Leadership That Counts: School Leadership for Excellence and Equity

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Leadership That Counts School Leadership for
Excellence and Equity

• Jesus F. Jara
• Robert Sheffield
• Yasmeen Leon
• Mark Matthews

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The College Board

• Mission-Driven
• The College Boards mission is to connect
  students to college success and opportunity. We
  are a not-for-profit membership organization
  committed to excellence and equity in education.

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National Model

• The Florida Partnership
• Florida Statute 1007.35 Minority and
  Underrepresented Students
• Building a College Readiness System for all
  students

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Out of 100 9th Graders
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70 will graduate from high school on time
18 will graduate from college within 5 years.
39 will enter college immediately after high
school
27 will remain in college through a second year
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Did You Know?

• 28 of all college freshmen are enrolled in one
  or more remedial courses.
• 42 of freshmen enrolled in two-year institutions
  are enrolled in remedial courses.
• 20 of freshmen enrolled in four-year
  institutions are enrolled in remedial courses.
• Source U.S. Department of Education, National
  Center for Education Statistics, Fall 20002001

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The Florida Partnership

• Pre-AP Workshops
• Counselor Leadership Conference
• SAT Readiness Program
• CollegeEd
• PSAT/NMSQT for ALL 10th Graders
• Scholarships to AP Summer Institutes
• Academic Summer Camps

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Todays Educational Leaders must be able to lead
others towards a shared vision of excellence in
our schools
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First Order Change vs. Second Order Change
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First Order Change

• Most of the reform that we experience in schools
  is considered to be First Order Change.
• First Order Change can be described as
• Incremental
• Product Driven
• Reversible
• Contextual

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First Order Changesare valuable,but do not
challenge the fundamental assumptions upon which
the school is organized.
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Second Order Change

• Second Order Change is needed to establish
  schools that are both excellent and equitable.
• Second Order Change can be described as
• Revolutionary
• Values Driven
• Irreversible
• Transformational

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• Deficit Model - Traditional
• The learner lacks the background to be
  successful in school.
• Asset Model Equity and Excellence
• The learner possess meaningful experiences that
  can be used as the foundation for future academic
  learning.

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The Role of Culture

• Culture represents the history, attitudes,
  behavior, language, values, beliefs and
  uniqueness which distinguish each racial, ethnic
  or sub-group in a society.
• Each of us has a historical heritage and a
  contemporary heritage that comprise our culture.

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The Role of Culture

• Culture is the primary developer of schema.
• Culture gives meaning to our place in life.
• Cultural viewpoints often create the divisions
  seen among different racial or ethnic groups.

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Excellence and Equity

• Leaders must be knowledgeable of other viewpoints
  within their school environment.
• Leaders must work towards building a shared
  culture that recognizes and then integrates
  components from their entire school community.

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Rigor in Rural Schools

• A high school program infused with academic
  intensity and quality is the single best
  predictor of college success.
• U.S. Department of Education
• Adelman,Clifford.2003. Answers in the Tool Box
  Academic Intensity Attendance Patterns, and
  Bachelors Degree Attainment. Washington, D.C.
  U.S. Department of Education

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Raising Academic Aspirations, Expectations, and
Standards

• The Challenges
• Limited academic preparation and expectations
• Lack of college-going culture among the community

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Building Instructional Support

• The Challenges
• Untrained teachers
• Isolation
• Limited Staff

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Bringing Students on Board

• The Challenges
• Difficulty finding enough students for AP courses
• Uncertainty about AP Exams

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AP Potential

• Identifies diamond-in-the-rough students
• Promotes equity
• Helps find candidates who might have been
  overlooked for AP courses
• Provides useful tools for principals, teachers,
  and counselors to
• Expand AP programs
• Increase enrollment in current AP courses

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Strategies to Addressing Barriers
BarriersThree Major Categories
Getting Ready Preparation and Planning

• Getting In Admission and Financial Aid

Getting Through Achievement and
Success
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Getting Ready

• All students are capable of being prepared for
  postsecondary education and
• Educators, families, communities, and
  policymakers are responsible to ensure that all
  students, including those from low-income
  backgrounds, graduate from high school ready for
  college success.

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Getting In

• All qualified students from low-income
  backgrounds should receive particular
  consideration in recruitment, admission, and
  financial aid and
• Colleges and universities should make every
  effort to meet the financial need of this
  population in ways which make enrollment and full
  participation in campus life possible.

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Getting Through

• Colleges and universities have a responsibility
  to provide essential academic support, financial
  aid, and targeted social and emotional support to
  ensure that all enrolled students will have every
  chance to succeed in their chosen academic
  programs.

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Evaluating Equity

• Access
• Equitable enrollment
• Attainment
• Attendance rates
• Drop out rates
• Promotion/Retention rates
• Special Education rates
• Gifted and Talented
• Graduation rates
• College-going rates
• AP, and other rigorous course enrollment rates
• PSAT, SAT, ACT, AP test taking rates
• Discipline - suspension and/or expulsion rates
• Culture and climate ratings
• Achievement
• PSAT, SAT or ACT scores
• AP test scores
• State test scores FCAT proficient or better
• GPAs

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Closing the Gaps in Success for ALL Students

• Reduce inequity in the classroom
• Access opening the door
• Attainment - reaching the benchmark
• Achievement mastering rigor

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The Need for College Readiness

• All students can meet high expectations for
  academic performance when they are taught to high
  standards by qualified teachers.
• The rigor of a high school curriculum is the
  greatest predictor of degree completion.
• Finishing a mathematics course beyond Algebra 2
  more than doubles the odds a student will
  complete a bachelor's degree.

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The Need for College Readiness

• African American and Latino students college
  degree completion rates are more positively
  affected than any other group by rigor of high
  school curriculum.
• The knowledge and skills required for college
  success are comparable to the knowledge and
  skills required by well-paying, entry level jobs
  with opportunity for advancement in todays
  knowledge-based global economy.

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The reality . . .

• Nearly 75 of high school graduates enter
  colleges, but only 12 of these students have
  completed a significant college-prep curriculum.
• Consequences
• high percentages of students requiring
  remediation
• low bachelors degree completion rates
• Kati Haycock, Closing the Achievement Gap,
  Educational Leadership.

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The College Board College Readiness System

• A flexible set of programs and services that
  helps schools
• Infuse rigor, set high expectations, and align
  the school culture to college readiness
• Expand access and opportunity
• Inspire students hearts and minds to achieve

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College Readiness System
Data Analysis Interpretation
Curriculum Instruction
Pre-AP
AP
CollegeEd
Prof. Dev.
SAT
MyRoad
SpringBoard
PSAT/NMSQT
Professional Development
Leadership Monitoring School
Improvement Master Schedule
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www.collegeboard.com/floridapartnership
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(CollegeEd, MyRoad)

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AP and 5-Year College Graduation Rates
Student Group AP Exam Grade of 3, 4, 5
African-American 28 higher
Hispanic 28 higher
White 33 higher
Low-Income 26 higher
Not Low-Income 34 higher
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Without preparation, opportunity is an empty
promise.Alan Page, Minnesota State Supreme
Court JusticeQuoted in the Austin
American-Statesman, October 25, 2002