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.
A Cinderella Story: The Spirit of Excellence
Story posted March 26, 2009. Results updated April 23, 2013
Results:
• In 2012, the school outperformed the state in reading at every grade level, despite serving a significantly higher proportion of free/reduced-price lunch students [they performed nearly as well, or as well, in math at every grade level]
Everyone loves a Cinderella story. When Newport Mill Middle School opened its doors in 2002, folks wondered how students would fare. The school is located in the section of Montgomery County, Maryland, that is most affected by poverty, mobility, and language diversity. The verdict is in: One of the highest-performing middle schools in the county, Newport Mill has demonstrated the remarkable power of the Spirit of Excellence.
Tiger Pride: Fueling the Character Education Initiative
An important aspect of the school’s success is its emphasis on ...
Fremont County School District's 180 Degree Turnaround
Story posted March 26, 2013
Results:
- In 2012 the district made AYP for the first time
- During the first four months of the 2012-2013 school year, multiple grades in the elementary and middle schools have seen 7 months to 19 months growth in student learning
Fremont County School District #38 is located on the Wind River Indian Reservation. 98% of 440 students are members of the Arapaho Tribe.
CHALLENGE
For many years, the students of Fremont County School District #38 were far behind in their reading, writing, science, and math skills and abilities. Students often transferred from one grade to the next, several grade levels behind where data-driven norms suggested that they be. In addition, frequent changes in district leadership meant no sustained systematic approach to addressing achievement by school leaders. Teachers were left to do what they could on their own and students suffered from years of systems' breakdowns. One of the many negative results of the disorganization plaguing the district was that Fremont #38 was continually unable to meet the Annual Yearly Progress goals set by the state under the No Child Left Behind legislation. The lack of strong systems and ...
North Carolina Educators Nationally Recognized for School Reform Efforts
Story posted March 26, 2013
Results:
- Over the past two years, Oak Hill has raised its composite score (which combines the results from third- fourth- and fifth-grade reading and math exams, plus fifth-grade science) by nearly 25 percent
- The percentage students meeting proficiency in math rose from 55 to 86 and in reading from 33 to nearly 50
- 85 percent of students are proficient in science, surpassing the state average by ten points
- Named a North Carolina 2012 Title I School of the Year
The hard work and dedication of educators and school leaders at Oak Hill Elementary School in High Point, N.C. has received much-deserved recognition for its school reform efforts.
Closing its achievement gaps between students by significant margins has earned Oak Hill North Carolina’s Title I School of the Year award by the state’s Title I Distinguished Schools Recognition program. This honor comes with a $32,500 award and national recognition at a conference in Nashville, Tenn.
Educators shared with conference goers the growth Oak Hill has experienced in the areas of data-based instruction, standards-based planning, school culture, and areas in need of ...
Viers Mill Elementary School: Success for the Long Haul
Story posted November 9, 2009. Results updated February 27, 2013. Note: You can read more about Viers Mill at http://www.learningfirst.org/collaboration-viers-mill.
Results:
- In 2012, over 95% of 3rd, 4th and 5th grade students met proficiency standards on state reading tests
- In 2012, over 98% of 3rd, 4th and 5th grade students met proficiency standards on state math tests
- In all instances, the school outperformed the state despite serving a higher percentange of students in poverty
If you're looking for a Cinderella story, get to know the people at Viers Mill Elementary School in Silver Spring, Maryland:
One of the [paraeducators] who had been here a long time said, "you know, they used to call this place 'slumville.'" Now, she says "the President's visiting here...." He came to our school for the work we did. He didn't just happen to show up.... It was the apotheosis of my entire career.... The President of the United States--the President of the United states!--is in our cafeteria...because of the work that went on in this building....
That's Susan Freiman, Viers Mill's staff development teacher, describing President Obama's surprise visit to the school last month. She worked hard with her colleagues to turn the once struggling elementary school into a national exemplar where almost every student is proficient on state tests. That is no mean feat for a school where most students are from low-income families and ...
Taft Information Technology High School: New Strategies Create Graduation Turnaround
Story posted March 1, 2011. Results updated January 22, 2013
Results:
- In 2011, 10th graders outperformed the state in proficiency rates in both reading and math. In reading, proficiency was at 93.4% compared to 85.1% in the state, and 93.3% for math compared to 78.7% in the state.
- In 2011, 11th graders scored 100% proficient in both reading and math; statewide, proficiency levels were 93.5% for reading and 88.1% for math.
- Graduation rates went from only 18% less than a decade ago to 91% in 2010.
- In 2010, Taft was named a Blue Ribbon School to recognize it's new discipline strategies, increased personal attention to students, and stellar graduation improvement
Nearly a decade ago, Taft Information Technology High School graduated only 18 percent 
of its students, struggled with student discipline, and offered only limited extracurricular activities. Today it is an entirely different—and greatly improved—model school. In fact, Taft was named a 2010 Blue Ribbon School. A radical restructuring led to Taft’s success. A new principal, new discipline strategies, and more attention paid to individual students (teachers now compose individual education plans) have contributed to a higher graduation rate. Last year, Taft’s graduation rate was 95 percent.
