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So now let’s look at the latest PISA. It found that the most successful students are those who feel real “ownership” of their education. In all the best performing school systems, said Schleicher, “students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.” The PISA research, said Schleicher, also shows that “students whose parents have high expectations for them tend to have more perseverance, greater intrinsic motivation to learn.” The highest performing PISA schools, he added, all have “ownership” cultures — a high degree of professional autonomy for teachers in the classrooms, where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

On the educational value of coding, the piece quotes Adam Enbar, founder of New York's Flatiron School, which offers a number of pricey computer-programming courses, including a two-week session for high school students:   "I equate coding to reading and writing and basic literacy. Not everyone needs to be Shakespeare, just as not everyone needs to be an amazing developer," he says. "But ... we're entering a world where every job, if not already, will be technical."

Turnaround Case Studies by ERS Strategies: Denver Case Study Education Resource Strategies analyzed strategies to turn around low-performance schools undertaken by six large urban districts and four education management organizations and then developed 10 case studies. The attached case study is about school turnaround in Denver Public Schools.