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Failing Schools! Turnaround
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�NOU-0B-1999
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�NQV-08--1999 ' 15: 40 ,
. OFC OF THE DEP SECY
::.
Turning Around Low-Performing Schools
A Guide for State ,and Local Leaders'
I won't mislead you about the challenge we ~: it takes hard work and a sustained
conunitment to turn around failing schools. The temptation is to look for a short-cut,
a faster way to claim victory in the struggle k) make every public school a good
school. The real answer to the problem of failing public schools is, not to abandon
them, but to pursue a proven reform agenda, pr-::>Vide the resources necessary to fix
those schools, and help provide a good education to all students.
'..secretary Riley, September 1999
I want to emphasize something that I think is VI~IY important. I believe that it is not
enough to say, no social promotion, strict accolmtability, and even swnmer school
and after-school programs for kids, unless there is a strategy to tum around low
performing schools. There is a lot ofevidence that low-performing schools can be
turned around.
,
,
·Presldent Clinton; September 1999
November 1999
�NOU-08-1999
15:40
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November 1999
Dear Colleague:
Last year, in response to a directive from President CImton, the U.s. Department of Education
released Turning Around Low-Performing Schools: A Guidefor State and Local Leaders. The
publication spoke to leaders and educators committed to ensuring that all students achieve to
high standards and highlighted efforts across the nation to help schools focus on high standards
ofteaching and learning and implement strategies to raise student achievement..
I am encouraged by the fact that everywhere I go, governors, mayors, superintendents, principals. .
teachers. and parents are focused on the same basic strategies for improving our schools by
emphasizing: high standards for all students, mastering the basics in the early years, smaller class
sizes, encouraging parental involvement. improving teacher·quality, expanding ePler-school and
summer learning oppoJtUnities. increasing accountability for student perfonnance. and
modernizing our schools.
The strategies are beginning to payoff. The latest results from the NationalAssessntent of·
Educational Progress (NAEP) report gains in math and reading achievement, including progress
for low-achieving students and for students in our highest-poverty schools. For example, the
1998 NAEP reading assessment showed substantial gains for low-achieving students, suggesting
that it was improvement among these students that raised the national average of all fourth
graders. Similarly, high-poverty schoo]s have registered the largest gains in NAEP math scores
since 1992. Results from the States show similar positive trends. The National Education Goals
Panel reports that between 1990 and 1996, 27 States significantly increased the percentage of 8th
graders scoring at either the proficient or the advanced .level on the NAEP math test.
Yet, despite these improvements in achievement, we know that there are still too many schools
. that are failing to provide a high quality education to our children. In some schools, expectations
of students are low, teachers and parents are frustrated, and academic perfomance is poor. Many
problems -- poverty, limited resources, family stress, p<lor teacher training. unsafe leaining
environments, .and other factors --cOntribute to frustration on the part ofteaChers, . .
disillusionment on the part ofcommUnities, and discouragingly low levels of stUdent
achievement in such schools. .
..
.
These problems are. serious and highlight the complexity ofthe challenges facing schools. Bilt
they cannot thwart our efforts to improve our schools. Fortunately, we know a great deal and
continue to learn more about how to fix persistently low-performing schools. Raising standards,
better teachers. smaller class sizes, increased accountability, and greater parental involvement
can tum around the worst of schools. A key part ofimproving failing schools .is making sure that
every student gets the extra help he or she needs to get back on track academically.
�, ur- \... ur-
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I am re·releasing this updated guide in 1999 in order to share with you some of the promising
" trends and examples of states and districts that are intervening in and improving persistently low
.
, perfonning schools. This guide also highlights how the U.S. Department ofEducatio.n is
supporting efforts to help tum around low-perfonning schools with programs -- such as the
Comprehensive School Refonn Demonstration, Reading Excellence Act, Class Size Reduction
and Teacher Quality Initiative, GEAR UP, and 21til Century Community Learning Centers
, designed to improve teaching and learning, particularly in our nation's most dIsadvantaged
schools~
The answer to the problem offailing schools is not to abandon them. but ~o pursue a proven
reform agenda, provide the re~ources necessary for improvement, and help provide a world class
education to all s~dents. From California to New York. and Chicago to Boston, public leaders
are raising their expectations for st;udents and schools, supporting system-wide refonns that
work, and demanding school and student accountability for performance. Across the. nation~
there are examples ofschools that, with a bold set of strategies, are changing what happens
between teachers and students in the classroom, focusing on learning, and improving student
achievement.
,.
While the task of fixing failing schools is not easy, the alternative is unacceptable. As we enter a
new millennium, it is'time to renew our commitment to future generations - to raise our
expectations for all children, to refuse to accept failure, and to work together to strengthen OUT
schools so that every child can strive toward high levels of achievement and learning.
Yours sincerely,
Richard W. Riley
�NOV-08-1999
15:41
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, Executive Summary
"
As we approach the 21st century, American public education is rising'to meet a new
challenge - high expectations and achievement for all students in ellery school Across the
nation, states and school districts are raising academic i;tandards and makin:g e,1f.orts to align
curriculum, assessments, teacher training, and instruction with challenging standards. EducatorS
are more focused than ever on helping students master the basics by creating smaller class sizes, .
improving teacher quality, encouraging parent involvement, eXpanding after-school and summer
learning opportunities, increasing accountability for student performance, and modernizing our
schools. The U.S; Department ofEducation is supporting these efforts with programs and
resources to help improve teaching and ieaming, particll1arly in our most disadvantaged schools.
There are many reasons to be proud ofthese efforts. The latest results from the ongoing
National Assessment ofEducational Progress (NAEP) reported solid gains in math and reading
achievement. including substantial improvement for jaw-achieving students and for those in the '
highest-poverty schools. For example, the 1998 NAEP reading assessment showed substantial
gains for low-achieving students (those scoring in the bottom 10 percent and bottom 2S percent),
suggesting that improvement among these students nili:edthe national average of all fourth
graders. Similarly, high-poverty schools have registered the greatest gains in NAEP math scores
since 1992.'
, The National Education Goals
Fixing Low.Perforllling Schools:
Panel reports that between 1990 and 1996,
Pathways to Progress '
27 states significantly increased the
percentage of 8th graders 'scoring at either
the proficient or the advanced level on the . .,Set high expectations fot'students.
-'Hold schools accountable for performance. ,
NAEP math test. North Carolina. for
.,-provide a safe lealning' eiivitoi:ltnent.· ,
e
, xample, more than doubled the
.,Create leaders at school and district· levels. ,
percentage ofits 8th graders scoring at the
~tleaders lead.
proficient or advanced levels on the
t'Recntit and reta.itJ. the best reachers.,
NAEP math test. Connecticut registered
tlTraiD teachers in instruction and curriculum.
the largest numerical gain of 10 points
.,Support students wjth extra help and time.
and the highest overall 4th grade score of
, IIInvolve the community in Sch()oling~
232 on the 1998 NAEP reading test.
.,Crea1e smaller schools.
.,Close: or, reconstitUte bad schools;. '
Despite this progress, the data also
reveal that there is still much work to be
-Adapted from ~Qn Week. January 8. :t998
done. Year after year, NAEP results show
that the academic performance ofstudents
in our nation's highest-poverty schools is
several grade levels behind that of students in low-pov~rty schools. The children in our nation~s
poorest communities are at greatest risk ofbeing left behind in an economy driven by exj)mded '
information, increased knowledge, and higher skills: Overcrowded classes, ClilIilblin$ school,
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~~~y
buildings, and unqualified teachers are all too common in high-poverty schools. where students
have the most pressing educational needs. In some ofthese schools, we know that teachers
sometimes have low expectations of students and feel that they can. do little to improve student .
performance.. Often the environment in these schools is not conducive to learning _. teachers are
burnt out, school safety is a problem, and students and the community ate disengaged .. Many
failing schools are located in impoverished communitie:; wh~~ family distress, ~e, and
violence are prevalent. .Limited financial, human, and program resources can reave these schools
without the support they need to deliver high..quality instruction.
Turning around low-perfonning schools is not Easy - but it can be done. Across the U.S.
there are examples ofhigh-poverty, low-achieving schcols, serving diVerse communities and
facing difficult obstacles, that have turned around and raised student performance:
•
A few years ago, Harriet Tubman Elementary School in New York City, where 99
percent of students come from low-income families, was one ofthe lowest-performing
schools in the city. After being assigned to the Chancellor's District - a special school
district created for the lowest-performing scho·ols - school leaders, parents, and teachers
devised a plan for comprebensive ch8nge. The school adopted a comprehensive reform
program including an intensive reading program. By 1997-98, it had been removed from
the state's list oflow-performing schools'and reading scores had improved; the percentage
of students performing at or above grade level en the citywide assessment rose from 30·
percent (in ·1996) to 46 percent.
•.
Ha--wthome Elementary School in Texas is a high-poverty school where 96 percent of
students qualifY for free lunch and 28 percent of students have limited English language'
skills. In 1992-93, Hawthorne implemented a rigorous curriCulum to.challenge students
in the early grades. In 1994, only 24 percent ofstudents in the school passed all portions
ofthe Texas Assessment ofAcademic Skills (TJ\AS). In 1998~ almost 63 percent of.
.students passed the TAAS, with the largest gains made by African American students.
.
•
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,
,Despite the many well-documerit~ cases offailing schools, there is evidence that high
poverty schools can be high-performing schools, Recent reports by the Education Trust,
the University of Texas at Austin and others SUggest that high-poverty schools are not
doomed io failure. In a survey ofmore ·than 10(10 top-scoring high-poverty schools with
at least a SO percent poverty rate, the Education Trust foUnd that: 80 percent reported
using standards to design instruction, assess student work and evaluate teachers; 78
percent provided extended learning time for students, particularly in reading and math; 80
percent had systematic ways to identify and intelvene early for at-risk students; and a
majority of schools were subject to accountability for performance. These high
performing, high-poverty schools also devoted a large proportion offunds to professional,
development focused on changing instructional practice and emphasized activities to '
encourage the involvement ofparents in reviewing students' work.
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.Turning around low-performing schools involves making strategic decisions about
instructiolial practices and focUsing all school staff on iligning every aspect of school operations,
from professional development to parent and co11lfiluruty involvement, in order to support and
sustain efforts to improve student achievement. However, low-performing schools rarely have
the capacity to make these kinds of changes on their own.· While much ofwhat it takes to tum
around a low-performing school can occur only within the school itself and w!q:t the cooperation
and commitment of school staff, the federal government. states, and school districts must provide
the criticaJ. impetus and support for the process of change.
This guide describes some ofthe strategies that states and districts are pursUing to help
turn around low-performing schools. It also suggests concrete actions that state, district, and
school leaders, as well as parents and community members, can take. The guide concludes with
an inventoryoffederiU resources that can support efforts to tUm around low-perfonning schools.
Raising the Stakes: Setting High St&.ndardsfor Performance
By setting high academic standard~ holding an schools accountable for performance, and,
identifying schools that do not meet those standards, stlltes and districts are taking important
steps to raise expectations for all students. Across the n.ation, states and districtS ate raising the
stakes by establishing procedures and standards to define expectations for students, identify poor
perfonnance, and hold schools accountable for student achi.evement. Today, nearly all States
have standards in place. Thirty-six states produce "report cards" on the performance of schools.
States and districts also are sending strong signals to students about their own·
accountability for academic performance. Ten states an~ many districts, including Chicago, New
York, and Boston, have committed to eliminating social promotion -' the automatic passing of
students from grade to grade regardless ofwhether they have mastered necessary skills. As part
of setting explicit policies about student promotion, these states and districts are taking
responsibility for making sure that students receive the help they need to meet academic
requirements rather than be left back to repeat a gtad,e..
Holding schools and students more accountable for performance is forcing states and
districts to iBce the issue oflow-performing schools head-on. Once these schools have been
identified, how can states and districts help them do what it takes to irttprove stUdent
achievement?
Focus on Learning: PromisiDg Strategies for Improving Student Achievement
The bottom lin~ is for low-performing schools t(l make changes that will allow them to
deliver high-quality cuniculum and instruction so ihat all children reach challenging academic .
.standards. This may seem straightforward, but it is not l!asy - for any school. Effective schools
are places where there is a cobuent program for teaching, and learning and where all key
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elements in the school are aligned with that focus. In t:he case of low.perfo~ schools, states
.and districts can provide assistance by: .
..
Helping scbools gain control of tbe 'learning environment. .This is a pretequisite to.'
focusing on learning. Schools cannot effectively implement instructional changes if they
do not first address student discipline, safety, and high absenteeism. Districts·can help
school leaders by.instituting a "zero'tolerance" policy for violence and"drugs and by
consistently and fairly enforcing Such policies. School uniforms and effective classroom
management strategies also can help create an. ,!Qvironment conducive to 1earning.
Gaining control ofthe school environment means more than just implementing get-tough
discipline policies; it also involves showing respect for students and giving them
responsibilities, as members of the school cOminunity, for maintaining a safe
environment for learning.
<
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. Concentrating resources and efforts on pro\iding 'students with chaUenging
curriculum and high-quality instruction. Ifstudents are to be held accountable for
reaching high standards of performance, then they must be offered the kinds of
curriculum and instruction that will help them meet that challenge. Districts must
.
demand that all schools offer challenging coursework to all students. To help ensure that
every student reaches high standards. states and districts can use resources to incr~ase
instructional time~ extend the school day or the school year) and offer after-school
assistance to students who need it.
,.
Providing serVices so tbat young children come to scbool ready to learn. A child's
early environment is critical to intellectual development and school success. In '
recognition ofthis fact, states and school distri('15 can help ensure that more children
benefit from early childhood services. In additi'Jn to providing pre-kindergarten for
. children, many local education agencies are partnering with community organizations to
implement family literacy programs that support early childhood education, school
. readiness, and parent involvement in learning a(;tlviti~.·
'
Creating a professional development progt~maligned with tbe content of
curriculum and focused On improving instruction. Professional development is an
often neglected element ofthe academic programin low-performing schools. To be
effective, professional deVelopment activities must center on the classroom. COlimlUility
School District #2 in, New York City, for example, concentrates its professional
development resources and time on engaging teachers in lea.riring about the materials they
.
teach and skills they need to improve classroom. instruction. The district works to.
identify teachers that needassisiance and helps to counsel teachers out ofth'e ptofession if
they do not improve.
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Helping schools implement comprehensive school refonn programs. Creating
coherent educational programs in low-performing schools usually requires changes in all
, aspects ofa school, including its cuniculum and 8.cademic standards, school governance,
community-school relationships, staff development, techilology, parent involvement, aild
services to meet children's needs. There are a number ofresearch-based models and
designs available to help schools address these multiple aspects of scho.~l effectiveness..
Building School Capacity: Systemic Support for the Process of Change
Research tells us that high-performing schools nlign curriculum.., classroom practices, and
professional development with high academic standard:. for all students. These s~hools also
build a sense of teamwork among sta£t: work in partnership with parents and the con:ununity, and
use perfonnancedata to inform choices and create a cycle ofcontinuous improvement.
District support for these practices is key for building the capacity of schools to improve
student achievement. Yet, low-performing schools are sometimes embedded in troubled school
systems that cannot support the school improvement process,. Individual school efforts can be·
thwarted by districts that fail to provide leadership and that lack the focus and long-ternt
'
commitment necessary for turning around low-performing schools.
Therefore, part ofthe.process of building the capacity of low.performing schools
involves setting priorities on the district level, such as:
~
Ensuring strong leadenbip at the school. Districts must recruit principals who will
serve as instructional leaders',
..
