Comments on: To turn her middle school around, a principal invests in the arts

By: Bringing The Arts Into A School Rather Than Cutting Them « oboeinsight

Bringing The Arts Into A School Rather Than Cutting Them « oboeinsight — Mon, 28 Mar 2011 17:14:21 +0000

[...] RTWT [...]

By: Arts on Line Update -January 3, 2011 | ohioarts

Arts on Line Update -January 3, 2011 | ohioarts — Wed, 05 Jan 2011 18:31:50 +0000

[...] The results include increased student attendance, increased parental involvement, improved discipline, and improved test scores. Several students are also applying for competitive arts programs in high school. To read the article please visit this site. [...]

By: Jess Kaswiner

Jess Kaswiner — Wed, 05 Jan 2011 17:56:16 +0000

After reading the responses above, it seems to me that the responses come mostly from advocates already in-the-know. I am eager for SASI research too, but am always concerned that this type of research stays in the hands of educators and does not get the message out to those who are not yet ‘on our side’ so to speak. We know art education works; it keeps students in school and can provide a safe and engaging learning environment. But why then do we keep having to say the same thing over and over to grant makers, policy makers, and the like?

What do others think of this? Do readers have recommendations for how to better leverage this research (and other research like it) for the education community at large?

By: Its Up To Us! | Instrumentos de la Libertad

Its Up To Us! | Instrumentos de la Libertad — Fri, 31 Dec 2010 19:33:21 +0000

[...] this crucial developmental pathway from our public school curriculum? This is especially true when low-performing schools show a marked change when they re-introduce arts to the curriculum. Should arts education be a tool for only those who can afford it, or should we as a culture [...]

By: To turn her middle school around, a principal invests in the arts | Instrumentos de la Libertad

Fri, 31 Dec 2010 19:22:48 +0000

[...] Continue to article here. [...]

By: Michael M.

Michael M. — Tue, 28 Dec 2010 05:36:12 +0000

Kate,

Thanks much.

Regular readers know how easy it is to knock the School Progress Report grading system in general — especially the notorious “student progress” specific metric (which was changed for 2009-2010 from a growth-over-prior-year method, which took advantage of inflationary state tests, to a percentile growth method, which sort of turns the concept into a zero-sum-game tempered by the “peer group”).

But I’m happy to fall on my pen for my misreading of “student progress” as the overall grade in the article.

On the other hand, there’s reason to celebrate: in 2009-2010 under the new percentile growth method, the Ron Brown Academy helped their lowest performing kids into the 79th “Median Growth Percentile for School’s Lowest Third.” (Similar for the lowest third in the two prior years under the old method.) That’s cause for hope for the kids and confirmation that the school’s on the right track.

“Every new idea is an impossibility until it is born.”
– Ron Brown

Happy Holidays.

By: Kate Schimel

Kate Schimel — Tue, 28 Dec 2010 01:13:56 +0000

Hi Michael,

J.H.S. 057 is the official name for M.S. 57 or Ron Brown Academy. The people I spoke with called it as Ron Brown Academy.

You are right that the recent numbers were reported. However, I got my numbers from the state report card as opposed to the city progress reports. That accounts for the difference in our numbers. If you return to the statistics page for J.H.S. 057, you can find them on the “Accountability and Overview Reports” under the heading Annual School Report Card. The latest report has not been released yet. Sorry for not making that clear!

While the school did receive a C on its last progress report, it received a B for student progress. Overall performance is still lagging. The grades on the progress reports were not stated in the article.

I hope that answers your questions!

Kate

By: Michael M.

Michael M. — Sun, 26 Dec 2010 20:09:44 +0000

I appreciate the essay and the above comments.

Re “The percent of students scoring at or above Level 3 on the state-wide ELA tests jumped from 21 percent in 2007 to 52 percent in 2009. No scores have been released since the state changed its grading standards, but the school received a B for student progress on its last progress report from the city.”

Rully?

I couldn’t find a DOE website for “Ron Brown Academy,” but there is a DOE web page for JHS 057, Whitelaw Reid, Celeste Douglas, principal, and there are test scores for 2010, 2009, and 2008. It’s a bit confusing. But to state that there were no test scores “released since the state changed its grading standards”, that I just don’t get.

ELA Level 3 or above, at 16K057( JHS 057, Whitelaw Reid)
2007 (no longer on the DOE website) = (21% per the article)
2008 (per DOE website) = 26.3%
2009 (per DOE website) = 49.4% (vs 52% per the article)
2010 (per DOE website, and AFTER the state changed the “cut points”) = 15.7%

Granted, I’m STILL not sure I’ve got apples-apples as to the schools, but I think I do (the attendance numbers I found match, and for the same 16K057). Regardless, note for K057 the huge drop-off from 2009 to 2010 due to the change in what the state considers “proficient, or level “3.”

I love the emphasis on the arts, I do believe that inspiring kids whether through arts, or sports, or whatever it takes, eventually turns into better attendance and academic results. And I have consistently raised numerous issues with the gerrymandered school progress reports, esp the letter grades. But I am at a loss as to why the author would say 2010 results were not available, when it seems they are.

Related: The most recent overall letter grade, for 2009-2010 for 16K057 was a “C.” It was an “A” in 2009 (not a “B” as per the essay), and a “B” in 2008.

I’m hoping the author can clear up my confusion.

By: Carol Fineberg

Carol Fineberg — Fri, 24 Dec 2010 21:50:04 +0000

Thanks, John, for asking so many good questions. Indeed, the SASI project focuses on those and many others. It is always difficult when taking a journalistic snapshot to use both a wide and deep lens! Suffice it to say, the principals in the SASI program wrestle with all of these questions as do those of us who support them in their effort to make the arts an important, integral part of every student’s learning. As you well know, the journey to achievement is a bumpy one. Some bumps: time on task, hiring rules that confound the best efforts of principals, and pre service training that tends to ignore the structures that help young teachers find their way during the first two critical years of in service work. There are some school systems that have virtually destroyed the support staffs that used to help young teachers survive their first years. We who are involved with SASI try to compensate for the draconian budget cuts and other impediments by offering a non punitive forum to present problems, debate alternatives and encourage solutions that help the rhetoric meet the road. There is both peer sharing and support as well as the introduction of principals to profound scholars of education and the arts. Sound familiar? We do build upon the past, heeding good old Santayana! By the way, SASI has a team of qualitative and quantitative researchers working with us, exploring the questions you ask plus others over a four year research cycle. Their reports make thought provoking reading, both for the principals and project staff. We look forward to the time when we will share our findings with fellow educators and the public.

By: John Barell

John Barell — Fri, 24 Dec 2010 12:06:56 +0000

News of the success at Ron Brown Academy is most encouraging. I am wondering what we can observe about the role of the arts in fostering the so-called 21st century skills, inquiry, critical/creative thinking, problem solving and self-direction.

I would assume that students at RBA are developing their abilities to think creatively, that is to be able to express themselves through various art forms, to go beyond the given (“think outside the box”), to think of novel alternatives to problematic situations. . .

What do faculty see in working with students in terms of students development of the ability to create and to analyze works of art critically?

By: Danika lacroix

Danika lacroix — Fri, 24 Dec 2010 01:28:46 +0000

As the principal of a near by elementary school, I know Ms. Douglas and the Ron Brown Academy (RBA) community very well. Ms. Douglas is an amazing leader with an amazing vision. I’ve transitioned several “young scholars” to RBA and they all come back and share stories that let me know the entire community is committed to moving children to greatness!