Education for Equality

Breakout session 2 Education for Equality: Approach for at risk youth

Moderator: Nathan de Groot

Welcome Moderator: Nathan de Groot

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GEERT JANSSEN Strategic Policy Advisor Education (City of Amsterdam) Intergraal Kind Centrum NoordRijk (Amsterdam-Noord)

Equal opportunities | What do we see? ~34% students primary education have risk educational disadvantage ~63.000 students

eel Centrum NieuwWest Noord Oost West MAP. Number ofZuid children with risk of educational disadvantage Zuidoost(2018)

Percentage doelgroep 10,8% 50,1% 44,6% 22,3% 37,8% 15,6% 53,2%

~215 primary schools

Accumulation in certain areas of the city and in certain schools Estimated risk based on:  Indication Early Childhood Education  Education level parents  Income level parents Differences in percentage children with the risk of educational disadvantage  Oost – 11%  Zuidoost – 53%

Much more than avarage

average

Much less than avarage

Equal opportunities | What do we see?

Relation origin students and final tracking advice primary school •

School advice  VMBO - pre vocational secondary school  HAVO - senior secondary education  VWO - university preparatory education

Origin  Native  Western  Non western 5

Equal opportunities | What do we see?

Relation SES parents children and %havo/vwo tracking advice High percentage HAVO/VWO tracking advice

Low percentage HAVO/VWO tracking advice

Source: rapportage succesvolle basisscholen aan het woord; 7 pijlers voor betere kansen (Onderzoek Informatie Statistiek Amsterdam & Kohnstamm, 2018)(schooljaren 2015-2016, 2016-2017 en 2017-2018)

low Social Economic Status school population

High Social Economic Status school population

Equal opportunities | What do we do?

Involvement and priorities City of Amsterdam in Education Limited responsibility of the municipality in education  Organise the Early Childhood Education (VVE)  Policy on housing (school buildings)  Policy on social, educational and cultural deprivation  Supervision of the law on compulsory education  Youth policy: care and social welfare

Two important topics of our current city council

Topic “Lerarenagenda”  Scholarships for teachers and investments to stop the growing shortage of teachers (€5,75 million/year)

Topic equal oppertunities (examples)

€ 262 million/year

Total education budget City of Amsterdam

 Vroeg en Voorschoolse Educatie - Early childhood education (VVE) for all children from age 2,5 (~€63 million/year)  Kansenaanpak - Programs to support students with a (risk of) language or educational disadvantage in primary and secondary schools (~€16,4 million/year)  Activities after the school program – For example mentor programs and (sport and cultural) activities in the neighborhood (€12 million/year)

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Equal opportunities | what do we know?

Cognitive Development | Relevant factors in student performance Teacher

Positive effect(effect grootte) – Leraar kan kennis leerlingen goed inschatten (d = 1.62) ² – Collectieve leraar efficacy (d = 1.57) ³ – Zelfinschatting leerlingen (d = 1.33) ¹ – Cognitieve taak analyse (d = 1.29) ² – Piaget niveau student (d = 1.28) ¹ – Jigsaw (legpuzzle) methode (d = 1.2) ² – Conceptuele veranderprogramma’s (d = .99) ² – Eerdere vaardigheden leerling (d = .94) ¹ – Scaffolding (aansluiten kennis) (d = .93) ²

Self-fulfilling proficy Quality/skills

30% 50%

Motivation Intelligence Genus

10% 5% 5%

Parents Education level Poverty Language

Peers Motivation Importance of learning Bullying

Student

School Size Building quality Safe social environment

Negative effect(effect grootte) – ADHD (d = -.9) ¹ – Doofheid (d = -.61) ¹ – Verveling (d = -.49) ¹ – Depressie (d = -.36) ¹ – Schoolwisseling (d = -.34) ³ – Lijfstraffen/lichamelijk geweld thuis (d = -.33) ³ – Zittenblijven (d = -.33) ³ – Schorsing of verwijdering (d = -.20) ³ – Televisie kijken (d = -.18) ³ – Zomervakantie (d = -.02) ³ ¹ student/leerling ²Leraar/lestechniek/leermethode ³Omgevingsfactor (thuis/school/peers)

Bron: Hattie, J. A. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge. (https://www.visiblelearningplus.com/content/research-

CAROLINE NEVEJAN Chief Science Officer (CSO) City of Amsterdam Spark Village student housing (Science Park, Universiteit van Amsterdam)

High Dosage Tutoring as a remedy for educational inequality in Amsterdam and beyond Alan Safran (Saga Education) Bowen Paulle (UvA)

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who is saga?

