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Leadership That Counts: School Leadership for Excellence and Equity


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Title: Leadership That Counts: School Leadership for Excellence and Equity

Leadership That Counts School Leadership for
Excellence and Equity
  • Jesus F. Jara
  • Robert Sheffield
  • Yasmeen Leon
  • Mark Matthews

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.

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

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

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

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

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

  • 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

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.

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.

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.

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

Raising Academic Aspirations, Expectations, and
  • The Challenges
  • Limited academic preparation and expectations
  • Lack of college-going culture among the community

Building Instructional Support
  • The Challenges
  • Untrained teachers
  • Isolation
  • Limited Staff

Bringing Students on Board
  • The Challenges
  • Difficulty finding enough students for AP courses
  • Uncertainty about AP Exams

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

Strategies to Addressing Barriers
BarriersThree Major Categories
Getting Ready Preparation and Planning
  • Getting In Admission and Financial Aid

Getting Through Achievement and
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.

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.

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

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

Closing the Gaps in Success for ALL Students
  • Reduce inequity in the classroom
  • Access opening the door
  • Attainment - reaching the benchmark
  • Achievement mastering rigor

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.

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.

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
  • low bachelors degree completion rates
  • Kati Haycock, Closing the Achievement Gap,
    Educational Leadership.

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

College Readiness System
Data Analysis Interpretation
Curriculum Instruction
Prof. Dev.
Professional Development
Leadership Monitoring School
Improvement Master Schedule
(CollegeEd, MyRoad)


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
Without preparation, opportunity is an empty
promise.Alan Page, Minnesota State Supreme
Court JusticeQuoted in the Austin
American-Statesman, October 25, 2002
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