School-by-school reading scores,
Schoinburg jVIVE!
The cost of charters
4
6
12
"Turning the page for change."
0 SPRING 1998
PHILADELPHIA
PUBLIC
SCHOOL
NOTEBOOK
Facing the facts:
Too many can't read by Lynette Hazelton and Helen Gym
that we are in serious trouble and that we need to do something a bout it," said Jane Every school year, thousands of kinderHileman, director of the 100-Book gartners enter the Phil adelphia School Challenge, a reading program hailed as one District. The event, fa ithfully captured by of the few bright spots in the District. "We the news media, stands as a symbol of hope have to raise expectations." for the family of every student. That reading Yet, according skills in to the latest SATPhiladelphia are 9 test scores, for at a low level, we every ten kinderknow. That th is gartners who must be remedied enter school, only • One school's success, p. 8 if students are to half will finish become successfo urth grade • Parents rally for reading, ful, we know. reading on a But between basic level. By the p.8 these two points time they graduof agreement, lie ate from the aver•Teachers talk, p. 10 uncertainty, frusage comprehentration, disbelief, sive high school, • Great Inulticultural and anger. The they would be books, P· 15 stories in this lucky to find even issue of the one among them Notebook address the challenges we need able to manage a "solid performance" on to face if our students' reading skills are to the SAT-9 test. Two or three would have partial mastery of basic reading ski lls. At improve. First, we must face the reality and the least four of the ten would be considered magnitude of the situation. With or withpoor readers. "I think we need to face up to the fact See "Reading" on p. 8
Focus ON READING
Historia existosa de una escuela par Helen Gym Liderazgo. Maestros Bien Preparados. Padres que Participan. Recursos. Los elementos de un buen programa academico no es ningun secreto. Lo dificil y bien raro, es conseguir un Iugar en el Distrito Escolar a donde estos elementos se combinen y formen un clima academico que envuelva a estudiantes, maestros y p adres y de buenos resultados. La Escue la Elemental Childs en el suroeste de ha Philad elphia logrado combinar estos elementos con buenos resultados. Ha desarollado un programa de lee-
concentrado todos sus recursos, tiempo y energia en estos utimos tres anos en desarollar un sistema de evaluaci6n e instrucci6n de lectura. "Recursos" continua en lap. 6
Photo: Fred Engst
tura para los estudi - Thelma Outen, ayudante comunitaria del programa "Alcanzar antes con mucho Lectura", ayunda a Tuan Le, estudiante de segundo grado, durante .exito. La escuela ha el periodo de lectura.
Ph oto:FredEngst
Second grader Tarah Bullard records ideas in her reading log at Childs Elementary School.
Budget puts schools in crisis • Ridge would give schools a mere 3 % increase, while pumping more money into prisons and sitting on a $600 million surplus. by Paul Socolar In seeming disregard for the fin ~ncia l crisis facing Philadelphia's public schools, Penn sy lvania Governor Ridge has once again put his emphasis on increasing the fund ing for prison s and cutting business taxes in his 1998-99 budget plan. As a result, Philadelphia schools are still fac ing a deficit of $95 million next yea r and the prospect of the schools literally running out of money by the spring of 1999. The Governor's budget would provide Phil adelphia schools with $20 million in new funding, representing a 3% increa se in Phil adelphia's basic education subsidy from the state. Meanwhile, prison spending statewide is slated t o go up by 6 % . Pennsylvania would become the sixth state to spend a billion dollars or more annually on its prison system. Governor Ridge's pri orities continue a long-term trend in Pennsylvania. Since 1988,
the state's basic educati on subsidy has gone up only 7% w hen adjusted for inflation, whereas spending on the state's prison system has gone up a staggering 212% . "What is Ridge telling o ur chll dren ?" as ked Yvonne Epps, president of Philadelphia's Home and School Council. " H e's not tal king ab out buildin g a new school or college, but they're going to build a state-of-the-art prison. He's saying, 'We've got something for your future."' Faced with this massive budget defici t, Superintendent David Hornbeck has urged the school board not to balance next vear's budget through drastic cutbacks, bu t to continue to pursue all avenues for getting fa ir fu nd ing fro m the state. If ad d.itiona l fun din g does not mate ria li ze, rhe School Di strict has projected t hat it will simp ly run out of money as early as M arch 1999. W hile the District faces the prospect of having to shut down next spring, the state is sitting on a surplus that could go as high as $600 million. Epps appl auded H o rn beck's stance against furth er budget cuts. "Peopl e don't all realize how they have cut and cut and cut. We cannot afford to have an other thing cut from our schoo ls, " Epps commented. See "Budget" on p. 3
Eye on Special Ed., p. 3 • News Briefs, p. 13 • In the Classroom, p.14 • Opinion, p. 15 • Reader Survey, p. 16
SPRIN
PUBLIC SCHOOL NOTEBOOK
PAGE2
Au gr< pai
''Turning the page for change" Volume 5, Number 2 A voice for parents, students, and classroom teachers who are working for quality a11d equality i11 our schools.
Advisory Board Wanda Ba iley-Green, Philadelphia Federatio n of Teachers
Aki l Baker, student, Centra l High School Jan e Century, Campaign fo r Public Ed ucation
Colleen Davis, LULAC Education Project Kath y Fleming, Gay, Lesbian and Straight Teachers Network (GLSTN ) Caroline Hopkins, parent Kevin Muszynski, Local Task Force for a
Right to Education Myrtle L. Nay lor, Educational Quality (E-Quality) Maria Qu inones, ASPIRA Len Rieser, Education Law Center Edwa rd Roberson, parent
NOTEBOOK EDITORIALS
Rochelle Nichols Solomon, North Philadelphia Community Compact Debbie Wei, Asian Americans United
Orgallizations for identificatio11 purposes only
Editorial Board Editor: Helen Gym "Focus on Reading" editorial board: Caroline Hopkins, Keith Hunt, Eric Joselyn, Myrtle Naylo~ Ros Purnell Spanish translation: lris Lozada
Proofreaders: Sandy Socolar and Ellen Somekawa Layout: Patricia Ludwig
Working Group Cindy Engst, Eric Joselyn, Pat Lowe, Hana Sabree, Chip Smith, Pattl Socola r Philadelphia Public School Notebook is a project of the New Beginnings pro· gram of Resources For Human
Development. We publish four times a year. Send inquiries to Pu blic School Notebook, 3721 Midvale Ave., Phil a., PA 19129. Phone: (215) 951-0330, ext. 107. Fax: (215) 951-0342. Special thanks to . Paul Corbitt, Fred Engst, Bret Fla herty, Jared Grossmann, Khia Na ylor, Mike Schlesinger, and all our subscribers, ad vertisers, and the good people who help distribute the Notebook.
Funding in part from Bread and Roses Community Fund, Campaign for Public Education, CoreStates Bank, and the Walter
E. Hering Fund of the Philadelphia Foundation.
"It takes an entire village to fund a school reform newspaper'' -Urban proverb
•111 Be part of the educational dialogue. Your support helps put this paper in the hands of people working for positive change.
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Investing in literacy Knowledge is power. And literacy remains the most basic tool for any student seeking knowledge and the power it provides. Few barriers can stop a learner armed with fully developed literacy skills and curious about understanding the world. Our nation's public schools have shown they can do their job when provided with adequate resources. But here in Philadelphia, as in many other urban distriers, the situation is a harsh one. Those with the least power -African American, Latino, Asian and work ing class families - endure a flawed school system. The system should be providing academic skills, such as a high level of literacy, that they need to advance their social position. But those who have the least are getting the least. This bleak reality compels us to do what we can to improve this system. Smee mastery of the.wntten word is a cornerstone of lea rnmg, 1t should be an important focus of reform efforts. Many .of our best teachers have known this for years, dedicating their
energies to reach students with readmg and writing programs. We are heartened that more and more parents across the city are focusing their energies on reading skills. But dedicated teachers and parents need to be able to turn to the District for support. And schoolwide and systemwide initiatives to improve reading have been sadly lacking in Philadelphia. One bright spot is the homegrown 100-Book Challenge - an initiative that makes improved reading skills the focus of the entire school community. Teaching reading to large groups of students, each with a unique learning style, is complex. But the first step is quite simple - adopting the basic assumption that all our children can and must learn high-level reading skills. It follows that schools must provide all students with the books, the time, the attention, and the coherent educational program they need. Knowledge is indeed power. So let us set about creating conditions for our kids to achieve the power that comes from literacy.
A toxic brew With many Philadelphia schools still failing to teach basic skills and the District $95 million in the hole, it's not surprising that politicians are calling for drastic action. Unfortunately, the remedy cooked up by some of the city's elected representatives is a toxic brew. One ingredient is a proposal to break up the School District into 22 separate d1stncts, each with an elected school board. Another is a statewide voucher plan to pay for 3,000 students to go to pnvate schools. These proposals have the backing of some of Philadelphia's most influential state pols-Messrs. Furno, Evans and Perze!. The voucher scheme may appeal to parents frustrated with the pace of reform. But in a District with 215 000 students, it is a cruel hoax to sugg'est that a few thousand vouchers will address the educationa l needs of Philadelphia - or to suggest that private and parochial schools are prepared to address those needs. A voucher plan would be a foot in the door for economic conservatives who aim to privatize or dismantle all the socially useful functions of government. The religious right is eager to funne l public money away from public schools and into Christian schools. Governor Ridge
has repeatedly failed to advance this central goal of his conservative backers. Now some unlikely allies are doing his dirty work. The idea of locally elected school boards has an obvious appeal. But breaking up the District would require 22 new bureaucracies to replace the one downtown. And only the foolhardy can ignore the gross mequalities between neighborhoods across the city that this plan would write into law. School board elections controlled by party hacks are not going to make the schools accountable to those they serve. Nor would giving the mayor more power over the school board, as other legislators ar.e s.uggesting. There's no substitute for bwldmg accountability from the ground up - by informing and involving staff, parents and communities in shaping what goes on at school. Talkmg about drastic action we applaud State Semtor Allyson Schwartz and. Representative W. Curtis Thomas for mtroducmg legislation that recognizes the D1stnct needs lots more mone Cr~ss City Lme Avenue to the suburbs y. ~n Y.ou won't. find classes with 33 chiIren m decrepit, overcrowded build. O~r ~ndamenral problems cannot ~~gs. so vel until our schools receive the fundmg t 1ey deserve.
School ,_Calendar
Aut impa ir and co of chi! the Philadt public Twoyt Conce1 Parent C hildr Autism formed suppor parents spoke Kirn be membc
Tues.-Thurs., Mar. 24-26: 2nd Report Card, Elementary Schools. Mon.-Fri., Apr. 6-10: Spring Recess, Schools closed. Mon, Apr. 13: Professional Development Day, Schools closed. Staff only. Tues., Apr. 14: 3rd Report Card, Middle and Senior High Schools. Mon, May 25: Memorial Day, Schools closed. Tues., June 16: Final Report Card, Last d ay for students. Wed., June 17: Last day for staff. School Board meetings All board meetings are open to the public. To address the board, you must sign up before the meeting by calling the Office of Commun ication at 299-7850.
March 23, 7:00 p.m.: Northeast High School, Cottman & Algon Avenues April 13, 1:30 p.m.: Board of Education, Board Room April 27, 7:00 p.m.: High School for Creative and Performing Arts, Broad Street and Christian Avenues May 11, 7:00 p.m.: Cook-Wissahickon Elementary, Righter & Salaignac Streets May 29, 1:30 p.m.: Board of Education, Board Room June 15, 1:30 p.m.: Board of Education, Board Room June 29, 1:30 p.m.: Board of Education, Board Room
Notebook thanks its volunteers, supporters The Notebook held its annual holiday party December 12 to rhank the many volunteers and supporters who help produce and distribute this paper. Special thanks ro our hosts, Bret Flaherty and H elen Gym, and to tho:i:es: who generously provided drawmg P the Ritz Theaters, White Dog Cafe, d Painted Bride Art Center, Neighborhoo Fi lmNideo Project, the Cresheim he Cottage Cafe, Hedgerow Theater, t Philadelphia Rage, People's Light ani Theater Company, a nd Old Ciry C~ ee. For those w ho could not make t s. 1 event, the Notebook wants to extend . ~s thanks to all the volunteers and contfl utors who make the paper possible.
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SPRING 1998
Autism support group meets parents needs Autism, a neurological disorder which impairs a child 's reasoning, socia lization and communication skill s, affects dozens of chi ldren in the Philadelphia
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Ch il dren with EDUC'ATJON Autism (CPCA) 1111 formed to offer support and an information exchange for parents of autistic children. The Notebook spoke with Cassandra Shipman and Kimberl y Pitts, two of CPCA's founding members, about the group's mission.
How did CPCA form? Sh ipman: At back-to-school night, a group of met in the autistic support classroom at Be lmont Elementary School. The support teacher had just left and the new reacher was pretty much a fi sh out of water. He had no experience working with autistic children. The reacher before had taken all the mater ials, so the room was pretty barren. We came together and ta lked about how we might help support the class. At first we just talked out our frustrations, but then we began to collect information and share it with other parents and the school. Pitts: We found that there's not a whole lot of information our there. We'd have to go our of the city to get it. Our job is to get the information our to families, and hopefuUy bring some of those resources to Philadelphia. How would you describe working with schools as a parent of an autistic child? Pitts: Parents are the key people. We know our children; we know what they need. The schools and staff are not experienced enough. At Belmont, the fact that they put an inexperienced teacher in a class for autistic children says a lot. One thing which upsets me is that a lot of parents are in the dark. Many don't realize how important the Individualized Education Program (IEP) is. Telling the teac her what you wa nt [for your child] doesn't mea n a t hing un less it's written down and signed. What are the major concerns of parents with autistic children? Pitts: We get many calls from parents looking for afterschool care and recreational programs where autistic children can be accepted. We don't have many answers. There's a lack of afterschool care that is accessible to our ch ildren. What are your organization's goals at this point? Shipman: O ur slogan is "helping parents help themselves." If we can provi<;le information, have parents read our newsletter, check our web page, become comfortable and empowered to go out and help their children help themselves, then we've done our job. For more information about CPCA, contact Kimberly Pitts at 474-4817 or write to Cassandra Shipman at P.O. Box 38758, Philadelphia, 19104.
