Program: Achievement Gap Concerns: The Role of the Independent School


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The Community Partnership School, which is located in Philadelphia, spoke about how it grew out of a partnership between Germantown Academy and Project H.O.M.E.

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Program: Achievement Gap Concerns: The Role of the Independent School

  1. 1. ACHIEVEMENT GAP CONCERNS: The Role of the Independent School<br />Lynn Gadsden, Chair, Board of Trustees, Community Partnership School<br />Eric Jones, Head of School, Community Partnership School<br />David Kasievich, Director of Development, Community Partnership School<br />National Partnership for Educational Access (NPEA), April 9, 2010, Baltimore, MD<br />
  2. 2. Defining Achievement Gap<br /> An achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, ability, and socioeconomic status. Achievement gaps can be observed on a variety of measures, including standardized test scores, grade point averages, dropout rates, and college enrollment and completion rates. While most of the data presented in this presentation comes from the United States, similar or different gaps exist for these, and other groups in other nations.<br />
  3. 3. Four Distinct Achievement Gaps<br />1). Between the United States and other nations;<br />2). Between black and Latino students and white students;<br />3). Between students of different income levels; and <br />4). Between similar students schooled in different systems or regions<br />
  4. 4. Achievement Gap Consequences<br /><ul><li>Imposes the economic equivalent of a permanent national recession
  5. 5. Children experience school as unachievable and uninteresting
  6. 6. High school dropout rates increase significantly
  7. 7. College attendance and college completion rates decrease significantly
  8. 8. Lower earnings
  9. 9. An increase in short and long-term health problems
  10. 10. Higher rates of incarceration </li></li></ul><li>Trends to Address the GapEducational Reform<br /><ul><li>Providing early childhood education – especially for those at risk
  11. 11. Lengthening the time in school – day or year – including summer school
  12. 12. Establishing community schools as hubs of support for families from prenatal care through school
  13. 13. Establishing PK-3 or PK-5 schools
  14. 14. Strengthening principals as school leaders
  15. 15. Removing ineffective teachers and retaining teachers that meet performance measures
  16. 16. Strengthening after school programs including extra-curricular activities
  17. 17. Reducing class sizes, especially for early grades
  18. 18. Using data-driven instruction
  19. 19. Educating parents about child development
  20. 20. Increasing pay, setting higher qualifications and providing incentive payments for teachers
  21. 21. Emphasizing early literacy, including expanded use of volunteers
  22. 22. Recruiting adult mentors for students
  23. 23. Utilizing paraprofessionals for home visits
  24. 24. Graduate services (tracking)
  25. 25. Restructuring teacher education
  26. 26. De-tracking schools– students more likely to have equally qualified teachers, expectations, curriculum, and resources.
  27. 27. Using smaller schools – either standing alone or created within larger schools</li></ul> (Best practices: NativityMiguel Network, Cristo Rey Network of Schools, Schools that Can Network)<br />
  28. 28. HOW DID WE GET THERE?our founding story<br />
  29. 29. Why was CPS created?<br /><ul><li> At first, a way to increase diversity for GA
  30. 30. A quality education and a way to break the </li></ul> cycle of homelessness & poverty for <br /> Project H.O.M.E. <br /><ul><li> Focus on early childhood education
  31. 31. Access to an independent & private </li></ul> educational model <br /><ul><li> An early partnership was formed
  32. 32. Strong and persistent leadership
  33. 33. A financial challenge from the GA Board</li></li></ul><li>A non-tuition-driven independent education<br />How it’s been sustained and our plan for the future<br /><ul><li> Serving the economically poor and marginalized has </li></ul> driven sustainability<br /><ul><li>Transformative success & long term graduate support
  34. 34. Innovative “product” and fresh perspective
  35. 35. Quality leadership
  36. 36. Board strength
  37. 37. Partnerships
  38. 38. Strong fundraising strategies and indicators
  39. 39. Performance-driven culture</li></ul>“Those who build great organizations make sure they have the right people on the bus, the wrong people off the bus, and the right people in the key positions before they figure out where to drive the bus. They always think ‘who’ and then about what.” <br />-Jim Collins, Good to Great and the Social Sectors <br />
  40. 40. Sustaining the Financial Support<br /><ul><li>An active & engaged Board of Trustees (time, treasure & talent)
  41. 41. Prevention of donor and partnership fatigue
  42. 42. Creation of new partnerships (university, corporate, independent schools, communitygroups)
  43. 43. Regular sharing of results (empirical & anecdotal)</li></li></ul><li>Independent Schools: Well-Positioned to Addressthe Achievement Gap!<br /><ul><li>Autonomy (hiring, curriculum development, etc.)
  44. 44. Focus on the whole child
  45. 45. Intentionally college preparatory
  46. 46. Growing commitment to equity in </li></ul> action & justice <br />
  47. 47. The Role of the Independent SchoolFirst steps…<br /><ul><li>Understanding the achievement gap
  48. 48. Addressing the negative stereotypes that hinder student performance
  49. 49. Moving beyond community service to service learning
  50. 50. Encouraging small cohorts of parents, teachers, and students to engage in discussion
  51. 51. Incorporating the hard facts about the achievement gap into classroom learning
  52. 52. Identifying the greatest gaps in your area or region
  53. 53. Partnering with local and national movements
  54. 54. Preparing students for life and their responsibility and role in society</li></li></ul><li>We all have a role to play…<br />Educators must hold themselves accountable to improve school environment, engage in cultural dialogues.<br />Parents/families must also be held accountable and more involved in the educational process.<br />Government must pay closer attention to social and psychological implications of governing policies.<br />Neighborhoods/Communities must help to develop cognitive learning environments in community centers/daycares.<br />All concerned citizens must engage in school, community and multicultural activities.<br />Interested citizens, educators, leaders of community organizations, members of varying social class, must continue to discuss and work towards change and diversity.<br />All Schools must be a safe place where students want to come and take part in a maturing learning environment<br />Closing Achievement GAPSDiane T. Russell<br />
  55. 55. Other examples of success<br /><ul><li>Waterside School (K-5) – Stamford, CT
  56. 56. Sonoma Academy (9-12) – Santa Rosa, CA
  57. 57. Children’s Storefront (Pre-K-8) – Harlem, NY
  58. 58. Wingspan Partnerships – Helping independent schools move from “community service to public purpose”</li></li></ul><li><ul><li>Q & A</li></ul><br />