STEAM rather than STEM: Adding the Arts

For the last decade there's been a discussion about the importance of STEM programs in schools (science, technology, engineering, math). But in the past couple of years educators have begun to add another component, the arts. The result is adoption of STEAM programs that include everything mentioned earlier but recognize the valuable role the arts can play in student learning. The prevalence of STEAM programs in several central Washington school districts illustrates the impact. A recent article in the Tri-City Herald (Pasco, Kennewick, Richland, WA) describes the positive impact of STEAM programs on students in several elementary and high schools in the area. Even though the program is having an impact there are still concerns that the arts will some how be lost in the curriculum.

I'd enjoy hearing from you about STEM or STEAM programs in your school. 

A Different Kind of AP Course

Across American high schools have added Advanced Placement classes. The program is booming. Those classes are known for their rigor and the way they help students prepare for college. But six years ago AP teachers in the Bellevue School District near Seattle teamed up with researchers from the University of Washington to make their AP government classes far more interactive and project based. Role plays and simulations are a central part of their curriculum. What began as a change in AP government and politics courses now includes AP environmental science and AP physics.

The results are impressive. Students in five dozen classrooms in Washington, California and Iowa score as well or better on AP exams compared to students in lecture-heavy traditional AP programs. For example, last year 88% of students in two high-poverty schools that are part of the program passed the AP US government test compared to 24% for comparable schools across the nation.

Here's a story from the Seattle Times describing the changes. You can also watch a short video about the program. I'd enjoy hearing from you about your AP program and what you think about this modification.

Resources for Implementing Common Core

One of the most talked about issues in public education is implementation of the Common Core State Standards. Every state is at a slightly different stage of development but implementing the common core has significant implications for teachers and principals. I'm always looking for resources that can help principals and their teachers deal with these issues. and recently found two helpful free resources.

• The first is a Research Into Practice brief prepared by Practical Leadership for principals in the Oregon GEAR UP program. It provides an overview of the issues and includes an abundant set of links to even more materials and resources.
• The second is an Education Week Spotlight - Professional Learning in the Common Core Era. It also includes readings and links to resources that are easily downloadable as a PDF.

I hope you find these resources helpful and would enjoy hearing from you about your experience implementing the common core.

The Homework Debate

The debate about homework never seems to stop. It's one of those perennial issues faced by school leaders. Proponents of homework suggest that a reduction would reduce academic rigor. Those questioning homework challenge it's link to student learning. What's interesting is that there's evidence to support both sides of the debate. A recent study by a University of Virginia professor found no significant relationship between time spent on homework and grades but did find a relationship between homework and performance on standardized tests.

What we do know is that a survey conducted by the University of Michigan found that the amount of time spent on homework increased 51% since 1981. So, what do we know about homework? First, busy work turns students away from learning and does not impact overall student learning. Second, when homework exceeds more than 60 minutes a day in grades 3-6, 90 minutes a day in middle level and 120 minutes a night in high school, the benefits decline quickly.

One of the best sources of information about homework and how to support effective homework practices is an ASCD publication Rethinking Homework: Best Practices That Support Diverse Needs. The author, Cathy Vatterott, is a former teacher and school administrator. She provides teachers and principals with an explicit set of strategies for thoughtfully examining homework expectations and supporting homework completion. Cathy's website, www.homeworklady.com, shares many of her presentation materials and tools.

School Improvement in Small Schools

Small schools, particularly in rural communities, face real challenges to provide their students with the educational opportunities available in larger settings. For more than eight years the Union Pacific Foundation has funded a program focused on improving leadership in high schools in its service area. The railroad serves the vast western part of the country generally from the Mississippi River west.

While many schools are in urban areas like Chicago, St. Louis, Oakland, Portland, Houston or San Antonio, many others are located in small rural communities along UP rail lines.

West Desert High School is one of those schools. Located in Trout Creek, UT, in the middle of the Great Salt desert several hours from Salt Lake City, West Desert has fewer than thirty students in grades 7-12. Principal Ed Adler described the school as about an hour after the end of the blacktop. Despite its remote location and small size, the staff at West Desert is committed to being the best. It was recently recognized as the highest performing public high school in Utah.

The curriculum is unique in design but meets all of Utah’s curricular requirements. The daily math class includes every student and everyone studies the same subject. One year it may be Algebra, the next Algebra II or Geometry. At West Desert they’ve discovered the power of students working together, regardless of age, to master the content. Similarly, the science program includes only one subject each year. They’ve set aside the age and grade parameters that are taken for granted in many schools.

West Desert is a wonderful example of the power of a principal and teachers working creatively to assure that their students have a quality program. If you ever want to visit Great Salt Desert, you’d be very welcome to visit the high school.

Evidence Linking Small Schools and Student Achievement

For the past decade there's been a growing movement to create small learning communities and small schools with the belief that they will positively impact student achievement and school climate. Now there is evidence connecting small schools and student achievement! You will be interested in the findings of an Oregon initiative funded by The Gates Foundation and the Meyer Memorial Trust.

The Oregon Small Schools Initiative (OSSI) reported in their initial evaluation that small schools have a positive impact on student success and that "despite high rates of poverty and other barriers to success, . . . small school students generally perform as well as or better than non [small school] students." The report also said that "students enrolled at a small school for multiple grades will, on average, have better outcomes" than those there for fewer years. The complete report is available at http://www.e3smallschools.org/documents/Statewideoverviewreport_FINAL4_8_10.pdf.

The Oregon Small Schools Initiative provides many resources to support improvement and work with your community to improve student learning. Check our the things that they offer. I'd like to hear from you about your experience with small schools.

New Report on Middle Grades Programs

This week a new report was issued on middle grades reforms. Gaining Ground in the Middle Grades: Why Some Schools Do Better, from the EdSource research lab found that middle grades schools that outperformed their peers had an unrelenting focus on preparing students for the future. The staff adopted a "whatever it takes" stance on student learning. The study did not find a connection between grade configuration or organizational structure and student learning.

Some strategies the report identified include:

• an intense focus on student outcomes;

• shifting the school culture to a focus on preparing students for the future;

• adults are held accountable and take responsibility for student outcomes

• early identification and intervention to keep students on track;

• setting measurable goals for improvement;

• regular and effective communication with students and their families;

The report offers helpful guidance about how principals and other school leaders can work to improve their school. You might want to use it as the focus of faculty study groups or as part of a book study. The entire report is available at the link earlier in this blog.