\doc\web\index\success.htm Successful Schools (for Minorities) Home | Top of Index | Contents

Successful Schools for Minorities: Arthur Hu's Index of Diversity

(c) Arthur Hu's Index of Diversity, please cite when using data from here arthurhu @ hufamily.com (no space) on how to get more complete data or complete text of these references

Barclay School Baltimore MD

What Makes a Successful School for Minorities? Basics! Not Progressivism Not Integration

Most of these success stories are in predominantly minority settings, not integrated settings.
All of the success stories are based on instructivist direct instruction. None are based on whole language or other child-centered or constructivist philosiphies which appear to be most damaging towards at risk students. Progressive methods deliberately avoid setting standards the same as those that the top 10% can do.
High amounts of spending have never resulted in outcomes equal to affluent students. High (10,000+) spending only works on children who already have high incomes. Jonathan Kozol in Savage Inequalities made one of the most eloquent arguments for high spending without a single wxample of where such a strategy has ever worked.

The only examples of inner city elementary students performing at elite levels are Houston Wesley, Baltimore's Barclay school and Catholic schools.

Jaime Escalante succeeded in taking barrio Hispanics and passing AP calculus. Claude Steele took minorities at Stanford, who normally score far below school average and made them perform above average.

Success Spectrum

Percentile Scores

99 K Healthy Start academy North Carolina
94 K reading New Frontiers San Antonio TX
91 K6 Math Healthy Start Academy Durham NC
90 G4 Moten Wash DC
87 G4 reading Kreole El. Moss Point Mississippi
85 G4 math CTBS Zillah near Yakima WA
84 G6 math Portland Elementary, Portland AK
81 G1 reading Advantage schools, Worcester MA
81 math KIPP Academy Houston TX
79 G2 math Bennett Kew Inglewood CA
77 G3 Beacon Hill Elem Seattle WA
76 Chicago Catholic Schools
70 G3 math Barclay School Baltimore MD
56 G1 reading, Baltimore 2001
55 G3 math Thurgood Marshall, Seattle WA
55 K6 Zion Academy Seattle WA
45 G3 African American Academy Seattle WA
40 Seattle and suburbs, African American average
29 G1 Baltimore 1998

Seattle's Zion, and several Chicago schools demonstrate above average test scores with blacks who are normally far below average.
Marva Collins, Chicago (Open Court Phonics)

Thaddeus Lott, Wesley El Houston (Distar Phonics)

Summary - The Best Schools and Programs for UnderPerforming Minorities
College
-------

Martin Bosangue held a Calculus
workshop for Blacks and Hispanics with relatively low math SAT scors,
but they got higher GPAs in the course work than Asians or whites who
did not take the workshop

Georgia Tech reportedly produces high quality black engineers, same
graduation rate as whites

Xavier sends high numbers of blacks to medical schools

\clip\98\15\oppor.txt
http://www.policyreview.com/nov98/opportunity.html
Policyreview.com, November-December 1998 issue, No. 92
OPPORTUNITY WITHOUT PREFERENCE
By D.W. Miller
Colleges that set the standard for fostering black achievement

- Philip Uri Treisman has class for blacks in calculus.  the six-year
graduation rate for blacks and Hispanics in the program equals the 64
percent rate for UT students overall, far higher than for UT blacks
overall (40 percent) and for UT Hispanics overall (45 percent). 

- Georgia Tech The performance gap between minorities and whites in
engineering has been eliminated. For minority engineers at Georgia
Tech, the odds of graduating have risen to 70 percent, nearly double
the national average for minority students in engineering departments
and about the same as Georgia Tech students overall.

- Xavier University, a small liberal-arts college in New Orleans, has
a unique pedigree as the only private, Catholic, historically black
school in the country. It has emerged in recent years as the leading
supplier of black undergraduates to the nation's medical schools. In
addition, it also produces more black graduates in biology, physical
sciences, and chemistry and places more blacks in pharmacy schools
than any other college. More than 70 of the 1,100 blacks who entered
medical school in the fall of 1997 were Xavier alumni

- Every year a foundation affiliated with the College Board designates
about 800 of the nation's top black high school students "National
Achievement Scholars," based on SAT scores and high school records.
But for the last seven years, Florida A&M University, a once-obscure,
historically black public university in Tallahassee, has vied with
Harvard for the number-one spot. Last year, 59 of them came to FAMU.


High School
-----------

- Whitney Young Magnet High School in Chicago is 65% black or Hispanic,
yet ranks in the top 7% of high school statewide, top high school in
the city, top 0.5% in math statewide, and has an ACT score that is
the equal of the predominantly Chinese and Asian Lowell High School
in San Francisco.

- Jaime Escalante's "Stand and Deliver", also books "Best Teacher In
America" and the movie. Takes barrio Hispanic school and create a
winning class of AP Calculus kids. My high school didn't even offer
calculus in 1976


Elementary
----------

@@Advantage

FOR-PROFIT CHARTER SCHOOLS DELIVER 81-96 PERCENTILE SCORES
z39\clipim\2000\02\01\charter.tif
The Charter School Advantage Investor's Business Daily Feb 8, 2000
A24 Don Soifer. Advantage Schools is a for-profit charter based on
phonics and basic math skills. In Worcester Mass, Kindergarteners
scored in 96th and 93rd in reading on ITBS, 1st graders improved from
43rd (typical urban) to 81st percentile. Rocky Mount in North
Carolina 60% vs 36% state average in highest writing score, San
Antonio New Frontiers K= 94th percentile in 1st year, investors have
pumped in $35M as of March 1999.


@@AVID

AVID STEERS UNDERSERVED INTO 4 YR COLLEGE TRACK SUCCESSFULLY
\clip\98\16\avid.txt
http://www.latimes.com/sbin/iawrapper?NS-search-set=/36420/aaaa001ht420474&NS-doc-offset=84&NS-adv-search=1&
Wednesday, November 4, 1998 Upward bound at Hoover High School cited
for AVID program that helps challenged students make it to college.
By RODNEY TANAKA

"AVID targets underserved, low-income students, gives them guidance
and encourages them to reach their goal of attending four-year
colleges and universities."

"Sophomore Astine Suleimanyan started AVID last year during her
second semester, and her grades improved from "C"s and "D"s to "A"s
and "B"s. She took English as a Second Language in eighth grade, but
is enrolled this year in honors English and will take Advanced
Placement English as a junior."

* 92.8% of AVID graduates enroll in college.  * 89% of them are still
in college two years later.  * The four-year college acceptance rate
for AVID graduates is typically more than 60%; the nationwide average
is 35%.


@@Barclay School, Baltimore Maryland

By emulating a tough private school curriculum, which was criticized
by one administrator as "a rich man's curriculum" and "inappropriate
for African American children", scores have been raised from the 20th
percentile, typical of inner city minorities to above 50 and in some
cases 70.

Data

- tests scores have risen from 20th percentile to 50, sometimes 70th

- language up from below 30 to above 60.

- Economist reports 85th percentile, math , 80th percentile readints
administered as part of the Maryland School Performance Assessment
Program.

                  Skill Tested      1996   County    State
                                  Results   Avg.     Avg.
                Reading 3rd Grade    23.1    11.2     35.3
                Math 3rd Grade       20.5     8.7     38.7
                Reading 5th Grade    12.5    10.9     33.7
                Math 5th Grade       22.5    13.2     47.8

Barclay 3rd graders were about twice as high as county average, but
still trails state average.

\doc\web\96\06\stringf.txt Sam Stringfield, who did study of Barclay
comments on value-added vs. schools that just get the best kids.

\priv\96B\03\BARCOLD.HTM THE SUN J.R.L. STERNE, Editorial Page
Editor Monday, December 26, 1994 JOHN S. CARROLL, Editor Teaching the
Old-Fashioned Way At the Barclay School, this "old-fashioned"
approach has produced students who consistently score at or above the
national average in reading and comprehension. .. it keeps repeating
exercises until the student gets the spelling and syntax right. The
reading program is a mixture of children's classics and phonics.. The
problen is that it is costly - and that Calvert is not enthusiastic
about over- extending its resources.

file:C:\priv\96B\03\BARCLAY2.HTM Published by the Johns Hopkins
University Center for Research on Effective Schooling for
Disadvantaged Students, Baltimore MD.  Stringfield, Samuel (1994).
Fourth-Year Evaluation of the Calvert School Program at Barclay
School. 

\priv\96B\03\BARCLAFT.HTM By Albert Shanker, President The American
Federation of Teachers A Baltimore Success Story Barclay is 94
percent minority and its students come mostly from poor
African-American families. Eighty-two percent are eligible for free
or reduced-price lunch The average reading scores for Baltimore
students in grades 2 to 4 were between the 35th and 40th percentile;
the average scores for Barclay students were in the low 20th
percentile.  Now, according to a fourth-year evaluation of the
program by Sam Stringfield, a Johns Hopkins University researcher,
Barclay reading scores are "consistently at or above the 50th
percentile, and, in one case, approach the 70th percentile"--a gain
of 30 to 50 points.  Language arts and writing scores, which were
consistently below the 30th percentile, are now above the 60th
percentile

\priv\96B\03\BARCL50.HTM A SYSTEM OF HIGH STANDARDS: WHAT WE MEAN AND
WHY WE NEED IT.  AT THE BARCLAY SCHOOL IN BALTIMORE, Maryland, where
virtually all of the students receive free lunches, teachers use a
very specific, challenging curriculum. (It is the same curriculum
used by the prestigious, private Calvert School, whose students come
from much wealthier families.) After four years of using this
curriculum, reading scores which had been under the thirtieth
percentile are now at or above the fiftieth.

\priv\96B\03\BARCCHOI.HTM "IMPROVING PUBLIC EDUCATION BY CHOICE" I
think of the Barclay School and Carter G. Woodson Elementary. The two
schools have adopted the rigorous private school Calvert School
curriculum, with funding provided by the Abell Foundation. With its
strict back-to-basics approach and heavy emphasis on writing skills,
the curriculum has exceeded expectations for raising student
achievement

>>f121495: \doc\95\14\barclay.txt "A better idea" The Economist Dec
2, 1995 p.  23 Barclay public school in Baltimore Md. emulates a
tough private school to achieve 85 percentile math, 80 reading scores
with 90% black students, 82% free lunch who previously were scoring
20-30 percentile.  Superintendent was fired who had opposed "rich
black man's curriculum" inappropriate for poor students. It used lots
of homework, drilling, spelling tests, world history, literature, and
art, and must be adept at writing reports, creative essays and
letters by the age of 11. (85% is good enough to get into the
University of California system, or UC Berkeley with affirmative
action) , = 116 IQ. Its also equal to Seattle area's Mercer Island,
which has the best test scores in Washington state and is almost
entirely affluent whites and Asians.


\priv\96\02\failpriv.txt The New Republic 1/29/1996 p. 10 Failures in
school Privatization.  LEARNING CURVE By Elissa Silverman Five years
ago, Barclay's principal, Gertrude Williams, had to fight both the
teachers' union and the former city schools superintendent to bring
the Calvert school approach to her public school, but it alas paid
off. Calvert focuses on the substance of traditional subjects like
phonics, spelling, grammar, reading, writing and math rather than on
test preparation, experimental teaching methods or even computers.
Their test scores consistently exceed the city average.

web: http://www.usnews.com/usnews/issue/1JOHN.HTM
priv\96\04\barclay.htm John Leo US News and World Report April 1,
1996 On Shakespeare and Spiderman. Barclay has no nonsense vs.
gobbledygook liberal standards. Doesn't mention it's nearly all black
kids normally at the 20th percentile


@@Bell, A.G Lake Washington

A.G. Bell claims 90% proficient
at 2nd grade, 90% of kindergarteners above the 80th percentile by
giving K kids 45 min worth of reading and writing homework every
night all year. Homework typical is 12 sentences with no pictures,
with comprehension questions. Kindergarten Reading Companion.


@@Inglewood
@@Bennett-Kew Inglewood CA

Reservations about Kew Scores in
Bennett-Kew drop regularly with each year. Second graders in 1998
scored 60 on SAT9 reading, then fell to 58 the next year, and to 52
the next. Third graders in 1998 also scored 60 on SAT9 reading, and
fell to 57 the next year and 49 the next. This pattern is true for all
of Bennett-Kew's test results since the SAT9 was introduced. The
lowest scores are still very good for a school with Bennett-Kew's
profile, but the decline is of concern.


z47\clip\2001\01\povach.txt
New York Times January 3, 2001 Poverty and Achievement, and Great
Misconceptions By RICHARD ROTHSTEIN
http://www.nytimes.com/2001/01/03/national/03LESS.html Consider
Bennett-Kew Elementary School in Inglewood, Calif., a "No Excuses"
school. Its pupils are in the lunch program, but 30 percent have
parents who graduated from college, a rate higher than the national
average; 12 percent have parents with graduate degrees.  Bennett-Kew
may be terrific, but can schools filled with the children of high
school dropouts learn much from it?

z41\clip\2000\05\ingle.txt
http://www.latimes.com/news/state/updates/lat_ingl000430.htm SUNDAY
REPORT April 30, 2000 Inglewood Writes Book on Success Its elementary
(Bennet Kew, Kelso) schools draw experts studying how poor, minority
students get test scores as high as those in Beverly Hills. Keys
include phonics, constant testing and intensive teacher training.
Inglewood's elementary students__virtually all Latino or African
American__have produced Stanford 9 test scores that equal levels
found in more upscale cities. In some cases, the Inglewood schools
register math scores surpassing those in largely white enclaves of
affluence such as Irvine, Malibu and Beverly Hills.  Although
Bennett_Kew has received more acclaim, Kelso, a year_round school,
has quietly assumed the top rank in the district.

