School-by-school reading scores, 4

Schoinburg jVIVE! 6

The cost of charters 12

"Turning the page

for change."

PHILADELPHIA PUBLIC SCHOOL

NOTEBOOK 0 SPRING 1998

Facing the facts:

Too many can't read

by Lynette Hazelton and Helen Gym

Every school year, thousands of kinder­gartners enter the Philadelphia School District. The event, fa ithfully captured by the news media, stands as a symbol of hope for the family of every student.

Yet, according

that we are in serious trouble and that we need to do something a bout it," said Jane Hileman, director of the 100-Book Challenge, a reading program hailed as one of the few bright spots in the District. "We have to raise expectations."

That reading to the latest SAT-9 test scores, for every ten kinder­gartners who

Focus ON READING skills in Philadelphia are at a low level, we know. That th is

enter school, only half will finish fo urth grade reading on a basic level. By the time they gradu­ate from the aver-

• One school's success, p. 8 must be remedied if students are to become success­ful, we know. • Parents rally for reading,

p.8 But between these two points of agreement, lie uncertainty, frus­tration, disbelief, and anger. The

•Teachers talk, p. 10 age comprehen-sive high school, • Great Inulticultural they would be books, P· 15 lucky to find even one among them able to manage a "solid performance" on the SAT-9 test. Two or three would have partial mastery of basic reading ski lls. At least four of the ten would be considered poor readers.

"I think we need to face up to the fact

stories in this issue of the

Notebook address the challenges we need to face if our students' reading skills are to improve.

First, we must face the reality and the magnitude of the situation. With or with-

See "Reading" on p. 8

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 I ugar en el Distrito Escolar a donde estos elemen­tos se combinen y formen un clima academico que envuelva a estudi­antes, maestros y padres y de buenos resultados.

La Escue la Elemental Childs en el suroeste de Philadelphia ha logrado combinar estos elementos con buenos resultados.

Ha desarollado

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

un programa de lee- 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, Pennsylvania Governor Ridge has once again put his emphasis on increasing the fund ing for prisons 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 Philadelphia schools with $20 million in new funding, representing a 3% increase in Philadelphia's basic education subsidy from the state. Meanwhile, prison spend­ing statewide is slated to 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 priorities continue a long-term trend in Pennsylvania. Since 1988,

the state's basic educati on subsidy has gone up only 7% when adjusted for inflation, whereas spending on the state's prison sys­tem has gone up a staggering 212% .

"What is Ridge telling our chll dren ?" as ked Yvonne Epps, president of Philadelphia's Home and School Council. "H e's not tal king about building 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 add.itiona l fun ding does not mate ria li ze, rhe School District has projected that it will simply run out of money as early as M arch 1999.

While 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 applauded H orn beck's stance against further budget cuts. "People don't all realize how they have cut and cut and cut. We cannot afford to have another thing cut from our schools, " 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

PAGE2

''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

Federation of Teachers Aki l Baker, student, Centra l High School Jane 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 Quinones, ASPIRA Len Rieser, Education Law Center Edward Roberson, parent 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 bl ic 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 a ll our subscribers, advertisers, 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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PUBLIC SCHOOL NOTEBOOK

NOTEBOOK EDITORIALS

Investing in literacy Knowledge is power. energies to reach students with readmg And literacy remains the most basic and writing programs. We are heartened

tool for any student seeking knowledge that more and more parents across the and the power it provides. Few barriers city are focusing their energies on reading can stop a learner armed with fully devel- skills. oped literacy skills and curious about But dedicated teachers and parents understanding the world. need to be able to turn to the District for

Our nation's public schools have support. And schoolwide and systemwide shown they can do their job when provid- initiatives to improve reading have been ed with adequate resources. But here in sadly lacking in Philadelphia. One bright Philadelphia, as in many other urban dis- spot is the homegrown 100-Book triers, the situation is a harsh one. Those Challenge - an initiative that makes with the least power -African improved reading skills the focus of the American, Latino, Asian and work ing entire school community. class families - endure a flawed school Teaching reading to large groups of system. The system should be providing students, each with a unique learning academic skills, such as a high level of lit- style, is complex. But the first step is quite eracy, that they need to advance their simple - adopting the basic assumption social position. But those who have the that all our children can and must learn least are getting the least. high-level reading skills. It follows that

This bleak reality compels us to do schools must provide all students with the what we can to improve this system. books, the time, the attention, and the Smee mastery of the.wntten word is a coherent educational program they need. cornerstone of lea rnmg, 1t should be an Knowledge is indeed power. So let important focus of reform efforts. us set about creating conditions for our

Many .of our best teachers have kids to achieve the power that comes known this for years, dedicating their 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 chi I-

r en m decrepit, overcrowded build. O~r ~ndamenral problems cannot ~~gs. so vel until our schools receive the fund­mg t 1ey deserve.

School ,_Calendar

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 day 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 Communication 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 holi­

day 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, and Old Ciry C~ ee.

For those w ho could not make t s. event, the Notebook wants to extend .1~s thanks to all the volunteers and contfl -utors who make the paper possible.

SPRIN

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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 ~E QNI ?~b~i~e:c::~~I~, pec1a Concerned ~ Parents of

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?

Shipman: 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 autis­

tic 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 mean a thing 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: Our 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.

PUBLIC SCHOOL NOTEBOOK PAGf3

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 reviewing a challenge to Pennsylvania's school fonding patterns brought by the 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 public school 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.

The District has said it will simply run out of money

as early as ·March 1999.

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 higher tax rates in Philadelphia, spending on public schools 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 Dwight 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-

Photo: Fred Engst

State lawmakers have balked at allocating adequate funds for Philadelphia students.

tive for local legislators 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 lphia schools. The

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 Coalition to Close the Gap at 563-5848.

STATISTICALLY SPEAKING % 0 Empty desks • Average number of Philadelphia students

absent, without excuse, every day: 15,000

• N umber of students that miss over 25 days (out of 184) of school each year: 36,000

0 Bringing up baby • Annual cost in 1996 of licensed day care

for a Philadelphia family: $5,000-$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 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

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 Falling down • Number of U.S. students attending

school each day in buildings needing "extensive repair" : 14 million

• Amount reported in a 1995 GAO sur­vey required to repair crumbling school buildings: $112 billion

0 Deep breath • Increase in the prevalence of ast hma

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!!_

Results from the 1997 and 1996 SAT-9 test

School by school reading scores: Above Basic Below Not

ELEMENTARY SCHOOLS

Adaire

Alcorn

Allen, Ethel

Allen, Ethan

Anderson

Arthur

Above Basic

(97) 19.5 1.2.9) (96) 16.6

(97) 10.2 1+2.3) (96) 7.9

(97) 17.8 1+4.8) (96) 13.0

(97) 18.5 l.S.3) (96) 23.8

~:~; ;:~ H.5)

(97) 13.5 f+6.31 (96) 7.2

Basic Below Not Basic Tested 35.2 1+0 .3) 10.1 1· 11.81 34.9 21.9

43 .2 1+ 17.81 45.8 (·3 .3) 25.4 49.1

33 .1 1-4.81 37.9

40.31+4.5) 35.8

47·5 10.11 47.4

29.2 (+4.0) 49.0 (-6.4) 25.2 55.4

0 .8 1-16.71 17 .5

1.7 10.01 1.7

15.1 (.J .6} 18.7

16.7!.7.0) 9.7

Bache-Manin (97) 28.0 H .7l 35.7 1. J.61 32.1 1+8.4 )

