SAT-9 scores by school 4 ~

Why vouchers o don't work

IS 12

"Turning the page

for change."

PHILADELPHIA PUBLIC SCHOOL

o SPRING 1999

Vol. 6, No.2

Struggling to make college accessible Small learning communities nurture, but academics lag by Ros Purnell and HeLen Gym

Joy Pariso says she has struggled each day to develop the "Travel and Tourism" Small Leaming Community at Strawberry Mansion High School into a supportive academic environment for students.

Pariso, who is the smallleaming community coordinator, believes that "Travel and Tourism" is helping more students to develop a closer bond with their teachers. At the same time, she has fought against remedial academic classes on the ros­ter, an overrepresentation of new and inexperienced teachers, and students being "dumped" unwillingly into her SLC.

Despite her effol1s to build the small learning community, she believes that many of her students will not graduate with the academic skills necessary to provide them with real choices after graduation - including going to college.

"Although we've really struggled to get them ready, I don' t believe they are truly prepared to make it through col­lege," said Pari so, who said she is commined to the concept of smallleaming communities but "frustrated" by their implementation.

More than 80% of teachers say SLCs have the potential to improve

student performance.

Photo: Philadelphia Education Fund

Small learning communities, or SLCs, are self-contained programs within a school where students share the sarne teachers through a number of grades. For the ten years since small learning communities were first introduced to the District, they have been controversial .

Graduation day at Kensington High School is a celebration for graduates, but for many the future is uncertain.

At the hean of the debate are questions about the small learning community 's ability to serve not only as a vehicle for a supportive environment for students, but also as a tool to implement a more rigorous academic curriculum.

The issues surrounding small learning communities now

affect every parent, student and teacher in the District, because of a District mandate that every school, elementary through high school, be organized into small learning communities.

For those who want to see small learning communities suc­ceed in transforming schools, two questions arise:

• How will small ieaming communities advance an educa­tional vision for a school with high standards for every student?

• How will small learning communities promote a vision

Las SLCs crian, pero se retrasan los academicos pOl' Ros Purnell and Helen Gym

Joy Pariso ha sostenido una batalla diaria para convertir a la Pequefia Comunidad de Aprendizaje "Turismo y Viaje" de la Escuela Secundaria Strawberry Mansion en un ambiente academico de apoyo para estudiantes.

Pariso, la coordinadora de esta pequefia comunidad de aprendizaje (SLC), cree que "Turismo y Viaje" esra ayudan­do a que mas estudiantes tengan vinculos mas cercanos con sus profesores. AI. mismo tiempo ella ha side una tenaz opos­itora a la existencia clases de recuperaci6n dentro del pro­grama, por ser estas una sobre-representaci6n de profesores nuevos y sin experiencia, y para los estudiantes una ocasi6n de sentirse "arrojados" contra su voluntad a una SLC.

"Aunque hemos real mente batallado para prepararlos, no creo que ellos de verdad esten Iistos para ir a la universidad (college)," sefiala Pariso, quien confiesa estar "comprometi­da" con el concepto de pequefias comunidades de aprendiza­je, aunque tambien "frustrada" por su implementaci6n.

Los diez alios que primero fue introducido las pequefias comunidades de aprendizaje siempre han sido un punto de disputa. Estas pequefias comunidades de aprendizaje, 01 SLCs,

son programas auto-contenidos en la escuela donde los estu­diantes companen los mismos maestros a traves de grados.

AI coraz6n del debate estan las preguntas sobre la capaci­dad de las pequefias comunidades de aprendizaje para orear un ambiente de apoyo para los estudiantes y tambien como un instrumento para Ilevar a cabo un plan academico rig­uroso.

Los puntos sobre las pequeiias comunidades de apren­dizaje afectan ahora a cada padre, estudiante y maestro en el Distrito porque el Distrito manda que cada escuela, desde la ensefianza intermedia hasta la ensefianza secundaria forme pane de las pequefias comunidades de aprendizaje.

Para aquellos que quieren ver que las pequefias comu­nidades de aprendizaje tengan exito en transformar escuelas, existen dos preguntas:

• i,C6mo podran las pequefias comunidades de apren­dizaje adelantar sus visiones educativos para una escuela con a1tas normas para cada estudiante?

• i, C6mo podr:ln las pequefias comunidades de aprendiza­je promulgar un futuro de igualdad ofreciendo a cada estudi-

"Mejorar SLCs" continua en la p. 9

of equality by offering every student an opportunity to enter and succeed, rather than "tracking" students, either by race, class, or academic record?

Going beyond ''warm and fuzzy" The most pressing concern for parents, students and edu­

cators has been the issue of academic rigor and its uneven­ness across SLCs.

"SLCs are an organizational change - not an academic change," said Debra Weiner, director of Community Partnerships for Philadelphia Futures, who faults many SLCs for not preparing students to succeed in a high-tech, high-skills economy. "We simply can't afford to offer watered-down courses to any siudent."

Indeed, data on high schools show that SLCs vary greatly in their academic requirements. Recent data, compiled by the District on June 1997 high school graduates, showed which students had completed "minimal" academic requirements, defined as two years of math, two years of science and one year of a foreign language.

The data, organized by high school and SLC, showed that at some schools a student's SLC appeared to determine

See "SLCs" on p. 6

6 A history of small learning communities

7 An SLC glossary

8 5 things to know: Choosing a small learning community

pOGe?

''Turning the page for change"

Volume 6, Number 2

A voice/or parents, studellls, and class· room teachers who are working for quality and equality ill our schools.

Advisory Board Jane Century, Campaign for Public

Education Cindy Engst, parent and teacher Jared Grossmann, student Caroline Hopkins, parent Kevin Muszynski, Local Task Force for a

Right to Education Myrtle L. Naylor, Educational Quality

(E-Quality) Len Rieser, Education Law Center Rochelle Nichols-Solomon. North

Phil adelphia Community Compact Ron Whitehorne. Philadelphia Federation of

Teachers, Community Outreach Committee Debbie Wei. Asian Americans United Orgalliwriofls for identification purposes only.

Editorial Board Tom Butlcr. Helen Gym (editor), Eric Josclyn, Adrian Miles, Myrtle Naylor, Candace Powell, Ros Pumcll . Paul Socolar Layout: Patricia Ludwig Spanish translation: Maria Gellert, Claudio Middleton, Lourdes Ocampo Art : Eric Joselyn

Administrative Team Helen Gym, Rachel Mausner, Paul Socolar

Philadelphia Pllblic School Notebook is a project of the New Beginnings program of Resources For Human Development.

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NOTEBOOK EDITORIALS

It's all in the delivery If education is the door to the future, then small learning

communities (SLCs) are where students get the keys. SLCs should give students the tools to achieve success after gradua-tion. .

The School District's attempt to restructure schools ~to SLCs has been successful in some instances. However, if SLCs are to be effective, they must not only be small but they must be true learning communities.

First and foremost, schools and teachers must understand that college readiness is essential. Regardless of a student's academic record, their behavjor and their "attitude" toward everyday classroom life, nearly three-fourths of high school graduates nationwide pursue post -secondary education. Of the students performing in the lowest quartile in their class, 39 percent still enter into a two- or four-year educational institu­tion. An additional eight percent, for a total of 47 percent, of the lowest performing students go on to another type of educa­tional institution.

The facts are clear. Students know they need a degree beyond their high school diploma. Their numbers show how willing even the lowest performing students are to make col­lege a reality.

So the question is -- is the District and its schools and teachers willing to meet these students' expectations? And if so, how?

SLCs, like schools and classrooms, are the victims of a tracking mentality run rampant in our educational system. Students in special admission and magnet SLCs and schools seem to get more access to higher level courses, certified teachers, and higher expectations than those in the "open ~dmissio~" ~LCs. Some schools are trying to change that real­Ity, but DIStnct data shows that at most schools, it's clear that some SLCs try to prepare students for college while others do not.

The core. curri~ulum of each and ev.ery SLC must provide students WIth a ngorous and challengmg academic education including a?vanced mat~, science, English and foreign lan- ' guag~~, whIch at least ~IV~,S s~,dents .the. option to pursue col­lege. Travel and T~unsm. or HOSPItalIty" might look like hot careers, but the Jobs WIth decent pay are being filled by those who have a four-year degree.

Parents,Play a critical. role. With their children, they must explore high. sch?ol optl~ns and demand the necessary course­work for therr child to g.am admission and be successful in col­lege. If ~he coursework IS not adequate, organize with other parents ill that SLC and demand that students be properly and adeq~a~ely educated for post-secondary education.

This IS not an expectatIOn set by adults. It's what kids w t Who are we to let them down? an .

School calendar

Below is a lisfing of dates and teaching resources for teachers prol'ided by the Office of Curriculum Support. Call The Office af 299-7797 for more information, if a phone number is not listed.

March 12, 13, Fri., Sat.: "All Means All" Conference for Educators

The Office of Best Practices will host this two-day conference on diversity and equity issues for educators statewide. The "All Means All" conference will be held at the Adams Mark Hotel. For more infonna­tion contact the Office of Best Practices at 299-2512 or your local cluster office.

April 23, Fri.: Latino Youth Conference The third annual youth conference for

Latino students will be held from 8:30 a.m. to 5 p.m. at LaSalle University. The confer­ence is aimed at bringing middle and high school aged students together to discuss issues of concern to Latino youth. Conference highlights include guest speaker and author Luis Rodriguez, a talent pro­gram and the opportunity to meet other Latino youth and leaders city-wide.

For registration information, contact Maria Mills-Torres at 299-71 82.

May 21, 22, Fri., Sat.: ''Immigrant Summit"

The Office of Language Equity Issues will host this tWO-day conference in Philadelphia on educational issues for immigrant students. For more infonnation, contact OLEI at 299-7791.

