southern regional education board hstw ten conditions that result in students making greater effort...
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Southern
Regional
Education
Board
HSTW
Ten Conditions that Result in Students Making Greater
Effort to Succeed
Gene Bottoms
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Southern
Regional
Education
Board
HSTW
Students make greater effort to succeed when
they are enrolled in mainstream courses with other students.
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Southern
Regional
Education
Board
HSTWCase Study: Centerville Middle
School, Maryland
Implemented heterogeneous assignment of students in courses taught to grade-level standards
Used the SASI student demographic software program to randomly assign students
Provided training on differentiated instruction prior to implementation
Instilled motivation and confidence in students
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW
Change in achievement from 2004 to 2006:
Change in mean scores: Reading: +14 points Mathematics: +14 points Science: +15 points
Change in percentage of students meeting performance goals: Reading: +24 points Mathematics: +24 points Science: +10 points
Change in percentage of students scoring at or above proficient on State Assessment: Reading: +3.5 points Mathematics: +11 points
Sources: 2004 and 2006 Middle Grades Assessment; Maryland Report Cards, Maryland Department of Education
Case Study: Centerville Middle School, Maryland
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Change in Percentage of Students Completing theHSTW-Recommended Curriculum from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High Schools
Change in Percentage of African-American Students Completing the HSTW-Recommended Curriculum from
2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
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2023
6
-8
English Mathematics Science
Non-improved Most-improved
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High Schools
Change in Percentage of High SES* Students Completing the HSTW-Recommended Curriculum from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
6
1 0
13
18
13
English Mathematics Science
Non-improved Most-improved
*High SES is determined by at least one parent having at least some education beyond high school.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High Schools
Change in Percentage of Low SES* Students Completing the HSTW-Recommended Curriculum from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
*Low SES is determined by neither parent having at least some education beyond high school.
62 2
13 1412
English Mathematics Science
Non-improved Most-improved
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Southern
Regional
Education
Board
HSTW
Students learn more in classrooms where teachers align assignments, student
work and assessment practices to grade-level
standards.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Significantly Higher Percentages of Students Experienced High Expectations at the Most-Improved Schools from 2004-2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students said:
Teachers clearly stated the amount and quality of work for a particular grade
Teachers available to help with studies.
They spent one or more hours on homework each day.
They revised work based on specific instruction.
They worked hard to meet standards on assignments often.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap: denotes the difference between gains in the percentages of students experiencing high expectations at the most improved schools and gains or declines by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved Middle Grades Schools
Change in Percentage of Students Experiencing High Expectations Indicators from 2004 to 2006
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
Students said:
They experienced high expectations.
Teachers encouraged them to do well in school.
Teachers set high standards and were willing to help.
Teachers indicated amount and quality of work needed to earn an A or B.
They revised work based on teacher feedback.
They worked hard to meet high standards.
Classroom rules were clear.
They rarely failed to turn in assignments.Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01
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Southern
Regional
Education
Board
HSTW
Quality career/technical programs provide purpose to
high school studies, add value to academic achievement and
give students a reason for succeeding in high school.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Significantly Higher Percentages of Students Experienced Quality Career/Technical Instruction at the Most-Improved Schools from
2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students said:
Used computer skills to do assignments in their career/technical studies at least monthly.
Had challenging assignments in career/technical classes at least monthly.
Completed a project that required research and a written plan.Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Significantly Higher Percentages of Students Had Quality Work-Based Learning Experiences at the Most-Improved Schools from
2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students said:
Their employers encouraged them to develop good work habits.
Their employers encouraged them to develop good customer relations skills at least monthly.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTW
Students make greater effort and achieve at higher levels
when they get timely assistance from teachers and the teachers believe that they can meet the
expectations.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Change in Percentage of Students Receiving Quality Extra Help by Ethnicity and Parental Education from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved
Middle Grades SchoolsChange in Percentage of Students Experiencing High
Expectations Indicators from 2004 to 2006
Students said:Least-
Improved Schools
Most- Improved Schools
They received intensive extra help. -0.04 +3.55*
Teachers would not let them get by without doing the work.
-2.49 +6.24**
Teachers were available before, during or after school to help with their studies.
-0.77 +6.68**
They were able to get extra help from my teachers when needed.
-0.57 +5.81**
Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW
Students given more authentic learning experiences in
academic courses and in other school experiences tend to
have higher achievement and greater motivation.