Barry

Barton

Belmont

Bethune

Birney

Blaine

(96) 32.7 37.3 23.7

(97) 14.5 (+5.81 (96) 8.7

(97) 26.2 1+ 12.11 (96 ) 14.1

(97) 2.8 (-0.1 1 (96) 2.9

6.6(-4.3 ) 10.9

105 1-11.9) 22.4

16.91+6.8) 10.t

(97) 15.6 (+8.JJ 28.4 (·1.7) 48.6(-4.3) (96) 7.3 30.J 52.9

(97) 6.7 1-4.41 (96) 11.1

54·3 (+5.7) ll.31+0.2) 48.6 11.1

(97) 2.5 1·0.8) (96 ) 3.3

56.9 (+ 1.4) 13.9 (+ 1.9) 55.5 12.0

Blankenburg (97) 8.5 (+ l.4) 28 .2 (+S.l) 7 .01·1.61 8.6 (96) 7.1 20.0

41.2 1·16.5) 9·81-<.5 ) 57.7 14.3

Bluford (97) 13.1 1+8.8) (96) 4 .3

Bregy (97) 9.2 l+0.5) (96) 8.7

Btidesburg (97) 17.3 l-l3.4) (96) 30.7

Browe, H. A. (97) 14.1 l+J .51 (96) 10.6

Brown, J .H. (97) 33.8 1• 12.91 46.5 1•6.91 19.8 1_16.51 0.01.3.31

Bryant

Camel l

Cassidy

(96) 20.9 39.6 36.3 3.3

{97) 15.6 (+3.0) 33.3 (t2 .7) (96) 12.6 30.6

(97) 30 .6 1+5.11 38.8 1+3.3) 20.6 1·1.8) 10 .0 1·6.6 ) (96) 25.5 35.5 22.4 16.6

(97) 18.11+7.1) (96) 11.0

C•th.One (971 18.11.3.41

(96) 21.5

Cayuga (97) 7.4 l+4.7J (96) 2.7

Childs (97) 13.7 1•4.91 (96) 8.8

Cleveland (97) 5.8 (+O.SJ 51.4 (· IO.SJ 11.6(+0.S) (96) 5.0 61.9 10.8

C lymer (97) 2.7 {+l.O) 25 .0 (+4_3) 59.8 (+l0.7) 12.5 (.IS.9) (96) 1.7 20.7 49.1 28.4

9.0(-0.2) 9.2

Comly (97) 46.0 1• 6.01 22.41-7.0J 25.0 1•6.11 (96) 40.0 29.4 18.9

Coolt-WIS<ahid:oo ;:~: ~~:;(+,.OJ ;!::1221 ~~:~l+l62) z1}172) Cramp (97) 8.5 1, 0,71 29.6 1.3.01 47.3 1•8.61 l4.6

1_6.4J

(96) 7.8 32.6 38.7 21.0

Creighton (97) 16.5 1• 3.41 39.0 1• 2.61 36.0 1+3.71 8.51.9.71

(96 ) 13.l 36.4 32.3 18.2

Crossan (97) 39.3 1_14.21 42.6 1• 9.81 18.o 1• 7.71 o.o1_3 .. 1

(96) 53.5 32.8 10.3 3.4

Daroff ;:~ ~:: ltSlJ ;~:~ !+l3J ;~:! (+4.2) 1; }12 71

Day i:;: ~~:; 1-4.81 ~:; 1+8.8) ;;:~ (+0.11 ~;:; (-4.0) Decatur (971 27.9 l+S.2I 39.7 1• 5.6) 25.0 1•14.9)

(96) 22.7 34.1 39.9

Dick (97 ) 11.l (+l.4J 35.2 (+ ll.O) 40.8 (-l 0.9) 13.0(·l.SJ (96) 9.7 24.2 51.7 14.5

Disston (97) 22.7 l-0.4 ) 50.6 (+4.4) 22.0 (+2.4) 4.5 (-6.7) (96) 23. l 46 .2 19.6 11 .2

Dobson (97) 12.5 (+ 1.9) 38.8 (- 1.2) 38.8 (+!5_2) 10.0 (-! 5.9) (96) 10.6 40.0 23.6 25.9

Douglass (97) 4.0 l·0.7I 27.4 {+13.21 62.9 1.o.91 5.61•11.7) (96 ) 4.7 14.2 63.8 17.3

Dmv ::;~ l~:~ 1+7.81 ;~:~ 1+5 IJ ~~:~ I 0.41 ~~:: 1 -125)

(9 7) 7 .8 1+3.7) 24.71+1.0J 53.9 (-4.91 13.5.1+0.11 (96 ) 4. l 23.7 58.8 13.4

Duckrey

Dunbar (97) 10.3 1+6.21 25.9 1+1.21 60.41+0.21 3 .4 1·7.61 (96 ) 4.1 24.7 60.2 11.0

Durham (97) 6.5 l- l4.7I 47.8 1• 23 .61 34.8 1. 12.21 10.91• 3.31 (96) 2 1.2 24.2 47.0 7.6

Edmonds

Edmunds

Elkin

Ellwood

Emlen

Fairhill

Fattell

Fell

Above Basic

(97) 17.4 1-1.41 (96 ) 18.8

(97) 35 .61+6.0J (96) 29.6

(97 ) 6.2 1+0.71 (96) 5.5

(97)

(96)

(97) (96)

(97)

(96)

(97)

(96)

(97 )

(96)

Basic

35.6 (+4.6) 3 1.0

24.4 1·0.9) 25.3

Below Basic

17.8(-9.0) 26.8

Not Tested

12.0 (. 1.6) 13.6

56.41, 12.21 12·9 1-12.01 44.2 24.9

Feltonville (97 ) 18.4 {+ll.l) 39.2 (+12.4) 36.8(-7.6) 5.6 (- 16.0) (96) 7.2 26.8 44.4 21.6

Ferguson

Finletter

(97)

(96)

(97 )

(96)

H olme

Hopkinson

Ho uston

Howe

Hu<y

Hunter

Jackson

Jenks, A.S.

jenks,j.S.

Kearny

Kelley,W.D.

Basic Basic Tested

:~;; :~; (-01 1 ;:~ (+108 ) l~~ l- 1 27) (97) 18 .2 (+1.8) (96) 16.4

(97) 23 .1 1+1.0) (96) 22.1

(97) 8.5(+8.5) (96) 0.0

(97) (96)

12.3 1+10.5) 1.8

(97) 11.1 (+5.2) 196) S.9

(97)

_(96) 16.9 i+S.5)

8 .4

42.1( ·1.7) 43.8

43.6 1+3.9) 39.7

~; : ~ (+7.5)

~~:~ 1+46)

;~:~ {+10.7) :~:~ 1-3.8)

~::; 1+ 116) ~!:~ {-4.0)

l~~ l -75 )

l~~ l -95 )

t.61-12.11 13.7

::;; ~~! 1 3.3 ) !~~1+08 ) :~~{+41 ) ~~ 1 17 )

:~~; !~; 1+146) ~~:~1-3.3 1 ~~! 1-9 1 ) ~}201

: :~; 1 ~:~ 1+141 ) ;!~ 1+279) ~~~ 1- 39 .3) :!~ 1-2 8 ) (97) 4.21·1.61 (96) 5.8

Fitler (97)

(96)

Kelly, J.B. (97) 15 .9 l+2 .8) (96) 13.1

Fittpattick (97) Kendenon (97) 0.1 (+6.8) 196) 6.G (96)

Forres! 1971 25.3 1.1.81 42.4 1_0.31 32.3 1• 17.71 o.0 1_15.61 (96) 27.1 42.7 14.6 15.6

(97 ) 15.6 1-9.5) (96) 25.1

Key

Fox Chase (97 ) 35.4 1, 6.4) 50.0 1+9.71 14.5 10.01 0.0 1. 16.11 (96) 29.0 40.3 14.5 16.1

Kinsey ::~; : :~ 1+0 11 ~~:~ 1+4 8) ;~ ~ 18.3) :~ ~ 1+3 5)

Frank (97) 53.7 1+22.3) 30.6 1-7.4) 15.0 1+ 1.2) 0.6 1- 16.2) Kirkbride :~; : ~~~ 1+100) ;;; 1+8 7) ~~!(3 7) 1~~ 1 - 15 1 ) (96) 31.4 38.0 13.8 16.8

How to Read the Data

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 only. (Source: School District of Philadelphia, Office of Assessment)

Above Basic Basic Below Basic Not Tested

Adaire (97) 19.5 (+]. 9) 35.2 (+8.6) 26.6 (96) 16.6

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 that by the year 2008, 95% of students will be scoring above basic.

Franklin ~:;: ~~:! (-9.9)

Fulton ~:~: ::; (+2.6)

(97) 8.81+4.31 (96) 4,.5

Gideon

Girard ;:;: ~:: 1+30)

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 positive sign in the category of Above Basic and a negative sign in the last two categories of Below Basic and Not Tested.

