Dear Editor, Banner phrases are easy to issue, but harder to
achieve. Consider the latest federal educational initiative
“No Child Left Behind” (NCLB). According to NCLB all schools are
required to demonstrate that 100 percent of all students meet
academic “Proficiency” by 2014 as measured by English Language Arts
and Math assessments.
Dear Editor,
Banner phrases are easy to issue, but harder to achieve. Consider the latest federal educational initiative “No Child Left Behind” (NCLB). According to NCLB all schools are required to demonstrate that 100 percent of all students meet academic “Proficiency” by 2014 as measured by English Language Arts and Math assessments.
In the recent book by educational researcher Robert Marzano from Mid-Continent Research for Education and Learning (WWW.MCREL.O-RG), Building Background Knowledge for Academic Achievement, the author remarks on the varied “readiness of children” for school success and the factors that contribute or inhibit that success. This professional text is one of the current professional book study choices for all MHU literacy coaches and principals.
Background knowledge and vocabulary development are highly researched and point to factors that affect the “achievement gap” between different groups of children. Statistical relationships between family socio-economic status and school achievement are glaringly evident. Children from higher wealth families have a statistical probability of school success. Based on multiple studies, even “after studies have controlled for ethnicity, family structure and mothers’ education,” only 15 percent to 37 percent students in or near poverty will succeed at reaching minimum proficiency standards as measured by a standardized test.
In another study, Marzano notes that researchers found a discrepancy among 36-month old children. Children from families receiving welfare … “have about 70 percent of the vocabulary of children from working-class families and only about 45 percent of the vocabulary of children from professional families.” For students 4-12th grade, Marzano quotes research that demonstrates a vocabulary gap from 4,500 to 5,400 words for low versus high achieving students.
With one in five children in the United States living at or below the national definition of poverty and our local situation compounded by regional costs of living, the situation becomes even more challenging. In research conducted by Dr. Hodgkinson at Georgetown Public Policy Institute it was noted that between 1983-89 households in the bottom 40 percent of the economic strata actually lost wealth. The top one-fifth gained 96 percent of increases in real wealth. This trend has continued.
Factor into this statistical disparity issues of Language, Culture, Family Structure and Styles, a changing National Demographic Profile, the preparedness challenges of a Global Economy and you can begin to imagine the challenge to one vital public resource, every child’s right to a free and appropriate public education. Our highly developed and democratic society depends on an educated population. It is our mutual responsibility to achieve this goal, and public schools serve all children.
Setting goals is strategically important. The Reagan era report, A Nation at Risk, and the Bush, Sr. National Education Goals Report: Building a Nation of Learners, both highlighted concerns and goals. Goal number four in the Bush convened report states: “By the year 2000, U.S. students will be first in the world in science and mathematics achievement.”
It is unlikely all students have achieved this goal; nonetheless it is critically important to recognize the importance of an educated population to our democracy and Nation’s future and to formulate intentions to achieve those goals. At Paradise Valley we have formulated six school-wide goals in our School Improvement Plan. They too are aimed high with a resolve to best educate all of our children. We use statistical and qualitative data to assist us in determining our progress toward those goals. However, children are individual learners, not statistics. We are compelled to reach out to those students “at-risk” and at the same time press capable students to the next level of learning.
At Paradise Valley School, practicing educators assume the frontline responsibility for implementing NCLB, state and national content standards, instructional goals and objectives. We do this day in and day out with real kids from very diverse families. However, we know that school success is achieved one-teachable-moment-at-a-time! All of our efforts are focused on improving and enhancing the delivery of academic content in a manner that connects each learner in a meaningful and sustainable way.
As an example, the writer’s workshop mini-lessons provide succinct explicit instruction to students in a specific aspect of writers’ craft or the use of a convention (spelling, punctuation, etc). Academic vocabulary is embedded in the lesson. Kids learn to talk and walk the way a professional writer engages in their work. But even a great delivery by a teacher is only as good as the actual connection with each student, the subsequent opportunity to practice the skills, be mentored in the process and revisit those skills through and beyond their immediate application. Immediate and thorough assessment informs subsequent instructional planning, tailoring learning for each student.
We apply our collective knowledge and experience as a community of teacher-learners as we continuously enhance our abilities to teach. It’s exceedingly complicated and hard work! We do it with fewer and fewer resources. The staff of Paradise Valley School sincerely thanks the supportive parent community for their partnership in this commitment. As the principal serving an exemplary group of educators and support staff, I honor them for their attainment of sustainable academic gains and their effort to enhance the quality of life for all students and contributing to a more just and democratic society.
James Hamilton, Principal,
Paradise Valley School
