closing the achievement gap with high quality instruction ronald f. ferguson, phd faculty co-chair...
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Closing the Achievement Gap With High Quality Instruction
Ronald F. Ferguson, PhDFaculty Co-Chair & Director
the Achievement Gap Initiative at Harvard University,& Creator and Director of the Tripod Project for School Improvement
Leadership for Excellence and Equity for All Annual ConferenceDuPage County Regional Office of Education
January 15, 2008
The Achievement Gap InitiativeAt Harvard University
Web Addresses: www.AGI.Harvard.edu and www.tripodproject.org
Contact: [email protected], Erin Hardy 617-496-9154
Why We BeganWhy We Began the Tripod Project
•Encouragement: MSAN’s Black and Latino 7th-11th graders identified teacher encouragement much more often that teacher demands, when asked why they worked hard when they worked hard.
•Understanding: Half of Black and Latino 7th-11th
graders reported they completely understood half or less of their teachers’ lessons and half or less of what they read for school.
•Effort and Skill: No difference in average reported time on homework among Black, White and Latino students, but whites reported higher homework completion rates.
ContentWhat should we
teach? Does each teacher have deep knowledge of the
curriculum?
PedagogyHow should we teach? Does each teacher use effective instructional techniques?
RelationshipsAre we a community? Do
students and teachers care about, inspire, and motivate each other?
Academic Success for all Students
Improved student performance depends on strengthening three legs
of an instructional tripod:
Tripod and Student Achievement
Characteristics of Schools
Student Engagement
Student Achievement
Conditions of Classroom Learning
These five tasks help us to formulate targets for student engagement
Trust & Interest
Control & Autonomy
Ambitiousness (high goals)
Industriousness
Mastery & consolidation
Feel trusting, safe and welcome
Behave cooperatively
Embrace mastery goals
Work diligently
Achieve satisfaction
Students experience classrooms where…
● They believe success is Feasible
● Lessons are Relevant
● The experience is Stimulating/Interesting/Enjoyable
● Teachers provide Support and Press
● There is Peer Support (or at least an absence of distractions)
These Five Classroom Learning ConditionsHelp Achieve the Engagement Targets
Classrooms are situated in schools where there is..
● A healthy climate of support and press for all
● Evidence of distributed leadership
● Focused and aligned curriculum
● Effective instruction
● Assessment for learning
These Five Characteristics of Schools HelpAchieve the Classroom Learning Conditions
Tripod and Student Achievement
Characteristics of Schools
Conditions of Classroom Learning
Student Engagement
Student Achievement
1. My teacher encourages us to be helpful to other students with their work.
2. My teacher in this class treats the students with respect.
3. My teacher encourages us to share ideas with one another in class.
4. Things I am learning in this class will help me in my life
5. Our class stays busy and doesn’t waste time.
15 predictors of achievement gains among low achievers (value added analysis)
6. We get helpful comments to help us know what we did wrong on assignments.
7. If you don’t understand something, my teacher explains it another way.
8. My classmates behave the way my teacher wants them to.
9. My teacher grades me fairly.
10. My teacher makes learning enjoyable.
11.My teacher really tries to understand how students feel about things.
12.My teacher has several good ways to explain each topic that we cover
13.The teacher in this class demands that the students work hard.
14.My teacher in this class likes it when we ask questions.
15.My teacher doesn’t let people give up when the work gets hard.
0
10
20
30
40
50
60
70
80
90
100
Teachers Use Multiple ExplanationsEach vertical bar is percentage agreement in an individual classroom
Measured by:If you don’t understand something, my teacher explains it another way.My teacher has several good ways to explain each topic that we cover.
School A School B School C
0
10
20
30
40
50
60
70
80
90
100
Relevance
Measured by:Things I am learning in this class will help me in my life
School A School B School C
0
10
20
30
40
50
60
70
80
90
100
EnjoymentMeasured by:
My teacher makes learning enjoyable.My teacher makes lessons interesting.
School A School B School C
Tripod Project Activities
• Kickoff meetings for Tasks/Stages• Surveys of students and teachers• Discussions of survey results and implications• Teaching-the-Hard-Stuff Cycles• Respect Campaigns• Curriculum Streamlining• Common Formative Assessments• Using School Quality Rubric to Assess Status
Class-to-Class Instructional Quality Differences
and How They Matter
Interesting1. My teacher makes lessons interesting.2. My teacher makes learning enjoyable.