Lamberton:

Lawton

Lta

Leid y

Gompers ::;; ~~:~ 1+23.41 !: ! 1-10.3) ~~ .~ 1-7.61 8·2 1-5.5)

13.7 Levering

Greenberg

Greenfield

Hackett

Hamilto,n

Hancock

Harrington

Harrison

Harrity

flanranft

Henry

Heston

Hill

::;; ;~ ~ 1+9.4)

(97)

(96)

(97 )

(96)

(97)

(96)

(97)

(96)

25.7(+!.7) 24.0

l0.0 1+5.2) 4.8

::;: :~: 1+2.5) ~!:10.9) ;~~ 1-3 . 5 )

::;; ~.~ 14.8 )

i:;~ ~:~ 1+0.5)

;:;; 1~:~ (+7.3)

;:;: ~~:: 1+11.0J

::;; 1~; 1+6.6)

1~}16.5)

4.7(+1.8) 2.9

1~}62)

1~~ 1 2 8)

:;:; 1·1.2)

;;: 1•0.SJ ~:~ H.4J

;:;; 2~:~ 1+ 14.41 ;!! 1+7.8) ~~~ 1 211 ) l~~ll.I J

Lingelbach

Locke

Loeshe

Logan

Longstreth

Lowell

Lud low

Mano

Mars, ball

Mayfaic

McCall

McCloskey

35.2 (+0.3)

34.9 10.1 (-11.8)

21.9

THE CATEGORI ES Above Basic: A combination of the top categories of Advanced (supe rior perfor­mance) and Proficient (solid performance) Basic: less than adequate performance Below Basic: little mastery o f the material Not Tested: Includes students absent, or those who did not receive a valid score on both sections of the test.

(97)

(96)

(97)

(96)

(97)

1~6)

(97)

(96)

(97)

(96)

(97)

(96)

(97)

196)

(97)

(96)

(97)

(96)

(97) 8.3 1·0.6) (96) 8.9

(97) 18.5 1+4.2) (96) 14.3

(97) 14.5 1+3.9) (96) 10.6

(97)

(96)

(97,)

(96)

(97)

(96)

(97)

(96)

(97)

(96)

38.6(+10.8) 51.1 1+6.21 27.8 44.9

22.61·0.IJ 43.61-0.31 22.7 43.9

2.11. 16.JJ 18.4

19.4 1-3.31 22.7

SPRIN

A McClure

McDanie

McKin le}

McM.ich"

Meade

Meredir

Mifflin

Mitchell

Moffet

Moore

Morris

Morriso

Morton

MYA

Nebinger

O lneyEle

Overbroo1'

Palumbo

Pastorius

Patterson

Peir ce

Peirce Eler

Potter~Thc

Powel

Ptatt

Prince A

Reynolds

Rhawnhur

Rhoads

998 --• • (-12.7)

1-7.5)

1-9.5)

1·8 .2)

16.6)

12.J}

16.l)

-1.7)

-2.0)

·2.8)

1.6)

5.8)

10.51

-7.3)

+3.5)

-15. 1)

by res ool

.4)

,0)

.I)

ro.21

5.9)

7.5)

16.ll

J.2)

!.3)

•.5)

.51

,4)

.2)

5.4)

,..

SPRING 1998 PUBLIC SCHOOL NOTEBOOK PAGE 5

A little progress, a lot of problems Above Basic Below Not Basic Basic Tested

McClure (97) 7.5 l·0 .8) 35.41•14.9) 38.l 1·7.3) 19.0 1·6.8) (96) 8.3 20.5 45.4 25.8

(97) 4.0 1·2.1) 24.71•0.2) 58.01•2.9) 13.31- 1. 0) (96) 6. 1 24.5 55.l 14.3

McDaniel

McK;nlcy (97) 3.9 1.3.31

(96) 7.2 58.9 1, 5.81 25.5 1, 1.41

McMichacl

Meade

Meredith

Mifflin

Mitchell

Moffet

Moore

Morris

Morrison

Morton

MYA

Nebingcr

53.1 24.1

(97) 4.6 1•2.7) 24.31·0.7) 62.51•6.8) 8.61·8.9) (96) l.9 25 .0 55.7 17.5

(97) 7.0 (-0.4) 29.2 (<17.J) (96) 6.6 ll.9

(97) 62.l 1•14.6) 31.9(-10.5) (96) 47.5 42.4

:::; ~~:~ 1-3.I) ~~: 1+90)

5.2(.3.3) 8.5

46.51•3.6) 42.9

10.41-14.8) 25.2

0 ·91-0.8) 1.7

8.11·9.5) 17.6

(97) 6.8 l• l.2 ) 25.9(<3.5) 62.31+4.6) 4.91·9.4) (96) 5.6 22.4 57.7 14.3

(97) 17.1 1+9.0) 35.21-7.2) 38.11+14.9) 9.51·16.8) (96) 8.1 42.4 23.2 26.3

(97) 39.5 1+6.6) 35.8(-0.9) 22.91•7.2) 1.81·13.0) (96) 32.9 36.7 15.7 14.8

~:~: 1 ~:~ 1+16.6) ~:~ (+8.J)

(97) 38.2 1+18.8) 36.91-6.4) (96) 19.4 43.3

(97) 24.8 l+l 8.l) 33.ll·l.4) 37.9 (- l6.7) 4.ll·O.I) (96) 6.7 34.5 54.6 42

(97) 43.7 1+ 1.9) 41.8 1+6.0) 10.91-5.5) 3.61·2.4) (96) 41.8 35.8 16.4 6.0

(97) 15.0 1+ 10.9) 23.31-1.4) 55.01·5.3) 6.7 (-4.3) (96) 4.1 24.7 60.3 11.0

Olney Elem (97) 21.7 1• 6.61 36.2 1.3.41 28.9l+3.8) 13.21.6.91 (96) 15.1 39.6 25.1 20.1

Above Basic Below Not Basic Basic Tested

Richmond (97) 17.2 (+6.51 43.4{+! 4.J ) 35.4(-J.4) 4.0 (.\l.4) (96) 10.7 29.1 38.8 21.4

Rowen (97) 10.1 (+l.9) 34.9 (+1.6) 51.4 (+ I0.9) 3.7(- IS.l) (96) 7.2 33.3 40.5 18.9

Sharswood (97) 12.6 (+6_2) 46.0 (+l.O) 34 .5 (+J.J) 6.9(-ll. 4)

Shawmont

Sheppard

Sheridan

Smedley

Smith

(96) 6.4 44.0 31.2 18.3

(97) 36.0 1+2.1) 46.6 1+8.7) 15.0 (+0.4) 2.4 (-11.2) (96) 33.9 37.9 14.6 13.6

(97) 20.4 (+16.1) 26.11-12.51 51.11+9.71 (96) 4.3 38.6 41.4

(97) Jl .3 (+3.7) 37.91+0.3) 42.4 (+7.0) (96) 7.6 37.6 35.4

(97) 9.6 (-7.3) 31.71·6.91 54.91+10.3) (96) 16.9 38.6 44.6

83 (. JJ.21 19.5

3.81•3.8) 0.0

(97) 6.2 1-0.3) 24.71+6.0) 59.71·4.81 9.61·0.71 (96) 6.5 18.7 64.5 10.3

Solis-Cohen (97) 24.8 (+6.51 50.4 1•6.71 20.5 1.3.41 4.\.9.81 (96) 18.3 43.7 23.9 14.1

Southwark (97) 20.4 1• 2.01 37.8l-l.ll 25.5 l+ l.9) 16.3 1.2.71 (96) 18.4 38.9 23.6 19.0

Spring Garden (97) 15.0 1.3.2) 46.7(+l 6.4) 30.0(. 14.01 8.3 1•0.71 (96) 18.2 30.3 44.0 7.6

Spruance (97) 52.1 1•22.9) 26.5 1_10_81 17.5 (-3.01 3.8(.9.l)

{96) 29.2 37.3 20.5 12.9

Stanton, E.M. (97) 1.9 (-4. 2) 9.3 (-4.31 68.6 l+l4.l) 20.4 1.5.41 (96) 6.1 13.6 54.5 25.8

Stanton, M.H. (97) 7.4 (-0.4I 45. 11• 14.61 42.6 1.3.6) 4.9 1_10.71 (96) 7.8 30.5 46.2 15.6

(97) 7.8 (-4.2) 37.7 I+ t 1.2) 50.71+7.3) 3.9 (- 14.21 (96) 12.0 26.5 43.4 18.1

Scee! (97) 9.3 (+5.6) 30.01+2.6) 53.51+0.91 7. 1 1·9.2) (96) 3.7 27.4 52 .6 16.3

Average reading performance citywide (1997) Grade 4 Grade 8 Grade 11

Overall reading scores improve from fourth to eighth grade, but drop sharply in the 11th grade. (Source: School District of Philadelphia, Office of Assessment)

Ombrook Ed Ctt(97) 48.7 l+ l5.31 29.5 1+4.J) 5.1 (-4.41 16.71_15.01 (96) 33.4 25.4 9.5 31.7

