Preface

 

Educators today are strategically placed to realize both excellence and equity in outcomes for students—to raise the bar for all students and to close the achievement gaps. Variations in learning should no longer be attributed to background factors. Indeed, schools must remove barriers, empower students, and create the conditions necessary to ensure success for all.

This call to action is not an abstract theory of what could be, but rather an approach that educators are already taking in their districts, schools, and classrooms—an approach that is already producing significant results. Educators are already convinced that they cannot give up now or show signs of disenchantment or discouragement. They are aware of their role in building a civil society, focusing on results, and advocating for students from diverse groups and those who live in poverty. In other words, educators are fully aware that the focus of education in the next few years has to be on removing the barriers that prevent an improvement in graduation rates. This mission is very important to the students from groups that have a history of failure or of dropping out of school. The need to build alliances and coalitions to support learning and to ensure that schools serve the needs of all students will take center stage. Politicians and parents alike will continue to demand that schools use the strategies at their disposal to raise the bar for all students and close achievement gaps for those who have not been successful in the past.

The litmus test or, indeed, the question we must ask ourselves is this: Can we afford to replicate the status quo? Under our watch, can there be “throwaway” kids? Will our society remain competitive in the global arena if a significant number of students cannot read, write, or do mathematics? Can we accept the fact that a large number of students will not graduate from high school? Can we, as educators, tolerate the waste of human potential if some students leave our schools without the education they deserve?

There is a cacophony of voices demanding improvement in the number of students who graduate from schools. There are persuasive arguments for a focus on the moral, economic, social justice, and human rights imperatives of schooling. Educators are taking this clarion call very seriously in their efforts to live up to the promise of making education a driving force for societal improvement and global competitiveness. Improving graduation rates will depend on educators and policy makers evaluating the effectiveness of the strategies that they are currently using from kindergarten to Grade 12, and revisiting the criteria for assessing the effectiveness of learning environments. It will require deep commitment to action and to monitoring what effect the implementation of their strategies is having for the success of our students. Student success, in terms of graduation, is not only dependent on the quality of instruction and educational experiences in high schools; it is also dependent on the strong foundation of knowledge, skills, and attitudes that is laid. It is also dependent on the establishment of high expectations for the success of all students beginning in the early years of a child’s education.

The most important role of schools today is to ensure academic engagement and achievement from kindergarten to Grade 12. Our schools are uniquely positioned to equip our young people with the skills they require to be successful, contributing adults in our society. This challenge, however, is constant throughout the full breadth of the child’s educational journey; specific interventions must be in place at all stages and transition points along the continuum. It is critical that educators recognize that improved graduation rates are dependent on improving teaching and learning throughout students’ journey from kindergarten to the end of high school. Waiting until high school to challenge and engage students or to implement intervention strategies is too late. Success is dependent on a whole-system approach at the district, school, and classroom levels, across the grades, beginning with strategies that are implemented at the first indication that students are not performing according to the established standards and criteria. These strategies must be focused and intentional with specific, appropriate, and targeted supports for students who are not succeeding. A strong safety net must be in place to give students more chances to achieve graduation. In the study Unlocking Potential for Learning (Campbell, Fullan, & Glaze, 2006), it was clearly shown that sustained improvement in student achievement depends on schools, districts, and provinces adopting an aligned approach that builds the capacity of teachers, school leaders, boards, district leaders, parents, and community allies. High SchoolGraduation: K–12 Strategies That Work provides a comprehensive approach to school and district improvement using proven strategies to enhance student achievement and increase graduation rates.

There are many evidence-based approaches that are being implemented in many jurisdictions across the world. Those promising practices must be adopted, and strategies that do not work must be abandoned. Many jurisdictions are proving that all students can learn and succeed given time and proper supports. This means that it is necessary to ensure that all teachers and principals have access to these approaches and should be encouraged to improve on their knowledge base in an effort to sustain the gains that have already been made. Our experience is that it takes different approaches and renewed effort to bring about improvement at different stages along the journey, especially as one gets closer to the target. What we also know is that this work has to be done with a sense of urgency. The fact is that the students cannot wait—nor will their societies, as each country strives to take its place in the global economy.

