CivicCon Evening Event in Pensacola, Florida, August 12, 2019

Excellence with
Equity
Ronald F. Ferguson, PhD
Faculty Director, the Achievement Gap Initiative Harvard University
& Co-Founder, Tripod Education Partners

 Sure as Sunlight

Latent potential
waiting to be
harvested.
A life journey to be
guided
by family, teachers,

 
There is a child here in your caring
who may someday cure all cancer
but you’ve got to lay the groundwork
so that it can come to pass.
 
She is a child who has not blossomed
so you cannot see her brilliance
but as sure as there is sunlight
she is here now in your class.
 
I cannot tell you what her name is
nor her height, nor weight, nor color,
only that she is potentially
a history-making lass.
 2000, Ronald F. Ferguson

 CivicCon Evening Event in Pensacola, Florida, August 12, 2019

THE CHILD-LEVEL GOAL:
A FULLY-REALIZED HUMAN BEING

 Smarts + Purpose +
Agency
=
A Fully Realized Human
Being
From Ferguson and Robertson, 2019, The Formula. (See slides below)

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 There are no throw-away ages in
developing fully-realized human beings

0-3

3-5

5-9

914

1418

1822

2230

 CivicCon Evening Event in Pensacola, Florida, August 12, 2019

THE COMMUNITY-LEVEL GOAL:
EXCELLENCE WITH EQUITY

 Currently, there are large achievement
gaps.
Gro
up
Grou
(1)
p
(2)
(3) =

Horizontal Axis represents Marketable Skills

 Currently, there are large achievement
gaps.
Gro
up
Grou
(1)
p
(2)
(3) =

Horizontal Axis represents Marketable Skills

 Currently, there are large achievement
gaps.
Gro
up
Grou
(1)
p
(2)
(3) =

Horizontal Axis represents Marketable Skills

 Currently, there are large achievement
gaps.
Gro
up Grou
(1)
p
(2)
(3) =

Horizontal Axis represents Marketable Skills

 Group Proportional Equality with Excellence
= no between-group difference in
achievement patterns and the overall level
of achievement is high.

Groups 1 & 2

Horizontal Axis represents Marketable Skills

 IN ADDITION: Pursue excellence
with equity
in processes and opportunities,
not just in goals for marketable
outcomes.*
 REGARDING RESPECT & DIGNITY:
Cultivate mutual respect and equal human
dignity across the entire school community.
 REGARDING OPPORTUNITIES TO LEARN:
Insist upon highly effective teaching and
*Processes
ways things
arestudents
done and how
people
are
learning= options
for
from
every
treated
background
levels.
Opportunities
= and
accessall
to skill
human
and material resources
and benefits

 CivicCon Evening Event in Pensacola, Florida, August 12, 2019

JUDGING SCHOOL QUALITY:
LOOK AT GAINS, NOT LEVELS

 How Effective is Your School District? A
New
Measure Shows Where Students Learn
the Most
By Emily Badger and Keven Quealy Dec. 5, 2017

https://www.nytimes.com/interactive/2017/12/05/upshot/a-better-way-t
o-compare-public-schools.html

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CivicCon Evening Event in Pensacola, Florida, August 12, 2019

NURTURANCE
BY PARENTS
BY TEACHERS
BY PEERS

 Begin at or
Before Birth

0

5

   

SOCIAL EMOTIONAL
SKILLS

LANGUAGE SKILLS

NUMERACY SKILLS

CURIOUSITY

 

LITERACY SKILLS

The Basics™
Principles

MAXIMIZE LOVE, MANAGE
STRESS

TALK, SING, AND POINT

COUNT, GROUP, AND
COMPARE

EXPLORE THROUGH MOVEMENT
AND PLAY

READ AND DISCUSS STORIES

 Pa renting

from early childhood through
adolescence

chi: hank. ?L'cu 11 \cun what yr-z-u

heir rum child an-
imp-cum? ;nftoi 

:ceed in the fungi:

plan he, find
wed it 

:11 rue 1 p?cnt :Authnr Cd I'Lnr mu'R-un 

'Il'v-t
can Lia-41nd that: is
um: the mug-r





   

THE. ebruary 2019
'en Bella Publisher:

HIGHLY SUCCES, 

RONALD F1 GUSON

Adan-man: 

Indium-r ?an .nrJ? (Rumma-
?3 

E'wrrfo?r [it

and TATSHA ROBER

The Early-Learning Partner

 