Palumbo (97) 0.0 1·5.5) 80.4 (+40.41 3.91·17.9) (96) 5.5 40.0 21.8

Pasiorius ~~;~ 1!:~ (·8.0) ;~:~ 1·91) !::~1.021 Patterson (97) 24.9 1+ 19.1)

196) 5.8 40.6 1+1 .2) 3 .01 · 10.5) 39.4 13.5

Peirce (97) 3.9 l+l.4I 21.3 1,J.8) 56.1 (+6.91 18.7 l· tO.t) (96) 2.5 19.5 49.2 28.8

Peirce Elem (97) 11.7 l+ l.O ) 31.1 1.7.4) 50.5 1•9.51 6.8(-3.0) (96) 10.7 38.5 41.0 9.8

Penndl (97) 11.2 J-1.5) 29.61+1.2) 54.11•13.0J (96) 12.7 28.4 41.l

Pennypacker (97) 15.81+10.2) 27.8(-4.l) 50.9(.1.7) 5.61-7.3) (96) 5.6 32.3 49.2 12.9

(97) 18.6 1+4.6) 39.2{+12.6) 33.0(-18.9) (96) 14.0 26.6 51.9

Penrose

(97) 39.4 l+0.9) 33.310.01 19.71+8.2) 7.61·9.l) (96) 38.5 33.3 11.5 16.7

Pollock

Pottcr~Thomas (97) 17.3 (+lJ.i) 39.7 (+l8.9) 39.6 (-8.7) (96) 4.1 20.8 48.3

Powel

J.>rau

Prince Hall

Reynolds

Rhawnhurst

Rhoads

(97) 29.5 1-3 .21 36.11-4.71 32.81+12.5) 1.6 1-4.5) (96) 32.7 40.8 20.3 6.1

(97) 6.1 (+1.7) 23.21+4.ll 50.0 (-7.3) 20.71+1.6) (96) 4.4 19. 1 57.3 19.1

(97) 11.11-4.7) 34.21+7.5) 45.31.0.31 9.41·3.l) (96) 15.8 26.7 45.0 12.5

(97) 9.0 1+3.31 26.9 !+SS) 57.71+2.0) 6.41·10.7) (96) 5.7 21.4 55.7 17.l

(97) 49.2 1•22. 11 26.l 1.2i.01 23.I 1+10.11 L4c.1u1 (96) 27.1 47. 1 13.0 12.9

(97) 16.5 1·1.9) 35.5(+4.3) 42.l (-2.7) (96) 18.4 31.2 44.8

5.81+0.2) 5.6

Sullh·an (97) 24.3 1•9.61 33.010.01 30. 11·0.4) 12.61·9.11 (96) 14.7 33.0 30.5 21.7

(97) 13.9 (.2.7) 36.51·3.9) 32.81•7.4) 16.81·6.2) (96) 11.2 40.4 25.4 23.0

Taggart

Taylor :;~; 16:: (-2.9) i;:; (+7.41 ~!:~ 1+8.9)

Vare Elem (97) 33.9 l+Z.3) 44.9 1• 3.01 19.1 1, 8,01 (96) 31.6 41.9 II.I

Walton (97) 1.3 1+1.3) 30.71+19.8) 58.6(-11.7) 9.3 1·9.5) (96) 0.0 10.9 70.3 18.8

(97) 6.2 1·2.51 29.2(+ 14.0) 56.9 (+4.8) 7.71·16.2) (96) 8.7 15.2 52.I 23.9

Waring

Washington,M. (97) 5.5 l•lO) 40.4 (+5.1) 4.5.01+5.9) 9.2(- 11.9) (96) 4.5 35.3 39.1 21.J

Washington, G. (97) 10.8 (-S.SI (96) 19.3

19.01-2.8) 45.2 (+ 14.5) 15.11-3.1) 31.8 30.7 18.2

Webster (97) 10.9 (-1.S) (96) 12.7 ;;:~(+3.51 ~;:~ (•17) ~i:~l-32)

Welsh (97) 19.2 1+ 15 .91 30.81+7.8) 41.51· 11.81 8.51.12.01 (96) 3.3 23.0 53.3 20.5

(97) 7.3 1.2.91 17. l {-1 3.81 40.61·19.7) 35.01+30.6) (96) 4.4 30.9 60.3 4.4

W hitt ier

Willard (97) 9.3 l+0.7) 42.3l+l\.J) 38.1 1•4.71 10.3(-16.61 (96) 8.6 31.2 33.4 26.9

Wilson Elem (97) l.3.3 l+lO.O) 23.3 10.01 41.7 (·ll.61 21.7(+1.7! (96) 3.3 23.3 53.3 20.0

Wisrer :~;~ 1~ :; C.391 ~~:; (-9.1) ~~ :~ 1+6.9)

(97) 9.11+4.9) 34.8 l+l.S) 45.5 (>J.7) (96) 4.2 33.3 43.8

Wright

(97) 48.1 1+14.8) 44.4(+3.51 7.41- 12.31 (96) 33.3 40.9 19.7

Ziegler

8.9(-1.4) 10.3

10.61·8.2) 18.8

0.01·6.11 6.1

MIDDLE SCHOOLS Above Basic Below Not Basic Basic Tested

AMY J. Manin (97) 28.4 l+l.4) 54.5 1• 16.51 17. 11_14.91 0.0 1.3.01 (96) 27.0 38 .0 32.0 3 .0

AMY Northwest (97) 28.4 (+ll.2) 51.9 ~+J.J) 18.5 f-l3.9) 1.2 (- 1.S) (96) 16.2 48.6 32 .4 2.7

Baldi (97) 40.8 1+7.9) 33.31+2.81 18.91+3.71 6.91-14.5) (96) 32.9 30.5 15.2 21.4

Barratt (97) 12.31+4.7) 38.91+4.3) (96) 7.6 34.6

37.2{+12.7) 11.8(-21.5) 24.5 33 .3

(97) 18.0 1+3.4) 37.5 1-7.8) (961 14.6 45.3

36.St+l0.6) 7.7H.2) 26.2 13 .9

Seeber

Central East (97) 19.8 1+10.9) 34.01·2.4) 38.1 (+10.2) 8.2(-18.6} (96) 8.9 36.4 27.9 26.8

Clemente (97) 8.61+4.2) 34.01.10.21 42.2 1+5.4 ) 15.\.19.7) (96) 4.4 23.8 36.8 35.0

Conwell (97) 52.1 1- 10.4) 42.5 (+9.6 ) 4.61+1.2) 0.8 1·0.51 (96) 62.5 32.9 3.4 1.3

Cooke (97) 11.0 (+2.31 29.1 1.9.71 38.1 1• 10.51 21.8 1.3.21 (96) 8.7 38.8 27.6 25.0

De Borgos (97) 5.0 (+1.0) 26.0(.\.JJ 49.7 1• 18_7) 19.21. 18.61 (96) 4.0 27.l 31.0 37.8

Elverson (97) 4.6 (·1.0) 25.S l+0.8) 50.3 1• 15.2) 19.2H5.21 (96) 5.6 25.0 35.1 34.4

FitzSimons {97) 6.2 {+I.SJ 34.3 (+!2.3} 45.7 (+J.3) 13.91_17•11 (96) 4.7 22.0 42.4 31.0

Gillespie (97) 8.1 t+i.t) 27.8 (+l .l) 44.4 (+l.J6 19.7(.6.91 (96) 6.0 25.6 41.8 26.6

Harding (97) 15.5 1+ 1.9) 43.8 1+t7.1) 34.41+4.8) 6.21·23.9) (96) 13.6 26.7 29.6 30.I

Hill-Freedman (97) 59.7 (+l6.4) 20.9 {-J J. 9) 3.0 (-0.6) 16.4 (+S. I ) (96) 33.3 54.8 3.6 8.3

(97) 8.6 l-0.41 36.I (+5.21 42.8 (+l6.31 12.5(-21.0l (96) 9.0 30.9 26.5 33.5

Jone..~

(97) 29.21+0.2) 38.51·0.8) 24.71+7.5) 7.7(-6.8) (96) 29.0 39.3 17.2 14.5

LaBrum

(97) 22.6 1+3.4) 40.3 1+1.2) 20.91·2.1 ) 16.1 1·2.51 (961 19.2 39.1 23.0 18.6

Leeds

Lewis (97) 9.5 1_2_9) 47.8 f+l 6_6J 33.4 (+?.l ) 9. 1 (-ll.2) (96) 12.4 31.2 26.2 30.3

Meehan {97) 25.7 f. 6.2) 40.4 (+l.I ) 25.2 f+ ll.3 l 8 .71. 19_7) (96) 19.5 38.3 13.9 28.4

