Northern Lights School DivisionAdministrator Presentation

Research:

Panel on Student Achievement

Student Achievement:Influences, Factors, & Predictors.

A Review of the Literature

Prepared by:

Saskatchewan Instructional Development & Research

Unit

January 15, 2009

Purpose

to enable the Ministry and Provincial Panel on Student Achievement to better understand and discuss factors, influences, and correlative associations in North American research on student achievement

to ascertain particular strengths and weaknesses in that literature

to guide policy development and appropriate programmatic responses in Saskatchewan in the area of student achievement.

Student Achievement

characterized through assessments of literacy (English and French reading and writing) and numeracy (mathematics) scores, OR

participation/ attendance/transition, OR

quantifiable measures of attitude/self-esteem/disposition to learn or socialization measures.

The Questions

1. What are the major influences, factors, variables, or predictors of student achievement for First Nations and Métis students, and for minority ethnic or second language populations in a North American setting?

2. What are the significant within school variables contrasted with community influences, factors, variables or predictors that interrelate with North American or Canadian student achievement?

3. What are the major factors or variables at the classroom and school level that influence the assignment of classroom grades as measures of student achievement?

4. What are the major factors or variables that influence student achievement for special needs or those physically or mentally disadvantaged populations in a North American setting?

There are no easy answers, only intelligent choices

(Caterpiller ad, National Geographic)

What are the significant within school variables contrasted with community influences, factors, variables or predictors that interrelate with North American or Canadian student achievement?

Do We Matter?

Coleman report (1966) – schools don’t matter; home, neighbourhood, and peer environments do.

Schools accounted for 10% of explained variance in student achievement (Coleman, 1966)

Other studies vary; 5% - 20% Student background characteristics account for

90% (Coleman, 1966) Heredity accounts for 50%; other variables (e.g.

socioeconomic status, family, community,) for 40%

The Need for Alignment (Sackney, 2009)

Schools do matter – 10-20% of the explained variance is substantial.

“…we need dramatically more intensive interaction within schools, across schools within districts, across districts, and between districts and the state…” (Fullan, 2003)

If we can align the system(s), we can do more – 50% is more powerful than 10-20%.

It isn’t easy – complexity and conflicting research.

The Issue of Poverty and Education

“The effects of poverty and low levels of education are synergistic; each factor makes the effect of the other worse.”

“It is our hope that our report provides the basis for decision makers…to decide what type of society we wish to become.” (Lemstra & Neudorf, 2008)

Student Achievement and Community Variables

Socio-Economic Status Family Income Parental Occupation Parental Education

Family

Community

Race/Ethnicity

Gender

Community Variables and Responses

Healthy Children

Healthy Families

Healthy Communities

Early Childhood Intervention

Improved Housing

Improved Educational Opportunities

What Works in Schools? (Marzano, 2003)

Factors Affecting Student Achievement

Section Factor

I: School

Guaranteed and viable curriculum Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism

II: Teacher Instructional strategies Classroom management Classroom curriculum design

III: Student Home atmosphere Learned intelligence and background knowledge Motivation

School Effectiveness Characteristics

Shared leadership Shared vision and goals A learning environment Concentration on teaching and learning High expectations Positive reinforcement Monitoring progress Pupil rights and responsibility A learning organization Purposeful teaching Home-school partnerships (Sammons et al.)

Comparing School-Level Factors Across Researchers (Marzano, 2003)

The School-Level Factors

Rank*

Marzano

Scheerens & Bosker

Sammons Levine & Lezotte

Edmonds

Opportunity to Learn

Content Coverage

Guaranteed and

Viable Curriculum

1

Time Time

Concentration on Teaching and Learning

Focus on Central

Learning Skills

Emphasis on Basic Skill Instruction

Monitoring Monitoring High Expectations

High Expectations

and Requirements

High Expectations for Student

Success

Challenging Goals and Effective Feedback

2

Pressure to Achieve

Pressure to Achieve

Monitoring Progress

Appropriate Monitoring

Frequent Monitoring of

Student Progress

Parental and Community Involvement

3

Parental Involvement

Parental Involvement

Home-School Partnership

Salient Parental

Involvement

A Learning Environment

Positive Reinforcement

Safe and Orderly

Environment

4

School Climate

School climate

Pupil Rights and

Expectations

Productive Climate and

Culture

Safe and Orderly

Atmosphere Conducive to

Learning

Leadership

Leadership

Professional Leadership

Strong Leadership

Shared Vision and Goals

Collegiality and Professionalism

5

Cooperation Cooperation

A Learning Organization

Practice-Oriented

Staff Development

Strong Administrative

Leadership

* Author has ranked these factors by order of impact on student achievement

Learning Community Paradigm(Mitchell & Sackney, 2009)

