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.� 11
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. 15
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? 32
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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