Promoting policies that encourage teacher c(lmmitment to reform. Districts should
hire teachers enthusiastic about change and wilEngto work in low-performing schoolS.
Districts also can be flexible, allowing teachers the chance to leave a, school if they do not
want to participate in the school reform process. Teacher and staffcoIllIJiitment to
'
improving schools can be fostered by effons to create smaller schools, which generally.
have better communication and collaboration among staff- two ingredients that are
essential for creating a shared purpose and collective responsibility for schoo]
improvement,
'
.
..
Using resources strategicaHy. Schools must make tough choices abourthe ways they'
allocate their resources if tbey' are to focus on inlproving teaching and leaming, Low
performing schools and school districts often have multiple competing priorities. While
districts and schools may implement separate pr·::>grams intended to address specific
needs, the programs can be unfocused. disjointed, or work at cross-purposes. Pieced
together, these multiple efforts often do not add up to a coherent whole. Districts must
help schools coordinate and concentrate their resources on classroom instruction.
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..
Helping schools use perl'o~aDee data. to drive improvement. Using data is important
for identifying patterns offailure, diagnosing problems, and matching concrete solutions
to educational needs. More and more, states and districts are analyzing and interpreting
test scores and other student and school data to help identify causes Jor low perfonnance,
develop appropriate improvement strategies, and monitor progress as a strategy for
continuous miprovement.
.
..
Working in part~ership with the community. Schools cannot do their jobs alone.
Lowwperfonning schools, in particular, need. the assistance of commlirtitY stakeholders to
raise student perfoIllWlce. Parent involvement is essential. Local businesses, colleges, '
and universities can be invaluable sources of SUI'port. Teacher unions can be cooperative
allies in the process of change ifthey are invited to work in partnership to improve low
performing schools.
Providing incentives for change and support for innovation. Districts can help
support school-level change by ronowing ~e le::sons ofhigh-performance organizations.
In many states, local educators, parents, commu.nity members, and school board members
can create public charter schools that operate Wider perfonnancecontracts that provide
greater autonomy along with accountability for results. Public school choice and open
enrollment poJicies also can provlde incentives for school improvement. Districts also
can provide incentives for school improvement by rewarding success. '
Intervenilllg in Chronically Low-Performing Schools
Because low-perfonning schools often have little capacity to make major refol'inS
demanded by accountability policies. many states and districts are providing system'wide support
. for school improvement. Twenty-three states have poli:;ies for intervening 8Jid'mandating major
changes in chronically low-performing schools - from helping "redesign" schools to, as a last
resort, reconstituting failing schools.
In many cases, intervention has been a collaborative eXperience. For example~ New York·
State has developed a process to help redesign low-performing schools..TeamS ofteachers, .
board ofeducation members, union representatives. parents, and cUrricUlum experts led·by
district superintendents conduct f~ur-day visits to low-perfonnitlg schools to ex.s.mine all aspects
of school operations.. Based on the recommendations'ofreview teams, schools 8nddlstriets .
develop corrective action plans. In New York City, th(~ process includes assigning low
performing schools to the "Chancellor's District.'" A school assigned to the special·district
receives extra resources and technical assistance until the district detennines that the·school has
the capacity and commitment to support its redesign plan.
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~~LY
. Districts such as Chicago and San Francisco have employed reconstitution measures in
attempting to tum around chronically low-performing schools. While the strategy encompasses a
number of practices, it generally represents the extreme along a continuum ofintervention
strategies. In its basic form, reconstitution involves closing a SCihool and reopening it with new
school leaders and usually with new teachers and staff. Reconstitution policies are controversial
and there is no conclusive data about whether reconstitution is an effective strategy for school
improvement. Some believe that the threat ofreconstitution has been an important force for
leveraging change in chronically low-performing schools.
Regardless of the individual policy, state and district inteIVention in low-performing
schools cannot succeed without the cooperation and commitment ofthose who actually work in
the school. Turning around low-performing schools is difficult work. It requires high
expectations, a focus on learning, a commitment to students, strong leadership, trust among
school staff, and collective responsibility for student acbievement. States and districts cannot
impart these characteristics on schools, but they do have a criticalleadetship role in setting the
context for change and raising the capacity of schools to acquire these attributes.
U.s. Department of Education Support
President Clinton and the U.S. Department ofEducation are committed to providing the
support needed to help tum around low-performing schools. In order to help states, districts, and
schools, the Department bas developed programs and proposals designed to support the strategies
discussed above. In particular, the Department's Elementary and Secondary Education Act
(ESEA) reauthorization proposal-- the Educational Exccllence for All Children Act of 1999·--'
reflects what we know about the most promising strategies for raising student achievement. For
. example:
•
School accountability meaSures in Title I and the Education Accountability Act would,
continue to help states develop rigorous system.!; for holding schools responsible for
making co~tinuous and substantial gains in student performance; publicly report on
school performance; and identi.fY and mteIVene 1D low-performi~ schools. However, the
recent National Assessment ofTitle I indicates that states have limited capacity to deal
With the number of schools that need assistance. In 1998. only·eight states reported that
'school support teams have been' able to serve the majority of schools identified as in need
ofimprovement. For this reaso~ the Administration's proposal for reauthorizing Title I
would require States to set aside 2.5 percent oftheir Title I allocation to strengthen state
and local capacity to. tum around low-performing schools.
.
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. .
...
. The Comprehensive School Reform Demonsuation program is now providing
$145 million per year to more than 1600 schools to help create coherent educational '
programs in high-poverty schools that address alI aspects of school operations,' including
,curriculum and academic standards, school governance, community-school relationship's,
staff development, technology, parent involvement, and services to meet children's needs.
The Department's proposal would reauthori2:e the Title I demonstration authority and the
Fund for the Improvement ofEducation to pro\'ide stable support for continuing reforms,
enable the program to be fully implemented, and allow for the evaluation of its effect on ,
student achievement.
.
...
Programs such as Even Start are already suppc.rt,ing early childhood education, school
readiness, and parent involvement in learning with 750 Even Start projects throughout the
U.S.~ serving over 34,000 families. Enacted in 1998, the Reading Excellence Act is
providing 5260 million in assistance to help SOO~OOO children learn. to read using
scientifically-based reading strategies. The reauthorization proposal continues support
f~r the'Department's goal ofhelping all student'read well and independently by the end
of the third grade.
.
,
...The Class Siie Reduction and Teacher QualitY Initiative aims to help schools improve
student learning ~y hiring' 30,000 highly qualified teachers so that children - especially
those in the early elementary grades -, can attend smaller classes. School districts are
Currently receiving $1.2 billion in funds that is ellabling them to recruit, hire, and train
teachers for the 1999-2000 school year.
The ESEA reauthorization proposal includes the Teaching to' High Standards Initiative
which would help educators apply high standards to improve learning in American
classrooms. The initiative would support state 8!ld local efforts to: align curricula and
assessments with challenging state a.t;ld local content standai'ds, provide teachers with
sustained and intensive high-quality professional developm.ent in core academic content
areas, support new teachers during their first three years in the classroom, and improve
teacher quality and help ensure that all teachers iue proficient in relevant content
knowledge and teaching skills.
...
The 11st Century Community Learning CenterS program is funding school
community partnerships to exp'and after-school and extended learning programs for
school-age children. In three years' time, the prc.gram has eXpandedfrotil a $1 million
demonstration program in fiscal year 1997 to a $200 million program that will serve
,about 400,000 children and over 200,000 adults this yearin 1999.
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Under the new GEAR UP program (Gaining Early Awareness and Readiness for
!i
Undergraduate Programs) the Department is spending S120 million to support early
: college awareness activities by helping inform !itudents and parents about college options
. and financial. aid, promoting rigorous academic. c.oursework, and providing
comprehensive services-including mentoring, tutoring, counseling, and other activities
such as after·school programs, andsummer academic and enrichment,programs..
..
Public school choice and open enrollment policies are also providing incentives for
school improvement through the Public Charter Schools and Magnet Schools
programs. To help ensure that public scho01 choice conulbutes to'excellence and equity
for all children, OPTIONS: The Opportunities To Improve Our Nation's Schools
program would encourage the development ofhigh-quality pub1ic school choice across
the nation. The program would promote choices that would benefit all students by
reducing barriers to effective choice, creating new diverse learning environments, and
helping decrease the isolation of students by ra.:iaI, ethnic, and economic backgrounds.
..
Turning around low-performing schools also re:quires attention. to the physical conditions
ofour nation's schools. According to recent figures, a record 52.7 million children are
. enrolled in elementary and secondary schools, CLnd this number will climb to 54.3 million
by 2008. The average public school in Americ!). is 42 years old. The Administration's
School Modernization proposal would help state and local govem:ments repair or replace
6,000 overcrowded, out-of·date, 'and unsafe scaools with Federal tax credits to pay the
interest on nearly $25 billion in bonds.
As we face a new century, it is time for America to renew its commitment to future
generations. There is a role for each and every member ofthe school community in raising our
expectations for all students, providing a Safe learning ,:mvironment, aligning educational
resources and instruction With high academic standards, and choosing long-term improvement
strategies. This guide provides examples ofpromising state, district, and school practiCes fot
helping children to learn, and suggests concrete steps that state and local policy makers, school
leaders. parents, and community stakeholders can take ·to fix low·performing schools. through
these efforts, we can work together to make' all schooh: places where students strive toward high
I.evels of learning and achievement.
"l
ix
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�Y , OCT-22-1999 15:46
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ED/COMMUNITY. SERVICES
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202 205 .. 0676
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P~01
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UNITED STATES DEPARTMENT OF EDUCATION
.OFFICEOF INTERGOVERNMENTAL AND· .
INTERAGENCY AFFAIRS
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Date:
10Ii-a. Itt.. '
To: . 5.e~'"
From:
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. No. ()fP,ages (wlpover): .
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WILL TANNER
Deputy Director, Community Services
.. 202-205-7993 (phone)· 202-205-0676 (fax)
WiII_Tanner@ed,gov (e-mail)
Comments: .
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. U.S. Department,of Education,·Room5E229
400 Maryland Avenue, S.W. Washington, D.C. 20202
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�OCT-22-1999
:
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15:46
ED/COMMUNITY SERVICES.
ME':~ MORANDUM
202 205 0676
P.02
.UNITED STATES DEPARTMENT OFEDUCATrON '.
. '
OFFICE OF EOUCAll0NAl .'
RESEARCH AND IMPROVEMENT.
Office of Reform AS!iistan~e .1ndDis5emin~tion· .
. . . i
. Will Tanner ....
· TO:
Stephen O'Brien
'. FROM:
·SUBJECT: .
.....•.
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...•..•.•.....•......•....•
~~n \?oOVY\,
~
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~.
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V'JO\ -en ~Y"\ tU,-+~.
Blue Ribbon Schools Principals
DATE:
October 22, 1999
Please remember that we have never met any of these people. We are onlygoing by the written .
document.
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Here are six schools from which we think the White House might choose the person tOlntr~duce . '... ' '.' . '., .' .
thePresident:
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...• . . . . . . .....<
~=;:=:.c:;1.NY
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D:r. Cox Elementary, MS ~rinci?al is A~can American woman; ~r. Jerry Rogers who visited ~._-;..,' ~
the school for us sald she 1S very articulate.)
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, .6 .Lf:.' ~
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-tv."" -~n::v~astridge Community,CO
~.,~~t.tB~aufort Elementa;ry~ SC(principal is white wDman)
': '-c:
~~ '"<e '"> ~' ,
c.\-\)..\'Y1~ Cannons Blementary, SC (principal is white w o m a n ) !
-\-~"n~~Hillcrest Elementary, TX. .
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Kathy and I suggest that you also take the principaI(s) to go to the ~te House from the above
group.
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Here are our suggestions for the pool for the other peoplei:
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".......•....... J ..... '...... '...... '.
. Lynn Johnson, Title 1 Reading.Teacher, Abney Elem9~' Slid.ell,:LA (S04-643-4044)" .
Kay Bol1e, Teacher, Festus Elementary, Festus. MO ~937-S720l'
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. David Woods, Sill Gracie Teacher, Indian Lane Elementary, Media. ~A (610;'627~7100) .
~~ Michael Maffoni. Teacher. Willow Creek Elementaty, Englewood. ~O (303-773-1765)'
~'d ~Marilyn Wheeler, Superintendent, Coronado,
~ ; a-r+,c...jJa+q., School in district.
.'
Lynne Rauch, Sup~rintendent, Elk: GroVe Village. IL (847-301-2150)
Heidi Dziendziel. Parent, Greenfield. Elementary. Greenfield, NY (518-893-7402)
·Patricia Wilcox, Parent, Union Center Elementary, Valparaiso, IN (219-759-2544) .'
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CA (619-522..8915) Also has New American High
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J, Stepllen O'Brien, EeI,C.• 1555 New Jersey Avenue NW. Washingtan. OC 2020&.6643 .. '
Voice: 202-219-2141. Fax; 202·21g.'401.ln~mel: Steve.;.O'Brlen@ed,gov
�OCT-22-1999
ED/COMMUNITY SERVI~ES
15:47
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202 205 0676
1998-1999 Blue Ribbon Elemtm~ Schools: Roanoke Avenue School
P.03
Pagelof3
i
Roanoke Avenue School
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- . _ _ .... - .. - -. . . . . . . .
Address:
549 Roanoke Avenue
Riverhead, NY 11901
Phone:
(516) 369-6813
Principal:
.
Ms. Dorothy Moran
Location:
Suburban
Grade Levels:
K-3
Enrollment:
395
"'-"~'.IId---
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Roanoke Avenue School is located in Riverhead, New York. A
drive down Main Street in Riverhead reveals the beauty ofthe
Peconic River, the historic presence of the County Cow1 Houset
and colorfW. Polish Town. Amid the densely populated
.
neighborhood stands a majestic seventy-six-year:'old, three-story .
brick building called the Roanoke Avenue School. We think of it
as a com.tnunity school and safe haven for 400 children and their·
families, affectionately known as the "Roanoke family. II
. Roanoke is an inner city school and one of the most diverse of four
K-3 schools in the district-Sixty percent of our stUdents are on free . .
or reduced breakfast and lunch. Approximately4S percent of the . •.
. students are AfricanwAmerican, 49 percent are Anglo; six percent
are Hispanic, Polish, Vietnamese Chinese, or Jnrli.att Roanoke has
a high transient population. Families move. in and out of the district
as they seekjobs and affordable housing. Between 30 and 40 .
percentofour parents struggle with poverty and have sigriificant .
problems with su.bstance abuse and other poverty related ills: .
Despite the fact that between 40 and SO percent of our inciJining .
Student Cbar:acteristics:
kindergartners score in the first to fourth stanines on the incoming
. Caucasian:
49.0%
kindergarten screenings, all of our nonclassified students score on
or above grade level on the third grade New York State DRP and
African~American: 45.0%
PEP tests. Thirty-eight percent scoreCi in the sixth-grade. mastery
Hispanic:
6.0%
range onlhe 1997-98 New York State testing.
Asian:
0.0%
American Indian: . 0.0%
. The SutIOlk County Reading Council has recognized Roanoke .
9.0% . Avenue. School as an Honor School for the last six years. Roanoke
Other:
has also been recognized by Title One as a Sehoolwide Project
since 1996 and an exemplazy model to which the State Education
Mobility Rate: . 29.0%
Department has sent many school districts to visit.
..
