High Performance in High Poverty Schools: 90/90/90 and Beyond By Douglas B. Reeves

High Performance in High Poverty Schools:

90/90/90 and Beyond

By Douglas B. Reeves

-displayed student

achievement

- exemplary academic- work, including clear, concise essays, wonderful science projects, social studies papers, and mathematics papers.

"Its not how you start here that matters, its how you finish"

spending more time on the

core subjects of reading, writing, and mathematics and less time on other subjects.

student performance that is less than proficient is followed by multiple opportunities to improve performance.

weekly assessments of student progress

required written responses

in performance assessments.

Inter-rater reliability

"When teachers exchange papers, it is imperative that they have a uniform basis on which to evaluate student work. The degree of agreement among teachers in their use of performanceassessment scoring can be measured."

Preservice

In-service Teacher

-Excessive time devoted to reading

-Sustainability of studied schools

-Large scale evaluation of the study

My Scientists

-Believe in how our school should have been modeled

-Implemented frequent and specific feedback

-Attempted to have teacher collaboration across disciplines

-Aligned assignments with preparation

-The study ignores the very real influence of poverty on student achievement

Key Text by

Pravan Kuntmala

Doctoral Student

-Source of hope

-Something to aspire towards

-Motivation to pursue teaching science to urban youth

-Viewed the Article from a Critical Lens

-Did Reeves set the bar too low? as suggested

by Diane Ravitch

- Definition of basic achievement "Somewhat competent in the content area. Academic achievement includes mastery of most of the important knowledge and skills. Test score shows evidence of at least one major flaw in understanding the academic content area tested."

-Analyzed data as a consumer of information

-Why weren't there longitudinal studies completed

that studied the Grade data or Cohort data?

-Could the data be disaggregated to show

other trends?

1. Persistent

2. Replicable

3. Consistent

Common Characteristics of High Achievement Schools and Key

Findings

Report Accountability

1.A focus on academic achievement

2.Clear curriculum choices

3.Frequent assessment of student progress

and multiple opportunities for improvement

4.An emphasis on nonfiction writing

5.Collaborative scoring of student work

Group 1: On a school-wide basis list 4 characteristics which makes a school successful.

1. 90% or more of the students were eligible for free and reduced lunch

Are there any commonalities?

Group 2: On a department level basis list 4 characteristics which makes a school successful.

2. 90% of more of the students were members of ethnic minority groups

Group 3: On a classroom level basis list 4 characteristics which makes a school successful.

High Performance in High Poverty Schools: 90/90/90 and Beyond

Purpose Study Sample Criteria

What makes a school successful?

-4 years of test data 

(1995 through 1998)

-About 130,000 students

-238 buildings ranging from

-Elementary school to High School

Reeves attempted to study the

best practices of successful school.

His long-term goal was to improve

achievement and close the equity gap

?

3. 90% or more of the students met the district or state academic standards in reading or another area