The Public School Insights Blog
There is a school turnaround strategy for every taste. At least, that's the impression I get from the National Journal's most recent panel of experts. Asked to name the best strategies for turning around schools, different experts list different ideas. Pair struggling schools with the best teacher training institutions, writes Steve Peha. Create a year-round calendar, writes Phil Quon. Shutter struggling schools and start from scratch, writes Tom Vander Ark.
Each of these ideas has merit in some cases--I myself love the first idea, like the second, and am not fully sold on the third. But none is a necessary ingredient for all or even most schools.
So what do we know about turnarounds? Two big themes stand out in much of the school turnaround literature:
- There is no detailed prescription for what works in all cases.
- There is, however, abundant evidence that a school will not turn itself around unless it gives teachers the support they need to succeed.
These themes are also clear in the many turnaround stories we profile on this website. Policy makers should take note.
The Reconstitution Myth
It's high time to slay the reconstitution dragon. Despite what you may hear these days, you do not have to kill a school to save it.
Here's what Emily and Bryan Hassel write in Education Next, which is hardly a pro-union rag: “Successful turnaround leaders typically do not replace all or most of the staff at the start, but they often replace some key leaders who help ...
A New York Times puff piece on reading workshops has ignited a firestorm in the blogosphere. Stop force-feeding kids the great books, the article implies. Let them read what they want to. Bloggers' reactions range from horror to approval.
I can understand the horror. When will children make the transition from Captain Underpants to Shakespeare, Twain or Hurston? What happens if we raise them to believe that reading should always be easy or fun? The most challenging books often offer the biggest rewards.
Perhaps there is a middle course. If children become enthusiastic about books they choose themselves, can teachers direct this enthusiasm toward more challenging books? Children's Literature Laureate John Scieszka seems to think so. (Or at least that's what he told me in an interview last ...
Granger High School in Washington State has garnered national attention for its remarkable journey from bad to great. Most Granger students come from low-income families working on farms in the surrounding Yakima Valley. Many are children of migrant workers. In 2001, Granger was plagued by gang violence, low morale and an astronomical dropout rate. Now more than 95% of Granger students graduate, and almost 90% go on to college or technical school. (See our story about Granger here.)
Granger principal Paul Chartrand recently spoke with me about the critical work of sustaining the trend. The overriding message I took away from our conversation: Forge strong personal connections with students and their families.
Sustaining the Turnaround Trend
Public School Insights: Granger High School has been described by quite a few people as a real turnaround story. Do you think that is a fair description?
Chartrand: I do think it’s a fair description. My predecessor, Richard Esparza, really started the turnaround. I took over last year, and we are trying to continue the trend. We have been successful in a couple of areas, and we are still working on it in ...
According to one of the show's representatives,
[T]he funding crunch is partially to blame, but the decision to end Reading Rainbow can also be traced to a shift in the philosophy of educational television programming. The change started with the Department of Education under the Bush administration..., which wanted to see a much heavier focus on the basic tools of reading — like phonics and spelling.
Reading Rainbow fosters the joy of reading in children who have already mastered basic reading skills. These days, funders want television shows that teach students how to read.
I have a few questions: Can't we sustain both kinds of children's programming? Isn't there still a need for programming that nourishes the enthusiasm of children who already know how to read? Is this more evidence that we're allowing an exclusive focus on basic skills to crowd out so many other things that inspire ...
Principal John O'Neill has earned his chops as a turnaround expert. In the past ten years, he has helped turn around two schools in two different states--no mean feat for a man who once struggled in school.
As principal of Forest Grove High School in Oregon, he has presided over a dramatic surge in test scores and graduation rates. In addition, many more low-income students have been signing up for challenging AP courses since O'Neill arrived in 2002. (Read our story about Forest Grove here.)
O'Neill recently told us about his school's journey from mediocrity to distinction. Some big lessons emerge from his story of school turnaround:
- Create a climate of personal attention to student needs.
- Do not remediate. Accelerate.
- Build broad commitment to change.
- Go for early, visible successes.
- Create reforms for the long haul.
Public School Insights: There has been a lot of talk recently about school turnarounds. I understand you have actually turned around two different schools. Is there some kind of a broad prescription, do you think, for a successful turnaround strategy?
O’Neill: I think you need to have a clear plan of action and clear targets that you want to impact. For myself, in ...