Cited by Mathematically Correct, IBD

\clip\99\11\inner.txt MODEL SCHOOLS IN INNER CITIES? New Studies Show
Poor Kids Excel Using Basics Investors Business Daily 5/17/99 Author:
Anna Bray Duff Bennett- Kew, Inglewood, Calif. Nearly four in five
students at this elementary school are poor, and a third have limited
English skills.  The school is one of the top performing elementary
schools in Los Angeles County. 


Bennett-Kew scores 62-81 with 98% minority 70% poor
1997 Inglewood CA
\doc\web\98\06\benkew.txt
Test Scores
The test is CAT-5 and the numbers are NCE, which is essentially percentile
GRADE
      1  2  3  4  5
Math  62 79	81 75 68

Standards and Curriculum - Direct Instruction, Open Court, old
pre-1992 fuzzy math standard texts.

@@Black Private School

z38\clipim\99\11\13\blkpriv.efx Strength in Diversity Black Private
Schools John Hood Current June 1991 Monroe Saunders Schools Baltimore
Sheenway School and Culture Center Los Angeles "If experience at
these schools is any guide, ed reform efforts based on state mandates
and higher spending are doomed"
Sheenway has no rigid class times or official grade levels.
90% of Xavier Prep in New Orleans students go on to college
Laurinburg Institute North Carolina found in 1904
87% of graduates since 1950s have completed 4 years of college
Many not only have nearly 100% minority enrollment but 
consider it crucial to their program. Coleman found that
even after adjusting for family background, Catholic schools
had better test scores and lower drop out than public 
schools.



@@Boston

\clip\99\01\malden.txt
http://www.usnews.com/usnews/issue/990118/18bost.htm
[U.S. News Online]
Cover Story 1/18/99                                                                
METRO BOSTON                                                                       
                                                                                   
At Malden Catholic High School outside Boston the search for
excellence begins with careful recruiting and cultivation of new
faculty. It ends with loyal and . . .  Seasoned Teachers BY HOLLY
HOLLAND "Malden Catholic's teachers move the entire student body
through a rigorous curriculum, and more than 9 of 10 students go on
to college."


CHARTER SCHOOLS DEMONSTRATE 58% OVER GRADE LEVEL IN 1 YEAR WITH POOR
STUDENTS.  "Schools at the top of the hill" Economist Feb 22, 1997 p.
27. F050597-1 At City on a Hill in Boston, 38% performed expected
math when they arrived, a year later, 58% could.  55% were more than
two years behind in reading compared to 39% a year later.
Neighborhood House test scores looked more like a suburb than the
inner city.  Boston Renaissance school has 63%, Neighborhood House
66% poor children. Schools are not allowed to select on the basis of
ability.

@@Brighton High School Massachusetts

VIETNAMESE BILINGUAL HIGH SCHOOL PROGRAM HAS 90% COLLEGE RATE
z39\clipim\99\12\12\brighton.gif Boston Globe March 5, 1989 Ruth Ann
Weinstein letter to ed Brighton High school reading scores among top
5 in city, totally integrated bilingual Vietnamese program has 90%
attending post-secondary edcucation


@@Brooklyn

"Scores Count At This School" Readers Digest Feb 1997 by Sandra
Mosle(from New York Times Magazine Sept 8, 1996) Micheal A Johnson
sets high standards for his students at Science Skills Center public
high school in Brooklyn, N.Y. He makes his students practice on the
PSAT. Billydee Flynn entered reading at the 26th percentile, and rose
to the 85th percentile on the citywide reading test in only one year.
Educational reforms that don't emphasize direct instruction in basic
skills don't serve poor students well.  F031197


@@Catholic - see %%Catholic Schools

Catholic schools are famous for producing good results at low cost even 
with inner city children

\clip\99\03\cath.txt INVESTOR'S BUSINESS DAILY 1/25/99 THE MAGIC OF
CATHOLIC SCHOOLS How Poor Inner-City Kids Learn More at Less Cost by
Michael Chapman In inner cities, Catholic schools beat public schools
hands down.  Nationwide, the average Catholic-school tuition is
$2,178; at some schools its less than $1,200. In contrast, the
average per-pupil expense at public schools is $6,459, 10,000 in wa
dc "High School Achievement: Public and Private Schools," by James
Coleman and Thomas Hoffer. It's viewed as the top reference book
comparing public and private schools.

rand study of ny mostly minority high schools

*  Catholic schools graduated 95% of their students, compared with only 50%
of students for public schools.
*  Two-thirds of Catholic-school graduates received the New York State
Regents diploma for completing a college prep program. Only 5% of
public-school grads got the diploma.
*  Eighty-five percent of Catholic high-school graduates took the SAT.
One-third of public high-school grads took the test.
*  Kids in Catholic schools performed, on average, one grade level higher
than their counterparts in public schools.

St. Gregory the Great grammar school in New York City lo-inc minority
In 1995, 62% of the third-graders there were reading above the
minimal standard, and 92% were working above the standard in math.
Tuition is $1,800.

A 1997-98 report from the Ohio Catholic Conference compared the annual
per-student costs of public and Catholic schools in three major cities. In
Cleveland, the costs were $7,409 and $3,476, respectively; in Cincinnati,
$6,881 and$3,654; and in Columbus, $6,418 and $3,232.

do public schools, Shokraii-Rees says. And while 13% of white public
schoolers drop out, only 2% of white students drop out of Catholic schools.

Fewer blacks and Hispanics leave Catholic schools early as well. The
dropout rates for blacks and Hispanics in public schools are 17% and 9% ,
respectively. At Catholic schools the rates are 4.6% and 9.3%.

\priv\96b\08\cathmira.htm Wall Street Journal July 17, 1996 The
Invisible Miracle Of Catholic Schools By SOL STERN City Journal,
Summer 1996 Catholic schools in NYC are now mostly minority, but kids
perform 1 year ahead of public schools, challenge the city to send
their bottom 5%.  A landmark 1982 study by education scholars James
Coleman, Thomas Hoffer, and Sally Kilgore, for instance, demonstrated
that Catholic-school students were one grade level ahead of their
public-school counterparts in mathematics, reading, and vocabulary. A
study by Andrew Greeley revealed that the differences between
Catholic-school and public-school performance were greatest among
students from the most disadvantaged backgrounds. Catholic 60%
minority NYC SATs are 815 vs. 900 US avg and 642 for neighborhood
schools. 75% took the SAT.


@@Charter Schools

Some charter schools are very good, but as a group, their test scores
in Arizona and in Texas are lower than average.

http://www.arthurhu.com/arthurhu/index/success.htm#marvacollins

@@Collins, Marva

Wildly praised black inner city miracle educator from Chicago who
quit public schools to start her own school based on phonics and back
to basics. She was the subject of a TV movie and 60 minutes. Her name
is given to a charter schools program. 

Some IQ proponents say she really hasn't done anything to raise
actual IQs. Her detractors also include progressive educators who
believe you must attack racism and poverty first, not academics.
Others say she has little in actual test score data to show the
improvements claimed, and that she serves middle class kids.

Tip - Lots of hits on search engines on this lady

%%Against

Marva Collins Hoax

%%For

z56\clip\2002\07\marva.txt
Milwaukee Journal Sentinel on July 22, 2002
Educator tells schools to stop using her name
Mediocrity won't be tolerated, Collins says; educators say she wants money
By FELICIA THOMAS-LYNN
of the Journal Sentinel staff
Last Updated: July 21, 2002

Marva Collins - the educator who made a national reputation from
Chicago by not giving up on children others thought couldn't be
educated - is demanding that dozens of schools bearing her name or
using her methods "cease and desist" or face lawsuits.

http://www.learntolearn.co.uk/education/MC%20excerpts.htm
Excerpts from Marva Collins
"Our children are not the culprits; they are the victims. My twenty years of
experience in education have convinced me that children want to learn and
can learn. Provide them with the right environment, the right motivation and
the right material and children will demonstrate their natural ability to
excel."

z40\clipim\2000\03\27\marva\marva.htm South Bend Tribune -- February
12, 1998 MARVA COLLINS Marva Collins: Excellence must be focus for
teachers By MARGARET FOSMOE Tribune Staff Writer  [photo]

CLAIMS STUDENTS 2-3 YEARS AHEAD OF GRADE LEVEL
z40\clip\2000\03\marvcol.txt
http://www.heartland.org/education/feb98/marva.htm
School Reform News
Marva Collins to Expand Program to Milwaukee
New teacher training program established in Chicago
At the relocated Marva Collins Preparatory School in Chicago, the
Iowa Test of Basic Skills showed that three- and four-year-old
students scored at 1st- and 2nd-grade levels, with some scoring at
3rd- and 4th-grade levels. In the 7th and 8th grade, the lowest score
was 10.9 (almost high school junior level) and the highest score was
12.9 (college freshman level).  

MARVA COLLINS CLAIMS STUDENTS WERE 5 GRADE LEVELS HIGHER BY YEAR END
http://www.tdo.com/news/breaking/docs/30COLLIN-CMP-NWS.htm
Tallahassee Democrat April 30, 1999 Educator: It's time to teach a
new way Marva Collins addresses teachers, administrators and students
at FAMU.  By Kathleen Laufenberg DEMOCRAT STAFF WRITER "At the end of
the first year, every child scored at least five grade levels higher
than at the beginning of the year.  " Comment - Blacks are usually
2-3 years behind in inner cities, this would put them 2 years ahead,
affluent suburb level. This is not out of line with 80th percentile
performance claimed at Houston Wesley or Baltimore Barclay schools.

There is an informative story on the
Marva Collins school in Milwaukee, Wisconsin by Mary Zahn, a reporter
for the Milwaukee Journal Sentinel, who spent a semester as a
teaching assistant at the school.
http://www.jsonline.com/news/edu/marva

_The Raising of Intelligence_ (1986) by Herman Spitz 
questions the record of collins with respect to raising IQ


\clip\99\96\edclip08.txt
Milwaukee Journal Sentinel 2/21/99 
HEAD OF THE CLASS Inside the
back-to-basics world of the Marva Collins School
Open since September 1997, Marva Collins Preparatory School occupies
the second floor of a red brick building at 2449 N. 36th St., in
Milwaukee's Metcalfe Park neighborhood, one of the three original
charter schools sponsored by the City of Milwaukee. One of the
attractions of Marva Collins was that its traditional curriculum is
similar to the one at Brookfield, where tuition runs upward of $7,000
a year. 

from HowlBloom@aol.com marketing@marvacollins.com Marva Collins in
Chicago has a similar program, teaching Shakespeare and an "elite"
curriculum to black kids and yanking their averages sky high.  Marva
and I worked together a bit in the '80s courtesy of an individual who
linked us--the artist formerly known as Prince.  Collins' website,
for those interested, is http://www.marvacollins.com.  The site is
far less informative, alas, than is the outstanding material
presented by Arthur Hu on Barclay and Wesley.  Howard

Marva Collins Charter School Proposed

MARVA COLLINS PREP OF WISC SETS HIGH STANDARDS
\clip\97\21\collins.txt Wed, 17 Sep 1997 18:12:27 -0500 From:
"Michael Yared"  "Inner-city school sets high study
standards By Joe Williams MILWAUKEE JOURNAL SENTINEL MILWAUKEE
n a tiny school in Milwaukee's inner city, first-graders
are studying the same books as college freshmen.  Bell Curve says the
school does not work.

http://www.davison.k12.mi.us/dms/projects/women/qcollins.htm
Davison Middle School
\clip\98\03\mcollin.txt

http://www.bae.uga.edu/other/david/HTML/SUCCESS/success.005
Marva Collin's Creed
\clip\98\03\creed.txt

The Hearland Institute
http://www.heartland.org/education/march/marva.htm
\clip\98\03\marva\marva.htm Marva had her share of scoffers and
detractors. Most of her critics were within the teaching profession.
They accused Marva of exaggerating her students' accomplishments, of
fixing her pupils' test scores, and of raising her school's average
test scores by getting rid of poor achievers. There were also charges
that she was running an educational sweatshop, and that her students
were not learning to read, think, and discuss the great works of
literature, but that they were merely memorizing passages by rote.
In December 1981, the airing of a television docu-drama--The Marva
Collins Story--touched off a backlash from some Chicago public school
teachers who felt the movie was an affront to them and to public
education in general.

http://e1.eonline.com/Facts/Movies/0,60,59220,00.html
E! Online - The Marva Collins Story

Mr. Showbiz
http://www.mrshowbiz.com/reviews/moviereviews/movies/49709.html
Cicely Tyson plays urban black teacher who quits public schools in
disgust and starts her own.

