Date of last update: June 2015
Of the 7 initial pilot schools . . .
In addition to the student outcomes above, Public Impact collected data about teacher perceptions and implementation challenges to address what is working and what needs improvement for teachers and students in Opportunity Culture (OC) schools.
Student outcome data at this time are limited in statistical validity due to small numbers and gradual implementation in most schools. However, we have chosen to share these and are learning from them as directional indicators.
Most OC schools implement their new models over two to three years, and aim to reach at least 75 percent of students with excellent teachers in core subjects. In the first two years, typically only a portion of the school’s core subject classes are reached by teachers chosen for advanced roles, making school-wide data uninformative.
The number of schools was 7 in 2013–14 and 34 in 2014–15.
- Of these, only the three Nashville schools achieved 100% reach in the first year in core subjects by teachers selected for advanced roles.
- In Charlotte’s Project L.I.F.T., the four first-year schools made very small transitions, in one case with only one teacher extending reach. Data from the first year in these schools are not reportable to protect teachers’ privacy, but the second year’s March interim data appear above.
- Teachers typically reached 33 percent to 300 percent more students than average.
More than 60 schools will be implementing in whole or part in 2015–16. Even larger numbers in future years will produce increasingly valid data from which to learn.
These early student learning results—which have been achieved in pioneer schools by pioneering teachers new to their roles, in many cases without any special training—are just the beginning of what is possible. While these results are positive, qualitative research indicates a number of ways in which most schools can improve implementation. These areas for improvement are summarized on our Lessons from Opportunity Culture Implementation page. Examples include: having multi-classroom leaders operate as a team of leaders for the whole school when using that model; providing training—by districts, education schools, or others—tailored for teachers new to advanced roles; co-scheduling grade and subject teams to be free at the same time for frequent co-planning and co-improvement; protecting scheduled collaboration time; and carefully selecting teachers for each role.
Please return to this page in early winter 2016 for updates.