The results of the 2009 PDK/Gallup Poll of Public's Attitudes Toward the Public Schools became public yesterday, and they're fascinating. There is something in the poll to please and dismay education ideologues of every stripe.
Here are some of the tidbits I found most interesting:
Most people like charter schools (whatever those are). No big surprise here. President Obama's strong support for charters has probably fueled their rise in popularity. But most respondents think charters are private schools that charge tuition and select students on the basis of ability. (Note to the uninitiated: None of that is true.) Public enthusiasm has outrun public understanding. Charter supporters and skeptics alike have much work to do to educate Americans about this piece of the president's reform agenda.
Most people like merit pay for teachers, but the devil's in the details. Almost three out of four respondents favored merit pay for teachers, and about as many said teachers should should be paid ...
Novelist Mark Slouka makes a full-throated defense of the humanities in this month's Harper's magazine. Some excerpts:
The case for the humanities is not hard to make, though it can be difficult—to such an extent have we been marginalized, so long have we acceded to that marginalization—not to sound either defensive or naive. The humanities, done right, are the crucible within which our evolving notions of what it means to be fully human are put to the test; they teach us, incrementally, endlessly, not what to do but how to be. Their method is confrontational, their domain unlimited, their “product” not truth but the reasoned search for truth, their “success” something very much like Frost’s momentary stay against confusion.
They are thus, inescapably, political. Why? Because they complicate our vision, pull our most cherished notions out by the roots, flay our pieties. Because they grow uncertainty. Because they expand the reach of our understanding (and therefore our compassion), even as they force us to draw and redraw the borders of tolerance. Because out of all this work of self-building might emerge an individual capable of humility in the face of complexity; an individual formed through questioning and therefore unlikely to cede that right; an individual resistant to coercion, to manipulation and demagoguery in all their forms. The humanities, in short, are a superb delivery mechanism for what we might call democratic values. There is no better that I am aware of.
This, I would submit, is value—and cheap at the price. This ...
“Making Geeks Cool Could Reform Education.” That’s the title of the latest national article to oversimplify school reform. Author Daniel Roth of Wired magazine offers the seeds of a good idea, but like so many other national commentators he doesn't add much to the conversation.
Roth’s general argument does appeal to me. I was a high school nerd long before Bill Gates and Sergei Brin made nerds cool. Perhaps nerds can help unravel the anti-intellectual marketing culture that makes academic achievement seem positively un-cool.
Roth also wins points for his healthy skepticism about the power of “disruptive” technological innovation. He describes a meeting of education entrepreneurs:
The businesspeople in the room represented a world in which innovation requires disruption. But [former teacher Alex] Grodd knew their ideas would test poorly with real disrupters: kids in a classroom. "The driving force in the life of a child, starting much earlier than ...
The history of education reform is strewn with the wreckage of dazzling new education technologies no one ever taught teachers to use. Hayes Mizell of the National Staff Development Council (NSDC) sees history repeating itself in the Race to the Top.
Mizell suggests in a recent blog posting that RTTT's investment in powerful new data systems will founder on lack of teacher professional development:
The Department seems to have made two faulty assumptions: (a) improved data systems, in and of themselves, will result in improved instruction, and (b) educators currently have the knowledge and skills they need to use data to improve instruction. Unfortunately, the proposed requirements do not mention professional development. States applying for Race To The Top funds do not have to ...
Frankford Elementary School in Frankford, Delaware has garnered national attention for bringing almost all of its overwhelmingly low-income student body to grade-level proficiency in reading, mathematics, science and social studies. In fact, Frankford far exceeds state averages for students reaching proficiency. (See our story about the school here).
We recently caught up with Frankford principal Duncan Smith, who described what’s been working in his remarkable school.
Public School Insights: I understand that Frankford Elementary continues to exceed state standards by a long shot, but that wasn’t really always the case and that in the mid-1990s, there was a very different picture. What happened?
Smith: The change came along with my predecessor, Sharon Brittingham. She came to Frankford and really set things in motion, bringing higher expectations for kids and higher expectations for teachers.
In the past, the school had a reputation of having a high percentage of minority students and a high percentage of low-income students. The expectation was that those kids couldn’t know things at the same levels as the students at other ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Inspiring Students to Do Their Best
At Fox C-6 School District in Missouri, an emphasis on a character initiative is helping students thrive. District performance outranks the state in math and ELA in grades 3 through 8, and graduation rates are over 90 percent. Learn more...
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