Curriculum Resources The curriculum guide, The Legacy of

Arturo Alfonso Schomburg: A Puerto Rican of African Descent, was published last fall. Teachers may obtain copies of the guide by contacting the Office of Curriculum Support at 299-4986 or 299-7182.

Breaking Silence -A Resource Guidefor Teaching about the Japanese-American Internment is a new publication for grades 3-12. Schools, deparunents or small learn­ing communities who schedule a profes­sional development session will be able to receive copies of the publications. Tnwung is suitable for grades K-12. For more mfor­mation, contact Deborah Wei at 299-8912.

Resistance in Paradise - Refhinkillg ]00 Years of us Involvement in the Caribbean aruJ. the Pacific is now available to teachers of grades 7-12. Schools which schedule a f staff development will receive a class set 0

books while supplies lasl. t To schedule a professional developmen

session, contact Deborah Wei at 299-8912 or e-mail herat:dwei@phila.kI2.pa.us

• '.., \I\J ) \. I ' ~ \ J l', \ 'J, ' l'

SPRING 1

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and 1 by Kevin

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Department Education ( important a: and state pc

Prior to ed, making mation tha they have bi Duplicate a: deleted, res BECs.

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BECs ha families in t serv ices.1n with a schol Department BECs are m gation, the t view theBE Education 's tions.

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tains its OWl tion. Copies BECscan ~ $12.90 plus 1825 Stanle

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Internet state Depart One valuec its having tI able. For ac http://www. located in tI page. !

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SPRING 1999

BEes offer easy access to state and federal laws by Kevin Muszynski

The current re-authorization of the feder­al government 's legislation governing spe­cial education, or IDEA (Individuals with Disabilities Education Act), created a flurry

of bureaucratic ~~till~ activity for state educati on administrators, who are required to change and update state regulations.

To help clarify both regular and special education issues, the Pennsylvania Department of Education has created Basic Education Circulars (BECs), wh ich provide important and basic information on federal and state pol icies on education.

Prior to 1997, more than 160 BECs exist­ed, making it cumbersome to fmd the infor­mation that you need. However, since then, they have been refined and consolidated. Duplicate and obsolete information has been deleted, resulting in a current total of 72 BECs.

Of these 72, at least 12 deal exclusively with special education issues on topics rang­ing from private school placement to assistive

technology to the school

/;~~)/. , compliance process. BECs which deal with regular education issues such as

./ record-keeping and char-_ .. . :! ter schools, have explana-. - ,,, tions as to how special edu,

cation applies in these situations. Included in the circulars are the

related federal and state statutes and regulations. Each BEC also provides a

contact person for questions. An expi­ration date on the BEC alerts readers

whether the information is up-to-date. BECs have been used as legal material by

families in their quest for special education services.1n situations where a disagreement with a school district occurs, the state Department of Education has said that the BECs are merely advisory. However, in liti­gation, the trend has been for the courts to view the BECs as the Department of Education's interpretation of specific regula­tions.

How to purchase or access BEes The PA Department of Education main­

tains its own bookstore for pub! it informa-' tion. Copies of a publication containIng all 72 BECs can be purchased through the mail for $12.90 plus tax from the State Book Store, 1825 Stanley Drive, Harrisburg, PA 17013.

You can also purchase or read BECs at the nearest state department center, located in King of Prussia. The Eastern Instructional Support Center (EISC) is one of three cen­ters statewide providing information and technical assistance for schools and fami­lies. EISC is located at 200 Anderson Road, King of Prussia, PA 19406. They can be contacted at (800) 441-3215.

Internet access is available through the state Department of Education's website. One value of this facility is'the likelihood of its having the most curre'nt information avail­able. For access, go to http://www.cas.psu.edu/pde.htmJ. BECs are located in the Elementary/Secondary link page.

If you do not have a home computer, this site can be accessed at any of the Free Library branches which have been renovat­ed with personal computers for public use. You can also use the computers at the Family Resource Network facility in the Central Child~n 's Department of the Free Library at Logan Circle.

Kevin Muszynski is a parent advocate and chairperson of the Locar Task Forcefor Right to Education.

PUBLIC SCHOOL NOTEBOOK PAG.E 3

Can scores identify what makes a successful school?

Searching for wisdom in testing data by Paul Socolar

Open the newspaper and it 's no longer a sur­prise to see tables of test score results or articles reporting on how local schools are scoring.

With major standard­ized testing efforts being undertaken by both Philadelphia schools and the state, and with both the District and the state com­mitted to publicizing school-by-school resul ts, Philadelphia has statistical information galore about its schools (see pages 4 and 5).

Notebook file photo

Use of the test scores to reward or sanction schools has been controversial here. But efforts are under­way to use the test data in another way - for clues that can help guide efforts for school change. Test data is being analyzed to give clues to students' academic improvement.

Staff at the District's Office of Assessment and independent evaluators with organizations such as the Consortium for

Assessment, observed that except for King High School, every school in the cluster met

Several clusters Policy Research in Education have been poring over the test scores, looking for the pockets of strong school performance and then trying to identi(y. patterns or

stand out as

the District's two-year targets for test score improvement.

Chester noted that the King cluster has had some additional finan­ciru respurces due to .. , both private and District

successes in the 1998 SAT-9 results.

common eleme~ts in schools that may account for academic excellence.

Some clusters stand out as successes when 1998 SAT-9 results are examined closely. King cluster schools, for example, stood out among those schools making sub­stantial progress at reducing the proport ion of students scoring below basic in reading and math.

Mitchell Chester, who heads the Office of

funding. "Kllg has put its

additional resources into strengthening the instructional program across the cluster," Chester said.

Chester pointed to the Furness cluster as another that has made "excellent progress." Other researchers noted the gains made by schools in the William Penn and Frankford clusters.

But it is too early to say much about what accounts for these variations; the data analy-

sis is in its early stages. Chester said the District is looking close­

ly at the growing number of schools where a bulk of students are scoring at or above the basic level - "where 80-85 percent are at basic" - and at what helps to move students to the "proficient." level.

Jolley Christman, senior researcher at Research for Action, has been looking at another set of factors. that may correlate with strong school performance: teacher attitudes. Evaluators of the Districl's Children AChieving plan conducted an extensive sur­vey of teacher atri tudes across the District, and Christman is identifying attitudes that are common to the District's high-perform­ing schools.

According to Tom Clark, director of Research and Evaluation, the office will work with school -based groups to provide additional analysis of test score results .

The Office of Research and Evaluation can be reached at (215) 299-7770.

STATISTICALLY Ol SPEAKING -10

o Do you give partial credit? The fo llowing statistics relate to progress on goals set by the National Education Goals Panel and known as "Goals 2000:'

Rank of U.S. fourth graders' on interna­tional science assessments in 1996: 2nd out of 25 countries Rank of ,u.S. twelfth graders on interna­tionru science assessments ill 1996: 12th out' of 20 countries Gap betwe'en "ihite arid black-U.S, high school graduates in percentage who com­plete a college degree:

in 1992: 16% in 1997: 21 %

Gap between white and Hispanic U.S. high school graduates in percentage who complete a college degree:

in 1992: 15% in 1997: 17%

P~rcentage 9f U.S. 3- \0 5-y~ar-olds . whose parents read to them or tell them stories regularly:

in 1993: 66% in 1996: 72 %

Percentage of U.S. 10th graders reporting using any illicit drug during the previous year:

in 1991: 24 % in 1997: 40%

Percentage of 10th' graders reporting that someone offered to sell or give them an

, illegal drug at 'school d~g the previous . year: .

in 1991: 18 % . in 1997:33%

o Plan more bake sales President Clinton's proposed 6-year increase in U.S. military budget: $110 billion Total federal gove~ment spending on public schools in 1999: $15 billion

" D~bra~~m W~?? • Percentage of U.S. teenagers wbo knew

Philadelphia is the city in which the U.S. Constitution was wri tten 25.5% Percentage of teens who knew Beverly Hills is the city with the zip code 90210: 75.2% Percentage of U.S. teenagers who knew William Rehnquist is the chief justice of the U.S. Supreme Court: 2.2 % Percentage of teens who knew Will Smith played the Fresh Prince of Bel Air on television: 94.7% Percentage of teens who knew Spring­field, II.; is the town where Abraham Lincoln lived most of his life: 12.2 % Percentage of teens who knew Springfield is the name of the town where Bart Simpson lives: 74.3%

Sources: National Educational Goals Report, 1998; Education Week, 1212198; National Constitution Center survey as published in the Philadelphia Inquirer (9110198).

~---------------

!P~A~G~E~4~ ____________________________ ~P~U~B~LI~CJ5~~~HO~O;L ~N~O~TE~B~O~O~K~ ____ ----------------------~S~PRI~

School-by-schooI1998 SAT-9 results •

Reading and math scores ImproVe Advanced = 4.0%

= 17.0%

Grade 4 Nationwide:

Above Basic 33% Basic 40% Below Basic 28%

Reading (all Philadelphia students)

Grade 8 Nationwide:

Above Basic 33% Basic 38% Below B asic 29%

Above Basic 8.5% Advanced = 4.0% Proficient = 17.0%

Grade 11 Nationwide:

Above Basic 24% Basic 35% Below Basic 41 %

Most Improved Schools (Schools that showed the most reduction in their below basic percentages)

1. McKinley 2. Pastorius 3. Smedley 4. Wagner 5. Palumbo

The following table shows reading and math test scoresSonhth~ Stanford-9 Achievement Test (SAT-9) administered by the ~ ~o th

District last spring. Approximately 40,000 fourth, eighth, an e even

graders took the SAT-9. Science resul ts are not shown her;~ChOoI S Across the D istrict, test scores clImbed at a maJonty 0 . math

between 1997 and 1998. Overall, there was more improvement m scores which have generally been l ower, compared to readmg scores.

