Core Practices in Math & Science: An Investigation of Consistently Higher Performing Schools in Five States - Shelby High School, Shelby Public Schools (Michigan)804

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 Shelby High School Shelby 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 Enrolling approximately 1,700 students, Shelby Public Schools operates three elementary schools, one middle school, and one traditional high school in the agriculturally focused township of Shelby, Michigan. Located in a rural area, Shelby has a high percentage of families living in poverty. About 50% of the student population in Shelby Public Schools receives free and reduced-price meals. The town of Shelby is also home to a growing number of non-English-speaking residents, most of whom are migrant Hispanic farmers who have settled in the area. Approximately 25% of the district’s students are Hispanic, and language is a barrier for many of them. Serving a total of 481 students, Shelby High School is the traditional high school in Shelby Public Schools. Approximately 41% of the enrolled students are eligible for free and reduced-price lunch. The majority (77%) of the students on campus are White, and Hispanic students comprise the second largest group, at 21%. African American and Native American students are the other major subgroups, at 1% each. 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 2 summarize performance at both the state’s proficient and advanced standards attained by the students at Shelby 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 Shelby High, particularly based on the percentage of economically disadvantaged students. Figure 1: Student Demographics Shelby High School21%77%1%1%% African American% Hispanic% Native American% White 3 Educators in Shelby Public Schools share focused goals for student achievement and ultimate college and career readiness and a commitment to enhancing academic experiences for students. ƒ With consistent overall academic achievement as their target, administrators in Shelby Public Schools establish and update district goals based on annual student performance on the state tests. The goals are small in number and specific in focus to ensure K-12 unification in targeted student skills and areas for improvement. To maintain the district-wide focus, district administrators stress communication and provide frameworks for school-level goal setting. For Shelby High School, for instance, the district office established a three-year timeframe for students to improve writing proficiency and reading comprehension in all subject areas. Regarding communication, one district leader shared, “Do the best you can to communicate what you’re trying to achieve. It’s the key to no