“Saga Education will help eradicate educational inequality by becoming a leader in working with educators to envision a new story where the power of personal relationships nurtures academic, social and emotional growth for young people.�

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the issue

Heterogeneity of academic level of students in a classroom

Students many years behind grade level

Class size is too large to allow teachers to differentiate instruction

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key model components High Dosage Tutoring (HDT) Embedded into the school day as a scheduled class period Collaboration with teachers, school staff and admin Small Groups (1 Tutor to 2-4 students) Consistent Pairings (all year) Frequent parent communication

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saga works We have compelling results: multiple years of large-scale randomized control research trials show that our model works.

Data from 2014-15 show one year of Saga improved student math test scores equal to closing almost one-half of the blackwhite test score gap.

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our impact continued Saga reduced math course failures by 63% Saga reduced non-math course failures by 25% (note we tutored math only, yet overall student performance improved).

Beyond the classroom: Students will want to attend school more: In DeWitt Clinton HS, a Bronx HS, there was an 18 day (one month) boost in student attendance for Saga-tutored students.

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2004 Launch

Match Education (Boston, MA)

Scale

Test

Validate

2010 Houston (TX) Roland Fryer (Harvard Ed Labs)

2011-2014 Lawrence (MA) Stamford (CT) Chicago (IL)

2014 New York, Washington DC, Amsterdam, Haarlem

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what matters most?

It is crucial for the program to be run with fidelity.

There are plenty of ways this can be eroded.

To maintain fidelity is to maintain quality, which is to guarantee results.

Adding new models‌driving down costs while maintaining high benefits‌build in Amsterdam.

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Mundus More Math • Mundus College (secondary vocational), A’dam New-West • Frist international HDT project @ secondary level • Implementation: Stichting The Bridge Learning Interventions, Sept 2017 - Feb 2018 • 5 tutors, 1 Site Director, 1 substitute tutor • 47 first year students (randomly selected) • Vmbo basis(kader) (Lower level vocational) • ISK (Internaitonal newcomers class) • Pro (Praktijkonderwijs) (Practical level beneath lowest vocational level)

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Research design

• 98 first year students • Randomized Controlled Trial (RCT)

• TOA-test (0F-1F) math, language-based and non-language versions 19

The goal

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Results (TOA non-language math test)

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As HDT heads to primary schools in A’dam Southeast and perhaps soon (back) to secondary schools in West and North, open questions: • Shorter term and longer term -- and in terms of cognitive and socio-emotional development -- what can be expected of a full year of ‘original model’ HDT at primary and secondary schools?

• In comparison to original model “baseline” results, what can be expected of less expensive and therefore more scalable/durable models (e.g., half dosage model or 1-on-4 ‘blended’ model in which two students work on tablets)?

• What are the most suitable ages / educational tracks?

• Can HDT durably transform the lives of disadvantaged students?

• Is HDT the most promising remedy for educational inequality?

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Alan PG Safran President, co-founder and Chair of the Board asafran@sagaeducation.org www.sagaeducation.org

Bowen Paulle (Sociology) b.paulle@uva.nl

www.tbli.nl Anne Kielman (director)

T: +31 (0)642217126

anne@tbli.nl

The Scalable Education Programs Partnership: www.uva.nl/sepp

+31 6 21614658

Contact info 33

Intermezzo

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Paneldiscussion

Approaches in education for at risk youth 35

Abdelhamid Idrissi Founder of ‘The Studyplaces’ foundation

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Tom Snelting Schoolmaster of ‘Het Talent’ – Familyschool (district New-West)

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Panellist Alan Safran Abdelhamid Idrissi Tom Snelting

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Closing remarks Nathan de Groot

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