Contents contributed and discussions participated by Pamela Stevens

Between 1970 and 1988, the achievement gap between African American and white students was cut in half, and the gap separating Latinos and whites declined by one-third. That progress came to a halt around 1988, however, and since that time, the gaps have widened.
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eachers who often do not know the subjects
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ounselors who consistently underestimate their potential
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But what hurts us more is that you teach us less.
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Stunned, first, by how little is expected of students in high-poverty schools—how few assignments they get in a given school week or month.
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Clear and public standards for what students should learn at benchmark grade levels are a crucial part of solving the problem.
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Kentucky was the first state to embrace standards-based reform.
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The more vocational education courses students take, the lower their performance on the NAEP.
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New York City schools required all 9th graders to take the Regents math and science exams.
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At least they failed something worthwhile."
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Ample evidence shows that almost all students can achieve at high levels if they are taught at high levels. But equally clear is that some students require more time and more instruction.
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extra funds e
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before school, after school, weekends, or summers.
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Maryland
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Kentucky
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San Diego
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doubling—even tripling—the amount of instructional time devoted to literacy and mathematics for low-performing students and by training all of its teachers.
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high-poverty schools
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teachers without even a minor in the subjects they teach
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We take the students who most depend on their teachers for subject-matter learning and assign them teachers with the weakest academic foundations.
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In just one academic year, the top third of teachers produced as much as six times the learning growth as the bottom third of teachers.
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Something very different is going on with the teaching
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By the time their students reached high school, these districts swapped places in student achievement.
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reversed the normal pattern:
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the faculty revamped how it prepared teachers.
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he El Paso Collaborative
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to provide support to existing teachers and to help them teach to the new standards.
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summer workshops,
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monthly meetings for teachers within content areas,
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work sessions in schools to analyze student assignments against the standards.
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released 60 teachers to coach their peers.
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no more low performing schools and increased achievement for all groups of students, with bigger increases among the groups that have historically been behind.
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he value of a relentless focus on the academic core.
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Clear and high standards
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Assessments aligned with those standards.
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