Urban schools

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American Youth Policy Forum

The research focused on nine urban elementaryschools that served students who evaluatorsreferred to as “children of color in poorcommunities.” All 9 of the schools have used TitleI, school-wide programs. In addition, all theschools were located in urban areas and did nothave selective admissions policies. Only two of theschools used nationally known, comprehensiveschool reform models; one used the AcceleratedSchool Program and another used Success for All.The evaluators chose to write case studies aboutthese schools because they had achieved results onstate assessments of reading and mathematics thatexceeded the average for all schools in theirrespective states.

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“Hope for Urban Education: A Study ofNine High-Performing, High-Poverty, UrbanElementary Schools” (1999) U.S. Departmentof Education – Office of the Undersecretary.Joseph F. Johnson, Jr. and Rose Asera, eds.

POPULATIONStudent demographics varied. At 6 of the 9schools, most students were African American,at one school most students were Latino and atanother, most were Asian. The majority of thestudents qualified for free or reduced-pricelunch; in 7 of the schools, at least 80% of thestudents met low-income criteria. Enrollmentsranged from 283 students at BaldwinElementary, in Boston, to 1,171 at GoodaleElementary in Detroit. Three of the schools hadmore than 500 students. Although all of theschools served elementary grades, they haddifferent grade level configurations, starting asearly as pre-kindergarten and ending as late aseighth grade.

FocusEarly Childhood

�� Primary SchoolMiddle SchoolSecondary SchoolPostsecondary

�� Extended Learning

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� A school that successfully closed a wide gapbetween minority students’ test scores andother students’ test scores was Lora B. PeckElementary School in Houston. In 1995, noLatino students passed the writing section ofTexas Assessment of Academic Skills (TAAS)while fewer than one in five African Americanstudents passed it. In contrast, in 1998, at least90% of each population group — AfricanAmerican, Latino, white and economicallydisadvantaged students — passed each sectionof the test.

� Another school successful in closing the gapwas Baskin Elementary School in San Antonio.In 1994, 81.3% of white students achieved thepassing standard in reading on the TAAS while

the percentage of African American studentsachieving the same standard was 56.3percentage points lower. By contrast, four yearslater, at least 90% of all students, 90% ofAfrican American students, 90% of Latinostudents and 90% of low-income studentspassed the reading, writing and mathematicssections of the test.

� In 1995, at Burgess Elementary School inAtlanta (where 99% of the student body is

“The true catalyst was the strong desire ofeducators to ensure the academic success ofthe children they served.”

— Joseph F. Johnson, et al., evaluators

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Percentage of Centerville Elementary StudentsMeeting or Exceeding State’s IGAP Goals for

Grade Three

African American), 29% of students in grades1-5 were scoring above the national norm inreading and 34% above the national norm inmathematics on the Iowa Test of Basic Skills(ITBS). By 1998, 64% of students in grades1-5 scored above the national norm in readingwhile 72% scored above the national norm inmath.

� At Baldwin Elementary in Boston, from 1996 to1998, students’ Stanford-9 mathematics andreading scores improved substantially, withachievement shifting from Levels 1 & 2 (little orno mastery of basic knowledge and skills topartial mastery) to Levels 3 & 4 (solid academicperformance and superior performance beyondgrade level).

� At the third-grade level, a greater percentage ofCenterville Elementary students met orexceeded statewide performance goals forreading and mathematics as measured by theIllinois Goal Assessment Program that tookstudents throughout Illinois. One hundredpercent of third graders tested, met or exceededstate goals in mathematics (see graph).

� In Detroit, students at Goodale Elementary onceperformed below the state average and in 1998scored above it on the Michigan EducationalAssessment Program (MEAP). In 1993-94,22.4% of students scored satisfactorily onMEAP, compared with 43.6% statewide; in1997-98, 65% did, compared with 58.6%statewide. Similarly, students at the GladysNoon Spellman Elementary School in Cheverly,MD improved considerably on the MarylandState Performance Assessment Program in

reading between 1994-1998. In 1994, 17% ofthird-graders scored at or above the satisfactorylevel. By 1998, 69% did, compared with 41.6%statewide.

� One hundred percent of students in third gradeat Hawley Elementary School in Milwaukeepassed the Wisconsin Reading ComprehensionTest in 1998, compared with 25% passingthroughout Milwaukee public schools.

� Students at James Ward Elementary School inChicago have shown long-term progress inachievement on the ITBS. In 1991, thepercentage of Ward students scoring at or abovethe 50th percentile on the ITBS readingassessment was 18.9% while it was 42.6% onmath. In spring of 1998, 51.2% of Wardstudents scored at or above the 50th percentilein reading while more than 63% scored at orabove the 50th percentile in math.

