20-20 NYKids Taking Stock: Changing Views of Success

By Kristen C. Wilcox and Jim Wager

Since the early 2000’s New York State has seen changes evident across the nation, and these changes have affected schools and the children and adults who step in their doors every day.

Some of these changes are more apparent than others, like increased ethnic and linguistic diversity within schools and communities. However, other changes, such as an increased emphasis on social and emotional wellbeing in response to rising incidence of youth anxiety and depression, are less apparent.

As we look back at 15 years of research in schools across New York State through this 20-20 blog series, we revisit findings from the odds-beating schools we studied years ago and highlight some of the similarities and contrasts with our most recently studied odds-beaters.

That was then…

Back in 2008, prior to the introduction of the Common Core, Annual Professional Performance Reviews, and the push for data-driven instruction, the NYKids team investigated 15 high schools. Ten of them were identified as “higher performing” (what we now call odds-beating in order to more accurately take into account the achievement and demography connection of our sampling method). Another five were “average” (what we now call typically-performing). To select schools, we used statistical procedures to identify outliers with regard to English Language Arts, Social Studies, Science, and Math Regents exam scores while taking into account characteristics such as wealth ratios and economic disadvantage in the schools.

In that 2008 study, as well as all other NYKids studies, we asked district and school leaders, teachers, and support staff the question: How do you define success? And followed that question with a prompt: What helps you achieve success?

2008 Findings: Rigorous Curriculum and High Expectations for Academic Performance

We found that a common theme among the odds-beaters in comparison to typically-performing schools in the 2008 study was a focus on offering a rigorous curriculum and promoting high expectations for academic performance, both of which related directly to how they conceptualized success.

For example, at Saunders Trades and Technical School in Yonkers, educators spoke of the importance of working hard to help kids “pass” exams and attributed their success in part to communications and interventions.

[Teachers] bend over backwards to see every kid pass. -Saunders teacher

You must have constant communication and intervention. That is the key to success. -Saunders guidance personnel

And this is now…

Flash forward to the most recent NYKids 2017-18 College and Career Readiness study, and we have a somewhat different picture of success.

Growth, Purpose, Efficacy, and Clans

In an analysis of leaders’ and teachers’ responses to the same “success” questions we asked in 2008, the educators in the 2017-18 study indicated a greater emphasis on the subjective success criteria of student growth, sense of purpose, and self- and collective-efficacy than the objective success criteria of passing exams/courses and graduation.

The most recent study also indicated that several of the odds-beating schools function more like families or “clans” than hierarchical or market-driven organizations, and teachers attribute their success- in part-to this culture. A case in point is Malverne, where an educator explained,

I guess success has to be making sure that you improve everybody’s lives…not just the students’ lives but also the teachers’ lives, the staff around you…success is, when you can improve their life, and your own life by providing the right support.

In light of new research, and within the context of demographic shifts and policy changes in New York State as well as other states across America, this retrospective look indicates a pendulum swing toward more humanizing school cultures and climates.

Looking forward: What’s on the Horizon

Our most recent study findings show that odds-beaters share a propensity to define success in terms of individual growth, a sense of purpose, and self and collective efficacy and these extend from leader to teacher or staff member, to student, and to parent all within a clan or family-like environment.

This trend may also be seen as a forecast for others, as we have found that odds-beaters tend to be ahead of the curve in comparison to typically-performing schools, sometimes by several years. To read more about clan cultures check out Heslin’s research and stay tuned for NYKids articles on this topic coming soon.