A r c h i v e d  I n f o r m a t i o n

The Academic Challenge for the Children of Poverty report examined mathematics and literacy instruction in 15 elementary schools serving disadvantaged students over a two-year period. The study documents different instructional approaches teachers use in educating disadvantaged children. It suggests ways to improve the curriculum and teaching in Chapter 1 as well as the regular school program.

Mastery of basic skills. Schooling for the children of poverty has traditionally focused on remedying deficiencies in basic skills by providing instruction in discrete skills using a fixed, fast-paced sequence. While this approach can produce positive results on tests of basic skills, it may unnecessarily limit children's acquisition of advanced skills--the ability to reason mathematically, understand what is read, and compose written text that communicates effectively to others. The study found that in comparison with conventional practice, instruction that emphasizes meaning and understanding is more effective at inculcating advanced skills, is at least as effective at teaching basic skills, and engages children more extensively in academic learning.

• The study examined several instructional approaches that provide alternatives to conventional basic skills instruction by emphasizing meaning and understanding, embedding the teaching of discrete skills in context, and drawing connections between academic learning and students' home lives. These included alternative approaches in mathematics, such as emphasizing conceptual understanding and application of principles to nonroutine problems; in reading, such as increasing the amount of time students read text; and in writing, such as having students compose extended text (e.g., entire stories or reports).

• The study used standardized tests and other measures (such as writing samples) to determine the effects of these alternative instructional practices on advanced and basic skills in mathematics, reading, and writing. Across the school year from fall to spring, students exposed to alternative instruction in mathematics and reading performed significantly better on tests of advanced academic skills than their counterparts exposed to conventional instruction. Moreover, these alternative approaches do not impede the mastery of basic skills and often facilitate it.
• However, over a 12-month period, the performance of students exposed to alternative instruction was mixed--higher in mathematics and writing, yet not different in reading. This suggests that the results of alternative instructional practices are susceptible to "summer fall-off," and that schools need to reinforce alternative instruction during the summer and across years.

Teachers' Instructional practices. Alternative instructional practices such as those focused on in the study provide avenues for teachers to expand their repertoires. Those who wish to do so can change their practices given the appropriate mix of encouragement and support.

• Teachers exposed to alternative instructional methods were likely to employ them when provided the flexibility and opportunity.

• Yet, teachers who engage in alternative instructional strategies typically use these methods in only one subject area and offer a more conventional form of instruction in others.

• Those teachers most engaged in alternative instructional practices were likely to have orderly but active classrooms in which various types of activities and interactions among students and teachers were encouraged.

Supplemental instruction. Supplemental programs like Chapter 1, special education, and various locally funded efforts served most of the classrooms included in the study. The contribution of most of these services to alternative instructional practices was mixed.

• Most of the supplemental instruction targeted to particular students in these classrooms provides extra practice in basic skills as discrete entities, without any meaningful context or connection to real-life tasks. Less often, this teaching emphasizes meaning and understanding.

• A considerable amount of this targeted supplemental instruction is delivered by aides in the classroom under the supervision of the regular classroom teacher; less frequently, instruction is delivered in pullout settings with varying degrees of connection to the regular classroom.

• Aides are likely to teach basic skills in a highly traditional manner regardless of what the regular classroom teacher has emphasized. As a result, instruction for Chapter 1 children can be inconsistent and disjointed.

Lessons learned for teaching the children of poverty. The study found that, with few exceptions, teachers were strongly influenced by reform forces outside the classroom--at the school building, within the district, from the state, and from federal mandates. Governments have many ways of influencing educational practice. State and federal policymakers can promote dialogue about alternative practices, support professional development, and reconfigure supplemental programs.

• Alternative instructional practices, curriculum mandates, and associated tests will not, by themselves, "drive the system," although they are important. Mandates without considerable professional support are not particularly effective. Teachers need room to adopt new practices without feeling forced, and they need ongoing advice, training, and resources.

• Government programs can stimulate and reshape professional development without necessarily requiring new outlays of funds since many programs already support professional development.

• Supplemental programs rarely support leadership in academic innovation within school buildings. Showcasing alternative instructional approaches in supplemental programs is an effective leadership role for these programs at the school building level.

• Educators at all levels should resist the impulse to treat the use of alternative instructional practices as a formula for success. The principles underlying these approaches to instruction cannot be mechanically applied to the classrooms serving the children of poverty. The improvement of learning is a continuing challenge that requires the time and commitment of teachers and the support of school leaders.

This report is the last in a series of three volumes, following Better Schooling for the Children of Poverty: Alternatives to Conventional Wisdom and What is Taught, and How, to the Children of Poverty . Copies of this report and others in the series can be obtained by writing to the Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education, 400 Maryland Avenue, S.W., Room 4163, Washington, DC 20202-8240.

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Last update September 1996 (swz).