In Ontario, improving graduation rates has been a key priority. Over the past nine years, continuous progress has been achieved. The research-informed strategies outlined in this book are based on the firsthand experiences of the authors who were provincial leaders in the development and implementation of Ontario’s improvement strategy for kindergarten through Grade 12. This book provides an improvement framework for school district leaders, school administrators, classroom teachers, and policy makers. It documents the instructional strategies and improvement processes used to bring about the changes that have resulted in continuous improvement in student outcomes.

Education benefits all members of the community, and making gains in achievement requires the support of all those who have a vested interest in this critical undertaking. The importance of developing community alliances and building coalitions to support learning is important; schools cannot do this alone. Through the development of networks, the sharing of promising practices, and the support of one another, schools and their communities keep the momentum for improvement alive.

High School Graduation is a detailed, comprehensive resource for the principals, teachers, superintendents, directors, and policy makers whose primary quest is to improve their schools and districts and to help all students achieve at higher levels and graduate from high school. This book outlines high-impact, research-informed strategies that have been demonstrated to improve student achievement. The authors have provided practical processes, tools, and templates that will assist jurisdictions to achieve their improvement goals. Sample tools such as templates for improvement planning are included.

There is, indeed, a sense of urgency in improving student achievement. Schleicher (2006) asserts that, regardless of where we live in the world or where we stand in terms of development, the ability to compete in the fast-growing economy with demands for high-level skills hinges on significant improvements in the quality of schooling outcomes and a more equitable distribution of learning opportunities.

In 2011, the Organisation for Economic Co-operation and Development (OECD) said that Canadian students do well not only on the Programme for International Student Assessment (PISA); they do so despite their socioeconomic status, first language, or status as Aboriginal Canadians or recent immigrants. OECD stated that Canada has achieved success within a system that accommodates a diverse student population. Researchers examined Canada’s success through an in-depth look at the province of Ontario and validated our strategy, which they described as combining a demand for excellence with extensive capacity building, and fostering a climate of trust and mutual respect among all stakeholders (OECD, 2011).

Teachers, principals, and all those who work in schools are to be commended for the progress they have already made. But as time progresses, we cannot rest on our laurels. We know we can do better. We know that we can raise our expectations of the number of students who can graduate from high school successfully with our guidance, support, and effective teaching.

As countries across the globe focus on educational improvement, there is an expressed need by educators to discover and implement the strategies that improve student learning and achievement. This book documents Ontario’s success story and provides a reflection on the reasons the approaches that were selected, from a field of possibilities, worked. Educators across the world will find that many of the processes described can work in their own contexts. It also helps that the Ontario system has received external recognition and validation for its focus on excellence and equity and for closing achievement gaps.

We invite educators to share our enthusiasm for the future of education. We certainly have the will and the skills to improve graduation rates. This requires inspired, persistent performance and motivation, and an enduring belief that our efforts do, indeed, enhance life chances. Our confidence is based on recognition of what we have already achieved. We know we can do even better. We must keep the momentum alive. Improving graduation rates is a mission that is possible and one that we embrace with confidence.

References

Campbell, C., Fullan, M., and Glaze, A. (2006). Unlocking potential for learning: Effective district-wide strategies to raise student achievement in literacy and numeracy. Toronto: Ontario Ministry of Education.

Ontario Ministry of Education. (2011). Ontario schools: Kindergarten to Grade 12: Policy and program requirements. Toronto: Author.

Organisation for Economic Co-operation and Development (OECD). (2010, December 6). Education: What students know and what can they do? [Video file]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&=0D-JpL5fFgc

Organisation for Economic Co-operation and Development (OECD). (2011), Education at a glance 2011: OECD indicators. Paris: Author. http://www.oecd-ilibrary.org/education/education-at-a-glance-2011_eag-2011-en

Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe’s success (The Lisbon Council Policy Brief). Brussels: The Lisbon Council.