Limited English:
8.0%
Low Income:
0.0%
Special Education: 17.0%
Through team building of staff and commUnity, ourshaIedvision
for all students is based on high performance standards, a . .. .
collaborative program design. ongoing staff developm.ent, parent '
and commUnity involvement, cultw'al inclusiveness, and constant·
monitoring of student progress. Our academic and social programs ..
individualize education through a modified. "Success for All"
progra.ui that focuses on the research of Robert Slavin's "Best
Evidence Synthesis on Grouping." Our curriculum is based on the
premise that every child is capable of leaming. Reading, math1
and
"habits of the heart" are our highest priorities. ' . .
.
.
Our unique reading program uses parallel block sCheduling to
reduce class siz;e with two hours of c;onwentrated, flexible group
readingandwriting each day. Resource room and remedial reading
teachers work together with nine reading aides to provide 1-1 ~ 1-2, ..
and 1-3·intcnse, accelerated remediation so that aU·studcnts are
.
challc;:nged. .
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http://www.ed.gov/officeslOBRL.BlueRibbonSchools/1999AbstractslI6ny12.html·.
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15:47 .
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Page 2 of3.
,.1998-1999 Blue Ribbon Elementary Schools: Roanoke Avenue School
Our Assured Readiness for Learning (ARL)Programprovides
· developmenta,lly appropriate readiness ::i.:nd phonetttic awareness .•....
· activitiestbat arc integrated with literarureand tbematicunits.The
·emphasis is on writing and authentic assessment forallstudent.s~ .•.
Many students select their own work to be included in portfolios~ ..
They are directly mvolved in developing rubrics.· demonstrating .
their strengths, and designing goals for improvement during
student led conferences with parents and teachers.
Our student progress related directly to the high quality of . .
.oommumcation among teachers. Grade level teams meet weekly to
identify problems and solutions md develop new strategies. There
. is a cooperative, collegial relati~nship amolig children, teachers.
. and parents as they plan classroom and building theme units that . .
integrate the disciplines. Our thematic units emphasize activities ..
that help children solve problems through the use of analysis,
· synthesis. and evaluation.
. . .
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and ...
Creating responsive. caring elassroomswhere teachersrnodel
students role-playcoiJperation.· assertive talk (Bra~ Talk), .. ... . • .
responsibility, empathy, and self-controlhas combated violeneein.
· ur school. As a result ofour strong socia.lskills mdc.ha:racter .•
o
education curriculum, there is a noticeable, positive difference in
the language, spirit. and behavior within Our walls. StUdents help
each other with their words and actions as we belp to fulfill our
respo~ibility to diminish the violence in the streets around us.
c
Professional development is ongoing and coordinated with State
·standards, district, and building goals. It is centered on bigh
academic achievement and authentic activities with peIformance
. assessment including portfolio assessment. Inclusive classrooms,
.. interdisciplinary·and multicultural cwncwum•. atld cooperative· .
le3Jlling reflect otU' collaborative atmosphere between teachers and ..
students. Teachers use a variety of leaming styles and state"'Df~the- .
art methods to ensure that students"get" what has been. taught as . . .
they motivate students. to want to leam.Our Assured Readiness·for·
Leaming Program is multisensory and child centered. Our Math
emphasizes problem solving and self-initiated leanrlng as .
recommended by the math standards. Last year we developed· . . . ...
instructional units that refleCt the State standards·as teachers·train· ••.
to integrate technology into our curriculum. Technology.
collJultiults are working with us to install sophisti~ated wiring and
hardware which will enable teachers and students to conduct .
research, communicate with scientists. in laboratories, and Share
\Villi peers in other cities and coun~es via. the internet.
Our success has depended on the great support we have received
from pl1!.l:lmts, businesses, and our community. We have networked
. with the c:ommunity we serve through the sharcddccision making
modelo! our site:"based.team. Our parents and. community have
gotten involved i:ri all facets of education from laying sod on our
school playground to wiring our building, bringing tecbnology into . .
the classroom and getting Roanoke onto the WannatioD highway.
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http://www .ed.gov/officeslOER1lBlueRlbbonSchools11999AbstractS/16~y 12;html .
�OCT-22-1999
15:48
202 205.0676'
, ED/COMMLIN [TV •SERV I C;ES
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Page 30f3
(".. 1998-1999 Blue Ribbon ElementarySchools: Roanoke Avenue School·
. '. In order to help students make better choices we are proud to have
the Riverhead police bring D.A.R.B. to our school. We have an '.
ongoing Project with Alternatives, a social service agency in our
,conunumty, to work with our children in helping them to make
, better choices with drugs and altohol. '
'
. Roanoke is proud to be a collegial, Colli.lborative. multicultural
school community. Children, parcnts~staff,andprincipal. . .
collaborate and cooperate in the quest of excelle~ce for all. ,
Teachers have become arebitect d/i3signers of' curriculum. with .
ongoing; embedded assessments in their. lessons: Tea.chers.·talk:
, concretely about teaching as they obseiv~other teachers. They
, share expertise and ask for andprovidcassistance to each other as ,•
,wen"
'.'
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, , ' . , , ' .' "
The emphasis is,oncritica1 thinking aridN~ York: State, standard~.'
Students are encouraged to solve problems~ assess their own goals, ,.
and reflect upon their own work as they set goals for improvement.
Everyone who enters our historic btUlding reCognizes our family
like atmosphere where parents, teachers. and children feel
, .welc:ome. We have seen increased parent involvement in the ' .
classrooms and sLlStained high student achievement on the ' . ."
Metropolitan Achievement Test and the New York State DRP and . " ,"
PEP. tests with many ofour third gmdersachievingmastery leveL •.
Our PTO sponsored a sign in front of our beautiful building,
con~eying
,
the message, "Roanoke Avenue School. An,Honor . '
School. Welcome Parents. II We are truly one world and one family~ .
. the Roanoke family~
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ml?9~1999 Bluell:!.bbon Elcmentari S£1wol,
. This page last modified May 21, /999 (~).
, http://wwW.ed.gov/ofiiceslOERIJBlueRibbonSchools/1999AbstractEl16ny12.html
10/22199
�. OCT-22-1999
ED/COMMUNITY SERVlqES
15=48
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. 202 205 0676·
p. T. COX Elementary School
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Page 1 of3
D. T. COX Elementary School
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D. T; Cox ElementarySchoolis a third through fourth gcade . .. .....
school in the small, rural town ofPontotoc, Mississippi. iJontotoc ..
· is located in thenortheastem part of the state which is legally . .
classified as Appalacbia. The school is one of four schofJIs i.Qthe
district. In the poorest state inthenation~ our district is in the .
bottom ·five percent of the state in per pupil expenditute,as . . , ..
· reported by the MiSSiSSippi State Department ofEducation. Our ...
students are not from affluent families%aJmost hi.lfreceive free or ..
reduced lunches. Over one third of our population in Pontotoc
.
County did not graduate from highschool. The cotiullumty . .
environment is unable to provide m.any ofthe essential cultural
experiene~ that prepare students forsuccessfW competition itt a·
global socIety.·
Address:
304 Clark Street
Pontotoc, MS 38863
Phone:
(601) 489·2454
Principal:. . . .
Mrs. Phyllis High .
Location:
.Small city/town
Grad.e Levels:
· . The population of the coIDIIlunity is homogen.eous in nature.. The
majority of the citizens are lifetime residents ofthe area. An
. excellent work ethic has attracted major industries, and
..
EnrollmeDt:
.. unemployment is low. The industry m.Pontotocconsists primarily
356
oflow technologyfumiture manufacturing, with most ofthe ...
.
.
citizens being blue conar workers. Agriculture remains·a vital part .
Student Characteristics: · of the ~conomy, though oflesser importancethan inthe past. ..
Caucasian:
67.42%
There are approXimately 2200 students in the school district. The .
African
32.31% student enrollment at D.. T. Cox is 356..The students proceed from .
American:
Hispanic:
0.0% · D. T. Cox (3-4), to .Pontotoc Junior High (5-8), and then to
Pontotoc High School (9-12).
.
0,28%
Asian:
. American Indian: 0.0%
The building
erected in 1960 and includes an additional
Other:
0.0% facility with classrooms and a science lab. Continuous renovations1
.additionS,·and the .reorg:unzation of the grades at Pontotoc Junior
High to include the fifth
for increasing
Mobility Rate:
17.0% population and changinggrade has provided The. buildings student·
educational needs.
are well
Limited English:
7.0% maintained, and the school has traditionally served as a meeting
Low Income:
.45.00/0 place for various school and community activities. The campus and
·0 .... building are ~ed by the community for :many ofthe after school
Special
13. DL
,osoccer~ baseball,. Softball. and T-ball practices; The gynmasiwn is· .
Education:
used for high school cheerleader pr~tice, indoor tennispr3ctice,
and various organization meetings.
3-4
was
D. T. Cox is both a unique and successfullealning institution. We
are successful because of our c::ommitment.to excellence and our .
willingness to recognize and rectify our shortcomings. Weare.
· unique boo8use of our bond with the community. AsoUl school. .
. continues to prosper, it is the commUnity that beComes the ultimate
beneficiary. Not only i& our school enmeshed in all facets of the
community; but it is the very success ofD. T~ Cox Elementary and
the other SGhools in the district that ha.ve been a. catalyst for
attracting business and industry. As our school continues to
.
prosper. it is the community that becomes the ultimate beneficiary.
Business wisdom adopts the theory that an enterprise operating in
the top five percent of its field while meeting the needs of the
.
.
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�OCT-22~1999
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. 202 21215121676
P.12I7
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D. T. COX Elementary School
bottom five percent ofits customers will result in wealth. D; T.
Cox Elementary demonstrates this same principle, but the end
result is sw:cess not wealth. Our business is teaching. and it is
tbJ:ough the applicatio:u ofpro;tica1 principles ofleaming and
..·effective decision making by faculty and administration that D. T.
Cox has become a successfulleami.ng·enyiionment .
. .
significantchalleng~
Over the last five years several
were .... ..' .'
identified: ~ provisions for problem solving andapplicatioD. skills.·
in all curricular ateas to all students through an ongoing program. .
of high order thinkingsldlls- involvement of allstudents in . .' ....
. . activities which promote good citizenship, community service~ and.
.personal responsibility - enhancement of the instructional program ..... .
througb the addition of computers in. all Clas8IOOms. .' . ..... '..
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Community support for the school has been. a key factor as .
evidenced by the Endowment for Excellence in Education, an
ongoing facilities improvement program for the diStrict1 and,
community volunteer services. We attribute much ofour·success to .
. the restructuring of the leaching-learnfug process. Teacher decision
making skills have become a foeal point. Cutriculum management
requirements have been reduced which has resulted
increase
.'. .'. in student contact time (time on instruction), leaming expectations;
and cooperation among teachers. As With other schools and other
school districts across the nation, D.T. Cox has faced many. .
challenges; but we have also accomplished many milestones.
Specific examples are: .
.
man
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•
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National Blue Ribbon Sch6oi.recognition in 1989-90 .. '.
National Redbook Magazine recognition in: 1993..
.
Statewide reCognition in 1993
.
Increased parental involvement . .
. . ' .' .....
.
A chang~in disnict wide grade SPans which established D. .
. T. Cox Elementaty as a grade three-four school) rather than a
three-five scboolas teflected in our 1989 application
• .The incotporation ofmusic into the curriculum
" .
.• The hiring olan assistant teacher to coordinate the science
lab andiinplemeritmore "hands onll activities for students
• Renovation oftb.e school to inQrease space for the students in
· thecafeter;a, provide an office for the counselor, and a .
workroom· for teachers
.'
. • The construcQonof an outdoor classroom·· '. .... . . '.' '.' .
.• Renovation the playgrounds witbadditional playground •....
equipment
of.
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'.. ' .....
.....
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and .' .
• The implementation oftechnology in each classroom
media center
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.• The restructuring oithe instroctionalorganizatioDof fourth .
grade teachers.'·
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D. T..Cox Elementary has created ahighly Jocused lemring .. ' . '. .'
enVironment for all students•. Innovative efforts have promoted OUT .
success loware! accomplishing National Education Goals through .
the improvement of OUT professional staff and theit perseverance
with limited monetary resources. OW' reso\lfCics of faculty and .
.
community support. under the guidance of a prilicipal whose foclis
is on learning, equips our most valuable resol.U;'!;e, OUT students) for
.
. . . . .
,
http://www.edgov/officeslOERIlBlueRibbonSc.h001S/1999Abstrac;ts/l6ms~3ce.html
10/22/99
,
�OCT-22-1999
ED/COMMUNITY SERVICES
15:49
. ·202 205 .0676
1998-1999 Blue Ribbon Elementary Schools: Washirigton Irving Intermediate. Schex;l
Washingtonlrvi~gIntermediate
•••
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Address:
103 South Broadway
Tarrytown, NY 10591
Phone:
(914) 631~42
Principal:
.
Mr. Sal Trieamo
Location:
SuburbaDIurban
Grade Levels:
4-6
. Enroibnent:
450
Student Charaeteristics:
Caucasian!
44.0%
AfricanMAi:nerican: 8.5%
Hispanic:
45.0%
Asia:n:
American Jndian;
Other:
t
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Page 1 of3
School
""'nmiee-=-=,..
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Washington Irving School (WI) is an elementary school serving
approximately 450 chiJ.d.ren in grades four, five, and six. from the
villages of Tarrytown and Sleepy Hollow» New York. We are an
ethnically diverse schoolloc:ated in the lower Hudson River Valley
(Westchester County>, about 20 miles north ofNew York City.
Our distri~the Public;: Schools of the Tanyt(rwn.s~ has instituted
.the Princeton Plan. which organizes oUr fi!lementuy prOgram ...
. round four schools serving different gradc.levc:ls: ~kindergarten
a
building, oneior first gmde, a second-third grade buil~, and of
course, WaShington Irving School In this way. all ofour children
are educated together, regardless o.(tbefr socioeconomic status Ot·
address. Contrary to the common perception of the "affluent . . ....
Westchester suburban school.lI soQo~onomiQa.lly our population .
runs the spectrum from upper class to very poor. Many ofour
parents worle two jobs or double shifts .10 make ends meet
Approximately 20% of our school's popu.lation receives public
assistanoe; 51% of our c:hildren receive free or reduced lunch
.
services. The ethnic background of our students is as follows: 2.5%'
Asian or Pacific Islander; 8~S% African American; 44% White
(non-Hispanic); and 45% Latino. Thus, the majority of our school
is actually minority. Many are struggling with a new culture,
language, and school system. Many of our new entrants come from
areas· of the Caribbean or the Americas where they had little,
interrupted, or impoverished schooling. They may be illiterate in
their native language as well as English. We have b~enclassified.
in the past as a usuburban district with characteristics typical of an ....
2.5%
0.0% . urban school," but have recently been reclassified as an urban . .
district.
.
0.0%
Mobility Rate:
6;94%
Limited English: 18.0%
Low Income:
51.0%
Special Ecluc:ation: 10.6%
~ mission, 'as developed by our staff, parents, and communi ty
members, reflects our comminnent to· out children.
. The communitY offaculty, administrator8 and po,nsnts
0/ the Washington IT'tIing School will create a teaming
environment which will meet the needs ofaur
childre1l. Our mission is for all youngster, to lea.rn
and to srrille for academic excellence through the
cooperati1Je efforts a/the school community. We are
committed co democratic values which will foster·
responsible citizens.
.
