It's Being Done: Academic Success in Unexpected Schools by Karen Chenoweth

by Karin Chenoweth

This straightforward and inspiring book takes readers into schools where educators believe and prove that all children, even those considered hard-to-teach, can learn to high standards. Their teachers and principals refuse to write them off and instead show how thoughtful instruction, high expectations, stubborn commitment, and careful consideration of each child s needs can result in remarkable improvements in student achievement.

Genres: Education, Teaching, Nonfiction, School

Paperback

First published April 1, 2007

Reviews

[Alaina Burr · Rating 3 out of 5]

We read 5 chapters of this for conversations in the department leader meeting. The book presented a lot of ideas for improving academic success in schools. I think there are certain strategies that we can incorporate into our school and system, and those strategies made the book worth the read.

[Stacy Natal · Rating 4 out of 5]

This book is a collection of case-studies of schools that have successfully narrowed gaps on standardized assessments between poor and minority students and and white peers.

It’s encouraging to know that it can be done, but in some cases the effort was so exhausting that administrators and teachers moved on to other places

In every case, it took a school wide focus (administrators, teachers, support staff) to collaborate and make the change.

Things I found interesting:

-One school attributed success to the small number of students and mentioned that the principal knew everyone.
-At one school, course offerings were very limited (tightly focused curriculum) but all that were offered were honors or college prep courses. Only one language was offered.
-One school mostly just focused on getting kids to read and taught comprehension strategies so that kids could easily access any content.
-At one school the kids said that they did well just because the teachers cared more than others that they had.
-Many schools focused on systematic, focused, intentional instruction.
-At one school all data was completely transparent, teachers could look at other teachers’ data and then they used that information to better each other. Along with this, teachers were allowed to observe other teachers.
-One principal said that when looking for good teachers for his school he looked for teachers that could teach with their heart as well as their head.
-“Broken window” theory of policing kids is helpful where small signs of unrest or unhappiness are taken seriously.
-White MN children outscore the rest of the country in math, but African American Minnesotan children lag behind a lot of the country.
-Greeting, hugging, shaking hands with students, all good
-One school had a walking and talking 10 minute block to lively music in the gym. It gives talking time for kids with one another and for kids with teachers. Loved this!

[Mira Prater · Rating 4 out of 5]

Lots of details about what makes a school better. I wish that I could have read about a school that better aligns with RHS, but I learned a lot. I want our school to make these significant changes.

[Vincent Gammill · Rating 4 out of 5]

The book is a straightforward selection of case-studies for schools that have succeeded in narrowing testing gaps between poor and minority students and their wealthier and white majority peers. To a teacher, in one sense this is uplifting: with the right circumstances and an earnest attitude that every child will succeed, great equitable schooling can occur.
In another way, it's rather daunting: in every case, Ms. Chenowith details that the successes at these case-study schools was a whole-school effort that in almost every case relied on relentless laserlike focus on improvement from the administration and strong networks of collaboration and mentoring in the teaching departments. The kind of systematic improvements in school outcomes (as opposed to improving the life of this or that child) that Ms. Chenowith describes required systematic school efforts, the dismantling of toxic or failure-enabling work environments, and buy-in from a majority of staff members. This is a daunting task, and an idealistic teacher could not do it alone.
However, I've so very rarely found an answer to the question of just what must be done in order to answer the challenge of No Child Left Behind (despite the law's many shortcoming, the challenge that we have every child meet standards is much needed, and was long overdue). This book completely answers that question, and we shouldn't be surprised that the answer isn't a silver bullet. The answer is that educators must build durable institutions dedicated to improvement and locating best practices, collaborate far more than we currently do, and track the progress of every child throughout the year to ensure every child succeeds. Nothing less will work.

[Clare · Rating 4 out of 5]

Though this book is a bit outdated (published in 2007 with data from the early 2000s), it is still well worth the read in 2020. Author Karin Chenoweth examines fourteen public schools and one school district to view the instruction behind the high test scores the schools achieve, and documents what she sees. But the incredible thing? All of these schools are considered to be "beating the odds"--they all have high numbers of students of color and high numbers of students in poverty. The heartbreaking thing about this book is that, as a nation, I don't think we have made much headway in closing the opportunity gap for our students of color since 2007, and in some cases it has widened. I am sure that Chenoweth's hope was that in detailing the patterns she noticed in all of these successful schools, those in education would notice and do something about it. I have seen the opposite far too often, and it is soul-sucking. The wonderful thing about the book, though, is that there IS more or less a prescription for healing our broken, racist education system and it is...SURPRISE...excellent teachers, excellent leadership, and high expectations for our students of color and students in poverty. This book certainly gave me hope for my own practice, and inspired me to one day become that educational leader who makes the changes Chenoweth illustrates as evidence of academic success.

[Valerie · Rating 5 out of 5]

These stories are amazing, the writing is warm, the analysis spot-on. A must-read.

[North Landesman · Rating 5 out of 5]

An exceptional book. Chenoweth visited public schools in high-poverty areas that were achieving outstanding results in an attempt to figure out what they were doing. This book is the clearest, most detailed guide to fixing American education I have read. It made me reflect on my own practice and revaluate how important grade-level and department-level meetings and professional development actually are.

[Nira Turquand · Rating 5 out of 5]

Love her analysis on schools that work. The data was compelling. Inspiring book.

[Matthew · Rating 4 out of 5]

This is a very clearly laid out book. It is set up into a series of school testimonies about what they have done to close the achievement gap. Getting through the book can be a bit of a tough go, but the writing and layout makes the reading easy and light hearted.

The conclusions that Karin Chenoweth has published on how to achieve success in the toughest circumstances are spot on. I would recommend this book to any teaching professional and challenge them to examine their own practice and how they can incorporate those principles into their own school and profession.

[Carmen · Rating 4 out of 5]

A great book that profiles fifteen "at-risk" schools across the country that are meeting high standards against expectations. Nice to see how the teachers and school administration do not give up on kids who are easily underestimated. It is a lot of work and dedication though, as evident in the interviews. The positive and negative effects of No Child Left Behind are discussed throughout, very interesting and informative.

[Patrice · Rating 4 out of 5]

This is a compilation of case studies of schools that already work in the midst of extra challenges and comparatively low levels of funding. I read a section of this book about the Benwood Initiative, schools in Chattanooga that underwent a radical restructuring to improve student achievement, and hope to learn from the rest too.

[Debi]

If you are an educator, this book is inspiring. If you are a parent this book is inspiring. I can't think of anyone who wouldn't benefit from a broader, more open mind on the subject of how we go about the business of educating our children with enthusiasm and grace!

[Celine · Rating 4 out of 5]

Interesting insight on how parts of NCLB, as well as various strategies, are helping some public schools succeeds.