Poverty Matters: Making the Case for a System Overhaul Paul Reville, - - PowerPoint PPT Presentation

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Poverty Matters: Making the Case for a System Overhaul Paul Reville, - - PowerPoint PPT Presentation

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Poverty Matters: Making the Case for a System Overhaul Paul Reville, Francis Keppel Professor of Practice of Educational Policy and Administration Founding Director, Education Redesign Lab 1 11/22/2016 Major Strategies in 1993 Reform Act

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Poverty Matters: Making the Case for a System Overhaul

Paul Reville, Francis Keppel Professor of Practice of Educational Policy and Administration Founding Director, Education Redesign Lab

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  • Standards of Accountability
  • Choice
  • Improvement of Curriculum & Instruction
  • Leadership Development
  • Improvement of Teaching (from teacher testing to

professional development to teacher evaluation)

  • Use of Data
  • School & District Turnarounds
  • Finance Reform

Major Strategies in 1993 Reform Act

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  • Leadership: Deep, Non‐Partisan, Persistent
  • Clear, Powerful Equity and Excellence Rationale
  • High Expectations, Standards, and Stakes
  • Significant Investment in Capacity and Equity
  • Inclusive Implementation Approach
  • Long‐term Commitment

Implementation Success

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NAEP, The Nation’s Report Card:

Massachusetts’ rank among all states and jurisdictions

Results

2005 2007 2009 2011 2013 2015 Grade 4 Reading

1st 1st 1st 1st 1st* 1st

Grade 8 Reading

1st 1st* 1st* 1st* 1st* 1st*

Grade 4 Math

1st 1st 1st* 1st* 1st* 1st*

Grade 8 Math

1st 1st 1st 1st 1st 1st*

*statistically tied with other states

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Results

10 20 30 40 50 60 70 80 90 2008 2009 2010 2011 2012 2013 2014

Mathematics – All Tested Grades

Asian White Black Hispanic/Latino Low Income ELL SPED 10 20 30 40 50 60 70 80 90 2008 2009 2010 2011 2012 2013 2014

Percent Proficient & Above

ELA – All Tested Grades

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“Education, then, beyond all other devices of human

  • rigin, is the great equalizer of the conditions of men,

the balance‐wheel of the social machinery.”

Horace Mann, 1848

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iron law correlation between socioeconomic status and educational achievement and attainment. Ed reform set out to tackle inequity, to achieve “all means all.” Yet after 20+ years of education reform, there is still a persistent,

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Relationship between Socioeconomic Status and Educational Achievement

Graphic from the New York Times, based on 2016 work done by Sean Reardon, Center for Education Policy Analysis, Stanford University.

= 1 school district

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Behind these unequal outcomes are income‐based gaps in opportunities, supports, and life experiences

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Hart, B., & Risley, T. R. (2003). The Early Catastrophe: The 30 million word gap by age 3. American Educator, Spring 2003, 4–9.

30 million word difference!

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Why America Needs a New Engine for Education

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Conclusion: Education Reform Has Not Gotten Us to the Goal of “All Means All”

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Substantial gaps in achievement among different subgroups

  • persist. The reforms of

the past two decades ‐ notably standards, accountability, and choice ‐ were necessary but not sufficient.

https://drgradysmith.files.wordpress.com/2014/12/idpwd‐photo.jpg?w=350&h=200&crop=1

What do the data show?

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Why does all this matter more than ever before?

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Southern Education Foundation. (2015). A new majority: Low income students now a majority in the nation’s public schools. Atlanta, GA.

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Another New Majority: Low‐Income Kids

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The Majority‐“Minority” in U.S. Public Schools

As of 2014, for the first time, fewer than half of public school students are White.

49.90% 15.60% 25.40% 5.30% 1% 2.80%

Racial/Ethnic Makeup of Public School Students 2014

White Black Hispanic Asian/Pacific Islander American Indian/Alaska Native 2 or More

^ Data projected for 2015. Kena, G., Musu‐Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkinson‐ Flicker, S., Barmer, A., and Dunlop Velez, E. (2015). The Condition of Education. < Data retrieved from the National Center for Education Statistics.

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Why?

Was it the Wrong Goal? Did We Choose the Wrong Strategies? Was it the Wrong Delivery System?

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Outmoded, Outdated Design

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One Size Fits All

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Insufficient Time

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Doesn’t Address the Impact of Poverty

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What do we need?

A new, enhanced system of education – a new vision.

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Defining Success

Students can get and hold a 21st century, high-skill, high-knowledge job that enables them to support a family Students become informed citizens and active leaders Students become heads of families and lifelong, fulfilled learners

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Customize education to the needs of each and every child

Personalize learning

Primary Focus Areas

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Integrate education with health and social services

Integrate services

Customize education to the needs of each and every child

Personalize learning

Primary Focus Areas

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There is a well‐ documented relationship between poverty and poor health

  • utcomes.
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Provide all kids with access to high-quality

  • ut of-school learning opportunities

Out-of-school learning

Integrate education with health and social services

Integrate services

Customize education to the needs of each and every child

Personalize learning

Primary Focus Areas

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Virtually all of the advantage that wealthy students have over poor students is the result of differences in the way privileged students learn when they are not in school…. America doesn’t have a school

  • problem. It has a Summer vacation problem.
  • - Malcolm Gladwell,

Outliers, 2011

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Personalized Systems of Education & Child/Youth Development

Student‐ Centered, Customized Learning Integrated Health & Social Services Equal Access to Expanded Learning Opportunities

Study and document best practices and barriers to innovation Partner with cities to implement innovative education models Inform federal, state, and local policy and build public will Study and document best practices and barriers to innovation Partner with cities to implement innovative education models Inform federal, state, and local policy and build public will

Mission & Strategy

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Contact:

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50 Church Street 4th Floor Cambridge, MA 02128 617‐495‐6784 edredesign.org Twitter: @EdRedesignLab

Jennifer_Davis@gse.harvard.edu Paul_Reville@gse.harvard.edu