The Washington Indng School is dedicflied to the.
development.oJa well-rounded child who will YJork,
coopemtilleljl with others; who will cultivate a wlriery
ofartistic and special interestJ.. who. will develop a
positive self-image; who will make prudent decisions
fJ"d choices; and who will develop on understan.ding .
and an apprecia.tionoflne diversecultu:ral traditions
.and differences thatmake WIa unique cornm.ul'lity.
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A
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key feature that [[lust be understood about WI is thatwe are not .
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> ........
educating children in grades f'our,five,~six to ~ri~ge~e gap
between ptin,.ary and middle school. While early litera.c::y IS nC)t
usually an is~ for USt literacy developmen~ is still ~sential in
these inter.mediate grades. Bach grade level lS orgamzed to meet
the specific developmental needs ofour (';hildren. In gradesJour .
and five, our c;lasses are self·c;ontained; grade six is
departmentalized. Our heterogeneous grouping policies teach
students to respect and apprec;iate differenc:es and to work·
'
cooperatively in groups. Each of the three grades provides a strong
academic pr()gTam, supplemented by grad.e.appropriate ~tivities. '
:special events, and exposure to av~e~ofspec:ial area subjects· .
such as art, health, computers, muslc,library skills•. and morc.
Thus, we teach to the Whole child. takirig into .3ccount his or her .
physical. intellectualt emotional. and social needs.
'
Our staffis deeplycomroirted to providin!phebest educational .'
experience possible for owchildien.We have a record of . .
.
. innovation, creativity1 and high standards that isrec;ogntted~d .', ..
· supported by the c:ommuuity. Through constant professional, .,. .
development, ongoing research, imd.cxtensivc: efforts in planning·
. and implementation. we have created a well-rounded program
designed to meet the needs of all our diverse students. Teachers
assume leadership roles as we train each other during team and
faculty meetings. As. we c;ontinue to align ourselves to the new, .
· higher N~w York State Leanring'Standards for all subject areas, we
are developing innovative teaching strategies and performance";
based assessments. We have c;reated exciting new programs for .
bilingual. special education, and gifted and talented children. In
'addition. we have established extensive collabozationsWith . ,
colleges and universities. culturaUnstitutions, community'· .. ...
organizations, and local corporations andbusinesses~which have·
allowed us to extend our cunicubun into the "real wor1d~n Because
of the rich cultural and historical heritage ofTarrytown, Sl~py ..
Hollow, and our surrounding communities, the Hudson River
.
, ,.yalley has become our classroom.· OW' efforts and cieativity have· .
, been reoognized and supported· throllgb. a large nwnber of giants.
·including.a $250,000 Title vn grant for our innovative bilingual .
program..
We pride ourselves on our academics. but also on OUf extensive co- .
curricular programs. Some of these activities include a Superstars
. Homework Club, hands-on science club> Chess club, newspaper .
club.compl1ter club. yearbook club, and geography club. oUr
music program is a particular SOUlc;e of pride, involving more than
· 4% of Our students. This past year, fourteen band students and .
6
one orchestra student were accepted into· the All-County Music
Festival. Our physica1edueation program. includes after-school • '
sports and school':wide evenlsthat involve all our ehild.tJm and
teacbes them good sportsmanship and teamwork., '
.
As noted,afWI we are all aware of the iril:p,ortance of~ddre8sing,., '
the needs of the wqole student~ Often, a childls acadelll1c succeSS1S
inextricably interwoven with th~ personal and social wellbeing,· .
. We have extensive pupil support serviceS availa.ble for our· .
cbildren,including a bilingual social worker, a sChool .
'
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1998-1999 Blue Ribbon Elementazy Schools: Washington Irving Intermediate School·
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Psycho]ogis~
a speech/language teacher.abilingualfa.mily·. .. .
outreach worker, a full-time nurse, and special programs ranging
from DAR.E. and luvenileLaw to Junior Achievement. . . ..
Another important strength of WI is the active involvement of our.· •........ ·•..
. .parents. Teachers. parents. and childrenfoml athree-way·.
. .......
partnership, which is a key component ofstudent succcss~ ..
·Regardless oftheir language or cultural background., parents feel ..
welcome at our school and know that there is never a language
barrier; we have tnanybilingual staff members who are always
available to help. Parents teach after-school programs, work with
teachers to find ways to bring their expertise into the classroom for
special projects, and participate in our school's leadership by
serving on various·committees. The ElementaxyPTA is vF/:rY
.supportive of the school's efforts, sponsoring CUltural Arts
pro~s •.book fairs, and student scholarships for special·
·activities. The EPTA honors the stat!at an annual Faculty
. Appreciation Lunch, preparing home.-cooked specialties reflecting .
the diversity of our community. ...... .. ..
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Another key partnership for us is our relationship with the .....
·Foundation fOT the Public Schools of !:he Tanytow:ris. a private, .. . ..
. not-for-profit organization whose purpose is to raise funds to help ..•...
. our schools in a variety of ways. ThCl:Foundatio~ is administered· ....
bya group ofcommunity members who may or may not have .
children in the school system) as well as teachers and
.. .
administrators. Through their efforts arid those of our Elementary
PTA, our school has acquired up::.to-date technology. Teachers are
also encouraged to apply for grants sponsored by these groups for
classroom projects and materialsj our school has won many of
these grants.
...
. .
These partnerships between the school, the family, and the
. . community allow us to work together to help our children succeed.
.. No school operates in a vcu:uum; the tools our children need can be ..
best taught through this triad. We strive to build a culture of ...
•
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inClusi'Veness, respect, Consideration, and academic excellence for
all, and we enlistthe support ofparents and other members ofthe .
. community.
.
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Washingtonlrving School is an exciting place for· students, . . ... .
· parents, and teachers. We pride ourselves on our accomplishmenta
and lookforward to meeting the challenges bfthe 21st Century .
together. '
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fal1998-199~}ueR.l'bbOD EleaiellE!Y S~oo1S
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1998-1999 Blue Ribbon Elem~tary Schools: Eastridge Community Elementary School
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Eastridge Co~m1inity Elementary School
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Address:
11777 East Wesley
Avenue
AW'Ora, CO 80014
Phone:
(303) 755-0598
Principal:
Dr. R.obert Villarreal
Location:
Urban
Grade Levels:
K-S
Enrollment:
738
Student Characterutia:
Caucasian:
64.18%
African
19.73%
•
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Eastridge Community Elementary School was built in the early
1960's to serve the residents ofa newly developed subdivision in
southeast Aurora, Colorado. The school opened on S~tember 3,
1963, with 12 classrooms and 300 walk-in students. The school
was extensively remodeled in 1968 to add four open-space learning
axeas accommodating 100.students each. In 1988, the school was
again remodeled to add nine classrooms.
Over the past three d~ades, the Eastridge community has
undcrgOllc profound change. A predominantly middle and upper
class community of ~le-family homes has given way to a more
socially and ethnically' diverse community that includes a large .
number ofmulti-family dwellings as well as government
subsidized low-Ciost housing units. Over the years, the student
population at Eastridge has more than doubled from 450 to 730,
necessitating the transition to a year-round four.track ealen~ in
1994.
Today, Eastridge has a minority enroUmentof37%, an average
mobility'rate of 40%, 73% of the students are transported to school
by bus, 37% qualify for a federally subsidized free or reduced
lunch program, 12% qualify for special-education services. and
fifteen foreign languages are spolCen by a 10% ESL population.
American;
Despite many changes, Eastridge has not only maintained an
Hispanic:
8.5%
effective educational program, but has transformed itself into one
Asian:
6.53%
of the liveliest and most innovative K-S learning environments in
the state. Student outcomes continue to meet or exceed district and
American Indian.: 1.06%
national grade-level averages, particularly in reading .
Other:
0.0%
comprehension and in minority student achievement. AJnong
major distinguishing features and accomplishments:
Mobility Rate:
34.0%
• Multi-age, straight-gradc. team-taughtJ self-contained
Limited English:
9.0%
classrooms and looping are designed to address the diverse
. 36.0%
Low Income:
instructional needs and leaming style of students.
Spccial
12.0%
Education:
• Proficiency-based curriculum, instruction and assessment.
• Assessment practices that drive instruction via the teaching
leaming cycle (assessment, evaluation ofassessment,
planning for instruction).
• A nationally recognized, student centered libraryhnedia
center.
.
• An instructionally effective teaching staff. (70% with Master
of Arts degrees) who has a high level of expertise and
understanding in: reading instruction. math manipulati"es,
technology, standards-based cw:riculum, multicultunl
currirulum, and performance assessment
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• Staff-initiated professional development activities, which
includ. on-site study groups, mentoring, peer coaching,
e
hands on workshops and the award winning Eastridge
Literacy f'roject.
• An extracurricular program offcringbigh-interest activities
ranging from intramural sports to Odysst.y of the Mind. .
• A full auay offamily-centered program' and services. off
track child care, kindergarten enrichment, ott-track Inter
session enric1unent classes. before and after school child
care, a breakfast program and faIni1y counseling and
assistance ·services.
..
• Partnersh:ipswith colleges and lllliversities, the lower
business community. education ·refonn organizations and
school networks.
• Classroom-baaed computer network and a high level of
teacher-student access to multi-media technology.
• Full incI~ion of'speeial-education students.
• Shued decision making and ,accollJltability that requires a
high level o!teacher. parent, and s~dent involvement
• Numerous awards and honors, inelucting a DeWitt Wallace
LibraI)' Power Grant, 1996 Colorado Conservation School of
the Year, CCIRA Exemplary School Reading Program of the
Year 1997. and Milken Award winner, principal, Dr.
Villarreal.
·
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At Eastridge, our mission is "to inspire every student to think. to
learn, to achieve, to care". The teaching and learning environment
at Eastridge is vibrant, engaging, and firmly grOunded in the
concept of the "Helping Relationship" . It encourages a strong se:ose
ofpartnership, connectedness. responsibility and collective
purpose.
The faculty and parents arc strongly committed to high personal
and academic standuds for all students. We strive to ensure that
each child is well prepared for the challenges of living, working
.
and leQmingin a ~hanging world.
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Page 101'3
1998-1999 Blue Ribbon Elementary Schools: BeaufortElementary School
-+u-n-, - CtVDV( t"1 01
Beaufort Elementary School
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Beaufort Elementary School (BES) in Beaufort. South Carolina ~~
defies the odds in offering world class initiatives by creating
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success for its predominately low socioeconomic minority
population. This group of committed staff has collaborated to
~
break the chain of failure. Five years ago. the school was classified
Phone:
as one of the worst 200 in South Carolina. Instead of blaming the
(843) 525-4282
parents and community, this enthusiastic group took ownership of
the problem and began plannirig for the renewal of their school.
Principal;
The first step was a faculty retreat where1;>y team building helped .
Mrs. Rllth Summerlin
these professionals know they had to focus on team planning and
practice daily. respectful habits to ovetC0Dle unbelievable barriers.
LocatiOll:
This comnritted 1l'0UP of teachers then began to work OD a fiv.,.
Small city/town
year plan (1995-2000) which is used as a blueprint ofbigh
expectations for all aspects ofthe school's program. This plan
Grade Le'\'els:
contains a belief statement, school mission, perfonnance goals~
PreK-5
needs assessment, teclmology plan, and strategies for
implem.enting a world class curriculum, involving the community
Enrollmellt;
and families, developing staff effectiveness, promoting QPtimal
S73
student achievement and creating an environment condueive to
learning. When the community and parents were asked to
participate in this worthwhile planning phase, they came to our aid.
Student Characteristi.:s:
Caucasian:
34.0% Not only did they help planJ but they also began to volunteer in
am;¢ng numbers. They wanted to be involved and assist in the
African-American: 65.0%
redesigning of their only city elementary school within this rural
Hispanic:
1.0% district. Business partners such as Sea Island Rotary, City of
Asian:
0.0% Beaufort Police Department, Marine Corps Recruits, Naval
American Indian: 0.0% Hospital Corpsmen, American Association of University Women,
Ministerial Association and Operation Good Neighbor committed
Other:
0.0% volunteer houn and money to help bring the school to the level of
excellence it is today. Beaufort Elementary adopted a Full Service
20.0% philosophy. We could no longer restrict ourselves to the basics of
Mobility Rate:
Limited English:
0.0%
reading, writing and arithmetic. The five year plan specified that
Low Income:
Beaufort Elementary would become site based to increase and
.
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86.0% improve overall involvement of the people closest to the childten~
SpecIal Education; 34.0% parents, teachers. and commumty. The site based plan was written
and approved by the Beaufort County School Board four years ago.
r0.0,0 one of V\'OVG+- CJ.,.OO This plan allows school personnel to utilize their funding in
0"", r5 . - u
creative ways to best meet the needs of the students. The varied
'S _ C . .s c.hcOt S
site based committees, ten in all. are comprised of interested
()
teach~) assistants, parents an~ community members. These
A~ -..S ch~
corrumttee members work. during the school year and summer to
y ~Iflq ensure effective implementation of their plans. For example, when
~~ G:Lfnr.fo
h
(j necessary the personnel committee works diligently to interview
-+-- "'" Co k
and recommend appropriate personnel. Other programs which have
~
been planned by these c:ommittces include; After School
~ . ~lc:f'~
Enrichment (ACE) and remediation, extended year summer camps
for reading and math, enrichment in the arts (dance, drama. string,
~ . :. b~ ~ .
keyboarding, bells. chimes. chorus. sculpting, etc.), business
partnenbipa for xnentoring and tutoring, continuous progress made
possible by small group reading and math instruction, multicultural
iIDc1 mu1tidi~iplinary instruction. community service projects.
Address;
1800 Prince Street
Beaufort. SC 29902
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Spanish. International Baccalaureate Primary Years Program, Full
Service School concep~ Family Literacy Projects (adult education
with day care at the school for parents improving their education at
BES), Well Baby Plus (Duke Endowment Grant Program for early
intervention health care), Early Childhood initiatives (ABC
voucher programs for childIen ages 6 weeks to pre-kindergarten
providing an enriched early start), family involvement (pre-School
Club, Family Reading, Family Math, Science Nights, Family Fun
Fests, Fall Fling. Sidewalk Art Contests, etc.), Exemplary Writing
Award initiatives, technology networkiDg and training. Student
Study TeaDl5, Portfolio and Criterion-Referenced and Computer
ASsisted Assessment, Go for the Gold Schoolwide Discipline Plan,
Student Council, School Ambassado~ Academic and Artistic
Gifted and Talented Programs, Student News Staff for monthly
publications, Video Club for morning announcements,
Ecology/Science Club, Flaw Room (to identify learning strengths),
Bookshatp (com~uterizedassessment of novels to monitor
independent reading), Principal's Reading Challenge, Read-a-Thon
(buddy reading), Reading Recovery, Student of the Month,
Authors Tea, Meet a Writer Day, Safety Patrol, Odyssey of the
Mind and Academic Challenge competitions, Science Fair,
Invention Convention, and Professional Development and
Evaluation plans worthy ofputting these initiative into practice in a
logical and manageable fashion.
Their mission statement is to CIlSUI'e the hipest quality educational
outcomes providing a challenging, multi-cu.ltural curriculum that
develops the unique abilities of each child, frees each person to
pursue opportunities, incoIporates advanced technologies and
engages the full commitment of the st:a.f£; parents, students, and
community. Since this mission statement was written in 1995, the
school slaffhas focused untoldcnergy and commitment to make
this a continuing reality for students at Beaufort Elementary.
OVercoming the stigma as a low perl'orming school has been a
challenge. By including the community and parents and making
them part of the solution, partnerships, relationships and trust have
been the foundation upon which this dream has been built.