Authentic pedagogy Constructivist/co-constructivist teaching Shared vision Communities of practice High levels of trust Diversity of learning networks Knowledge ecology focus Reflective practice Risk/innovation propensity Collaborative teams Data-sensitive decision making

Improving School Achievement: Additional Educational Interventions

Early Learning and Child Care (Doherty, 2007)

Reduced Class Size (K-3) (Grissmer, et al., 2000).

Targeted funding support – disadvantaged populations (Grissmer, et al., 2000).

Teacher time and teacher resources (Grissmer, et al., 2000; Slavin, 1994)

What are the major influences, variables, or predictors of student achievement for First Nations and Metis students, and for minority ethnic or second language populations generally, in a North American setting?

Context

Health Disparity in Saskatoon (Lemstra & Neudorf, 2008)

described health disparities between Indigenous and non-Indigenous populations

After controlling for variables such as socio-economic status, Aboriginal culture no longer has statistically significant association with low self-reported health conditions

Context

Identified income level and educational status as variable that impact on health

Concluded that variables such as health, education, poverty, & housing are inextricably interrelated, and need to be viewed in combination

Context: Student Mobility

High level of student mobility among First Nation & Métis students in Saskatchewan (Saskatchewan Indicators Report, 2008)

Students who move frequently are much more likely to repeat a grade or experience other types of academic problems (Sanderson, 2004)

Conceptual Framework

1. Strong leadership and governance structure

2. Language and cultural programs

3. Teachers, instruction, and curriculum

4. Effective Schools

5. Community and parental influences

6. Student characteristics

7. Assessment linked - instruction and planning

The literature

William Demmert (2001; 2003)

Society for the Advancement of Excellence in Education (SAEE)

1. Strong leadership & governance structures

Case studies of successful Aboriginal schools (Bell et al., 2005; Fulford et al., 2007) Highly effective governance structures Stable leadership Long-term planning Strategic alignment of available resources toward identified

goals

Similar results to studies of effective schools in general (e.g. Maguire, 2003)

2. Language and Cultural Programs

Language & culture are key factors affecting student learning (Bell, Anderson, Fortin, Ottoman, Rose, & Simard,

2005; Demmert, 2001; 2003; Fulford, Moore, Daigle, Stevenson, Rolley, & Wade, 2007; Louis & Taylor, 2001; Rosier & Holm, 1980)

3. Teachers, Instruction, & Curriculum

Teachers Teacher qualities associated with increased

achievement are similar across student populations being studied: Interpersonal skills Solid knowledge of content Sound pedagogy Ability to create warm & supportive learning environment

while focusing on educational goals Commitment to the belief that every student can learn Flexibility to adapt instruction to student needs

Instruction and Curriculum Instructional strategies tailored to learning styles of

students (Pewewardy, 2002; Backes, 1993; Rasumussen, Sherman & Baydala, 2004)

Cultural relevance

Cooperative learning (Brancov, 1994; Larimore, 2000)

The use of early literacy strategies that are effective with all student populations (Fulford et al., 2007).

4. Community & parental influences

Parent support & family connections (Melnechenko & Horsman, 1998; Jackson & Smith, 2001)

School-community-family partnershipsFamilies & Schools Together (FAST) (Kratochwill,

et al, 2001)Alaska Onward to Excellence (Kushman &

Barnhardt, 2001).

5. Student Characteristics

Review yielded little research regarding characteristics specific to Aboriginal children & youth

6. Assessment linked to instruction & planning

Assessments in exemplary Aboriginal schools (Bell et al., 2005): Teachers made use of assessment for

instructional purposes such as measuring success, grouping for instruction, and identifying learning needs

Some used assessment information to set annual improvement goals, set budgets, allocate resources, and determine staffing

Influences on student achievement are inextricably

linked and need to be viewed in combination.

Educational Accountability: Models from Public Administration

The Program Logic Model