Bridging the Opportunity Gap: How Washington Elementary Schools are Meeting Achievement Standards

Executive Summary

Higher standards for student achievement have become an expectation for all of Washington's schools. Over the last several years the students in some elementary schools have been more successful at meeting the new standards than have students in other schools. In fact, some students from schools with relatively high levels of poverty have shown that student achievement of the standards is possible. This is not an easy task for schools, but nonetheless, with the proper modifications to the school and professional environment, these schools have shown that substantial levels of achievement are within reach.

In this study we sought to identify the changes that these successful schools had made that enabled them to "beat the odds," given their student populations. To identify why these schools have been successful, we chose to listen to the educators themselves, as they described their approaches to school reform and the new standards as measured by the WASL. We then tried to identify themes and common changes that had characterized their responses. Because all of the research teams consisted of experienced educators, we also considered our own impressions of these schools' characteristics in drawing our conclusions.

The explanations given by the school educators were similar across schools and districts. We identified four primary factors that appear to have led to the necessary changes in the school to enhance student achievement. First, the school and professional environment is one in which adults put the well being of others, both adults and students, as the foremost concern. These schools are places where the adults care about each other, like where they work, and work hard together for the sake of the students. Second, there is strong leadership at these schools that has articulated a vision and set clear goals for the adults in the school. Whether by direct means or by more indirect approaches, such as the delegation of responsibilities, the leadership in the school has been strong and appreciated. Third, the curriculum and instruction in the schools is focused and intentional, addressing the state's essential learnings. Teachers in these schools believe that their students, regardless of background, can learn what is required. With all adults working collaboratively with a common focus the results have been affirmative. Fourth, assessment results inform instruction. WASL and other assessment results are seen as important sources of information for identifying strengths and weaknesses of students individually and of the school as a whole. Such information is used to provide necessary instruction and to guide the professional development of the teachers.

In addition, we also identified a second group of factors that were present in some, but not all, of the schools. While the educators in the schools identified the factors as important to their success, we noticed that many times they were factors that enabled or aided the adults at the school in developing the four primary factors. These secondary factors included small school size, district support, lack of student and staff mobility, parental and community involvement, and professional development. These factors may be helpful, but apparently are not mandatory. For example, large schools and schools without substantial district support have also been successful in the reform effort.

Finally, we tried to look "deeper" at the educators at these schools to identify any unspoken but implied characteristics that appeared to be present in all locales. We concluded that these schools shared one general trait that was at the foundation of their success. Succinctly stated:

"A fundamental characteristic of all of these schools is that the majority of the educators are "on board" with the state reform efforts. The educators have all agreed, either because of philosophical belief, acceptance, or acquiescence, to move the school in a certain direction. A logical necessity of this trait is the personal willingness of each teacher to give up long-held beliefs and practices at the school and in the classroom."

Jeffrey T. Fouts, Ed.D. Executive Director
Washington School Research Center
Lynnwood, WA

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