Turning High Poverty schools into High Performing Schools, part 2

William H. Parrett and Kathleen M. Budge's thought provoking book, Turning High Poverty Schools into High Performing Schools had me thinking about how we meet the needs of our students. Are we doing what we need to do to improve their performance? Poverty occurring in areas where there is a high incidence of poverty is far more intractable in its impact on achievement than low density poverty. The authors studied schools that were successful with interrupting the poverty-low success cycle. They highlight these programs throughout their text. One important caveat they present is that what works in one program is unlikely to be able to be lifted and implemented in another without adjustments. Local issues and concerns need to be addressed.

Below is a diagram highlighting the interactions they identify as important. Of particular note is the concept of the improvements coming from demanding leadership- not hated authoritarian leaders, but leaders who are recognized as positive leaders by their staff. It is also important to note the critical element of capacity building when it comes to leadership. Good leaders bring up others. They realize they cannot do it all, mentor and train others and set them to work with leading activities without them. I was on a PLC once where the administrators insisted on participating. It stifled growth and discussion. To build leadership on this experienced team, they needed only to set it in motion- not micromanage it.

One concern I have for this plan of intervention is the concept that there is a laser focus on improving the lowest kids. Yes, this is critical if we want to improve, but it leaves out an important group- the high ability and gifted kids. These kids tend to get lost because the needs of the masses are often overwhelming and yet it is important to not let them be forgotten. 10-30% of gifted kids drop out of school because they fail to see the point. We need find ways to challenge them while we address the sometimes staggering needs of the majority. Online programs, lunch bunches, and individual student research projects are ways to address their needs. Guidance departments need to understand that they have unique social-emotional needs that need to be addressed. When these students go to highly competitive colleges they often flounder because they lack skills many take for granted.