Budget crisis threatens schools continued from page 1
In February, a state court dismissed the District's lawsuit challenging state funding practices. However, any one of three other pending lawsuits could force the state to modify its funding. The City and the School District are su ing the state in federal court for failing to provide adequate funding. A state judge is revi ewing a challenge to Pennsylvania's school fonding patterns brought by t he state's poorer districts. A third case is before the state Supreme Court, which is reviewing an appeal of Commonwealth Court Judge Doris Smith's 1996 ruLing that the state must inlrnediarely provide ar least $45 million to city schools. Judge Smith made that ruling in the quarter-cenrury-old court case over desegregation of the city schools, but the state is trying to have her ruling overturned. Hundreds of parent and community activists packed the chambers when the Supreme Court heard arguments in the case in Philadelphia on February 3. Six busloads of pub lic schoo l parents organized by Home and School Associations turned out to express rheir concern about the school funding crisis. Local activists are looking ·ro politica l pressure and voter registration drives to push state officials to provide more money. Governor Ridge and many state legislators face re-election fights this year. Philadelphia's voter turnout in statewide races has been low in recent years, but an effective voter registration campaign could change that.
Photo: Fred Engst
State lawmakers have balked at allocating adequate funds for Philadelphia students.
The District has said it will simply run out of money as early as ·March 1999.
tive for local legi slators to endorse the vo ucher proposal and the proposed breakup of the District. Srate Senator Allyson Schwartz, a critic of these proposals, has countered with a plan that would allow the Mayor to appoint the entire school board at the beginning of his term, and would also provide $150 million in immediate financial reli ef for Phi lade lphi a schools. The
STATISTICALLY City officials and organizations like the citywide Coa lition to Close the Gap continue to challenge the state to address the funding disparity between Philadelphia and the surrounding suburban school districts. Despite hi gher tax rates in Philadelphia, spending on public schoo ls is $2,000 less per student than the average in neighboring suburban districts. This difference translates into almost $60,000 less per classroom that is available for schools in Philadelphia. State legis lators have been coming up with answers of their own for Philadelphia schools, but few have shown sympathy for local fund ing needs. On the floor in the Pennsylvania legislature this spring are farreaching proposals that would break up the School District into many smaller districts and would provide vo uchers for a small number of students to help them pay for tuition at private schools. These moves are spearheaded by some influential Philadelphia legislators - State Senator Vincent Furno and State Representatives Dwig ht Evans and John Perze! - all of whom argue that money is "not the answer."
The tuition voucher plan and the proposed District breakup have provoked strong opposition in Philadelphia. Howeve~ there is speculation that state political leaders may offer some additional financial support for Phi ladelphia schools as an incen-
Schwartz bill has rhe support of a number of education advocacy groups and Philadelphia Federation of Teachers President Ted Kirsch. For information on voter registration drives, contact the Philadelphia Home and School Council at 299-7965. For information on lobbying activities, contact Shelly Yanoff of the Coa lition to Close the Gap at 563-5848.
SPEAKING
0 Empty desks • Average number of Philadelphia students absent, without excuse, every day:
15,000 • N umber of stu dents that miss over 25 days (out of 184) of school each year:
36,000
%
Philadelphia Anti-Drug/Anti-Violence Network and the Philadelphia Police and Fire Departments: 540 • Number of weapons coUecred by the program to date: 4,000 • Percent of people under 18 years old arrested nationally for murder: 11 .6%
0 Bringing up baby
0 Falling down
• Annual cost in 1996 of licensed day care for a Philadelphia family: $5,000-
• Number of U.S. students attending schoo l each day in buildings needing "extensive repair" : 14 million • Amount reported in a 1995 GAO survey required to repair crumbling school buildings: $112 billion
$10,000 • Percent of its annual income a lowincome family spends for this care: 25% • Percent of its annual income a middle income family spends: 10%
0 Deep breath 0 The bloom off the rose • Percent of new teachers (polled after rheir first year of teaching) responding that their teacher training had not prepared them to teach students from a variety of ethnic backgrounds: 30% • Chances of a student in an urban school being taught by a certified mathematics or science teacher: 50%
OSwapmeet • Number of guns collected in last year's "Guns for Goods" campaign, a weapons turn-in program sponsored by
• In crease in the prevalence of ast hm a among children since 1982: 72% • Number of people who die each yea r from asthma: 5,000 Sources: American Lung Association's Update newslette~ Metropolitan Life survey 1991, PaFT Advocate, Philadelphia Tnquirer, Philadelphia Sun, Teacher magazine, and The Bottom Line is Children, published by Philadelphia Cit izens for Children and Youth . -
Compiled by Eric Joselyn
!PA~G~E~4!____________________________._._!P~UB~L!IC~S~C~H~O~O~L~N~OT~E~B~O~O:K_._.--_._._._..-.------------ SPRING19!!_
SPRIN
Results from the 1997 and 1996 SAT-9 test
School by school reading scores: Above Basic
ELEMENTARY SCHOOLS Above Basic Ad aire
(97) (96 )
Alcorn
(97) (96 )
Allen, Ethel
(97)
Basic
Edmunds
10.2 1+2.3) 7 .9
43 .2 1+ 17.81 45.8 (·3 .3) 25.4 49.1
0 . 8 1-16. 71 17 .5
Elkin
17.8 1+4.8) 13.0
33 .1 1-4.81 37.9
18.5 l.S.3) 23.8
40.31+4.5) 35.8
Anderson
~:~;
;:~ H.5)
29.2 (+4.0) 25.2
(97) (96)
47 5 · 10. 11 47.4
49.0 (-6.4)
(96)
17.8(-9.0) 26.8
(97 )
6.2 1+0.71
(96 )
5.5
24.4 1·0.9) 25.3
56.41 , 12.21 12 ·9 1-12.01 44.2 24.9
15.1 (.J .6} 18.7
Emlen
(97) (96)
16.7!.7.0)
Fairhill
(97) (96)
13.5 f+6.31 7.2
Fattell
(97) (96)
28.0 H .7l 32.7
Fell
(97 ) (96) (97 )
35.7 1. J. 61 37.3
32.1 1+8.4 ) 23.7
12.0 (. 1.6) 13.6
17.4 1-1.41 18.8
Above Basic
Not Tested
35.6 (+4.6) 3 1.0
(9 7) (96)
1.7 10.01 1.7
Below Basic
35 .61+6.0J 29.6
(97)
Ellwood
9.7
55.4
(97) (96 )
10.1 1· 11.81 21.9
(97) (96)
Bache-Manin
Edmonds
35.2 1+0 .3) 34.9
(96)
(97) (96)
Not Tested
19.5 1.2.9) 16.6
Allen, Ethan
Arthur
Below Basic
Basic
:~;; :~; (-01 1
;:~ (+108) l~~ l-1 27)
McClure
(97) (96)
18 .2 (+1. 8) 16.4
42.1( · 1.7) 43.8
~;:~ (+7.5) l~~ l-75)
McDanie
(97)
43.6 1+3.9) 39.7
~~:~ 1+46) l~~ l-95)
McKin le}
(96 )
23 .1 1+1.0) 22.1
Howe
(97) (96)
8.5(+8.5) 0.0
Hu<y
(97) (96)
12.3 1+10.5)
Ho uston
::;;
:~~; !~;
Ferguson
Belmont
(97) (96)
2.8 (-0.1 1 2.9
16.9 1+6.8)
Finletter
(97 ) (96)
Bethune
(97)
15.6 (+8.JJ 7.3
Fitler
(97) (96)
Kelly, J.B.
Fittpattick
(97) (96)
Forres!
1971
(96)
Birney
(97) (96)
Blaine
(97) (96 )
Blankenburg
(97) (96 )
Bluford
(97) (96)
Bregy
(97)
6.7 1-4.41 11.1
54 · 3 (+5.7) 48.6
ll.31+0.2) 11.1
2.5 1·0.8) 3.3
56.9 (+ 1.4)
13.9 (+ 1.9)
55.5
12.0
8.5 7.1
( + l.4)
28 .2 (+S.l) 20.0
4 1.2 1·16.5)
13.1 1+8.8) 4 .3
57. 7
(96)
9.2 l+0.5) 8.7
Btidesburg
(97) (96)
17.3 l-l3.4) 30.7
Browe, H. A.
(97) (96)
14. 1 l+J .51 10.6
Brown, J .H.
(97)
33.8 • 12.91 46.5 • 6.91 1 1 20 .9 39 .6
Bryant
{97)
(96 )
(96)
15.6 (+3.0) 12. 6
Camel l
(97) (96)
30 .6 1+5. 11 25 .5
Cassidy
(97) (96)
18.11+7.1) 11.0
C•th.One
(971 (96)
21.5
Cayuga Childs
7.4 l+4. 7J 2.7
(97)
13.7 • 4.91 1 8.8
(97) (96)
C lymer
(97) (96 )
5.8 (+O.SJ 5.0
(96)
Coolt-WIS<ahid:oo C ramp Creighton
Daroff
Day Decatur Dick Disston Dobson
Douglass Dmv Duckrey Dunbar
Durham
::~;
:~;: ~~~
How to Read the Data
10 .0 1·6.6 ) 16.6
51.4 (· IO.SJ 61.9
11.6(+0.S)
59.8 (+l0.7) 49.1
12.5 (.IS. 9) 28.4
46.0 1• 6.01 40.0
22.41-7.0J
25.0 1• 6. 11 18.9
10.8
(96)
THE SCORES Each school has a 1997 and a 1996 reading score. The scores show what percentage of students performed in each category. The District has set a goal th at by the year 2008, 95% of students will be scoring above basic.
Franklin
(97)
16.5 1• 3.41 13.l
39.0 1• 2.61 36.4
36.0 +3.7 1 1 32 .3
8.5 . 9. 1 71 18.2
Gompers
39.3 1_14.21 42.6 1• 9.81 53.5 32.8
18.o • 7.7 1 1 10.3
o.o _3.. 1 1 3.4
Greenberg
~:: ltSl J ;~:~ !+l3J ;~:! (+4.2)
; }12 71 1
Greenfield
i:;:
~~:; 1-4.81
~:; 1+8.8) ;;:~ (+0.11 ~;:; (-4.0)
Hackett
(971 (96)
27.9 l+S. 2 I 22.7
39.7 1• 5.6) 34.1
Hamilto,n
(97 )
11.l (+l. 4J 9.7
35.2 (+ ll.O) 40.8 (-l 0. 9) 24.2 51.7
13.0(·l.SJ 14.5
Hancock
22.7 l-0.4 ) 23. l
50.6 (+ 4.4) 46 .2
22.0 19.6
4.5 (-6.7) 11 .2
Harrington
(96 )
12.5 (+ 1. 9 ) 10.6
3 8.8 (- 1.2 ) 40. 0
38.8 (+! 5_2) 10.0 (-! 5.9) 23.6 25.9
(97) (96 )
4.0 l·0.7I 4.7
25.0 1•14.9) 39.9
5.6 •11 .7) 1 17.3
::;~ l~:~ 1+7.81 ;~:~ 1+5 IJ ~~:~ I 0.41 ~~::1-125)
~:~:
~~!(3 7)
:~ ~ 1+ 3 5)
Nebinger
1~~ 1- 15 1 )
O lneyEle
Below Basic
35.2 (+8.6) 26.6
THE DIFFERENTIAL
Th ese show the percentage improvement or decline in each category between 1996 and 1997. A school shows improvement if it has a positi ve sign in the category of Above Basic and a negative sign in the last two categories of Below Basic and Not Tested.
Lamberton:
Not Tested
35.2 (+0.3) 34.9
10.1 (-11.8) 21.9
TH E CATEGORI ES Above Basic: A combination of the top categories of Advanced (s u pe rior performance) and Proficient (solid performance) Basic: less than adequate performance Below Basic: littl e mastery o f the material Not Tested: Includes students absent, or those who did not receive a va lid score on both sections of the test.
(97)
Overbroo1'
::; (+2.6)
Lawton
(97) (96 )
Palumbo
(97)
8.81+4.31
(96)
4,.5
Lta
(97)
Pastorius
Leid y
(97)
1~6)
;:;:
~:: 1+30)
::;;
~~:~ 1+23.4 1
!: !