MARVA COLLINS USED OPEN COURT READING
http://home.sprynet.com/sprynet/Rambro/educatio.htm SPREADING THE
PARADIGM OF A MASTER TEACHER:THE GREAT EXPECTATIONS INITIATIVE IN
OKLAHOMA," by Ronald F. Ferguson, Associate Professor of Public
Policy, Taubman Center for State and Local Government and Wiener
Center for Social Policy, John F. Kennedy School of Government,
Harvard University, November, 1993. This paper was presented at the
annual Research Converence of the Association for Public Policy
Analysis and Management, in Washington D.C., October 1993
(1-312-227-5995) "The Master Teacher in this story is Marva Collins
of Chicago, Illinois. Readers wanting more information about Collins'
teaching method should write to her home school: Westside Preparatory
School, 4146 West Chicago Avenue, Chicago, Illinois, 60651. 

\clip\98\03\carmin2.txt RASPBERRY PRAISES CARMINE, LOTT, DIRECT
INSTRUCTION By William Raspberry Monday, February 2, 1998; Page A19
Washington Post He doesn't suggest that studying the feats of the
masters will transform the least-able teachers into a battalion of
Marva Collinses -- only that there is, in American public education,
a massive resistance to learning from the successes and failures of
others.

Sen. James M. Inhofe
http://www.senate.gov/~inhofe/fs32996a.html Near one of Chicago's
low-income housing projects, Mrs. Marva Collins of the Westside
Preparatory School is making a real difference. Her phonics-based
methods are helping all her students learn to read by the end of
first grade. By the time her students reach third grade, they are
memorizing poetry, discussing Shakespeare, and talking about early
American history. 

http://www.burrelles.inter.net/services/sixm95.htm Sixty Minutes
Transcripts $7.00 September 24, 1995 To Be True? (Marva Collins
claims inner-city children can compete with anyone academically and
she proves it);

http://www.triadntr.net/~rdavis/bio2.htm Biography Marva N. Collins
is well known for her educational work in Chicago, where she
established her own school to teach slow learners. Mrs.  Collins was
the subject of a special television program in which Cicely Tyson
played the role of the noted educator. Mrs. Collins, an Alabama
native, taught in the Chicago school system for 14 years but became
concerned with the type of education black youngsters were receiving.
In 1975 she opened the Westside Preparatory School in her home and
since then she has been teaching basic education to youngsters on
Chicago's West Side. Mrs. Collins graduated from Chicago Teacher's
College and is a recipient of the Watson Washburn Award for
Excellence in Education. 


@@Colorado

MINORITY SCHOOL JUMPS FROM 2% TO 48 VS 36 STATE WRITING STANDARDS
\clip\98\13\cotest2.txt October 5, 1998 Bessemer's success Scores
jolt school into action By Janet Bingham Denver Post Education Writer
This year, 64 percent of Bessemer fourth-graders met the standards -
a dramatic five-fold increase [from 12%] and the biggest improvement
in the state. The number meeting writing standards jumped from 2
percent to 48 percent.  Across Colorado, 57 percent of fourth-graders
met reading standards, the same as last year, and 36 percent met
writing standards, up from 31 percent last year.  More than 80
percent of the 325 students at the Pueblo school qualify for free or
reduced-price lunches; more than 80 percent are Hispanic or black.

Law asks much, gives little By Renate Robey Denver Post Education
Writer Under new Colorado law, if this year's third-graders do as
poorly on the test this spring, those who fail will have to go
through an individual assessment and be placed on a very specific and
personalized reading plan.  Those students could be held back in
reading but advance to the next grade in other subjects.


@@DC District of Columbia

DC'S MOTEN STUDENTS JUMP FROM 50 TO 90 PERCENT AD+PROF
z56\clip\2002\06\moten.txt
http://www.washingtonpost.com/wp-dyn/articles/A52023-2002Jun26.html
washingtonpost.com
Scores Soar at D.C. School With Same-Sex Classes
By Justin Blum
Washington Post Staff Writer
Thursday, June 27, 2002; Page A01
students scoring in the two highest categories -- "advanced" and
"proficient" -- on the math portion of the Stanford 9 test had jumped
in one year from 49 percent to 88 percent. On the reading portion of
the exam, the percentage of students in the top two categories had
shot up from 50 percent to 91.5 percent...in the same academic league
as schools in the wealthy neighborhoods of upper Northwest

District web site
http://www.k12.dc.us/dcps/schools/schools_frame.html
Percent of students scoring at each proficiency level
Proficiency Level  Reading Test  Math Test  
Advanced:           0.4   1.2  
Proficient:        11.8   8.5  
Basic:             51.8  38.6  
Below Basic:       35.9  51.7  
Number Tested       245   259  
Students eligible for free or reduced lunch (SY '99-'00): 99.0% 
was 9.7 according to figues on school page

http://www.ersys.com/usa/11/1150000/sch_elem.htm
99.7% black .3% hispanic
document z56\clipim\2002\06\26\math.pdf shows 3 categories

nce.pdf NCE ratings (50 = average)
2001-2 scores: 21.6 below basic 17.7 prof 31.2 advanced p+a=48.9

        96-7 97-8 98-9 99-0 00-1 01-2 Dif  Dif%
MOTEN 2 42.7 43.1 41.1 66.3 64.6 84.3 19.7 30.6%
                       ^jump 99-00
                                 ^jump 01-02

Mann ES
Highest scoring school in DC district is the (only?) majority
white school.

Race Number Percent 
Asian or Pacific islander: 17 8.1% 
Black:                     19 9.0% 
Hispanic:                  13 6.2% 
Native American 
or Alaskan native:          2 0.9% 
White:                    160 75.8% 
Total: 211 

Proficiency Level  Reading Test  Math Test  
Advanced:          53.4  55.0  
Proficient:        39.7  35.1  
Basic:              5.3   9.2  
Below Basic:        1.5  0.8  
Number Tested       131  131  

\z56\doc\web\2002\06\dcnce.xls
Washington DC NCE Stanford 9 Scores
Ranked by NCE
Note worst is 42, slightly below national average.
Best is nearly equal to mostly white school.
SCHOOL       1998-99  1999-00  2000-01  2001-02                                                                               
MANN            82.9    87.3    88.3    86.9 
MOTEN           41.1    66.3    64.6    84.3 
KEY             72.5    77.0    78.7    79.7 
JANNEY          75.5    76.9    77.1    79.6 
LAFAYETTE       76.7    75.5    77.9    79.0 
MURCH           71.2    76.3    75.8    77.8                                                                               
HYDE            70.2    76.5    75.7    73.2                                                                               
OYSTER          70.2    75.7    76.3    72.5                                                                               
LANGDON         44.3    61.0    66.9    64.9                                                                               
HEARST          64.7    63.8    70.9    60.3                                                                               
MAURY           47.2    50.3    48.7    58.5                                                                               
PARK View       55.1    55.4    55.8    57.2                                                                               
LUDLOW-Taylo    47.3    49.8    60.3    55.6                                                                              
PEABODY                 27.6    42.7    53.4                                                                               
PAYNE           48.0    53.9    55.0    53.3                                                                               
POWELL          38.9    46.2    49.0    53.2                                                                               
PATTERSON       50.9    45.9    57.4    52.8                                                                               
MARSHALL, Th    50.3    52.7    54.3    52.7                                                                             
MINER           43.1    45.3    47.1    52.3                                                                               
ORR             49.7    57.2    55.5    52.0                                                                               
KING            49.6    52.3    51.6    51.9                                                                               
LASALLE         44.4    46.7    44.2    50.8                                                                               
MEYER           49.1    49.8    50.9    50.6                                                                               
HENDLEY         38.6    57.4    54.8    50.4                                                                               
NALLE           41.0    48.8    48.2    49.4                                                                               
MERRITT         45.6    59.6    51.0    48.7                                                                               
LECKIE          44.4    47.9    49.3    47.8                                                                               
HOUSTON         46.5    54.1    46.1    47.3                                                                               
MONTGOMERY      45.8    48.3    48.8    47.3                                                                               
KETCHAM         40.1    47.2    45.0    46.8                                                                               
MALCOLM X       38.4    45.0    43.9    46.4                                                                               
PLUMMER         35.6    41.0    41.9    45.6                                                                               
MCGOGNEY        30.2    43.2    43.0    44.3                                                                               
KENILWORTH      35.4    41.1    49.6    43.6                                                                               
NOYES           43.7    45.6    45.5    43.5                                                                               
KIMBALL         39.5    45.4    41.4    42.5                                                                               


@@Department of Education

http://www.ed.gov/pubs/urbanhope/
\doc\web\2000\03\urban.txt
High-Performing, High-Poverty Schools 
Harriet A. Baldwin Elementary (Boston, MA) is one of 9
high-performing, high-poverty urban elementary schools featured in
"Hope for Urban Education."

Harriet A. Baldwin Elementary School 
Baskin Elementary School: at least 90% of all students -- at least 90%
of African American students, at least 90% of Hispanic students, and
at least 90% of low-income students -- passed the reading section,
the writing section, and the math section of the test. Only 15% of
all schools in Texas received the exemplary rating in 1998.
Burgess Elementary School 
Centerville Elementary School 
Goodale Elementary School 
Hawley Environmental Elementary School 
Lora B. Peck Elementary School 
Gladys Noon Spellman Elementary School 
James Ward Elementary School 
Strategies - 
alignment with "standards"
Targeting an Important, Visible, Attainable First Goal
Refocusing Energies on Service to Children


@@Detroit

\clip\99\01\detren.txt
[U.S. News Online]
http://www.usnews.com/usnews/issue/990118/18detr.htm
Cover Story 1/18/99                                                         
METRO DETROIT Don't look for frills at Detroit's Renaissance High
School. The rigorous magnet school focuses on college admissions, and
the key is . . .  Higher Standards BY DEBRA VIADERO 

Students take an average of three Advanced Placement courses each; 95
percent of the school's graduates go on to four-year colleges and
universities; last year's 212 graduating seniors earned a total of $5
million in college scholarships�an average $23,600 per student.


OWEN CLAIMS 100% PASS, 98TH PERCENTILE, LAUDED BUT BRACEY IS SKEPTICAL
z42\clip\2000\06\owen.txt
http://www.washingtonpost.com/wp-dyn/articles/A8976-2000Jun6.html
School Defies Its Demographics
By Kenneth J. Cooper
Washington Post Staff Writer
Wednesday, June 7, 2000; Page A03 
Owen outperformed students statewide by 22 percentage points in math,
21 in reading and 56 in science. Owen students outdid peers in Grosse
Pointe, an affluent lakeshore suburb, by 11 points in math, 3 in
reading and 29 in science. Since 1991, better than 80 percent of Owen students
have passed the standardized tests in math, reading, writing and
science that Michigan requires of fourth- and fifth-graders each year.

Owen Elementary School 
3033 15th Street , Detroit 
(313) 494-2527 

owenel.prn
Spreadsheet comparing owen to state average

gopher://mde.merit.edu/00/reports/meap/.meap/meapwntr99-g47/D/82010/820102921%09%09%2B
OWEN ELEMENTARY SCHOOL

                  MEAP DISTRICT AND SCHOOL PROPORTIONS REPORT

MICHIGAN EDUCATIONAL                                                   05/21/99
ASSESSMENT PROGRAM JAN. 1999
                  PERCENT OF STUDENTS BY OVERALL PERFORMANCE

                       GRADE 4                              GRADE 7
             SAT   MOD         LOW       #        SAT   MOD         LOW       #

MATH  1999  93.9   4.1         2.0      49
      1998 100.0   0.0         0.0      53
      1996 100.0   0.0         0.0      52
      1995  78.3  15.2         6.5      46
      1991  38.5  32.3        29.2      65
READ  1999  79.6  10.2        10.2      49
      1998  86.8  11.3         1.9      53
      1996  80.8  13.5         5.8      52
      1995  87.0  10.9         2.2      46
      1989  14.5  27.3        58.2      55

gopher://mde.merit.edu/00/reports/meap/.meap/meapwntr99-g47/G/82055/82055%09%09%2B
GROSSE POINTE PUBLIC SCHS
                  MEAP DISTRICT AND SCHOOL PROPORTIONS REPORT
MICHIGAN EDUCATIONAL                                                   05/21/99
ASSESSMENT PROGRAM JAN. 1999
                  PERCENT OF STUDENTS BY OVERALL PERFORMANCE
                       GRADE 4                              GRADE 7
             SAT   MOD         LOW       #        SAT   MOD         LOW       #

MATH  1999  89.3   7.3         3.4     615       84.9  10.4         4.7     637
      1998  90.6   8.1         1.3     620       87.1  10.0         2.8     599
      1996  86.4   9.8         3.8     654       79.4  15.5         5.1     611
      1995  87.2  10.2         2.7     600       85.3  12.7         2.0     591
      1991  71.8  17.7        10.4     575       62.0  25.9        12.1     529
READ  1999  76.9  18.8         4.2     616       74.8  18.0         7.3     634
      1998  82.3  12.4         5.3     621       73.6  17.1         9.3     592
      1996  76.0  18.2         5.8     654       67.2  22.6        10.2     607
      1995  76.0  19.8         4.2     600       75.2  20.3         4.6     592
      1989  63.6  24.6        11.8     561       64.2  24.7        11.1     486
 MICHIGAN DEPARTMENT OF EDUCATION

                  MEAP DISTRICT AND SCHOOL PROPORTIONS REPORT
Statewide
MICHIGAN EDUCATIONAL                                                   05/21/99
ASSESSMENT PROGRAM JAN. 1999
                  PERCENT OF STUDENTS BY OVERALL PERFORMANCE
                       GRADE 4                              GRADE 7
             SAT   MOD         LOW       #        SAT   MOD         LOW       #
MATH  1999  71.7  17.7        10.6  117819       63.2  23.0        13.8  114352
      1998  74.1  17.7         8.2  113881       61.4  24.1        14.5  116226
      1996  60.5  21.4        18.1  114882       51.4  26.3        22.3  114720
      1995  63.1  22.4        14.5  114934       55.0  26.1        18.9  114274
      1994  61.6  21.1        17.3  117333       48.9  30.0        21.1  115086
      1993  48.9  26.4        24.6  114874       41.3  32.9        25.9  114566
      1991  36.3  28.2        35.5  115482       32.0  30.2        37.8  112608

READ  1998  59.4  25.5        15.1  117809       53.0  26.6        20.4  114368
      1998  58.6  26.0        15.4  113672       48.8  27.9        23.4  116029
      1996  49.0  28.8        22.2  114825       40.4  32.7        26.9  114505
      1995  49.9  30.9        19.1  114816       42.3  32.7        25.0  114172
      1994  43.6  30.5        26.0  117193       35.7  32.3        32.0  114974
      1993  43.6  29.0        27.4  114741       38.7  31.8        29.5  114374
      1989  35.8  33.1        31.0  112940       33.1  31.6        35.3  107111

Bracey is skeptical that any
school can be at the 98th percentile.  Owen has Metro scores at the
98th percentile.  As I hope you realize by now NO school does
that--unless like TJ here in Fairfax, you start with a high scoring
district and then select only the top 4.5% of that district--and even
then you get only the 91st percentile in reading.