Beaufort Elementary is a large, beautifully maintained two-story
facility located next to Northern Beaufort County's only housing
project and most of their subsidized housing. Beaufort Elementary
staff and students have risen to a coveted academic status in the
district and state. Numerous editorials and newspaper articles tell
of their success story and challenge other schools tO J "Play follow
the leader." They have been asked to discover the Beaufort
Elementary secret of success and to replicate it because test results
reveal that our students arc performing well above expected norms.
This previously 100% free and reduced lunch school is now
attracting other students from private academies and other
s~urban schools 8.'!1 panmts and ~hers have taken nate oftheir
hlventive and non-traditional a:pproach to education. Allowing
students to advance at their own pace supports innovative
programs and flexible schedules (7:30AM-S:00 PM for 200 days a
year) making this Full Service School concept a successful reality
for our 573 eager students age six weeks to adulthood.
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1998-1999 Blue Ribbon Elementary Schools: Beaufort Elementary School
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Quality national, state and local awards that Beaufort Elemc;ntary
School has received in the past four years are numerous. National
rec;()gnitioll includes the Project Arts program for outstanding
devel~ment of artistic talent and app~iation for cultural
diversity and Well Baby Plus for early intervention efforts. South
Carolina honors include the Bxemplary Writing Award; State
Incentive Award;:Barly Childhood Demonstration Site.
Department ofBducation Volunteer Organization of the Year,
Family Literacy Initiatives Award and Leam and Serve America
Grant. Locally we won the Beaufort County District Incentive
Reward for Academic Progress; Sea Island Science Fair first,
second and third place winners for the last three years
the Red
Ribbon Week Award gi\'en by the Beaufort County Alcohol and
Drug Abuse Program. Our principal received a Paul Harris Fellow
from Sea Island :Rotary for ber commitment to excellence in
education. Grant monies awarded include: $60,000 Bell South
Grant for collaboration; $360,000 Duke Endowment grant for Well
Baby Plus; and 510,000 Target 2000 Arts in Education grant for
perfonning arts.
and
The Beaufort Elementary School family has successfully refocused
on guiding all children through their personal journeys of
discovering and maximizing their unique gifts and talents. They
leave no opportunity to chance.
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1998-1999 Blue Ribbon Elementary Schools: Cannons Elementary School
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P.16
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Cannons Elementary School
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Address:
1315 Old Converse Road
Spartanburg, SC 29307
Phone.
(864) 579-8020
Principal:
Mrs. Donna Lipscomb
Location:
Rural
Grad.e Levels:
PreK - 5
Enrollment:
398
Student Characteristics:
Caucasian:
62.0%
African-American: 35.0%
Hispanic:
Asian:
American Indian:
Other.
6~
0.0%
0.0%
Mobility Rate:
Limited English:
Low Income:
.
SpeGial Education:
lPO7f!)
1.0%
2.0%
25.0%
2.0%
60.0%
27.0%
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Bright lights~ strong colors, and a cacophony of sounds punctuate
Cannons Elementazy. Ifs a place of love, a safe place for children .
threatened by cireumstanc:es. The children provide the music: the
sounds of active 1~'g. the silence ofconcentration, and the
laughter of friends 'p. The teachers provide the steady beat oflove,
knowledge, and ac eptanc:e. Spring in South Carolina is bright-
mercifWly low humiditY and gentle bre~es--creating beauty and
ex.pectation. Children respond with enthusiasm. Even on testing
day, they are excited. But it hides the dark side that over 1/3 of the
children at Cannons contend with daily. "I didn't sleep last night,
Mrs. Lipscomb."."Why not?" ttLots of noise. Shooting~ Police. We
hid in the clos~t all night.'· "Who·s we?" "All orus." The children,
118 ofthern residing in Lakeview Manor, have bome silent,
terrified witness to a drug territory battle between two dealers. Tbe
police were called when the shots came, and continued.. But they
come to school this morning and rush to surround their principal
and tell her of the happenings of the night. Stability is important to
them. Cannons is their fortress. Even the children who move,
continuously in and out-49% (227) in a cyclic pattem to find a
place to live, a pattern established because the parents' cannot pay
the rent--move in, be evicted, move out-are excited to return to
Cannons, some such as Debra as many as four times during one
school year.
Despite the transient population and a rapid increase in lower
socioeconomic rates as measured. by free/reduced lunch counts (an
increase from 48% in 1995 to 60% in 1998), Cannons' test data
reflect steady gain in student achievement. a testament to the use of
innovative pedagogy and instruction. The school serves primarily
lower middle-clus, rural children. 51 % of our students live in
impoverished, neighborhoods. The school population is diverse,
both in skilli the children possess when they walk through the
doors and the language and customs of their native countries. In
spite of these circumstances, by the third grade 20% of the children
are identified as academically and/or artistically gifted and receive
services in Atlas (Action Team for Leading Accelerated Students).
Cannons Elemental)' School, originally constructed in 1939 for
fewer than 100 students, moved into a new facility in 1995. A
collaborative group, representing a cross-section of the populatio~
worked on design and features for five years. A theatre for musical
and dmnatic productions, an art gallery featuring a different artist
each month, and a state of the art computer infrastructure that
includes a Local Area Network connected to the district Wide Area
Network were included.
Located in the center of the new strUcture is the media center.
Natural light from the cathedral ceiling's skylight floods the open
space filled with computers and materials for research, preschool
toys for patents to check out, and thousands ofbooks that include:
books written by students, books written by students in
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1998-1999 Blue Ribbon Elementary Schools: Cannons Elementmy School
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collaboration with senior citizens: books that incorporate every
stage, evcry.level, and every interest. The media center is also
home to the broadcast studio. the publishing center, and the .
hardware for'the sChool wide computer network. Bach classroom
has two or three mwtimcdia computers with direct access to the
Internet through a. TIline.
Other needs are met through an English as a Second Language . .
teacher and the Therapeutic Preschool for high-risk three and four
year-olds. Grant writing is encouraged as a way to meet the diverse
needs of students. In what was described by the Department of
Education as their most competitive grant competition in history, .
Cannons was awarded a 2.6 million-dollar grant, The Three Faces
ofNced. to transform Cannons into a eommUIJity learning center.
The school now provides after-school programs fot first through
fifth graders, Saturday activities for cbild,en and parents. and
summer classes for ehildlea that integrate the visual arts, physical
education, music, and technology into the basic academic
curriculum. Children receive an additional 33% more jnstruction in
reading and mathematics in the after school program. In the fust
summer program through the grant, 80 third. tbrou&h fifth gra4e
students attended the academic acceleration classes offered through
grant funding. Adult education, parenting, and pre-employment
skills training are available during the day with babYSitting. a meal.
and transportation provided. Cannons is proud to house two
district-wide, self-contained. emotionally handicapped classes. a
leaming-disabled class, and a preschool handicapped class. Our
entire building is handicapped accessible. We offer inclusion
education to enhance the academic skills and social skills of our
leaming disabled students. Cannons makes every effort to
eliminate baniers to education, be they tangible structutes,
intangible attitudes, or basic needs such as quality chilclcare or a
. .
hot meal.
Cannons understands that stress is a fundamental cause of failure
and violence, and we are taking steps to lower distress in families
and in school. Violence prevention workshops are given on the
district level, and Cannons will host a county wide two-day
workshop on the subject in November of this year. Fifty-eight
percent of the bighest risk families ofpresehool children receive
home visits through the Therapeutic Preschool, the Preschool
Handicapped Program, and Four-Year-Old Kindergarten. Children
and parents are able to receive counseling on a regular weekly
basis, and the guidance counselor has c:ollaborated with area
businesses and churches to ensure every child has a warm coat,
shoes that fit, and a present from Santa. Every teacher is mentor to
a small group of students in the Family Ties Program that
emphasizes respect for others and conflict resolution. Other
programs that emphasize social and behavioral skills are the CARE
(Care and Respect fOf Everyone) groUP. CHAMPS (Champs Have
And Model Positive Peer Skills) peer mediation program. Student
Council and CHOICE (Choosing Helpful Options in Coping and .
Education) summer program for children with emotional problems.
The usual dread of a "trip to the office" isn't found among students
at Cannons. Good citizenship is rewarded by an "office sucker"
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and students who master the Accelerated Reader tests are
encouraged to bring their test scores to the office to be signed by
all present. The principal spends Friday afternoons socializing with
the "Principal's Pals," and student work is displayed in classrooms,
in the halls, in the principal's office, md in the teacher's lO'UDge.
Support staffplay an important role in this feeling of family. The
head custodian acts as "Papa Bear" to the Therapeutic Preschool,
providing a positive male role model to the children. The Parent
Teacher Organization provides'over 2,000 voluntcer hours
.
annually in tutoring children, working in the Publishing Center,
answering phones, and providing support service for teachers.
Cannons bas won the South Carolina Exemplary Writing Award
two consecutive years. Students write injoumals, write books in
the publisbini center, and learn the elements ofcreative verse as
well as expository prose, The multimedia fonnat ofHyperstudio .
helps students make their presentations come to life, and students
are encouraged to use approved Internet sites for maximum up to
date infoxmation for research.
Recent honors and grants awarded Cannons and her teachers
include 'Write' Wa.y Publishing Company, Project COMPUTE.
Coping Skills for Successful Living. and Care and Respect for .
Everyone. Three Learn and Serve America grants as well as grants
from the Greater Arts Partnership have been awarded. Our sehool
has been a School Incentive Award Winner for the past foUr yeaIS.
Reading programs, math programs, and technology for impaired
students have all been subsidized through grant monies.
...
We have a. motto among our family that states, we care because
Children Are Really Everything to us. This is not only a motto, but
also a way of life, which. is evidenced by all who enter our school.
The Cannons' family feels that every child deserves a safe,
compassionate place to learn. Each child is accepted as a unique
individual with potentialt and teachers view themselves as
promoters oftbe child. the school, and the community. One fifth
grade student wrote the following in an essay about our new
school: "The most important and special part of my school is the
people. All the teachers, all the janitors, everyone is loving and
kind I would love this school even if we had class in a doghouse.
Even if it w~ that way, one thing would stiD stay the same - there
would still be love!1!
.
Cannons Elementary School is steeped in history and focused on
the future. The focus is real and the resu1ts are measured with a test
found in our hearts. Cannons can be summarized by one elegant
sustained note - the universal "A" of success.
.
1I»98-.1Jl99 Blue RiJ!bon ElemOD!!!I Scheels
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1998-1999 Blue Ribbon Elementary Schools: Hillcrest Elementary School
Hillcrest Elementary School
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Address:
1701 Cro:lier Lane
Del Valle, TX 78617
Phone:
(512) 385-1427
Principal:
Mrs. Jean MacInnis
Location:
Suburban/urban
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Hillcrest Elementary School (HES) sits amid a shaded cove of
towering 100 year old oak trees on a bluff overlooking the
Colorado River and the Austin, Texas skyline. in the Del VaIle
Independent School District It serves a diverse population of726
students from four separate conununities: Garfield, a rural
community on the eastern edge ofTravis County; Williamson
Creek, a conununity on the western edge ofthe scbooldistrict;
Montopolis, a poor, largely Hispanic inner-city commU¢ty with
large housing projects; and within walking distance, three
apartment complexes which previously served off-base military
housing needs before the closing of Bergstrom Air Force Base.
Besides the meshing of fout communities, Hillcrest serves students .
as diverse as their neighborhoods; 70% of the students are
Grade Levels:
Hispanic, 14% are Afiican American, 14% are White, and the
3-6
remaining 2% are Asian and American Indian. Hillcrest serves
86% ofits students hot meals through the fedezally funded freeEnrollment:
and reduced-lunch program, while t~hers continually adjust their
726
programs to support a very mobile population of 27%. Five years .
ago, Hillcrest Elementary was experiencing the same frustrations
Student Characteristic:s:
as many other Texas schools with challenging demograpbics.
Caucasian:
14.0%
Texas Assessment of Academic Skills (TAAS) scores were as low
African-American: 14.0%
as 28% of Hispanic children passing math. The school was
concerned about being identified as low performing by the Texas
Hispanic:
70.0%
Education Agf:D.cy. This concern was channeled into action by a
Asian:
1.4% new principal and staff who would not consider anything but high
American Indian: 0.6% achievement for all students. Today, Hillcrest has been idmtified
as a IIRecognized ll campus by the Texas Education Agency, and
Other:
0.0%
only missed the Exemplary status by the scores of two students. A
research team from Texas A&M University cited the district as one
Mobility Rate:
27.0%
of the most successful in Texas for educating African American
Limited English: 40.0% students. A great number of African American students in the .
district attend Hillcrest, and their progress has been significant--in
Low Income:
84.0%
1994,40.9% passed the math TAAS and in 1998, 87.1% passed; a
Special Educ::ation: 16.0%
42.2 point gain.
Hillcrest serves Del Valle's limited English speakers in the district
bilingual program and English as a Second Language program.
HBS believes that these children need extensive eXposure to both
formal and infonnal English to ~celerate their progress toward
language com.petency. Hillcrest teachers have made a conscious
effort to gradually bring limited Englisbspeakers into regular
classes u soon as they demonstrate they are capable of
assimilating wec.essfully. The mwtisens:ory :approach to instruction .
for all students has helped the bilingual students make the leap -
math results: 1994,43.4% passed; in 1998. 96.1 % passed. The
principal was the catalyst for change in ereating this model of
SUCce!.lS for special populations, but the teachers were the
instruments ofchange. The district dyslexia program opened at
Hillcrest 10 years ago and has served as a model program for other
camPUScti. StudQIlf:$ identified. as gifted are served on a c1aily basis
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1998-1999 Blue Ribbon Elementary Schools: Hillcrest Elementary School
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with special services provided by a visiting teacher. Students with
other special needs are served in regular settings with small-group
instruction in reading. writing. or math. There are also specialists
to support children with spedal behavioral and emotional needs, as
well as supporting students with severe mental aud'physical
disabilities. Althou.gh there.appears to be a program for every
special need that may arise, Hillcrest works to provide a
challenging and enriched program stressing literacy,
communication skills, and problem solving for every student.
Hillcrest tcach=rs devoto a significant amount of effort and
personal time to improve their teaching skill~ making leaming
more meaningful and enjoyable. A support systcm of instructional
teams have brought teachers closer together to brainstonn. share
strategies, and plan. Over the last five years, Hillcrest has
undergone intensive staff development to restructure its
instructional delivery system. This :re5tructuring has been achieved
incrementally. In 1993·94 TAAS writing scores were 68.1 %
passing. Teachers focused on improvement of writing through
training in the New 1ersey Writing Project in Texas and. the
teaching ofprocess writing. They also implemented the teaching .
strategies of differentiated instruction [or diverse learners. TodaYJ
writing scores are above 95.2% overall. The focus on improving
mathematics instruction was initiated by the realization that Title I
remedial math students were outpcrfonning all other student
populations. This sparked a staff development initiative which
includes tea.tning a master teacher of mathematics with one teacher
at grades 4. S. and 6. After a year with these teachers, the master
teacher begins a new school year with three other teachers, and the
process continues until all teachEn are.trained in hands-on, highly
interactive methodology for the delivery ofmathematies
instruction. This xnaster teacher also runs the math demonstration
lab where students come for lessOIl5 involving games, literature,
and manipulatives. Since the implementation of this staff
development model, TAAS scores have improved over 40 points in
mathematics. Last year, 100 percent of all African American
students in grades 5 and 6 p&5sed the math portion oithe TAAS.