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Instructional CoachingPrincipals tended to spend a large percentage oftheir time in the classrooms observing teachers,reinforcing good teaching techniques and helping toimprove instruction. Some schools created a new“instructional guide” position, separate from otheradministrative positions. Instructional guides providedinstructional coaching and support for teachers.

Clear AccountabilityThe schools created “clear, measurable and rigorousschool accountability provisions,” observed theevaluators. A focus on adequate yearly progress,they added, was insufficient.

Capacity-Building StrategiesStates and districts set high expectations for theschools but also provided adequate support for

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them to meet these expectations. One of themost important supports was time for schoolpersonnel to align instruction to standards andassessments.

High Quality TrainingPrincipals and school decision-making committeeshad high quality training that helped them usedata to focus resources on critical areas ofinstructional need.

Extended Learning TimeThe schools had resources that enabled them toincrease the quantity of time available forinstruction. The evaluators cited after-schoolprograms, “Saturday Schools” and extended-yearprograms as important vehicles for ensuring thatstudents met challenging standards.

“Even though there are far too many well-documented stories of intellectually vapidschools that perpetuate cycles of povertyand further limit the life choices ofchildren, there are some urban schoolsthat are giving new life to theircommunities and transforming the futuresof the children they serve.”

— Joseph F. Johnson, et al., evaluators

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These were all public schools that used federal TitleI dollars to create Title I school-wide programs. Theypooled all of their resources to improve achievementthroughout the entire school instead of targeting federalresources to only those children who met eligibilitycriteria based on financial need. Though achievement-boosting initiatives varied from school-to-school, therewere some common components:

� A visible and attainable, initial goal helped schoolsmove toward broader, more ambitious goals.

� A sense of responsibility was fostered amongstudents for appropriate behavior, cutting downon time spent with discipline and enhancinginstructional time.

� The use of data helped schools to identify,acknowledge and celebrate strengths whilefocusing attention and resources on areas of need.

� Instruction was aligned to the standards andassessments required by the state and/or theschool district.

� Professional development for teachers wasadded in tandem with school-wide or curriculumchanges. School leaders made sure thatteachers felt like they had adequate materials,equipment and training.

� Confidence and respect of parents was pursuedby educators, primarily by improving theachievement of students.

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STUDY METHODOLOGYTeams of researchers made two-day visits to all 9schools during which they interviewed campusand district administrators, teachers, parents andother school personnel. They also observedclassrooms, hallways, playgrounds and variousmeetings. Finally, they reviewed various schooldocuments and achievement data.

EVALUATION & PROGRAM FUNDINGThe U.S. Department of Education funded theevaluation. The schools were all public schoolsthat used federal Title I dollars to create Title Ischool-wide programs.

GEOGRAPHIC AREASThe high-performing, urban schools selectedwere: Harriet A. Baldwin School, Boston, MA;Baskin Elementary School, San Antonio, TX;

Burgess Elementary School, Atlanta, GA;Centerville Elementary School, East St. Louis, IL;Goodale Elementary School, Detroit, MI; HawleyEnvironmental Elementary School, Milwaukee,WI; Lora B. Peck Elementary School, Houston,TX; Gladys Noon Spellman Elementary School,Cheverly, MD and James Ward ElementarySchool, Chicago, IL.

CONTACT INFORMATIONResearch ContactsMary RaglandThe Charles A Dana CenterThe University of Texas at Austin2901 North IH-35, Suite 2.200Austin, TX 78722-2348Phone: 512.471.6190Fax: [email protected]

PROGRAM CONTACTSWilliam Batchelor, PrincipalGoodale Elementary School9835 Dickerson StDetroit, MI 48213Phone: 313.852.8500

Burnett Butler, PrincipalCenterville Elementary School3429 Camp Jackson RdEast St Louis, IL 62206Phone: 618.332.3727

Gwendolyn Carter, PrincipalBurgess Elementary School480 Clifton St SEAtlanta, GA 30316Phone: 404.371.4853

LaWanna Goodwin, PrincipalLora B. PeckElementary School5130 Arvilla LnHouston, TX 77021Phone: 713.845.7463

Robert Helminiak, PrincipalHawley EnvironmentalElementary School5610 W Wisconsin AveMilwaukee, WI 53213Phone: 414.475.7096

Suzanne Lee, PrincipalHarriet A. Baldwin School121 Corey RoadBrighton, MA 02135Phone: 617.635.8460

Janet Lopez, PrincipalGladys Noon SpellmanElementary School3324 64th AveCheverly, MD 20785Phone: 301.925.1944

Carmen Payne, PrincipalBaskin Elementary School630 Crestview DrSan Antonio, TX 78201Phone: 210.735.5921

Sharon Wilcher, PrincipalJames Ward ElementarySchool2701 S Shields AveChicago, IL 60616Phone: 773.534.9050