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The Future of Education in Utah Richard P. West, Ph.D. Executive Director Center for the School of the Future Utah State University New and Aspiring School.

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Presentation on theme: "The Future of Education in Utah Richard P. West, Ph.D. Executive Director Center for the School of the Future Utah State University New and Aspiring School."— Presentation transcript:

1 The Future of Education in Utah Richard P. West, Ph.D. Executive Director Center for the School of the Future Utah State University New and Aspiring School Leaders Conference Ogden, Utah June 16, 2004

2 Center for the School of the Future Funded by the Utah State Legislature, 1999 General Session …to promote best practices in the states public education system and encourage cooperative and research development relationships between public and higher education (HB 7)

3 Newtons First Law of Motion An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. What Will Be The Future of Utahs Public Education? Studying our history will tell us a great deal about our future

4 Newtons First Law of Motion Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. At-risk School/ Student Failure Success Intervention

5 What do we know about the Future? Our schools will be crowded Students will feel the pressure of increasing standards Support for education will be in short supply

6 Current and Future Pressures on Utahs Education System Student enrollments Student diversity Emphasis on outcomes Funding and support

7 Projected Student Enrollment Increases: Enrollment boom begins in ,000 students in 2014 (30-40% increase in 10 yrs.)

8 Increasing Student Diversity Utah has become a destination for many recent migrants Utahs ethnic diversity has doubled in past 10 years Rates of increasing diversity are more than twice the national average

9 Emphasis on Outcomes No Child Left Behind UPASS Performance Plus Employers Education Coalition SB 154 (Public Education Amendments)

10 School Funding Contradictions Utah spends a smaller amount of money to educate each student than does any other state Utah spends a larger percentage of its state budget on education than does any other state

11 WHY?

12 Two Conditions Combine to Limit Utahs Funding for Schools Utah has more students per wage earner than does any other state More than two-thirds of our state is owned by the federal government and generates little or no tax support for education

13 These conditions will not change appreciably in the foreseeable future However, our response to these conditions must change

14 …The best way to predict the future is to invent it. Really smart people with reasonable funding can do just about anything that doesnt violate too many of Newtons Laws. Alan Kay (1971) Inventor of SmallTalk, the inspiration for Apple Macintosh and other windowing-based computer operating systems

15 There are people succeeding against the odds and producing magnificent results in extremely difficult circumstances. The problem with American education is that we have never found an effective way to help replicate the success, partly because the magic of education is always what happens in the individual classroom between the teacher and the student, supported by the parents, strengthened by the culture of a school that is set overwhelmingly by a gifted principal. I know that. But there have to be ways to recognize the plain fact that notwithstanding the funding problems, notwithstanding the inequalities, notwithstanding all the problems (in) American education, you can find virtually every problem in our country solved by somebody somewhere in an astonishingly effective fashion if you look at enough schools. So the challenge for us here is to figure out how to replicate that. Presidential Comments at the White House ceremony honoring Blue Ribbon Schools, May 14, 1993

16 If Schools Are To Achieve All They Can, They Will Need… Better information about what works (Best Practices) Tools for monitoring progress Tailored assistance in developing and implementing appropriate policy More skillful communication and more public involvement in reform Education Commission of the States, 1998

17 Sustained School Improvement Requires Visionary Leadership that Provides… BETTER INSTRUCTION –evidence-based, and principle-based BETTER SUPPORT –partnerships for effective schools BETTER DATA –evidence of effectiveness

18 LIFE: Leadership Initiative for Education Better schools result from better decisions, and better decisions result from better data Sustained improvement in academic achievement requires changes in the school environment An ethic of collegiality and cooperation is necessary to bring about meaningful school reform PRINCIPLES

19 LIFE: Leadership Initiative for Education Regular assessment of critical school conditions, attributes, and improvement (e.g. ISQ) Domain-specific Topical Conferences and Implementation Literature Collegial Mentoring involving School Planning and Management Teams (SPMTs) Systematic rewards for improvement efforts COMPONENTS

20 Indicators of School Quality

21 Natural selection of metabolic adaptation to starvation Social pressures Industrial society Hereditary factors Dietary excesses in saturated fat, cholesterol, calories, salt Obesity Personality & emotional stress Cigarette smoking Lack of exercise Coronary artery distribution Diabetes or carbohydrate intolerance Hyperlipidemia Hypertension Increased catecholamines Thrombotic tendency Significant coronary atherosclerosis Myocardial susceptibility Deficiency in collateral circulation Coronary occlusion Myocardial infarction The authors note that Despite the apparent complexity of this diagram, it is undoubtedly an oversimplification and will certainly be modified by further study. (p. 5). Web of Causation for Myocardial Infarction (Heart Attacks) Taken from Friedman, G. D. (1994). Primer of Epidemiology (5 th Ed.). New York: McGraw-Hill, p.4.

