Achievement in Rural Schools

A recent story on the Eduction Week Rural Education Blog discussed changes in rural educaiton. While rural Americans have improved their educational status, the gap between rural and urban areas continues to grow. For example, in rural areas more residents now obtain some sort of post-secondary education (7.8% in 1970; 27.4% in 2010) and fewer residents report having less than a high school education (59.4% in 1970; 18.9% in 2010). Rural areas now have more residents with a college degree (15.4%) but have fallen further behind the national average of 27.9% than any time in the past 40 years. These numbers parallel recent data that show only 27% of rural students enrolling in college compared to 34% nationally.

High School Rigor and College

A recent study using data from Florida schools found that students who have a more rigorous experience in high school are more successful in college. While that sounds logical, the study found several significant things that principals can use when working to improve college success for their students.

• Taking a more rigorous math course by 10th grade was linked to higher test scores and attendance at a four-year college.
• Taking a rigorous course in math, English, science, social studies or foreign language was tied to increased likelihood of attending a four-year college (7-9% more likely).
• Rigorous classes are advantageous at any time but have an even stronger relationship to college success when taken in 9th or 10th grade.
• Hispanic, African-American and poor students had a slightly higher graduation rate when they tool a rigorous course by 10th grade.
• The greatest gains occurred for students in high-poverty schools.
• Taking rigorous courses throughout high school, rather than just in the 11th or 12th grade, was advantageous.

We hope you find these data helpful as you work in your school to provide greater rigor for students, one of Oregon GEAR UP's five "R's." More information on the study is available here. We'd also enjoy hearing from you about your experience.

Resources for Rural Education

We're always looking for resources that can support the work of teachers and principals in rural schools. Education Week recently published an article that looked at ways to help rural students leap cultural hurdles to college attendance. It provides some useful suggestions for schools and described the important role that school counselors have in helping first-generation students navigate the process of getting into college. In particular the article discusses how to overcome resistance from family members when the "right fit" for a student might be a college far from home.

We've also become fans of an Education Week blog on Rural Education. The blog is updated regularly with the latest information on ways to strengthen rural education across America. It also provides teachers and principals with helpful tools and resources to support their work.

We like this blog because we recognize that educators, particularly in rural areas, have many different roles and responsibilities and that may leave little time to focus on things like supporting students' college aspirations. The Rural Education Blog, along with the resources provided by Oregon GEAR UP can support your efforts to increase post-secondary options for your students.

Grading and Assessment of Student Work

An common issue in schools is how to assess student work. It is often a complex, and occasionally contentious discussions, because it gets at issues of teacher autonomy and accountability, and because it is closely linked to student success in school and decisions about dropping out.

Two new resources, Research Into Practice, are available for GEAR UP principals. They were prepared by J. Howard Johnston, part of the EPI team working with principals as part of the Oregon GEAR UP program. The first discusses best practices in grading, and the second examines the use of rubrics for assessing student work. Both provide a summary of best practice in each area and include links to other online resources.

We think you will find the resources helpful and look forward to hearing from you about how you're working on grading and assessment in your school.

Five Key Functions of Effective Principals

A report just issued by the Wallace Foundation reviewed decades of research on school leadership and identified five "key functions" used by effective principals. They include:

• shaping a vision of academic success for all students;
• creating a climate hospitable to education;
• cultivating leadership in others;
• improving instruction and
• managing people, data and processes to foster school improvement.

Of particular importance is that the study "reinforced the empirical link between school leadership and improved student achievement."

The Wallace Foundation has supported studies on school leadership since 2000. The complete report is available on the foundation's website. We encourage you to read the entire report and learn about the impact a principal can have on student learning.

Principals Perspectives - Podcasts on School Improvement

Principals in the Oregon GEAR UP schools are involved in many exciting initiatives that are changing their schools in exciting ways. In order to share some of these programs and to allow principals to speak directly with other principals, a set of podcasts is being developed by Jerry Lynch with support from Dana Beck at Oregon GEAR UP.

Four podcasts are currently available at http://gearup.ous.edu/podcasts.php or through the Principals Perspective link at the iTunes Store. Current topics include:

• College and Career Advisory Program – Kristi McGree, Principal, South Umpqua High School
• Positive Behavioral Interventions and Support – Bryan Wood, former principal , Brookings-Harbor High School and Diane Kinney, Dean of Students, Azalea Middle School
• Increasing Student Expectations and Test Scores – Jay Mathiesen, Principal of La Pine High School
• Freshman Academy – De Ann Jenness, Principal, North Marion High School

The podcasts are a rich resource for principals or their staff who can learn about the ways that GEAR UP teachers and principals are improving the educational experience of their students.

Nurturing and Sustaining Professional Learning Communities

Over the last decade many schools have embraced the idea of professional learning communities (PLC's). While the term describes all sorts of collaborative activities, the PLC advocated by Rick DuFour, Shirley Hord and others is a school where teachers and principals focus on intently on improving student learning. They are committed to their own learning and act on that learning in ways that will positively improve students' education.

As PLC's have matured some schools struggle with ways to nurture and sustain the vitality that was often present in the early years. Schools that have successfully navigated this path find that five things support the continued growth of professional community.

• First, create a schedule or other structure to provide time for teachers to work together and reduce isolation. There are many options, limited only by one's creativity.
• Next, embrace policies that encourage greater autonomy, foster collaboration and improve communication. Share what works. Have conversations about successes and opportunities for growth.
• Third, provide time for professional development both during the school day and at other times. Consider converting staff meeting time into opportunities for professional dialogue.
• Fourth, when hiring new teachers look for candidates who are comfortable with feedback, examining their practice and who share your commitment to professional learning.
• Finally, be transparent about your own learning and encourage those around you to do the same. Read widely. Be inquisitive. Work to create an atmosphere of trust and respect among all personnel.

We'd enjoy hearing from you about your experience with PLC's and how you work to maintain their vitality in your school.