Core Practices in Math & Science: An Investigation of Consistently Higher Performing Schools in Five States - South Haven High School, South Haven Public Schools (Michigan)ad1

PERFORMANCE AND PRACTICE ©2008 by ACT, Inc. All rights reserved. Core Practices in Math & Science: An Investigation of Consistently Higher Performing Schools in Five States South Haven High School South Haven Public Schools (Michigan) Introduction Since 1999, the National Center for Educational Achievement (NCEA) and its affiliated research teams have studied over 500 public schools across the country in an effort to identify and disseminate effective practices embraced by higher performing schools that distinguish their campuses from their average-performing peers. Building on the foundation established by this previous research, NCEA sought in the current study to focus specifically on educational practices in the areas of mathematics and science in five states: California, Florida, Massachusetts, Michigan, and Texas. Criteria used in school selection in the current study included three years of state assessment data in mathematics and science (2004, 2005, and 2006), campus demographic make-up, percentage of economically disadvantaged students, school size, and geographic location. In addition, all of the schools selected for participation met the state and federal requirements for Adequate Yearly Progress (AYP) in 2006. Schools categorized as higher performing based on the selection criteria were those “beating the odds” with consistently better student achievement over three years, when compared to peer campuses with a similar student population. Therefore, a list of the state’s highest performing schools may contain schools different from those selected for this study.1 In order to illuminate the roles of different members in a school community, for each selected school, NCEA researchers interviewed district-level administrators, school administrators, and classroom teachers. To supplement the interview data, researchers collected pertinent documents, observed secondary level algebra classes, and invited participants to take part in the NCEA Self-Assessment online. 1 For more detailed information about the school identification process and the list of higher performing schools included in the study, please see the full cross-case report at http://www.nc4ea.org. 2 District and School Profile Located in a suburban area near Lake Michigan, South Haven Public Schools serves 2,300 students in seven schools, including three elementary schools, one middle school, and one high school. The majority of the students served are White (77%), followed by 13% African American students and 7% Hispanic students. The population in the city of South Haven, Michigan, fluctuates throughout the year as many nearby Chicago-area residents spend their summer in the area. Among the city’s year-round residents, many are socio-economically disadvantaged and receive federal assistance. In South Haven Public Schools, approximately 54% of the enrolled students are eligible for free and reduced-price meals. Because of the economical recession in the state of Michigan and increased property values in South Haven due to the city’s new status as a resort community, families are leaving the area, and the school district has seen a steady decrease in student enrollment. The only high school in the school district, South Haven High School serves 802 students, approximately 45% of whom qualify for free and reduced-price lunch. Most of the school’s students are White (76%), and African American students are the second largest group on the campus, at about 14%. Hispanic students account for 8% of the student population. As a strong proponent of higher standards, NCEA recognizes school efforts to move more students to the state’s higher standard of achievement by accounting for those students in the analysis of consistent higher performance. Tables 1 and Figure 1: Student Demographics South Haven High School14%8%76%0.7%0.4%0.9%% Afri c a n Am e r i c a n% Asian% Hispanic% Native Am erican% White% Other 3 2 summarize performance at both the state’s proficient and advanced standards attained by the students at South Haven High School for the years of 2004, 2005, and 2006. The state averages included in the tables represent student performance among schools with a student population similar to South Haven, particularly based on the percentage of economically disadvantaged students. With a focus on student achievement and post-secondary readiness in college and skilled careers, educators in South Haven Public Schools strive to provide students with abundant opportunities. ƒ Embracing student achievement goals, educators in South Haven emphasize post-secondary readiness. With increasing accountability in the state and across the nation, the district administration “looks more inward” at student performance to focus on academically defined success for the students. One district leader expressed, “We believe we are preparing the students for college, where their talents can take over...Student achievement is the top priority.