Posted: August 26th, 2022

Achievement of Milwaukee Public Schools

Achievement of Milwaukee Public Schools
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2. Milwaukee Public Schools: Record-Breaking Achievement in a Large, Urban School District

In Week 2, you selected one of the five schools described in Mike Schmoker’s book The Results Field book: Practical Strategies from Dramatically Improved Schools. Read the information from the book about the school you selected, and carefully analyze what is presented. Prepare an easily understood, comprehensive paper that includes:
How did this school or system obtain the results described?
What do you see as the most important concepts from this example?
What strategies and techniques were used to improve student performance?
Follow the guidelines below when writing your paper
Typed in Microsoft Word, double spaced, 12 pt. font size, Times New Roman
Three (3) to four (4) pages; not including the title and reference pages
Should be in the Ace homework tutors – APA outline format

Achievement of Milwaukee Public Schools
Achievement and performance have been critical components of education, particularly in public schools in the United States. The 16th largest school district in the U.S is formed by the Milwaukee Public Schools (MPS). Being a large district with many students from diverse races and economically threatened backgrounds, Milwaukee has been able to register a record-breaking achievement. Improvement in writing, reading, mathematics, and science has been realized in different levels of schools (Schmoker, 2001). Most of the institutions have also accomplished the ambitious, long-term board goals for MPS. The Milwaukee school district accomplished this by enhancing student performance in class and incorporating other strategies for teachers and instructors.
Data-drive seminars were introduced to help teachers and administrators of the schools to teach better. Doug Reeves initiated the seminars with the aim of training instructors and administrators to analyze achievable data and set improvement measures (Schmoker, 2001). The principal of each school had to attend together with the appointed teachers. With time, the teachers were able to adapt to the system changes and showed great support for it. They also advocated for the system since it brought great improvement in their teaching practice.
Additionally, McElhatton, who was a trainee of Reeves, started the practice of examining annual test results in all the MPS. The formats of the reports discouraged the practitioners and administration from evaluating them. McElhatton provided data packets to teachers, which were used in the analysis of the annual test results at the set time. The process allowed accountability for teachers and encouraged longitudinal success in areas tested by the MPS School Accountability Plan (Schmoker, 2001). As a result, the teachers were able to do the yearly improvement planning in areas of difficulty.
Besides, the MPS also celebrated success in particular areas. The data packets contained a Treasure Hunt in which a certain section needed the teachers to identify an area with a 10% improvement on student performance (Schmoker, 2001). They would later determine the factors which led to the performance in that area and not the others. By doing so, the teachers were able to formulate strategies to help in student performance. The success would be celebrated and the stories printed on some slides which were on the packet. This encouraged teachers to enhance their skills so that it can be reflected on the student’s performance.
The important concepts in the achievement of the MPS include goal setting and enhancing teamwork. The MPS set their goals with regards to the analysis of the performance data (Schmoker, 2001). The process of setting goals was also taught in the data seminars where the teachers and administrators were required to answer some questions which would guide them. The MPS aimed at setting goals that are specific, measurable, effective, and achievable. This made it possible for the schools to achieve them.
Correspondingly, teachers were encouraged to work as a team to be able to achieve the goals. Specific set targets determine the effort and productivity of the concerned parties. The schools, therefore, established teachers’ teams. Various teams from different schools; high-achieving and low-achieving, met regularly to share their expertise and exchange ideas (Schmoker, 2001). This helped the teachers to adopt new methods from their partners and implement them to improve the performance of the low-performing students. As a result, the teachers were empowered and this helped in improving their productivity thus contributing to the set goals.
Students’ performance was critical in the record-breaking of the MPS. Various strategies and techniques were applied. First, the students were categorized into small groups so that teachers could be able to deal with their educational needs effectively. The low-achieving scholars were strategically grouped so that each group could at least have one teacher (Schmoker, 2001). The special education staff was also involved in improving the reading and writing skills for the low-performers. They were also provided with enough space and resources in the schools for practice. This enhanced student’s personal study methods. Consequently, there was high improvement in low-achievers and elevated performance for the overall scholars.
Moreover, the schools received grant funds which facilitated tutoring for 1,500 students in the initial year and up to 20,000 scholars in the following years. The neighborhood schools provided the tutoring services and summer schools to allow students who had a complex school schedule (Schmoker, 2001). The attendance increased with time and this led to the opening of the schools in the evenings from 6-9 pm to allow the students to learn. This was aimed to reduce the learning challenges that students face. As a result, the learners were able to attend classes conveniently, thus enhancing their achievement.
In a nutshell, the MPS laid down a strategic plan to realize the great achievement. First, the system focused on improving the productivity of the teachers and administrators of the schools by establishing data-driven seminars, analysis of annual test results, and celebrating the smallest success made. Second, the students were also empowered so that their performance could contribute to the accomplishment of the school. They were facilitated with tutoring services, classes that would accommodate their schedules, and organization into groups which enhanced high interaction with the teachers. As a result, most of them were able to improve their reading and writing skills as well as mathematics and science.

References
Schmoker, M. (2001). The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Virginia.

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