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.
Public School Success Stories
Across the Country, public schools and districts are transforming themselves to prepare students for success in a 21st-century democracy and global society. Take a look at what educators and communities are doing right now to meet this challenge.
Or tell us what's working in your own school or district.
Leveraging Resources to Transform a Struggling School
Story posted November 17, 2010
Results:
• Once the lowest performing elementary school in its district, now one of the highest
• Over the past five years, the school has shown significant growth on every state test administered
John Muir Elementary is the oldest of the Merced City Schools. Just five years ago, we were the lowest performing elementary school in the district. Today, we are one of the highest.
Our school serves about 500 children in preschool through Grade 5. 86% of our students receive free or reduced price lunch. Most live in rentals, low cost apartments and multi-family dwellings within walking distance of school; however, approximately 200 children are bused to Muir daily from the “unhoused” Loughborough area.
Our families are not only stricken by poverty, but they also experience generational gangs, drug use and violence. We have an abundance of grandparents struggling to parent their children’s children and students in and out of foster care.
Yet we at John Muir believe our students can learn, and we work to develop relationships with our students and families so they believe that as well. And we celebrate our students. We celebrate Perfect Attendance, growth on formative assessments and ...
Leveling the Playing Field in Rural South Dakota
Story posted November 3, 2010
Results:
• 91.11% graduation rate, better than the state average
• Performance of high school students, and Native American students at the middle and high school levels, exceeds that of their peers statewide on standardized assessments
• Steadily increasing retention of Native American students at the high school level
We hear a lot about urban schools—their performance, the challenges they face, how we can make them better. We don’t hear nearly as much about rural schools, despite the fact that almost half of our public schools are rural and about a third of America's students attend these schools.
Rural schools face challenges similar to urban schools (such as poverty and high mobility rates), as well as unique challenges related to attracting and retaining staff, capacity to apply for large competitive grants, access (or lack thereof) to providers of supplemental educational services and more.
But there are a number of successful schools and districts that are overcoming these challenges and helping rural students meet their potential. South Dakota’s Wagner School District is one such place. The district, located next to the Yankton Sioux Reservation, has one school that serves grades pre-K through 12. Its diverse student population is overwhelmingly poor. It has a high mobility rate.
Yet students in Wagner graduate at a higher rate than others in South Dakota. And Native American and high school students outperform their peers across the state on standardized assessments.
Critical to the district’s success is technology. By embracing initiatives ranging from a one-to-one laptop program to online AP courses to iPod touches that help differentiate instruction for kindergarteners, this district is truly using technology to enhance student learning.
Wagner Superintendent Susan Smit recently told us more about this remarkable district.
Wagner: A Rural, Diverse District
Public School Insights: Tell me about the Wagner School District.
Smit: Wagner is located in rural South Dakota, along the Missouri River at the base of the state. It’s a beautiful part of the United States.
We get federal impact aid under Title VIII of the Elementary and Secondary Education Act. We're right next to the Yankton Sioux Reservation, which is a checkerboard reservation. It was one land mass at one time, but pieces have been sold by different entities through the years and now it's a checkerboard. One piece of land may be reservation, the piece next to it may not be.
We're a rural community with changing demographics and a diverse population. The two primary demographics are Native American and ...
Story posted August 3, 2010
Results:
• The eligibility of high school graduates for admission to California's public universities increased by 12 percent between 2004 and 2007
• The college-going rate increased from 35 percent to 62 percent over that same period
In California’s rural mountainous region of Shasta and Siskiyou counties, a problem emerged. Local students had low college-going rates, despite the comparatively low 13 percent poverty rate among the population, which was 90 percent white.
The communities are separated from the closest colleges by vast distances and mountain roads. The regional culture values strong family ties and intergenerational commitment to family farms or businesses, which came with an unspoken concern that once youngsters left for college, they might not return, stripping these isolated communities of an educated workforce. Many students in Shasta Union High School District never had set foot on a college campus.
The Shasta Partnership, launched by the Shasta County Office of Education, used grant-funded studies to determine how to increase interest in attending college and improve the college-going rate. The outcome is a program known as College OPTIONS, whose partners include the two county offices of education; the Shasta Union High School District; two regional community colleges; Chico State University; the University of California-Davis; and two private universities, National and ...
A Family-Oriented Learning Community
Story posted July 15, 2010. Story Updated March 21, 2012.