Penn Treaty (97) 5.9 (+ 1.2) 35.0 (+9.21 44.6 (+ IJ.8) 14.51_24_1)

Pepper

(96) 4.7 25.8 30.8 38 .6

197) 17.S IO.Ol (96) 17.8

35.6 M.9) 12.9H.9i 30.7 17.8

Pickett (97) 4.2 1_5.61 36.5(+9.01 45.3 1• 17.9) 14.11_2 1,21

(96) 9.8 27.5 27.4 35.3

Rhodes (97) 10.8 (+6.71 (96) 4.1

6.51-18.2) 24.7

Roosevch (97) 10.4 {+4.8) 41.2 (+ !1.0) 37.0 1_3.3) 11.4 (-!2.5) (96) 5.6 30.2 40.3 23.9

R ush (97) 32.2 1+ 17.0) 37.2 1+ 1.1) 22.1 1·3.21 8.51·14.91 (96) 15.2 36.l 25.3 23.4

(97) 4.9 1·3.0) 33.2 (-1.01 46.11+2.91 15.8 1+ !.21 (96) 7.9 34.2 43.2 14.6

Sayre

(97) 12.0 (+5.1 ) 35.1 1•13.0I 45.21+5.41 7.71·23.51 (961 6.9 22.1 39.8 31.2

Shaw

Shoemaker (97) 2.7 (+ J.JI 20.4 1_2.6, 58.1 1• 14.4) 18.81_12.91

(96) 1.6 23.0 43.7 31.7

StetSon (97) 3.7 (·2.01 23.4 1+4.8) 54.2l+l4.4) 18.6(_17_41 i96) 5.7 18.6 39.8 36.0

Stoddart-Fleis her {97) 8.4 (+ 1.2) 33.6(0.0J 42.9 (+ 3.7) 15 .1 (.4_9) (96) 7.2 33.6 39.2 20.0

Sulzberge r (97) 5.6 (+l.J ) 33.2(+l 5.6) 43.6 (- 1.0) 17.7 (_ 15.9) (96) 4.3 17.6 44.6 33.6

T homas

Tiiden

Turner

Va re

Vaux

Wagner

(97) 6 .7 (.0.81 (96) 5.9

(97) 18.8 (+7.61 (96) 11.2

(97) 4.8 (-7.51 (96) 12.3

32.31.8.11 49.31+0.9) 11.71·9.81 24.2 48.4 21.5

44.7 (+6.01 29.0 1.9.J) 7.4H.5I 38.7 38.1 11.9

34.81+6.3) 42.91+18.3) 17.61- 17.0) 28.5 24.6 34.6

(97l JI.I 1•8.01 29·1 1+13.I) 45·9 1+2.8) 13·91-23.81 (96) 3. 1 16.0 43.1 37.7

197) 7. 1 1-0.7) 27.11·3.7) 47.81+9.4) 17.91·5.2) (96) 7.8 30.8 38.4 23. 1

Wanamaker {97) 8.3 (+2.J) 27.1 (+0.7) 53.6 (+l l.8) 11 .0(_24_7) (96) 6.0 26.4 31.8 35.7

WilsonM.S. (97) 28.4 1.0.51 4l.! 1, 2.71 25.21• 7.71 5.2

1. 10.

11 (96) 28.9 38.4 17.5 15.3

High school test scores,

page 13

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 "escuela de gra n progreso" por su mejoria en el exa­men SAT-9 yen otras areas como la asis­rencia de esrudiantes y maestros, y el n ·mero de retencion y promocion.

"El aprendizaje es lo principal aq ui," dijo Mary Yee, miembro de l equipo del Distr iro Esco lar que eva luo el gran pro­greso de Chi lds . "La principa l riene una manera de liderazgo en donde le rransfi ere el poder a los maestros, los maestros en cambi o sirve n de vo lunrarios. Esta la expectativa de que el personal ha ra mas po r los niiios y esro en cambio influye el ambiente."

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 objeri vo educari vo basado en esra evaluacion.

Denenberg dij o que el personal decidio que 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 bi en importante en el proceso."

Denenberg dijo que su rol es el de max­imizar los recursos y proveer a los maestros el entrenamienro que necesitaban.

Ell a aumenro el n(1m ero de horas de

Preparando los objetivos de lectura

El en foque en la lecru ra es obvio a l cami nar por Childs.

Muesrras del rra­bajo de los estudi­an tes es mosrrado ampl iamente .

Las puerras del salon de clases se manrienen abierras para mosrrar a los esrudiantes di s­curiendo sus lecturas.

"Esta la expecta­tiva de que el personal hara

mas por los niiios y esto en cambio influye el ambiente."

entrenamienro a los maestros, ademas se concenrro 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 program a "Alcance

de la

Lecrura" en donde se contrato a "asistentes comunitar io" para serv ir de rutores a aquellos niiios que lo

El Chi lds Parent Center se encuentra en el sorano. Panfleros sobre la escuela, sus programas pa ra pad res, y avi ­sos de ralleres sobre las ul timas pracricas educarivas estan di sponibles en este cenrro. El Centro de Padres fue el resul tado de la asociac ion con CIGNA Corporati on y Temple Uni versity.

"Queremos asegurarn os que cada niiio lea y escriba al nivel que corresponde-ese fue nuestro obj erivo," dij o la principal Mary 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

necesitaran . Uno de sus pasos

Mary Yee mas importanres fue el de permirir el uso del programa de lec­

tura ll amado "100 Book Challenge" en cada salon de clases. Denenberg dicen que cada maestro en Chi lds esta envuelro en esre programa a algun ni vel.

Recursos Los maestros de Childs consideraban

entrenamiento como el componenre mas importante para su propio desarrollo.

Al mirar el ir inerario del entrenamien­to de los maestros hubiese visto cinco horas al mes en esrraregias de lectura . Esto incluyo "chat and chews" en donde los

Preservando historia

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 sobre el rema.

Ademas cada maestros recibe dos horas adicionales al mes para reunirse con mae-

stros del mismo grado y asi discutir estrate­gias de enseiianza y esrablecer el objeri vo del grado.

"Estamos constantemente envuelros en conversaciones y reflexionamos sobre nues­tras propias practicas," dijo Broderick .

Gula se enfoca en Arturo Schomburg

Claro, el dinero es el fac tor mas mori­vador para lograr cualquier cosa. La escuela tiene un presupuesto de mas de $500,000, con el 10 porciento asigando al desa rrollo del persona l. La asociacion con CIGNA Corporation tambien ayuda a Childs con

recursos, equ.ipo, y dinero. por Johnny Irizarry

La Oficina de Apoyo de Currfculo ha desa rollado una guia nueva de enseiianaza sobre la vida del histori­ador Arturo Alfonso Schomburg.

Artu ro Schomburg (1874-1 938 ) fu e el fundador de H ar lem's Center fo r Resea rch in Black Culture, con­siderado como el centro pr imordial de esrudi os Africano y Afro­Ameri canos en todo el mundo. Pue rtor ri q ueiio de descendencia Afr icana, llego a los Estados Un idos a la edad de 17 aiios, determinado a luchar por la independencia puertor­ri que11 a y documenrar las gran con­rri buciones de los Afri canos en las Americas.

El se educo a si mismo y se con­virtio en la figura preeminenre de car­tas y hisroriografia Afro-Americana, coleccionando mas de 5,000 li bros, 2,000 panfl etos, y mi les de cartas,

Foto: FreelibraryofPhiladelphia

Arturo Schomburg

man usc ritos y grabados. El Centro Schomburg contiene acrualmente mas

de 5 millones de articulos. A la vez, Schomburg lucho contra

temas complejos ta les como clases econom1cas, raza, identidad, nacional-1smo, e hi storia. Lucho porque se le :ceptara en cierto circulos y por la

idrnridad, preservacion, y un idad racial.,,

. A p.esar de ser un orador, revolu­c1onarw, patron de las artes, traduc­ror, escntor y educador, es bien poco lo que se estudia y recuerda sobre Arturo Schomburg.

El plan de estudio, "Building A Legacy: The Life and Contributions 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 299-498G.

Traducci6n por Iris Lozada

"No me hubi ese gusta 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 ma neja r el p rogra ma con exrto

Distr ito has renido su p recio. Denenberg, veterana del Distrito de mas de 20 aiios, s.e fue de Chi lds en enero para romar una posr­

cion en un di striro del suburbio. Alease West coordi nadora del Cenrro

de Padres de Chi lds, expresa que tiene con­fi anza en los maestros y padres Y que la escuela conrinuara su mision de lograr que todos sus estudianres lean a su nivel. .