@@Education Trust

4,500 MINORITY / POVERY SCHOOLS SCORE IN TOP 1/3 OF STATES
http://www.edtrust.org/news/12_12_01_dtm.asp First-of-its-Kind Report
Identifies Thousands of High-Poverty and High-Minority Schools Across
U.S. Performing Among Top Schools in Their States Washington, DC �
The Education Trust released today a first of its kind state-by-state
and national analysis of high-poverty and high-minority schools that
score in the top 1/3 of all schools in their states. The report,
Dispelling the Myth Revisited, finds over 4,500 high-poverty and/or
high-minority schools nationwide scored in the top 1/3 of all schools
in their states � often out-performing predominantly white schools in
wealthy communities



@@Escalante, Jaime  
BARRIO CALCULUS GURU

see

zip39\clipim\2000\01\12\escalante.efx Investor's Business Daily Jan
12, 2000 Teacher Jaime Escalante He Used Math to Inspire His Students
to Achieve (print edition only)

Bracey says escalante could not
duplicate success 2nd time

\clip\98\10\escal.txt
http://www.latimes.com/HOME/NEWS/REPORTS/SCHOOLS/jaime_two.htm
Los Angeles Times Monday, May 18, 1998
Escalante's Formula Not Always the Answer By AMY PYLE, Times
Education Writer SACRAMENTO�Take a seat and brace yourself: This is
no ordinary classroom.  ''What are you, some stupid kid?'' the
teacher blasts.  


@@Evanston

EVANSTON IS TOP HIGH SCHOOL, BUT SEGREGATED
z55\clip\2002\02\evanston.txt -Gordon Arlen 2/2002: Evanston Township
High School is not just any high school. It is one of the top public
high schools in the United States.  You see, at ETHS white students
are insulated from low income black studentsin honors and AP classes.
Thus, there is zero academic interaction between the two groups. And
the white student in the honors-AP track is part of one of the most
elite academic secondary school programs in the nation.
  1. Ranked the 1# high school in the nation in 1968 by the Ladies Home 
Journal 
  2. Second in the nation in number of Finalists in the prestigious
Intel/Westinghouse science talent search. 



@@Federal Way

WILDWOOD ELEM IN FEDERAL WAY GOES FROM 44th TO 70TH PERCENTILE

d:\clip\96\12\testwild.txt Copyright � 1996 The Seattle Times Company
Dec. 19, 1996 Test scores go wild at Wildwood Elementary School
Efforts to raise students' skills pay off in a big way by E.J. Gong
Jr.  Seattle Times South bureau 
         Students  Pct     Staff
         Min  Tot          Mi To  Pct
Wildwood 152  504  30.16%  2  56  3.57
Federal way parents say that the key is to hire enough minority
staff, yet Wildwood gets excellent results with only 4% minority staff

Comment - the secret is in drilling basics, not desegregation,
increased funding, smaller classes, natural langauge, or any other
goofy multicultural race or class-based interventions. 44th is
average for an inner city mostly minority Seattle school. 70th is
better than Bellevue or Issaquah average, both affluent suburbs.

RACIAL TENSIONS IN FED WAY WA - BUT IT'S THE BLACK STUDENTS
HARASSING WHITES!

http://www.tribnet.com/
\clip\97\02\fedway.txt Racial tensions simmering in FWay schools,
parents warn / School board hears about fights, unequal discipline
Debbie Cafazzo; The News Tribune (Tacoma WA)


@@Gatto


Bracey responds to Gatto
WWII college freshmen weren't smart either, you can't compare
WWII and today's army testing samples.


\clip\99\10\gatto.txt
John Taylor Gatto (1991 New York State Teacher of the Year)
We The People Radio Interview By Jerry Brown
March 25, 1997

6700 BILLION DOLLAR INDUSTRY
We're dealing with a 6700 billion dollar a
year industry - it's the gatekeeper to all of the rest of the jobs.

READING WORSE THAN WWII?
JB: I notice that you're also saying that judging from the Army
Intelligence Test that you have 17% of the whites who can't read and
44% of the African Americans who can't read.  Its just amazing
because just in 1941, these figures were just 4% for the white group
and 20% for the African American group.

ALL CHILDREN IN SCHOOL FOR MOST OF YEAR VERY RECENT
The truth is that nowhere in the US as late as 1876,
nowhere did more than 49% of the people go to school.
And when they went to school, you're saying that they only went for
12-14 weeks? That's only a couple of months!
JTG: And kids who went for longer than that didn't go every day, or even
every week! So they came and went. And furthermore, they were under the
control of one woman who had 6-7-8 ages and class sizes of 60-80

PURPOSE OF PUBLIC EDUCATION IS TO BREAK KIDS AWAY FROM CHURCH FAMILY
US commissioner of education William Torre Harris back in 1906 in The
Philosophy of Education, he said that the purpose of schooling was to
alienate children from their families, their churches, their
neighborhoods, and themselves!

GET FIGHTING MAD IF CALLED A "HUMAN RESOURCE", LIFE IS FOR WORKFORCE
"We have to radically decentralize government corporate schooling,
return the power of designing and assessing programs to the local
level, and ensure that every form of training for the young aims at
producing independent, self-reliant minds, good characters, and
individuals who get fighting mad when called a "human resource" and
told their main function is to be part of the work force. 

AMISH VERY SUCCESSFUL WITHOUT TECHNOLOGY, ONLY 8TH GRADE EDUCATION
they don't use telephones, they don't use computers, they don't use
cars, and they go to the 8th grade only because the Supreme Court cut
a deal with them in the 1976. So with all these drawbacks you have a
community that with all intents and purposes has no crime at all,
that takes care of old and young because it mixes both of those
groups together in the life of the community, is amazingly
successful, amazingly wealthy, and amazingly unschooled!

STW: EDUCATION SERVES COMMANDING LABOR FOR THE WEALTHY the accumulation of
great wealth requires the ability to command labor. You cannot labor
if its independent and critical, therefore you need a schooling
system much in the way that obedience school provides for dogs - they
have to be taught not to pee in the house, or heel at their master's
beck and call.


@@Grandview WA

Source: carlsona@destiny.esd105.wednet.edu

ZILLAH ELEMENTARY IN GRANDVIEW MID 80S ON MATH CAT
Grandview 80% f/r lunch, 70% hispanic
but with Saxon scores in the mid 80's on the Math CAT test (with
computation in the 90's on the average).  That makes me excited.
Only about 30% of my kids passed the math WASL, but I've seen
tremendous growth in their abilities and understanding.

Grandview was only 12% on WASL, it
knocks 80th percentile wunderkind back down to their racial place.
I'm told this is Zillah elementary, near Yakima, it must be mostly 
Hispanic.

Children 42% white 54% hispanic 2% black
32% poverty $4,319 expenditure per student



@@Harlem

\doc\web\97\07\nowisnt.txt "NOW isn't pro-choice on education"
Christine B. Whelan Wall Street Journal Aug 19, 1997 op ed. F082097
Young Woman's Leadership School opened last fall, all woman in New
York East Harlem. School had the best attendance record in the
district and "academic sucess" especially in math and science.

\priv\96B\03\NYMATHUP.HTM June 21, 1996 New York Math Scores Rise in
All Elementary Districts NY Times At the Family Academy in Harlem,
which performed worse than any other elementary school in the city on
last year's reading and mathematics tests, there is ample evidence of
what teachers can do to improve student achievement.  Last year, only
8 percent of the school's third-graders scored at or above their
grade level in mathematics and reading. This year, 51 percent scored
at or above grade level in math, and 45.7 percent achieved the same
level in reading, school administrators said.  
comment - that's like Zion academy or Barclay school improvement. It
shows blacks CAN achieve, and it has NOTHING to do with integration,
funding, or affirmative action!


@@Healthy Start Academy

Black Flight Wednesday, October 28, 1998 RICHMOND TIMES DISPATCH
\clip\98\15\voucher.txt The Healthy Start Academy in North Carolina,
which operates out of a church basement and spends 35 percent less
per pupil than the state does, has seen pupil test scores skyrocket.
In one year, according to a recent article in Reason, second
graders� scores on the Iowa Basic Test of Education Skills rose
from the 34th percentile to the 75th. Kindergartners� scores
leaped from the 42nd percentile to the 99th.

z40\clip\2000\03\hstart.htm
From the Washington Times Front Page, (A1) Sunday, March 26, 2000
A SPECIAL REPORT:  Raising the bar
A Three Part Series on Education:  Great Expectations ~ Three Schools were
poverty is no excuse.  By Andrea Billups, The Washington Times
Part 1 of 3;  charter school gives children 'Healthy Start.
DURHAM, N.C.--A weary Tom Williams had retired after  27 years as
schoolteacher, principal and superintendent.
Most of the 25 faculty members are black; three are white. Nearly all of
the children are black, and that fact draws criticism from state officials
who want charters to be more racially diverse.
The principal frequently is mobbed for hugs by his young charges, who call
him the "crazy white guy" - a moniker he clearly relishes.
Healthy Start Academy, Durham, N.C.
Principal:  Thomas Williams
Enrollment: 430, kindergarten through fourth-grade.
How many are low income:  80%
Teachers:  25
Student-teacher ratio:  17-1
Curriculum:  Core Knowledge
National percentile in math:  91
Most staff, students are African American


@@Heritage Foundation 


@@Nobel Learning Communities

NOBEL MAKES PROFIT WHILE MAINTAINING HIGH TEST SCORES
z47\clip\2000\12\nobel.txt The ABCs of Profit Author: Edward O.
Welles (more by this author) Source: Inc. magazine (details) -
December 01, 2000 Inc. case study Nobel Learning Communities. Its G&A
cost is about 7.5% of gross tuition, which is below ... no class size
will exceed 22 students..  the charter-school students' test scores
were a grade and a half higher than those of the public-school
students. The Nobel school, meanwhile, turned a $600,000 profit in
its first year of operation. 


@@No Excuses (Heritage Foundation)

FEB 2001 READERS DIGEST
In the February 2001 issue of Reader's Digest, there is an article
entitled "Principals of Success" by Trevor Armbrister featuring three
of the No Excuses principals - Nancy Ichinaga of Bennett-Kew Elementary
in Inglewood, California; Ernest Smith of Portland Elementary in
Portland, Arkansas; and Michael Feinberg of KIPP Academy in Houston,
Texas.  Each of the principals are profiled in "No Excuses: Lessons
From 21 High-Performing, High-Poverty Schools" by Samuel Casey Carter.

NO EXCUSES SCHOOLS AREN'T SO DISADVANTAGED
z47\clip\2001\01\povach.txt January 3, 2001 LESSONS Poverty and
Achievement, and Great Misconceptions By RICHARD ROTHSTEIN It seems
that ideology, not evidence, inspired the conclusion.  Three of the
21 schools that the report identified are private, and several of the
public schools are at least partly selective. A Queens school it
chose, P.S. 122, includes a program for gifted pupils drawn from the
entire district

z41\clip\2000\05\noexc.txt
z41\clipim\2000\04\28\ibd2.efx Investor's Business Daily April 30,
2000 'No Excuses' Schools Undercut Claim that Children In Poverty
Can't Learn Tyce Palmaffy. Gerald Bracey is unimpressed, says
teachers are carefully selected, high test scores not proof of a good
education. "manipulating test scores is much easier in the early
grades".

z42\clip\2000\06\cooper.txt Bracey responds some more
z42\clip\2000\06\noexcuse1.doc

Bracey responds to ARN

@@IAAY Institute for the Academic Advancement of Youth"(IAAY), 

IAAY questions

@@Interlake High School Bellevue WA

Troubled high school
z56\clipim\2002\07\intlake.txt
Local News: Thursday, June 27, 2002 
Tumultuous times for Interlake High: Half of the teachers won't be
back this fall 
By Colleen Pohlig 
Seattle Times Eastside bureau 
When school starts this fall, half of the teachers at Bellevue's
embattled Interlake High School won't be back. 


