Core Practices in Math & Science: An Investigation of Consistently Higher Performing Schools in Five States - Excel High School, Boston Public Schools (Massachusetts)aa8
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 Excel High School Boston Public Schools (Massachusetts) 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 The Boston Public Schools is a large urban district serving approximately 56,000 students in 144 schools. In 2006, The Boston Public Schools received the $1 million Broad Prize for Urban Education. The district was a Broad Prize finalist from 2002 through 2005. Approximately 74% of Boston students are eligible for free and reduced-price meals. All high schools in Boston are citywide schools, with any student in the district able to apply to attend a particular school. The district uses a computerized lottery system to determine admission to most district high schools. Excel High School is a college preparatory high school serving 336 students in grades 9 through 12, with 64% of students eligible for free and reduced-price meals. The school serves a diverse student body, including several English language learners (13% of all students). The school offers a sheltered English immersion program for Vietnamese students. Excel High School is one of three small high schools housed in the South Boston Educational Complex. The three schools in the complex share facilities, extracurricular activities, and some non-instructional staff support positions. Otherwise, the schools operate independently, with their own headmasters, teachers, and students. The state accountability system measures each school’s performance separately, and each school has its own goals and areas of focus. 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 Excel High School23%19%18%1%39%0.3%% Afri ca n Am e ri ca 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 Excel 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 Excel, particularly based on the percentage of economically disadvantaged students. In Massachusetts, the state department of education pilot tested the new high school science assessment in 2006 and did not release the collected student data. Therefore, high schools in Massachusetts were identified based only on their mathematics performance over three years. School and district goals focus on closing achievement gaps and preparing all students to succeed in college and skilled careers. At Excel High School, all stakeholders, including teachers, staff, faculty, students, and parents, participate in goal setting. A school leader explained, “This process provides an opportunity for the entire