"Muchos padres vienen de orros ve~in­darios tratando de registrar a sus :a·;~: porque han escuchados buenas co ·­nuestra escuela," di jo West. "A los ~~~~ les gusta, a los padres les encanta. paso en el camino correcto. "

Traducci6n por Iris Lozada

SPRING

por Pau

A pan fi na ncie1 Philadel1 Pennsylv el a umer en cortar presupue

Come Philadel1 $95 mill< sin diner1

Los $: el presu~ a las esc1 un aumei educacio1 t anto, el a umenta convertir billon de siones.

Las pr siguen la sidio par: aumentac el gasto t

ha aume1 " 1Cui

stros nii Pres iden Maestros 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 queda1 1999 sin

Mient1 a la posib escuelas I tiene alrec cias.

Ninos deb' los libros c

1998 --

!dEngst

en la

;rrate­jetivo

tos en nues­

ck. mon­scuela ),000, rrollo GNA Is con

r este . "En 1s per­sarles mae­toma ·adec-

exito 1berg, os, se . posi-

enrro ~con-

1ue la ir que

SPRING 1998 PUBLIC SCHOOL NOTEBOOK PAGE 7

Crisis de presupuesto amenaza escuelas por Paul Socolar

Apa rentemenre ignorando la crisis financiera de las escuelas publicas en Philadelphia, el Go bernador 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, las escuelas de Philadelphia 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·sica en Philadelphia. Mientras tanto, el gasto estata l para las c:irceles aurnentara 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,

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

Foto: Notebook

Law Cente r en Philadelphia, cualquiera de las tres demandas j udiciales podria obligar al estado a

Legisladores estatales se niegan aumentar fondos a las escuelas de la ciudad.

modificar sus practicas, pero no hay man­era de saber cuando o como se decidir·n estos casos.

La ciudad y el Distrito Escolar estan demandando en la corte federal por no proveer fondos adequados. Otro caso esta en la Corte Suprema del estado en donde

se esta revisando una decision de la Juez

Los activistas locales tratan de presion­ar a los politicos y estan llevando a cabo campaiia de registracion para votante asi poder forzar al estado a que provea mas dinero. El Gobernador Ridge y muchos de los legisladores estatales corren para reelec­cion este aiio. El nli.mero de votante en las elecciones estatales es baja en Philadelphia, una campaiia efectiva podrfa cambiar esto.

isladores de rnucha influencia en Philadelphia-el Senador Estatal Vincent Furno y los Representates Estatales Dwight Evans y John Perzel-los cuales argurnentan que el "dinero no es la solucion."

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

Doris Smith en 1996 en donde el estado tenia que proveer por lo menos $45 mil­lones a la escuelas de la ciudad.

El Districto anticipa que se quedara sin

dinero antes de marzo del 1999. La Juez Smith

tomo esta decision en el caso que lleva

25 aiios en la corte sobre desegregacion de las escuelas en la ciu '" dad. El estado trata de q ue rechazen esa decision.

Oficiales municipales y organizaciones como Coalition to Close the Gap siguen retando al estado a que resuelva la difer­encia que hay en fondos entre el Distrito Escolar en Philadelphia y el de los subur­bios.

Aunque los impuestos son mas altos en Philadelphia, aqui se gasta $2,000 menos por estudiantes que lo que se gasta en los suburbios. Esto equiva le a casi $60,000 menos por cada salon de clases.

El programa de "vouchers" y el de dividir al distrito ha encontrado muchas oposicion en Philadelphia. Hay especula­ciones de que los lideres politicos estatales ofreceran mas dinero para las escuelas en Philadelphia con tal de que los legisladores locales apoyen el programa de "vouchers" y la division del distrito .

La Senadora Estatal Allyson Schwartz, la cual se opone a estos cambios, propone que el Alcalde nombre la Junta Directiva Escolar a principio de su terrnino en ofic­ina y asignaria $150 millones en ayuda financiera de inmediato para las escuelas en Philadelphia.

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 ganan-cias.

Cientos de padres y activistas de la comunidad llenaron el salon de corte cuan­do la Corte Suprema escucho los argu­mentos en el caso de Philadelphia el 3 de febrero. La Asociacion de Padres y Maestros organizo a padres de las escue­las publicas para que expresaran su pre­ocupacion sobre la crisis financiera; lle­varon seis guaguas llenas.

Los legisladores estatales buscan sus propias soluciones al problema pero pocos entienden las necesidades la irnplicaciones. En el estado se encuentran actualmente planes tales como el de dividir al Distrito Escolar en distritos mas pequeiios y el de proveer vales (vouchers) para un grupo pequeiio de estudiantes para que puedan pagar el costo de escuelas privadas.

El proyecto de Schwartz es apoyado por un numero de grupos educativos y por el Presidente de la Federacion de Maestros de Philadelphia Ted Kirsch.

Para mas informacion sobre la campana de votacion favor de comunicarse con la Asociacion de Padres y Maestros al 563-5848.

Estos esfuerzos son encabezados por leg- Traducci6n por Iris Lozada

5 cosas que debes saber Analizando libros por perjuicios:

Los niiios estan constantemente expuestos a acti­tudes perjuiciada en todo lo que leen y observan. Hasta los libros clasificados 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.

1. Revise las ilustraci6nes. 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 sobre-simplificados sobre alguna raza, grupo especifico, edad o sexo? Son apropiados los ras­gos fisicos"?

2. Revise el cuento.

3. Mire a los personajes. 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?

4. Considere el pasado de! autor o ilustrador. 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 ·a] autor cualificado a hablar sobre el tema?

5. Mire la fecha de derechos. Cuando se public6 el libro? Cuales eran los ideales sobre una sociedad multicultural en ese entonces?

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 que puedan resultar ofensivas a algun grupo de personas en especifico?

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 resul ts.

"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 should hold a kid accountable for know­ing or whether a program someone uses actually does help a child learn to read. "

Lack of guidance At one point,

sage in a workbook for the entire day~ and had no literature, social studies or science classes scheduled on a typical 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 28 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

are the best pro­grams to spend

each elementary school was reg uired to have a reading specia list. Since the policy

''There used to be a slogan in the District

your money on. If your st udents a re not w here they should be and yo u' re not using these programs, then what's the problem?"

was changed, many loca l schools have cut reading teachers from the budget, an act Culbertson cal ls "uncon­scionable."

that that every teacher needs to be a teacher of reading. Somehow we've forgotten that."

Parents at a number of schools are expanding their involvement to

Without guid­ance or a clear

Elaine Culbertson include a spec ific focus on academics and pedagogy.

directive as to what constitutes "best prac­tice" in the area of reading, many schools often implement reading programs because of teachers' particular preferences or because a publisher makes a good sell for a program .

Barbara Moore Wi lli ams, director of the Teaching and Learning Network which handles professional development, said the District's primary reading initia ti ve is the curriculum frameworks, which were pub­lished in February.

Yet the majority of schools wi ll not receive the frameworks until late in the year. In addition, the frameworks merely offer examples of good practice . They do not mandate them.

Culbertson said the framewo rks are a good start but not enough to make a dif­fere nce to teachers seek ing answers and students who are lagging behind.

"There used to be a slogan in the District that that every teacher needs to be a reacher of reading," Cu lbertson sa id. "Somehow we've forgotten rhat."

Some parents voiced their fear of a "word-poor" daily routine rhey see all too often. The Notebook followed a bilingual high school student who was assigned to read nothing longer than a one-page pas-

Dealing with an administration and a union many feel have not taken their chil­dren's plight seriously, these parents are placing reading at the top of the school agenda . They are a lso holding scho ols, admin istrators and teachers accountable when schoo ls fail to meet their minimal requirements.

"Parents have a lot to offer," said Lucy Ruiz, a parent at McKinley Elementary School. She has toured high-achiev ing schoo ls in other c ities and sa id she and other parents hope to offer their insights into best practices and deve lop priorities for the school staff.

Ultimately, teachers and parents discover that they must work together to see that reading is no longer regarded as a si mple skill for the elementa ry grades . Reading must be a dynamic and fundamental part of all learning experiences.

" It's about power - making sure [stu­dents] a re 11ot read ing to please us but to explore and enj oy and take control of their li ves," Hileman said.

"We have to continue to challenge our students," said Magna Diaz, a librarian at Kensington High School. "At times, it may seem hopeless but there has to be a way to change things.

by Helen Gym

Leadershi p. Knowledgeable staff. Engaged

parents. Resources. The elements of a successful academic pro­

gram 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 thar engages students, teachers, and parents and gets

results. Chi lds Elementary School in southwest

Philadelphia 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 instruc­

tion 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 reten­t ion 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 parents. 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 themse lves decided that focusing on reading was the first course of action, Denenberg said.

