The achievement gap between
economically poor and disadvantaged students and their non-disadvantaged
counterparts is nothing new. Evidence suggests
that it can be mitigated using a four-step Targeted
Accelerated Growth (TAG) loop process: (1) discovering through the
administration of diagnostic assessment the sub-skill deficiency, (2) providing
increased direct instructional time, (3) focused teaching to the deficient
sub-skill, and (4) retesting to assure that learning has actually occurred (Fielding, Kerr,
& Rosier,2007, p. 19), Despite
documented success of the process, the field seemingly
refuses to use the foresight needed to improve learning
for all.
As noted by Fielding et al., (2007),
"layers of processes, some of which may not even currently exist in your
district, must be carefully added and must work together. In addition, the governance structure must
interact in different ways to create and sustain these changes" (p. 20).
The TAG loop process is a process
not a linear model. With any process
foresight is needed to accept changes resulting from the interpretation of
reliable data. This is crucial for
success based on application of correct micro-adjustments. It takes foresight from educational leaders
and stakeholders to utilize diagnostic testing and professional development for
the teaching staff to ensure they are able to effectively use data. This is the piece
that allows proportional increases in instructional time to be well-developed. Without data gathering and understanding how
to use it diagnostically-little else to promote an effective process is truly
possible. Unfortunately, too often well-intentioned
administrators convey the need for change without teaching stakeholders, including staff, how to
interpret the meaning of the data. Using data to frequently monitor
student progress is one of the seven correlates of
reform posited by Effective Schools
Research.
College Park
Elementary School has a preponderance of students whose parents are
employed by the University of Maryland. By
contrast, Columbia Park
Elementary School is located in an impoverished neighborhood near the
District of Columbia. College Park
students scored at the 90th percentile on average, while Columbia Park scored
at the 94th percentile (Comer
1998). How is this possible? Columbia Park Elementary School is able to consistently exhibit the
seven correlates
of Effective Schools:
• Safe
and Orderly Environment
• Clear
and Focused Mission
• Climate
of High Expectations for Success
• Opportunity
to Learn & Student Time on Task
• Frequent
Monitoring of Student Progress
• Positive
Home-School Relations
• Strong
Instructional Leadership
The illustration exemplified in Comer’s study proves it is not who goes to the school but what goes on in the school
that matters. How many of the seven
correlates are evident in your school?
If some are not evident, what are you
prepared to do to raise awareness of the need to utilize all seven
correlates to promote learning for all?
Reference:
Comer, J. P. (1998). Educating poor
minority children. Scientific American, 259(5) 42-48.
Fielding,
L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up
growth for
those who are behind. New
York: Foundation Press
Lezotte, L. W. (1991) Correlates of
Effective Schools: The First and Second Generation.
http://www.effectiveschools.com/images/stories/escorrelates.pdf
