Choice and Relevancy: Keys to Student Engagement Illustrated in Odds-beaters

“We tend to work with a culture of ‘We’re going to give you [students] respect and we’re going to expect it back, and we are going to have conversations with you [students] when we see that that’s not happening’, but we are looking for that level of independence and being able to govern ourselves and work together, and that goes hand in hand with high expectations.”

This quote from a leader at odds-beater Alfred-Almond Junior High School is just one example of how educators in these schools illustrate two keys to student engagement: Choice and relevancy (see Education Trust Report).

In the latest NYKids college and career readiness survey of school culture and climate, 90% of educators at odds-beating secondary schools versus only 78% at typically performing schools reported that most students are actively engaged in learning during school. Additionally, educators at odds-beating schools reported overwhelmingly that students respect classmates who excel academically (91% vs. 75% in typically performing sites).

Individualizing Goals and Programs

Unlike educators at typically performing secondary schools, those at odds-beating schools emphasized individualizing academic goals and programs. Educators see these actions as fostering student ownership, as well as spurring investment and ultimately student engagement in school. For example, at Maple Grove, educators engage students in identifying personal goals and encouraging them to “take risks”, as one educator put it, but with safety nets in place.

“They’re much more successful because they’ve learned how to challenge themselves. I want them to feel like this is the place, it’s safe to do it here. If they fail it, let’s figure it out, let’s pick up the pieces. Using any failures to continue to move ahead” (Maple Grove educator).

Affirming School Culture and Climate

Similarly, educators at odds-beating schools routinely identify the importance of school culture and climate. Odds-beating schools are best characterized as ones where leaders and educators are supportive of each other and students, and in turn, students are supportive of each other. Educators in odds-beating schools see themselves as modeling how to treat and interact with others.

To do this, many odds-beating schools (e.g. Maple Grove, Freeport, Crown Point) established peer mentorship programs for students to support one other in making good choices. These programs involve academic and social support among students the same age or the pairing of older and younger students.

See the Methods and Procedures Report for detail about odds-beaters and the survey procedures.