Instructional Strategies That Accelerate Black Male Student Achievement: Evidence From Minneapolis Public Schools

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-11 - Examining Interventions and Outcomes for At-Risk Students

Abstract

The purpose of this paper is to identify and disseminate specific instructional strategies that accelerate black male student achievement (BMSA). It leverages student and teacher data from Minneapolis Public Schools (MPS) to identify teachers who reliably add value to BMSA (VABMSA). Which instructional standards are the strongest indicators of VABMSA? What characteristics distinguish teachers with high VABMSA? Early findings indicate that high expectations and routines and procedures are strong indicators of VABMSA and that planning and preparation standards generally are not. A qualitative phase of the study will involve classroom visits and interviews of high-VABMSA teachers to learn more.

Authors

• Laura Essenburg

• Christopher T. Moore, Minneapolis Public Schools

• Michael Walker

• Corey Yeager

• Jennie Zumbusch, Minneapolis Public Schools