Education Week - April 1, 2015 - 9

'Middle' Students Find Success as Peer Tutors
By Sarah D. Sparks
In the midst of national debate
over how to differentiate instruction,
a new program shows potential
to significantly boost mathematics
and science learning by
leveraging a group of students who
often go unnoticed: middle-of-theroad
achievers.
"One of our principals calls them
our invisible middle," said Leslie S.
Keiler, an associate professor of education
at York College in the Queens
borough of New York City.
The Peer Enabled Restructured
Classroom program recruits average
students to create a small army
of teaching assistants in math and
science that is significantly boosting
both their own academic progress
and that of their peers. The
program, now operating in nine
Big Apple secondary schools, was
created by the National Science
Foundation-funded Math-Science
Partnership, a collaboration by researchers
at several colleges in the
city university system.
After a year in the program,
students taught in perc courses
were 1.67 times as likely to pass
the New York Regents biology
exam and nearly twice as likely to
pass the algebra test as matched
students who had taken regular
classes, according to a study by
Sarah M. Bonner, an associate
education professor at the City
University of New York's Hunter
College and the head of research
and evaluation for perc.
Moreover, of the students who
participated in a separate percbased
summer school after failing
the associated Regents exam the
previous January, 90 percent retake
and pass the test at the end of the
summer, compared with about 30
percent of students in regular New
York City summer schools. (Student
tutors are paid to participate in the
summer program.)
It costs the 650-student East
Bronx Academy for the Future, a
public secondary school, about as
much to use the perc model for
four classes in algebra, physics,
and chemistry for one school year
as it would to hire an additional
teacher, according to Principal
Sarah Scrogin. But, she added, "I
think the benefit has been more
than just hiring an additional
teacher, because it's shifted practice"
for all teachers. "There's more
differentiation, more collaboration,
and there's a model, so it's not just
another change."
Ms. Scrogin said the program may
be particularly helpful for overcrowded
urban schools, which often
have neither the resources nor the
physical space to hire more staff.
Team Effort
In the packed freshman algebra
classes at the 620-student Juan
Morel Campos Secondary School in
Brooklyn, it can be hard to differentiate
instruction for the honors kids,
the struggling students, and the
vast, quiet group that just gets by.
"It's always been a challenge to
2.80 times
more likely
to pass
2.05 times
more likely
to pass
1.20 times
more likely
to pass
1.27 times
more likely
to pass
PROBABILITY
OF PEER-TUTORED
STUDENTS PASSING
REGENTS EXAMS
1/2 horiz
2011-2012
2012-2013
LIVING ENVIRONMENT
(BIOLOGY)
give students the individual attention
they need in a class of 33 or 34
students," said Josh F. Good, who
teaches both standard and perc algebra
classes at Juan Morel Campos.
"In classes [using peer tutors],
we're able to cover much more than
I can cover in my other classes, and
I know every single student is engaged
the entire time."
In each class, Mr. Good lays out
new material, which is then reinforced
in small groups of four to
five students, each led by a teaching
assistant. About one-quarter to
one-third of teaching assistants are
English-language learners, and Mr.
Good noted that they often provide
their own mini-lessons and additional
explanations for students still
learning English.
"I'm able to rely on them 100 percent,"
he said. "It's really changed
the dynamic of what it means to be
a strong student in our school."
Growing Student Leaders
The teaching assistants are drawn
not from the ranks of honors students,
but from rising 9th graders
who earned on average 65 out of 100
on the state Regents exam in their
subject. This score, while considered
passing, is below the 75 required to
be considered "college ready," and
well below the admissions cutoffs of
75-80 among selective, four-year colleges
in the state.
That means the Teaching Assistant
Scholars come from a pool that
is often overlooked for either academic
intervention or leadership, according
to Ms. Keiler, from the perc
leadership team.
"They're on track to graduate
high school and go to college needing
remediation," she said, "and
after that, the stats look really bad"
as students who need remediation
in college are significantly less
likely to graduate.
In addition to helping the freshman
class, teaching assistants take
a daily four-part training class, covering
teaching strategies, personal
goal-setting and time-management,
advanced coursework in the subject,
2011-2012
2012-2013
INTEGRATED ALGEBRA
and college planning.
"What's the hardest is really the
simple stuff," said Adonis Duran, a
10th grade algebra tas, "like being
patient with students, and all the
different ways to say something if
someone doesn't understand how
you said it."
Mr. Duran said his own algebra
skills have grown through teaching
the younger students. In his first attempt
at the Regents in algebra last
January, he scored in the low 70s; on
retaking the test this January, he
earned an 85, fully "college ready."
"His confidence and his excitement
in being here has really changed
dramatically," Mr. Good said.
Mr. Duran is not alone. Ms. Bonner
found more than twice as many teaching
assistants passed the Regents in
biology and algebra with "college
ready" scores of at least 75 to 80 points
than did demographically and academically
similar peers drawn from
matched comparison schools identified
by the city education department.
SOURCE: Math-Science Partnership
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It's really changed
the dynamic of
what it means to
be a strong student
in our school."
JOSH F. GOOD
Teacher, Juan Morel Campos
Secondary School, New York
City
Compared to demographically
and academically matched
students from other
schools in New York City,
high school students who
took part in the Peer Enabled
Restructured Classroom
program were more likely to
pass New York State Regents
exams.
"Of course, as principal, I like students
passing exams," Ms. Scrogin
said, adding, "but I think there is this
cultural piece that happens, where
kids become much more self-aware
as learners-not just the tutors, but
also the students being tutored."
Now in the fourth year of its second
five-year nsf grant, the project
is in talks to expand the program to
other districts, including Miami and
Washington.
Coverage of "deeper learning" that
will prepare students with the skills
and knowledge needed to succeed in
a rapidly changing world is supported
in part by a grant from the William
and Flora Hewlett Foundation, at
www.hewlett.org. Education Week retains
sole editorial control over the content of
this coverage.
The INSIDE SCHOOL RESEARCH
blog tracks news and trends on
this issue. www.edweek.org/go/
insideschoolresearch
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EDUCATION WEEK | April 1, 2015 | www.edweek.org | 9
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Education Week - April 1, 2015

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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