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New Program Creates Environment for Success
Baltimore, MD
Challenge
The Baltimore City Public School System (BCPSS) was faced with a challenge-students' test scores and reading levels at the city's lowest performing schools were in danger of falling behind the city's average, with some schools scoring in the single-digits. With a goal of reaching the average national median score in the 50th percentile, schools were in desperate need of a new system of reform to ensure that students in Baltimore City would not slip further behind.
Strategy
Partnering with BCPSS, the Fund for Educational Excellence was determined to create the right environment in which all teachers and students can succeed. They looked to a proven program, Achievement First, which had led to successful outcomes in a select group of Baltimore elementary schools and decided to adapt the initiative's five principles to fit the needs of the Baltimore City schools throughout the district. These principles include:
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Focus on literacy - With limited resources, schools were encouraged to focus their energy on helping each child read and write at their grade level. Each day, students would have an uninterrupted block of time to improve their reading skills. Achieving excellent literacy skills allowed students to shine in other academic areas of their lives.
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Instructional leadership - Many school principals were overwhelmed by paperwork, discipline issues and daily meetings, so the program encouraged each principal to focus their efforts on becoming a 'learning leader.' Each day, principals began spending a minimum of 90 minutes in the classroom, observing teachers and students, teaching lessons, and providing feedback.
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Standards and student work - The publication of a standards guide for each grade level gave principals and teachers a clear idea of how to correctly evaluate student's work and support those who needed extra help.
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Professional development - Ongoing, quality training programs for teachers were critical for improving student academic achievement. Over 300 academic coaches for all schools were trained in math and language arts. These coaches began to work with teachers each week to improve literacy instruction in the classroom.
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Family and community involvement - Involving parents and the community gave students the chance to practice good learning skills outside the classroom. Parents and families were encouraged to read with their children, review their assignments, and compare them to the standards guide. Additionally, many community and after-school programs were re-directed to focus on literacy.
Outcome
The Achievement First principles proved to be a success for schools in Baltimore City. After just two years, test scores were raised an average of nine points. Before the program came into existence, Calverton middle school's median percentile sixth-grade reading score was six and the math score was eight. Only two years later, sixth-graders scored in the 24th percentile in reading and the 19th percentile in math.
Cassandra Jones, Chief Academic Officer of Calverton Middle School, noticed the changes immediately. "When you walk in, the culture in the building is different. You don't see a lot of children in the hallways. You see teachers really engaged and teaching. You see increasing numbers of parents. Students are turned on and excited about their learning."
Achievement First continued to make a significant difference for students across the city. After three years, schools saw scores increase twice the city average. As a result, the program is expanding into all Baltimore middle schools.
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