HARVARD GAZETTE ARCHIVES

Pedro Noguera, Judith K. Dimon Professor in Communities and Schools at the Graduate School of Education, presented his research findings about education reform at 10 Boston schools. (Staff photo by Kris Snibbe)

"So much of what is going on in the name of improving schools is having a devastating impact on the neediest kids," Noguera began in his address to nearly 200 public school teachers, administrators, and community collaborators this past Tuesday (April 8) at the John F. Kennedy Library. He presented the preliminary findings of his study, "Pathways for Student Success: How the Structure and Culture of Schools Influences Academic Performance" at a Fleet Forum, the lecture series that falls under the auspices of the Boston-Harvard Leadership Development Initiative (LDI).

Following groups of 15 students of various achievement levels at a mix of charter, pilot, vocational, and exam schools, Noguera asks "how kids' experiences tell us what they're learning." Surveys, interviews, and observations inside and out of the classroom showed that when teachers challenge students to understand ideas and the administration demonstrates an investment in their progress, students show higher levels of achievement. But when teachers are more focused on formula than substance - for instance, when test prep is used to compensate for a lack of core academic preparation - performance suffers.

Ellen Condliffe Lagemann (left), dean of the Graduate School of Education, and Juliette Johnson, deputy superintendent for Clusters & School Leaders, Boston Public Schools, attended the forum. (Staff photo by Kris Snibbe)

"I'm not against testing kids. I'm against the lack of attention to improving schools. My criticism is that the system holds the most vulnerable, needy kids accountable without doing what it takes to see they get the needed improvement," said Noguera.

The inherent difficulties of implementing systemic changes increase exponentially when schools are faced with budget slashes and the pressures of high stakes testing and accountability measures. LDI aims to connect research with practice by getting the university engaged with public schools to address their many challenges.

"[The forum] is an opportunity to make the research available to a broader audience because it's relevant to all high schools," Noguera said. "My hope is to present it in a way that is clear and compelling so that the district as a whole can use it. If people in leadership positions understand the significance, then they'll be in a better position to use it."

Launched in 1997 with funding from FleetBoston Financial Foundation, LDI is an education reform initiative directed by the Office of School Partnerships at the GSE. By joining with schools and holding GSE-led professional development sessions, LDI aims to build leadership capacity in the Boston Public Schools. FleetBoston continues to be a primary sponsor.

"We look for opportunities for partnerships. It's the new paradigm for how to address the tough issues that face the state and the country," said Gail Snowden, president of FleetBoston Financial Foundation. "In order to be solution-oriented, we have to have a number of voices at the table - educators, students, the GSE. It's Fleet's priority to take a leadership role in this partnership. For any company to be successful, it has to have a strong work force. Focusing on education is a way of ensuring the strength of the future work force."

Another aspect of the initiative is fostering networking and public dialogue through events like the forum. Past sessions have featured faculty from the Kennedy School of Government, the GSE , and national experts addressing BPS-related issues such as standards and accountability, adolescent literacy, and whole school achievement.

"The Ed School needs to be in closer and closer touch with practice and policies of the Boston Public Schools. This is a chance to gather public school teachers and have a conversation. We have lots of wonderful research and we need to get it out the door and on to the front lines. Part of that involves translating [the findings]," explained Ellen Condliffe Lagemann, dean of the GSE. Significant studies and research may regularly be conducted, but findings aren't often routed back to the participating communities. The forums serve that purpose.

On Tuesday, it was evident that participants had findings of their own to share. "Just going through the process of the study empowered students and enlightened teachers to be sensitive about the importance of relationships with students," said Steven Leonard, president of City on a Hill Charter School in Boston. "We used the information to make adjustments in the school's programs. By giving students a voice, they learn that they have one. They know they have a right to have a say. And it literally changed things in the school." The study's methods of encouraging students to engage in dialogue gave rise to the monthly town meetings between students and faculty that now take place at City on a Hill.