Results:
• In 2011, Ravenswood met or exceeded state and county proficiency rates in math, science and social studies; they are within 2% points for reading proficiency.
• Named a 2010 Breakthrough School by NASSP
Ravenswood (WV) Middle School is located on a quiet residential street, adjacent to the high school, the town library, and a community park in the small town of historic Ravenswood, WV (population 3,900). The unassuming exterior of the building belies the school’s record of continued academic growth and achievement and the warm, caring environment that it provides for the 344 middle school students in grades 6–8. The school has made adequate yearly progress for four consecutive years and was recognized as a West Virginia Exemplary School in 2006, 2007, 2008, and 2009. In addition, it was recognized as a Blue Ribbon School in 2008.
The key to Ravenswood’s success becomes apparent within a few minutes of entering the building. Students, parents, community members, and graduates consistently confirm that the teachers care about and treat every student as an individual. When asked what makes Ravenswood stand out from other middle schools, a group of eighth-grade students agreed with the assessment of a peer who said, “It’s the teachers—they know us as individuals and care about each of us.” The district’s director of elementary and middle schools concurred, “Ravenswood addresses the needs of the whole child; they do whatever it takes to help their students succeed.” A school board member—a former principal in the district— expressed the belief that students respond to that caring when he said, “This is a Cadillac school; students want to go to school here.”
Principal Gary Higginbotham and Assistant Principal Sharon Carroll have worked with the staff and the community to establish a culture that exemplifies a family-oriented professional learning community. Teachers have a daily 45-minute team time built into their schedule—a best practice that ...
Story posted July 8, 2010
Results:
• Black, Hispanic, ELL and economically disadvantaged students consistently outperform their peers across the state on standardized reading and writing arts tests
• Emphasis on equity and teacher collaboration has created a positive school environment
• Named a 2010 Breakthrough School by NASSP
Entering the lobby of Park View High School in Sterling, VA is like entering another world. The diversity in the student body is reflected in flags from 63 of the 80 countries that are represented in the student population and in a special project for Hispanic Heritage Month, which covers the walls of an entire hallway.
The school walls, hallways, and stairwells are a celebration of outstanding achievement, featuring students’ academic work, photos of high achievers on Virginia state tests, student honors and trophies, class murals, paintings, sculptures, and other artwork. Diversity is also reflected among class officers and student representatives and by a notable sense of friendship among different cultures and races.
Evidence of the commitment to supporting all students is abundant. In the ESL Department, which works with 20% of the 1,200 students in the school, there are eight teachers, nine assistants, a dedicated counselor, and a parent liaison. An equity facilitation team that is composed of counselors and classroom teachers provides basic equity training to help teachers create culturally responsive classrooms. One of the school’s goals is to provide equal access and ...
When "City Connects" Helps the Whole Child, Achievement Gaps Shrink
Story posted June 18, 2010
Results:
• The intervention moved students at the 50th percentile up to or near the 75th, and students at the 25th up to or near the 50th
• While the intervention ends in 5th grade, positive effects continue to be seen in middle-school test scores
An innovative program out of Boston College is making a big difference for children in 11 Boston elementary schools. City Connects (CCNX) works with the schools to link each child to a "tailored set of intervention, prevention and enrichment services located in the community."
Its efforts have gone a good distance towards closing achievement gaps between the low-income children in the program and children who meet state averages. CCNX's results offer powerful support for what should be common sense: When we address the challenges poor students face both within and beyond schools, they flourish.
A rigorous study (PDF) of the program's outcomes tells a pretty stunning story:
- The beneficial impact of BCNX [the former name of CCNX] on student growth in academic achievement (across grades 1 to 5) was, on average, approximately three times the harmful impact of poverty.
- By the end of grade 5, achievement differences between BCNX and comparison students indicated that the BCNX intervention moves students at the 50th percentile up to or near the 75th percentile, and the students at the 25th percentile up to or near the 50th.
- For multiple outcomes, the treatment effects were largest for students at greatest risk for academic failure. For example, English language learners experienced the largest treatment benefits on literacy outcomes, by third grade demonstrating similar report card scores to those proficient in English in comparison schools. In fact,as a result of BCNX, there was no longer an achievement gap between these students.
- After grade 5, the lasting positive effects ofthe BCNX intervention can be seen in middle-school MCAS scores. The size ofthe positive effect of BCNX ranged from approximately 50% to 130% as large as the negative effects of poverty on these scores.1
We recently caught up with two of the program's leaders: Dr. Mary Walsh, its Executive Director, and Patrice DiNatale, its Director of Practice.