@@Lincoln High Dallas

\doc\web\99\03\lincoln.htm
"Inspired Students" US News World Report Jan 18, 1999 p. 69 Lincoln
High School Dallas. 98% black, 57% lunch but 90 read 82 TAAS math, no
math below algebra, req college exams



@@Lott, Thaddeus 
@@Wesley Elementary, Houston ISD

(you'll get lots of hits if you search on this name)

Celebrated Black Houston principal introduced phonics to inner
schools, raised ITBS reading from 18 to 85% above grade level, and
100% passing TAAS test.


Facts

* white teacher transferred her children to the largely black school

* Before: 18 After 85% of students reading above grade level in Iowa
Test

* 100% of 3rd graders passed TAAS in reading vs. 70% of comparable 
schools

* TAAS pass rates comparable to low minority/poverty suburbs

                       Wesley Greene  League City
% passing TAAS         1996   1996    1996
Reading                 90      93     93
Math                    88      89     93
Writing                 100    100     96
AEIS Rating:       RECOGNIZED ACCEPT    RECOG
Stars: * * * *          ****   ***     ****
Enrollment:             1126   701     567
Low Income:             84%    16%     33%
Minority:               99%    20%     29%


LOTT RETIRES AFTER HE SENDS DISTRICT TEACHERS TO TEACH "HIS" METHOD
z55\clip\2002\02\lott.htm khou tv Troubling questions about an HISD
success story 02/14/2002 By Anna Werner / 11 News Investigative
Reporter Is a Houston educator - a well-respected man famous for his
success with underprivileged kids - involved in the misuse of HISD
resources and a Houston Rodeo charity? an Arizona company called
Learning 24/7 was allegedly using Houston teachers to teach their
method while they were on district payroll, Lott retires early, won't
answer questions.

z48\clip\2001\02\wesley.txt Contra Costa (CA) Times Education
Published Sunday, February 11, 2001 SCHOOLS LEARNING THE DRILL Strict
Houston model draws much attention By Suzanne Pardington TIMES STAFF
WRITER teachers and administrators from West Contra Costa County's
poorest schools traveled to Texas to find out how Wesley Elementary
manages to post test scores year after year that would satisfy even
the wealthiest schools.

RASPBERRY CITES LOTT "CLASSICAL" STYLE FOR DISADVANTAGED
\clip\99\03\riff.htm
http://www.washingtonpost.com/wp-srv/WPlate/1999-06/25/027l-062599-idx.html
June 25, 1999 Thaddeus Lott achieved a national reputation when, as
principal of the Mabel B. Wesley Elementary School, he brought his
mostly low-income students from near the bottom in reading and math
to 12th among his district's 182 elementary schools. He did it, he
says, with Distar, a highly scripted direct-instruction program.

...An approach like direct instruction, she said, "really dishonors
the professional craft of the teacher. Educators do not find in this
program, or any other package, the depth and breadth and the variety
of reading styles that they need to get all their kids to read and to
find reading purposeful and fun."

It's those teachers whose students are failing, or just getting by,
who need help. If programmed instruction stifles their ineffectual
"creativity" but enhances their children's academic success, is that
such awful music?


WESLEY DOES WELL BECAUSE IT HAS HIGH TEST RATE
e:\doc\web\99\01\wesley.txt

WESLEY ALSO EFFECTIVE IN G4-G5
\doc\web\98\10\wesley.txt Don
Crawford, Ph.D. donc@wce.wwu.edu composite scores for the ITBS from
1974-1986 show 5th graders at Wesley scoring at about grade 6.4.
This ought to be above the 50th percentile by most evaluations.
---Source is Field Report-On Track: Fifteen years of student
improvement-Wesley Elementary School, Houston, Texas.  (1992)
Effective School Pracitce, 11(2) 1-3.


http://www.chron.com/content/interactive/special/schools/schoolstats96.cgi?mode=campus&district=HOUSTON_ISD&campus=WESLEY_EL
District: HOUSTON ISD
Campus: WESLEY EL
Address: 800 DILLARD ST
City: HOUSTON
Phone Number: (713) 696-2860

                         Wesley  Wesley Greene  League City
% passing TAAS           1995    1996   1996    1996
Reading                  90      90      93     93
Math                     80      88      89     93
Writing                  99      100    100     96
AEIS Rating:       RECOGNIZED           ACCEPT    RECOG
Stars: * * * *          ****            ***     ****
Enrollment:             1126             701     567
Low Income:             84%              16%     33%
Minority:               99%              20%     29%

TAAS LEP Exemptions: 3 Demographics:
African-American: 1045 Anglo: 11 Asian: 1 Hispanic: 69 Native
American: 0  1126

Compare to 
http://www.chron.com/content/interactive/special/schools/schoolstats96.cgi?mode=campus&district=CLEAR_CREEK_ISD&campus=GREENE_EL
District: CLEAR CREEK ISD
Campus: GREENE EL
Address: 2903 FRIENDSWOOD LINK RD
City: WEBSTER
Phone Number: (713) 482-0022
% passing TAAS  1995    1996
Reading         90      93
Math            84      89
Writing         98      100
AEIS Rating: ACCEPTABLE
Stars: * * *
Enrollment: 701 Low Income: 16% TAAS LEP Exemptions: 2 Demographics:
African-American: 53 Anglo: 558 Asian: 22 Hispanic: 68 Native
American: 0 Total: 701 Minority: 

District: CLEAR CREEK ISD
Campus: LEAGUE CITY EL
Address: 709 EAST WILKINS
City: LEAGUE CITY
Phone Number: (713) 332-3562

% passing TAAS  1995    1996
Reading         92      93
Math            88      93
Writing         99      96

AEIS Rating: RECOGNIZED
Stars: * * * *

Enrollment: 567
Low Income: 33%
TAAS LEP Exemptions: 7
Demographics:
African-American: 31 Anglo: 398 Asian: 6 Hispanic: 131 Native American: 1


Date sent:      	Sun, 20 Dec 1998 08:46:05 +0000
From:           	Jimmy Kilpatrick 

Mona, agree. The problems is the schools that score high in 1st and
2nd are held in high esteem as schools that work. The local campus of
Wesley Elementary is a example that uses Distar but the scores drop
by 4th. There most be something wrong when minorities drop that far
in three years compared to the white schools that are using whole
language instruction.

It is very easy to get a high score at a very young age.� I think
that even in an ideal world,� there could be, say, an average Reading
Quotient of 140� at 5+ but this would drift down (I think, informed
guess) to 130� 120,� perhaps by age 11� 105.� But certainly, high
scores are easier with younger children.� 

Houston
ISD is doing a better job with it's minority students then
the "burb" districts. What is interesting is comparing Mr. Lott's
Westly Elementary (Distar) scores in 4th and 5th grade 25-35%.� In
first and second the grades scores were 80-90% for the students.
Somethings wrong here

Opra Winfrey/Phonics From: "James Kilpatrick"  Date
sent: Wed, 4 Feb 1998 12:54:02 -0600 This afteroon on Opra Winfrey's
television show will feature Wesly Elementary. This is Mr Lott's
school that has been in the news of late.

Catalyst: Voices of Chicago School Reform
http://www.catalyst-chicago.org/09-96/096main.htm 
\clip\98\02\distar\distar.htm
September, 1996 Direct Instruction making waves by Elizabeth Duffrin
DI does indeed have that back-to-basics appeal.  Principal Thaddeus
Lott of Wesley Elementary in Houston, Tex.�a nationally celebrated DI
site� lectures on his success to enthusiastic crowds of Christian
fundamentalists. "It's nothin' but old-time teachin' in a box," says
Lott.

\clip\97\25\dickflun.txt
http://www.policyreview.com/heritage/p_review/nov97/flunk.html POLICY
REVIEW November-December, 1997 Number 86 Published by The Heritage
Foundation See Dick Flunk By Tyce Palmaffy Curiously absent from the
festivities was the Houston education system�s shining star, former
Wesley Elementary Principal Thaddeus Lott. During the early 1980s,
his success in turning Wesley from a typical urban failure into one
of Texas�s highest-performing elementary schools led almost 300
Houston schools to follow his lead in abandoning the school
district�s recommended curriculum.

http://www.cris.com/~Issues/thadlott.sht
\clip\98\02\thadlott\thadlott.htm The Invincible Thaddeus Lott
[Reprinted from Issues & Views, Spring 1994] At Wesley, fifth graders
do math on an eighth grade level and read Shakespeare and Steinbeck.
A teacher at the school, who happens to be white, was so impressed by
the school's educational program that she transferred her two sons to
Wesley. 

http://commons.utopia.usweb.com/cgi-bin/nph-mailings.cgi/reportcard/DAILY.REPORT.CARD108.html
\clip\98\03\card108.htm DAILY REPORT CARD Wed, 24 May 1995 THE
NATIONAL UPDATE ON AMERICA'S EDUCATION GOALS Acclaimed principal
Thaddeus Lott is expected to become the project manager of a new
charter school cluster in Houston, Texas (Markley, HOUSTON CHRONICLE,
5/18).  "I'm thrilled that it's finally happening," said Lott, who
has drawn national attention for his leadership at the city's Wesley
Elementary.

http://commons.utopia.usweb.com/mailings/reportcard/DAILY.REPORT.CARD184.html
DAILY REPORT CARD Wed, 31 Jan 1996
Prior to passage of the charter school legislation, "maverick
educator" Thaddeus Lott began negotiating with the HISD to operate
four charter schools.  HISD officials approved Lott's charter before
the state law was signed.  According to the paper, Lott was a
successful principal at the "high-achieving" Wesley Elementary before
applying for the charter.  He built his reputation around a
back-to-basics approach.

*EXCELLENT PICTURE*

Many believe "your school is as good as your principal"
\clip\98\03\lott\lott.htm 10/4/1996  By MELANIE MARKLEY Copyright 1996 Houston
Chronicle 

\clip\98\03\carmin2.txt RASPBERRY PRAISES CARMINE, LOTT, DIRECT
INSTRUCTION By William Raspberry Monday, February 2, 1998; Page A19
Washington Post Thaddeus Lott, the principal who introduced direct
instruction to Wesley when Wesley was just another failing inner-city
school, deserves a great deal of credit. He is now running a cluster
of charter schools in Houston.
 
James M. Inhofe READ AND SUCCEED--MEETING THE CHALLENGE OF ILLITERACY
Senate Floor Statement March 29, 1996
http://www.senate.gov/~inhofe/fs32996a.html There at the Wesley
Elementary School, its principal, Dr. Thaddeus Lott, has encouraged
teachers to use proven methods such as phonics in a concentrated
effort to improve reading skills. The program is working.  Students
are leaving this school reading at two or three levels above their
grade

http://www2.southwind.net/~educate/bob30.html A PUBLIC SCHOOL WITH A
WHOLE "LOTT" OF LEARNING GOING ON by Robert Holland, Op-Ed Page
Editor The Richmond Times-Dispatch November 22, 1995
\clip\98\03\lott2.htm

ITBS READING GOES FROM 18 TO 85 ABOVE GRADE LEVEL, 100% ON TAAS
http://www.lead-inst.org/heritage/p_review/jan98/noexcuses.html
\clip\98\03\noexcu\noexcu.htm Policy Review January-February, 1998
Number 87 Published by The Heritage Foundation No Excuses by Tyce
Palmaffy Houston educator Thaddeus Lott puts failing schools to shame
Before Lott introduced his educational philosophy, only 18 percent of
Wesley�s third-graders were scoring at or above grade level in
reading comprehension on the Iowa Test of Basic Skills. By 1980, 85
percent were achieving at or above grade level. In 1996, 100 percent
of Wesley�s third-graders passed the Texas Assessment of Academic
Skills (TAAS) in reading. Statewide, fewer than 70 percent of
third-graders in schools with similar demographics passed.


@@Maryland

MOUNT ROYAL IN MD BUCKS TEST GAP
http://www.cnn.com/2000/US/10/26/test.score.gap/index.html#1
z45\clip\2000\10\blscore.txt Educators debate black students' lagging
test scores Some black students excel despite a gap between test
scores of black and white students October 26, 2000 From Wolf Blitzer
CNN Correspondent Mount Royal Elementary in Baltimore, Maryland:
Almost all the school's students are black and come from low-income
families. Yet last year, the schools' fifth graders ranked number one
in the state's math scores. 


@@McNee

Phonics teacher in uk claims phonics results in very poor
kids that are well ahead of grade level
link


@@Milwaukee

MILWAUKEE PUBLIC SCHOOLS OUTPERFORM EDISON CHARTER SCHOOLS.
z56\clipim\2002\07\mpsread.htm
Center for the Study of Jobs & Education in Wisconsin And the United
States 103 An Analysis of Third Grade Reading Skills in Milwaukee The
Ultimate Con: All Charter, Choice and For-Profit Schools Are Good,
Public Education in the United States is Failing By Dennis W. Redovich
July 2002 The inspiration for this commentary and report is my annual
analysis since 1994-95 of the State of Wisconsin 3rd Grade
Comprehensive Reading Test results for the Milwaukee Public Schools.
In 2000-01 and 2001-02 MPS student reading skills can be compared to
3rd grade students in private Milwaukee Charter schools sponsored by
the City of Milwaukee and Charter schools operated by the for-profit
Edison Schools sponsored by the education experts from the
UW-Milwaukee. My findings are that MPS schools continue to do an
exemplary job of teaching reading in the 3rd grade and that Charter
schools need to improve significantly in order to reach the reading
proficiency levels of average MPS schools.





