Houston’s Apollo 20 experiment is trying to improve low-performing schools by using successful charter schools’ tactics, reports the New York Times.
Five policies are common to successful charters, says Roland Fryer, an economist and head of Harvard’s EdLabs, who advised Houston.
. . . longer days and years; more rigorous and selective hiring of principals and teachers; frequent quizzes whose results determine what needs to be retaught; what he calls “high-dosage tutoring”; and a “no excuses” culture.
The Apollo schools have a longer school day and year, though not as long as KIPP schools.
Lee High School hired 50 full-time math tutors, who are paid $20,000 a year — under $14 an hour — plus benefits and possible bonuses if their students do well.
Lee High’s new principal, Xochitl Rodríguez-Dávila, described a torrent of challenges, including the exhaustive review of transcripts and test results to organize class schedules and tutoring for 1,600 students; persuading parents to sign KIPP-style contracts pledging that they will help raise achievement; and replacing about a third of Lee’s 100 teachers.
“Teachers by far have been the biggest struggle,” said Ms. Rodriguez-Davila, 39, who previously had been a middle school principal.
In faculty meetings, she said, some people insisted that Lee’s immigrant students would never master biology or physics. Other veterans, though, told the complainers to stop belly-aching and get on with the turnaround.
Lee High’s gains pushed the school into the “acceptable” category after years in “unacceptable.” Overall, five of the nine Apollo schools moved up.