.
. he comprehensive Reading Renaissance program stresses the
T
importance of daily silent, sustained, reading practice.
Computeri%ed reading tests taken by students encourage indi'lidual
and collective goal setting. The Hillcrest librazy circulation last
year was 65,000, nearly 100 books per child! Reading scores have
climbed from 70% to 93% in the last five years. Teachers who are
trained in particular programs and content present on-campus
moc1ellcs50ns with student5. These same trainers are available for
cOllSultation to those teachers who are implementing these newly
learned math techniques. tecbno]ogy training, and reading
improvement strategies. These efforts of both the trainers and the
teachers seeking improvement have raised the level of expertise in
instruction on the Hillcrest campus. Test results confum a focused
instructional. program. Just as innovative strategies are necessary to
improve performance of at-risk students, aggressive efforts are
necessary to involve their parents.
Parent and eommunity partnerships continue to show growing.
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1998-1999 Blue Ribbon Elementary Schools: HillCIest Elementary School
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· supportJor students through personal involvement. FmUlyFun ...•..•...........
Nights bring parents to the campus· to learil reading and math along
With their children. The Science Fair involves over 300 parents, not
only as projects are displayed for recognition, butalso in helping
their children research and report their findings in a soientific
. manner. Hillcrest continues to prepare more andmore .
.
communications in both English and. Spanish. A campus liaison
provides parents transportation to school for necessaxy meetings.
The community demonstrates its support ofHillcrcst's successfUl .
efforts through giftS of human-resources and funding. Sematech, an
Austin (;()mputer company, contributes:6mding and professional ...
:stafFto conduct Science Day) a project that engages and excites· .
students about science. The EckrichFWl house, a van sbape4likea .
colorful playhouse, anivestosupply snacks fotafter.;.schooI·
..
tutorials. The University of Texas participates in a cooperative
..
with Hillcrest to train teacherS in a three-year program to improve .. .
:math and science instruc;:tion. Ttleprogram, which stresses hands-... ...
on activities and experiments, is open to aU Del Valle ISD
.... .....
· teachers, and is housed on the Hillcrest campus.·
.. . . . .
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,
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With all of the work requiFed in the last five years. it might appear·· ...
that Hillcrest Elementary woUld be a very serious. no-frills place to·
visit Actually. the opposite is true. The principal. the staff, and the
.
students are inspired by success and love the process ofleaming as
it occurs at Hillcrest. The day begins with a rousing cheer of
..
"Hooray for reading at Hillcrest!" led by the principal in the library
hallway. As students work in small groups, three different
activities :rnay be taking place in the library, and leaming rarely
· occurs while quietly working alone at a desk. Students mentor .
oilier students, and teachers facilitate i,ndependerit learning. When
students investigate Colonial America, one student might use the
Internet to learn aboutblack:Smiths, whi.:/.e anothermiervi"ws the
art teacher about 'Weaving, and a third may be teadfu.g a novel· ..
about the period. The students collaborate on a finished product, .
just as their parents do in the world ofwork. It is a puhlicschool's .
responsibility to prepare students for this world. at every gr1lde
.
. level.· When students leave HillCrest. they are confident, able
learners seeking new methods to attain even higher levels of . . .
student achievement. These challenges will be similar to th08.fj. in .
many parts ofTexas. Hillcrest can be a model to ~choo1s that ate· .
experiencing the challenge of educating students with the dual .
obstacles of low socioeconomic status and limited English
proficiency. Hillcrest sends the message that these are obstacles, .
not barriers. "Pride in Progress" is the campus motto, and it is an
ongoing creed. Visit Hillcrest to see a campus where the statement
that all students. can learn is not a goal, but a reality.
"-'-'-"---.;...;.:.
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998--1999
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�'Fdnlm:'Strategies tor Fixing Failing Public Schools
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PRODUCTS i SERVICES
5;Jecial Advenising SlIpplemcl1!
Strategies for Fixing
Failing Public Schools
By Ron Wolk
Finding a glint of silver in the dark cloud
that is urban education is becoming·
somewhat easier. Many districts are
repOJ1ing rises in standardized-test scores.
Some are requiring their schools to adopt a
break-the-mold-model as part of a
whole-school reform strategy. And in
vil1ually every big-city district, some ofthe
boldest and most promising reform experiments are underway.
Sti II, every big city district has too many low-performing, persistently
failing schools. And while one failing school is too many, in some
districts, they constitute a majority.
Functioning largely as custodial institutions, they are usually found in the
poorest neighborhoods, where children are mostly black and Hispanic or
immigrants who are not proficient in English. Often, but not always, they
look like failing schools {i'om the outside-seedy, unwelcoming,
graffiti-covered. For the students, getting to and from such schools is
often a high-risk journey.
But it is what goes on inside these institutions that creates a tenacious
culture of failure. There are no goals, no sense of mission, and little
positive leadership. The schools are usually mismanaged, and use their
resources inefficiently and ullwisely. They are usually larger than
average, with larger classes, and teachers know little about their students.
Many of the teachers are inexperienced first-year novices who are
ill-prepared for the challenge confronting them. Some will not finish the
year, and as many as half 6 f them wi 11 leave the school after only one
year. Those who return usually transfer out as soon as seniority penuits;
those who stay, more often than not, do not know how to reach children
who arrive in class unready to learn and often wounded. Some of these
teachers simply go through the 11lotions, counting the days to retirement.
Some are true professionals vvllo strive heroically to help their students
learn. Parents are missing partners.
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Low-performing scho'ols, not surprisingly, are so
named because children in them perform poorly.
o [kn, fewer than 20 percent score at grade level
on standardized tests. It is not unusual for 75
percent of them to be several grades behind in
reading, mathematics, and science. On any given
day, one out offive high school students may be
absent, and, on average, a student in the worst
secondary schools may be absent a quarter or
more of the school year. When they come to
school, they are likely to sleep in class or roam
the halls creating disciplinary problems.
Suspensions and expulsions tend to be much
higher than average. Many students change
schools at least once during the year-nearly always moving from one bad
school to another. More than halfdrop out before they reach 12th grade.
Some of those who graduate cannot read or calculate well enough to hold
ajob or sllcceed in college without remedial education.
The United
States would
simply not
tolerate medical
malpractice even
approaching the
educational
malpractice so
evident in
America's worst
schools.
The United States would simply not tolerate medical malpractice even
approaching the educational malpractice so evident in America's worst
schools. What else can we call the failure of schools to teach so many
children to read? But these dysfunctional institutions continue to operate
even though they have been failing children for decades. They were
largely invisible to all but those who lived near them until courts required
some districts to report performance data broken down by racial groups
and states and cities began putting into place accountability systems that
mandate the collection and publication of performance data for all public
schools. Now, with their dismal recordspublicly displayed, failing
schools stand out like pathological lesions on the education system,
compelling the attention of Slate and local policymakers. And the greatest
challenge to those who would transform public education is to fix the
persistently failing schools. In the past few years, a growing number of
states and urban districts have been formulating strategies for dealing
with the lowest-perfomling schools-notably Kentucky; Maryland, New
York, and Texas; San Francisco, Houston, New York City, Chicago,
Cleveland, Denver, Portland (Ore.), and Philadelphia.
Researchers, analysts, and practitioners have also begun to study various
strategies for fixing failing schools, including reconstitution-which
generally means closing a school, replacing all or most of its staff, and
reopening it under new management. In May 1997, the Consortium for
Policy Research in Education and the Pew Forum on Standards-Based
Reform held perhaps the fi rst national meeting on the topic of fixing
failing schools, with special emphasis on reconstitution.
Papers and studies began appearing in the past few years, and, last
summer, the U.S. Department of Education responded to a growing
demand for i.(1formatiol1 by publishing, "Turning Around Low
Performing Schools: A Guide for State and Local Leaders."
The Pew Forum revisited the subject in July 1998 in a four-day
conference on "Strategies to Improve Failing Schools." Most of the
participants came from cities and states with failing-school strategies and
have had experience dealing with them. This paper is a result of that
meeting, but is not a report of the discussion.
"
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The Cross Cities Campaign lor Urban School Reform will publish a
report this fallon how its member districts are dealing with failing
schools.
At its simplest, a failing-school strategy decides how "failure" is to be
defined and meaSLll'ed, and how the causes of failure are to be identified
and corrected. The operating premise is that the worst schools will be
identified, a plan for improvement will be adopted and pursued until the
school improves, and the district or state will provide substantial
assistance toward that end. If'the school does not improve after a
reasonable period of time, it \vill be reconstituted-a new principal and
new teachers wi]] replace all or most of the existing staff and will
vigorously pursue an agreed-upon blueprint for improvement. The district
and/or state will provide technical assistance.
The use of reconstitution as a reform tool has spread rapidly in the past
few years. Since 1994, San Francisco has reconstituted 10 schools.
Chicago reconstituted seven last yeaI'. Rudy Crew, head of New York
City's public education system, created the "chancellor's district" that
comprises six elementary and six middle schools which he says will
either be fixed or shut down. I n Detroit, a clause in the district's contract
with the union allows reconstitution of schools that have lost state
accreditation and failed to improve despite additional help. Last year,
newly reconstituted schools opened in Prince George's County (Md.),
Denver, Chicago, Cleveland, as well as in San Francisco. But the process
is controversial among parents, students, and, especially, teachers. The
teacher unions have opposed reconstitution even to the extent of filing
lawsuits to prevent it. Last year, an arbitrator sided with the union to
overturn the Philadelphia School District's plan to reconstitute two
schools. Portland's first reconstituted school reopened in September 1998
with virtually an entire staff of first-year probationary teachers because
the ullion persuaded its current members not to apply for jobs in the
school.
Those who have had the most experience with reconstitution insist that it
is a strategy of last resort-an option that should be exercised only when
intensive and sLlstained efforts to improve a dysfunctional school do not
sllcceed. Moreover, they argue that reconstitution is not a solution in and
of itsel f, but rather a mechanism to open a school to change by replacing
an existing staff that resists change or doesn't know how to accomplish it
with a staff committed to change and eager to improve. Opponents
counter that wholesale "dismissal" of teachers further destabilizes a weak
school, and that it makes more sense to leave existing assets, however
few, in place and build arollnd them.
Because there is little consistent evidence that reconstitution works and
because it has been so vigorously opposed by the unions, parents, and
students, most districts that have used it are now seeking alternative and
less draconian ways of shaking up low-performing schools.
lfthe teacher unions cooperate to find other ways to replace incompetent
or intransigeqt teachers in fai ling schools and clear the way for change,
reconstitution would become largely ilTelevant to the problem of
persistently failing schools. The central issue is not whether schools are
reconstituted, but rather whall11l1st be done to transform a failing school
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into an effective school. The right interventions are essential whether or
not a school is reconstituted.
Dealing with persistently failing schools is a process fraught with
difficult political ane! educational questions, but the three most important
are these:
What are the definitions of "failure" and "success?"
What interventions are most likely to transform a failing school into a
successful school?
And what is in the best interest of the children?
Defining Failure and Success
Depending on how a state or.district defines "failing schools," a strategy
to deal \vitl1 them is as likely to be based on political considerations as it
is 011 educational factors. Judging by student scores on reading, writing,
and math basic-skills tests, failure is more common than success in
vil1ually every major urban educational system. So where the line is
drawn between schools that are deemed failing and those that are not is
somewhat arbitrary. Most strategies target the lowest-performing schools,
but for the majority of urban districts, that is a SUbjective decision and
. just a matter of degree.
Chicago, ror example, placed about a fifth of its schools (109) on
probation in October 1996, threatening to reconstitute them ifthey did
not improve. The criterion for identifying the worst schools and putting
them on probation was that f'ewer than 15 percent of a school's students
were reading at grade level as measured by the Iowa Test of Basic Skills.
This is a standard-ized, norm-referenced, multiple choice test. Scores on
a criterion-referenced test with items pegged to high performance
standards would surely be even worse.·
Nobody could dispute that a school is failing when more than 85 percent
of its students are reading below grade level. But what was the rationale
85 percent as the cutoff? Why wouldn't a school in which 75
for selecti
percent or more of its students are reading below grade level also be
considered r~liling? What about schools with 50 percent of their students
below grade level? If Chicago had used 50 percent below grade level as
. the criterion to target schools for probation, close to 80 percent of its 557
schools would be on probation.
It is reasonable to conclude that Chicago's criterion for defining failure
was based on what officials perceived as "doable"-what they could afford
in terms of time, money, and expertise-and what would be politically
acceptable. Lntervention is expensive and time-consuming. Working with
the staff in a failing school to develop improvement plans, providing
special tl11ining for teachers, bringing in outside expertise, finding more
money and strong leadership-all are formidable challenges. Doing that in
109 schools, let alone four times that number, would strain any large
urban system.
The decision to put the 109 10west-perfOlIDing schools on probation was
intended (0 shock the system and send a clear message to all schools that
the district was deadly serious about improving failing schools or
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reconstituting them. It was also intended to reassure a worried public that
this seemingly intractable problem of endemic failure was at last being
serioLlsly addressed. By setting a standard for failure that encompassed
one-fifth of the schools, officials were acknowledging the scope ofthe
problem. But by setting tile clltoffpoint so low, they also fostered at least
an inference, ifnot an illusion, that the other four-fifths ofthe schools
weren't fai ling.
Had Chicago used a tougher definition of failure and put half or
three-quarters of its schools on probation, attention would surely have
shifted from failing schools to a failing district. That would have raised'
different, but equally perplexing, questions. Is the problem with the
schools or with the system? Do schools become dysfunctional because of
something they are doing wrong, or because the system has failed to
provide the means they need to develop the capacity to succeed? Can
individual schools be transformed without transfomling the district?
Consideration of those questions would force state officials to conclude
that the rate offailure and its concentration ill major urban systems is too
great for the cause to be found only in schools. The roots ofthe failure
have to be in the larger institutional structures and the power
relationships in urban districts that allow it and, indeed, calise it to persist
and recur.
For educators and political oflicials, it is obviously easier and more
practical to address the problems of a failing school than a failing district.
Most districts have been struggling for more than a decade, with little
success; to raise student achievement substantially. Few districts have the
funds and the personnel to minister simultaneously to the needs of every
low-performing school. And few states have adopted urban-education
policies that recognize the special problems confronting big-city systems
and provide programs and resources to assist them. So the districts define
failure in a way that reduces the problem to a practical scale that
central-orrice officials can do something about. And state officials rarely
press the point.
Understanding the reasoning behind a district's failing-school strategy,
however, does not make it more acceptable. If every child has a right to
attend a sllccessful school, then a policy that focllses only on some but
not all low-perfo11l1ing schools is inherently unfair to some children.
A few states have attacked the probleni at the district level. Both New
Jersey and Kentucky have exercised the authority to take over school
districts. Though their efforts have largely focused on eliminating
corruption, nepotism, and bad management, tbere's an obvious link to
school quality.
Maryland began placing schools on probation five years ago and almost a
third of Baltimore's schools have made the list, which triggers a timeline
requiring the district to propose and implement a plan to turn the schools
. around. The district's financial mismanagement and the existence of so
nlany identifiably fai Iing schools prompted a state-city deal to appoint a
new governing board in place of the Baltimore school board and require a
change in district leadership. It remains to be seen whether the shake-up
at the top will lead to a substantially different approach to school failure
in Baltimore.
