FOR RELEASE:
May 1, 2001 |
CONTACT: Melinda Kitchell Malico
(202) 401-1008 |
The U.S. Department of Education today recognized 95 elementary and secondary schools for their outstanding Title I programs to help disadvantaged students reach high academic standards.
"These 95 schools have demonstrated that all children can learn, and their success can be an example to other schools that are looking to improve," said U.S. Secretary of Education Rod Paige. "Every school that receives Title I support should be an exemplary school, and indeed, every school can be. Under President Bush's No Child Left Behind plan, more schools will focus on the essential elements of research-based instruction, high standards, annual assessments and accountability."
This year Title I is providing nearly $9 billion to help educate some 13 million disadvantaged children who attend 46,500 schools in high-poverty areas. The goal is to improve student achievement by helping schools individualize instruction, make fundamental changes to improve teaching and learning, provide early intervention and employ proven strategies.
Now in its 17th year, the Title I Recognition Program is a partnership between the Education Department and the National Association of State Title I Directors. The programs being recognized demonstrate that all children are given effective instruction to help them meet the state's challenging academic standards. Thirty-three states, Puerto Rico and the Bureau of Indian Affairs submitted schools for recognition.
Joe Johnson, director of the federal Title I Program, presented the awards today in New Orleans during the annual meeting of the International Reading Association.
The 95 schools were recognized for offering the following:
- opportunities for all children to meet proficient and advanced levels of performance;
- curriculum and instruction to support achievement of high standards;
- three years of achievement data that shows improvement;
- professional development for educators;
- coordination with other programs; and,
- partnership among schools, parents and communities.
For example, at Montevallo Elementary in Alabama, reading achievement has risen dramatically - with fewer than 40 students now reading below grade level - down from 400 in 1999. As a schoolwide project, the school moved away from remediation for under-achieving students to higher expectations for all. The school continuously assesses student performance, immediately adapts instruction and utilizes an intervention plan at each grade level. Teachers are well informed about current research and design interventions accordingly. In kindergarten, teachers focus on phonemic awareness and phonics, shared and guided reading, and writing. Second-grade teachers use research-based instruction to help those who continue to struggle to read. Collaboration with the University of Montevallo and strong community involvement enhance the school's efforts.
At Arizona's Gila Crossing Community School on the Gila River Indian Reservation, innovative administrators instill high expectations in students, staff, parents and community members. The school examines each student's individual needs and works to help all students reach state academic standards. Research-based instruction, family literacy, partnerships with business and higher education, and blending the community's culture and values into instruction have all helped to dramatically raise student achievement in reading and mathematics.
As part of the selection process, state education agencies nominate successful projects, and an independent panel evaluates their effectiveness in raising student achievement levels. Test scores, grade promotions, coursework, student, teacher and parent ratings, as well as discipline and attendance, are reviewed to measure gains.
Each recognized school will receive a certificate of merit signed by Paige and a Distinguished School Banner.
NOTE TO EDITORS: A list of recognized schools is available on request or on the Department's website, www.ed.gov/PressReleases/05-2001/title1.html
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Last Modified: 08/23/2003
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