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Southern
Regional
Education
Board
HSTWEmphasis on Authentic Learning
Difference in Mean Test Scores by Level of Emphasis on Authentic Learning
Source: 2006 HSTW Assessment, unpublished analysis.
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Southern
Regional
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HSTW8 Steps to Developing Authentic
Anchor Projects
Step One: Identify a major career/technical project that is rich with embedded mathematics content that career/technical faculty will have students complete.
Step Two: Identify the embedded mathematics, technical content and technology tools that can be taught through the authentic integrated project unit.
Step Three: Identify literacy skills and habits of success that students will be expected to apply in advancing their mastery of academic and technical content and skills.
Step Four: Develop a summative unit exam to assess students’ understanding of mathematics concepts, skills and procedures used in the project.
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Southern
Regional
Education
Board
HSTW8 Steps to Developing Authentic Anchor Projects
Step Five: Develop a process to pre-assess students’ current knowledge and skills pertaining to mathematics, technical content, technology and tools embedded in the authentic integrated project unit.
Step Six: Determine how career/technical faculty will engage students with mathematics and technical content and the use of technology and tools embedded in the authentic integrated project unit.
Step Seven: Determine how mathematics faculty will engage students with mathematics and technical content and the use of technology and tools embedded in the authentic integrated project unit.
Step Eight: Describe how students will demonstrate their understanding of mathematics knowledge and skills by completing the project as well as completing assignments designed to provide additional practice.
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Southern
Regional
Education
Board
HSTW
Students who experience their teachers working together to integrate
academic and technical studies have higher
achievement.
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Southern
Regional
Education
Board
HSTWAcademic Value AddedGains in the percentages of CT Students Meeting HSTW Readiness Goals with an
Intensive Emphasis on Integrating Academics into CT Studies(CT Students Completing 0 to 1 Part of the HSTW-Recommended Curriculum)
Source: Bottoms, G., Young, M., & Han, LL. High-Quality Career/Technical Studies Promote Powerful Learning, Paper in progress (2008).
54%
59%
56%
67%
65%
53%
47%
45%
48%
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Southern
Regional
Education
Board
HSTW
Embedding academic content into
career/technical instruction improves
academic achievement.
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Southern
Regional
Education
Board
HSTW
Percentages of CT Students Experiencing an Intensive Instructional Emphasis on Literacy and Mathematics
Source: HSTW Assessment
15%
14%
20%
24%
20%
12%
Manufacturing/Transport.
Hospitality
Health Sciences
STEM
Business
Agriculture
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Southern
Regional
Education
Board
HSTW
Engaging students in reading and writing for learning
improves their achievement, makes them independent learners and builds their
capacity to make greater effort.
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved Middle Grades Schools
Difference in Percentage of Students Experiencing an Intensive Emphasis on Literacy Between 2004 and 2006 by Student Group
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
-6.12
-2.72
6.62 7
5.326.25
2.19
-0.03
Low SES High SES African-American White
Least-Improved Schools Most-Improved Schools
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Significantly Higher Percentages of Students at the Most-Improved Schools Experienced Reading and Writing Across the Curriculum from
2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students said:
Used word-processing to complete assignments.
Revised work to improve its quality often.
Wrote in-depth explanations about a class project often.
Discussed what they read with other students.
Read assigned books outside of class and demonstrated understanding.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTWReading Proficiency
SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the
Curriculum
Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008).
Students said:Reading at Proficiency or Above
Reading at Basic
or Below
Used word processing software to complete an assignment.
60% 42%
Revised work to improve its quality often.
43 32
Discussed what they read with other students in English class at least monthly.
55 39
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Southern
Regional
Education
Board
HSTWReading Proficiency
SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the
Curriculum
Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008).
Students said:Reading at Proficiency or Above
Reading at Basic or Below
Read an assigned book outside of English class and demonstrated that they understood the main ideas at least monthly.
46 30
Read non-school related materials outside of class for two or more hours weekly.
30 16
Completed short writing assignments for which they received a grade in English classe at least monthly.
84 69
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Southern
Regional
Education
Board
HSTWReading Proficiency
SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the
Curriculum
Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008).
Students:Reading at Proficiency or Above
Reading at Basic
or Below
Wrote assignments of one to three pages for which they received a grade in science class monthly.
35% 28%
Wrote assignments of one to three pages for which they received a grade in social studies class monthly.
48 36
Read six or more books yearly. 39 20
Had the reading skills to succeed in CP courses.
69 51
Developed and analyzed tables, charts and graphs in their school work often.
