During a special legislative hearing on March 13, teachers and principals from public schools with high percentages of students who are economically disadvantaged and/or not proficient in English told lawmakers about the steps they have taken to improve student performance.
The informational hearing before the Assembly Select Committee on Low Performing Schools was part of a series of forums on the challenges confronting schools whose students score in the lowest 10 percent on the state's new Academic Performance Index (API).
Chaired by Assembly Member Darrell Steinberg (D-Sacramen-to), the Assembly panel had previously heard from educational experts and reviewed a study commissioned by CTA that linked low academic performance to such factors as school overcrowding, economic standing, native language, and availability of materials and experienced, fully credentialed teachers.
Association representatives told lawmakers that API results tend to track the affluence of the students, with higher scores generally going to students from more affluent families.
On March 13, the lawmakers devoted the bulk of the time for testimony to practitioners in sites noted for overcoming these challenges and boosting student learning.
Several common threads could be found in the testimony about the hard work being done at schools like Garfield Elementary in the Selma Unified School District near Fresno, Costano Elementary in East Palo Alto, Hedrick Elementary in Imperial County, Sloat Elementary in the Sacramento City Unified School District, and Moscone Elementary in the San Francisco Unified School District:
Strong parental support - Each school has successfully involved parents and community members in the education process. In many cases, the schools receive additional support in the form of volunteers and materials from community members and businesses.
High percentages of credentialed teachers - Despite the statewide teacher shortage, these schools have higher than average numbers of fully trained and experienced teachers.
Belief that every student can succeed - Among other characteristics, these schools are energized by administrators and faculty who believe every student can learn, despite the financial and linguistic challenges.
Uninterrupted time with students - These schools have taken steps to assure more time for teachers to work directly with students. These range from reducing the number of assemblies and public address system announcements to providing after-school tutoring for students who need extra help.
At the beginning of the 2001 legislative session in January, CTA representatives told lawmakers and the public that providing assistance to "low-performing" or high-priority schools would be among the Association's top goals for the year.
"Through discussions with the governor and legislators, through our radio spots, and through our media outreach, we have made it clear that the state must provide the additional assistance needed to help schools whose students score in the lowest 10 percent," said CTA President Wayne Johnson. "We have focused our efforts this legislative session on that important goal."
Recently, CTA convened a special task force of State Council members to offer specific recommendations to the Legislature for action in support of these schools. Look for a full report in the next issue of the Educator.
Len Feldman
