A new report by LFA and Grunwald Associates, with support from AT&T, examines how parents perceive the value of mobile devices, how they see their children using mobiles, and what they think of the possibilities for mobile learning.
Community Based Learning
Blog Entries
A new study by the Center for Information & Research on Civic Learning & Engagement (CIRCLE) finds that low-income youth are far less likely than their peers to learn about politics and citizenship in school. At a time when voter turnout among disadvantaged youth is dishearteningly low, CIRCLE's findings raise concerns that a generation is being disenfranchised through neglect. 
Fortunately, schools like the Boston Community Leadership Academy are working to level the playing field.
Let me hear from you. How can we ensure that our low-income youth have access to excellent civic education? ...
Success Stories
Expanded Learning Opportunities at Carson High School
Story posted January 22, 2013
Results:
- Attendance is strong: students are coming to school every day for every class period.
- AMA’s students are outperforming the school district average on several standardized tests
- Last year 98 percent of the academy’s students passed California’s high school exit exam
Background
The Academy of Medical Arts (AMA) at Carson High School is a small high school located in Carson City-- an area between downtown Los Angeles and Long Beach. The city is home to California State University, Dominguez Hills—a major university in Los Angeles County.
The student population at AMA is ethnically diverse and includes young Filipinos, Samoans, Latinos, African-Americans, Whites, and Native Americans, among others. No single ethnic group dominates the student body, and teachers say that gives the campus a feeling of equality and balance. Many of the students come from families who work blue collar jobs as mechanics, oil refinery workers, longshoreman, drivers, and retail and grocery store staff. Some students’ parents also work in the medical field as nursing assistants or diagnostic technicians. ...
Academic Parent-Teacher Teams Show Promising Results
Story posted December 5, 2011
Results:
- Remarkable short-term test score gains - oral reading fluency (ISTEEP ORF) scores in APTT classrooms rose nearly 25 points from August to November 2009 (in non-APTT classrooms, oral reading fluency rose only about 10 points)
- Preliminary data show a 92 percent parent attendance rate at the team meetings, much higher than at conventional parent-teacher conferences in the district
When parents are engaged in their child’s learning, they can help their child strengthen academic skills outside of school. Academic Parent-Teacher Teams (APTT) provides a structure for parents to meet with the teacher and converse with other parents while also learning ways to support their child’s academic skill development. Founded in 2008, APTT resulted from efforts to increase student learning through support beyond the school day.
The program replaces traditional parent-teacher conferences with three classroom team meetings for parents and one 30-minute individual parent teacher conference (or more if needed). At the team meetings, the teacher models activities that parents can do at home with their children. The teacher also presents academic performance data for the class and gives parents individual information about their own child’s performance.
“Many parents wonder what the parents of kids at the top of the class are doing at home to make that happen,” says Maria Paredes, who started the program and ...
Glencliff High: Success through Partnerships
Story posted June 22, 2011
Results
Between 2007-08 and 2010-2011, Glencliff has had an:
- Increase in graduation rate - 66.4% to 81.2%
- Increase in student enrollment in Honors and/or AP courses - 20% to 33.3%
- Increase in student performance on writing assessment - 58% to 93% scored proficient or advanced
- Increase in students receiving Dual Enrollment credit with a community college +12%
Four years ago Glencliff High School in Nashville, TN rewrote their vision statement in order to create a profound change in the culture of the school. The first sentence reads, “Our vision is to make Glencliff High School a truly comprehensive place of learning and the central focus of the community.” Glencliff strives every day to bring that vision to reality, and has been successful in many ways. Since Glencliff has implemented the community schools strategy, they have leveraged the services and expertise of over 70 community partners and have seen significant increases in the ...
Ethel M. Taylor Academy--Engagement and Improvement
Story posted June 22, 2011
Results
- Met AYP, rising from “Academic Emergency” to “Continuous Improvement” on its Ohio Report Card in 2009-2010 school year
- 42.4% increase in the numbers of students scoring “Proficient” or higher on the Ohio Achievement Assessment
- Attendance increased from 93.8% in 2008-2009 to 97.3% in 2009-2010 and behavioral incidents decreased from 309 in 2008- 2009 to 94 in 2009-2010
- Parent attendance at parent teacher conferences increased from 40% in 2009 to 85% in 2010
Dion had always been an average student. He never loved going to school, but was never a huge “problem child” either. After a meeting with his teachers, Dion was identified as a student “on the bubble”, [a student on the verge of progressing from basic proficiency], but with the supportive services that the school offered, he could potentially thrive--without them he might fall through ...
New Mexico Initiative Revitalizes Schools and Their Communities
Story posted April 28, 2011
Results:
- RRI projects have improved school attendance, decreased discipline problems, and resulted in more active student engagement
- RRI has allowed more students to take dual credit classes and provided educational and job opportunities for community adults
- RRI districts have an impressive number of school-business-community partnerships with local businesses, state agencies, national organizations, and colleges and universities
A major problem facing rural schools is the current trend toward lessening economic opportunity in their communities. When the economic climate is poor, local schools have fewer resources, and when job options seem dismal, students have less incentive to put forth effort in school.