Th~ area where progress was most consistent across the CIty was .

eighth grade math performance. Over 80% of school ~, were:~::~ ~~se scores and reduce the percentage of students sconng Belo .

However, eighth grade reading scores showed minimal progress.

There was one area where the citywide trend was downward -

____ ELEMENTARY SCHOOLS --­Math

School Adaire Alcorn Allen, Ethan Allen, Ethel

% Above Basic

14.7 15.2 26.7 20.9

Anderson 17.7 Arthur 30.4 Bache-Martin 30.7 Barry 15.6 Barton 16.9 Belmont 8.2 Bethune 19.1 Birney 9.3 Blaine 9.6 Blankenburg 10.0 Blulord 14.6 Bregy 3.7 Bridesburg 44.1 Brown , H. A. 19.8 Brown, J. H. 30.1 Bryant 10.6 Carnell 35.7 Cassidy 13.0 Catharine 14.4 Cayuga 7.8 Childs 15.3 Cleveland 15.5 Clymer 2.3 Comegys 12.1 Comly 5S.1 Cook-Wissahickon 11.8 Cramp 10.6 Creighton 15.9 Crossan 48.3 Daroff 10.9 Day 29.4 Decatur 34.3 Dick 1.5

33.2 22.8 5.6

13.2 10.2 25.8 14.9.

Reading % at

Basic

48.1 43.7 36.2 36.3 36.3 34.8 39.8 45.3 36.7 23.7 41.1 24.9 25.5 30.0 35.4 32.1 39.7 37.2 42.2 35.6 34.8 50.0 36.8 39:8 38.5 34.5 15.9 36.4 29.7 35.3 32.6 36.7 43.3 30.5 41.2 28.5 19.7 38.8 32.9 36.4 41.0 36.7 19.0 44.7

Disston Dobson Douglass Drew Duckrey Dunbar Durham Edmonds Edmunds Elkin Ellwood Emlen Fairhill Farrell

28.6 ' 48.3 32.4 ~ , 36.6

Fell Feltonville Ferguson Finletter Fitler Fitzpalrick Forrest Fox Chase Frank Franklin Elem. Fulton Gideon Girard Gompers

8.3 34.1 21.4 46.9 16.1 31.6 16.3 36.8 54.3 32.4 22.5 47.2 13.8 37.4 0.0 38.5

28.0 42.2 29.9 52.1 25.2 42.7 41.4 36.4 22.5 41.9 41.7 38 .1 32.0 40.7 16.8 38.9 13.8 48.8 31.4 38.9 35.7 28.6

% reduction in Below Basic from 1997

8.1% 5.6% 4. 1% 6.3%

19.7% 17.5% 6.8%

10.8% -9.7% -4.6% 16.3% -0.3% 6.0% 3.2% 0,9% 3.4%

18.3% 12.5% -7.8% -2.7% 1.1% 2.2% 2.0%

10.7% -0.2% 13.0% -9.5% 14.9% 17.3% 1.1% 5.0%

-2.9% 9.7% 2.9%

21 .2% -4.8%

-25.0% -1.7% 4.5%

10.5% 3.4% 7.2%

-S.9% -1.1% 17.4% -5'.5% 1.1%

20.3% 0.6%

-9.9% -7.0% -9.0%

~ 10.3%

-21.8% 1.1%

-0.9% -7.6% 9.2%

-30.7% -7.4% 7.0%

-1.3% 14.3% -4.6%

-1 4.0%

% Above Basic

% % at reduction In

Basic Below Basic 1rom 1997

11.5 36.6

1~;- .' ;;~ 11.0 35.2 8.8 26.5

13.0 333 20.5 31.3 8.8 39.2

11.4 35.5 1.0 26.8 2.8 36.2 4.1 23.3 3.2 16.0 1.4 17.1 4.4 26.6 1.2 21.0

33.8 47.1 12.8 40.7 31.3 32.5 6.7 29.8

21.5 37.1 4.7 28.2 8.8 33.6 1.0 23.3

12.5 36.5 8.S 27.6 0.0 5.3 2.0 18.2

45.1 33.0 5.9 30.9

12.1 31.8 3.7 19.5

38.3 46.7 3. 1 15.6

24.8 38.8 25.6 43.1

1.5 10.6 10.0 33.8 11.4 22.8 4.6 46.7 6.6 39.3 6.1 29.S

13.8 34.5 : 12.8 42.6

10.8 42.2 14.7 ~ 36 . 1

5.7 28.8 10.2 25.5 9.0 25.2

13.7 38.5 37.6 41.9 10.1 31.5 11.3 43.9 5.2 32.3

20.0 40.7 6.0 53.0

18.4 42.7 29.3 44.4 17.7 41.9 41.7 36.0 13.3 32.0 7.4 35.8 3.8 45.0

26.1 30.4 20.3 40.5

2.2% 10.2% 2.5%

12.1% 5.2% 1.7% 2.9%

-3.3% -12.5% -15.6%

3.2% 6.3% 0.3%

-4.1% -3.7% ·5.4% 21.2% 12.1%

-10.5% -2.8% 9. 1%

-7.3% -8.3% -7.2%

-13.1% 2.1%

-9.9% 4.8% 8.2% 0.0%

-1.9% -6.0% -1.9% -4.3% 22.9% 11.2%

-21.2% 6.7%

11.8% 13.3% 2Lt% 12.2% 19.0% 33.5%

r· 9.1%

-2.2% 4.4% 3.2% 1.7% 4.3%

-1.6% -1 4.5%

-4.7% -13.1% 15.4% 7.8% 5.9%

-11.1% -21.0% -8.4% -1.6% 15.2% 15.3% 0.1%

-7.3%

ABOUT THE SAT-9

eleventh grade reading scores . A t 24 out ~~ 34 high schOols, the

age of eleventh graders w hose scores fell Below Basic" in readpercenl.

increased. However, math scores among eleventh graders rose 0 tng

The table shows the percentage of students who perfo verano " Above Basic" (a combination of "Proficient" and "AdV::"at the

"Basic" levels. it also shows the percent reduction in the num~ and

forming "Below BaSIC': from l ast year. To determine the percenlr

per-

"Below Basic" (which mcludes non-tested students) for !hi at

the " A bove Basic" and "Basic" scores and subtract from l~year, add

School

% Above Basic

Greenberg 56.0 Greenfield 52.3 Hackett 31.1 Hamilton 28.2 Hancock 68.5 Harrington Harrison Harrity Hartranft Henry Heston Hit! Holme Hopkinson Houslon Howe Huey Hunter Jackson Jenks, A.S. Jenks, J.S. Kearny Kelley, W. D. Kelly, J. B KendeJ10n Key Kinsey Kirkbride Lamberton Lawton Lea Leidy Levering Lingelbach Locke Loesche Logan Longstreth Lowell Ludlow Mann Marin Marshall, J. Marshall, T. ' Mayfalr McCall McCloskey McClure McDaniel McKinley McMichael Meade Meredith Mifflin Mitchell Moffet Moore

16.1 12.3 19.9 10.5 48.3

7_2 27.5 28.8 20.1 35.4

5.7 9.1

17.7 14.3 48.3 39.1 48.1 14.5 18.3 13.4 26.4 12.1 22.9 25.5 56.0 12.6 14.8 20.5 32.2 11.9 37.4 17.9 11.3 21.6 10.7 19.2 4.7

30.6 2.7

38.2 41.3 23.9 14.7 9.1

21.S 3.1

11.2 60.8

7.9 7.0

29.9 41.2

Morris 19.5 Morrison 48.8 Morton 15.8 Nebinger 13.8 Olney Elem 22.9 Overbrk Ed. Ctl. 45.1 Overbrook Elem. 15.9 Palumbo 12.7 Pastorius 18.5 Patterson 10.5

Reading % % at reduction In

Basic Below Basic from 1997

32.S 0.8% 3S.0 17.0% 39.2 9. 1% 42.5 -0.6% 23.6 15.0% 40.4 5.6% 28.8 4 .9% 32.2 11.4% 35 .7 -9.3% 34.4 -3.8% 24.3 -8.1% 36.8 3.4% 41.3 17.4% 39.S -7.7% 41.4 4 .0% 41.4 -0.8% 34.0 -5.6% 30.6 -16.7% 54.3 2.3% 43. 1 9. 1% 4 1.4 -11 .2% 33.3 13.5% 21 .1 -7.6% 38.1 -0.9% 23.8 -26>8% 25.0 -22.0% 35.2 -5.2% 35.4 -14.3% 40.0 -8.3% 36.9 -2.1% 37.7 9.8% 16.7 -24.5% 44. 1 -2.2% 40.5 16. 1% 34.7 -5.7% 37.3 7.7% 45.3 13.6% 26.4 -15.3% 41.9 8.7% 32. 1 -20.9% 31.3 -4.0% 22.4 N/A 41.7 1.4% 21.8 N/A 47.2 7.3% 38.4 19.0% 43.7 23.5% 41.3 4.S% 34 .5 5.2% 39.2 39 .4% 30.5 4 .0% 25.0 -5.9% 30.4 -1.9% 36.0 -12.2% 25.0 -12.9% 37.9 9.7% 36.5 -1.6% 28.3 -17.7% 37.3 9.4% 43.9 -3.5% 27.7 0.1% 48 .0 7.7% 37.8 4 .7% 45.5 N/A 38 .2 31.6% 46.9 36. 1% 34.2 -15.7%

% Above Basic

39. 1 42.7 25.7 13.7 48.4

4.4 8.2

14.9 11 .3 25.8

0.9 26.4 36.3

8.5 14.6 4.3 2.7

11 .3 14.3 3S.2 18.8 53.7

2.S 7.9

10.5 23.5

7.7 23.6

7.0 52.4

5.0 7.5

12.5 21.4

6. 0 25.4

7.4 9.4

14.5 5.4

10.4 1.2

57.0 1.8

19.5 43.4 11.3 3.5 4.8

21 .5 3.1 6.9

51 .2 0.9 7.0

24.1 33.3 15.2 39.1

8.8 10.7 16.9 31.8 13.6 0.0

21.0 7.3

Math %

percent.