::;;
;~ ~ 1+9.4)
25.7(+!.7) 24.0
1-10.3)
~~.~ 1-7.61 l0.0 1+5.2) 4.8
Levering
(97)
1~}16.5)
Lingelbach
(97)
53 .9 (-4.9 1 58.8
13.5.1 +0.11 13.4
Henry
Loeshe
(97) (96)
Logan
(97)
10.3 1+6.21 4.1
25.9 1+1.21 24.7
60.41+0.21 60 .2
3 .4 1·7.61 11.0
Heston
4 7.8 1• 23 .61 34 .8 1. 12.21 24 .2 4 7.0
10.9 1• 3.31 7.6
Hill ;:;;
(97)
(96) Longstreth
:~: 1+2.5) ~!:10.9) ;~~ 1-3. 5 ) ~.~ 1 4.8 ) 1
(97) (96)
4.7(+1.8) 2.9
Lowell
(97) (96)
Lud low
i:;~ ~:~ 1+0.5)
::;;
(97) (96)
(97)
;:;:
(97)
196)
(96)
;:;;
Peirce Eler
(96 )
(97 )
flanranft
Peir ce
(96)
Locke
::;; Harrity
Patterson
(96)
8 ·2 1-5.5) 13.7
(97) (96)
Harrison
24. 71+1.0J 23.7
6.5 l- l4. 7I
Basic
~:;: ~~:! (-9.9)
::;:
7 .8 1+3.7) 4. l
2 1.2
1+100) ; ; ; 1+8 7)
District of Philadelphia, Office of Assessment)
(96)
(9 7) (96 )
(97)
::~ 1+0 11 ~~:~ 1+4 8) ;~ ~ 18.3)
(96)
Fulton
Girard
27.4 {+13. 21 62.9 1.o.91 14.2 63.8
Morton
MYA
The table shows the reading scores on the Stanford 9 test administered by the School District of Philadelphia in Spring 1997 and 1996. The scores represent results for students of grades 4, 8, and 11 onl y. (Source: School
19.5 (+]. 9) 16.6
Adaire (97)
(96)
Morriso
6.G
Kirkbride
0.0 .3 . 1 31 3.3
~~:~1-3.31 ~~! 1-9 1 )
15.6 1-9.5 ) 25 .1
0.6 1- 16.2) 16.8
Gideon
(96 )
Key
15.0 1+ 1.2) 13.8
l4.6 _6.4J 1 21.0
(96 )
196) o.0 1_15.61 15.6
53.7 1+22.3) 30.6 1-7.4) 31.4 38.0
z1}172)
(97 )
(97 )
32.3 1• 17 .71 14 .6
(97) (96)
25 .0 (+ 4 _3) 20.7
(+2.4)
0.1 (+6. 8)
Frank
~~:~l+l62)
(97)
(97)
9 ·8 1-<.5 )
47.3 • 8.61 1 38.7
(96)
Kendenon
Kinsey
29.6 1. 3.01 32.6
(96)
15 .9 l+2 .8) 13.1
0.0 1. 16 . 11 16.1
;!::1221
;:~
Morris
1+146)
(96)
14.5 10 .01 14.5
8.5 1, 0,71 7.8
(97)
(97)
50.0 1+9. 71 40.3
(97) (96 )
(96)
Moore
35.4 , 6.4) 1 29.0
;:~: ~~:;(+,.OJ
(96 )
Crossan
~:~ 1+141 ) ;!~ 1+279) ~~~ 1-39.3) :!~ 1-2 8) 4.21·1.61 5.8
(97 ) (96)
2.7 {+l.O) 1.7
29.4
Mitchell
Moffet
(96 )
9.0(-0.2) (97)
1
Mifflin
~~ 1 17)
Fox Chase
9.2 Comly
(97)
42.4 _0.31 1 42.7
Above Basic 20.6 1·1.8) 22.4
Kelley,W.D.
(96)
33.3 (t2 .7) 30.6
38.8 1+3.3) 35.5
: :~;
Meredir
~}201
7 .01·1.61 8.6 14.3
19.8 _16. 1 51 36.3
Kearny
t. 61-12.11
13.7
~::; 1+ 116) ~!:~ {-4.0)
~~! 1 3.3 ) !~~1+08) :~~{+41 )
25.3 .1. 1 81 27.1
18.1 . 3.41 1
(97) (96)
(96 )
Cleveland
48.6(-4.3) 52.9
(97)
;~:~ {+10.7) :~:~ 1-3.8)
(96 )
10.t 28.4 (·1.7) 30.J
5.6 (- 16.0) 21.6
8 .4
jenks,j.S.
105 1-11.9) 22.4
(96)
S.9
_(96)
26 .2 1+ 12.11 14.1
(97)
11.1 (+5.2) 16.9 i+S.5)
Jenks, A.S.
(96 )
(96 )
(97)
McM.ich" Meade
1.8
196)
Feltonville
Barton
(97)
Hunter Jackson
18.4 {+ll.l) 39.2 (+12.4) 36.8(-7.6) 7.2 26.8 44.4
A
Not Tested
Hopkinson
6.6(-4.3 ) 10.9
(97)
Below Basic
H olme
14.5 (+5.8 1 8.7
Barry
Basic
(97) (96)
Mano
~:~ (+7.3)
(97)
8.3 1·0.6) 8.9
38.6(+10.8) 51.1 1+6.21 27.8 44.9
2.11. 16.JJ 18.4 Potter~Th c
18.5 1+4.2) 14.3 14.5 1+3.9) 10.6
22.61·0.IJ 22.7
43.61-0.31 43.9
19.4 1-3.31 22.7
Powel
Ptatt
(96) Mars,ball
~~:: 1+11.0J
(97,)
Prince A
(96)
:;:; 1·1.2)
1
~; 1+6.6)
; ; : 1•0.SJ
2
~:~ 1+ 14.41
;!!
1+7.8)
1~}62)
Mayfaic
(97)
Reynolds
(96)
~:~ H.4J 1~~ 1 2 8)
McCall
(97)
~~~ 1 211) l~~ll.I J
McCloskey
(97)
Rhawn hur
(96)
(96 )
Rhoads
,..
-998
• • (-12.7)
SPRING 1998
A little progress, a lot of problems Above Basic McClure
(97) (96)
1-7.5)
McDaniel
(97) (96)
1-9.5)
McK;n lcy
16.6) 12.J}
16.l)
McMichacl
Basic
(97)
Below Basic
Above Basic
35.41•14.9) 38.l 1·7.3) 20.5 45.4
19.0 1·6.8) 25.8
Richmond
4.0 1·2.1) 6. 1
24.71•0.2) 24.5
58.01•2.9) 55.l
13.31- 1.0) 14.3
Rowen
58.9 1, 5.81 53. 1
25.5 1, 1. 41 24.1
Sharswood
(96)
4.6 1•2.7) l.9
24.31·0.7) 25 .0
Meade
(97) (96)
7.0 (-0.4) 6.6
29.2 (<17.J) ll.9
Meredith
(97) (96)
62.l 1•14.6) 31.9(-10.5) 47.5 42.4
5.2(.3.3)
:::;
~~:~ 1-3.I) ~~: 1+90)
46.51•3.6) 42.9
Mifflin
Not Tested
7.5 l·0 .8) 8.3
3.9 . . 1 3 31 7.2
(97) (96)
1·8.2)
PAGE 5
PUBLIC SCHOOL NOTEBOOK
62.51•6.8) 55.7
8.5
Basic
17.2 (+ 6.51
(97)
Below Basic
Not Tested
43.4{+! 4.J ) 35.4(-J.4)
10.7
29.1
38.8
(97)
10.1 (+l. 9 )
34.9 (+1. 6)
51.4 (+ I0. 9)
(96)
7.2
(97)
12.6
(96)
6.4
(+ 6 _2 )
33.3
40.5
46.0 (+l.O)
34 .5
44.0
31.2
Above Basic
21.4 3.7(- IS.l)
8.61·8.9) 17.5
(96)
36.0 1+2.1) 33.9
46.6 1+8.7) 37.9
15.0 (+0.4) 14.6
10.41-14.8) 25.2
Sheppard
(97) (96)
20.4 (+16.1) 4.3
26.11-12.51 38.6
51.11+9.71 41.4
0 ·9 1-0.8) 1.7
Sheridan
(97) (96)
Jl .3 (+3.7) 7.6
37.91+0.3) 37.6
42.4 (+7.0) 35.4
8.11·9.5) 17.6
Smedley
(97) (96)
9.6 (-7.3) 16.9
31.71·6.91 38.6
54.91+10.3) 44.6
AMY J. Manin
6.9(-ll. 4)
18.3 2.4 (-11.2) 13.6
83 (. JJ.21
48.6
(97) (96)
40.8 1+7.9) 32.9
33.31+2.81 30.5
18.91+3.71 15.2
Barratt
(97) (96)
12.31+4.7) 7.6
38.91+4.3) 34.6
37.2{+12.7)
11.8(-21.5)
24.5
33 .3
Seeber
(97) (961
18.0 1+3.4) 14.6
37.5 1-7.8) 45.3
36.St+l0.6) 26.2
7.7H.2) 13 .9
Central East
(97) (96)
19.8 1+10.9) 8.9
34.01·2.4) 36.4
38.1 (+10.2)
(97) (96)
6.8 l• l.2 ) 5.6
25.9(<3.5) 22.4
62.31+4.6) 57.7
4.91·9.4) 14.3
(96)
6.2 1-0.3) 6.5
24.71+6.0) 18.7
59.71·4.81 64.5
9.61·0.71 10.3
Clemente
-2.0)
Moffet
(97)
17.1 1+9.0) 8.1
35.21-7.2) 42.4
38.11+14.9) 23.2
9.51·16.8) 26.3
Solis-Cohen
(97) (96)
24.8 (+ 6.51 18.3
50.4 1• 6.71 43.7
20.5 1. 3.41 23.9
4.\. 9.81 14. 1
Conwell
·2.8)
Moore
39.5 1+6.6) 32.9
35.8(-0.9) 36.7
22.91•7.2) 15.7
1.81·13.0) 14.8
So uthwark
(97)
20.4 1• 2.01 18.4
37.8l-l.ll 38.9
25.5 l+ l. 9) 23.6
16.3 1. 2.71 19.0
Cooke
15.0 1. 3.2) 18.2
46.7(+l 6.4) 30.0(. 14 .01 30.3 44.0
8.3 1• 0.71 7.6
(96)
1.6)
Morris
5.8)
Morrison
(97)
10.51
Morton
(97)
~:~: (96)
(96)
-7.3)
MYA
+3.5)
Nebingcr
(97)
- 15. 1)
Olney Elem
(97)
(97) (96)
(96)
(96)
1
~:~ 1+16.6) ~:~ (+8.J)
Spring Garden (97) (96)
38.2 1+18.8) 36.91-6.4) 19.4 43.3
Spruance 37.9 (- l 6.7) 54.6
42
43.7 1+ 1.9) 41.8
10.91-5.5) 16.4
3.61·2.4) 6.0
15.0 1+ 10.9) 23.31-1.4) 4.1 24.7
55.01·5.3) 60.3
6.7 (-4.3) 11.0
21.7 1• 6.61 15.1
28.9l+3.8) 25.1
13.2 .6.91 1 20.1
36.2 1.3.41 39.6
52.1 • 22 .9) 26.5 1_10_81 1 29.2 37.3
(97) {96)
24.8 l+l 8.l) 33.ll·l.4) 6.7 34.5 41.8 1+6.0) 35.8
(96)
4.ll·O.I)
Stanton, E.M. (97)
(96)
res
Grade 8
13.9 1_17•11 31.0
4.9 _10.71 1 15.6
Gillespie
8.1 t+i.t) 6.0
27.8 (+l .l) 25.6
19.7(. 6.91 26.6
37.7 I+ t 1.2) 50.71+7.3) 26.5 43.4
3.9 (- 14.21 18.1
Harding
30.01+2.6) 27.4
7. 1 1·9.2) 16.3
Hill-Freedman (97)
53.51+0.91 52 .6
(96)
Grade 11
(97) (96)
(97) (96) (96)
Jon e..~
(97)
(Source: School District of Philadelphia, Office of Assessment)
.I)
Pasiorius
~~;~ 1!:~ (·8.0) ;~:~ 1·91)
ro.21
Patterson
(97)
5.9)
Peir ce
7.5)
Peirce Elem
(96)
Penndl
Pennypacker
5.1 (- 4.4 1 9.5
16.7 1_15 .01 31.7
Sullh·an
12.5(-21.0l 33.5
LaBrum
(97) (96)
29.21+0.2) 29.0
38.51·0.8) 39.3
24.71+7.5) 17.2
7.7(-6.8) 14.5
(97) (961
22.6 1+3.4) 19.2
40.3 1+1.2) 39.1
20.91·2.1 ) 23.0
16.1 1·2.51 18.6
Lewis
(97)
(96)
9.5 1_2 _9)
12.4
31.2
26.2
Meehan
{97)
25.7 f. 6. 2)
40.4 (+ l.I )
25.2 f+ ll.3 l
38.3
13.9
28.4
5.9 (+ 1.2)
35.0 (+ 9 .21
44.6 (+ IJ.8)
14.5 _24 _1) 1
(97)
Pepper
197) (96)
17.S IO.Ol 17.8
Pickett
(97)
4.2 _5.61 1 9.8
(97) (96)
10.8 (+6.71 4.1
(97)
10.4 {+4 .8 )
Shaw
(97)
(961
12.0 (+5.1 ) 6.9
(96)
(97) (96)
2.7 (+ J.JI 1.6
:;~;
16::
i;:;
(+7.41
~!:~ 1+8.9)
StetSon
(97)
44.9 1• 3.01 41.9
19.1 1, 8,01
Stod dart-Fleis her {97)
(97) (96)
33.9 l+Z.3) 31.6
(97)
1.3 1+1.3)
(97) (96)
3.9 l+l.4I 2.5
21.3 1,J. 8) 19.5
56.1 (+ 6.91 49.2
18.7 l· t O.t) 28.8
Walton
(97)
11.7 l+ l.O ) 10.7
31.1 1.7.4) 38.5
50.5 1• 9.51 41.0
6.8(-3.0) 9.8
Waring
(96)
(97) (96)
11.2 J-1.5) 12.7
29.61+1.2) 28.4
54.11•13.0J 41.l
Washington,M. (97)
50.9(.1.7) 49.2
Washington, G. (97)
(96)
Penrose
(97) (96)
18.6 1+4.6) 14.0
39.2{+12.6) 33.0(-18.9) 26.6 51.9
16.ll
Pollock
(97) (96)
39.4 l+0.9) 38.5
33.310.01 33.3
39.7 (+l8.9) 39.6 (-8.7) 20.8 48.3
19.71+8.2) 11.5
J.2)
(96)
!.3)
Powel
(97) (96)
29.5 1-3 .21 32.7
36.11-4.71 40.8
32.81+12.5) 20.3
•.5)
J.>rau
(97)
6.1 (+1.7)
23.21+4.ll 19. 1
50.0 (-7.3) 57.3
20.71+1.6) 19.1
Wilson Elem
(96)
(+lJ.i)
4.4
1.6 1-4.5) 6.1
33.6
5.6 (+l.J )
(96)
4.3
33.2(+l 5.6 ) 43.6 (- 1.0)
39.2
15 .1 (. 4 _9 )
20.0
4.8 (-7.51 12.3
34.81+6.3) 28.5
(97 l
JI.I 1•8.01
3. 1
29 · 1 1+13.I) 45 ·9 1+2.8) 16.0 43.1
13 · 9 1-23.81 37.7
17.91·5.2) 23. 1
10.8 (-S.SI 19.3
19.01-2.8) 31.8
10.9 (-1.S) 12.7
;;:~(+3.51 ~;:~ (•17) ~i:~l-32)
45.2 (+ 14.5) 30.7
197) (96)
7. 1 1-0.7) 7.8
27.11·3.7) 30.8
47.81+9.4) 38.4
{97)
8.3 (+ 2.J)
27.1 (+0. 7 )
53.6 (+l l. 8 )
31.8
35.7
41.7 (·ll.61 53.3
21.7(+1.7! 20.0
WilsonM.S.