State officials in New Mexico recognize this problem, and have developed a comprehensive approach to revitalizing rural communities that puts schools—and students—at its core.
The New Mexico Rural Revitalization Initiave
Modeled after a successful rural revitalization program in South Australia, the New Mexico Rural Revitalization Initiative (NMRRI) engages a committee of stakeholders to participate in “extended discovery conversations” with ...
Taking the Cool School Challenge
Story posted April 22, 2010
Results:
• School greenhouse gas emissions are now 44% below the Kyoto protocol
• School has saved well over $100,000 over the past three years
• AP Environmental Science scores are well above state and district averages
Mike Town is a man with a mission. This Washington state environmental science teacher has spent the past 25 years educating students on environmental issues. His students do real-world projects designed to show the relevance of science, get them thinking about the environmental impact of their actions, and introduce them to the emerging green job sector. ...
Story posted March 17, 2010. Results updated August 27, 2010.
Results:
• One of the top-performing elementary schools in Detroit
• 3rd and 4th graders outperformed the state as a whole on both reading and math standardized tests--and 100% of them scored proficient or above on math tests
When Principal Theresa Mattison came to Carstens Elementary in 1997 “achievement was zero.” Student behavior was a problem. Some staff seemed uncommitted. As parent liaison Abby Phelps puts it, “This school was in the middle of chaos.”
Today Carstens is a beacon of light for the surrounding community. It is one of the top-performing schools in Detroit and in 2009 third graders at this school—where 98% of students are from high poverty homes—outscored the state as a whole on all tested subjects.
How did the school turn itself around? School staff points to the leadership of Dr. Mattison. Dr. Mattison points back to her incredible staff. And everyone recognizes the importance of meeting more than just the academic needs of students.
Members of the Carstens community recently told us the school’s story. In on the conversation were Principal Theresa Mattison, parent liaison Abby Phelps, school social worker Gail Nawrock, and teachers Barbara Haug, Vannessa Jones, Rebecca Kelly and Violet Kiricovski.*
Public School Insights: How would you describe Carstens Elementary?
Violet Kiricovski: Carstens shares the Comer philosophy. And we all work together. Teamwork really is our strong point.
Rebecca Kelly: The way I would describe Carstens is that it is actually more than a school. I just saw a presentation in which they described it as a “beacon of light.” And the parents, the families, the students and the businesses are all working together.
Abby Phelps: Carstens incorporates a city philosophy. We offer all services. We have it all.
Public School Insights: What kind of a population does the school serve?
Barbara Haug: We serve a deserving population. Statistically, they are considered high poverty—98% of them come from high poverty homes. And our population is about 98% African-American. But we do not think that statistics are something that describes somebody’s potential. It just describes the situation that needs to be considered when you look at the needs of the individual child or the children. What it boils down to is that they are children who deserve a ...
Opening the Door for a New Generation of Students
Story posted December 16, 2009
Results:
• Over 90% graduation rate
• 85% college-going rate
Built in 1898, John Spry School has served kindergarten through eighth-grade children from southwest Chicago’s Little Village community, where the majority of the population is bilingual, for many years. But historically many of Spry’s students would graduate in the 8th grade, get a job to help support their families, and never complete high school.
In 2003, former principal of Spry, Dr. Carlos Azcoitia, approached the District CEO about adding a high school to Spry, creating a comprehensive community school from preschool through secondary school. After getting the go-ahead, Azcoitia met with community members, parents, the local school council, teachers, and students to discuss the design of a shared community building with an innovative, “no failure” high school. Today, Spry’s Community Links High School, which serves a student population that is 100% Hispanic and over 93% free or reduced price lunch, is opening new doors for the area’s children.
Committing to Post-Secondary Success
As a public, neighborhood school, Spry’s Community Links High School (CLHS) provides a unique opportunity for students and families from the community who are committed to success. Spry has designed a ...
From Fire Trucks to the Federal Court: An Academic Edge for Low-Income Students
Story posted October 30, 2008. Results updated October 25, 2011.
Results:
• In 2011, over 95% of 3rd, 4th and 5th graders met state standards in reading
• In 2011, over 95% of 3rd, 4th and 5th graders met state standards in math
• Named a 2008 Blue Ribbon School by the U.S. Department of Education
"There's not a minute to be lost." That's the mantra in many high-needs schools today, where the pressures of high-stakes accountability have reduced the time spent on "untested" subjects and activities like art, music, drama and physical education. And perhaps no brand of school fun has taken the drubbing given to the venerable Field Trip in recent years. Trips away from school often take most or all of the day, and a day lost from intensive instruction (and test preparation) is no small matter to the principals of high-needs schools, where children often have a lot of catching up to do. ...
SIGN UP
Sign up for our e-newsletter on public school success.
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!
