Apr 1st 2009
Research included 4 years of test data on 130,000 students in over 238 buildings. The study included elementary, middle and high schools in urban, suburban and rural areas.
Data collection included site visits and a review of test data.
The study attempted to follow the design of the 1982 Peters and Waterman study which led to the publication of In Search of Excellence (Identified the common practices of excellent organizations) Reeves was looking to identify the common instructional practice that cut across the 90/90/90 schools
The classification as a 90/90/90 schools means that:
• 90% of your students are high poverty (qualify for free/reduced lunch)
• 90% of your students are from ethnic minorities
• 90% of your students met or exceeded standards on state test
Common Characteristics of High Achievement Schools
• A focus on academic achievement school wide
• Clear curriculum choices
• Frequent assessment of student progress with multiple opportunities for improvement
• A school wide emphasis on non-fiction writing
• Collaborative scoring of student work
The 9 characteristics found in the highest achieving schools:
• The impact of teacher collaboration
• The value of frequent and specific feedback
• The impact of time (focused student schedule on learning the essentials)
• Action research and mid course corrections
• Aligning teacher assignments with teacher preparation
• Constructive data analysis
• Common assessments
• Value of every adult in the system as a contributor to student learning
• Cross- Disciplinary Integration
The key findings from this study that give schools hope:
1) Techniques used by 90/90/90 schools are persistent (students are still poor and still doing well)
2) Techniques used by 90/90/90 schools are replicable (you can learn how to do this stuff that works)
3) Techniques used by 90/90/90 schools are consistent (they do not jump from one education fad to another- they stay with what works)
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90/90/90- Schools
Research Summary in brief: 90/90/90 Schools:
Research included 4 years of test data on 130,000 students in over 238 buildings. The study included elementary, middle and high schools in urban, suburban and rural areas.
Data collection included site visits and a review of test data.
The study attempted to follow the design of the 1982 Peters and Waterman study which led to the publication of In Search of Excellence (Identified the common practices of excellent organizations) Reeves was looking to identify the common instructional practice that cut across the 90/90/90 schools
The classification as a 90/90/90 schools means that:
• 90% of your students are high poverty (qualify for free/reduced lunch)
• 90% of your students are from ethnic minorities
• 90% of your students met or exceeded standards on state test
Common Characteristics of High Achievement Schools
• A focus on academic achievement school wide
• Clear curriculum choices
• Frequent assessment of student progress with multiple opportunities for improvement
• A school wide emphasis on non-fiction writing
• Collaborative scoring of student work
The 9 characteristics found in the highest achieving schools:
• The impact of teacher collaboration
• The value of frequent and specific feedback
• The impact of time (focused student schedule on learning the essentials)
• Action research and mid course corrections
• Aligning teacher assignments with teacher preparation
• Constructive data analysis
• Common assessments
• Value of every adult in the system as a contributor to student learning
• Cross- Disciplinary Integration
The key findings from this study that give schools hope:
1) Techniques used by 90/90/90 schools are persistent (students are still poor and still doing well)
2) Techniques used by 90/90/90 schools are replicable (you can learn how to do this stuff that works)
3) Techniques used by 90/90/90 schools are consistent (they do not jump from one education fad to another- they stay with what works)
