Core Practices in Math & Science: An Investigation of Consistently Higher Performing Schools in Five States - Bonham Middle School, Temple Independent School District (Texas)742
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 Bonham Middle School Temple Independent School District (Texas) 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 Central Texas, Temple Independent School District enrolls approximately 8,300 students on 17 campuses, including nine elementary schools, three middle schools, and one traditional high school. Temple is in close vicinity to a number of neighboring school districts. In addition to two large metropolitan areas in Central Texas, Austin and Waco, a few smaller school districts also surround Temple ISD. Educators in Temple characterize the school district as pluralistic with a diverse student population and as the flagship of the community that attracts professionals to the area and retains them in the community through the provision of quality education for their children. In addition to the nearly 200 students who have received the National Merit Scholar Award, Temple ISD was also the first Central Texas school district to offer the International Baccalaureate diploma. One of the three middle schools in Temple Independent School District, Bonham Middle School serves more than 500 students in grades six through eight. Among the enrolled students, 57% receive free and reduced-price meals and 8% are English language learners. Just less than half (45%) of the students are White, 34% are Hispanic, 18% are African-American, and 3% are Asian. Bonham Middle School has twice been recognized as a consistently higher performing middle school by the Texas Monthly magazine. 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 Bonham Middle School18%3%34%45%% AfricanAmerican% Asian% Hispanic% White 3 2 summarize performance at both the state’s proficient and advanced standards attained by the students at Bonham Middle 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 Bonham, particularly based on the percentage of economically disadvantaged students. Adopting a prioritized and standards-based curriculum that is rigorous as the centerpiece in instruction, educators supplement and enhance the curriculum with multiple resources and vertical alignment. Based on the state standards, educators in Temple Independent School District create specific and prioritized curriculum documents, allowing teachers easy access to what they should teach and what students need to know. With Theme 1 Student Learning: Expectations & Goals 2004 2005 2006 Grade 6 7 8 6 7