Encouraging (Support and Press)3. The teacher in this class encourages me to do my best.
Relentless (Press)4. In this class, the teacher accepts nothing less than our full effort.5. My teacher works hard to make sure we learn a lot.
Rigorous (Press)6. My teacher wants us to use our thinking skills, not just memorize things.Welcomes Questions (Feasibility&Support)
7. My teacher in this class likes it when we ask questions.
8. The teacher in this class welcomes questions if anyone gets confused.
Multiple explanations (Feasibility)9. If you don't understand something, my teacher explains it another way.10. My teacher has several good ways to explain each topic that we cover.
ITEMS IN AN INSTRUCTIONAL QUALITY INDEX
Percentages in each tier who agree with the statement: Teacher Quality Index Tiers: 1 2 3 4
Interesting
1. My teacher makes lessons interesting. 25 40 54 72
2. My teacher makes learning enjoyable. 23 39 52 70
3. The teacher in this class encourages me to do my best.
32 48 60 75
4. In this class, the teacher accepts nothing less than our full effort.
36 48 59 71
5. My teacher works hard to make sure we learn a lot.
40 58 72 86
Table Continued.TQI Tiers: 1 2 3 4
Rigorous (Press)
6. My teacher wants us to use our thinking skills, not just memorize things.
41 56 66 80
7. My teacher in this class likes it when we ask questions.
36 53 64 79
8. The teacher in this class welcomes questions if anyone gets confused.
42 59 70 83
9. If you don't understand something, my teacher explains it another way.
33 53 66 80
10. My teacher has several good ways to explain each topic that we cover.
29 47 60 76
Aspects of Student Engagement Affected by the Quality of Instruction, in ways that sometimes differ by race
and gender:
Mastery orientation (focus on learning)Help seeking attitudes and behaviors
“Good” vs. “Problem” behaviorPunctuality and Attendance
Sense of efficacyHomework completion rates
Findings from three-dozen secondary schools across eight states
0.43 0.42
0.31
0.25
0.32
0.18
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
BEHAVIOR.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms. The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response from the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0.39 0.38
0.320.33 0.34
0.21
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
CLASS ATTENDANCE AND PUNCTUALITY.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms. The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response from the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0.39 0.38
0.270.25
0.280.26
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
SENSE OF EFFICACY.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms. The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response fro the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0.410.38
0.360.40
0.33
0.29
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
MASTERY ORIENTATION.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms (student fixed effects). The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response from the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0.300.32
0.22
0.270.24
0.10
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
HOMEWORK COMPLETION.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms (student fixed effects). The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response from the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0.400.43
0.40
0.47
0.30
0.19
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
Black Males Black Females White Males White Females Hispanics Asians
Varying instruction affects class-to-class differences in the same students’
WILLINGNESS TO SEEK HELP FROM THE TEACHER.
The chart shows race and gender patterns for middle & high school students, based on surveying the same students in multiple classrooms (student fixed effects). The instructional quality index is based on ten measures of classroom conditions and omits the student’s own response from the classroom composite. (Effect sizes in standard deviations)
Note: sample sizes for Hispanics and Asians were too small for separate gender estimates.
0% 20% 40% 60% 80% 100%
669
607
667
701
302
530
305
668
301
665
304
180
800
111
122
110
303
881
615
50
130
415
417
13
192
245
515
Bottom Tier
Second Tier
Third Tier
Top Tier
TOTAL
School Id High School Instructional Quality Ratings, by School
0% 20% 40% 60% 80% 100%
Total
280
531
418
419
111
221
223
614
774
90
20
510
222
131
204
205
191
21
880
511
243
512
Bottom Tier
Second Tier
Third Tier
Top Tier
School Id Middle School Instructional Quality Ratings, by School
0
0.5
1
1.5
2
2.5
12.87
13.19
13.35
13.51
13.62
13.68
13.72
13.85
14.06
14.28
14.43
14.59
14.74
14.85
14.99
15.42
High School Middle School
Mother's Years of Schooling, School Mean
Hours Per week of Homework for Surveyed Class, School Means for 17 Middle Schools and 19 High Schools (smoothed)
Classroom Goal Structures
and Academic Persistence:
Findings
from over 500
of Elementary School Classrooms
The mastery promotion index “Help,” comprises three items:
“My teacher likes it when I ask questions.”