22 Web of Causation for Academic Achievement Instruction Academic Achievement

23 Web of Causation for Social Competence Punishment Social Competence

24 Unalterable Variables Alterable Variables

25 Areas of Risk 1.Home Language Is English the primary language spoken at home? 2.Mobility Have you moved more than once in the past three years? 3.Peer Associations Do you generally approve of your childs closest friends? 4.Family Bonding Do you regularly attend community, social, or religious meetings? 5.Community Affiliation Do your neighbors generally monitor their childrens activities? 6.Academic Risk Do you have a high school diploma/GED? 7.Economic Risk Do you have Internet access at home?

26 Relationship between Risk and Academic Achievement (Indicators of School Quality- ISQ)

27 ISQ and Academic Achievement The variables measured by ISQ account for more than 80% of the variance of academic achievement scores Even when risk is removed from the equation, the correlations between ISQ variables and achievement are statistically significant

28 For more than a hundred years much complaint has been made of the unmethodological way in which schools are conducted, but it is only within the last thirty that any serious attempt has been made to find a remedy for this state of things. And with what results? Schools remain exactly as they were. John Amos Comenius The Great Didactic 1632

29 Of Every 100 White Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, , in The Condition of Education 2002.

30 Of Every 100 African American Kindergartners: (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, , In The Condition of Education 2002.

31 Of Every 100 Latino Kindergartners : (25-to 29-Year-Olds) Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, , In The condition of Education 2002.

32 Of Every 100 American Indian/Alaskan Native Kindergartners: (24 Year Olds)

33 College Graduates by Age 26 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

34 WHY?

35 What We Hear Adults Say: Theyre poor; Their parents dont care; They come to schools without breakfast; Not enough books Not enough parents...

36 But if theyre right, then why are poor and minority children performing so high in...

37 Some schools...

38 Samuel W. Tucker Elementary Alexandria, VA Source: Virginia Department of Education 68% African American and Latino 53% low-income Outperformed 2/3 of VA elem. schools in both reading and math for two years in a row (2001-2). In 2002, out- performed 92% of VA elem. schools in reading and 86% in math.

39 West Manor Elementary Atlanta, GA Source: The Education Trust, Dispelling the Myth 99% African American. 80% low-income Outscored 98% of GA elementary schools in 2 nd grade reading in Outperformed 90% of GA elementary schools in 2 nd grade math in 2002.

40 St. James Gaillard Elementary Eutawville, SC Source: The Education Trust, Dispelling the Myths Online 99% African American and Latino. 87% low-income Outperformed 97% of SC elem. schools in 3 rd grade math in Outperformed 82% of SC elem. schools in 4 th grade reading in 2002.

41 Sycamore Elementary School Kokomo, IN Source: Indiana Department of Education 37% African American and Latino. 62% low-income Increased African American 3 rd graders meeting state standard in math by 55 percentage points between 2000 and Closed Black- White 3 rd grade reading gap.

42 Lincoln Elementary School Mount Vernon, NY Source: Ed Trust. Dispelling the Myth Online and New York State Department of Education. Overview of School Performance In English Language Arts, Mathematics, and Science and Analysis of Student Subgroup Performance for Lincoln School. April 10, % African American and Latino 49% low-income Has outperformed nearly ¾ of NY elem. schools in both math and English for three years in a row. In 2002, outscored 98% of NY elem. schools in math and 99% in English.

43 South Scotland Elementary Laurinburg, NC Source: Data provided by South Scotland Elementary School 47% African American and Native American. 47% low-income Over 80% of both African American and Native American 4 th graders met state standard in math in both 2001 and Closed reading gap between African American and White students in 2003.

44 Hambrick Middle School, Aldine, TX 94% African American and Latino (state = 56%) 85% low-income (state = 50%) Has performed in the top fifth of all Texas middle schools in both reading and math in both 7 th and 8 th grades over a 3-year period.

45 Prince Edward County High, Farmville VA Sources: Virginia Department of Education Web site, (715 students – 55% African American and Latino)

46 Minority and/or poor students in some states outperforming white and/or non-poor students in others.

47 8th Grade Writing: African Americans in Texas Perform as Well or Better Than Whites in 7 States Source: NCES, National Assessment of Educational Progress

48 SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)

49

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51 What Students Say: Yes, some blame themselves. But they also say... some teachers dont know their subjects; counselors underestimate our potential; principals dismiss concerns; expectations are wretchedly, boringly low.


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