% at reduction In

BaSic Below BaSic

41.1 33.7 43.2 44.4 36.0 35.3 42.5 33.1 27.0 37.1 12.6 27.6 36.3 21.3 34.8 343 18.6 27.4 42.9 50.0 45.1 31.5 17.1 35.1 29.5 47.1 30.8 33.9 21 .7 38.1 15.1 24.1 38.2 46.4 25.7 50.7 36.8 18.9 34.4 28.6 29.6 14.1 27.8 12.7 40.7 31.2 380 40.6 24.8 41.2 10.7 22.4 31.2 149 25.0 37.9 38.1 37.0 37.3 35.1

' 15.4 37.2 390 25.0 12.7 35.2 37.5

1rom1997

2.4% 22.8% 19.9% 2.5% 6.1%

-6. 7% 43.2% 17.0% -8.0%

-1 1.1% -11.0% -7.0% 30.0% -8.5% 16.1% 9.1%

,0.4% 2.3% 6.3%

23.3% 1.7% 1.2%

-1.4% 6.4%

-1.5% 5.7%

-0.9% -3.3% O. go~

3.3% -1.4% -0.8% 2.8%

31.4% -7.9% 5.7% 2. 1%

-3.4% 1.1% 6.5%

13.3% N/A

33.8% NlA

7.9% 25.4% 17.6% 9.3%

11.7% 43.0%

1.3% -8.9% -3.0%

-17.4% 0.9% 7.0%

10.9% 14.4% 5.2%

-11.5% -0.50/, 8.0% 2.8%

N/A -2.9% 30.7% _10.1%

The SAT-9 is a "standards-based" assessment tool adopted by the D' tri . S . section of the SAT-9 consists of multiple choice and "open-ended" IS clm. pnng 1996. Each dents' critical thinking and writing skills. sectIons, desIgned to assess sro-

A school's S!~W THE DISTRICT WILL USE THESE SCORES adopted by th D' . test Scores are a major factor in its "performance index," a ranng system

This year, all Philadelphia ;tudents in grades 2, 3, 4, 7, 8, 1O,and 11 will take . '. Students In grade 2 will take only the "open-ended" section of the t t S the test m April.

test are beginning level English language learners and severely disa~~ :~;n~ e:empt from Ihe

. Phlladelphlawas the first large urban school district in the country to ado I the nly. 9 IS used as a pnmary assessment tool by a number of states (includ' AL P SAT-9. The SAT-and WVA) and school districts (including Boston, Houston LosA m7 , AZ,AK, CA, UT, VA

, nge es, and WaShington, DC).

from the SAT ~9 ~:~~t; j 996 to judge school performance. Reading, math and science sC~:ce and srodent pro . red mto an overal l score, along w ith data on student and staff atten

SchOOls are :otlO~~d graduation rates. lIS are the two-year benc: k to meet two-year targets for improved performance. The 1998 resU t their two-year performanc:ta'r ~t fall , the Dbtrict gave financial rewards to 145 schools who :e: are

placed on a list for schoofs:' Schools WIth the, least improvement on the perfonnance tn of stu­dents performing abov h ,~pon. ,;ne DIstrIct s goal is that each school have 95 percent

_____ ~ e ,t, e BaSIC level by the year 2008.

SPRING

Rea

Ad~

!!! Ea, ag' per

School Peirce EIE Pennelt Pennypac Penrose Pollock Potter-The Powel Pratt Prince Ha Reynolds Rhawnhu Rhoads Richmonc Rowen Sharswoa Shawmon Sheppard Sheridan Smedley Smith

Spring Gc Spruanc Stanton, E

Stanton, Stearne Steel Sullivan Taggart Taylor Vare Elen Walton Waring Washingt~ Washing!( Webster Welsh Whittier Wiltard Wilson EI Wister Wright Ziegler -AMY J. M AMY Nort Baldi Barratt Beeber Central E Clement Conwelt Cooke De Burgo' Elverson Fitz Simol Gillespie Harding Hilt-Freed Jones

C0'1 Philadell

school's

YOu~o:~

Ve ~ percent_ ding oVerall.

at the ') and

% eduction In lelowBaslc from 1997

2.4% 22.8% 19.9% 2.5% 6.1%

-6. 7% 43.2% 17.0% -8.0%

-1 1.1% -11 .0% -7.0% 30.0% -8.5% 16.1% 9.1%

-0.4% 2.3% 6.3%

23.3% 1.7% 1.2%

-1.4% 6.4%

-1 .5% 5.7%

-0.9% -3.3% 0.9% 3.3%

-1.4% -0.8% 2.8%

31.4% -7.9% 5.7% 2.1%

-3.4% 1.1% 6.5%

13.3% N/A

33.8% NlA

7.9% 25.4% 17.6% 9.3%

11.7% 43.0%

1.3% -8.9% -3.0%

-17.4% 0.9% 7.0%

10.9% 14.4% 5.2%

-11 .5% -0.50/, 8.0% 2.8%

N/A -2.9% 30.7%

_10.1%

x are ~f stu-

SPRING 1999 PUBLIC SCHOOL NOTEBOOK PAGE 5

but District picture still bleak Reading the Data The tabl e shows the reading and math scores on the Stanford-9 t est administered by

th e School District of Philadelph ia i n Spring 1998. The scores represent students in

grades 4, 8, and 11 only. (Source: School District of Philadelphia, Office of Assessment)

%at Above Basic

Reading %at Basic

% reduction in Below . Basic from 1997

%at Above Basic

Math % at Basic

% reduction in Below Basic from 1997

14.7 48.1 8.1%

Each school has two sets of data (for reading and math) showing the percent­age of students scoring" Above Basic" and "Basic." A third category shows the percent reduction in a school's combined "Below Basic'" and "Not Tested" per­centages. A minus sign means that the number of "Below Basic" students is increasing. An "N/A'" appl ies to schools who are new to the District this year.,

Reading % % %

Above at reduction in Basic Basic Below Basic

from 1997 Schoot Peirce Elem. 19.5 Pennell 10.1 Pennypacker 13.9 Penrose 13.8 Pollock 46.8 Potter-Thomas 19.4 Powel 37.7 Pratt 16.7 Prince Hall 19.9 Reynolds 5.9 Rhawnhurst 44.0 Rhoads 17.7 Richmond 27.7 Rowen 47.2 Sharswood 39.4 Shawmont 43.0 Sheppard 17.1 Sheridan 10.2 Smedley 50.0 Smith 6.5 Solis-Cohen 41.9 Southwark 26.5 Spring Garden 26.8 Spruance 54.1 Stanton, E. M. 1.6 Stanton, M. H. 20.2 Stearne 14.4 Steel 14.1 Sullivan 31.3 Taggart 21.3 Taylor 10.9 Vare Elem. 38.1 Walton 2.5 Waring 9.8 Washington, G. 19.8 Washington, M. 13.5 Webster 17.0 Welsh 32.4 Whittier 8.3 Willard 5.0 Wilson Elem. 15.1 Wister 15.2 Wright 9.3 Ziegler 47.2

37.9 32.3 40.8 39.1 41.6 37.8 26.2 31.8 39.7 30.9 40.0 38.7 36.6 30.1 36.2 40.8 34.2 36.1 32.5 37.1 36.2 51.0 33.9 30.6 15.6 45.2 45.8 33.6 33.3 39.7 35.7 38.1 25.3 27.5 41.7 28.8 43.8 40.0 32.6 31.0 27.4 22.2 37.3 41.7

10.3% -16.5% 8.8%

-10.4% 15.6% -5.8% -8.1% 13.2% 8.8%

0.9% 4.5%

-2.2% 0.2%

30.6% 13.7% -1.1% -4.5%

-12.6% 35.6% -2.4% 2.1%

14.8% -6.2% 6.0% 1.5% 5.1% 3.9% 5.2%

-1.1% 3.9%

-3.6% -2.6% -8.0%

-17.8% 17.5% -9.2% 8.7%

21.5% 8.8%

-28.6% 4.4%

-18.2% 2.7%

-5. 1%

Math % % %

Above at reduction in Basic Basic Below Basic

10.3 28.7 9.1 29.3 6.2 32.3 6.8 29.9

39.0 37.7 21.4 31.6 41.0 24.6 7.6 36.4 7.9 34.1 7.4 22.1

38.7 48.0 8.9 37.1

24.2 32.1 47.9 26.0 24.5 44.7 16.9 38.6

7.9 30.3 15.7 " 32.7 30.1 34.1

1.6 22.6 31.9 39.7 20.3 42.7 26.7 35.7 40.8 33.8

3.1 10.9 12.5 42.3

9.6 41.0 8.6 32.0

16.7 39.6 9.9 32.1

10.1 34.1 39.7 38.1

3.8 22.8 5.9 25.5

14.6 34.4 2_9 25.0

14.6 40.8 26.6 43.8

1.4 20.1 5.0 25.0 8.2 27.4

12.1 32.3 5.3 38.7

26.4 41 .7

from 1997

7. 1% 0.6% 3.2% -8.5% 0.7% 7.3% 3.4% 18.4% 11.2% 4.9%

11.3% 15.4% -8.5%

40.0% 10.6%

0.7% 6.4%

- 3.5% 32.6%

3.1% 11.9% 25.3%

5.8% 11 .0% 1.0% 9.7% 9.1%

-2.4% -10. 7%

8.5% 10.5%

7.2% -15.9%

5.1% 13.4%

9.6% ' 10.4% 17.4%

0.5% -16.4% 13.9% 15.8%

4.6% -9.6%

_____ MIDDLE SCHOOLS ----AMY J. Martin 40.8 AMY Northwest 24.7 Baldi 49.7 Barratt 10.9 Beeber 18.4 Central East 16.S Clemente 7.8 Conweli 67.7 Cooke 12.7 De Burgos 1.8 Elverson 5.6 Fitz Simons 3.0 Gillespie 8.4 Harding 25.4 Hill-Freedman 62.3 Jones 13.2

