Title: Rigor, Relevance and Relationships The New Three Rs High Expectations High Performance for All Stude
1Rigor, Relevance and RelationshipsThe New
Three Rs High Expectations High
Performancefor All Students
2High Schools That Work
SouthernRegionalEducationBoard
3Distribution of Students by Ethnicity and
Parental Education at Improved andNon-improved
Schools
4Average Gains in Achievement on the HSTW
Assessment Between 2002 and 2004
5Average Gains/Declines in Reading Achievement
Scores between 2002 and 2004
6Average Gains/Declines in Mathematics Achievement
Scores between 2002 and 2004
7Average Gains/Declines in Science Achievement
Scores between 2002 and 2004
8Key Questions
- Why do students at most-improved schools make
greater gains in achievement than students at
non-improved schools?
9Gains/Declines in Percentages of Students
Completing the HSTW-recommended Curriculum
10Gains/Declines in Percentages of Majority
Students Completing the HSTW-recommended
Curriculum
11Gains/Decline in Percentages of African-American
Students Completing the HSTW-recommended
Curriculum
12Gains/Declines in Percentages of Students
Completing the HSTW-recommended Curriculum by
High Parent Education
13Gains/Declines in Percentages of Students
Completing the HSTW-recommended Curriculum by Low
Parent Education
14Summary of Gains and Declines in School and
Classroom Practices
15Significantly More Students in 2004 than in 2002
Experienced High Expectations
16Significantly More Students in 2004 than in 2002
Experienced High Expectations
17Significantly More Students in 2004 than in 2002
Experienced Reading and Writing for Learning
Across the Curriculum
18Significantly More Students in 2004 than in 2002
Experienced Reading and Writing for Learning
Across the Curriculum
19Significantly More Students in 2004 than in 2002
Experienced High- quality Mathematics Instruction
20Significantly More Students in 2004 than in 2002
Experienced High- quality Mathematics Instruction
21Significantly More Students in 2004 than in 2002
Experienced High- quality Mathematics Instruction
22Significantly More Students in 2004 than in 2002
Experienced High- quality Science Instruction
23Significantly More Students in 2004 than in 2002
Experienced High- quality Science Instruction
24Significantly More Students in 2004 than in 2002
Experienced High- quality Career/Technical
Instruction
25Significantly More Students in 2004 than in 2002
Experienced High- quality Work-based Learning
26Significantly More Students in 2004 than in 2002
Experienced High-quality Guidance Assistance
27Significantly More Students in 2004 than in 2002
Experienced High-quality Guidance Assistance
28Significantly More Students in 2004 than in 2002
Received Extra Help
29Significantly More Students in 2004 than in 2002
Perceived High School Studies Important to Their
Future
30Significantly More Students in 2004 than in 2002
Perceived High School Studies as Important to
Their Future
31Comparison of Percentages of Students Meeting
Performance Goals in the Middle Grades
Source 2004 Making Middle Grades Work
Assessment and Student Survey
32Rigor, Relevance and RelationshipsThe New
Three Rs High Expectations High
Performancefor All Students