4l.! , 2.71 1 38.4
25.2 • 7. 1 71 17.5
5.2 . . 1 10 11 15.3
~:; C.391 ~~:; (-9.1) ~~ :~ 1+6.9)
8.9(-1.4) 10.3
9.11+4.9) 4.2
18.8
(97)
:~;~
Ziegler
(97) (96)
17.61- 17.0) 34.6
Wanamaker
42.3l+l\.J) 38.1 1• 4.71 31.2 33.4
(97) (96)
7.4H.5I 11.9
42.91+18.3) 24.6
10.3(- 16.61 26.9
9.3 l+0.7) 8.6
Wright
11.71·9.81 21.5
Vaux
(97)
6.41·10.7) 17.l
49.31+0.9) 48.4 29.0 1.9.J) 38.1
Wagner
Willard
57.71+2.0)
32.31.8.11 24.2 44.7 (+6.01 38.7
8.51.12.01 20.5
17. l {-1 3.81 30.9
l.3.3 l+lO.O) 23.3 10 .01 3.3
1
33.6
35.01+30.6) 4.4
7.3 1.2.91 4.4
(96)
44.6
40.61·19.7) 60.3
(97) (96) (96)
17.6
17.7 (_ 15.9 )
41.51· 11.81 53.3
19.2 1+ 15.91 30.81+7.8) 3.3 23.0
W hitt ier
26.9 !+SS) 21.4
5.81+0.2) 5.6
7.2
(97)
(97) (96)
9.0 1+3.31 5.7
23.I 1+10.11 L4c. 1u1 13.0 12.9
(96)
18.6(_17_41 36.0
Va re
(97) (96)
42 .l (-2.7) 44.8
42.9 (+ 3.7)
18.8 (+7.61 11.2
Reynolds
35.5(+4.3) 31.2
54.2l+l4.4) 39.8
33.6(0.0J
(97) (96)
,4)
16.5 1·1.9) 18.4
23.4 1+4.8 ) 18.6
8.4 (+ 1. 2 )
15.11-3.1) 18.2
.51
49.2 1• 22 . 11 26.l 1.2i.01 27.1 47. 1
3.7 (·2.01 5.7
6 .7 (.0.81 5.9
Wisrer
(97) (96)
58.1 1• 14 .4) 18.8 _12 .91 1 43.7 31.7
(97) (96)
9.41·3.l) 12.5
(97) (96)
7.71·23.51 31.2
20.4 1_2.6, 23.0
Tiiden
45.31.0.31 45.0
Rhoads
35.1 1•13.0I 45.21+5.41 22.1 39.8
Turner
34.21+7.5) 26.7
Rhawnhurst
8.51·14.91 23.4 15.8 1+ !.21 14.6
9.2(- 11.9) 21.J
11.11-4.7) 15.8
.2)
22.1 1·3.21 25.3 46.11+2.91 43.2
33.2 (-1.01 34.2
40.4 (+5.1)
(97) (96)
5.4)
11.4 (-!2. 5 )
23.9
35.3
Prince Hall
55.7
40.3
5.5 l•lO) 4.5
(96)
17.3 4.1
30.2
7.71·16.2) 23.9
(97)
T homas
6.51-18.2) 24.7 41.2 (+ !1.0) 37.0 1_3.3 )
29.2(+ 14.0) 56.9 (+4.8) 15.2 52.I
(97)
Sulzberge r
12.9H. 9 i 17.8
45.3 1• 17 .9) 14.1 _2 1, 1 21 27.4 35.3
0.0
4.5.01+5.9) 39. 1
9.3 1·9.5) 18.8
38 .6
6.2 1·2.51 8.7
(96)
Pottcr~Thom as (97)
II.I
30.8 35.6 M. 9) 30.7
(96)
(96)
Welsh
i96)
36.5(+ 9 .01 27.5
8 .7 1. 19 _7 )
(97)
(96)
7.61·9.l) 16.7
(-2.9)
25.8
9. 1 (-ll.2)
30.3
30.71+19.8) 58.6(-11.7) 10.9 70.3
(96)
Webster
4.9 1·3.0) 7.9
Shoemaker
Vare Elem
47 .8 f+l 6 _6J 33.4 (+?.l )
32.2 1+ 17.0) 37.2 1+ 1.1) 15.2 36.l
(97) (96)
12.61·9.11 21.7
3 .01 · 10.5) 13.5
5.61-7.3) 12.9
5.6
16.81·6.2) 23.0
40.6 1+1 .2) 39.4
15.81+10.2) 27.8(-4.l) 5.6 32.3
(97) (96)
Sayre
4.7
30. 11·0.4) 30.5
196)
(97)
19.5
Penn Treaty
32.81•7.4) 25.4
24.9 1+ 19.1) 5.8
8.3
(96)
42.8 (+l 6.31 26.5
36.51·3.9) 40.4
Taylor
16.4 (+S. I )
36.I (+5.21 30.9
33.010.01 33.0
!::~1.021
6.21·23.9) 30.I
3.0 (-0. 6) 3.6
8.6 l-0. 41 9.0
13.9 (.2.7) 11.2
(97)
43.8 1+t7.1) 34.41+4.8) 26.7 29.6
59.7 (+l 6.4) 20.9 {-J J. 9) 33.3 54.8
24.3 1•9.61 14.7
(97) (96)
Taggart
80.4 (+40.41 3.91·17.9) 40.0 21.8
15.5 1+ 1.9) 13.6
44.4 (+l.J 6 41.8
Leeds
Overall reading scores improve from fourth to eighth grade, but drop sharply in the 11th grade.
0.0 1·5.5) 5.5
50.3 1• 15 .2) 19.2H 5.21 35.1 34.4
25.S l+0. 8) 25.0
(96)
48.7 l+ l5.31 29.5 1+4.J) 33.4 25.4
49.7 1• 18_7) 19.2 1. 18 .61 31.0 37.8
1.3
34.3 (+!2.3} 45.7 (+J. 3) 22.0 42.4
R ush
(96)
26.0(.\.JJ 27.l
5.0 (+1.0)
0.8 1·0.51 21.8 1.3.21 25.0
6.2 {+I.SJ 4.7
Roosevch
(97)
38.1 1• 10 .51 27.6
4.0
(96)
Palumbo
29.1 1.9.71 38.8
4.6 (·1.0) 5.6
Rhodes
Ombrook Ed Ctt(97)
11.0 (+ 2.31 8.7
(97)
(96)
.4)
4.61+1.2) 3.4
(96)
(96)
,0)
15.\.19.7) 35.0
42.5 (+9.6 ) 32.9
(97) (96)
ool
Grade 4
34.01.10.21 42.2 1+5.4 ) 23.8 36.8
52.1 1- 10.4) 62.5
{97)
Average reading performance citywide (1997)
by
De Borgos
8.2(-18.6}
26.8
Elverson
45. 1 1• 14 .61 42.6 1. 3.6) 30.5 46.2
9.3 (+5.6) 3.7
(96)
27.9
FitzSimons
7.4 (-0.4I 7.8 7.8 (-4.2) 12.0
(97)
6.91-14.5) 21.4
3.8(. 9.l) 12.9
(96)
(97)
(96)
8.61+4.2) 4.4
2.7
20.4 1.5.41 25.8
Stanton, M.H. (97) (96) (97)
(97)
1.2 (- 1.S )
32 .4
17.5 (-3.01 20.5
9.3 (-4. 31 13.6
(96)
(97) (96)
18.5 f-l3. 9 )
68.6 l+l4.l) 54.5
1.9 (-4. 2) 6.1
Scee!
0.0 1. 3.01 3 .0
16.2
Smith
(97)
Not Tested
Baldi
Mitchell
(96)
Below Basic
54.5 1• 16 .51 17. 1 1_14 .91 38 .0 32.0
28.4 (+ll. 2) 51.9 ~+J.J)
-1.7)
(97)
Basic
28.4 l+l. 4) 27.0
AMY Northwest (97) (96)
19.5 3.81•3.8) 0.0
(97) (96)
18.9
(+J.J)
Shawmont
(97)
MIDDLE SCHOOLS
4.0 (.\l.4 )
(96)
23.3
34.8 l+l.S) 33.3
48.1 1+14.8) 44.4(+3.51 33.3 40.9
45.5 (>J.7) 43.8 7.41- 12.31 19.7
10.61·8.2) 0.01·6.11 6.1
(96)
(96)
(97) (96)
6.0 28.4 1. 0.51 28.9
26.4
High school test scores, page 13
11 .0(_ 24 _7)
PUBLIC SCHOOL NOTEBOOK
PAGE6
-
SPRING 1998
Recursos desarrollan programa exitoso de lectura viene da la p. 1 Su gran esfuerzo ha conseguido la arencion y el respeto del Distrito. Fue recientemenre clasificada como una "escue la de gra n progreso" por su mejo ria en el exa men SAT-9 yen otras areas como la asisrencia de esr ud iantes y maestros, y el n 路mero de retencion y promocion . "El apren d izaje es lo principal aq ui," dijo Mary Yee, miembro de l eq uipo del Distr iro Esco lar que eva luo el gra n pro greso de Chi lds . "La pri ncipa l riene un a manera de liderazgo en donde le rransfi ere el po der a los maestros, los maestros en ca mbi o sirve n de vo lunra rios. Esta la expectativa de que el person al ha ra ma s po r los niiios y esro en cambio influye el ambiente."
por Pau
sobre estraregi as de eval uacion de lectura , incluyendo un curso de 6 dfas durante el verano. El personal fue emrenado en como dererminar el nivel de lecrura de cada estudia nte y preparar un o bj eri vo educari vo basado en esra evaluacion. Denenberg dij o que el personal decidi o qu e el enfoque en la lectura serf a lo mas logico. "Mi merodo de liderazgo es el da rle el poder al maestro," dijo ella. "Es una pa rte bien importante en el proceso." Denenberg dijo que su rol es el de maximizar los recursos y proveer a los maestros el entrenamienro que necesitaba n. Ell a a umenro el n(1m ero de hora s de entrenamienro a los maestros, ademas se conce nrro en la insrrucion de la lectura . Compro libros y conrrato maestros adicio nales para proveer mas tiempo para entrenamienros y/o reuniones. Tambien creo el de program a la " Alcance Lecrura" en donde se contrato a "asistentes
"Esta la expectativa de que el personal hara mas por los niiios y esto en cambio influye el ambiente."
Prepa rando los objetivos de lectura El en fo que en la lecru ra es o bvio a l ca mi nar por Childs. Muesrras del rrabajo de los estudian tes es mosrrad o ampl iamente . Las puerras del salon de clases se manrienen abierras para mosrrar a los esrudiantes di scuriendo sus lecturas. El C hi lds Parent Center se enc uentra en el sorano. Panfleros sobre la escuela, sus progra mas pa ra pad res, y avi sos de ralleres sobre las ultim as pracricas educarivas estan di sponibles en este cenrro. El Centro de Padres fue el resultado de la asociac ion con CIGNA Co rpo ra ti on y Temp le Uni versity. "Queremos asegurarn os que cada niiio lea y escriba al nivel que corresponde-ese fu e n uestro o bj erivo," dij o la principal M ary Ell en Denenberg. Denenberg di jo que Chi lds comenzo con su enfasis en lectura hace dos aiios cuando el personal romo unos cursos exrensivos
comun itar io"
pa ra
serv ir de rutores a aquellos niiios que lo necesitaran . Uno de sus pasos Ma ry Yee mas importanres fu e el de permirir el uso del programa de lectura ll a mado "10 0 Boo k Challenge" en cada salon de clases. Denenberg dicen que ca da maestro en Chi lds esta envuelro en esre program a a algun ni vel. Recursos Los maestros de Childs consideraban entrenamiento como el componenre mas importante para su propio desarrollo. Al mirar el irinerario del entrenamiento de los maestros hubiese visto cinco horas al mes en esrraregias de lectura . Esto incluyo "ch at and chews" en donde los
Foto: Fred Engst
Tarah Bullard demuestra una lecci6n durante la session de "Book Talk" con su clase en la Escuela Elemental Childs. maestros se reunfan a desayunar y a discurir articulos so bre el rema. Ademas cada maestros recibe dos horas adicionales al mes para reunirse con mae-
Preservando historia
Gula se enfoca en Arturo Schomburg por Johnny Irizarry La Oficina de Apoyo de Currfculo ha desa rollad o una guia nueva de enseiia naza so bre la vida del historiador Arturo Alfonso Schomburg. Artu ro Scho mbu rg (1874-1 938 ) fu e el fund ador de H ar lem's Center fo r Resea rch in Black Culture, con sid erado como el centro pr imordial de esrudi os Africa no y AfroAmeri ca nos en to do el mundo. Pue rtor ri q ueii o de descend encia Afr ica na, llego a los Estados Un idos a la edad de 17 aiios, determin ado a luchar por la independencia puertorri q ue11 a y documenra r las gran conrri bucio nes de los Afri ca nos en las Americas. El se edu co a si mismo y se convirtio en la figura preeminenre de cartas y hisro riografia Afro-Americana, coleccio nan do mas de 5,000 li bros, 2,000 pa nfl etos, y mi les d e cartas,
de 5 millones de articulos. A la vez, Schomburg lucho contra temas complejos ta les como clases econom1cas, raza, identidad, nacional1smo, e hi storia. Lucho porque se le :ceptara en cierto circulos y por la idrnridad, preservacion, y un idad racial.,,
Foto: FreelibraryofPhiladelphia
Arturo Schomburg man usc ritos y grabados. El Centro Schomburg contiene acrualmente mas
SPRING
. A p.esar de ser un orador, revoluc1o narw, patron de las artes, trad ucror, escn tor y educador, es bien poco lo que se estudia y recuerda so bre Arturo Schomburg. El plan de estud io, " Building A Legacy: The Life and Contributio ns of Arturo Al fonso Schomburg, " esra disporuble a fin de febrero. Maestros pueden obtener una copia llamando Johnny Irizarry a la Oficina de Apoyo de Curriculo al 299-49 8G.