42.6 0.3% 49.4 -6 .1 % 34. 1 9,6% 31.2 -S.9% 42.6 5.4% 35.8 -1.1% 38.6 3.9% 31.3 4.4% 30.9 3.4% 23.6 -5.7% 34.8 4.3% 25.5 -21.0% 32.7 -4.1% 41.5 5.0% 35.8 17.5% 40.5 6.4%

8.4 37.0 6.1 30.9

31.5 32.8 3 .5 25.2 3.6 24.3 2.3 14.4 0.3 8.7

41.5 47.7 1.5 11.9 0.0 6 .. 2 0.6 5.0 0.4 6.4 0.3 11.2 9.5 30.3

17.0 56.6 6.0 22.5

14.3% 8.5% 5.5%

11.1% 4.3% 0.4% 1.2%

19.9% 3.8% 2.7% 3.0%

-3.1% -3.6% 18.5%

9.3% 14.6%

11.5 36.6 2.2%

THE STANDARDS Above Basic: A combination of the top categories of Advanced (superior performance) and Proficient (solid performance) Basic: less than adequate performance, partial mastery of material Below Basic: Unle mastery of the material; includes students who were classified as "Not Tested ."

Reading % % %

Above at reduction in Basic : Basic Below Basic

from 1997 School LaBrum 43.0 40.5 13.3% Leeds 19.1 46.S -0.6% Lewis 12.5 42.2 -7.5% MYA 25.0 57.8 -4.2% Meehan 22.9 38.2 -8.3% Peirce M. S 6.5 18.9 7.9% Penn Treaty 7.6 36.6 -1.3% Pepper 17.4 44.0 6.7% Pickett 7.7 31.3 -20.0% Rhodes 14.1 40.3 0.2% Roosevelt 10.2 32.8 -13.4% Rush 23.3 37.2 -13.5% Sayre 18.1 52.3 28.1% Shaw 5.2 37.1 -16.9% Shoemaker 3.0 33.0 5.6% Stetson 7.5 31.4 11.4% Stoddart-Fleisher 11.9 37.0 0.3% Sulzberger 9.7 42.4 3.6% Thomas 29.8 Tilden' 4.8

38.5 .0.4% 34.9 -8.0%

Turner 10.5 48.1 -14.4% Vare M. S. 9.9 45.6 13.9% Vaux S.8 34.7 -0.8% Wagner 27.1 43.1 33.8% Wanamaker 7.2 36.1 -2.7% Wilson M. S. 36.9 38.8 3.0%

Math % % %

Above at reduction in Basic Basic Below Basic

10.7 23.1 5.2 26.2 1.0 9.4 6.3 25.0 7.0 25.6 5.3 11.8 1.4 18.1 9.1 28.7 0.7 12.1 0.5 12.6 1.9 12.1 4.0 21.8 2.3 18.8 0.4 14.2 0.0 4.3 0.4 11.8

. 0.0 , 3.7 1.5 10.8 8.1 37.2 0.9 4.3 2.5 27.4 2.7 19.2 1.9 12.0

17.8 27.1 1.7 18.9

14.1 31.3

from 1997

1.4% -2.8%

-16.3% -3.4% 3.0% 6.1%

10.4% 22.6% 9.5% 7.3% 4.2%

-S.l% 16.1% 0.3% 2.0% 9.5% '. 2% 6.7%

16. '~/o , 2.0%

-1.0% 12.5% 6.8%

36.7% 8.3%

16.1%

----- HIGH SCHOOLS -----Audenried 0.7 Bartram 2.6 Bodine 16.5 Bok 0.0 CAPA 19.1 Carver 18.9 Central 55.9 Dobbins/Randolph 2.3 Edison/F areira 1.9 FLC 6.7 Fels 5.3 Frankford 5.3 Franklin H. S. 0.0 Furness 2.8 Germantown 7.8 Girls 25.1 Gratz 2.1 Kensington 1.9 King 1.3 Lincoln 3 .8 Mastbaum 3.9 Masterman 86.1 Northeast 12.1 OlneyH. S. 1.0 Overbrook H. S. 1.1 Parkway 1.1 Penn 0.6 Roxborough 3.0 Saul 15.1 South Phila. 1.3 Strawberry Mansion 3.0 University City 1.0 Washington H.S. 12.3 West Phila 1.1

8.4 2.9% 20.1 -S.O% 52.1 -9.3% 13.0 -0.5% 50.0 0.4% 55.9 -14.6% 39.5 2.7% 21.3 -1.3% 11.0 2.6% 51.7 -15.0% 24.3 -9.9% 32.3 4.3%

7.4 -S.3% 26.1 0.4% 22.1 -0.4% 60.6 -4.2% 10.0 3.8% 11.S -0.7% 16.6 -1.2% 22.1 -16.3% 25 .5 -10.1% 13.9 1.1% 39.8 3'.4% 13.3 -1.6% 18.3 -17.0% 40.0 -25.1% 14.4 -6.2% 30.S -13.3% 43.7 -8.6% 15.2 -14.6% 24.5 -2.1% 16.2 -2.2% 29.3 -4.3% 14.6 2.3%

0.0 1.4 2.8 6.9 3.7 24.5 2.2 0.5 1.9 16.7

17.7 41.2 51.3 34.9

0.7 8.3 1.2 1.0 5.8 15.0 3.3 11.8 3.1 12.2 0.0 1.1 0.5 6.9 1.9 9.9

13.0 33.4 0.3 2.6 1.9 5.6 1.8 7.4 2.2 5.5 0.5 9.3

66.S 30.3 10.2 19.8 0 .6 2.3 O.S 3.4 1.1 8.4 0.0 0.8 0.9 7.9 2.4 19.8 1.3 7. 1 0.0 6.5 1.7 2.3 8.6 12.1 0.0 2.6

0.3% 2.8% 2.5% 0.6%

-0.1% -9.6% 5.8% 7.6%

-0.4% 0.3%

-3.4% 9.3%

.. 1.9% -6.0% -8.9%

-8.4% 2.3% 4.4% 6.3%

-3.4% 2.9% 1.2% 9.4%

-5.7% 2.4% 1.4%

-0.8% -1.3% 2.8% 2.8% 1.4% 0.8%

-2.4% 1.1%

Advanced = 3.2% Proficient = 11.8%

Grade 4 Nationwide:

Above Basic 44% Basi c 37% BelOW Basic 18%

Math (all Phi/adelphia students)

Above Basic 9.4%

Grade 8 Nationwide:

Above Basic 18% Basic 35% Below Basic 47%

Above Basic 6_0% Advanced = .08% Proficient = 5.2%

,Grade 11 Nationwide:

Above Basic 9% Basic 19% Bel ow Basic 72%

Most Improved Schools (Schools that showed the most reduction in their below basic percentages)

I. Harrison 2. McKinley 3. Rowen 4. Wagner 5, J.Marshall

HOW YOU CAN USE THESE SCORES WHERE TO GET MORE INFORMATION Compare how your school did with the citywide results shown in the pie charts. They show

Philadelphia's average scores for reading and math at different grade levels. Also compare your school's scores to tile national averages which are listed below the pie chaltS and to other schools

you know. Look at whether your school is particularly strong or weak in reacting or in math. Check to see

whether your school 's below basic percentages have declined or increased since last year. A minus sign means that the number of student~ perfonning below basic has increased. A large increase

I should be of concern to yow' schooL For infonnation or a brochure on the SAT-9, contact the Office of Assessment at 299-7770.

--~

Students who take the test in the spring receive a detailed report on their perfonnance in the faiL Each school will also receive an overall analysis of its student perfonnance by grade and subject ru,

well as other perfonnance data from the District. This infOimation is available to the public. Some schools send home SAT-9 reports with students; others may review them during repon card

conferences. The SAT-9 repoltS are often confusing, so talk Witil your child's teacher to make sure the report is fully understood.

To get the detailed test data for a school. contact the school 's principaL Detailed perfonnance data for schools will become available later this spring on the School District's site on the World Wide Web (http://www.philsch.kI2.pa.us).

Il PAGE 6 PUBLIC SCHOOL NOTE 11' (

':~:"'----------------------~----------l.i·B"iMfflal.i.&

'Small schools' experiment finds new life in SLCs by Ros Purnell and Helen Gym

In the mid and late 1980's, Phila­delphia became a testing ground for the "small schools" movement. The effort was led by the now-defunct Philadelphia Schools Collaborative, a group of educa-

tors who advo-

ANALYSIS ~~~~::~~~to break up the

enonnous, impersonal, and largely dys­fuctional comprehensive high schools. The movement's goal was to create small­er autonomous schools with control over budgets, hiring and curriculum design.

The campaign for "small schools" in Philadelphia eventually sparked radical changes in Chicago and New York City.

