Busting the Myth that Poor, Urban Schools Can't Succeed (page 3)

With the first bell of the new school year about to ring, a new book from the Urban Institute Press spotlights how urban schools serving low-income minority students can shine.

Good Schools in Poor Neighborhoods: Defying Demographics, Achieving Success, by Beatriz Chu Clewell and Patricia B. Campbell, with Lesley Perlman, combines solid data from original research with lively vignettes and vivid quotes from principals, teachers, parents, and students to present a picture of exceptional elementary schools in difficult academic environments.

Based on three years of research, the book differs from many others in the "effective schools" literature by contrasting high-scoring elementary schools with their more typical, struggling counterparts in two disparate, anonymous school systems: one serving predominately African-American students in a large, declining northeastern city (called Cumberland City in the study) and one serving Latino students in a growing, southwestern urban area (called Rios Calientes). In each area, the grade schools studied have the same demographic profile and the same union contracts and other district constraints, so the researchers could uncover the characteristics, policies, practices, and activities that make a real difference in early educational performance.

"As educational researchers, we know that while resources and socioeconomic factors play a role in student achievement, they are not the sole determinants of student success. Poor, urban schools can make a difference -- and some of them do," state Clewell, Campbell, and Perlman.

Clewell is a principal research associate and director of the Program for Evaluation and Equity Research at the Urban Institute. Campbell, a former professor of research, measurement, and statistics at Georgia State University, is president of Campbell-Kibler Associates, where Perlman was a research associate.

The Study and Its Findings
In each of the two sites examined, participants in a National Science Foundation math and science improvement initiative, five highly effective and three typical elementary schools were selected. In these very different districts, the authors identified five characteristics that set successful schools apart from their lower-performing counterparts:

• Highly effective school principals are instructional leaders, encouraging innovation and other improvements.

• Highly effective schools have a higher-quality teaching force that appears more committed to its schools and more willing to “go the extra mile.”

• Rios Calientes parents are much more likely to volunteer and to participate in activities in highly effective schools than in typical schools. In Cumberland City, the degree of parent participation is less striking; however, there are differences in parent attitudes and parent-friendly policies.

• Teachers in highly effective schools apply discipline more consistently and are more likely to take responsibility for disciplining their own and other teachers’ students.

• Teachers in highly effective schools have higher expectations for their students. They are also more likely to take responsibility for their students’ learning, and their principals are much more likely to expect teachers to do so.