Traducci6n por Iris Lozada
stros del mismo grado y asi discutir estrategias de enseiianza y esra blecer el o bj eri vo del grado . " Estamos constantemente envuelros en conversaciones y reflexionamos sobre nuestras propias practicas," dijo Broderick . Claro, el dinero es el fac tor mas morivador para lograr cualquier cosa. La escuela tiene un presup uesto de mas de $5 00,000, con el 10 porciento asigando al desa rrollo del persona l. La asociacio n con CIGN A Corporation tambien ayuda a Childs con recursos, equ.i po, y dinero. "No me hubi ese g usta do ro mar este proyecro sin dinero, " clijo Denenberg. "En nuestra sociedad le dejamos saber a las personas que lo va lorizamos al compensarles por sus es fu erzos No creo que los maestros lo hagan por el clinero, pero esro roma en cuenta su sacrificios, demuesrra agradec, . imiento, y estimu la confi anza." El m a nej a r el p rogra ma con exrto Distrito has reni do su p recio . Denenberg, veterana del Distrito de mas de 20 aiios, s.e fue de Chi lds en enero para romar una posrcion en un di striro del suburbio. Alease West coordi nad ora del Cenrro de Padres de Chi lds, expresa que tiene confi an za en los maestros y pad res Y que la escuela conrinuara su mision de lograr que todos sus estudi anres lean a su nivel. . " Muchos padres vienen de orros ve~in颅 darios trata ndo de registrar a sus :a路;~: porque ha n escuc had os bu enas co 路nuestra escuela," di jo West. "A los ~~~~ les gusta, a los padres les encanta. paso en el camino correcto. "
Traducci6n por Iris Lozada
A pan fi na ncie1 Philadel1 Pennsylv el a umer en cortar presupue Co me Philadel1 $95 mill< sin diner1 Los $: el presu~ a las esc1 un aumei educacio1 t a nto, el a umenta convertir billon de siones. Las pr siguen la sidio par: aumentac el gasto t ha a ume1 " 1C ui stros nii Pres iden M aestros construir o univers pero si ha construc1 carceJ COi mas mod dice, 'Tei para tu fi Al con enorme Superint1 Escuela I escolar qt aiio que v continuen del estadc se qued a1 1999 sin Mient1 a la posib escuelas I tiene alrec cias.
Ninos deb' los libros c
-1998
SPRING 1998
PAGE 7
PUBLIC SCHOOL NOTEBOOK
Crisis de presupuesto amenaza escuelas por Paul Socolar Apa rentemenre ignorando la crisis financiera de las esc uela s publicas en Philadelphia, el Go bern ador Ridge de Pennsylvania ha vuelto a poner enfasis en el aumento de fondos para las c:irceles y en cortar los irnpuestos de negocios en su presupuesto del 1998-99. Como resultado, la s escuelas de Phil adelphia se enfrentan a un deficit de $95 rnillones y la posibi ~dad de quedarse sin dinero antes de la pri.mavera del 1999. Los $20 millones en fondos nuevos que el presupuesto de! Gobernador le asignara a las escuelas de Philadelphia representa w1 aurnenro de 3% en ayuda estatal para educacion b路sica en Philadelphia. Mientras tanto, el gasto est ata l para las c:irceles a urnentara en un 6% . Pennsylvania se convertiria en el sexto estado en gastar un billon de dolares o mas en el sistema de pris10nes. Las prioridades del Gobernador Ridge siguen la tendencia de muchos aiios. El subsidio para educacion basica solamente ha aurnentado 7% por inflacion mientras que el gasto en el sistema de prisiones estatal ha aurnentado por un 212 %. " 1Cual es el mensaje de Ridge a nuestros niiios?" pregunto Yvonne Epps, Presidente de! Consejo de Padres y Maestros de Philadelphia. "El no habla de construir una escuela o universidad nueva, pero si habla sobre la construccion de una carcel con facil idades mas modernas. El le dice, 'Tenemos algo para tu futuro."' Al confrontar este enorme deficit, el Superintendente de Escuela David Hornbeck pide a la junta escolar que no balanceen el presupuesto de! aiio que viene con cortes drasticos pero que continuen tratando de conseguir mas dinero del estado. El Distrito Escolar anticipa que se quedara sin dinero antes de marzo del 1999 si no consiguen fondos adicionales. Mientras el Distrito Escolar se enfrenta a la posibilidad de que tenga que cerrar las escuelas la proxima primavera, el Estado tiene alrededor de $600 millones en ganancias.
Epps felicita a Hornbeck por su posicion de no cortar mas el presupuesto. "Las personas no se clan cuenta de cuantos recortes han hecho. No podemos darnos el lujo de hacer mas recortes en las escuelas," cementa Epps . De acuerdo al abogado Michael Churchill de Public Interest Law Cente r en Philadelphia, cualquiera de las Foto: Notebook demandas tres judiciales podria Legisladores estatales se niegan aumentar fondos a las escuelas de la ciudad. obligar al estado a isladores de rnucha influencia en modificar sus practicas, pero no hay manLos activistas locales tratan de presionPhiladelphia-el Senador Estatal Vincent era de saber cuando o como se decidir路n ar a los politicos y estan llevando a cabo estos casos. Furno y los Representates Estatales Dwight campaiia de registracion para votante asi La ciudad y el Distrito Escolar estan poder forzar al estado a que provea mas Evans y John Perzel-los cuales argurnentan que el "dinero no es la solucion." demandando en la corte federal por no dinero. El Gobernador Ridge y muchos de El programa de "vouchers" y el de proveer fondos adequados. Otro caso esta los legisladores estatales corren para reelecen la Corte Suprema del estado en donde cion este aiio. El nli.mero de votante en las dividir al distrito ha encontrado muchas se esta revisando una elecciones estatales es baja en Philadelphia, oposicion en Philadelphia. Hay especuladecision de la Juez una campaiia efectiva podrfa cambiar esto. ciones de que los lideres politicos estatales Doris Smith en 1996 ofreceran mas dinero para las escuelas en Oficiales municipal es y organizaciones Philadelphia con tal de que los legisladores en donde el estado como Coalition to Close the Gap siguen tenia que proveer por retando al estado a que resuelva la diferlocales apoyen el programa de "vouchers" lo menos $45 mily la division del distrito . encia que hay en fondos entre el Distrito Escolar en Philadelphia y el de los suburlones a la escuelas de La Senadora Estatal Allyson Schwartz, bios. la cual se opone a estos cambios, propone la ciudad. Aunque los impuestos son mas altos en que el Alcalde nombre la J unta Directiva La Juez Smith Escolar a principio de su terrnino en ofictomo esta decision Philadelphia, aqui se gasta $2,000 menos en el caso que lleva por estudiantes que lo que se gasta en los ina y asignaria $150 millones en ayuda 25 aiios en la corte sobre desegregacion de financiera de inmediato para las escuelas suburbios. Esto equiva le a casi $60,000 las escuelas en la ciu '" dad. El estado trata en Philadelphia. menos por cada salon de clases. Los legisla dores estatales buscan sus de q ue rechazen esa decision. El proyecto de Schwartz es apoyado por propias soluciones al problema pero pocos un numero de grupos educativos y por el Cientos de padres y activistas de la comunidad llenaron el salon de corte cuanentienden las necesidades la irnplicaciones. Presidente de la Federac ion de Maestros En el estado se encuentran actualmente do la Corte Suprema escucho los argude Philadelphia Ted Kirsch. mentos en el caso de Philadelphia el 3 de planes tales como el de dividir al Distrito Para mas informacion sobre la campana febrero. La Asociacion de Padres y Escolar en distritos mas pequeiios y el de de votacion favor de comunicarse con proveer vales (vouchers) para un grupo la Asociacion de Padres y Maestros al Maestros organizo a padres de las escuelas publicas para que expresaran su prepequeiio de estudiantes para que puedan 563-5848. ocupacion sobre la crisis financiera; llepagar el costo de escuelas privadas. Estos esfuerzos son encabezados por legTraducci6n por Iris Lozada varon seis guaguas llenas.
El Districto anticipa que se quedara sin dinero antes de marzo del 1999.
!dEngst
en la
;rratejetivo tos en nuesck .
monscuela
5 cosas que debes saber
),000, rrollo GNA Is con
Analizando libros por perjuicios:
r este . "En 1s persarles maetoma 路adecexito 1berg,
os, se
Los niiios estan constantemente expuestos a actitudes perjuiciada en todo lo que leen y observan. Hasta los libros clasificad os como "multiculturales" tienen que ser examinado cuidadosamente para determinar si contiene estereotipos e imagenes negativas sobre los personajes que proyectan. Las sigiente sugerencias le puede ayudar a padres y maestros a eligir libros para sus hijos y estudiantes.
3. Mire a los personajes.
1. Revise las ilustraci6nes.
4. Considere el pasado de! autor o ilustrador.
Enseian a personas de color y a mujeres en roles activos y de liderazgo en vez de roles pasivo o de sirviente? Enseiian retratos generalizados o so bre-simplificados sobre alguna raza, grupo especifico, edad o sexo? Son apropiados los rasgos fisicos"?
. posienrro ~co n-
1ue la ir que
2. Revise el cuento.
Ninos deben estar al tanto de los prejuicios que existen en los libros que leen.
Cua! es el efecto del cuento en la imagen del niiio ? Es presentada la cultura con exactitud o se presenta en si las caracteristicas ex6ticas de una cultura ? Es presentada la clase media blanca de suburbios como lo normal? Se usa lenguaje o palabras qu e puedan res ultar ofensivas a algun grupo de personas en especifico?
Con que personaje se puede identificar el niiio positivamente? Quienes son los hereos? Se distribuye a partes iguales el rol de poder? Es igualmente importante el rol de sirviente? Como se describe la relaci6n familiar? Enseiian algun estereotipo en estas relaciones?
Que revela la biograffa de! a utor/ilustrador sobre su Pasado y perspectiva? Es el autor miembro del grupo descrito en el libro? Y si no, que fac tores hace 路a] autor cualificado a hablar sobre el tema?
