Karin Chenoweth is the author of How It’s Being Done: Urgent Lessons From Unexpected Schools (Harvard Education Press, 2009).
Why so some schools succeed so well at educating the most disadvantaged children?
This article brings praise and insight about several different schools: George Hall Elementary School in Mobile, Ala, Graham Road Elementary in Fairfax County, Va., P.S./M.S. 124 Osmond A. Church School in Queens, N.Y., Arrie Goforth Elementary, Norfolk, AK, Imperial High School in California, Elmont Memorial Junior-Senior High School in Nassau County, N.Y, all of which have gone from low to high performing schools
These are all schools with low-income students, students of color and many disadvantages, who are nonetheless achieving at high levels. Why are these schools succeeding when so many others fail? The article details the some of the different paths taken to success and asks, “How did these schools turn challenges into triumphs?” There wasn’t any one thing, except for this – the administrators and teachers collaborated and worked together.
Each successful school approaches the challenges of educating students a bit differently. But many share the kind of atmosphere and structure that not only permits but also requires teachers to work together to improve instruction.
This kind of collaborative, supportive culture remains surprisingly rare in American schools. Yet it may be the most distinctive thing about schools that succeed with low-income students and students of color.
Working collaboratively does not always come naturally to teachers, who have long been trained to teach behind closed doors.
- Reading- ages 9 (light gray), 13 (dark gray), and 17 (black). NAEP Reading Trends by Race 2004
It’s an inspiring story, and brings to mind the recent ( 12/6/09) 60 Minutes report on the success of the Harlem Children’s Zone, which encompasses the Promise Academy, a charter school with grades K-10. The vision of Geoffrey Canada, the students in this school are succeeding, too. But trying to come up with a specific ‘formula’ remains out of reach.
… when Dr. Fryer analyzed four years’ worth of Promise Academy test scores, he discovered something remarkable. “At the elementary school level, he closed the achievement gap in both subjects, math and reading,” Fryer explained.
“Actually eliminating the gap in elementary school?” [Reporter Anderson] Cooper asked.
“We’ve never seen anything like that. Absolutely eliminating the gap. The gap is gone, and that is absolutely incredible,” Fryer said.
Last year, according to New York State data, 100 percent of Canada’s third graders scored at or above grade level in math, narrowly outperforming their white peers in the city’s public schools.
How was this achieved? There are so many variables, and the Harlem Children’s Zone and Promise Academy uses multiple strategies, including after school programs, bonus trips, money for good attendance, Saturday school and more. It’s hard to determine exactly which ingredient is the key to its success.
Dr. Roland Fryer, a professor in the economics department at Harvard, conducted the first independent, statistical study of the Promise Academy’s outstanding results. Fryer’s goal is to demystify the success. “I wanna boil him down to pill form so I can transport him [Canada] to other places.”
These are important issues. There is a huge knowledge gap between low SES and high SES students, and it is evident from the first day of school. Closing the gap is not easy. Perhaps Fryer will find that collaboration is also key. It’s not enough to simply try something new, but when you combine something new with the input of all stakeholders and work together, great strides are made.