"My leadership style is such that teachers have to take ownership," she said. "That is a very integral part of this whole 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· 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

In most schools, parents are not part of the discussion to improve reading skills. Some parents are working to change that reality.

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 pub-1 ic schools - one that would use $50,000 to

improve readi ng in the classroom.

The citywide event brought together parents active at their local school s. Parents have much to offer schoo ls to improve read ing, sa id many parents - sharing best practices they had observed, offering assis­tance in working with stu­dents, an d insisting on accou ntabi li ty and feed­ba.ck when goa ls and pri­ontres are met or not met.

us," said Lucy Ruiz, a parent at McKinley Elementary School. "Eighty-five percent of the children at McKinley are below grade level. We' re trying to make sure that reading rs a tof, priority for out children and for the school.

Photo: JaredGrossmanl'I "We're trying to show

that reading is important to . . t their schools.

Pa rents ra llied to make read ing a top pnonty a

AOP Executi1

said the organizat foundations and ent organiz ing a1

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 and

~e;,e common acr ' Solomon said

philosophy and s~ What these parer practices that can

. Solomon said i· t1on to dole ou t ,l

~~~ol s . Rather p d k rn Partners!

;i:nswork togethe

Solomon sa id

~·

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

Childs is involved in the program to some degree, according to Denenberg.

focused work­

'------------~ _ shops on reading

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. :aff underwent

~nt strategies, titute. AU staff ridual reading nine students' 1ctional goals

decided that ;irst course of

1 that teachers said. "That is )le process." naking "max-

instruction. She bought books and hired extra teachers to free up classroom teachers for additional training or meeting times.

,A "Reach for Reading" program was set up which hired "community assistants" as reading tutors for struggli ng students. Childs Parent Center has taken a role by hosting workshops to in form families about the instructional practices at the school.

The 100-Book Challenge One important step was the schoolwide

implementation of a reading program called the 100-Book Challenge. Every teacher at

JO reward

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 that 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

mprove reading instruction at McKinley percent of the ;v grade level. ~ading is a top r the school."

>: Jared Grossmann

their schools.

. AOP Executive Director Gary Rodwell ;aid the _organization had raised money from oundat1ons and would use it to support par­

ent 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 Philadelphia ~shparr of the Effective Schools Campaign.

ing: ~:~nts ana lyzed and reported on find­and learnind school climate, budget, teaching

"R _ng, and professional development. eading and effective read ing practices

~e;,e5c~mmon across all the schools we visit­

philos~ 01~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

1n said it was not the AOP's inten­

schoo~ ~ e out " prescriptive " solutions in work i~· a~:her parems and schools would and w E nershi p to identify areas of need tions. or together to address possible so lu-

Soiomon sa·d 1 parent organizing 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 program. And parents and a teache_r fr on:i McKinley Elementary announced th_e1r com­mitment to building a partnership with other parents, teachers, and administrators.

Rev. Gus Rom an of the Canaan Bapmr Church challenged schools to accept the "dis­comfort" that can accompany active parent

involvement. "There might 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 reluc­tant teachers to try the program. Hileman made weekly visits, brought book sa mples 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 100-Book Chall enge Work shop and were "shocked" and " pleased."

"Some were shocked to see how far below level their children were reading," West said. " Others 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-month 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

PAGf9

month to meet with their grade group and dis­cuss instructional strategies and set grade goals.

"We're constantly engaged in conversa­tion and reflecting 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 our 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 building trust. "

The 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 people of

color and females in active leadership

roles rather than passive subservient

roles? Do the pictures show oversim­

plified 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 depict­

ed accurately or does the story focus

on the exotic features of a cu ltu re? Is

wh ite midd le-class suburbia present­

ed as the norm? Does the book use

language or words which might carry

offensive overtones to specfic groups

of people?

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 per­

petuate stereotypes?

4. Consider the author's or illustrator's background. What does the biog raphical materia l

reveal about the author/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 multicul­

tural 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 by Keith Hunt

High school is a cr itical stage when schools bridge the gap between students' needs and abilities. It is the time when many parents are removed from the everyday 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.

NOTEBOOK: Share an experience which exemplifies the state of reading in your school.

Portnoy: [In my class] students had to

Portnoy: I think we tend co focus on the test and the deficit. We test kids and put them into remedial reading where they do phonics and aren't getting anything inter­esting to read.

Do kids read enough? They do not. COLJd they read better? Absolutely. Do they read deeply? No. Al:e they critical readers? They can be bur they have not always nec­essarily been expected to be.

Winikur: Very often students' approach to reading is based on the kind of text you use. Students at Gratz can read sophisticat­ed adult level literature if it is relevant to them. They can talk about race, gender,

"Kids I teach

class, and how they're all con­nected.

choose sev­eral inde­pendent books to read. I was really sur­prised at the number of students who said, "This is the first time I ever finished

Randall: Students need something they can identify with. We read a book ca ll ed "A Gift at

want to go to college and feel

pretty smart, yet they haven't read a single book." · Hand" by Dt Ben

Carson. They can Dina Portnoy identify with Ben

a book." The kids I teach all want to go to college and feel pretty smart, yet they haven't read a single book.

Stone: Years ago, ESOL teachers used to teach listening, speaking, reading, and writ­ing in that order. It was ludicrous and did­n't work. I thought we had gone beyond that, but a professor I know said she visits ~chools and sees ESOL kids in high school learning about fruits and colors and they've been doing that for six weeks.

NOTEBOOK: What do you try to teach in your classes?

Stone: My concern with second language learners is that students survive in their con­tent area classroom. That is a real challenge.

If you have a preliterate learner who doesn't read in his second language, how are you going to get him to read a highly technica l textbook in social studies? You end up teaching survival reading skills like looking at captions and following the pic­tures. If you did that much, it was a victory. But how much content really gets taught?

Randall: I want my students to think and read and, most importantly, write. They tend to talk and write the same way and it does­n't reach the audience.

Harris: We have to talk to kids about the power of communication and that includes communication in the written word. I also think we have to create the mindset that books are worth the time.

NOTEBOOK: Realistically, where are students in terms of reading ability? What do the poor test scores mean?

Randall: We have to be real about the situation. When I have students who are 18 or 19 years old and in English class we pull out a book that my third grader can read, when they tell me they don't get homework, then we have to realize that a lot of kids just don't make it.

Lozada: There are students who have attended schools in their native country and are educated in their native language. It's a lot easier to introduce English. Then we have students for whatever reason who have had very little education in their first language. That makes it a lot harder.

Many of our students would meet [reading] standards in their native language, but if we're going to demand that they demonstrate the same academic abili ty in English, they may nor be able to meet those standards.

being so angry he almost killed his best friend, with being frus­trated over and over again and finding suc­cess. It gives students an opportunity to let them know they determine their own des­tiny

NOTEBOOK: If you are a ninth grade freshman, what types of literature classes can you expect to take?

Portnoy: You have little choice, at least in the comprehensive high schools. I would guess there are ninth grade English classes where the kids are reading the Iliad and the Odyssey, and ninth grade English classes where the kids are doing grammar exercis­es, completing sentences and making a list of vocabulary words.

Parents need to find out: are the kids reading and writing. If they're only doing workbook stuff, then there's a serious prob­lem. If a school says, "We don't have the books," then something needs to be done about it.

STONE: In the small learn­ing commumty the emphasis may be on a theme. You may be in a business acade­my so you would have to take business English [which teaches you] how to write a letter, how to do business interviews - bur no literature whatsoever.

NOTEBOOK: What are critical prac­tices we need to follow to improve students' reading?

Randall: These students want to be in school. They want to know that teachers care and that teachers are fair. Whenever they work real hard for us, we need to let them know that they did an excellent job. Too many of them have had teachers who've rejected them, who've pre-judged them by their record and said, "You've gotten what you deserve and I'm not going to give you my rime."

This is a field where you can't stick to the clock. You've got to ~ork overtime and not worry about spending that extra money. You need to give of yourself constantly in order for the children you have contact with ro be successful.

Portnoy: Parents need to look, to see, and question. U they are concerned about therr kids' reading, then look to see that the kids are not just doing exercises or worksheets, but that they are reading a variery of texts.

Lozada: I firmly believe that many of our students would be lost without the support of the bilingual program and the teachers there. Edison has the only fully bi lingual program in the district. We make great efforts to make sure the students remarn bilingual and don 't Jose their ski lls in Spanish. The teachers here are much more sensitive to the sn1dents' needs and approach language learning in a very innovative way.

NOTEBOOK: Do students in your classes get to take home books?

Harris: Oh, yes. Paperbacks. Winikur: They can borrow books from

the library; sometimes, they have (xerox] copies. But I don't have sets of books to hand out.

