, committed leadership.)
    • At least 5 credits of industry-based curriculum on the school’s theme.
    • A “compensated” internship as capstone.
    • Advisory Board support and co-governance.
    Relevance (Students are more motivated when they chose a program that address their interests, and career or post-secondary aspirations.)
    • Small school size. Academies of 400 or 100 students per grade cohort.
    • Extra curricular activities related to the school’s theme.
    • Close personal relationships with one or more teachers.
    • Industry-based mentors.
    • It means everything to be needed, depended upon and part of a fabric greater than oneself.
    Relationship (Of all factors, a student’s relationship with his/her teachers, other students and other adults is more determinative of persistence to graduation than any other factor.)
    • Pathways to Technology (IT)
    • Engineering and Green Technologies (Engineering)
    • High School, Inc. (Insurance and Banking)
    • Our goal is to have all our NAF Schools reach “Distinguished Academy” status by 2012.
    Hartford’s NAF Academies Lead the Way in High School Reform
    • A redesigned school cannot exits for long in a traditional school district. School change, to be sustained, must be supported by District change.
    • Five Examples
        • Loose-tight decisions.
        • Autonomy and school-based governance.
        • Accountability for results.
        • Student-based budgeting.
        • Alternatives to quality-blind seniority in the assignment of staff.
  • Hartford Graduation Rate Pathways to Technology and Engineering and Green Technologies. High School, Inc. will graduate its first class in 2010. 2006 2007 2008 2009 2010 Hartford Cohort Rate 29% 31% 36% 42% 44% NAF School’s Cohort Rate* 73% NGA CT 77% NGA Hartford 62%
  • Statewide Average ConnCAN’s analysis of the 2007 and 2008 Connecticut Mastery Test (CMT) results reveals that Connecticut’s three largest districts-Hartford, New Haven, and Bridgeport- secured bigger gains in the percentage of students within goal range on the CMT than the statewide average, with Connecticut’s capital city leading the way.
  • Performance Gains on CMT for Five Largest School Districts (2008 3 rd grade to 2009 4 th grade, 2008 4 th grade to 2009 5 th grade, etc.) Connecticut Average: 3.6 Average Change in % of Student Cohorts Meeting State Goals on CMT
  • Per-Capita Income Source: U.S. Census Data * US Census Data, http://quickfacts.census.gov/qfd/states/09000.html Connecticut Average Family Income, $28,766*
    • “ Every organization is perfectly designed to get the results it is getting.”
    • Peter Drucker
    • NAF is the implementation engine for a high school design capable of closing the achievement gap for students regardless of income and family background.