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The way states and districts define sLiccess is just as important as their
definition of' r~lilure. Presllmably, the goal of an intervention strategy is to
turn failing schools inlo successful schools where students are actually
learning at high levels. There are enough examples of failing schools
being transformed into effective schools to prove that it can be done. But
it is difficult, expensive, and time-consuming work.
The 109 schools put on probation in Chicago could get off the list if they
increased the percentage of students reading at grade level to 20 percent
or showed two consecutive years of gains in test scores. District officials
werejubilant when the 1997 ITBS scores were markedly
higher-especially amoilg the schools on probation. The scores were
offered as evidence that the strategy was working. The elation was not
diminished by skeptics who noted that scores did not increase in halfthe
probationary schools and argued that the increases were more the result
of teaching to the test Ihan any increase in realleaming. As one Chicago
reformer put it: "Getting less than a quarter of the kids reading at or
above grade level is not anything to write home about."
Chicago recently removed 28 schools from probation because they raised
reading scores to above the 20 percent level.
Defining success to be pl'Ogress-raising test scores a few percentile points
each year-sets a goal that m,IY well be attainable and politically popular,
but not necessarily very worthwhile educationally. Real success would
require intensive and sustained assistance and resources. The Chicago
district provides each probationary school with a "probationary manager"
and requires it to partner with an "assistance organization" like a .
university. Plans and budgets have to be cleared with the probation
manager, who reports 1110nth Iy to the district. Each school receives from
$40,000 to $75,000 in the first year, but the amount is reduced by half in
the second year, and to zero in the third year. In addition, the district
provides help with business matters to each probationary school and
assistance teams of 13 people each are given responsibility for 10
schools. Whether a probationary school improves or doesn't over a three
year period, the district's assistance tapers off significantly, and the
burden shifts back to the school.]s that effort likely to build the capacity
necessary for a school tosllcceed?
Although there are dramatic examples offailing schools being tumed
around, there is still great doubt about whether it can be done on a large
scale, say, lor most of the schools in a district. Given past perfonnance,
to believe that the interventions being undeltaken in 1110st districts will
truly transform the worst schools is probably the triumph of hope over
experience.
Again, Chicago illustrates Ihe point. it launched one of the most
sweeping system overhauls in the nation about a decade ago. Then, in
1995, in a brilliant political coup, the mayor took control of the district
and apPolllteci his chiele budget officer as the district'S chief executive
officer. Despite enormOllS effort, Chicago has not yet been very
success ful in transforll1i ng even the best of its low-performing schools
into truly dfective schools.
Chicago is 110t exceptional in claiming success for its failing-schools
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strategy. New York City officials expect the schools in the chancellor's
district to be retumeci to their own districts within the year. In
Miami-Dade, the list of critically low~performing schools is down from
more than 45 to 11. All but 17 of Kentucky's original 53 schools
identified as in decline have Illet their benchmarks. Houston identified 68
low-performing schools 111 1992 and"now only 10 are so designated under
state system. These are impressive statistical gains, but the key question
is where .the standard for sllccess is set.
How Is a Failing School Transformed Into a Successful School?
There are no quick fixes ror low-perfol111ing schools. Indeed, the only
. sure way to transform dysfunctional schools into effective schools is to
build capacity in thelll-to provide smart, strong leadership, a mission
clearly and intensely focused on children's learning, highly competent
committed teachers, clean lines of responsibility, adequate financial
resourccs, and an environmcnt that fosters collaboration, trust, and
continuous Icarning.
That kind of capacity is not built overnight on the cheap. The process is
underway ill scveral districts, including EI Paso and San Antonio. But the
1110St notablc examplc in the U nitcd States of an urban district completely
committed to the strategy of capacity building is Community School
District 2 in New York City"
With 22,000 students in 24 elementary schools, seven junior high
schools, and 17 alternative schools with different grade configurations,
District 2 is one of the 1110st divcrse in the city. The student body is 29
percent whitc, 14 percent black,
percent Hispanic, and 34 percent
Asian; 20 pcrcent spcak English as a second language and 50 percent of
the students come from families below the poverty line. In 14 ofthe
schools, more than 70 percent of the students are poor, and in five
schools, poor stude11ls constitute more than 95 percent of the enrollment.
As District 2 Supcrintcndent, Anthony Alvarado spent 10 years
transforming a rules-driven burcaucratic system into a very human, .
performance-based systcm that focuses almost exclusively on children
and teachers continuously Icarning. By placing unwavering emphasis on
professional developmcnt, Alvarado worked to build professional
competcncc at every level 0 I' the system. In his first four years, he
replaced 20 of his 30 principals. By 1995, he had replaced about halfof
the district's teachers. Every position was filled only after the most
careful appraisal of the candidates. If no candidate met the high
expectations of the sra fT, the search was reopened. Prospective principals
were takcn into schools LInd classrooms to observe teaching and asked to
, comment Oil what they saw; not uncommonly, they were asked to teach a
class. Alvarado's careful attention in selecting principals reflected his
belief that they arc key to a school's success if they are given the
responsibility Cor their schools and autonomy to lead. The central
administration in District 2 is smaller than it was 10 years ago and leaner
than in IllOSt other districts and made up of people who must justify their
jobs to Alvarado in terms of the services they provide to schools.
From the outset, District 2 gave great emphasis to literacy and reading,
and determ i Ilcclthat every ch lIel would leam to read well. Outside
expertise was hired from wllercvcr nccessary to work with teachers in
school for as long as il lakes. The premise is that the key to improving
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student performance is to improve teacher performance.
The accountability system is clear and effective. It is based on as much
relevant clata as can be gathereel-information about what is going on in
each school, clata about each individual student. In what resembles a
medical mociel, the fi)clIS is on the history oftlle individual student and
the status of each child. Students are not allowed to slip through the
cracks. Principals and teachers make it their business to know, each child
and how he or she is. progressi ng. The staff does whatever is necessary to
help the chi lei sllcceed, seeking assistance and advice, if necessary, from
other teachers in other schools and even bringing in expeliise from
outside the district. Schools have considerable autonomy, and every adult
in system is held accollntable for actual performance. Like supervising
physicians, Alvarado and his two top assistants "made the
rounds"-visiling several schools each week in the belief that on-site
observation ilnd supervision are essential.
District 2's budget increased annually while most of the city's districts
experienced seriolls decreases. The administration not only worked
relentlessly (0 find outside funding, but it was ingenious in diverting
every penny it legitimalely could into teaching and learning. Funding for
the professional development of teachers and principals, for example,
increased from less than III Olh 0 f I percent of the total district budget
when Alvarado took over as superIntendent to about 6 percent last year.
Everyone is expected 10 be working constantly to ill1prove some aspect of
his or her practice, and (he professional developmenttoward that end
rOLitinely takes place in the school-in the classroom-where master
teachers and principals coach other teachers. Outside expert consultants
are ever-present in the schools, working with teachers and principals to
help them improve their practice. Teachers work together in teams,
observe eclch other teaching, visit other schools in and outside the district,
and collaborate on ideas for reaching students or improving practice.
Principals visit each Olher's schools and meet regularly to discuss
instruction (and only instruction). In short, the uniqueness of the district
is that it is a systemWIde approach to school and teacher performance.
Alvarado is quoted as saying, "Our vision of instructional improvement
depends heavily on people being willing to take the initiative, to take
risks, and (0 take respollsibi Iity for themselves, for students, and for each
other." He talks about hiring people who have a "deep personal and
professional respect lor each other" and "who are interested in making
ed Llcation work for kids,"
"Without collegiality 011 this level," Alvarado insists, "you can't generate
the level ol'enthusiasm, energy, and commitment we have. The worst part
ofbureaucr;lcy is the dehull1anization it brings."
The Districi 2 strategy It)r elect! ing with ]ow-perf0I111ing schools is to do
what one would cia ,'or all schools, only do it first, do it more intensively,
and do it continuously. And the "it" in this case is building capacity
throughollt the system. The approach might be considered "rolling
reconstitution" in that the corrective interventions (including moving less
effective people out anclillore effective people in) are undeliaken
continuoLisly over a period of time in an effort to prevent the dran1atic
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r'l'Ol11
ever happening.
When one of District 2's schools was put on New York's probationary
list, Alvarado took the stare's judgment as an indication of district failure.
He and his top aides worked with the principal and school staffto
formulate a cletailed plan of action to tum the school around. They
implemented a new professional development approach. Every teacher in
the system is constantly engaged in professional development but
teachers in the probationary scbool received more intensive coaching and
supervision. Distinguished teachers were paid $10,000 more to work with
the school's teachers. The superintendent and his aides visited the school
monthly instead of every fOllr months as they do all other schools. In the
case of District 2's probationary school, the percentage of students
meeting New York state's standards rose from 27 percent to 74 percent in
one year.
When Alvaraclo took over District 2, it ranked 10th among the city's 32
districts in reading anci fourth in math. Last year, his district ranked
second in both reading ane! math. So District 2 is indeed a success story.
But it 111 list he remembel'ecl that the success was a decade in the making.
And Alvarado did not have to cope with the most dysfunctional of all
. types of public schools-the urban high school. 11 is also significant that as
District 2 W~IS attracting national attention for its unique model and
hard-won 'IlS, none orthe other 31 districts in New York City-whatever
reforms they may have been pursuing-were going all out to emulate
District 2.
Last summer, Tony Alvaraclo len District 2. To assure as much as
possible thar the district would stay on course, he had groomed his
successor over the years, As the new chief academic officer ofthe San
Diego public school district, Alvarado will attempt to apply in a district
six times as large as District 2 the lessons he learned and taught in New
York.
What Is Best for the Children?
A question that is not asked often enough is: What about the children? At
worst, a r:liling-school strategy may give the appearance of making
progress without fundamentally changing the culture of schools to enable
real teaching and learning. That result would con-tinue to doom
thousands of children year after year to a bleak future.
At best, (1 failing-school strategy will provide the resources, skills, and
motivation to build capacity in dysfunctional schools and transform them
into effective schools. as hels happened with some, but not many, schools
in urban America. But that strategy, sound as it is, takes years to produce
results and requires a commitment and perseverance rarely demonstrated
in urbclll systems.
While the worst-case scenario is unconscionable, even the best-case
scenario begs the question: Is it r~Jir to consign children to dysfunctional
schools \Vhi Ie an inept, bureaucratic, govemment system tries to muster
the skill and the will to reinvent itself?
Fifteen years after national attention zoomed in on education (with the
publication of A :Katian at Risk), some refomlers fed up with the lack of
change are concluding Ih,lt the best strategy for dealing with persistently
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failing schools is to help children escape from them. They argue that
alternatives to failing public schools must be created as a "rescue"
operation. It is imllloral,they insist, to allow children to be sacrificed
year after year because public education cannot fix itself and probably is
incapable of being fixed without major changes iil the governance
structure ;md Ihe power relationships that dominate it.
Advocates lor marker alternatives to the traditional public school system
array themselves across a pol icy spectrum that has parental choice among
public schools at one end and vouchers redeemable at private and
parochial schools at the other. 111 between are those who favor publicly
funded charter schools freed from most.ofthe constraints that hamper
public schools and advocates 0 [contracting the operation of public
schools and districts to private entrepreneurs.
Public school choice, initially resisted by policymakers and educators, is
now widely accepted. Some 32 states now have legislation permitting
charter schools and there are perhaps 800 now in existence. A growing
number of public schools (\1'(:: being run by private firms like the Edison
Project LInder contract 'vvith school districts and states. And two major
cities-CI evel and anc! IVI iI\Va 1I kee- have enacted limited voucher programs,
the most controversial 01' the proposed altematives.
All of these ;ilternalives are part of a market-driven refonn strategy_ Its
premise is that public schools are mediocre or poor because they are part
of a gigantic government monopoly and would work to improve
themselves if [orced 10 by f~lir and open competitiol1. So far, there is little
evidence to support that premise, although the market strategy is still in
such limiled lise that it has not been fully tested. It is more likely that
failing puhlic schools ill <I competitive situation would simply continue to
dec Iine, lose stucten ts. aile! even tua Ily go out of business-which free
market advocates consider ,I proper result.
Opponents 0 f' the Illarket strategy argue that charters, contracts, and,
especially, vOllchers will drain scarce dollars away from public schools
and erode the [oundatiolls 0 f the common school, which holds a place of
high honor in American mythology. And that may indeed be the hope of
the most ardent advocates 0 f a free market educational system. But there
is little reason to believe that private institutions would be significantly
more successful than pllblic systems in finding the highly qualified
teachers and principals who are essential to an effective schooL Or that
privately operated schools wOlild somehow overcOlile the enormous
deficits that ,Ire inflicleclupon the disadvantaged, immigrant children, and
special education stucients they would now be serving.
Opponents further argue that voucher programs would eventually end up
channeling public money to parents whose children are already enrolled
in private schools. But limiti vouchers to the neediest of families in
urban districts would seem to avoid that problem.
The case [or ,\ rescue operation can be argued persuasively. Howard
Fuller, former superintendent of' Milwaukee's public schools and an
advocate for vOLichers, cloes not believe they are the answer to the
problems plaguing rhe nalion's public schools. Nor does he think that
competitioll is likely [0 motivate low-performing schools to transform
themselves. Even if they were motivated, they would still lack the
capacity lor dramatic improvement, he notes. Fuller works for vouchers,
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he says, because they offer the only hope of getting children out of failing
schools as quickly as possible. I>ublic education, he argues, is mainly an
employment agency J'or adults, and children are not high on the agenda.
Vouchers, Fuller suggests, would change that.
Charters, pnvatization, and vouchers based on need could legitimately
constitute a stmtegy [or dea 1ing with the lowest-performing schools. And
if public disenchantmenl with public education continues to increase,
support for these alternatives might well increase proportionately. The
majority of poor, minority parents, according to polls, would now send
their children to private schools if money were not an obstacle.
But as a r~lillllg-school strategy, the market approach also faces
formidable obstacles ..Apart from the political opposition, particularly
from very powerful teacher unions in every major city, the market
strategy would be hampered by seriolls supply problems. If the
Milwaukee voucher program, approved by the state supreme court last
spring, were expanded from 1,500 to 15,000 urban students, would there
be enough openings for them in private schools or good suburban public
schools? If new schools were 10 open to meet the demand, is there any
effective alternatives to the low-performing
assurance that they WOli lei
public schools? Would there be an adequate supply of competent,
committed teachers to sta fr! hem?
There is research that conclucies that private
Many private
schools are no more effective thal1 public
schools are
schools when socioeconomic circumstances of
students are controlled for. Many private schools successful
are successful because tile students who attend
because the
bring significant assets wilh them. How would
students who
they fare when a majority of their enrollment
attend bring
was made lip of the severely disadvantaged
significant assets
children who enroll in the 1110S( dysfunctional
with them.
public schools? Catholic schools seem to be
more successful wilh ciisaclvcll1laged children than public schools
generally, but rese,lrchers atLl'lbute that largely to the social capital
provided by the Catholic religious community.
A market strategy \\lould also be severely constrained if the dollar amount
of vouchers was not large enough to cover the cost of education in private
schools. The Cleveland vouchers are worth less than $2,500 and
Milwaukee vouchers me worth $4,400. (The average public school
per-pupil expenditure in the Iwo districts, respectively, is about $5,340
and $5,560.) The funds available to charter schools in most states are not
equivalent to the average per-pupil expenditure and do not include capital
needs.
fl should be clear 10 sl<'lle and local officials that there is no strategy for
dealing with low-performing schools that will do the job quickly or
cheaply. Nor is there any real promise in interventions that are primarily
designed to raise scores on standardized tests to some minimally
acceptable level.