Stone: Last year there was a massive ordering in the department. But over the last 15 years we never had books to take home. The students took home photocopies, ditto sheets, and such.

Portnoy: When I was teaching at Olney, we would lose over a quarter of a million dollars in books every year. Comprehensive high schools often have a turnover of one­third of their kids. But does that mean kids in Philadelphia oruy get worksheets? Forget it!

I'm now at a school where the principal says, "Don't ever tell me your kids don't have books." He's good at finding money. There are other principals who will tell you they don't have money for books.

NOTEBOOK: What are your concerns about students' reading in high school?

Randall: My greatest concern is that they simply can't read. I would say that the prob­lems were evident at least by middle school; some have had problems since elementary school. If we went "back to basics" and gave students a foundation in reading and writ-

"They want to be in school, [but]

too many of them had teachers who rejected them."

ing in the lower grades, then we wouldn't have to be working so hard trying to play catch­up before the end of the year.

I've told Paulette Randall students that

the system is "technically"

designed to help them, bur actually it's set up for their failure. It's up to them to work within it to get what they want. Ir can't stop them from acquiring the skills they need.

Stone: I would say that the leadership of the school believes all kids need a full edu­cation. We've been hearing that since we were "restructured" eight years ago, but I don't th ink that's filtered down to teachers. I'm very discouraged by what I see.

Portnoy: Parents, educators, and society need to ask ourselves a question: do we want our kids to learn and do we think some kids shou ld learn some things and other kids should learn other things? If a kid is nor col­lege-bound, should that kid be reading Shakespeare? I say yes. Should that kid be experiencing poetry?] say yes. Other peo­ple may have a different answer ro that ques­tion.

We need this conversation but ] think lots of anger, distrust, and racism are going to be laid out on the table.

Teacher panel

Mickey Harris Mickey Harris 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

~ Photo: Helen Gym

I Photo: Tom Leonardi

Photo: Tom Leonardi

I 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.

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 William 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 Hiromi Stone is depart­ment head for ESOL at Kensington High School. She is a member of the School District's teacher advisory committee on ESOL.

Geoff Winikur Geoff Winikur is an English teacher at Simon 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.

SPRING --Pa by Ros P

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SPRING 1998 PUBLIC SCHOOL NOTEBOOK PAGE 11

Parents organize for change at Germantown by Ros Purnell

Parents at Germantown High School are brea king new, uncharted ground this year.

For the first time that we are aware of, there is a single Home and School Assoc iation with representatton from all small lea rning com munities. In the past, Germantown's parents were spli t between

achieve at high levels." And yet, Lankenau, because it is an iso­

lated facili ty in an "idyllic cow1try setting," 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 stu­

dents. the main high

~~;r~he c;;~i~~ Parent activism The 1997 SAT-9 test scores showed other­wise. Students at both Germantown sites scored poorly.

La nkenau Moti­vation small learn­ing community. Each cam pus had its own Home and

around the city According to the test

School Association. The two parent groups never met, even though many of us knew each other since we lived in the same com­muni ty. As a resul t, an unhealthy tension developed between the two sites.

Philadelphia'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

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 Lankenau 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

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 conclusions. Whether a chi ld is going on to college or not, he or sh~ will need to have these basic skills.

Whose responsibility is it to ensure chat all our students have an opportun 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 because of stereotypes and assumptions about minority and low­i ncome 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 Home and

It's no secret that chi ldren love to learn, especially when given the proper tools.

even one school is without adequate books or learning materials, that is one school

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 principals, teachers, parents, administrators and students all agree that if

too many.

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

of learning.

1-888-556-5886 Paid for by:

. GREATER PHILAD E LPHIA FI RST (BiID PARTN ERSHIP FOR REFORM L@J • Because education is everyone's business

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.

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.

Conf ere 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 CoWlci l at 299-7965.

Edison parents donate computers

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 obtaining 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

311 S. Juniper Street Room 602

Philadelphia, PA 19107 (215) 546-1166

PAGE 14 PUBLIC SCHOOL NOTEBOOK

-51ttj9@{1t.t.)i,-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 1 OOrh 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 under­

stand 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 class 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 Once 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 read 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.

Children 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.

Sharing what was learned Sharing can take many forms.

Photo:PrintandPictureCollection,FreelibraryofPhiladelphia

Paul Robeson was known as the people's artist for his commitment to working against fascism, racism and colonial ism both abroad and at home.

Have students write books about Paul Robeson to share with other classes. Have students create a bulletin board dedi­cated to his life. Sing songs from Robeson's records.

Students can also extend their learning beyond the classroom and become involved

Preserving history

in social action projects. One suggestion is to have students share their classroom pro­jects with parents and the rest of the school community. Another idea might be ro have students plan a 100-year birthday party for Robeson.

New resources on Arturo Schomburg by Johnny Irizarry

The Office of r----=---,

Curriculum Sup­port has devel­oped a new curri­culum gu ide about the life of historian Arturo Alfonso Schomburg.

Arturo Schomburg 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

the pre-eminent figure of African 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, wri ter 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.

SPRING 1998

Up In Arms Dangers of military highlighted in video

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 Gulf War. Their stories ill uminate the striking trans­formations they underwent, from raw teenage recruits to adults willing to take a moral stand despite the personal conse­quences. Their resistance was mer with threats ranging from dishonorable dis­charge to the death penalty.

The military has cultivated an image as an advanced training institute, a source of money for college, or a means 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.

The video is distributed through the American Friends Service Committee and is available for sale to individuals and grass­roots organi 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 institutions, includi ng schools and public libraries, contact The Video Project at 1-800-4-PLANET.

School District of Philadelphia

Office of Language

Equity Issues

21si and the Parkway, Room 302

Philadelphia, PA 19103 (215) 299-7791 •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

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---PUBLIC SCHOOL NOTEBOOK

-3.J'·'·@"fi''­PAGE 15

A celebration of multicultural literature Teachers and parents

today can 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 I isten

to literature which reflects only their own culture. Until the late 1980's, ch ildren's literature was consid­

ered " 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 mean­

ingful 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 re ligion, ethnicity, nationality, class, gender, disabilities, sexual orientation, age and physical appearance.

There is a steadily increasing 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

Children who read The Captive by Children who are exposed to multicultural literature become more socially Joyce Hansen, A Daughter's Gifr of Love responsible by find ing connections between diverse groups of people. by Trudi Birger, and Baseball Saved Us by Ken Mochizuki experience vicariously not only the indignities and horrors of persecution, but the courage, genius and amazing survival strategies of the enslaved African Americans, the European Jewish victims of the Holocaust and the Japanese Americans confined to intern­ment camps during World War II. Most likely they too will vow, "Never again!"

Sandra Cisneros' House on Mango Street, Walter Myers' Slam! and Somewhere in the Darkness, Sharon Draper's Forged by Fire, Bette Greene's The Drowning of Stephen Jones, Mingfong Ho's The Two Brothers, and Michael Dorris' Yellow Rafr in Blue Water present teenage dilemmas which provide opportunities for high schoolers to learn and use various problem-solving and conflict resolution skills.

Multicultural literature is the best vehicle for prevent­ing or reducing prejudices and racism in children and for

teaching them, from the crib through college, to become citizens of their schools, communities and nation.

Regular reading and listening to multicultural literature as well as engaging in exciting literature-based activities wlll enable our children to become better learners and life­long workers toward social justice for themselves and for all people who are oppressed, hungry, homeless, disen­franchised, or otherwise excluded from the mainstream of their societies.

Fran Emery is the Executive Director of the Multicultural Resource Center in Mount Airy. She is the writer and publisher of That's Me! That's You! That's Us! , an annotated bibliography of multicultural literature for children and adults. For information on the bibliography or Center services, contact the Center at (2 15) 438-2729.

FUND RAISING OPPORTUNITIES To the Editors:

• Letters to the Editor 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.

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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-

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PAGE 16

ad er Phone rvey

"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?" 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 would 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.

PUBLIC SCHOOL NOTEBOOK SPRING 1998

Community speakout

by Khia Naylor

Question: What have you been reading lately at school and at home? .

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: 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 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: 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: 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: 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

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