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There Is Only One Way To Improve Student …

There Is Only One Way ToImprove Student AchievementHarry K. WongA. Two hundred studies have shown that the only factor that can createstudent achievement is a knowledgeable, skillful A large scale study found that every additional dollar spent on raisingteacher quality netted greater Student achievement gains than did anyother use of school Researchers in the Dallas School District have shown that having a less effective teacher can significantly lower a Student s performance over time, even if the Student gets more competent teachers later A study comparing low and high achieving elementary school studentsin New York City found that teacher qualifications accounted for 90percent of the variation between the best and the worst Schools with more experienced and more highly educated mathematicsteachers tended to have higher achieving students.

There Is Only One Way To Improve Student Achievement Harry K. Wong A. Two hundred studies have shown that the only factor that can create student achievement is a knowledgeable, skillful teacher.1

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1 There Is Only One Way ToImprove Student AchievementHarry K. WongA. Two hundred studies have shown that the only factor that can createstudent achievement is a knowledgeable, skillful A large scale study found that every additional dollar spent on raisingteacher quality netted greater Student achievement gains than did anyother use of school Researchers in the Dallas School District have shown that having a less effective teacher can significantly lower a Student s performance over time, even if the Student gets more competent teachers later A study comparing low and high achieving elementary school studentsin New York City found that teacher qualifications accounted for 90percent of the variation between the best and the worst Schools with more experienced and more highly educated mathematicsteachers tended to have higher achieving students.

2 Even in very poorschools, students achieved if they had a well-prepared The most important factor, bar none, is the teacher. An ineffectiveteacher can affect Student learning for years, but having two ineffectiveteachers in subsequent years can damage a Student s academic As teacher effectiveness increases, lower achieving students are the firstto is only one way to obtain Student achievement and the research is very specific. It is the teacher and what the teacher knows and can do that is the determiningfactor with Student students will learn based on whether the teacher is effectiveor variables do not matter. School variables do not variables do not matter. It is the teacher that ineffective teachers get poor effective teachers get good results, andIt makes no difference to the good teacherWhat students you give programs they are the bottom line is that There is no way to create good schoolswithout good teachers.

3 It is the administrator who creates a goodschool. And it is the teacher who creates a good a fraction of the cost and time, money spent on staff development is amuch better investment than the pouring of untold millions of dollars intoone continuing faddish program after another. Programs do notproduce achievement; teachers produce Student major difference between successful and unsuccessful schools is that Unsuccessful schools stress spendmillions of dollars adopting programs, fads-of-the-year, inconstant pursuit of the quick fix on the white horse. Successful schools stress wisely invest in their teachers and the effectiveness of their don t teach programs; they teach basic, traditionalacademic content and they work at improving the pedagogical practices oftheir who adopt programs are more interested in the success of the who are effective teachers are more interested in the success of the programs unless you have effective teachers.

4 Educational leadersknow that what matters is whether schools can offer their needieststudents good teachers trained in effective strategies to teachstrong academic knowledge and a study three researchers rank-ordered 28 factors that govern studentlearning. This was based on a review of 50 years of research on studentlearning, encompassing 11,000 statistical Number 1factor governing Student learning is Classroom is practices, teacher practices, that govern Student teacher does in the classroom to structure and organize a learning envi-ronmentis the most important factor that will increase Student is time to organize our schools based on what we want studentsto achieve, not on what fad is currently in classroom mustbe organized for learning if Student achievement is to , what typically happens in a classroom is the teacher doesactivities and then disciplines when problems occur.

5 No time is spentorganizing or managing the , of course, theadministrator has to contend with this problem, whichtypically has nothing to do with discipline.(continued on next page)All You Want to Know About Student AchievementWhy Some Schools Are SuccessfulStudent Achievement IsA Result of Good Classroom ManagementPermission is granted to duplicate these pages with the intent of improving Student achievement. Please give credit. harry K. Wong, , 943 N. Shoreline Blvd., Mountain View, CA Merrow, who does the PBS series on education, argues that we re misdiagnosing the problem as recruitment when it sreally retention. Simply put, we train teachers poorly and thentreat them badly and so they leave in droves.

6 He suggests that whereshortages exist, these are often what should be labeled self-inflictedwounds . They fall into three categories: Schools underpay and mistreatteachers and eventually drive them from the profession; inept schooldistricts cannot find the qualified teachers living under their noses; andsubstandard training ill prepares educators for the realities of classroom life. He likens the problem to a swimming pool with a serious leak. Youwouldn t expect that pouring more and more water into the pool would intime fix the leak, but that s precisely the approach we are taking toward theso-called teacher shortage. The response has been to recruit more peopleinto teaching, using a variety of strategies including public-service-announcement campaigns, $100 million in federal money, hiring bonuses,help with mortgages, and recruitment trips to Spain and other distantlands.

7 Yet the pool keeps leaking water because no one is payingattention to the leak. The fact remains, says Merrow, that our nation s 1,300 schools andcolleges of education already produce more than enough about 30 percent of those newly minted teachers don t go intoclassrooms. Many who become teachers don t stay long. An estimated 30percent leave the field within five years; in cities, the exit rate isan astonishing 50 percent. Of every 100 new graduates with licenses to teach, 30 do not. Of theremaining 70, at least 21 will have left teaching within five years. At thevery least, that is an inefficient use of human and material resources. So how do we fix the leak? It s really quite simple. We fix theleak by providing adequate trainingand supportfor beginningteachers (known as induction), thereby increasing the retention ofmore competent, qualified, and satisfied professionalsforAmerica s Teacher Shortage: Wrong Diagnosis, Phony CuresMerrow, John.

8 The Teacher Shortage: Wrong Diagnosis, Phony Cures. Education Week,October 6, paper was a handout at ASCD, Urban and Title I Conferences, and copies are available free of charge while supplies 650-965-7896 to request the Student Achievement bottom line is that There is no way to create good schools without good teachers. It is the administrator who creates a goodschool. And it is the teacher who creates a good classroom.(continued from previous page)The major problem in our schools is notdiscipline. It is the lack of procedures administrators, principals,assistant principals, and staff developers caneasily teach their teachers good classroommanagement skills. (See Rappahannock HighSchool on the back page.)

9 Gordon Cawelti s research on the practicesand programs schools use has revealed thatclassroom management skills can substantiallyimprove Student Practices resulting in substantiallyimproved Student achievement(. range) Classroom Management Techniques Time on Task Behavioral Classroom Techniques Tutoring Early Childhood Program Parental Involvement2. Practices producing modestly improvedstudent achievement(. range) Success for All Accelerated Reader Program Reading Recovery Staff Development Longer School Year Computer-Assisted Instruction3. Practices with mixed orcontroversial results Bilingual Education Detracking Class Size School Size4. Changes rarely or nevershowing improved Student achievement Site Based Management State or District Policies Pupil Retention Changes in Schedules or OrganizationIn a study on the nature of first-grade literacyinstruction,13findings revealed that studentachievement had nothing to do with whatliteracy program or approach was used.

10 Thefactors that created effective literacy instruction(and all other instruction of any subject at anygrade level) were1. Excellent classroom management2. High academic engagement3. Positive, reinforcing, cooperative environment4. Encouragement of self-regulationIn the best-selling ASCD book, Mike Schomker sresearch14gives the most effective way to create agood school:1. The staff must work as a productive familyor team. 2. The team must set clear and measurable The team must regularly collect and analyzethe data to see if the goals are being Improve schools with a staff that collects andanalyzes data from measurable goals, not fromfaddish programs. A review looked at 40 years of educationalinnovations and did not find a singleinnovation that increased studentachievement.


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