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.
Using Strategy to Narrow the Gap
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 emphasizes critical thinking and project-based learning; individual achievement plans for students; a richer array of course offerings; and increased accountability for school employees. The board mandated the use of formative data and measurements of student progress in nine-week cycles. It also required the monitoring of individual students’ achievement toward the mastery of college readiness competencies. All students in grades six through 12 now develop individual achievement plans. Teachers develop professional learning plans. Organizational changes include adding data management to the responsibilities of department chairs.
THE BOARD’S INVOLVEMENT
The board launched a citywide campaign, attended community meetings, and held electronic meetings to engage residents in discussions about the schools. It hired bilingual outreach specialists to garner the participation and support of the city’s Latino residents. The board opened middle school honors classes to all students, made completion of algebra in eighth grade a priority, created an open enrollment math sequence, and significantly changed the curriculum and assessment policy to promote college preparation. It arranged through a local nonprofit to increase the number of 4-yearolds now enrolled in high-quality preschools, joined NSBA’s Council of Urban Boards of Education,and adopted the AVID program.
RESULTS
The efforts to narrow the achievement gap have worked. Because more children are now enrolled in preschools, fewer start school behind their peers. The professional development that teachers are taking already is improving their ability to reach students of all abilities and backgrounds. Students have made remarkable progress in mathematics—54 percent of eighth-graders are enrolled in either algebra or geometry, 95 percent are passing algebra, and 100 percent passed the Virginia state test in geometry. Ninety-seven percent of the children attending one high poverty elementary school passed the state math test in April 2011. In that same month, 83 percent of high school students earned passing scores on the state math test and 94 percent passed the state writing test.
FOR MORE INFORMATION
Contact Deputy Superintendent for Student Support and Institutional Advancement Madye Henson at madye.henson@acps.k12.va.us. The district’s website is at www.acps.k12.va.us.
This story was originally featured as a NSBA 2012 Magna Awards publication—a supplement to the American School Journal. For more information and to see other winners, visit www.asbj.com/magna.
Story reposted with permission.
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