 

 

 

 

 

 

 

 

 

 

 

The Flight Engineer

  



  
 

I

 

 

 

 

 

 

 

 

The Fixer

 

 

 

 

 

 

 

The Revealer

 

 

 

 

 

 

 

 

 

 

 

The Philosopher

CD

     



 

The Model

 

 

 

 

The Negotiator

 

 

 

The GPS Navigational Voice



 

 

 

 

 

 

 

 

 

 

Teaching

Teaching Produces:

TESTED OUTCOMES AGENCY-RELATED FACTORS
Reading Skills Growth Mindset
Math Skills Conscientiousness

Reasoning Skills Future Orientation
Academic Knowledge Persistence

   

SCHOOL


SUCCESS

Student Expressions of
Agency
Stude
nt Has
Agenc
y

Stude
nt
Lacks
Agenc
y

 Punctuality
 Good Conduct
 Effort
 Help Seeking
 Conscientiousness

 Faking Effort
 Not Trying
 Giving Up Too Easily
 Help Avoidance

  

 

    

nOmem


unmi



 

 

 

828551 n52?

 

The Influence of Teaching

Begand Standardized Test Scares:
Engagement. Mindsefs, and Mgenc}.r

A af 15,000 Sixfh ihlaugh Hin?rh Grade Classraarns

 

 

Flanlld F. Ferguian Will'l
Sarah F. Phillipsr Jacal: F. 5. Rawlev. and Jacelyn W. Friedlander

Ddaber 1431.5

The Ad'lieverrbenl: Gap Initiative at Harvard mile.?
a I. I. I I 



 

 

 

Peer Dynamics

 

Three Big Issues
•

Peers teach one another their
identities starting in
kindergarten

•

Pluralistic Ignorance: youth
conform to mistaken
perceptions of others’ beliefs

•

Young people need help
avoiding or collectively

 e young people disconnected from school.
Re peers, see the section beginning on p. 36

https://www.urban.org/sites/default/f
iles/publication/80481/2000784-Aiming
-Higher-Together-Strategizing-Betterhttps://www.mdrc.org/sites/default/
Educational-Outcomes-for-Boys-and-You
files/YouthBuild%20Development%20Pa
ng-Men-of-Color.pdf
per_2015.pdf

 Career Readiness




5

- 

 

Poem:
All they Said Was Graduate

What Makes a Young Person
Career Ready?
Options

Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

 What Makes a Young Person
Career Ready?
Options
Requirements
Personal fit

here to learn/train
Where to work
On-track status
Plans
Actions
Role models

• They are aware of multiple career options and have identified a
few priority careers of interest.
• They understand the skill and training requirements associated
with each major career of interest.
• They understand how personal skills and talents align with each
career of interest.
• They know which businesses, colleges, or other organizations
supply post-secondary education and training related to their
interests.
• They know of organizations or businesses where people in these
careers work.
• They are on track with regard to having the skills necessarily for
taking the next steps along the pathways associated with careers
of interest.
• They have career development plans that cover at least the next
few years.
• They are taking the necessary and appropriate steps to execute
those plans.
• They have access to people who can advise them regarding
careers of interest, ideally including people who are actually in
those careers.

at would it take to achieve these in a broad-based ma

 http://agi.harvard.edu/projects
/Pathways_to_Prosperity_Feb2011
.pdf

http://agi.harvard.edu/pathways/Cre
atingPathwaystoProsperityReport2014
.pdf

 Helping Every Child
Find Their Life Purpose

Life
irec?on 2

 



Life Directiow

Life
irec?on 2

   



Life Directiow

 

Life
irec?on 2

 

   



Life Directiow

Life
irec?on 2

 

Life Directiow

For each of us, finding our personal North Star
is a life’s journey.

Life
irection 2

A
B

C

Life Direction
1

 RECAP:

 Fully-Realized Human Beings = Smarts + Purpose + Agency
 There are no throw-away ages

 Goal for narrowing gaps: group-proportional equality with excellence
 Excellence with equity in processes and opportunities
 Judge school quality by looking at achievement gains, not levels
 The eight parental roles in the Ferguson/Robertson Formula
 The Tripod 7Cs™ of effective teaching
 Students need help coping with peer cultures
 Adolescents need preparation for school-to-career transitions
 Every life has a unique North Star

 Poem
Hardships and Distractions