5. Mire la fecha de derechos. C uando se public6 el libro? Cuales eran los ideales so bre una sociedad multicultural en ese entonces? Adaptado de "10 Quick Ways to Analyze Children's Book for Racism and Sexism, " Council on Interracial Books for Children. Traducci6n por Tris Lozada
PAGES
Reading skills show many children perform poorly continued from page 1
out the test scores, most people interviewed in the preparation of thi s issue of the Notebook agreed that the reading skills of the majority of students in the District are not where they need to be. " We are still at a point where there are pockets of excellence in the schools, but if you are look ing for success on a larger scale, it's hard to find," said Eileen Feldgus, reading specialist for the Office of Assessment. "The reading level is horrendous," said Karen Little, a parent at Rhodes Middle School. "Kids are 12, 13 years old and they can't read. Reading should have been addressed years ago." Second, teachers and schools, for the most part, are operating with minimal guidance, resulting in vastly erratic and, frankly, chaotic results. "In any given school there might be three different reading programs in use, " said Elaine Culbertson, the District's reading curriculum spec ia list. " At some schools, you'll find that there's no reading done in kindergarten. At other schools, the expectation will be that every child is exposed to reading at that age. "We have no criteria for what teachers sh ould hold a kid accountable for knowing or whether a program someone uses actually does help a child learn to read. "
sage in a workbook for the entire day~ and had no literature, social studies or science classes scheduled on a ty pical Friday. " M y daughter grad uated from high school with honors and when she went to college, they tested her and said she was reading at a ninth grade level. She was very frustrated," sa id parent Lill ian Amaro. Some progress
Yet wi thin the system, concrete efforts ar~ being made to address the problem . Philanthropist Walter An nenberg recently granted $5 million to 2 8 schools in the Frankford, Kens ington, and South Philadelphia clusters to improve literacy in the primary grades. A teacher forum, sponsored by the Notebook, showed that many teachers are emphasizing the importance of reading, reading frequently, and reading literature which incorporates the experiences of students. At Childs Elementary School, students are expected to read books of their choosing at least 30 minutes per day. Culbertson said the District is planning to host a literacy retreat this spring, where teachers and administrators will discuss, analyze and eventually publish a book on best practices in reading. " People are going to be held accountable for the kinds of programs they use, " Culbertson said. "We'll be able to say these Lack of guidance are the best proAt one point, grams to spend each elementary your money on. If school was your st udents a re reg uired to have a not w here they reading specia list. should be and Since the policy yo u' re not using was changed, these programs, many loca l then what's the schools have cut problem?" reading teachers Parents at a from the budget, number of schools an act Culbertson are expanding their cal ls " unconinvolvement to scionable." include a spec ific Elaine Culbertson Without g uidfocus on academics ance or a clear and pedagogy. directive as to what constitutes "best pracDealing with an administration and a tice" in the area of reading, many schools union many feel have not taken their chiloften implement reading programs because dren's plight seriously, these parents are of teachers' particular preferences or placing reading at th e top of the school because a publisher makes a good sell for agenda . They are a lso holding scho ols, a program . admin istrators and teachers accountable Barbara Moore Wi lli ams, director of when schoo ls fail to meet their minimal the Teaching and Learning Network which requirements. handles professional development, said the " Parents have a lot to offer," said Lucy District's primary reading initiati ve is the Ruiz, a parent at McKinley Elementary curriculum frameworks, which were pubSchool. She has toured high-achiev ing lished in February. schoo ls in other c ities a nd sa id s he and Yet the majority of schools wi ll not other parents hope to offer their insights receive the frameworks until late in the year. into best practices and deve lop priorities In addition, the frameworks merely offer for the school staff. examples of good practice. They do not Ultimately, teachers and parents discover mandate them. that they must work together to see that Culbertson said the fra mewo rks are a reading is no longer regarded as a si mpl e good start but not enough to make a difskill for the elementa ry grades . Reading fere nce to teachers seek ing answers a nd must be a dynamic and fundamental part of students who are lagging behind. all learning experiences. "There used to be a sloga n in the " It's a bout power - making sure [stuDistrict that that every teacher needs to be dents] a re 11ot read ing to please us but to a reacher of reading," Cu lbertson sa id. explore and enj oy and take control of their "Somehow we've forgotten rhat." li ves," Hileman sai d. Some parents voiced their fear of a "We have to continue to challenge our "word-poor" daily routine rhey see all too students," said Magna Diaz, a librarian at often. The Notebook followed a bilingual Kensington High School. "At times, it may high school student who was assigned to seem hopeless but there has to be a way to read nothing longer than a one-page paschange things.
''There used to be a slogan in the District that that every teacher needs to be a teacher of reading. Somehow we've forgotten that."
by Helen Gym Leadershi p. Knowledgeable staff. Engaged parents. Resources. The elements of a successful academic program are no secret. What's difficult, and so rare in the District, is finding a place where those elements come together in tl1e righ t mix to create an academic climate th ar engages students, teachers, a nd parents and gets results. Chi lds Elementary School in southwest Philadelphi a is one school where those elements are taking shape to create a successful reading program for students. For the past three years, the school has been focus ing its resources, time and energy on reading instruction and assessment. Its hard work is a lready ea rni ng respect from the District. Childs was recently named a " high progress school, " due to its improvement on the SAT-9 test and other areas such as teacher and student attendance and retention and promotion rates. "Learning is really front and central there," said Mary Yee, a member of a School District team which analyzed Childs for its high progress. "The principal has a style of leadership which empowered the teachers; the teachers in turn volunteer their time. There's the expectation that people will do more for kids and that sets the climate." Setting reading goals A walk through Childs reveals the school's focus on reading. Samples of student writing are prominently displayed. Open classroom doors reveal students engaged in reading discussions. In the basement, the Childs Parent Center has made li terature about the school and school programs available to p arents. The Parent Center was the result of the school's partnership with CIGNA Corporation and Temple University. "We want to make sure that every child is reading and writing on grade level - that was our goal statement," said principal Mary Ellen Denenberg. Denenberg said Childs began its reading
focus two years ago when the staff underwent extensive training in assessment strategies, including a six-day summer institute. AU staff members were trained in individual reading assessment strategies to determine students' reading levels and to set instructional goals based on their assessments. Staff members th emse lves decided that focusing on reading was the first course of action, Denenberg said. " My leadership style is such that teachers have to tak e ownership," she said. "That is a very integral part of this whol e process." Denenberg sees her rol e as making "max-
bought books an up classroom tea or meeting times .A "Reach fo~ up which hired reading tutors for Parent Center h workshops to i路 instructional pra' The 100-Book C One importa r implementation c the 100-Book C
Wanted: Good readers-$50,000 reward
Parents organize to improve rt by Helen Gym
us," said Lucy Ruiz, a parent at McKinley Elementary School. "Eighty-five percent of the In most schools, parents are not pa rt of the discussion to improve reading skills. Some children at McKinley are below grade level. parents are working to change that reality. We' re trying to make sure that reading rs a tof, priority for out children and for the school. Last December over 200 parents and community supporters of the All iance Organizing Project gathered to launch a new parent-driven initiative to improve the pub1ic school s one that would use $50,00 0 to improve readi ng in the classroom. The citywide event brought together parents active at their local sc hool s. Parents have much to offer sc hoo ls to improve read ing, sa id many parents - sharing best practices they had observed, offering assistance in working with students, an d in sisting on accou ntabi li ty and feedba.ck when goa ls and priontres are met or not met. Photo: JaredGrossmanl'I "We're trying to show . . t their schools. that reading is important to Pa rents rallied to make read ing a top pnonty a
AOP Executi 1 said the organizat foundations and ent organiz ing a 1 schools. The first 1 will be announcec Rochelle Nich president, said the from parents' res, across the countr success in improJ Last year, dozi schools around the as Part of the Eff The parents ana l) rngs around schoc an~, learning, and Reading an d
~e;,e common acr ' Solomon said philosophy and s~ What these parer practices that can . Solomon said i路 t1on to dole ou t ,l
~~~ols. Rather p
d k rn Partners! ;i:nswork togethe Solomon sa id
~路
PAGf9
Left: Jane Hileman, creator of the 100 Book Challenge Program, works with first grader Jasmine Mason. Above: Tariq Lorenzano selects a stack of books for his reading time. At Childs, students are expected to read books of their own choosing at least 30 minutes per day. imal use " of resources to meet teacher requests for reading training. She has increased staff
focused work'------------~ _ shops on reading instruction. She bought books and hired extra teachers to free :aff underwent up classroom teachers for additional training ~nt strategies, or meeting times. titute. AU staff ,A "Reach for Reading" program was set ridual reading up which hired "community assistants" as nine students' reading tutors for struggli ng students. Childs 1ctional goals Parent Center has taken a role by hosting workshops to in form families about the decided that instructional practices at the school. ;irst course of 1 that
teachers said. "That is )le process." naking "max-
The 100-Book Challenge One important step was the schoolwide implementation of a reading program called the 100-Book Challenge. Every teacher at
Childs is involved in the program to some degree, according to Denenberg. The 100-Book Challenge is a reading program that has received significant attention citywide as a method of encouraging students to become self-selective and independent readers, according to program creator Jane Hileman. It requires that students read any book of their choosing for 15 to 30 minutes per day, working up to a goal of 30 minutes per day and 100 books read by the end of the year. Critical to the program's success is the presence of books - lots of books. Josephine Arcaro, coordinator of the school's 100-Book Challenge, estimated that the school had received at least $10,000 worth of books in purchases and donations. The program has won rave reviews from teachers and parents. " You're making a commitment to that child th at she wil l read a half hour a day and will choose what it is she wants to read," said Jennifer Arevalo, a teacher of a third/fourth grade split class. "It validates the child. For
JO reward
mprove reading instruction at McKinley percent of the ;v grade level. ~ading is a top r the school."
. AOP Executive Director Gary Rodwell ;aid the _organization had raised money from oundat1ons and would use it to support parent organizing around reading at different schools. The first groups to receive the money will be announced in the spring. Rochelle Nichols Solomon, AOP board president, sa id the focus on readi ng resulted from parents' research and visits to schools across the country that have demonstrated success in improving academic scores. bl ast year, dozens of AOP parents visited sc ools around the nation and in Phil adelphia ~shparr of the Effective Schoo ls Campaign. ing: ~:~nts ana lyzed and reported on findand learnind school climate, budget, teaching "R _ng, and professional development. eading and effectiv e read ing practices ~e;,e c~mmon across all the schools we visit0 philos~ ~on said .."Some schools have a clear What the:e and strategy to improve readmg. practices th parents bnng are strategies and Soi om at c_an_ become part of a school." tion t d 0 n said it was not the AOP's intenschoo~ ~1e out " prescriptive " solutions in work i~路 a~:her parems and schools would nershi p to identify areas of need and w tions. or together to address possible so lu-
5
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>: Jared Grossmann
their schools.
Soiomon sa路d 1
parent o rganizing that is
focused on academics may not be readily accepted at schools. "When you step over the line into instruction, people perceive that as radical, but only when you talk about low-income parents and people of color, " Solomon said. "For other parents, to have opinions on instruction and teaching, that's par for the course. That's an attitude that needs to change." Parents at the AOP meeting shared personal stories of their successes and struggles working in the public schools. From John B. Kelly Elementary School, parents, teachers and church officia ls made a presentanon on an after-school program. McClure Elementary announced the launching of a Rocket Readmg progra m. And parents and a teache_r fr o n:i McKinley Elementary announced th_e1r commitment to building a partnership with other parents, teachers, and administrators. Rev. Gu s Rom an of the Canaan Bapmr Church challenged schools to accept the "discomfort" that can accompan y active parent involvement. "Th ere mi ght be some tension in all of thi s " Roman said . " You cannot have any gro~th without a little irritati_on. We should thank God for the kind of di scomfort that will come . . when we fail to do what we ought."
most teachers who a re used to tell ing kids what to do and how to do it, it's a radical concept." Maggie Broderick, a fourth grade teacher, credited Hileman with inspiring many reluct ant teach ers to try th e progra m. Hil eman made weekly visits, brought book sa mpl es and did one-on-one workshops with teachers at the school. "She made children reading and children loving reading the focus. What teacher couldn't buy into that program?" Broderick said. Alease West, coord inator of the Childs Parent Center, said 60 parents attended a 100Book Chall enge Work shop a nd were "shocked" and " pl eased." "Some were shocked to see how far below level their children were reading," West said. " Oth ers were pleased wi th the program because they felt like teachers were doing something to really help their children. " Resources matter Staff development is a major part of a teacher's life at Childs. A look at this semester's staff development schedule showed five hours in a one-m onth period devoted solely to reading strategies. These included morning "chat and chews, " where teachers met for breakfast and discussed a research article. In addition, every teacher receives two extra prep hours per
month to meet with their grade group and discuss instructional strategies and set grade goals. "We're constantly engaged in conversation and reflectin g on our own pract ice," Broderick said. Clearly, money is a major factor in accomplishing the school's work. Childs has a budget of over $500,000, of which 10 percent is automatically allocated to staff development. Ch ilds' corporate partnersh ip with CIGNA Corpora tion has resulted in addi t ional resources, equipment and money for the school. "I would not have wa nted to take on this venture without that money," Denenberg said. "In o ur society, we let people know we val ue them by compensati ng them for their efforts and pay ing them for what they do. That goes a long way toward buil ding trust. " Th e hard work of bui ldi ng a successful program in rhe District, however, has taken its toll. Denenberg, a 20-plus-year veteran of the District left Childs in January to take a position at a suburban district. West echoed the confidence of teachers and parents that, the school will continue its mission to get all students reading on grade level. "A lot of parents are coming here [from outside the neighborhood] trying to register their chi ld ren because they've heard good things about our school," West said. " Kids love it. Parents love it. It's a step in the right direction. ,,
Children are constantly exposed to biased attitudes through what they read and what they see. Even books labeled as "multicultural" need to be carefully examined for stereotypes and negative images of the people they are supposed to honor. The following suggestions can guide teachers and parents in selecting books for their students and children.
1. Check the illustrations. Do the illustrations show peop le of color and females in active leadership roles rather than passive subservient roles? Do the pictures show oversimplified genera li zations about a specific race, group, age or sex? Are people's features appropriately depicted?
2. Check the story line. What is the effect of the story on a child's self-image? Are cultures depicted accurately or does the story focus on the exotic features of a cu ltu re? Is wh ite midd le-class suburbia presented as the norm? Does the book use language or words which might carry offensive overtones to specfic groups of peop le?
3. Look at the characters. What characters can a child identify with in a positive way? Who are the heroes? Does a character have to be a member of the dominant culture to
get ahead? Are ro les of power equal ly distributed ? Are supporting subservient roles equally distributed? How are fami ly relationships described? Do these relationsh ips perpetuate stereotypes?
4. Consider the author's or illustrator's background. What does the biog raphi cal materia l reveal about the autho r/illustrator's background and perspective? Is the auth o r a member of the group described in the book? If not, what factors qualify the author to speak on this subject?
5. Look at the copyright date. When was the book published? What was the thinking about our multicultural society at the t ime?
Adapted from "10 Quick Ways to Analyze Children's Books for Racism and Sexism," Council on Interracial Books for Children .