JfpolicYlllakers and educators are serio LIS about turning around
10w-pel·rorl11i schools they must begin by correctly analyzing the
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,
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,
problem of failing schools and crafting realistic solutions that address
'
that problem. They Illllst:
* Recognize that school f[lilure is essentially a systemic problem rather
than just a school-based pl'Oblelll. Failing schools cannot be transformed
on a broad scale without I"unc!"llllentaI changes in the structure and
political relationships oi'miJan districts and the way their schools are
governed.
* Acknowledge that j~\iI!I1g schools lack the capacity to improve
themselves and require subslantial and continuing assistance and support
from the district and/or state to accumulate the necessary human, social,
and financial capital.
* Collaborate at the state (111(1 Federal levels to formulate an
urban-education strategy that gives first priority to city schools and
provides the hUll1an and fimlllcia I resource's necessary to build capacity in
the l11,tiority of urban schools that are achieving below acceptable levels.
* Create educational s'll:C-havens
for the children who are being
victimized by dysfunctional schools. The plight of these children is
tantamount to a national emergency and requires the same bold and
timely actions that this nation takes when dealing with major
emergencIes.
* Change imll1ediately the policies and practices that contribute to the
problem and not to (he solution, such as the practice of assigning the
newest teachers to the most eli niclilt schools, and lIsing nonn-referenced,
multiple-choice tests and encouraging teachers to teach to them.
* Recognize that ling selools are as much a politicfll as an educational
challenge and enlis( the SlippOrt of parents and the public in solving the
problem.
The National COllll)1ission on Excel-lence in Education, which first
sounded the alarm in 1983 with pUblication of A Nation at Risk, used the
metaphor of war. " If an un It'iendly foreign power had imposed on
America the mediocre education performance which exists today,ll the
report declared, "we might have viewed it as an act of war." That was
years before mosl OUllt: pllhlic was even aware of the real pathology in
poor urban and rural schools. i\ Nation at Risk didn't even address at-risk
students or dysfunctional schools. Mediocrity was enough to justify the
comparison with an act or war.'
The unrelenting dGstTtlcrion or human potential and the constant erosion
of our economic and political ioundations caused by the widespread
failure of urban public schools is not unlike the damage that war inflicts
upon a nation. BecalisG it is not as dramatic or as sudden, and does not
lend itself to nightly horror stories on the evening television news, it
persists just below the alarm threshold that would galvanize policymakers
into bold action.
The greatest challenge may not be finding ways to fix failing schools but
findi ways to cOllvince those with the authority to act that creating a
system of effectivG puh! ie schools should be their highest priority.
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Ron Wolk is ciJoirtl/oll tlie hOl/rd o/Editorial Projects in Education
and a meinber o/lhe Pew ForulII on Standards-Based Re/orrn.
Reprints in smaller newsletter format can be obtained from:
The Pew Forum on Slanclnrcls-13ased Ref01111 ,
Harvard Graduate School of [clucatiol1,
Gutman Library, Room 46 I,
Appian Way, Cambridge, 1\11/\ 138.
Tel: (617) 496-0947.
E-l11ai I: revi II pa(OJhugsc I . ha rV<l rcl.edu.
13 of 13
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�.Jefferson O. Diggs Academies and Arts M1lgnet
950. Mock Street"
'
Winston-Salem NC 271.27'
)
I~AX
COVE,R SHEET
DATE: 1/27/00 '
TO: J. B. Buxton
FROM:
, PHONE: (202) 456-5567
FAX:
(202) 456~7028
Bobby
PHON,E: (336)
,FAX:
(336)
727~2424
748~315t
Number of pages including 'cover sheet: 3
This is our state report that compares 1997/1998 when we were low performing and
1998/1999'when we were exemplary, If youneed more give me a callI will be here' at
school until around 2:00,
'
"
HopefuUythis helps. Let me knowwhen'you .use this, ifit will. be published I would like'
a copy,'
"
'
,
'.
Parent Involvement Activities:
Walk through the neighborhood,for Open ~ouse by the statf
Smart Parade through the neighborhood '
Monthly parent meetings
, Quarterly PTA meetings
Motheread-Sponsored by the local library
Weekly meetings with parents of students with disCiplin~. academic and attendance
problems. '
'
,
,A;ssemblies quarterly for students withimpr~vement attenda~ce, academics and behavior .
" Dare To Dream Ar Diggs"
&;;"r..11 .. nr...
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on'; 'Il ...... &:1r1""qt;"n
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n.
Winston~SalemlForsyth County Schools'
Number of Students TestedlPercent of Srudeots at or above Proficient Level
&hool: Diggs Elementary
-...(11 VIII 10 CIN VI'
- .••• -'UlJlanl
.~
�(Y)
ll.
SCHOOL BUILDING IMPROVEMENT REPORT 1998-99
Supplemental Data - State, School System and School (in percent' unless otherwise noted)
340360
DIGGS ELEM
The school system is accredited by \he Slate Board of Education thrikJgh 2000.
America~
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1.7.
1.5
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31.1
3.1
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Female
F¥.
51.9
Disabilities
RJ.2
94.1
35.4
94.8
38.9
1999
Avg. Teacher
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State
13.~
~~
.~.(
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NumberVt:llenl
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1997·9a
95.7
with
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1997·98
48.9
51.1
state
rOf Free/RoouoeO
48.9
49.1
-,
LL
~
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(ath month:
ADA/ADM)
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a
56.0
'------'--
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o
o
2:
~
0.0
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While
Hf.spanil;
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>
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Z
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~
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.
. 1997
Sludeot Membe~
1998
School
BB··system
6.3
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E~nditwe
local IS}
schOOl
259
3C5
2£5
Syslem
41,160
4i,399
42,i05
$3,015
~1,855
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1,m,782
1,198,994
. 1,229,907
51,078
$1,258
State
State
. 1997·96
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(Y)
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(S)
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Supplemental Data - Stale, Schoo! System and School 9120199
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WithdrawallRedaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
001. fax
DATE
SUBJECTffITLE
01/2612000
Fax re: list of names (partial) (1 page)
RESTRICTION
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Education)
ONBox Number: 21294
FOLDER TITLE:
Failing Schoolsl Turnaround
2011-0103-S
rc155
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
PI National Security Classified Information [(a)(I) of the PRA]
P2 Relating to the al)pointment to Federal office [(a)(2) of the PRA]
P3 Release would violate a Ft-deral statute [(a)(3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial information [(ale4) of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such ad"isors [a)(5) of the PRA]
P6 Release would constitute a clearly unwarranted Invasion of
personal privacy [(a)(6) of the PRA}
b(1) National security classified information [(b)(I) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA]
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
b(4) Release would disclose trade secrets or confidential or financial
information [(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
be?) Release would disclose Information compiled for law enforcement
purposes [(b)(?) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells [(bX9) of the FOIA]
C. Closed in accordance witb restrictions contained in donor's deed
of gift.
PRM. Personal record misfih: defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request
I I I
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WED 16 :4.9 FAX
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01/26/00.
12:46
FAX Z1r 231 2Q30,
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GREDFQUINcY IL
SBDdga.Dav.i5iSa:n otganiz.crofQuj:ncy·sN.:igb.borhaad Walch prognuu.. teen Watch and
othcr1a:w enfOl'Qement prOgtamS.
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Mike Hnmph~, is ,R teac:hcrat'Q1li.n.~ HishSchool'who hi!w a tnulti:"c;,:ultmatprogram
to. positively impact the graduation. rate.
i
Ben gel Helen BU1IIlba axe active lli:adcrsof1:hebla(!k'ccli:nmtmiiywllo u';'involved .
th¢ Ja.c:kson;':Lincoln Surimrning Complex, the Redm.on and Le~ Community Center
Young Ach.il'!Vement for African-American:gU:k
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is the principal 0
ash.iD. on Elemenfat)' Seboo ' hich.serves Quill
fOr gradesI'K-3. 91 %0, e,etIl'o entreCelves free or reduced hmc..b.
1/3 of the scho~] is minority_In lm-tb.e schoolutilize.d. n~c 1 :fund.ingto redup.e
size to .below 16 students~ W8Shi.i::Igton School has Sbo'W:c. improved scores in .
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writing and math,a:id. had the second highest scox;:e t1t,e ~ct o~nG"" ./J
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-k<;,ij''Vj ;JOyce Staff isinv~lved in pl~ed ~.p.Pr:Oachtoco~unity health !-,hich r¢~uc:cs youth's
'access ~ t.:'bacco; m.er~eSllnn:UJ:mzati~. ~'was instnm:lml~mesfiibhshmg a free
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dental ~linic:= ~ 3~ult'elintc'for thosevrithoutJ.ll.S1ll'8nCe or medical cards. ~ works on
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hc:althusw=s 'IoVlthin the school systc:m.
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AnD. St;. J'obn is mvolvedin QUiDby's·be.iiUtificatiah ptQjectwhlcb: uiili2es vohmteeis
Uic1udinS the handicapped to plac.t :flowers. They receatly ,plamedred. Whi~ and. blue
petunniasalong the: entiance·to the IllinOiS VeteI"aD3Homc,.
,/wa.vete.....' bne or..... lIllDoisv:._ ~Is !ocatsd~ Qui:n<y, ~. could
mange for a resident or o:f:'&cihl from thehariie'to 'be oli stage"
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.cindy Roope is the coordinator afTccn REACH Which meetsdai)y adive sites in
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Adam.s,County.
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BI:th Leadl is, at1.AmerlGOIp
Promise~ello:w-wo~king with,', theT,
and He-HY '" promote goo)s of
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FrapkMll8holt is the General MarulgerofHolli9ter.WhltneyEl~r Coxporabon,. one
orQumcy's ~ldest.man~ ,whiCh mo~, from. an outdated,racility near. the river to
�.. QCY: SCHOOL .DIST.·
-. Washington School
Utilization of Federal Funding
• Title I
Hire teachers to lower class size
Average class size:
Kindergarten 10.5
Grade 1.
14.7
Grade 2
15.7
Grade 3
14.6
After school and summer reading classes
Teacher training in reading
• Title II
Teacher training in math
• Title IV
Counseling services for students and families
• Title VI, Innovative Education
Technology· - computers in ·classrooms
Teacher training
Instructional materials for students
• Title VI, Class Size Reduction
Hire teachers to reduce class size
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Washington School
I.G.A-P. Mathematics
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Washington School
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IGAP Data·' Yearly Totals &' Charts
Washington School
I.G.A.P. T.s~ing
Scale Scores
Grade 3'
Mathematics
1990
1991
1992
1993
1994
1995
1996
1997
1998
. Grade 3
.Reading
. Grade 3
Writing
187
210
231
219
208
219
307
309
271
207
206
207
173
195
178
219
208
225
14.9
15.5
16.1
17.1
18.2
16
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19.2
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I.G.A.P. Mathematics
I.GAP. Reading
, I.GAP. Writing
Page 1
14~3
�FROM
SHEARER ELEM~NTARY zYSCHOOL
FAX NO.
6067453933
Jan. 26 2000 04:23PM
SHEARER ELE,MENtARYSCHOOL
Shearer Elementary School takes pride in saying that we are lion the
road to Shearer excellence. H, Our mission is to provide a safe, orderly
and academic rich enw-emnent in which our students can experience
success while nurturing ~ student to reach ,tus/her maximum "
educational potential Through combined efforts 'of students,. parents,
faculty ~ administration, aad -the commWutyevery student will become
a lifelong leamer;hav.ing the .caPacityto tbiok, n~ason, and interactin
.
a diverse society.
We have a diverse student population of360. Our staff consists of30
certified and 22 classified staff members. We are a sohool based
cOuncil school and we mr..rea very active no.
have had a very
unique challenge for the past two years. Our School vvas destroyed by
fire on October 29, 1998. We, are presentlyholding ctac;ses at Central
We
"Baptist Church. w.eleel that,this cha1lengehas affected us in many
to
ways. However, the-staff, smdents and parents are be commended .
for their extraordinary effurts. The new school is scheduled for
completion by June 2000.
Shearer school is aschool.;wide Title One school. Because ofthis
status, federal funds are used to enhance student achievement. We
also offer many different support services such as: a family resource '
center, school nurse, befor-e and after.school child care services, and a
very strong ESS program
P2
�'.
FROM : SHEARER ELEMENTARY zYSCHOOL
FAX NO.
6067453933
Jan. 26 2000 04:24PM P3
SHEARER ELEMENTARY SCHOOL
VOLUNTEER INVOLVEMENI'
,.'
(
Volunteer participation has increased during the 1999-2000 school year. We have
a solid line of communication between staff/faculty and volunteers. A core ofthree PTO
mothers forms the nucleus of our volunteer efforts. These women spend a great deal'of
their time at the school. They run errands, run copies, and perform a wide variety of
. support services. In addition, they identifysta.tf and student needs and use the PTO
organizational committee structure to see that these needs are met.
,
Each ofthe nineteen classes in the school has a head room'mother. These mothers
organize events utilizing the services ofother parent and extended family volunteers in the
classroom. There are about seVenty-five classroom event volunteers overall throughout
the school.
The PTO. Family Resource Center. Library, and Title I collaborate to sponsor
several large school ,wide events throughout the year with each organization working hand
in hand with the other. In order to make these events a success, about twenty regtdar
extended family members cook food, keep sign up sheets, clean tables, take money,
provide infonnation, and innumerable other tasks.
Three to foUr parents assist teachers with special projects in the classroom. One
parent helps students whose parents are non readers with their homework. A retired
teacher and three parents assist the librarian. Several parents help provide supervision for'
field trips. A local retired businessman provides support to the children in a family who do
not yet have good English skills.
Rotary members have been involved for several years in a mentoring program at
the school. About twelve participants have been coming on a regular basis to each lunch
with students nominated by teachers and matched by the FamilY·Resource Center.
Recently three East Kentucky Power Cooperative employees are also participating.
Bib BrotherslBig Sisters of the Bluegrass and the Family Resource Center are
sponsoring an in school mentoring program which now includes six community
volunteers..
The Family ReSource Center is recruiting parent volunteers to help in the
a variety of types ofassistance. We now
classroom. Teachers have expressed a need
have one active parent plus five who are being matched.'
Several individuals, otganizations, (Altrusa, Lions, etc,), businesses .and church
groups give money and/or requested items either on a regular or as needed basis. For
instance. the yputh group at the First Christian Church has just completed a sock
collection drive for us for winter needs and win soon be starting to c~llect gloves. Two
ladies will sponsor dance or gymnastic lessons for children. Two local opticians will repair
glasses for free. Local dentists donate tooth brushes and toothpaste to our hygiene packs.
Motels give us small soaps and shampoos.
for
�·
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Jefferson D. Diggs Acade~ics and Arts Magnet
950 Mock Street
Winston Salem NC 27127'
fax Cover Sheet
DATE:
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PHONE: (336) 727-2424
FAX: (336) 748-3151
Number of pages including cover sheet:
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Andrew Rotherham - Education Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36329">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Identifier
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2011-0103-S
Description
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The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
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171 folders in 12 boxes
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Failing Schools/Turnaround
Creator
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Domestic Policy Council
Andrew Rotherham
Education Series
Identifier
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2011-0103-S
Is Part Of
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Box 9
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
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Adobe Acrobat Document
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William J. Clinton Presidential Library & Museum
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Reproduction-Reference
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8/22/2013
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2011-0103-Sa-failing-schools-turnaround
612954