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Story posted December, 2007

Results:
• Even the district's lowest-performing school gained nearly 248 points in California's academic performance index between 1999 and 2005

Given that the majority of their students were English language learners from low-income homes, teachers in the Livingston Union School District thought they "weren't doing so badly," Superintendent Henry M. Escobar recalls. But when they saw their results on California's first annual academic performance index in 1999 -"absolutely dismal," Escobar says, and among the state's lowest - they knew things had to change. District leaders believed that to narrow the gaps in student achievement, they had to change the culture in their schools. The key to doing that, they argued, was recognizing that teachers would need extra support to help their predominately poor, Hispanic students reach high expectations. "Our teachers are the heart of our program," Escobar says.

Livingston's Goals 2000 and Beyond program provided the tools to do just that, by boosting teacher salaries and providing professional development while setting a high bar for teachers' performance. But most importantly, it allowed individual teachers to make a real difference in their students' lives. The district now provides assessment data, which helps them track student progress. Teachers also no longer have to wait until the end of the school year to move students into more challenging classes or a more structured learning environment.

Livingston Middle School Principal Filomena Sousa gives the example of Annabel, an 8th grade English language learner teachers persuaded to transfer into more advanced classes. She finished the year fluent in English, with a 4.0-plus grade point average and a Hope of America award sponsored by the local Kiwanis Club.

To help students like Annabel, the district offers the Advancement Via Individual Determination (AVID) program, which targets average and below-average students in whom teachers see a willingness to work hard. The program combines rigorous classwork with an elective that bolsters organizational and study skills. One AVID teacher, 25-year Livingston Middle veteran Debra Mesa, was named Merced County Teacher of the Year in 2006. She, in turn, points to a former student named Jesus, who ultimately went to college that same year and reminded his teachers not to give up on students like him.

Cultural change brought with it significant improvements in test scores. By 2005, even the district's lowest-performing school had gained nearly 248 points from 1999's low point in California's academic performance index. Another Livingston school, Yamato Colony Elementary, was named a California Distinguished School the following year - a far cry from when dismal student performance was the norm.

In Livingston, commitment to change came from the top and worked its way down. Even the district's school board received additional training and pledged to hold itself to higher standards. Because of improved teacher salaries and working conditions, candidates with other job offers now wait to see if they can get jobs in Livingston. And publicly celebrating the district's accomplishments has sparked a passion for further success in teachers and students alike. "We're continually raising our own bars," says Sousa.

Further details about this story can be found in our source:
NSBA's Center for Public Education, "A culture of collaboration spurs academic growth in a low-income community", July 2006

For additional information, please contact:
Henry Escobar
Superintendent
hescobar@lusd.k12.ca.us

Or

Vernon Boyd
Board President
nutman1234@yahoo.com

Photos courtesy of Livingston Union School District