North Carolina's Charlotte-Mecklenburg Schools (CMS) perfectly illustrates both the power of effective teacher training and technology. Since 2008, CMS has provided digital science resources to Title I schools -- schools with a high concentration of students living in poverty. Along with digital content, the district provided teachers with ongoing professional development designed to show them how to build engaging lessons, enhance their current curriculum and inspire students by integrating digital media, hardware and software. The professional development, however, was not mandatory.
The results could not have been clearer: The students of teachers who opted into the professional development not only closed the achievement gap between themselves and students from Title I schools that did not have the same technology, they also outperformed the non-Title I schools, amassing a 57 percent passing rate on the state's end-of-year standardized science tests, compared to the 43 percent passing rate of those from wealthier schools. These are some of the most disadvantaged students in the state, remember, and yet they caught up to -- and surpassed -- students from more affluent schools.
An interesting thought for my students who assume they can't do it and consistently sit and wait for teacher help; often without even looking at what they are supposed to do.
