Findings discussed in this article hold implications with regard to how barriers to family engagement may be overcome in demographically diverse contexts with histories of better graduation outcomes.
Several decades of research has generated a near-consensus on the link between positive student outcomes and effective engagement between educators and families. Despite the widespread acknowledgement of this connection, many educators continue to struggle to engage families in ways that are both culturally responsive and sensitive to power dynamics. Though barriers to family engagement have been explored in depth, little research exists about what family engagement looks like in schools with above-predicted student outcomes.
This research offers insight into family engagement through two case studies of secondary schools in New York State—chosen for study for their odds-beating graduation outcomes. Educators in these schools share in common the strategies of drawing on local resources and engaging family members in culturally responsive and collaborative ways with particular sensitivities to power imbalances. These findings hold implications with regard to how barriers to family engagement may be overcome in demographically diverse contexts with histories of better graduation outcomes.
This mixed-method multiple case study investigated nine elementary schools. Six “odds-beating schools,” which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessment when compared with three typically performing schools.
This mixed-method multiple case study investigated nine elementary schools. Six “odds-beating schools,” which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question guiding this study was: What forces, factors, and actors account for odds-beating schools’ better outcomes? The trust-communication connection provided one answer. Relational trust in odds-beating schools is an intraorganizational phenomenon, and it is accompanied by interorganizational trust (reciprocal trust). These two kinds of trust are accompanied by intraschool and district office-school communication mechanisms. Trust and communications are mutually constitutive as innovations are implemented. This connection is also an implementation outcome. When today’s innovation implementation initiatives reinforce this trust-communication connection, it becomes an organizational resource for future innovation implementation.
Multiple case study investigated characteristic of six elementary schools in New York State with statistically significant better performance outcomes among their English language learners (ELL) students. Through documentary evidence, classroom observations, and interviews with students, teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was identified.
This multiple case study investigated characteristics of six elementary schools in New York State with statistically significant better performance outcomes among their English language learner (ELL) students. Through documentary evidence, classroom observations, and interviews with students, teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was identified. These adaptations were evident in: (a) school cultures that embrace ideals of equity of opportunity and celebrate diversity; (b) school climates that evoke a sense of safety and welcome; and (c) processes and practices that support advocacy for ELLs and their families. While the schools shared these common characteristics, educators employed some unique approaches in rural, suburban, and urban schools, holding implications for policies that take into account contextual variances in schools and communities.
Findings from a multiple case study investigating the nature of educators’ approaches toward monitoring English language learners (ELLs) performance and using data to improve instruction and apply appropriate interventions.
This article reports on findings from a multiple case study investigating the nature of educators’ approaches toward monitoring English language learners’ (ELL) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs’ performance was better than predicted (i.e. odds-beating) based on student assessment data were studied. The analysis revealed that several strategies were common among the schools studied and were associated with the schools’ better ELL performance outcomes. These include: (1) connecting instruction and interventions to “real time” data based on multiple measures of student performance including benchmark and formative assessments; (2) communicating performance via technology among teachers and with family members and legal guardians; (3) collaborating through routines among teaching and support staff as well as school and district leaders. Implications for district and school leaders and teachers are discussed. Implications for district and school leaders as well as teachers and other instructional specialists are offered.
Multiple case study investigating the nature of educators’ adaptations to meet ELs’ needs and specific adaptations that prepared them for policy changes for English learner (EL) education in New York (NY) state.
Multiple case study investigating the nature of educators’ adaptations to meet Els’ needs and specific adaptations that prepared them for policy changes for English learner (EL) education in New York (NY) state. These policy changes require the use of co-teaching models and mandate enhanced classroom teacher preparation in ESL methods.
In a new study, a team from the University at Albany’s School of Education examined high school completion.
In a new study, a team from the University at Albany’s School of Education examined high school completion by studying eight high schools with consistently higher than predicted graduation rates among at least two groups of students generally considered at risk of failing to complete high school. These were compared with five demographically similar schools that consistently achieved average graduation rates among the same groups.
Discussion of findings from rural high schools that graduate students at higher rates than comparison districts.
What are the qualities of classrooms, school, and district processes and practices in rural high schools with higher-than-average graduation rates? How do these processes and practices compare with rural high schools with histories of average graduation rates? In this study, six schools were sampled for a multiple case study of rural high school completion. Four had higher-than-average graduation rates, while two had average rates. All six schools were visited by site teams who conducted 63 interviews and collected documentary evidence of practices and processes related to high school graduation. Key findings include on graduation rate success include: (1) the qualities of academic goals and learning opportunities; (2) the nature of individual and a collective educator efficacy; (3) the strategies educators used to develop and maintain family relationships and engage community members; and (4) mechanisms for adapting instruction and employing interventions for students at risk of dropping out.
This article discusses findings across studies of higher performing schools since 2005.
Since 2005, NYKids has conducted six such studies spanning elementary through high school, with some looking at specific instructional contexts (e.g. science classrooms) and others at particular groups of students (ethnic and linguistic minority and special needs). NYKids have found that the higher-performing schools in each study share some common characteristics that distinguish them from schools with typical performance. Across all the studies, NYKids found that in the higher performers, educators collaboratively use data to drive decisions about curriculum and instruction with the goal of ensuring that every student can and will learn; in addition, they take the stance that “poverty is no excuse” for poor student performance.