study says...

Students in high-tech math program saw big gains, report says

Students in New York, Chicago and Washington D.C. schools in a program called Teach to One made better-than-average math gains.
PHOTO: Caroline Bauman
Students in New York, Chicago and Washington D.C. schools in a program called Teach to One made better-than-average math gains.

Students in a high-tech math program that features computer-generated student work schedules, virtual tutors and live teachers posted above average math gains last year, according to a new study.

More than 2,200 students in seven middle schools in New York, Chicago, and Washington, D.C., that used the Teach to One learning model made an average of 1.2 years of math growth, according to the report by researchers at Teachers College at Columbia University. That was 20 percent more progress, on average, than other students made on an optional test used in school districts across the country.

But the gains varied across schools, according to the report, which follows an inconclusive study that was released last year. Students at five of the schools gained less ground than the national average in at least one grade, the report found.

Teach to One, which has expanded to 15 schools in seven cities in its second year, grew out of a city Department of Education program called School of One, which enjoyed national attention and federal funding before its co-creators left to start their own nonprofit.

“Our big takeaway [from the study] is that it looks like, at least so far, we’re on the right track,” said Joel Rose, the former city official who helped build School of One before co-founding New Classrooms Innovation Partners, the nonprofit behind Teach to One.

The report cautions that it cannot attribute students’ math gains to the Teach to One program, since it was not an experimental study that could control for various factors. The report was prepared for New Classrooms using students’ fall and spring scores on the Measures of Academic Progress test.

The report notes that the sixth- through eighth-grade students in the program last year — its first in operation — were more likely than the average test-taker to be non-white, English language learners, and from low-income families. They are also more likely to receive special-education services.

“Given that this was a first-year initiative implemented with an underserved population, the early data are encouraging,” the report said, adding that the model deserves “continued exploration.”

Schools that use Teach to One’s math model gather several grade-level classes — for instance, five classes of seventh graders — into a single open space with about a dozen learning stations and multiple teachers and assistants. Students find their stations listed on large monitors, then pull up their daily agendas, or “playlists,” on laptops.

Algorithms use diagnostic and daily assessment results to select the skills — which are pulled from multiple grade levels — that students will target for the whole year and each day. Students complete computer activities, work in small groups, chat with remote tutors through headsets, or sit for teacher-led lessons based on plans from a vast digital trove.

The model is meant to maximize class time by customizing what each student is learning to reflect only areas where he needs to improve.

“We’ve been doing school the same way with one teacher and 30 kids for 150 years,” Rose said. “There are just limits to how successful that model can be — even with the best of teachers.”

This model is similar to what School of One offered when it started in three city schools in 2009. The updated model includes changes such as regular applied-math projects and content aligned with the Common Core standards.

Students
School of One students speak to remote tutors at the program’s kickoff in 2009. (GothamSchools)

A study last year by New York University’s Research Alliance for New York City Schools found mixed results for School of One. Of three pilot middle schools that used the model in 2011, one saw a positive impact, one saw a negative impact and one saw neutral results, according to the study. (Two of the schools are no longer using the model.) The researchers said the first-year study was not definitive, but offered “initial feedback.”

School of One was built for the city using a mix of public and private funds. In exchange for the rights to use elements of that model in Teach to One, New Classrooms runs the program for free in the six New York schools that use it, according to New Classrooms co-founder and city Department of Education veteran Chris Rush. Department officials said the city’s ethics board cleared the arrangement.

Rush and Rose’s departure raised questions about whether innovations incubated by the school system — especially under the technology-minded former chancellor, Joel Klein — would persist across administrations or spin off into private ventures, like Teach to One.

The co-founders said the move enabled them to attract investments from donors who want to see the model expanded nationally and to “insulate” it from political forces.

Those political forces include a new mayoral administration that will decide whether to renew its contract with Teach to One, which expires in June.

“Time will tell if the new mayor and chancellor are interested in continuing to be leaders in education innovation,” Rose said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.