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Voices in Urban Education
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Sustaining Reform
VUE Number 9, Fall 2005
| VUE Home | Archives | Order Print Copy |
EXCERPT:
Making a Reform the Work of the District: Lessons from Kansas City, Kansas
By Steve Gering
Steve Gering is deputy superintendent for teaching and learning for Kansas City, Kansas Public Schools. Previously, as executive director of instruction, he was responsible for the implementation of First Things First in all Kansas City's schools.
> Author's Biography
A decade-long partnership involving a school district, a foundation, and a national
reform support organization offers lessons in sustaining a reform over time despite
changes in district leadership.
Like many urban districts across the country, the Kansas City, Kansas school district had tried a number of reforms over the years to improve student achievement. And, like many districts, we had seen these reforms come and go at a rapid pace and leave little lasting impact.
In 1996, though, district leaders looked hard at achievement data and realized they had to try something different. For years our community had convinced itself that many students were well served by the district. But the data revealed that, in fact, we were not doing well by our students. The graduation rate was less than 50 percent and student-achievement rates on state and national assessments were well below average. Something had to be done.
With the help of a local foundation, the Kauffman Foundation, and a national reform support organization, the Institute for Research and Reform in Education (IRRE), we developed and implemented a comprehensive reform – and have stuck with it for the past nine years. We have managed to do so despite a significant turnover in the superintendency.
The results have been impressive. The graduation rate in nonselective high schools climbed to 78 percent, reading achievement is up at all grade levels, mathematics achievement is up in elementary and middle schools, more students are engaged in school, and there are better relationships between students and teachers and among staff.
Of course, we still have a long way to go. But we have learned quite a bit about how to keep a reform going and make it the work of the district.
Lesson #1: Top leaders must create a clear mandate and sense of urgency.
Our reform journey started because, for the first time, we were honest and open about the state of student achievement. Associate Superintendent Bonnie Lesley's 1996 presentation to the school board exposed the grim reality, and the board seized this leadership opportunity and responded with a call to action. Kansas City's road to districtwide reform began with taking a risk, exposing the brutal facts, and a clear mandate for change.
Archives
Sustaining Reform
VUE Number 9, Fall 2005
| VUE Home | Archives | Order Print Copy |
EXCERPT:
Making a Reform the Work of the District: Lessons from Kansas City, Kansas
By Steve Gering
Steve Gering is deputy superintendent for teaching and learning for Kansas City, Kansas Public Schools. Previously, as executive director of instruction, he was responsible for the implementation of First Things First in all Kansas City's schools.
> Author's Biography
A decade-long partnership involving a school district, a foundation, and a national
reform support organization offers lessons in sustaining a reform over time despite
changes in district leadership.
Like many urban districts across the country, the Kansas City, Kansas school district had tried a number of reforms over the years to improve student achievement. And, like many districts, we had seen these reforms come and go at a rapid pace and leave little lasting impact.
In 1996, though, district leaders looked hard at achievement data and realized they had to try something different. For years our community had convinced itself that many students were well served by the district. But the data revealed that, in fact, we were not doing well by our students. The graduation rate was less than 50 percent and student-achievement rates on state and national assessments were well below average. Something had to be done.
With the help of a local foundation, the Kauffman Foundation, and a national reform support organization, the Institute for Research and Reform in Education (IRRE), we developed and implemented a comprehensive reform – and have stuck with it for the past nine years. We have managed to do so despite a significant turnover in the superintendency.
The results have been impressive. The graduation rate in nonselective high schools climbed to 78 percent, reading achievement is up at all grade levels, mathematics achievement is up in elementary and middle schools, more students are engaged in school, and there are better relationships between students and teachers and among staff.
Of course, we still have a long way to go. But we have learned quite a bit about how to keep a reform going and make it the work of the district.
Lesson #1: Top leaders must create a clear mandate and sense of urgency.
Our reform journey started because, for the first time, we were honest and open about the state of student achievement. Associate Superintendent Bonnie Lesley's 1996 presentation to the school board exposed the grim reality, and the board seized this leadership opportunity and responded with a call to action. Kansas City's road to districtwide reform began with taking a risk, exposing the brutal facts, and a clear mandate for change.
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