1. If our students fail we fail. If they succeed we succeed: Case Studies of Five Boston Public Schools Mauricio Gastón Institute for Latino Community Development and Public Policy University of Massachusetts, Boston Eileen de los Reyes, David Nieto, Virginia Diez

2. 2 Research Questions How can academic and social success, as it relates to the education of Latino students, be defined and described? What are the characteristics of schools where Latino students succeed? What can families, teachers and administrators learn from schools that succeed in educating Latino students?

3. 3 Selection of Schools Schools% Latino Students % Latino Advanced & Proficient % Latino Failing CPI ELACPI Math Bradley Elementary 46.6%ELA 77 Math 48 ELA 0 Math 0 86.584.4 O’Donnell64.8%ELA 55 Math 30 ELA 0 Math 10 68.872.7 McKay K-8 (7 th ELA; 8 th Math) 90.97 th grade ELA 57 8 th grade Math 61 ELA 3 Math 9 66.166.8 Fenway High School 27.7ELA 58 Math 47 ELA 8 Math 5 85.280.5 Tech Boston29.3ELA 55 Math 41 ELA 0 Math 14 80.667.4

4. 4 Latino Students in the US In a word, most solutions offered for the problems of Latino students in U.S. schools have failed to acknowledge that the major problem is not that they speak Spanish (many do not), but that their identities as Latinos are dismissed as resources in the development of their literacy. Sonia Nieto 2001

5. 5 Understanding the Silences Silence “Latino students are supported because of what we do for all students here.” “We don’t put kids into categories. They’re kids.” Q: “How are Latinos welcomed and supported?” A: “As any other student.” Q: “What’s working for Latinos? A: ”We treat all students the same” Or : “every student is different” One teacher asked us to reframe our question: “Perhaps you are asking the wrong question. Maybe the question should be not why Latinos do well but why does everybody do well?” Language “there is a reluctance to think of students as belonging to an ethnic group—i.e. “Latinos” because we don’t want to make assumptions. The school attempts to meet students where they are.” “As a white man, I’m reluctant to speak of everyone as a group because, as a society, we have moved away from that.” He continued explaining that, “there are differences between Mexican and Dominican students. The expectations about female success are different. Occasionally, Dominican students don’t feel supported by their mothers. Needs to push Dominican females harder, longer. Difference with Haitians mothers who emphasize education.” “How do I say this to my colleagues?”

6. 6 Characteristics of Schools where Students Succeed  Organizations having the will and capacity to address instructional challenges efficiently and successfully. Will as the ability of groups of people to mobilize around a shared goal or challenge. Capacity as having the structural and organizational infrastructure to implement decisions and solutions.  Define success/achievement as having a social and an academic component.  Design the organization in ways that are conducive to teachers, staff and administrators being able to identify problems and propose solutions which can be tested, analyzed and revised. Produces a dynamic sense of forward movement that sustains their energy and enthusiasm.

7. 7 Characteristics of Schools where Students Succeed  School culture promotes collaboration allowing the organization— teachers, administrators and staff—to leverage their individual and collective knowledge and experiences.  School climate balances effectively academic rigor and nurturance addressing the students’ academic and socio-emotional needs.  Understand the context of the families’ lives adjusting to their needs and expectations.  In successful schools, teachers and administrators take their full share of responsibility for student failure and do not tolerate low expectations for their students’ academic outcomes.

8. 8 Deepening the education of Latinos in the BPS By addressing these areas, schools will strengthen and deepen their commitment to being a diverse, socially involved and morally responsible community of learners. 1)Fill the spaces of silence with the research done thus far on Latino education in the United States. 2)Develop deep, professional knowledge about the histories of the Latin American nations present at their school and make connections between this new knowledge and instruction. 3) Explore research on Latino children and adolescent development to provide a framework for deepening the school’s understanding and effectiveness with this population. 4)Use rubric specifically designed to analyze the education of Latino students to identify whole school’s strengths and weaknesses and develop a comprehensive plan of action.

9. 9 Using the Rubric for Whole School Analysis This rubric is designed to analyze a school’s mission and expectations, school organization and decision-making, school culture and climate, curriculum, instruction and assessments and family and community engagement with a focus on the education of Latino/a students. The design of the rubric assumes that the systemic and chronic academic underperformance of Latino/a students requires a comprehensive analysis of the whole school to develop a plan of action that effectively addresses the academic and social needs of these students.

10. 10 Instructions Team Work—take 5 minutes to discuss & take notes about the following questions. 1.Thinking of one concrete example describe the process by which teachers and administrators at your school mobilized around a shared goal or challenge. 2.Using the same example, identify the spaces within the organization—ILT, grade level meetings, content meetings,School Site Council, external partnerships etc.—which were leveraged to implement decisions and solutions that addressed the shared goal or challenge? Take 5 minutes to turn & share your example with another team. Team Work—take 15 minutes to discuss the following questions: 1.Identify the spaces within the organization— ILT, grade level meetings, content meetings, School Site Council, external partnerships etc—where a sustained and effective discussion of the academic achievement of Latino/a students in general education and English Language Learners in all programs takes place? 2.How might you strengthen and leverage your school organization to address effectively the social and academic achievement of Latino students?