Student Motivation
y Listening to Students on What Motivates
1.
Urge each chief state school officer
THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Them — Students from the Anchorage,
to establish and/or continue regular
Alaska Region Discuss School “Turn
processes for discussion with students
Ons” and “Turn Offs”
about educational policies which affect
Karen Pittman, Merita Irby of the Inter-
them and steps to assure schools are
national Youth Foundation, and Alaskan
motivating positively. This may include,
High School Students, Summer Institute
also, setting recommendations for local
1999, Girdwood, Alaska
school districts and school student advi-
sory procedures.
As one of the most well-regarded thinkers about
constructing supportive environments for youth,
2.
Continue analysis of longitudinal data
Karen Pittman has developed nine principles of
relating school conditions to “student
“full investment and full involvement” for Ameri-
connectedness” and academic achieve-
can youth. One of the nine principles speaks
ment and recommend actions on the
directly to what schools must provide for “young
findings.
people as recipients and as active agents in their
own development and that of their communities
3.
Continue analysis of the impact of the
STUDENT
and society.” Schools, school districts, and state
increasing number of high stakes tests
education agencies can foster increased student
on student performance, drop out rates
motivation by developing processes for listening
and motivation to achieve at higher lev-
MOTIVATION
to student voices on issues relevant to their needs
els with recommendations on findings.
and success. There are too few forums for their
active participation with adults to listen to them,
4.
Develop a set of indicators and associ-
to advise them, and to assist in reversing problems
ated materials to promote supportive
of diminished motivation and disengagement.
and nurturing school environments
which promote improved student
Alaskan high school students from various aca-
achievement.
demic, economic and background experiences
effectively articulated specific events and prac-
5.
Undertake analysis of the ways teacher
tices that both promoted and discouraged suc-
and staff preparation and professional
cessful learning. Their participation at the Summer
development programs prepare per-
Institute underscored the need to establish for-
sonnel to understand the impact of stu-
mal mechanisms for listening to students on
dent-adult relations and “connections”
what motivates them and enables them to shape
students have with their schools on
a motivating school environment. The student
focus was on “relationships” and the necessity
student achievement.
for assuring they are effective as one condition
for academic success.
A STATEMENT OF
CONTINUED CCSSO REVIEW
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
THE COUNCIL OF CHIEF
AND RECOMMENDATIONS
One Massachusetts Avenue, NW
Suite 700
STATE SCHOOL OFFICERS
Council members benefitted greatly from
Washington, DC 20001-1431
these experts and their perspectives from
Phone: 202-408-5505
each of the three lenses. On the basis of the
Fax: 202-408-8072
Summer Institute presentations and discussion,
November 1999
http://www.ccsso.org
the Council will continue work as follows:
INTRODUCTION
THREE LENSES ON STUDENT
limited motivation for high school students to do
MOTIVATION
well academically. They assert setting challenging
Student success in education requires the right
standards produces higher levels of work and
combination of challenging standards, oppor-
y School Connectedness—Considering
achievement.
tunities for learning to achieve those standards,
the Social World of the Student
The incentive effects of such high stakes tests
and student motivation to be successful. During
Discussion with Dr. Clea Sucoff, Summer
among students, however, is under debate. Oppo-
the past few years, there has been extensive
Institute 1999, Girdwood, Alaska
nents of such tests argue they will result in higher
focus given to establishing challenging stan-
Students have their own social worlds — environ-
drop-out rates. Those in favor of such tests believe
dards and the quality of the school offerings
ments that shape and influence the choices they
that teachers will demand more and raise both
which will enable all students to meet them.
make about their education for today and tomorrow.
the standards and their own expectations of stu-
There has not been equal attention given to
School is a major part of that environment and
dents’ abilities. They also will expect that students
an understanding of what is motivating our
the characteristics of the school powerfully deter-
will study/work harder to graduate from high
students to success or, perhaps more impor-
mine whether students feel “connected” to it and
school better prepared to enter college or the
tantly, what is missing or undermining the
to the adults associated with it.
workforce.
opportunities and leading so many students
The issues of “connectedness” among high school
Bishop has found that external examinations —
to drop out, opt out, or perform under their
students are empirically captured in the National
exams developed by states or districts, rather
potential.
Longitudinal Study of the Adolescent Health (Add
than by the teachers for their own classrooms —
Health). Add Health data show that while personal
actually foster teacher/student collaboration to
As part of this year’s Council priority topic,
characteristics and the home environment are
help students succeed. Members of a class band
Students Continually Learning, a special focus
important in protecting adolescents from risk or
together and work collaboratively with their teach-
has been given to better understanding stu-
placing adolescents at risk, the school environment
ers toward the goal of high individual, class-wide,
dent motivation and its relationship to school
makes a significant difference on the student’s
and school-wide examination pass rates when
success from the perspective of the students.
actions. The data show that feelings of connected-
the test is “external.”
ness to school and feeling that other students are
The Council’s inquiry was given attention dur-
Bishop’s data comparing states/schools with high
not prejudiced toward them are more important to
ing the CCSSO Summer Institute in Girdwood,
stakes exam requirements in the 1980s and the
student motivation than school-related characteris-
early 1990s show the following:
Alaska, convened August 1999. Council mem-
tics, such as class size, and teacher training. Stu-
bers examined student motivation through
dents who have low grades and who are held back
States with high stakes tests did not have
three lenses. The first was through the findings
experience greater levels of emotional distress,
lower percentage enrollment rates or lower
of a powerful study called The National Longi-
increased substance abuse, more involvements with
graduation rates. States that did require
tudinal Study of Adolescent Health (Add Health).
violence, and earlier sexual activity. The single
more courses to graduate did have lower
percentage enrollment rates.
Second was through discussion of high stakes
factor that matters most to adolescents is whether
testing and whether the impact of such tests,
they feel the school provides an atmosphere where
Graduates from high schools with high
students are fairly treated, close to one another and
on balance, generates stronger student motiva-
stakes tests were more likely to enter and
a part of the school community. The importance of
tion to achieve standards or creates disincen-
continue in college. Students with scores
the findings is that school authorities and policy-
tives to stay enrolled and keep working. Third
in the lower 3/4 ths of the test score distri-
makers can influence these school characteristics,
bution showed a greater probability to
was through conversation about constructive
thereby, affecting motivation and achievement.
enter and continue college.
and supportive environments for youth with
a panel of students who shared their experi-
y High Stakes Tests and Student
Case studies of ten schools that moved
ences, frustrations about and aspirations for
Motivation — What are the Incentive
to requiring all students to take certain
the characteristics of schools which would be
Regents Examinations in New York State
Effects for Students?
in the early 1990s found that students at
highly motivating. These presentations and
Discussion with Dr. John Bishop, Summer
risk of low performance actually were
discussions opened inquiry on the importance
Institute 1999, Girdwood, Alaska
provided much more attention and tutor-
of the topic and next steps for the Council and
John Bishop and colleagues find that schools hav-
ing by school staff than prior to the new
states. Brief summaries are provided below.
ing low student expectations produce patterns of
requirement.