@@Mississippi

Don Crawford Ph.D.
donc@wce.wwu.edu: Kreole Elementary in Moss Point, Mississippi whose
student's average went from below the 25th percentile to 87th
percentile on reading and 79th percentile in language following an
effective Direct Instruction implementation.  The schools fourth
graders became the second hgiest performers in the state in reading
and 6th in language.  Englemann, S. (1998) Theory of mastery and
acceleration.  In J. Lloyd, E.  Kameenui, 7 D. Chard (Eds), Issues in
educating students with disabilities.  New York: Lawrence Erlbaum
Associates.



@@Missouri

VALLEY PARK MINORITIES = STATE AVERAGE Valley Park ranked 31st in the
state for second-graders (along with Brentwood and Clayton) and
eighth in the state for fourth-graders Valley Park Superintendent
Dennis Lea said minority students there generally had performed as
well or better than the state average. Missouri Mastery and
Achievement Tests, or MMAT, for 1996 and 1997.  [but that's still not
as good as the whites!]  \clip\97\30\stlo2.txt 12-15-97 St. Louis
Post-Dispatch *Report Cards on Area Schools are In; In City, Test
Scores Reveal Bright Spot, Many Failures**
http://web3.stlnet.com/archives/pdarc97.nsf/ce5cb66cf17fd8b686256363005212c4/32f65bb623365c3f8625656e00528b39?OpenDocument


@@Kelso, Inglewood CA

KELSO ALL-UNDER-MINORITY POOR SCORES 60-67 PCT ON MATH WITH BASICS
[More proof that basics is the only way minority school can score as
well as affluent districts]
\clip\99\11\kelso.txt
http://www.mercurycenter.com/premium/front/docs/kelso07.htm Published
Monday, June 7, 1999, in the San Jose Mercury News Low-income school
stresses basics to produce above-average students BY MICHAEL BAZELEY
Mercury News Staff Writer To the teachers at Kelso Elementary in the
Inglewood Unified School District.. at one of California's more
successful high-poverty schools, and you'll find poor kids doing as
well as their more-affluent peers. By combining a no-frills
commitment to academics, safety nets for students and a stubborn
refusal to accept failure, Kelso regularly scores above state and
national averages on standardized tests.

Wayne Bishop: Get used to it, Wes.  That is pretty typical of
proponents of any (extrapolate to all) of the big three, four
actually, of education dogma:

i.      Whole Language language arts,
ii.     Inquiry/Discovery-based mathematics and science,
iii.    Bilingual Education (meaning years of primary instruction in Spanish,
not bilingual education), and
iv.     Outrageous social promotion

with the last being the only humane consequence of the first three.
Here's an example of what an outstanding principal can pull out of
ordinary teachers and ordinary students if she's allowed to.  Rank 10
means the school is in the top decile of the nation's schools using
the SAT-9.  The student population is 97% African American or
Hispanic, etc.  This level of student performance is what is
possible.  Let's drop the interminable debate, set up a separate
chat-room for those who deny the data and want to visit among
themselves.  Absolutely don't allow them in any positions of decision
making power or teacher training.

To get the API for Kelso Elementary in Inglewood, go to

http://data1.cde.ca.gov/dataquest/API4.asp?cSelect=KELSO+%28WILLIAM+--INGLEW
OOD+UNIFI--1964634-6014492&cChoice=API4&cYear=1998-99&submit1=Submit

API 824
Rank 10
Similar 10

African American 44% API 826
Hispanic         53% API 818
SES Disadvantage 93% API 818

31% of teachers have emergency credentials

Only 13% of students have college grad parents

This is an Open Court reading school using a skills-based, teacher directed
math program.

They seem to be doing a pretty good job of closing the achievement gap.  Lets
look at what Marge Thompson, the Principal, and her staff do.  Their program
already works, and on a public school budget.



@@Kennewick WA


SUCCESS IN KENNEWICK WITHOUT "ED REFORM"
The reading
> goal has been instrumental in improving our 4th grade reading and CTBS
> scores by 11 and 12 percentile points respectively. Our reading score went
> from 52 percent to 63 percent last year which for a diverse, 13,500 student
>  district is in my humble opinion phenomenal.  Frank Schrontz thought so
> too; enough so to feature us in a recent Partnership for Learning
> newsletter.   We also received in May a national award from the American
> School Board Journal for our reading program. 

@@Kentucky


WINFIELD BLACKS EQUAL TO WHITES ON KIRIS 40% BLACK
\clip\99\03\kirrace.txt Lexington Kentucky Published Friday, January
22, 1999, in the Herald-Leader Race gap lingers on statewide test
scores But grades up overall in 6-year KIRIS span By Linda B.
Blackford HERALD-LEADER STAFF WRITER Winburn teachers think these are
reasons their school -- which is 40 percent black -- bucks a national
and statewide trend: At Winburn, black and white students achieve at
the same levels, (more evidence desgregation in not neccesary for
success)

HIGHLAND-TURNER BUCKS KERA REFORM TO GET HIGH KIRIS AWARDS WITH TRADITIONALISM
\clip\98\19\edclip01.txt Published Monday, December 14, 1998, in the
Herald-Leader One of state's poorest schools continues to make the
grade By Linda B. Blackford HERALD-LEADER EDUCATION WRITER BOONEVILLE
Highland-Turner Elementary is one of the poorest schools in the
state, with 91 percent of their students on free or reduced-price
lunch.  It's also one of only 31 schools in Kentucky to have earned
the highest level of rewards in all cycles of the KIRIS test since
1991.


BREATHITT CO        HIGHLAND-TURNER EL           grade  04/05    
baseline: index 94-95 35.6  index 95-96  45.0 improvement goal  40.0   
Growht index 96-97 46.0     97-98 51.6  96-98  48.5    49.9     REWARD           2

"OUTSTANDING" KIRIS SCHOOL IS BELOW AVERAGE
\DOC\WEB\98\10\kirisno.txt

\clip\98\19\edclip01.txt Published Monday, December 14, 1998, in the
Herald-Leader 31 schools consistently improve By Linda J. Johnson
HERALD-LEADER EDUCATION WRITER Thirty-one Kentucky schools share a
distinction educators want to know a whole lot more about: they're
the only schools to get the highest level of rewards in all three
cycles of the state assessment tests, according to a Herald-Leader
analysis of state test data.



@@KIPP Academy Southwest Houston

Shows excellent results, but requires strict regimentation, huge
class and homework hours. Now seeking to be replicated like other
brand name school models.

z47\clip\2001\01\charadv.txt
 advocates push for innovation (Seattle Times - Sunday)
Sunday, January 21, 2001, 12:00 a.m. Pacific
Charter advocates push for innovation
"He hopes to be part of a network of schools supported by the KIPP (Knowledge
Is Power Program) foundation, which opened the successful KIPP Academies in
the Bronx and Houston."

KIPP WORKS POOR KIDS OVERTIME, 9 CLASS + 2 HOME FOR HIGH SCORES
z45\clip\2000\08\kipp.txt The New York Times, August 16, 2000 Seeking
to Clone Schools of Success for Poor By JODI WILGOREN KIPP Academy, a
pair of public middle schools in poor sections of Houston and the
Bronx, requires 70 percent more class time than its counterparts --
including Saturday and summer sessions. Its black and Hispanic
students consistently get top scores on standardized tests.  KIPP-New
York outperforms all other Bronx middle schools on New York's
standardized tests, and 98 percent of the students at KIPP-Houston
pass all sections of Texas' state exams After more than nine hours in
class, students get two hours of homework each night, which parents
must sign.  Students, teachers and parents all sign contracts
pledging to do their best. In Houston, children who misbehave must
wear their KIPP T-shirts inside out and speak only to teachers.

KIPP IN HOUSTON AND NYC BOAST 90% HISPANIC WITH 81ST STANFORD-9
CBS announced that the season premiere of "60 Minutes" will lead off with a
story on KIPP Academy this Sunday, Sept. 19, at 7 PM.
KIPP Academy, a charter school, boasts the highest passing rates on the
Texas assessment test of any middle school in Houston.  Its students score
in the 81st percentile nationwide in math on the Stanford-9.  It achieves
these remarkable results with a student body that is 90 percent Hispanic and
95 percent low-income.  KIPP has a sister school in the South Bronx with
similarly outstanding academic results among low-income children. 

\clip\99\11\inner.txt MODEL SCHOOLS IN INNER CITIES? New Studies Show
Poor Kids Excel Using Basics Investors Business Daily 5/17/99 Author:
Anna Bray Duff KIPP Academy, Southwest Houston. It's now Houston's
top-performing middle school. 



@@London

LONDON TAKES FAILING MINORITY SCHOOL OFF LIST, 5-PASS RATE GOES FROM
4 TO 28 PERCENT

\clip\97\03\failok.txt
http://www.telegraph.co.uk:80/et?ac=000208632407947&rtmo=32f148bd&atmo=32f148bd&pg=/et/95/12/8/nstrat08.html
Electronic Telegraph Friday 8 December 1995 Home News 
'Failing' grant-maintained school receives clean bill of health

@@Milwaukee Choice

\clip\96\02\milwauk.txt Tue, 13 Aug 1996 01:04:47 -0400 From:
NewsHound@sjmercury.com (NewsHound) Researchers: Milwaukee School
Choice Program Boosting Students' Scores By ROBIN ESTRIN CAMBRIDGE,
Mass. (AP) -- Inner-city elementary students who participated in a
first-in-the-nation school-voucher program in Milwaukee scored higher
on math and reading tests after four years than youngsters who stayed
in public school, researchers said Monday. Students scored 11 points
higher in math, 5 points higher in reading after four years, compared
to students who applied, but were turned down. 97% are black or
Hispanic. It could "close the gap between minorities and whites by
half".


@@T.T. Minor

Millionaire pumps money into failing inner city school in Seattle
with largely mixed results, some parental opposition. Actually the
first year was a train wreck.

TT MINOR MIRACLE SCHOOL FIASCO TRIES AGAIN Hope rises from ashes of
ill will Seattle Times Dec 6, 1999. Former chairman pumped millions
into an experimental inner city school, but first year was a
disaster.  Purpose Centered Education revolves around theme projects
like safety instead of reading and writing. Kindergarteners are offered
weely swimming lessons, chess, choir practice, foreign language study
(what?!)axo

Seattle Times
www.seattletimes.com search t.t. minor

Local News: Monday, July 12, 1999 T.T. Minor's growth brings some
major pains T.T. Minor Elementary is nearing the end of its first
year as the beneficiary of Seattle philanthropist Stuart Sloan, who
adopted the school and has pledged to spend millions to overhaul it.
It has been a tough first year by everyone's reckoning, a year of
hope, conflict, growing pains and overwhelming change. 

Local News: Monday, April 19, 1999 Sloan makes an investment in the
future of a school and its children Multimillionaire philanthropist
Stuart Sloan has launched a closely watched education experiment at
T.T. Minor Elementary School that he hopes will transform the lives
of children, the fortunes of a neighborhood and, just maybe, the
nation's approach to public education. 


Education: Thursday, March 25, 1999 Seattle school turns corner in
resolving staffers' concerns Communication problems between some
teachers at T.T. Minor Elementary School and the school's
administrators have prompted the head of the Seattle teachers union
and the district's labor-relations director to get involved. 

December 20, 1998 Hopeful signs at T.T. Minor For most of her adult
life, Tracie Holiday-Robinson would drive past her neighborhood
school - the school she attended as a girl, the school she considered
so bad she wouldn't let her own children enroll - and she would think
to herself: "Oh, poor T.T. Minor. When is that school going to get it
together?" 

September 07, 1998 'Adopted' school undergoes transformation Outside
T.T. Minor Elementary School, a colorful new climbing structure
graces a new play courtyard, the concrete barely dry around the
posts. 

May 19, 1998 No problems found at T.T. Minor Seattle School District
officials found no improprieties at T.T. Minor Elementary School
where there were allegations of students being given an advantage in
preparing for standardized test.  The allegations surfaced after T.T.
Minor students showed significant improvement on the Iowa Test of
Basic Skills. 

May 15, 1998 Big increase in test scores to be probed at T.T. Minor
Seattle school officials plan to interview the staff at T.T. Minor
Elementary School following allegations that students there received
improper coaching in advance of the district's standardized testing. 

Education: Sunday, April 26, 1998 School breathing life into
millionaire's dream Stuart Sloan is putting millions of dollars of
his own money into an experimental public school in Seattle's Central
Area. 

July 22, 1997 Terry McDermott: This gift horse isn't for looking in
the mouth Sometime in the next week Seattle School District
Superintendent John Stanford will decide if it is OK, after all, for
Stuart Sloan to give a couple of his many millions of dollars to T.T.
Minor Elementary School. 