But Philadelphia soon lost sight of the original vision, according to MicheUe Fine, a professor at City University of New York and one of the architects of Philadelphia's small schools movement in the late 1980's.

Fine said the small school model emphaSized the creation of "educationally intimate" environments with a rigorous academic curriculum where every student would be prepared for college-level work.

Fine said the vision began to unravel when union and District administrators protested the SLCs' control over budgets and hiring. Instead, the District seized upon one aspect of the original vision­the "small" concept - and used it to break up enonnous high schools but with­out a clear academic purpose.

"How small learning communities have evolved is very much tied to the his­tory of high school education in Philadelphia and the culture that existed around expectations for teachers and stu­dents prior to SLCs," said Jolley Christman, a senior researcher with Research for Action, which has studied SLCs since their inception.

First and foremost, according to Christman, was Philadelphia's practice of "tracking" students by their academic ability. Students with "special abilities" were sent to special admission schools, those with "average abilities" sent to neighborhood schools, and others to voca­tional and tech schools.

As a result, Christman said, many SLCs have a similar set-up - there are those that prepare students for a post-high school education and those that do not.

"That is the overall context of how people have seen high school education for years and years," Christman said. "It's not surprising that SLCs entering a con­text that had this history got caught up in that culture."

This trend was obvious from the

Rochelle Nichols Solomon "SLCs need to emphasize academics. "

beginning, Christman said. Because SLCs were not mandated until 1992, high scbools that set them up earliest tended to attract the most refonn-minded teachers, who are often the strongest teachers in the classroom. As a result, even to this day, Christman says there is often unevenness in the quality of teachers by SLC.

Rochelle Nichols Solomon, director of the North Philadelphia Community Compact for College Access and Success, said that once SLCs were mandated for high schools in 1992, administrators and teachers became "obsessed with logis­tics."

"It was [supposed to be a] vehicle to bring teachers and students together to have an impact on academic achieve­ment," Solomon said. "People forgot about that because that's the hard stuff to deal with."

Solomon also attributed part of the tracking mentality to the District's naming of SLCs around career-based themes such as "business," "health" and "communica­tions."

"With those themes, people begin to narrowly define the students and the acad­emic curriculum," Solomon said.

Despite these problems, SLCs have made some headway in improving the high school experience for many students. Christman said improved attendance in high schools and student persistence in graduating from high schools can be directly attributed to SLCs.

Solomon said she's encouraged that parents and new teachers seem familiar enough with the SLC concept to begin using related language in conversations and discussions. More importantly, Solomon said she's seen many SLCs, other than those labeled as "academies" or "motivation" or "special admission," stress academics.

"They have increased the perception that smart kids are more than just the kids in 'Motivation,' Solomon said.

School District of Philadelphia

Office of Language Equity Issues

ESOL & BILINGUAL PROGRAMS

21 st and the Parkway, Room 302 Philadelphia, PA 19103

(215) 299-7791 • Fax: 299-7792

Improving academj continued from p. 1

whether s/he had access to college-preparatory courses. At one comprehensive high school, 97 percent of the students in the school's "Motivation" SLC completed the "minimal" courses. Only 10 percent of the graduates in the school 's "Business Training Network" SLC did the same.

In another study by the North Philadelphia Community Compact for College Access and Success (a project of the Philadelphia Education Fund), the data at one comprehen­sive high school showed the percentage of stu­dents taking higher level math varied across the school 's eight SLCs from 16 to 95 percent.

District officials say they are aware of the data and are working on addressing the acade­mic discrepancies in the SLC structure.

"The easy part is the structural change; the difficult part is improving the academics," said Renee Cohen, who oversaw the organization

"The easy part is the structural change; the difficult part is

improving academics."

Renee Cohen

of the comprehensive high schools into SLCs from 1993-1996. "We're hoping that the new graduation and promotion requirements will take care of [the academic rigor]."

Cohen said that SLCs should be equal in their academic expectations, but admitted that lack of resources may playa role in some SLCs offering more challenging coursework than others. For example, the District lacks foreign language teachers, so many students don't receive a foreign language simply because there are not enough teachers to go around.

If SLCs are to improve, the focus on acade­mic rigor must be a priority, say education advocates.

"We have created warm fuzzy places where we may meet students' social and emotional needs, but we haven't done that in the context where kids are academically successful, " Solomon said.

Fatima Nelson, a College Access coordina­tor, talks with students at William Penn High School about the possibilities of col­lege after their high school graduation.

Getting otT "tracking" Some SLCs now select students based on

academic performance, a practice which the District leadership had eliminated for several years but reimplemented after losing a highly­publicized political battle with City Council.

This year, more than half of the 22 compre­hensive high schools (at least 12) have restric· tive admissions programs or SLCs with restrictive admissions, which allows them to select students primarily on the basis of grades, test scores and academic records.

For high school students who are con­cerned about going to college, what SLC they are in is a critical factor in determining whether they will have that option.

"Schools won't admit this is tracking, but kids and teachers know," said Bruce Bowers, teacher at Strawberry Mansion Middle "If one [SLC] is called 'Motivation ' and

'Motivation' is key word for by Adrian Miles and Helen Gym

Colleges vary greatly in the kinds of students they seek. But for those who are considering college after graduation, recruiters from Cheyney, Drexel, LaSalle, Lincoln, and Temple Universities agree that, first and foremost, academic standing is the critical factor to gain admission.

Though the schools' admissions require­ments vary, all five indicate that students must show they have pursued an academically orient­ed curriculum during high school.

"Looking specifically at the Philadelphia public schools, academics need to be very much addressed," said Rebecca Stuart, assistant director of admissions at Drexel University. "You should make sure you get good grades and take the most challenging courses [at what­ever high school you attend].

"You have to show that you took every opportunity you had to prove yourself and do well," Stuart said.

and Physics; three years of social studies; and two years of the same foreign language (not required at Drexel and CCP).

Additionally, the results of standardized .. - the SAT and the ACT- are looked at cnh­cally. Though the minimum acceptable SAT and ACT scores vary, admissions counselors said students should start as early as possible prepare for these exams.

The college recruiters said they look for cess in areas other than academics as well. Anthony Drigger, admissions counselor at Cheyney Un iversity, said he looks for the stu­dent who has displayed leadership or taken an active role in some activ ity outside of schoOl.

Leadership and motivation are refiectedU1 the student's extracurricular activities, rangmg from the school choir to the debate team, or after-school jobs or atllletics. t

Diane Martino, an admissions counselor a Temple, agreed. . ,

"Organizational involvement, wheth~~~~t~ sports or work, shows matunty, r~sponsintain_ and leadership skills, even as you re rna ing a good GPA," Martino said.. es to be

Generally, the minimum college entrance requirements include four years of rigorous, chaUengmg coUege preparatory course work: four years of English; four years of mathemat­ics -- Algebra I, Algebra II and Geometry; tllTee years Qf lab scienc~s - \3iology, Chemistry

"~~~~~ )f1,'\';,,1flf' '-c' IJ ~) :ji l.1,t- ·~'r',- .:ll;·(4'1"1 "t)rj!,?q~ '1.fP'i~

RecrUlters also spoke on what It tak d that it successful college student. TIley agree h bits is never too early to develop good work a

;s coordina­iam Penn ities of col­Iduation.

Its based on ~ which the j for several ,ing a highly· ity Council. Ie 22 I have restric-:s with )WS them to ,asis of records. are con-hat SLCthey lining n. tracking, but

vhether it 's sponsibility re maintam-

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o N T H R ·.0

E A D

What to do, where to go and who to ask for help to get you from high school to college

p:. .' -EltS: are :¥ou thinking about your son or daughter going to college in the near

future? Students: are you considering a career that will require at least an undergradu­ate degree?

Created by the staff of the College Access Program, a pro.! jeciof the ' . Philadelphia Education Fund,this College Resource Guide is designed to help answer some of your questions and provide you with resources to support you in realizing your dream.

Are you uncertain about what courses you need to take to satisfy college entrance requirements? Take a look at the College Planner for tips to be an absolute achiever.

Would having a mentor help you make a decision about a career choice? Would you like to have opportunities to visit college campuses? Check out the Pre-College Program section for services in your neighborhood.

Do you think that you will never be able to afford college? Financial Aid Resources includes lists of telephone numbers, web sites, books, and other materials that can help you get the grants, loans and scholarships you need.

In addition to compiling this Guide, the College Access Program holds free workshops and provides individual college counseling at sites in North, West, and Center City Philadelphia. Feel free to call or visit one of the sites liste<lffiSide fef more llfonnatioH. . .. ,-

Pidres: l,Esti usted pensando que en un futuro cercano su hijo

o hija asistini al colegio? Estudiantes: l,Estis con-

siderando una carrera que requiera por 10 menos un

grado no graduado? Creada por el per­

sonal del Programa de Acceso al Colegio, un .proyecto"del .

Educa'ci6n de Filadelfia, la Guia de Recursos es des­ignada a ayudarla a responder a alguna de sus preguntas y proveerle con recursos que Ia ayuden a realizar su suefio.

l,Sabes que cursos necesitas

, tomar para poder satiSfacer.los

Photo: Phaadelph;a Edueaaon Fund requisitos de entrada? Da una

mirada a la secci6n llamada el Planeamiento del Colegio para sugerencias para lograr ser un vencedor absoluto.

l, Te ayudaria el tener un mentor a poder tomar las decisiones para la elecci6n de una carrera? l, Te gustaria tener Ia oportunidad de visitar algunos campos de colegios? Revisa la secci6n de los Programas de pre-colegio en tu recindosio.

l,Haz pensado que nunca podrias costearte el colegio? El Recurso de Ayuda Financiera incluye una lista de numeros de telefono, lugares en la red de comunicaciones, libros y otros materiales que te ayudarian a recibir las donaciones, prestamos y becas que necesitas.

