Boulder, CO (PRWEB) October 03, 2014
A new project of the National Education Policy Center (NEPC) will recognize public schools for what they do to give all students the chance to succeed, rather than turning to test scores to determine school quality.
The Schools of Opportunity project is now seeking applications from public high schools in Colorado and New York. Next year, the project will expand to include schools nationwide, recognizing schools that use research-based practices to close the opportunity gaps that result in unequal opportunities to learn, in school and beyond school.
For example, although schools cannot directly integrate neighborhoods by race and class, they can do their best to integrate classrooms by race and class. And although it is difficult for schools to make neighborhoods or homes physically and emotionally safe, they can strive to ensure that students are physically and emotionally safe while they are in school.
The National Education Policy Center (NEPC), housed in the CU-Boulder School of Education, designed the Schools of Opportunity project as a way to highlight the nation’s best schools and practices. The project is led by NEPC director and CU-Boulder School of Education Professor Kevin Welner, and Carol Burris, principal of South Side High School in Rockville Centre, N.Y, who was the 2013 New York State High School Principal of the Year.
Each state’s effort will also be assisted by a team of evaluators, including New York State Regent Betty Rosa and William Mathis, a former Vermont Superintendent of the Year and National Superintendent of the Year finalist. The Ford Foundation and the NEA Foundation have both provided funding assistance.
“This project is about rewarding schools for doing the right things, even if they do not enroll the nation’s top students,” said Welner. “It’s also about highlighting the work of schools that are energetically closing the opportunity gap by engaging in research-based practices designed to make sure that all students have rich opportunities to succeed.”
Burris, whose school has been consistently ranked high in popular lists of the nation’s top high schools, points out their limitations. “Current programs aimed at identifying the nation’s best high schools include many high-quality schools,” she said. “But the approach they use tends to reward schools that are affluent and/or those that enroll a selective group of students. It is time we recognize schools that do outstanding work with a wider range of students.”
The Schools of Opportunity project will recognize schools based on 11 specific principles identified by experts in the 2013 book, Closing the Opportunity Gap published by Oxford University Press, which Welner edited along with Stanford University Professor Prudence Carter. The project will recognize schools that use these principles to help to close opportunity gaps in order to improve academic performance.
“The first step in changing the conversation on school quality requires us to acknowledge that achievement gaps are a predictable and inevitable consequence of opportunity-to-learn gaps, which arise in large part because of factors outside of the control of schools,” Burris said. “However, even as schools are affected by larger societal forces, schools and educators can make decisions that either widen or close opportunity gaps.”
The specific practices include effective student and faculty support systems, outreach to the community, health and psychological support, judicious and fair discipline policies, little or no tracking, and high-quality teacher induction and mentoring programs. All identified practices are listed on the Schools of Opportunity website at http://opportunitygap.org.
The project is grounded in two basic, interrelated truths. Opportunity gaps beyond the control of schools contribute to gaps in achievement. At the same time, excellent schools can help narrow achievement gaps by closing those opportunity gaps within the school’s control.
“It’s because of the first truth,” Welner explained, “that excellent schools cannot be identified by just looking at outcomes. An awful school can have pretty good outcomes if its students are lucky enough to get rich opportunities to learn outside of school. And an outstanding school won’t necessarily have excellent scores if its students are disadvantaged by severe life challenges outside of school.
“When schools and communities focus resources and efforts on closing the opportunity gaps, they should be recognized, supported and applauded,” he said. “They should also serve as models for those who wish to engage in true school improvement.”
The Washington Post’s Answer Sheet blog covered the announcement of the Schools of Opportunity project and plans to exclusively announce schools that receive recognition in the spring. Top schools will receive acknowledgement at awards ceremonies and in other venues as well. Today’s announcement in the Answer Sheet is posted at wapo.st/1nRf56r.
The Schools of Opportunity recognition process is designed to allow applicants to explain how and why their school should be recognized, and the project will provide any assistance needed to help applicants easily complete and submit their information.
Schools of Opportunity recognitions will be made at gold and silver levels, as well as a special recognition for top schools. Applications are welcomed until Nov. 15, with all nomination information and forms available online at http://opportunitygap.org.
The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence. For more information on NEPC, please visit http://nepc.colorado.edu/.