June 26, 1997 Stanford gives school's parents an ultimatum: Take
Sloan's gift or leave it John Stanford gave parents at T.T. Minor
Elementary a deadline last night: They have until Aug. 1 to say yes
or no to Seattle businessman Stuart Sloan's plan to "adopt" their
school. 

May 22, 1997 New School plan delayed Stuart Sloan's education
experiment at Seattle's T.T. Minor Elementary school will be delayed
a year, and now is scheduled to open in fall 1998. 

April 24, 1997 $2 million gift rubs some wrong way Not everybody at
T.T. Minor Elementary School in the Central Area is thrilled with a
philanthropist's plan to pump $2 million into the school in the next
three years. 

September 19, 1996 New ideas for schools One of the best-kept secrets
in school politics tumbled out last week: QFC Chairman Stuart Sloan
is the mystery philanthropist who wants to adopt a Seattle elementary
school. 

September 11, 1996 $1 million offer from QFC chief Stuart Sloan,
chairman and chief executive officer of QFC and owner of University
Village, is the anonymous donor who wants to pump as much as $1
million per year into a Seattle elementary school. 


@@New York City

%%Alvarado 

Mike McKeown San Diego just hired
Anthony Alvarado from school district 2 in NY City.  This district is
located in Manhattan.  The demographics are variously described as
"the slums of lower Manhattan as well as in the more affluent Upper
East Side," (SD Union-Tribune) and "the district, which sprawls from
working class immigrant neighborhoods in Chinatown to the Upper East
Side" (NY Times).  The reason this distinction is important is that
part of Alvarado's appeal is that he is credited with raising his
district from 10th (out of 32 districts) to 2nd in reading scores

%%Transfiguration Catholic

NYC's Transfiguration School Gains Support Asian Week Jan 14, 1999 p.
11 Catholic school of 275 nearly all Chinese students. Founded in
1932 to educate Irish immigrants, established Chinese school after
WWII. In 1969, opened up to non-catholics, Asians attracted by
quality education.  Admission competitive with 3 year waiting list.
95% grads accepted to all Catholic high schools, 50% are admitted to
selective science high schools Stuyvesant, Bronx, nad Brooklyn Tech.

%%Crew

SUCCESS FOR ALL WORKS IN NYC (??)
\clip\99\02\readread.txt
http://www.theatlantic.com/issues/98nov/read.htm
Ready, Read! Nicholas Lehman Atlantic November 1998
Success for All, central control by proven rigid programs is
advocated.  "Crew replaced four of the nine new principals, and he
adopted the Success for All reading program. This time the reading
scores at all nine schools (and at three other schools that had been
added to the district) rose significantly."

%%Central Park East

"Bigger isn't always better when it comes to schools" Seattle Times
July 1, 1998 p. B1 Central Park East Secondary School has 70% free
lunch, 40% hs, but 90% 9th graders graduate, 85-95% go on to college,
mostly 4 year. Only 350 high school, 200 7th and 8th grade.

%%FREDERICK DOUGLAS ACADEMY, HARLEM

among majority black and Hispanic
high schools in New York City, Frederick Douglas and Manhattan Center
had the highest passing rate in the Regents Math exam Sequence 3 When
I looked at the website data again tonight it has been changed
already, instead of the 39 % passing rate at Manhattan Center for the
Regents math sequence 3 it has now been changed to 71 % for Douglas
it has been changed to 88 %, making them even more impressive
compared to Long Island high schools like Syosset, Jericho ,
plainview-old bethpage JFK high school in the context of poverty .

New York State Report Cards
http://www.nysed.gov/emsc/repcrd398.html

Syosset, Jericho and all the the other Long Island high schools I
mentioned are in Nassau County. Syosset, Jericho,Manhasset ,
Plainview have all school districts named after them, so it won't be
a problem. And Douglas, Manhattan Center, Philip Randolph are all in
Manhattan,. Francis Lewis, Benjamin Cardozo, Forest Hills are all in
Queens. 

\clip\99\11\inner.txt MODEL SCHOOLS IN INNER CITIES? New Studies Show
Poor Kids Excel Using Basics Investors Business Daily 5/17/99 Author:
Anna Bray Duff Douglass Academy in Harlem, N.Y. : So far, 96% of his
high school seniors have been admitted to college.


z47\clip\2001\01\freddoug.txt Ny Times January 2, 2001 A Model for
Learning in a Harlem School By MONTE WILLIAMS all the students passed
English Regents last year and 96 percent passed the math. The average
College Board score is above the average of New York City's public
school students: 490 on the verbal test and 500 on the math test. The
school consistently ranks among the city's top 10 public middle
schools in reading and math. And the dropout rate, 0.3 percent, is
almost negligible. All this in a school where the average class size
is a cramped 30 to 34 and the demographic profile of the student
population is 80 percent black and 19 percent Hispanic.

Frederick Douglas p. 4 81% black 17% hispanic
79% pass vs 27% citywide regency exam
math 95.6 vs. 49.2% pass
http://205.232.151.108/reports/HS_master_frame.cfm?SchoolCode=1178499

http://www.washtimes.com 3/27/00
z40\clip\2000\03\fdoug.txt PART II: ACADEMY IN HARLEM ENFORCES STRICT
RULES Andrea Billups THE WASHINGTON TIMES Last year, U.S. News and
World Report named Frederick Douglass Academy one of the nation's 96
top public, private and parochial schools. Under its
college-preparatory program, foreign language instruction is
mandatory; many seventh-graders take classes in Japanese. Graduates
were accepted by the likes of Cornell, Yale and the University of
Chicago. Some students, who know the school's 96 percent record for
college placement, commute by subway for up to an hour.

@@North Carolina

http://www.governor.state.nc.us/Office/Education/Let'sFinishtheJobRpt.pdf
NC students at or above grade level in reading / math
       B
92-93 30
93-94 32
94-95 35
95-96 40
97-98 45
98-99 52
00-01 55
Graph shows blacks above 50th statewide??
2nd in nation on 4th grade black NAEP math

@@Pacific Research Institute

z60\doc\web\2002\09\highpov.txt
High-Poverty, High-Performing Schools Overcome Where Others Fail
http://www.pacificresearch.org/press/rel/2002/pr_02-09-26.html
For Immediate Release, September 26, 2002
     * Empirically proven research-based curricula
     * Empirically proven research-based teaching methods
     * The comprehensive use of state academic content standards
     * Use of frequent assessment, for both students and teachers
     * Standards-based professional development that emphasizes subject
       matter
(Phonics, scripted direct instruction)
Inglewood: Bennett-Kew Hudnall Kelso Payne
Robert Hill, Hedrick, Venalden, Solano
Math: Harcourt Brace, Excel, Saxon.
Payne: 100% lunch 93%Hisp 6%Black SAT Reading 42/2000 to 56/2001
Robert Hill Lane - before used literature based Silver Burdett (WL) series
 then Open Court "were really into whole language, the kids could now
 spell, they could not sound out a single word")
Vanalden - Scott Forseman math, Accelarated Reader


@@Phonics

One unifying property of all outstanding minority schools is that they use
scripted direct instruction rather than the faddish "whole langauge" and 
writing before you read approach.

DIRECT INSTRUCTION PHONICS BEST FOR INNER CITY KIDS
z39\clip\2000\02\fortwort.txt
http://www.startext.net/news/doc/1047/1:METRO72A/1:METRO72A0205100.html
Fort Worth Star Telegram Fort Worth school official has confidence in
teaching method By Michelle Melendez Star-Telegram Staff Writer FORT
WORTH -- Many school officials believe they have found the best way
to teach children to read -- a scripted method that promises to make
inner-city students competitive with their suburban peers.. called
Open Court and Reading Mastery, that 62 of the district's 69
elementary schools are using them in pre-kindergarten through third
grade .. soon will match suburbs


@@Portland Elementary, Portland Arkansas 

z40\clip\2000\03\portland.txt
Part III: Tiny school bests big problems
[http://www.washtimes.com/national/default-2000328224742.htm]
By Andrea Billups, THE WASHINGTON TIMES
PORTLAND, Ark. � Finding Portland Elementary School takes a bit of
doing,
"Over 50 percent of its top-performing students are African-American and
now even private school students are asking Mr. Smith to let them come to
Portland," 
Last year, first- and second-graders scored in the 78th percentile in math
on the Stanford-9 achievement test. Sixth-graders did equally well,
scoring in the 72nd percentile in reading and the 84th percentile in math.


@@Progressive

There are no documented cases where a progressive curriculum has
produced extraordinary result with poor minority children.

SHERMAN OAKS EMPHASIS ON PROGRESSIVE SHOWS IN LOW SCORES
\clip\99\12\sherm.txt
http://www.mercurycenter.com/premium/front/docs/poverty06.htm June 6,
1999, in the San Jose Mercury News S.J. school's focus: students, not
scores Individualized help in a standardized world BY MICHAEL BAZELEY
Mercury News Staff Writer 

More proof that progressive, constructivist curriclums are 
disasterous for poor minority children compared to Kelso which 
shows 60th percentile scores with similar poor minority children.

"do well on a standardized test...it just means they can spit back
everything someone has been feeding them.''  Sherman Oaks' curriculum
stresses hands-on learning activities, encourages students to develop
problem-solving skills, and allows them to control much of their
learning.

Scores for Sherman Oaks Elementary
Grade          2      3      4
Reading        21     22     26
Math           30     20     25

These scores are 10 to 20 percentile lower than for demographically similar
San Diego Schools

@@San Antonio, Texas

http://naschools.org/districts_c_sanatoio.html
New American Schools Transformation Districts
Diana Lam is given credit for raising math assessment by 23% from 
1994 to 1997, low performing schools plummeted from 
42 in 1993 to 6 in 1997 and one in 1998 [Lam was eventually
driven out by the school board] 84% hispanic, 10.7% black
0.2% Asian 0.1% AmInd 5% white


@@San Diego

POOR HISPANIC KIDS HIT 90TH PERCENTILE WITH "UNAPPROVED" SAXON BOOKS
North County Times Story Small School Scores Big Students at San
Pasqual Union School score above average on state test RANDY DOTINGA
STAFF WRITER (San Diego County)
\doc\web\98\06\sanpas.txt
Grade / Percentile
G2 50
G3 58
G4 58
G5 67
G6 73
G7 75
Dist 65


@@Saxon

POOR HISPANIC KIDS HIT 90TH PERCENTILE WITH "UNAPPROVED" SAXON BOOKS
North County Times Story Small School Scores Big Students at San
Pasqual Union School score above average on state test RANDY DOTINGA
STAFF WRITER (San Diego County)
\doc\web\98\06\sanpas.txt

SF PASSES, TEXAS SCHOOLS THAT ADOPT SAXON
BOOKS POST INCREASE FROM 45 TO 90+ PERCENTILE ON TAAS At Field
Elementary School, Principal Mary Nikirk reported that the percentage
of third graders who passed the math portion of the Texas Assessment
of Academic Skills (TAAS) in the spring of 1995 was 45 percent.  This
year, 94 percent passed. The fourth grade passing rate increased from
27 percent to 96 percent, and for the fifth grade it increased from
53 percent to 67 percent.  At Stevenson Elementary School, Principal
Mary Cherbonnier reported the passing rate for fourth grade students
increased from 69 percent to 93 percent. The fifth grade rate
increased from 61 percent to 85 percent.

Saxon Publishers has produced a K-12 math series that has, in almost
every system that has used the 9-12 program, doubled academic math
enrollment, tripled calculus enrollment, raised college board scores
from 19 percent in schools whose scores were already high to over 50
percent in schools whose scores were low.

%%NCTM Standards

We do not need guidelines that
recommend leaving students ill-prepared for chemistry and physics,
and that ridicule preparation for calculus.

@@Schmidt

Chicago teacher fired for leaking high stakes test

Escalante OK but a disservice to
other non-star teachers. Talks about other mythical success stories
as well. Taught AP English to inner city kids.


@@Seattle Area

z58\clip\2002\09\tribwasl.txt Stanley school of sound science
www.tribnet.com Tacoma Times Tribune 9/2002
Stanley School of Sound Science in Tacoma has a 61 percent
black enrollment and where most students qualify for free or reduced
lunch. Stanley fourth-graders, who recorded gains in math, reading,
writing and listening over 2001, scored an impressive 73.5 in math
WASL

\clip\97\26\improv.txt
http://www.seattletimes.com/extra/browse/html97/sseffect_111997.html
[The Seattle Times Extra] Copyright � 1997 The Seattle Times Company
Wednesday, Nov. 19, 1997 IMPROVING OUR SCHOOLS Schools that expect
success - and get it by Jolayne Houtz Seattle Times staff reporter
Cites Mukilteo and Highline districts.

@@South Africa

xhosa.txt I am returning to the USA
after 10 years of teaching in an ESL, self contained 7th grade
classroom in a rural mission school in the homelands of South Africa.
[Can't believe what "progressive" education is doing to kids]


@@Steele, Claude

Famous Stanford "stereotype" study which claims that blacks told that
their results would be used to uphold racial stereotypes did worse,
but ones that were not scored just as high as whites. However, the
scores were never the same - incoming SAT scores were "corrected"
for.  He is the brother of Shelby Steele, who opposes racial
preferences or identity politics.

z46\clipim\2000\11\01\stereo\stereo.htm
http://www.msnbc.com/news/482506.asp NEWSWEEK Nov 2000 "may explain
the gap even among middle class blacks"... asian women reminded of
female stereotype did worst
z46\clip\2000\11\stereo.txt http://www.msnbc.com/news/482506.asp
NEWSWEEK The Stereotype Trap From 'white men can't jump' to 'girls
can't do math,' negative images that are pervasive in the culture can
make us choke during tests of ability.
The Stereotype Trap

Stereotype effect noted by Arthur
Jensen but very minor compared to IQ effects. Special case of
test anxiety.

