Greenshaw High School in Sutton, Surrey, UK, bills itself as a “forward looking school without limits.” In this short animated overview, the school explains how its orientation to an academic growth mindset permeates everything it does. How does this match with your concept of growth mindset implementation in a total school program? How would YOU embed a growth mindset culture into the education environment?
Reposted from the Ounce of Prevention Fund:
In the last decade-plus, statewide accountability systems have emerged as a strategy for improving child outcomes, particularly for low-income and minority children. It is clear that state accountability systems have changed the behavior of schools. But to date, accountability efforts in both early learning and the K–12 public school system have not set the right goals for educators. Moreover, both early learning and K–12 have struggled to generate the capacity needed to improve education at scale, and the strategies currently being used for improvement have frequently not had the intended effect.
For an accountability system to truly succeed, it must both set the right goals and provide the right supports for achieving those goals. States can build on the best ideas in both early childhood and K–12 accountability systems to create a single state education accountability system from birth through high school – one that sets the right goals and identifies the supports needed to help achieve them.
Stated broadly, the right goals for an accountability system are widely agreed upon: Accountability systems are supposed to measure the professional practice of schools, and then help schools improve their practices as a means of achieving better student outcomes. To date no consensus has emerged about how to measure practice, how to help schools improve, or what student outcomes should be measured. But while there is not yet clear national agreement on how accountability systems should work, existing efforts to improve accountability systems in early learning and K–12 are creating promising trends.
Reposted from the Pew Research Center:
More U.S. high school students are staying in school, according to newly released data from the Census Bureau, as the national dropout rate reached a record low last year. Just 7% of the nation’s 18-to-24 year olds had dropped out of high school, continuing a steady decline in the nation’s dropout rate since 2000, when 12% of youth were dropouts.
The decline in the national dropout rate has been driven, in part, by substantially fewer Hispanic and black youth dropping out of school (the non-Hispanic white dropout rate has not fallen as sharply). Although Hispanics still have the highest dropout rate among all major racial and ethnic groups, it reached a record-low of 14% in 2013, compared with 32% of Hispanic 18- to 24-year-olds who were dropouts in 2000.
The decline in the size of the Hispanic dropout population has been particularly noteworthy because it’s happened at the same time that the Hispanic youth population is growing. The number of Hispanic 18- to 24-year-old dropouts peaked at 1.5 million in 2001 and fell to 889,000 by 2013, even though the size of the Hispanic youth population has grown by more than 50% since 2000. The last time the Census Bureau counted fewer than 900,000 Hispanic dropouts was in 1987.
The Bullitt County, Kentucky Genealogical Society put a scanned copy of its 1912 eighth-grade exit exam on its website. Students would come to the county courthouse once or twice a year to take the exam in order to make it to high school. How would you do on these test items? Take a sample online version of the exam courtesy of the Christian Science Monitor.