SPRING 1998
PAGE 10
PUBLIC SCHOOL NOTEBOOK
•i·M{i•fia¥J.llb. • High school teacher forum
·
Teaching reading: Challenges we face Teacher panel
by Keith Hunt
Portnoy: Parents need to look, to see, and Portnoy: I think we tend co focus on the question. U they are concerned about therr test and the deficit. We test kids and put kids' reading, then look to see that the kids them into remed ial reading where they do are not just doing exercises or worksheets, phonics and aren't getting anything interbut that they are reading a variery of texts. esting to read. Lozada: I firmly believe that many of our Do kids read enough? They do not. students would be lost without the support COLJd they read better? Absolutely. Do they of the bilingual program and the teachers read deeply? No. Al:e they critical readers? there. Edison has the only fully bi lingual They can be bur they have not always necprogram in the district. We make great essarily been expected to be. efforts to make sure the students remarn Winikur: Very often students' approach bilingual and don 't Jose their ski lls in NOTEBOOK: Share an experience to reading is based on the kind of text you Spanish. The teachers here are much more use. Students at Gratz can read sophisticatwhich exemplifies the state of reading in sensitive to the sn1dents' needs and approach ed adult level literature if it is relevant to your school. language learning in a very innovative way. them. They can talk about race, gender, Portnoy: [In my class] students had to class, and how choose sevNOTEBOOK: Do students in your they're all coneral indeclasses get to take home books? "Kids I teach nected. pendent Harris: Oh, yes. Paperbacks. Randall: books to want to go to Winikur: They can borrow books from Students need read. I was and feel college the library; sometimes, they have (xerox] something they really surcopies. But I don't have sets of books to can identify with. prised at the pretty smart, yet hand out. read a book number of they haven't read We Stone: Last year there was a massive ca ll ed "A Gift at students a single book." · Hand" by Dt Ben ordering in the department. But over the last who said, 15 years we never had books to take home. "This is the Carson. They can Dina Portnoy identify with Ben The students took home photocopies, ditto first time I sheets, and such. ever finished being so angry he Portnoy: When I was teaching at Olney, a book." The kids I teach all want to go to almost killed his best friend, with being fruswe would lose over a quarter of a million college and feel pretty smart, yet they haven't trated over and over again and finding sucdollars in books every year. Comprehensive cess. It gives students an opportunity to let read a single book. high schools often have a turnover of oneStone: Years ago, ESOL teachers used to them know they determine their own desthird of their kids. But does that mean kids teach listening, speaking, reading, and writtiny in Philadelphia oruy get worksheets? Forget ing in that order. It was ludicrous and didn't work. I thought we had gone beyond NOTEBOOK: If you are a ninth grade it! I'm now at a school where the principal that, but a professor I know said she visits freshman, what types of literature classes says, "Don't ever tell me your kids don't ~chools and sees ESOL kids in high school can you expect to take? learning about fruits and colors and they've Portnoy: You have little choice, at least have books." He's good at finding money. There are other principals who will tell you been doing that for six weeks. in the comprehensive high schools. I would guess there are ninth grade English classes they don't have money for books. NOTEBOOK: What do you try to teach where the kids are reading the Iliad and the Odyssey, and ninth grade English classes in your classes? NOTEBOOK: What are your concerns where the kids are doing grammar exercisStone: My concern with second language about students' reading in high school? learners is that students survive in their cones, completing sentences and making a list Randall: My greatest concern is that they of vocabulary words. tent area classroom. That is a real challenge. simply can't read. I would say that the probIf you have a preliterate learner who Parents need to find out: are the kids lems were evident at least by middle school; doesn't read in his second language, how reading and writing. If they're only doing some have had problems since elementary are you going to get him to read a highly workbook stuff, then there's a serious probschool. If we went "back to basics" and gave technica l textbook in social studies? You lem. If a school says, "We don't have the students a foundation in reading and writend up teaching survival reading skills like books," then ing in the something looking at captions and following the piclower grades, tures. If you did that much, it was a victory. needs to be then we But how much content really gets taught? done about it. "They want to be wouldn't have Randall: I want my students to think and STONE: In to be working in school, [but] read and, most importantly, write. They tend the small learnso hard trying too many of them to play catchto talk and write the same way and it doesing commumty the emphasis n't reach the audience. had teachers who up before the may be on a Harris: We have to talk to kids about the end of the rejected them." power of communication and that includes theme. You year. communication in the written word. I also may be in a I've told think we have to create the mindset that business acadePaulette Randall students that books are worth the time. my so you the system is wou ld have to "technically" NOTEBOOK: Realistically, where are take business English [which teaches you] designed to help them, bur actually it's set students in terms of reading ability? What how to write a letter, how to do business up for their failure. It's up to them to work do the poor test scores mean? interviews - bur no literature whatsoever. within it to get what they want. Ir can't stop Randall: We have to be real about the them from acquiring the skills they need. situation. When I have students who are 18 NOTEBOOK: What are critical pracStone: I would say that the leadership of or 19 years old and in English class we pull tices we need to follow to improve students' the school believes all kids need a full eduout a book that my third grader can read, reading? cation. We've been hearing that since we when they tell me they don't get homework, Randall: These students want to be in were "restructured" eight years ago, but I then we have to realize that a lot of kids just school. They want to know that teach ers don't th ink that's filtered down to teachers. don't make it. care and that teachers are fair. Whenever I'm very discouraged by what I see. Lozada: There are students who have they work real hard for us, we need to let Portnoy: Parents, educators, and society attended schools in their native country and them know that they did an excellent job. need to ask ourselves a question: do we want are educated in their native language. It's a Too many of them have had teachers who've our kids to learn and do we think some kids lot easier to introduce English. Then we have rejected them, who've pre-judged them by shou ld learn some things and other kids students for whatever reason who have had their record and said, "You've gotten what should learn other things? If a kid is nor colvery little education in their first language. you deserve and I'm not going to give you lege-bound, should that kid be reading That makes it a lot harder. my rime." Shakespeare? I say yes. Should that kid be Many of our students would meet This is a field where you can't stick to experiencing poetry?] say yes. Other peo[reading] standards in their native the clock. You've got to ~ork overtime and ple may have a different answer ro that queslanguage, but if we're going to demand not worry about spending that extra money. tion. You need to give of yourself constantly in that they demonstrate the same We need this conversation but ] think lots order for the children you have contact with academic abili ty in English, they may of anger, distrust, and racism are going to ro be successful. nor be able to meet those standards. be laid out on the table. High school is a cr iti cal stage when schools bridge the gap between students' needs and abilities. It is the time when many parents are removed from the everyda y classroom life of their children. What is happening in the high schools around reading' The Notebook held a series of conversations with high school teachers in the District to discuss reading issues.
Mickey Harris
,
Mickey Harri s reaches English and multicultural literature at Central High School. She is a member of the Philadelphia Writing Project and teaches at Beaver College.
Photo: Tom Leonardi
~
Nilsa Lozada Nilsa Lozada is the ESOLJbilingual coordinator of Edison High School. She is a member of Teachers for the Advocacy of Bilingual Students.
Photo: Helen Gym
I
Photo: Tom Leonardi
Dina Portnoy Dina Portnoy teaches English at University City High School. She is a member of the Philadelphia Writing Project and teaches at Community College of Philadelphia.
Paulette Randall Paulette Randall teaches at Willi am Penn High School, where she works with over-age students trying to graduate. She was the School District representative at a national conference on standards.
Hiromi Stone H iromi Stone is department head for ESOL at Kensington H igh School. She is a member of the School District's teacher advisory committee on ESOL. Photo: Tom Leonardi
Geoff Winikur
I
Photo: Tom Leonardi
Geoff Winikur is an English teacher at Sim on Gratz High School. He is a member of the Philadelphia Writing Project and a teacher researcher in gender construction and classroom inquiry.
Keith Hunt, who conducted the interviews, is a parent organizer for the Alliance Organizing Project. He is a member of the "Focus on reading" editorial board for this issue of the Notebook.
--Pa SPRING
by Ros P Parents breaking 1 Forcht there is Associati• small Jear Germantc rh e ma school and the La nk enaL vation sm ing COi Each can its own H School As: never me~ each othe1 munity. A developed Philad1 schools ge· that are in are descrit
1998
SPRING 1998
PAGE 11
PUBLIC SCHOOL NOTEBOOK
Parents organize for change at Germantown by Ros Purnell Parents at Germantown High School are brea king new, uncharted ground thi s year. For the first tim e that we are aware of, there is a single H ome and Schoo l Assoc iation with representatton from all sma ll lea rning com mun ities. In the past, Germantown's parents were spli t between the main high
~~;r~he c;;~i~~
aches tltural High !mber !Iphi a and JIJege.
the rdinaHigh :mber the ngual
achieve at high levels." And yet, Lankenau, because it is an isolated facility in an "idyllic cow1try setti ng," was widely regarded as safer than the main building. The perception was that Lankenau students "don't cause trouble," and because they weren't considered behavior problems, it was assumed that they must be better students. The 1997 SAT-9 test scores showed otherwise. Students at both Germantown sites scored poorly. According to the test results, 73.9 percent of the children are reading below grade level. Less than three percent were considered profic ient readers. This is the outcome for all Germantown High School eleventh grade students - those at La nk enau as well as those in the main bui lding. Obviously, this is an unacceptable number of students w1able to read. It means that very few of our students are being prepared
Parent activism
La nk enau Motivati on sma ll learning community. Each cam pus had its own Home and School Association. The two parent groups never met, even though many of us knew each other since we lived in the sa me communi ty. As a resul t, an unhea lthy tension developed betwee n the two sites. Phil adelphi a's comprehensive high schools get a bad rap. These are the schools that are in "bad neighborhoods." Our ki ds are described as " bad kids" and " unable to
around the city
at a basic level to do important things like read and interpret material, know math faets and do problem-solving and use reasoni ng to draw concl usions. Whether a chi ld is going on to co llege or not, he or sh~ will need to have these basic skills. Whose responsi bility is it to ensure chat all our students have an oppo rtun ity to reach high standards? l believe that it is parents in conjunction with staff, administration and students who make the difference. Parents bring a rich and diverse collection of resources to the conversation about improving our schools. In the first place, we know our children better than anyone else. And secondly, we provide another point of view of schools. Unfortunately, our voices are rarely heard beca use of stereotypes and assumptions about minority and lowincome famil ies. The parents at Germantown High School have begun to do something to challenge those stereotypes and assumptions. Motivated by a desire to inlprove all of our students' academic skills, the Ho me and
Ros Purnell is the Assistant Director of the North Philadelphia Community Compact. She is the secretary of Germantown Home and School and the parent of three children, the youngest of whom is a 12th grader at Germantown High School.
aches y City is a )hila roject Comof
Confere nee for men, fathers The Philadelphia Home and School Council is hosting a conference, "Calling All Men," for men only, on April 1, 8:30 a.m. co 3 p.m. at the Holiday Inn, City Line Avenue. For more information, contact the Home and School CoWlcil at 299-7965.
aches High vorks ts trye was repreional ards.
·partDL at hool. ,f the acher :e on
s an ·imon He is >hi la·oj ect her in 1 and
Edison parents donate computers
even one school is without adequate books or learning materials, that is one school too many.
It's no secret that children love to learn, especially when given the proper tools. Two years ago, the District promised that every student would have books and instructional materials in every major subject - English, Math, Science and Social Studies. Thanks to the millions of additional dollars we have raised, we have kept our promise. Our children are now better equipped than ever before. But princi pals, teachers, parents, admini strators and students all agree that if
If you are a teacher, a parent or even a student that does not have enough books in the major subjects, call the Project Book Report Hotline at 1-888-556-5886. Every student deserves an equal opportunity to achieve. With your help we can "Close The Book". on book shortages and get on with the business
1-888-556-5886 . GREATER PHILAD E LPHIA FI RST PARTN E RSHIP FOR REFORM
Lase fall, members of the Edison Parent Leaders, in conjunction with the mulriculcural charter and Edison Freire, a teacher in the multicultural charter, donated five computers to Edison High School. The compmers were distributed to five classes in the multicultural charter. These computers will be connected co the Internee. The parents wish to thank Mr. Frei re for obtai ning the computers and fo r his conti nui ng efforts to work with parents.
Parents Union's Resource Center UJelcomes parents to visit our library Come find out about your school
of learning.
Paid for by:
interliance of the >rthis
School Association has successfully brought together parents into an elected body of officers representing all the small learning communities. We want to engage parents at all levels across the school. Fortw1ately, we are finding support for our work through the citywide All iance Organizing Project (AOP), whose philosophy says that parents are essential to school reform. This dovetails nicely with our inlperative to have a powerful voice in the decision-making at Germantown High School. This is clearly a necessary and difficult Wldertaking. There are lots of obstacles to conquer; but overcoming a major hurdle merging parent leadership at Germantown and Lankenau - gives us the confidence to cackle even more. We are looking to create a new culture at Germantown: a culture where every child gets a fai r chance at achieving at high levels, where parents talk to each ocher and work together for the good of all the students, and where students, regardless of small learning community, are challenged to achieve at high levels. This is the kind of school I want for my child. I know chat every parent I've come in contact with wants nothing less.