Ademas de compilar esta Guia, el Programa de Acceso al Colegio ofrece gratuitamente talleres y provee consejeria individual de cole­gio en localizaciones en el Norte, Oeste y Centro de Filadelfia. Sientase en libertad de llamar 0 visitar uno de los locales mencionados dentro'de'la gufa para mas-infOnIlllCion. - -----

!P~U~BL~IC~SC:H~O~O~L~N~O~T~EB~O~O~K~. ~sp~r~in~g~1:99:9~ __________________________ ---------------------------------------

R-2 SPECIAL SECTION: COLLEGE RESOURCE GUIDE

The college planner A month-by-month guide through high school to get yourself ready for college

The College Planner for High School Students provides a month-by month list of "things-to-do" to get ready for

college. It 's easy to follow. Simply look for your

year in high school or for the current month, and read the actions you need to take. Review any of the months that have passed and begin doing as many of the steps as possible.

If you have any questions, contact your local College Access Center listed on p. R-3 .

Freshman & Sophomore Years Register for the proper academic courses.

To keep your options open, plan to take the following courses in high school:

• English: 4 years of college preparatory English •

• Mathematics: 4 years of college prepara­tory mathematics, including Algebra I, Algebra II and Geometry

• Science: 3 years of college preparatory science with laboratory, such as Biology, Chemistry or Physics

• Foreign Language: at least two years of a single foreign language, such as Spanish or French

• Social Studies: 3 years • Electives: Select additional courses from

the categories above, as well as choose courses like computer science, visual and performing arts and humanities courses which will provide you with a well-rounded education .

Meet with your school guidance coun­selor to discuss different career opportunities and the post-secondary education required for those careers.

Join student government, your school newspaper, an athletic team, a school club, a conununity volunteer agency, a band or orchestra or dance terun, a youth group at your church or rei igious institution, or any­thing else that interests you and will either enhance skill s you already have or give you new ones. Research summer enrichment programs and jobs that give you experience as well as money. All these things will help you become a well-rounded student whom college admissions officers value.

Read. Increase the amount of reading you ' do outside of school work to develop this extremely important college skil l. Read newspapers every day and novels with sub­jects you enjoy.

Research fmancial aid resources. Don't let the cost of a college education scare you away. There are many kinds of fmancial aid programs available (see a partial listing of resources in this guide). Check out books and websites. Contact local and national organizations and check with your guidance counselor and your local College Access Center.

Involve your fanlily. Discuss college with them. Bring your parents or a guardian with you to a College Access Center.

Visit your local College Access Center. The staff of the College Access Program are here to help Phi ladelphia public school stu­dents and families understand the college­going process and help you along the way. We have counselors and resources to help you plan and fmance your college education.

Junior Year September .I Register for the Pre I iminary Scholastic

Assessment Test (PSAT) held in October.

.I Find out about and sign up for any sched­

uled college fairs. .I Sign up for high school extracurricular

activ ities. .I Continue career exploration throughout

junior year.

October .I Take the PSAT and/or PLAN. .I Have a frunily discussion about tentative

college plans. .I Start exploring information about col­

leges you might attend. Talk with your high school guidance counselor and

teachers. .I Collect information from college fairs ,

attend college presentations at the high school, read college guides and visit the nearest College Access Center. ' ,

NovemberlDecember .I Attend the National College Fair at the

Philadelphia Convention Center (date to be announced) .

.I Find out the following about colleges: application procedures, admission requirements (standardized test scores, grade point averages and class raJtk), size, location, fees, room and board costs, student activities, courses or major offerings and financial aid procedures.

JanuarylFebruary .I Review senior year course selection,

graduation requirements and college plans with guidance counselor .

.I Sign up for a Schola~ti~ Asses.sment Test (SAT) preparation course.

March/April .I Register for the Spring SAT and/or the

American College Test (ACT). .I Begin narrowing down your list of col­

leges. .I Visit college campuses. Check with your

gu idance office or the College Access Center for scheduled trips to college campuses.

.I Register for SAT II tests (optional). Some colleges require the SAT 11 test. Be sure to research the' requirements of any colleges in which you are interested.

May/June/Summer , ' .I May/June: Take th~ SAT an.d/pr A(~T. ·

. :t Gather applications, forms, catillogs and information about financial aid for chosen COlleges. Check with the high school guid­ance counselor and the nearest College Access Center. caU or write to college admissions offices to obtain information .

.I Research private sources of scholarships and other forms of fmancial aid including colleges, businesses, private foundations labor unions, govemment agencies, eth- ' nic, veteran, religious, fraternal, high school and civic organizations. Request scholarsh ip applications,

.I Start developing essays for college appli­catIOns.

.I Ask teachers for recommendations.

.I Check with your counselor or academic advisor to verify graduation credits and requirements.

Senior Year September

.I Discuss higher education plans wi th your family and guidance counselor. Consider college choices and financial planning.

.I Contmue gathermg college infonnation and application forms. Ask teachers for letters of recommendation.

.I Continue to work on college applica­t1on~.

.I Register for the SAT and/or ACT tests (or

any other required admissions tests). for admission and financial aid. Be sure to pay close attention to the admission and fmanc ial aid application deadlines. Keep records of all correspondence.

.I Choose 3 to 6 colleges to which you will send applications. Choose these colleges in a range from easy-to-be-admitted to

<;.orppetitive. .I If applying for early decision, begin

j Begul completing college applications "Col/ege planner" continued on p. R-8

I,··· COLLEGE ACCESS PROGRAM

, .11 , The Philadelph ia Education Fund's College Access Program was created co help make college an achievable goal for Philadelphia public high school studenrs. To that end, College Access

f~rh~~d)t~:~hc~~h~~I{, 9%~d:U; ~ch~~se a~~ ~~~~;:;~::~V~~I~~~~l-based College Access Centers providing pre-college guidance and ennchment activit ies to students in grades six through nvdve.

. . Services are available, however, to anyone interested in pursuing higher education. Whether you are a high school student or recenr graduate beginning the coUege seiectio.n process, or even if you have been away from an academic atmos­phere and would like to attend college, you can benefit from the valuable services of the Soll~ge Acc~· Program.

Our' services, :include: • assisra.nce in the college preparation and selection processj