“My teacher is nice to me when I ask questions.”
“My teacher is happy to help me with my work.”
(alpha=.79)
The promotion of performance-approach: “Perfectionism”
“In our class, it is very important to get everything correct.”
“In our class, getting right answers is very important.”
(alpha=.84)
Low Help,
Low Perfectionism,
Low Help,
High Perfectionism
High Help,
Low Perfectionism
High Help,
High Perfectionism
Four Classroom Goal Climates
“Slackers”(based on teacher perceptions)
How may of your students:
Seem not to care enough about doing well in this class;
Seem to avoid seeking help, even when they need it?
Because of EFFORT levels, fail to complete their work on a regular basis?
Make excuses for not doing their work, even when it is relatively easy?
(alpha=0.83; 415 teachers).
“Classmate Collegiality.”
“In our class, kids like to help each other learn.”
“In our class, kids help each other if they make a mistake.”
“In our class, kids tell you when they do better than you.”
“In our class, some kids tease you if you make a mistake.”
0
10
20
30
40
50
60
70
Non-Black Black
<25% Black 25-50% Black >50% Black
Exhibit 1: Percent who agree, “Some classmates tease kids who make mistakes.” (n=15402 elementary students, fall 2002.)
0
10
20
30
40
50
60
70
1 2 3 4 5
Grade
<25% White & Asian 25-50% White & Asian >50% White & Asian
Exhibit 2: The percentage who agree: "Some classmates tease kids who make mistakes," for three classroom racial mixes and five grade levels. (n=15344 elementary students, fall semester 2003.)
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Less than 25% White&Asian 25-50% White&Asian More than 50% White&Asian
low perfectionism, low help high perfectionism, low help
low perfectionism, high help high perfectionism, high help
Exhibit 3: Classmate Collegiality, shown for three racial mixes within four classroom goal environments as reported by students, winter 2003. (542 elementary classrooms)
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Less than 25%White&Asian
25-50% White&Asian More than 50%White&Asian
Classroom Racial Composition
"S
lack
ers"
In
dex
Va
lues
low perfectionism, low help high perfectionism, low helplow perfectionism, high help high perfectionism, high help
Exhibit 4: Teachers' perspectives regarding what proportion of the students in the class are "slackers." For three racial mixes, the chart shows values within four classroom environments. (415 elem classrooms.)
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 1 2 3 4
Black Students
White Students
Classroom Climate 1= Low Help, Low Perfectionism; 2=Low Help, High Perfectionism
3=High Help, Low Perfectionism; 4=High Help, High Perfectionism
Classroom Climate 1= Low Help, Low Perfectionism; 2=Low Help, High Perfectionism
3=High Help, Low Perfectionism; 4=High Help, High Perfectionism
Classroom Climate 1= Low Help, Low Perfectionism; 2=Low Help, High Perfectionism
3=High Help, Low Perfectionism; 4=High Help, High Perfectionism
<25% White or Asian >50% White or Asian
Exhibit 6: Percent who agree in the Fall: “I will do my best work in this class all year long.”
0
10
20
30
40
50
60
70
80
1 2 3 4 1 2 3 4
Black StudentsWhite Students
Classroom Climate 1= Low Help, Low Perfectionism; 2=Low Help, High Perfectionism
3=High Help, Low Perfectionism; 4=High Help, High Perfectionism
<25% White or Asian >50% White or Asian
Exhibit 7: Percent who agree in the spring: “I have done my best work in school all year long.”
0
5
10
15
20
25
30
35
40
45
Black Students White Students
1 2 3 4 1 2 3 4
Classroom Climate 1= Low Help, Low Perfectionism; 2=Low Help, High Perfectionism
3=High Help, Low Perfectionism; 4=High Help, High Perfectionism
Exhibit 8: Percent who agree in the fall they will do their best work all year, minus the percent who agree in the spring that they did. (Elementary.)
Less than 1/4th the class is white or Asian
More than half the class is white or Asian