Vermont Study
of Poverty and Effective Schools Released
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The Vermont Department of Education
released a study, Roots of Success: Effective Practices in Vermont
Schools, in October. The
department research team, with the help of an advisory panel representing K-12
schools and higher education, studied what it takes for schools—and therefore
students, particularly low-income students,—to succeed. A combination of
quantitative and qualitative research methods was employed to identify the
characteristics common to effective schools.
Through a large-scale survey of more
than 2,000 Vermont teachers in 87 schools across the state, as well as
intensive site visits to three schools that are “beating the odds” (schools
whose Reading and Mathematics scores on state assessments defy expectations and
exceed those of other schools with similar demographics), the study uncovered a
set of attitudes and beliefs, as well as specific school practices, that are
associated with student, particularly low-income, success. These
characteristics form the foundation for school effectiveness and are essential
to ensuring that all children, regardless of background or socioeconomic
status, reach their full potential.
“What makes this work unique is that we
turned to members of our own community to affirm what other studies have been
telling us for years—it is possible to reach all children, regardless of
background,” said Commissioner Armando Vilaseca. “Our charge is to listen to
the stories and lessons of Vermont educators and administrators and commit to
the hard work of implementing these findings in all of our schools.
Demographics are not destiny, unless we allow them to be.”
Eight characteristics of Effective Schools (from Roots of
Success):
1. The belief that all students can succeed.
2. The belief that school staff are ultimately
responsible for students’ success and must therefore continually improve their
practice.
3. Effective school leadership that helps
translate these beliefs into practice.
4. Ongoing use of data to provide feedback to
staff as well as monitor and support students.
5. A professional teaching culture that supports
high-quality instruction and is characterized by staff collaboration, trust
among staff members, strong staff commitment and dedication, and effective
paraprofessionals.
6. A comprehensive and highly functioning support
system for students who struggle academically, emotionally, behaviorally, or
socially, including early intervention programs.
7. A supportive school climate that makes all
students, as well as adults, feel valued and safe.
8. A commitment to building constructive
relationships with families and involving them in their child’s learning.
The full
report, as well as an executive summary is
available online at the VSBA website (www.vtvsba.org).