Anthony Smith, the current principal and a Taft alumnus, has reinstituted a broad array of extracurricular activities, including football and basketball teams, and the band. Smith has also continued technological improvements and investments at the school.
Don Ellis, who has taught mostly government and economics, has witnessed the school’s transformation firsthand. When he arrived at Taft 27 years ago, a housing project surrounded the school; at that time, students’ problems were often those associated with poverty, such as ...
Expanded Learning Opportunities at The East Los Angeles Performing Arts Academy
Story posted January 22, 2013
Results:
- Attendance at the East Los Angeles Performing Arts Academy is ninety five percent.
- This past year, the school graduated 97 out of its 112 seniors.
- The school recently saw an increase in students’ English language arts test scores.
Background
The East Los Angeles Performing Arts Academy is one of five schools located on a single campus. Together, the five schools make up the Esteban Torres High School.
The Esteban Torres campus uses the community school strategy to meet not just the academic, but the social and mental health needs of students. There is a health clinic onsite, staffed by a pediatrician, a reproductive health provider and several mental health therapists. The school also partners with community professionals who offer special workshops and classes to students and their families, touching on everything from diabetes prevention to nutrition and healthy eating. The campus also has a community school coordinator who works closely with families to identify social problems that impede student learning—such as alcohol abuse or peer pressure to join gangs or crime hot spots near school and home.
Each of the schools that makeup Esteban Torres also share these characteristics: each school has some areas of autonomy from the Los Angeles Unified School District, each school offers expanded learning opportunities to students, each school uses a career theme to help drive teaching and learning practices, and each school is small enough (with a student population of several hundred) to allow the principal to know every student by name.
The high school campus is located in East Los Angeles, an area that is home to many low-income Mexican-Americans. Some East L.A. families are second and third generation, with family roots that are deeply tied to California history and culture. Other families are relative newcomers to the United States and may include undocumented immigrants. East L.A. was home to a thriving Chicano rights movement in the 1960s and today recognizes Latino contributions through its Latino Walk of Fame. As much as it has a reputation for cultural pride, East L.A. also has a reputation for being a tough place to live. Gang life in East L.A. has been documented in ...
Story posted December 17, 2012.
Results:
- Six years ago, the school—which enrolls 475 students in grades 6–8, 69% of whom qualify for free or reduced-price lunch—was one of the lowest performing middle schools in Kentucky; today the students outperform 90% of the students in the state.
- West Carter has met AYP the last three years; continued overall growth; and as of 2010, ranked in the top 10% of the 327 middle schools in Kentucky.
No student has been retained at West Carter Middle School in Olive Hill, KY, in the last five years. Staff members proudly point to that fact as evidence that their decision to not permit zeros is working. That’s a bit misleading, because coupled with the no-zero policy were a number of programmatic initiatives and supports that allowed all students to meet state standards and demonstrate significant academic growth. Six years ago, the school—which enrolls 475 students in grades 6–8, 69% of whom qualify for free or reduced-price lunch—was one of the lowest performing middle schools in Kentucky; today the students outperform 90% of the students in the state. ...
Story posted July, 2008
Story updated December 17, 2012.
Results:
• In 2012, 87% of 7th graders scored proficient or above on the state standardized reading test, 11 points higher than for the state as a whole. 86% of 8th graders scored proficient, up 23 points from the state.
• In 2012, 94% of 6th graders scored at proficient or above compared to 85% for the state.
• 4th graders scored above their state peers in proficiency in both math and reading in 2012 - 93% in math and 92% in reading - compared to those in the state at 88% and 85% respectively.
When visitors step inside Pocomoke Middle School, they are immediately surrounded by a profound sense of pride and high expectations. Students are actively engaged in instruction, the classroom walls are covered with student work, and the halls are lined with pictures of students demonstrating success. ...
Arts Education Broadens Horizons in Washington State
Story posted May 5, 2008. Results updated November 26, 2012.
Results:
• In 2011, Paternos School District improved on its 2010 state test performance across almost every subject in all but one grade.
• Students in both 7th and 8th grade reading improved proficiency rates by over 15% between 2010 and 2011; students in 7th and 8th grade math also had improved proficiency rates of over 15% in the same time period.
• Despite serving a significantly higher percentage of low-income students, Paternos exceeds state proficiency averages in several grades for both reading and math.
Pateros School District, a small rural district in north central Washington, is working with a regional arts group in an indirect approach to improving student achievement. ...
The Best Leaders in the Neediest Schools
Story posted August 27, 2012
Results
- In 2011, 93.5% of students performed at or above grade level on the state end-of-grade math test, up from just 54.2% in 2008
- The percentage of students at or above grade level in reading rose more than 20 percentage points over that same time
- 80% of students achieved grade level performance in science in 2011, up from just 24.6 percent in 2008 (all gains come in spite of the reality that 97 percent of students qualify as economically disadvantaged)
Summary: District officials in Charlotte-Mecklenburg Schools believe that effective principals directly impact student achievement and, as a result, are placing the district’s top principals in the neediest schools.
When Suzanne Gimenez became principal at Devonshire Elementary School in Charlotte, North Carolina, she had one mission: improve student achievement. ...
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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!
