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Every year the American School Board Journal (with the National School Boards Association and Sodexo) recognizes excellent school district leadership with the Magna Awards. The following district is a 2012 winner.

Story posted June 26, 2012

Results:

• 54% of eight-graders are enrolled in either algebra or geometry.
• 95% are passing algebra and 100% passed the Virginia state test in geometry.
• 97% of students attending one high poverty elementary school passed the state math test in April 2011 and in that same month, 83% of high school students earned passing scores on the state math test and 94% passed the state writing test.

DISTRICT DILEMMA

The Alexandria City School Board governs a multiethnic district of 12,500 students. Unlike the majority of city residents, who are predominately white and affluent, public school children in Alexandria are mostly of color (72 percent), economically disadvantaged (54 percent), and often in need of special education (11 percent)and English language instruction (23 percent).Although many of its students are outstanding and well prepared for college and careers when they graduate, the achievement of Latino and African American students has lagged far behind that of white students. The graduation rate at the city’s only high school, the historic T.C.Williams, earned it a “persistently lowest achieving” designation.

SOLUTION

Knowing that the achievement gap begins before children enter school, the board adopted a five year plan that featured the creation of high-quality preschools; a focus on special education; the adoption of a new curriculum that ...

Story posted March 1, 2011

Results:
• A variety of unique initiatives ensures students receive an engaging and well-rounded education
• These efforts have also equipped students to do well on tests, and they have scored well above state averages in every test in the last four years

At Dakota Hills Middle School, which serves students in grades 6 through 8 in Eagan, MN, it’s all about balance—ensuring that in-class lessons have real-world applications, emphasizing the importance of both academic achievement and career exploration, and providing individualized help along with whole-group instruction. The school has found success in using a trimester system trimesters instead of semesters, and the school offers an extended-day program until 4:50 p.m. for students who need additional help in their core academic courses. Other enrichment activities are occasionally offered during this time as well. ...

Story posted May 20, 2010. Results updated August 20, 2010.

Results:
• In 2010, the school outperformed the state as a whole in percent of students scoring basic or above in math, social studies, science and English language arts (and in percent of students scoring mastery or advanced in math and ELA), despite serving a higher percentage of children in poverty
• As a general trend, more than 75% of third, fourth and fifth grade students meet or exceed proficiency standards on state tests (above and around state averages)
• 10% of fifth graders were accepted into a district middle school for high achievers in 2009, well above the district average

Louisiana’s Greenlawn Terrace Elementary is a small school achieving big things. It is one of the top-performing schools in its district, a feat made even more impressive given the high rate of poverty of its student population. In fact, the school was recently named a High-Performing High-Poverty School by the Louisiana Department of Education, one of a very few neighborhood schools in the greater New Orleans area to receive the honor.

We recently spoke with members of the Greenlawn community to learn how they do it. Two major themes emerged: their school environment, which is caring and safe for students, parents and staff, and their focus on data.

Principal Katherine “Kitty” Croft, special education teacher and department chair Marguerite Hymel and Title I extension teacher Amy Lang told us more.

Public School Insights: How would you describe Greenlawn Terrace Elementary?

Croft: At Greenlawn, everyone in the school, from the custodial staff to the principal, shares the same vision.

I have been at the school almost 25 years, and that stability, of course, adds to what goes on here. And we are a small neighborhood school, with about 370 students. But when I first came, this was a large school. We were almost 700 children. I took home the yearbook so I could memorize the teachers. But now we are a small, suburban school tucked in Kenner, Louisiana, behind a very busy street. I love it.

Our population…When I first came to the school it was about 66% white, 33% black. Today it is about 41% white, 33% black and 25% Hispanic. We have always been a Title I school, which means that we are always “at-risk.” We have right now about 85% free or reduced price lunch students.

I have always loved psychometry. I figured when I was in graduate school that there would always be ...

Story posted July 16, 2009. Results updated March 5, 2013

Results:

• In 2012, more than 95% of 6th, 7th and 8th graders at Clark scored at or above proficient in reading 
• Also in 2012, more than 95% of 6th, 7th and 8th graders at Clark scored at or above proficient in math.

With a stutter, then a whoosh, a pink glittered model rocket accelerates to the sky. It disappears into the sun, then wafts earthward under a plastic parachute. Two fifth-grade girls traipse after. A dozen other fifth-graders sit in a row ten feet behind the launching pad, each awaiting the call to launch his or her personally accented missile.

The rocket launch is great fun. Visitors chat with the assembled students, pausing to applaud each successful launch. Teacher Glen Mutchnick (a licensed professional engineer, former university instructor and Alabama Teacher of the Year) explains that the rocket launch accompanies a study of astronomy. For several lessons prior to the launch students learned about ...