Public School Insights: What is City Connects?
Walsh: City Connects is a systemic, evidence-based approach to school-based student support. It involves assessing, in conversation with teachers and other school staff, each child in the school at the beginning of the school year and then developing a tailored student support plan based on that student's strengths and needs in four areas: academic, social emotional/behavioral, health and family.
That support plan involves accessing services, supports, resources and enrichment for the child, both school-based resources as well as, and importantly, community resources. A trained professional with a Master’s degree—either ...
Practicing a Common Goal of Goodness
Story posted June 18, 2010
Results:
• Physical bullying decreased by 50 percent, from 21 to 10 incidents, from 2004-05 to 2007-08
• The percentage of students scoring proficient or advanced on state tests is consistently above state averages
• Named a 2009 National District of Character by the Character Education Partnership (CEP)
Hidden in a picturesque area of Bucks County, Pennsylvania, surrounded by winding lanes, manicured lawns, and well-maintained split-levels and ranchers, Alta S. Leary Elementary School could easily serve as the backdrop for Leave It to Beaver. The school, now 50 years old, still retains its “small town” friendliness; however, its students are global, not suburban, citizens. Each morning, they recite the No Place for Hate promise and the Centennial Diversity Pledge, and each day, inside and outside school, they demonstrate the philosophy and practice of global citizenry: respect for all, ability to settle disagreements amicably, and helping those in need.
“We’re teaching our kids to go back to the community to change things. It’s nice to have a common goal of goodness,” says Kelly Kohler, student support teacher. The “common goal of goodness” that envelops the school is the result of 15 years of conscious character-building begun when the school, in response to escalating discipline problems, started working on conflict resolution with the Peace Center in Langhorne. In 2004, Leary adopted Project Peace, a program that aims to reduce school violence through peer mediation training, positive interpersonal skills, and problem-solving strategies.
“When Dr. [Donna] Dunar became our principal four years ago, she brought a new vision to our school and to the way we inculcate character,” says second-grade teacher Debbie Walker. Dunar envisioned a model school of ...
Transforming a School Step by Step
Story posted April 7, 2010. Results updated July 23, 2010.
Results:
• In 2010, the school performed around or above state averages on both reading and math assessments, despite serving a significantly more disadvantaged student population
• The school has made Adequate Yearly Progress each of the past four years
When Melissa Glee-Woodard became principal of Maryland’s Lewisdale Elementary School four years ago, it was struggling. The school was in the dreaded “school improvement” process because of the performance of multiple subgroups of students, and it needed change.
Change is what it got. But not the dramatic “fire-all-teachers” change that has been making the papers. Rather, Glee-Woodard inspired teachers, parents and students with a new vision. The staff began focusing on student data in a meaningful way. Targeted professional development addressed areas of weakness in the instructional program. And new summer programs ensured that students kept their academic success going even when school was not technically in session.
As a result, Lewisdale has made AYP every year Glee-Woodard has been principal. The National Association of Elementary School Principals recently honored her for her transformational leadership.
She joined us for a conversation about the school and its journey.
Public School Insights: How would you describe Lewisdale?
Glee-Woodard: Lewisdale Elementary School is located in an urban setting in Prince George's County, Maryland. We are in the backyard of the University of Maryland, College Park. It is a working-class neighborhood. 80% of our students are ...
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 ...
A Village Route to Early Childhood Education
Story posted February 23, 2010
Results:
• Participants outperform their peers on fall DIBELS (Dynamic Indicators of Basic Early Literacy Skills) testing in kindergarten
• Significant academic and social gains are seen at the individual level
In the 1990s, we at Davenport Community Schools noticed a trend: Children were coming to kindergarten unprepared to learn. A troublingly low number of our district’s children (more than half of whom receive free or reduced price lunch) had preschool experience. Recognizing the importance of early childhood education in ensuring students are ready to succeed in school and life, we developed the Children’s Village.
The Structure
Children’s Village, launched in 1998, includes formal preschool classes and all-day, year-round programming serving children from six weeks to five years old at five sites. We encourage participation by families of all economic and social backgrounds. Services are in great demand—we have a waiting list of hundreds of families.
Funding this model was a significant challenge. We historically had two targeted sources of ...
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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!