34 25
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Southern
Regional
Education
Board
HSTWReading Proficiency
SREB States – Students at or Above the Reading Proficiency Level vs. a Sample of Students at or Below the Basic Level: Reading and Writing Across the Curriculum
Source: Han, LL. Reading Proficiency for All High School Students: What Schools Can Do and How States Can Help, Paper in progress (2008).
Students said:Reading at Proficiency or Above
Reading at Basic or Below
They were assigned word problems in mathematics monthly.
85 67
They prepared reports in science monthly. 61 46
They read non-school related materials outside of class weekly.
48 31
They completed a CT project that required research and a written plan.
81 72
Their career/technical teachers often stressed reading.
39 29
Their career/technical teachers often stressed writing.
39 29
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Southern
Regional
Education
Board
HSTW
Inquiry-based science improves science achievement and
students work harder in their science courses as a
consequence.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High SchoolsChange in Percentage of Students Engaged in Relevant Science Instruction
by Ethnicity and Parent Education Level from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
9 8 9 9
4
-2-6-2-7-2
All African-American
White Parentswithout College
Parents withCollege
Non-improved Most-improved
9 8 9 9
4-2-6-2-7-2
All African-American White Parents withoutCollege
Parents withCollege
Non-improved Most-improved
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved High Schools
Significantly Higher Percentages of Students Experienced at the Most-Improved Schools Experienced Relevant Science Instruction from 2004-2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students:
Completed three CP science courses
Had teachers who showed them how science is used to solve problems in real-life situations often.
Took a science class during their senior year.
Used science equipment to do science activities at least weekly.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High SchoolsSignificantly Higher Percentages of Students Experienced at the
Most-Improved Schools Experienced Relevant Science Instruction from 2004-2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students:
Used science equipment to do science activities.
Worked with other students on a challenging science assignment.
Prepared written reports of lab results.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved Middle Grades Schools
Difference in Percentage of Students Experiencing an Intensive Emphasis on Engaging Science Between 2004 and 2006 by Student Group
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
-7.71
-9.21
9.15
6.7
4.24
9.59
-2.79
-1.93
Low SES
High SES
African-American
White
Least-Improved Schools Most-Improved Schools
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved Middle Grades Schools
Change in Percentage of Students Experiencing Science Indicators from 2004 to 2006
Students:Least
Improved Schools
Most Improved Schools
Experienced an intensive level of emphasis on science.
-4.97* +8.01**
Prepared lab reports monthly. -7.08** +3.42
Used equipment to do activities in a science monthly.
+0.35 +6.14**
Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW15 Most- and Least-Improved Middle Grades Schools
Change in Percentage of Students Experiencing Science Indicators from 2004 to 2006
Students:Least-
Improved Schools
Most- Improved Schools
Used a laptop computer to keep records, logs and comments.
-4.45* +9.22**
Had to write long answers on science tests monthly. -2.09 +3.81
Had teachers who knew subject and made it interesting often.
-2.76 +3.08
Were encourage to learn from each other often. -3.77 +6.64**
Developed and analyzed tables, charts and/or graphs. -4.58* +6.87**
Used the Internet to find information for completing assignments often.
-0.06 +2.93
Source: 2004 and 2006 Middle Grades Assessments; *p<.05, **p<.01
Source: Bottoms, G. & Timberlake, A. Preparing Students for High School Success Begins in the Middle Grades: A Comparative Study of Most- and Least-Improved Middle Grades Schools, Paper in progress (2008).
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Southern
Regional
Education
Board
HSTW
Students who have a goal beyond high school and a
program of study to achieve it perform higher and are more
focused.
41
Southern
Regional
Education
Board
HSTW100 Most- and Least-Improved
High SchoolsSignificantly Higher Percentages of Students Experienced Quality
Guidance and Advisement at Most-Improved Schools from 2004 to 2006
Source: Han, LL. Improving Achievement of High School Students: Rigor, Relevance and Relationships Work, 2004-2006, Paper in progress (2008).
Students said:
Talked to their parents or other adults about high school course plan.
Talked to a teacher or counselor about plans for a career or further education.
Spoke with or visited someone in a career to which they aspire.
Received information and assistance on selecting and applying to college.
Source: 2004 and 2006 HSTW Assessments; * p < .05 **p < .01
***Gap refers to the difference between gains in the percentages of students having this experience at the most-improved schools and gains or declines posted by students at the non-improved schools.