Steele uses scores "adjusted" for
SAT so scores were not the same

Hausman notes "adjusted" 
scores invalidates claim of equal performance

BLACKS IN ESTEEM PROGRAM GOT GRADES EQUAL TO MICHIGAN WHITES
http://www.theatlantic.com/issues/current/9908stereotype.htm
\zip36\clipim\99\05\steele\steele.htm AUG1999 Thin Ice, the
stereotype threat When capable black college students fail to perform
as well as their white counterparts, the explanation often has less
to do with preparation or ability than with the threat of stereotypes
about their capacity to succeed.  by Claude M. Steele Those in the
program got better first-year grades than black students outside the
program, even after controlling for differences between these groups
in the skills with which they entered college. Equally important, the
program greatly reduced underperformance: black students in the
program got first-year grades almost as high as those of white
students in the general Michigan population who entered with
comparable test scores.

\priv\96\02\testster.doc Chronicle of Higher Educations Aug 18,
1995 p. A31 Claude Steele says blacks in his program at Stanford get
slightly better grades than whites not in his program. He believes
stereotypes of failure explain lower achievement. This is one example
of normally under-achieving blacks (affirmative action admits
students with much lower test scores than whites) getting better
grades than average students.


@@Teachers Memorial School North Carolina

*BLACK *POOR *92% KINDERGARTEN READING

WHY EVEN TOLERATE PROGRESSIVE REFORM WHEN DIRECT INSTRUCTION WORKS?
\doc\web\99\05\teachmem.txt If Teachers Memorial School [in North
Carolina] can get the 92% of the children we serve to read in
kindergarten, then imagine what could happen if we use the same
approach with children from more advanataged backgrounds.  " We are a
K - 3 grade school. Our student population is 99.5% African American.
92% qualify for free or reduced lunch.  70% of our students live in
single parent homes.  50% of our students' parents did not graduate
highschool.  50% of our students' parents are unemployed."  Yet 92%
of his KINDERGARTNERS, and 100% of his first graders are reading!
jboldt@icomnet.com (John Boldt)

Examples of stories kindergarteners can
read


@@Treisman (UC Berkeley, U Texas math)

Professsor who studied Chinese study habits and created similar
environment for minorities at UC Berkeley and U Texas. Has spoken to
conservative groups, comes from liberal background. He has been
criticized as promoting fuzzy "standards" based mathematics.


TREISMAN DANA CENTER CENTER FOR PROMOTING FUZZY MATH IN TEXAS
z45\doc\web\2000\10\treis.txt
"Making Some Sense out of the Puzzle Pieces" by Donna Garner October
14, 2000 New York "Mr. Levy appointed Uri Treisman, head of the Dana
Center at the University of Texas, as one of the experts to serve on
the math panel.  the very people (e.g., Uri Treisman) who have
promoted the failed performance-based, fuzzy math philosophy which
has caused the New York City students to perform so poorly in the
first place. Cites a well-researched report done by Chris Patterson
in 1999 where she meticulously traced the NSF/Statewide Systemic
Initiative (SSI) from its origin down to Uri Treisman's Dana Center

From: Bruce Crawford  Treisman is a colleague
of David Drew, who is now at Cal Poly Pomona. Drew wrote a book a
couple of years ago titled "Aptitude Revisited." The book recounts
their experiences. Drew's experience started years ago when one of
his grad students at UT El Paso observed that all of the math tutors
they were hiring had received their fundamental math training outside
the U.S., and most were from "third world" or "underdeveloped"
countries. American educated undergrads lacked the foundation to
tutor struggling freshmen and sophomores.  BC

TREISMAN: CHINESE WORRY ABOUT IDENTITY AFTER, BLACKS BEFORE ACADEMICS
http://www.washingtonpost.com/wp-srv/WPlate/1999-02/12/012l-021299-idx.html
\clip\99\06\integ.txt Integrating Identities By William Raspberry
Friday, February 12, 1999; Page A35 

Albert Himoe is skeptical \doc\web\99\03\treis.txt Questions theory that study habits are
independent of IQ for success.

TREISMAN SAYS FORCING MINORITIES TO PASS TAAS RAISES STANDARDS
\clip\99\05\edclip05.txt TUESDAY, FEBRUARY 9, 1999 Big money, big
battles Christian Science Monitor \clip\99\05\edclip05.txt Uri
Treisman, director of the Charles A. Dana Center at the University of
Texas at Austin, credits the state for its system of accountability
that rates schools by how well they serve poor children. "In Texas,
massively increased numbers of black and poor children are taking and
passing advanced placement tests. Once you raise expectations and
hold all kids accountable, performance goes up," Mr. Treisman says.

TREISMAN APPLIES ASIAN STUDY TRICKS TO MINORITIES
Mechanics of a 'Miracle'
http://www.washingtonpost.com/wp-srv/WPlate/1999-02/08/080l-020899-idx.html
OPINION By William Raspberry Monday, February 8, 1999; Page A19
"Philip Uri Treisman wishes you wouldn't think of his Emerging
Scholars Program as some sort of miracle.  Speaking generally,
Treisman said, Asian students form what amount to academic social
groups, tackling difficult problems together,..he was speaking at a
conservative think tank Most scored nearly a whole letter grade
higher than their counterparts not in the program. What had been
maybe a half-dozen minority math majors when Treisman arrived in
Austin 10 years ago soon topped 150. (He's had 65 of Escalante's
former students, 12 of whom now have doctorates in math.)

TREISMAN BLACK CALCULUS CLASS GRADUATES AT SAME RATE AS REST OF COLLEGE
\clip\98\15\oppor.txt
http://www.policyreview.com/nov98/opportunity.html Policyreview.com,
November-December 1998 issue, No. 92 OPPORTUNITY WITHOUT PREFERENCE
By D.W. Miller Colleges that set the standard for fostering black
achievement - Philip Uri Treisman has class for blacks in calculus.
the six-year graduation rate for blacks and Hispanics in the program
equals the 64 percent rate for UT students overall, far higher than
for UT blacks overall (40 percent) and for UT Hispanics overall (45
percent). 

TREISMAN IMPROVES BLACKS IN CALCULUS BY 1 LETTER GRADE
\doc\web\99\01\canary.txt The Canary in the Mine The Achievement gap
between Black and White Students Phi Delta kappan Sept 1998 Mamo
Singham University of California Berkeley 1974, math instructor Uri
Treisman studied two groups, blacks and ethnic Chinese. Chinese
stidied together, networked, and shared tips. he formed workshops of
mixed ethnic groups, given very challenging problems. Black
performance increased by as much as one letter grade.

@@Tustin CA

BASICS RAISE TUSTIN SCORES AS HI AS 85TH PCT
\clip\99\12\tustin.txt
http://www.ocregister.com/education/tust017w.shtml Tustin's
back-to-basics push raises Stanford 9 test scores EDUCATION: Results
climb from below the national average to the 85th percentile in some
cases.  By ELIZABETH CHEY The Orange County Register June 17, 1999



@@Union City, New Jersey

Whole Language success story?

\priv\96B\03\SCOLTECH.HTM Union City New Jersey got turned around
with whole language(?), computers helped.

N.J. School's High-Tech Myth Innovations, Not PCs, Said to Boost Test
Scores By Jay Mathews Washington Post Staff Writer Saturday, June 22
1996; Page A01 � The Washington Post UNION CITY, N.J. -- The
Christopher Columbus middle school in this New York harbor city has
become famous in the past few months...The district serves the
nation's most densely populated city, with 75 percent of its students
not speaking English at home and 79 percent poor enough to receive
free or reduced price lunches.  ...  Carrigg introduced the
"whole-language" approach to learning -- -now called a failure in
California because of its clumsy use there -- so that immigrant
children who frequently changed schools could develop the ability to
learn on their own in new situations. 

\clip\97\27\scoltech.txt N.J. School's High-Tech Myth Innovations,
Not PCs, Said to Boost Test Scores By Jay Mathews Washington Post
Staff Writer Saturday, June 22 1996; Page A01 � The Washington Post

/images/972/112197/p21.gif
MARRIAGE OF TECHNOLOGY AND WHOLE
LANGUAGE TURNS AROUND UNION CITY "The Model: A New Jersey school
district gets a technology makeover, and the results are astounding"
Wall Street Journal Nov 17, 1997 p.  R18 Robin Frost F112097 "Today,
the system's "test scores are now about twice those of the state's
other inner-city school districts, and the district is very close to
reaching the average passing score for the state."


@@Voucher


NY VOUCHER SCHOOLS + 10 PTS, HALF THE B/W SCORE GAP
z56\clip\2002\05\blchar.txt
http://www.washtimes.com/national/20020509-33469.htm
Scores of blacks rise with vouchers by Cheryl Wetzstein
Washington Times, A10, Thursday, May 09, 2002
In New York City's privately funded voucher program, black students
had test scores substantially higher � more than nine percentile
points � than public school students.  This difference in the black
children's scores erased almost half of the "achievement gap" that is
found nationally between black and white students, Mr. Peterson said
yesterday.

VOUCHER SCHOOLS IN MILWAUKEE PRODUCE GREAT RESULTS
\clip\99\05\vouchbil.txt
http://www.city-journal.org/html/9_1_a1.htm City Journal Winter 1998
The Schools That Vouchers Built by Sol Stern
Milwaukee
Four of the first five graduates of Believers in Christ have already
gone on to college

Milwaukee
With a student body that is 85 percent black and 10 percent Hispanic,
with 60 percent of the children from single-parent families and a
similar number below the poverty line, Messmer manages to get
academic results more characteristic of middle-class, suburban high
schools. Its graduation rate is over 95 percent, and almost all the
graduates go on to college

Milwaukee
Eighty-one percent of Bruce-Guadalupe's third-graders scored at or
above grade level on the state's standardized test last year--not
only a better outcome than most Milwaukee public schools

Hope schools
many of my third-graders couldn't spell their names, couldn't add
four plus three, couldn't even sit still,,,,the students scored, on
average, 5.4 percentile points higher at the end of the year on the
reading test and 15 percentile points higher on the math test.

@@White Swan Yakima Reservation WA

z45\clip\2000\10\whitesw.txt College boom transforms the isolated
town of White Swan Thursday, June 1, 2000 By RUTH SCHUBERT SEATTLE
POST-INTELLIGENCER REPORTER A decade ago, no one from White Swan High
School went to the University of Washington. Few went to college at
all.  Since then, something has changed in the small town on the
Yakama Reservation. In the last five years, the high school has sent
26 graduates to the university.


@@Wichita, Kansas

\clip\97\29\lowscore.txt
http://www.wichitaeagle.com/extras/gradingschools/lowincome1214.htm
In Wichita, low income means lower scores There are, however, schools
that buck the trend -- like Gardiner Elementary.  By John Ellis and
Bill Bartel The Wichita Eagle 12/14/97 " Nearly 80 percent of
Gardiner students receive free or reduced-price lunches -- a prime
indicator of poverty. About 50 percent come from single-family homes.
More than 25 percent of the households that feed the school have a
yearly income below $15,000.  Gardiner's students on free or
reduced-price lunches performed well above the state average in
narrative and expository reading. The same group outperformed all but
three Wichita elementaries -- poor or not -- in expository reading,
and all but four in narrative reading."

@@Yselta

http://www.expressnews.com:80/pantheon/news-bus/state/0901ajna.shtml
Ysleta students achieve despite the demographics August 8, 1998 By
Anita McDivitt San Antonio Express-News Staff Writer
\clip\98\10\yselt.txt On the surface, it resembles most of the other
urban school districts in the state: 68 percent of the district's
47,366 students are economically disadvantaged; 85 percent are
Hispanic; 20 percent are bilingual or of limited English proficiency.
The district's tax base is one of the poorest of the big 12, at just
$81,325 per pupil.  The district also has a high passing rate for its
Hispanic and African-American students: 88 percent of Hispanics and
90 percent of African-Americans passed writing; 88 percent and 91
percent passed reading; and 86 percent and 84 percent passed math.


@@Zion Academy, Seattle

Zion Academy in Seattle claims students are at grade level

\priv\96\19\charsco.htm Seattle times June 5, 1996 Charter-school
backers talk about their aims Rainier's Zion cited as good example
"In contrast, Zion's students, nearly all African American, score
about 5 points above national averages on the same tests, according
to Rebecca Luke, Zion's development director." (compared to 30-40th
percentile for city blacks in general??)

\doc\95\07\zionprep.txt -  "Lots of Love - And No Excuses" Business
Week May 8, 1995 by Dori Jones Yang.  Students at Seattle's private
Zion prepatory academy have 50% at grade level or above despite 60%
single parent and  80% free/reduced lunch eligibility

Shelby Steele says that there was an article about outstanding
black engineers at Georgia Tech

\doc\95\11\techkid.txt "Teaching kids to be smart" Newsweek Aug 21,
1995 p. 58 DC program produces merit scholars.