(BiID
L@J
Because education is everyone's business
•
311 S. Jun iper Street Room 602 Philadelphia, PA 19107 (215) 546-1166
PUBLIC SCHOOL NOTEBOOK
PAGE 14
SPRING 1998
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Up In Arms
Teaching African American history
Paul Robeson: A voice for freedom by Karel Kilimnik Paul Robeson - athlete, scholar, poet, playwright, musician and humanitarian was an extraordinarily gifted human being who cared deeply about justice for all. His 1OOrh birthday would have been on April 9, 1998. This centennial of his birth is an opportunity to reach students about this great African American and the triumphs and hardsh ips he faced. Robeson (1898-1976) was a man of many talents. He was a Columbia Law School graduate, a professiona l football player, an actor who performed in plays by Eugene O'Neill and William Shakespeare, a gospel singer who toured Europe, and a passionate spokesperson for social justice. A self-proclaimed radical, Robeson spoke out for people's movements in China, Russia, France and England, stressing the connections between " the problems of the Negro today and the problems of oppressed people all over the world. " He was a tireless opponent of fascism, racism and colonialism. He worked to desegregate major league baseball and fought alongside W.E.B. DuBois and others to end lynchings. He eventually became a target of hatred by those opposed to his opinions and politics. He was targeted by the U.S. government as a subversive, blackballed as a Communist and prevented from traveling overseas. Despite the attacks, Robeson never wavered from his beliefs. He said, "! am a radical. I am going to stay one until my people are free to walk the earth." He enjoyed :i. brief resurgence of interest in his singing and acting in the 1950's bur died in relative obscuriry in Philadelphia in 1976. Paula Rogovin, a 25-year veteran New York educator, has written an article about how teachers can share the legacy of Robeson's li fe. Students as young as first grade can learn about Robeson if teachers
"Students as young as first grade can understand Robeson's legacy if teachers build upon prior understanding. " build upon children's understanding of civil rights and social activism. The following is an adaptation of Rogovin's primary grade curriculum on Paul Robeson . Getting starred Tapping into a child's prior knowledge is the most important thing a teacher can do in introducing a new topic. Young children easily relate to music, sports, and drama - all of which play a part in Robeson's life. For her first grade class, Rogovin introduced Paul Robeson through his singing and his deep voice. Children experimented with their voices, singing as deep as they could. Studmts thought about whom they knew with deep voices. Rogovin played a tape of Robeson's singing. After a brief discussion, including sharing a biography of Robeson's life, the class began their action research. Asking questions Students suggested questions about "What do we want to know about Paul Robeson?" Some questions from the class included: "Where did he come from? How did he learn to sing? Did he go to jail like Dr. Martin Luther King' How did he learn to act?"
Rogovin added questions of her own such as, "Why did some people love him and some people try to hurt him? " The cla ss brainstormed resources to answer their questions. Books, stories, interviews, and movies were on their list. Rogovin suggested students read magazine or newspaper articles; go to a bookstore, preferably one specializing in African American history and culture; watch videos; contact colleges or universities with African American history departments; use the Internet; and write letters to people who have written about or worked with Paul Robeson. Doing the research O nce students had a li st of questions and some resource ideas, Rogovin contacted her students' families about the project. She asked for help in providing resources and invited to class anyone who knew anything about Robeson. She also spread the news among her colleagues at work. Each morning, students had a reading and research workshop. Children formed groups to rea d books abo ut Paul Robeson. Chi ldren could focus on any aspect of Robeson's life which interested them - sports, acting, spirituals and gospel music, and social justice issues. Ch ildren who loved maps located places where he sang. Children who loved language learned a few words from the different languages he spoke. At the end of each works hop session, the class took 15-20 minutes for discussion.
Blood Makes the Grass Grow: Conscientious Objectors and the Gulf War is a powerful 48-minute video that can provide high school students with a healthy counter to all the military recruiting material aimed at them. This program interviews four men and two women who were among the 2,500 US soldiers who attempted to become conscientious objectors during the Gu lf War. Their stories ill uminate the striking transformations they underwent, from raw teenage recruits to adults willing to take a moral stand despite the persona l consequences. Their resistance was mer with threats ranging from dishonorable discharge to the death pena lty. The military has cultivated an image as an advanced training institute, a source of money for college, or a mea ns of di sciplining wayward youth. Bur Blood Makes the Grass Grow reminds viewers o f the real danger in military service. This video also raises critical questions for those considering enlistment and for anyone concerned with issues of militarism in a democratic society. Th e video is distributed through the American Friends Service Committee and is available for sale to individuals and grassroots orga ni zations for $25. For information, ca ll AFSC's Youth and Militarism Program at (2 15) 241-7176 or e-ma il to youthmi l@asfc.org. For sales to instituti o ns, includi ng schools and public libraries, contact The Video Project at 1-800-4-PLANET.
Photo:PrintandPictureCollection,FreelibraryofPhiladelphia
Preserving history
New resources on Arturo Schomburg by Johnny Irizarry r - -- - = - - - ,
Arturo Schomburg
(1874-1938) was the founder of Harlem's Schomburg Center for Research in Black Cultu re, regarded as the premier center for African and African American studies in the world . A Puerto Rican of African descent, he came to the United States at age 17 determined to struggle for Puerto Rican independence and to document the vast contributions of Africans to the Americas. He was largely self-taught and became
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School District of Philadelphia
Paul Robeson was known as the people's artist for his Sharing what was learned commitment to working against fascism, racism and Sharing can take many forms. colonial ism both abroad and at home. Have students write books about Paul Robeson to share with other classes. in social action projects. One suggestion is Have students create a bulletin board dedito have students share their classroom procated to his life. Sing songs from Robeson's jects with parents and the rest of the school records. community. Another idea might be ro have Students can also extend their learning students plan a 100-year birthday party for beyond the classroom and become involved Robeson.
The Office of Curriculum Support has developed a new curriculum gu ide about the life of historian Arturo Alfonso Schomburg. Arturo Schomburg
Dangers of military highlighted in video
-SPRIN<
the pre-eminent figure of Africa n Am.erican letters and historiography, collectmg over 5,000 books, 2,000 pamphlets an.cl thousands of letters, manuscripts and pnnts. Today, the Schomburg Center holds more than 5 million items. At the same time, Schomburg battled complex issues of cl ass, race, identity, nanonaltsm: and history. He struggled for acceptance m many circles and was constantly in .search of " racial identity, racial preservanon, and racial unity." A lecturer, revolutionary, patron of the arts, scholar, trans lator, writer and educator, Arturo Schomburg is rarely studied and remembered in classrooms today. The cumculum guide, Building A Legacy: The Lrfe and Contributions of Arturo Alfonso Schomburg, is available at the end of February. Teachers may obtain copies by contacting the Office of Curriculum Support at (215) 299-4986.
Office of Language Equity Issues
21si and the Parkway, Room 302 Philadelphia, PA 19103 (215) 299-7791 â&#x20AC;˘Fax: 299-7792
ACLU American Civil Liberties Union
Protecting personal rights and individual freedoms since 1920 For more information contact us at
P. 0. Box 1161 Philadelphia, PA 19105-1161 (215) 592-1513 Fax: (215) 592-1343 www.aclupa.org
Sc
::; 1998
SPRING 1998
--ns rry leo Grow: Gulf War t can pro1 healthy ing matemen and he 2,500 ome con:; uJf War. ng transrom raw to take a al consemet w ith !a ble disimage as source of of disci)d Makes !rs of the 'his video hose conone con1 a demoo ugh the littee and mdgrass'or inforiiilitarism e-ma il to ncl uding Jtact The ET.
PUBLIC SCHOOL NOTEBOOK
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A celebration of multicultural literature Teachers and parents today ca n celebrate a rich collection of multicultural literature available to our children. Educators know that children who experience the sights, sounds, and ideas in carefully selected multicultural books from infancy throughout t heir school years are more likely to become knowledgeable, caring, socially responsible citizens than chil dren who read or Iisten to literature which reflects only their own culture. Until the late 1980's, ch ildren's literature was considered " multicultural" if it was written by or about persons from the major groups in this country which had been omitted or stereotyped or misrepresented in children's literature . These groups included African American, Asian and Pacific Americans, Latino or Hispanic Americans and Native Americans. Today, multicultural literature is richer and more meaningful by being more inclusive. Children can now read nonfiction and fiction stories, poems, novels and plays about the groups above plus other categories of diversity such as religion, ethnicity, nationality, class, gender, disabilities, sexual orientation, age and physical appearance. There is a steadily increasi ng demand for this literature which promotes the self-esteem of children of marginalized cultures (or cultures excluded from the "mainstream") and creates understanding, appreciation and respect for individuals of different cultures as well as knowledge and life-
long use of problem-solving and conflict resolution skills. It is upon us to take advantage of that wealth of information. The Black pre-toddler who looks at listens to, and chews on delightful lirtl~ board books such as And rea and Brian Pinkney's Pretty Brown Face and the Latina third grader who reads Carmen Farza 's marvelous bilingual Family Pictures {Cuadros de Familia) will realize and appreciate the beauty, worth and expressions of love of famllies who look like theirs. When readers who are not Black or Latino read these stories, they can readily see the similarities between their own families and the ones in these beautiful books. Notebook File Photo Ch il dren who read Th e Captive by Children who are exposed to multicultural literature become more socially responsible by find ing connections between diverse groups of people. Joyce Hansen, A Daughter's Gifr of Love by Trudi Birger, and Baseball Saved Us by Ken Mochizuki experience vicariously not only the teaching them, from the crib through college, to become indignities and horrors of persecution, but the courage, citizens of their schools, communities and nation. genius and amazing survival strategies of th e enslaved Regular reading and listening to multicultural literature African Americans, the European Jewish victims of the as well as engaging in exciti ng literature-based activities Holocaust and the Japanese Americans confined to internwlll enable our children to become better learners and lifement camps during World War II. Most likely they too long workers toward social justice for themselves and for will vow, "Never again!" all people who are oppressed, hungry, homeless, disenSandra Cisneros' House on Mango Street, Walter Myers' franchised, or otherwise excluded from the mainstream of Slam! and Somewhere in the Darkness, Sharon Draper's their societies. Forged by Fire, Bette Greene's The Drowning of Stephen Jones, Mingfong Ho's The Two Brothers, and Michael Fran Emery is the Executive Director of the Dorris' Yellow Rafr in Blue Water present teenage dilemmas Multicultural Resource Center in Mount Airy. She is the which provide opportunities for high schoolers to learn and writer and publisher of That's Me! That's You! That's Us! , use various problem-solving and conflict resolution skills. an annotated bibliography of multicultural literature for Multicultural literature is the best vehicle for preventchildren and adults. For information on the bibliography ing or reducing prejudices and racism in children and for or Center services, contact the Center at (2 15) 438-2729.
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Letters to the Editor
To the Editors: The Lesbian and Gay Task Force has engaged in education equity reform for more than a decade. Recently, the Task Force met with Mayor Ed Rendell to secure his support for equity goals and for the appointment of qualified and self-acknowledged lesbian women and gay men to serve on the Board of Education - appointees who would support a progressive education agenda. Over the last six months, the Task Force has urged the Mayor to appoint Larry Gross, Ph.D., to the Board of Education. The Task Force has also sought the Mayor's assurance that board nominees clearly and unequivocally support Policy 102, the multiracialmulticulrural-gender education policy. The Mayor's education panel recom-
mended 12 nominees including Professor Gross, who is eminently qualified and is clearly a Policy 102 advocate. If appointed, Professor Gross would be the first selfacknowledged gay appointee to the Philadelphia School Board. Tinle is of the essence. We strongly encourage community members and allies over the next severa l weeks to (1) write a brief note, (2) telephone, and (3) visit the Mayor to encourage th e immediate appointment of Larry Gross to the Board of Education and to encourage the Mayor to demonstrate publicly his support for multiracial-multicultural-gender education reform, so that each of our children will have the right to academic excellence and equity.
Rita Adessa Philadelphia Gay and Lesbian Task Force
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PUBLIC SCHOOL NOTEBOOK
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ader Phone rvey
Community speakout by Khia Naylor
Question: What have you been reading lately at school and at home? .
"What's one thing your school does really well?" Dial in your response to (215) 951-0330, ext. 107 Leave your answer on our machine. Results will be published in our next issue.
Readers Respond...
''Are schools better?"
At school: Right now we are reading about Frederick Douglass in reading class. In social srudies we are reading abour black history and the civil rights movement. At home: I enjoy reading Goosebumps and Baby Sitters' Club books, magazines like Vibe and Source, the newspaper, and TV Guide. Danielle P. Hunter, Leeds Middle School, Grade 7
At school: We just finished reading The Great Gilly Hopkins. In social stU<tlies we' re reading Greek myths. In science we're reading abour the wearher. At home: I like to read old hardback books and books like The Pigman because it has big words. I like to read books like Charlotte's Web for relaxation. I also read the newspaper for the comics and the sports section. Joshua Rios, Central East Middle School, Grade 6
At school: I am reading The Odyssey in my English class. At home: I like reading Jack London books, advenrure books, magazines like Vibe and Bazaar, and TV Guide. Arnold Fa llen, Saul High School, Grade 9
At school: We are reading A Chair for My Mother and books like Amelia Bedelia. At home: I like to read books like Henny Penny and rhe jokes and comics out of the newspaper. Kadia Carter, Edmonds Elementary School, Grade 2
At school: We are reading The Homecoming and just finished reading Let the Circle Be Unbroken. At home: I like to read biographies on people like LL Cool ]. and Tupac Shakur. I also like Vibe, Source and Word Up, along with the newspaper. Andre Fallen, Houston School, Grade 7
At school: Along with our text books we are reading The Outsiders and Romeo and Juliet. At home: I like reading books on history, horror and romance sometimes. I also enjoy reading magazines like Essence, Ebony, and jet. Quiana Horton, King High School, Grade 9
Last issue we asked readers to phone in responses to our survey question, "Has your school improved in the last three years?" and "What improvement does your school need the most?" Most respondents stated they had seen improvement at their schools. Others, however, expressed disappointment with their school. One parent said he had transferred his child from private school to a K-8 public school and was concerned with the currjculum. He said he would like to see the school "stress the math curriculum in addition to the reading and reading comprehension." Callers cited numerous areas for improvement at their schools. Several respondents stated their primary concern was poor teaching. "The improvement needed the most is some system for dealing with weak or failing teachers," said one caller. "Can we remove the teachers who do not want to do their job?" asked another caller, who identified herself as a staff member. One caller said he was most concerned about communication at his school. "There needs to be greater input and sharing among and between parents, staff and administrators." Another caller said she was concerned about the curriculum for limited English and non-English speaking students. "I am worried how they will do when they go from elementary to middle and from middle to high school." Other callers cited safety concerns and a need for more parent organizations. We wou ld like to thank all our respondents. We encourage you to respond to the above reader survey and look forward to publishing results in our next issue.
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