coachmg through the college application process; one-to.-on: a~slstan~e to students and parents in understanding and applying for finanCial aid mcludmg grants, scholarships and loans; workshops on topiCS related to college preparation; applications for the Philadelphia Scholars Fund and Partnership Scholarships (only available m school sites);

~~~I~~~:a~a~~:;:~~rs~s~ide co Academic Enrichmenr Programs;

College and Career fairs; ~e.e[ings with college representatives; ViSits to college campuses

II The College Access Centers are staffed with full-time professionals who provide, h~1 e£l-related gUidance and advice to studenrs and their families . Each Center conta11lS and fin gUl~nCe matenal~ mcludmg college and schol,!!ship reference manuals, college £; ancI, aid al'pIicatlons, college catalogs and videos SAT & ACT registration sh~;:~:c~~~teract1ve computer pr~grams' fo r college. ca r~'er, financi al aid and scholar~

I Thci College Access Coordinators work closely with high school guidance coun­b:~r:~f~r~:~~~~rs, ~s well as college admissions and fi nancial aid officers to providf [~~

an service to studenrs. Come see us. We can help you go co col eg .

COLLEGE ACCESS CENTER LOCATIONS

North Philadelphia The Lighthouse 152 W. Lehigh Avenue Philadelphia, PA 19133 (215) 739-9360 Fax: (215) 739-8550

Center City The Gallery I Street Level 9th & Market Streets Philadelphia, PA 19107 (215) 574-1341 Fax (215) 574-1535

West Philadelphia 4601 Market Street

~~i;:le~~~ia, PA 19139 (215) 476-2227 Fax: (215) 476-3670

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Spring 1999 • PUBLIC SCHOOL NOTEBOOK

SPECIAL SECTION: COLLEGE RESOURCE GUIDE

Pre-college programs "-

The following community organizations and programs offer students assistance in the college-going process through academic preparation and enrichment. Contact the organization at the number listed. - '

Aspira, Inc. of Pennsylvania Antonia Pantoja Community Center 2726 North 6th Street, Philadelphia, PA 19133 (215) 229-1226 Contact: Maria Quifiones, Executive Director Description: Comprehensive educational program to motivate Latino students and parents toward their educa­tional and intellectual development. Provides a GED pro­gram in Spanish and English.

BEST (Business Engineering Science and Technology) Summer Scholars Program 241 Hammond Building, College of Engineering, Penn State University, University Park, PA 16802 (814) 865-7138 or (800) 848-9223 Contact: Saundra D. Johnson, Program Director Description: An academic enrichment and career aware­ness program to expose students to educational opportu­nities in business, engineering and the sciences.

College Access Centers North Philadelphia, Center City, West Philadelphia Description: The College Access Program of the Philadelphia Education Fund was created in 1989 to encourage and assist Philadelphia public school students in the college-going process. There are three main sites in the city where anyone can find resources and staff members to help you. There are also 20 middle and high schools with connections to the College Access Program. Call or stop in for an appointment.

North Philadelphia College Access Center The Lighthouse 152 W. Lehigh Avenue, Philadelphia, PA 19133 739-9360 Contact: Rafaela Torres The North Philadelphia site also has staff who are available at the following schools: Edison High School, Ben Franklin High School, Kensington High School, William Penn High School, Shawmont Middle School, Strawberry Mansion Middle School, Wanamaker Middle School.

Center City Philadelphia College Access Center The Gallery I, Street Level 9th & Market Streets, Philadelphia, PA 19107 574-1341 Contact: Allen Berry The Center City site also has staff who are available at the following schools: FitzSimons Middle School, Germantown-Lankenau High School, Gratz High School, Leeds Middle School, Pickett Middle School, Strawberry Mansion High School.

West Philadelphia College Access Center 4601 Market Street, Suite 3000, Phila., PA 19139 476-2227 Contact: Candace Powell The West Philadelphia site also has staff who are available at the following schools: Bartram High School, Roxborough High School, Sayre Middle School, Sulzberger Middle School, Tilden Middle School, University City High School, West Philadelphia High School.

Harcum College Health Career Opportunities Program (HCOP) Harcum College, Bryn Mawr, PA 19010-3476 Contacts: Ellen Pries, HCOP Coordinator (610) 526-6122 Bridget Pfifer, HCOP Recruiter (610) 526-6062 Description: Free six-week summer enrichment pro­gram committed to pursuing Associate degrees in flealth Science at Harcum College.

Harcum College Upward Bound Program Academic Center, 750 Montgomery Avenue, Bryn Mawr, PA 19010 (610) 526-6151 or (800) 669-5663 Contact: Marline Paramour, Director Description: Designed to assist students with admission to institutions of higher education with academic tutor­ing/classes, counseling, and financial aid information.

Hispanics for Academic Progress 122 Grange Building, Pennsylvania State University, University Park, PA 16802 (814) 865-1773 Contact: Maria 1. Schmidt, Director Description: A summex residential program to develop the skills essential for academic success in college.

Lincoln University Upward Bound Program P. O. Box 179, Lincoln University, PA 19352-0999 (610) 932-8300 x3551 Contact: Herschel L. Bailey, Director Description: Pre-college program for high school stu­dents (primarily 9th and 10th grade). Special Requirements: Must attend Audenried High School or South Philadelphia High School.

LULAC National Educational Service Center (LNESC) 119 East Lehigh Avenue, Philadelphia, PA 19125 (215) 423-4811 Contact: Colleen Davis, Director Description: College preparation counseling including application and financial aid assistance. Mentoring and tutoring for middle-school students. Bilingual after­school tutoring program. Summer pre--college enrich­ment program to prepare students for careers in science and engineering.

Monell Minority High School Student Research Apprenticeship Program 3500 Market Street, Philadelphia, PA 19104-3308 (215) 898-6666 Contact: Julie Mennella, Director Moira Milligan, Program Coordinator Description: Workshops on college preparation and financial aid opportunities are conducted each summer. Encourages students to pursue a career in the health pro­fessions.

PRIME's Academic Year Program c/o PECOEnergy Co., 1st Floor, 830 Schuylkill Ave., Philadelphia, PA 19146 (215) 731-3000 Contact: John Henderson or Cecilia Ciociola Description: Program for minority students in grades 10 through 12. Provides developmental career education emphasizing applications of mathematics and science in solving world problems. Prepares students to graduate from high school and enter four year colleges.

PRIME's Saturday Thtorial and Enrichment Program (STEP) c/o PECO Energy Co., 1st Floor, 830 Schuylkill Ave., Philadelphia, PA 19146 (215) 731 -3000 Contact: Monica Hall, STEP Coordinator Description: Provides minority students in grades 10 through 12 with Saturday tutorial session during school year with emphasis on communications, math, problem­solving skills, SAT preparation, college selection, and college success skills.

State System of Higher Education Partnership Program, College Access Program Philadelphia Education Fund, Suite 700, Seven Benjamin Franklin Parkway, Philadelphia, PA 19103 (215) 665-1400 x3338 Contact: Marisol Morales-Azcona Description: Orientation to college life, college social­ization skills training, skill evaluation including a sum­mer program at West Chester University or Indiana University of Pennsylvania.

Temple University, Math/Science Upward Bound Program 1700 North Broad Street, Vivaqua Hall, Room 215, Philadelphia, PA 19122 (215)204-3112 Contact: Angela McIver, Program Director Description: After-school , Saturday, and summer pro­gram for students who come from families where neither parent has a college degree. Students must have complet­ed Algebra I with a C or better. Program includes enhanced curriculum designed to encourage participation with majors related to math and science at the college level.

Temple University Upward Bound Program Russell Conwell Educational Services Center, 204 Seltzer Hall, Temple University, Broad Street and Cecil B. Moore Avenue, Philadelphia, PA 19122 (215) 204-5132 Contact: Norma Arnold, Director, Russell Conwell Educational Services Center Description: Tutoring in math, science, English, SAT preparation and critical thinking skills. Career counsel­ing and exploration of college choices and financial aid information and assistance. Special Requirements: First­generation college students from Lincoln, Edison, Gratz, Kensington and Benjamin Franklin High Schools.

The Legacy Program Delaware Valley College, 700 East Butler Avenue, Doylestown, PA 18901 Contact: Jean G. Moore, Assistance Director

Stewart Colloway, DIrector Description: Academic referral resource, some personal tutoring, career counseling, college financial aid infor­mation, and one-on-one counseling. Special Requirements: Serves only students attending Benjamin Franklin, Dobbins!Randolph AVT, and Martin Luther King High Schools; Ada Lewis, Bache-Martin and Vaux Middle Schools; and Morrison Elementary School.

University of Pennsylvania Upward Bound Program University of Pennsylvania, 3933 Walnut Street, Philadelphia, PA 19104-6184 (215) 898-3185/6 Contact: Frederick Whiten, Director Description: To help students gain admission to college by increasing academic skills, helping students set edu­cational and career goals, and providing instruction in academic subjects and SAT preparation. Provides coun­seling wjth college admissions and financial aid. Special Requirements: Students in grades 9 through I I who would be first-generation college students. Must attend West Philadelphia, Strawberry Mansion, Germantown, Martin Luther King, Olney, Audenried, University City, South Philadelphia or William Penn High Schools.

R-3 ,

P~U~B~L~IC~S~C:H~O~O~L~N~O~T~E~BO~O~K~o~s~p~rin~g~19~9~9 __________________________________ -------------------=~~:,~~~---______________ R-4 j SECCION ESPECIAL: GUI" DE RECURS

~ Who ya gODDa call? Planeamiento par~ Financial aid resources for students

Below is a partial listing of resources to help with the college application,financial aid, and scholarship process.

ii"MQ!ilLi~iiiilMM College Access enters College Access Centers serve the greater Philadelphia com­munity, providing free infor­maLion, guidance and support for anyone interested in pur­suing a college degree. Center City Gallery Center 574-1341 North Philadelphia Center 739-9360 West Philadelphia Center 476-2227

United Negro College Fund, The College Fund Contact: (215) 925-9044 The College Fund raises money for the 41 Black pri­vate colleges. The office can provide college and scholar­ship information on UNCF schools.

Federal Financial Aid Information Contact: (800) 433-3243 Gives information on federal Pell grants and provides brochures for other sources offederal aid.

Status of PHEAA State Grant Applications Contact: (800) 692-7435 Provides information on PA state grants.

Status of Student Loan Applications Contact: (800) 692-7392

I a e phla uca on Fund Site: http://www.philaedfund.org Provides links to·two- and four-year college web sites, historically black colleges, and fmancia] aid and scholar­ship resources.

Fast WEB Site: http://www.finaid.org Provides complete financial aid applications on-line and helps users find scholarships.

College Board On-line Site: http://www.collegeboard.org Provides links to two- and four-year college web sites, historically black colleges, and financial aid and scllolar­ship resources.

Educational Test Service Network Site: http://www.ets.org Provides advice on taking the SAT (Standardized Achievement Test), informa­tion about colleges, financial aid and minority scholarships.

The College Board's official Guide to 3,100 two- and four-year colleges. Specific descriptions include admis­sion requirements, majors, expenses and financial aid statistics.

Peterson's Four Year Colleges Peterson 's Guide~ include QuickFind college search indexes, current and accurate data on 2,000 colleges, detailed coverage of academ­ic programs, campus life, ath­letics, and hundreds of cam­pus photos.

The Black College Guide, by Kenneth Johnson, Sheila Gatling, and Jaribu Hill. A comprehensive directory of the historicall y or predomi­nantly Black colleges in America. More tban 80 schools are described in the book's 300 pages with spe­cific information about facul­ty, admissions, cost, and aca­demic and campus life.

The Multicultural Student's Guide to Colleges, by Robert Mitchell This guide is written especial­ly for students of color. It is a step-by-step guide to the application process, advice on putting together the best

o Jfinancial aid paokage, campus statistics, college listings and essays that describe academic and social life on campus with comments from students.

Internet Guide for College­Bound Students, by Kenneth Hartman Provides information on how to use your computer to find out in-depth information about colleges, scholarships, contact faculty members and students via e-mail, partici­pate in chat rooms and news groups, and apply on-line for admissiQn and financial aid,

Athletic Scholarships, . by Andy and Amy Clark Lists two- and four-year col­leges that offer financial aid for students who participate in any of a variety of sports. Also includes detailed infor­mation on what colleges look for in students' applications, cover letters and athletic resumes.

£1 Planeamiento del Colegio para Esrudiantes de Escuela Superior provee una lista mes pOI mes de "cosas que podemos hacer" para prepararnos para

el colegio. No importa si estas en el grado 9,10,1 j 612, el Planeamienro del Colegio te podrti ayudar a entender las actividades especijicas Y que Ifnea seguil; para que puedas evelltllall7lente asistir 01 colegia de tu preferencIG.

Esfticil de seguiJ: Simplemenre busca por tu Olio en . escuela superior, busca par el mes corriellte y lee las aCClOnes que debes seguil: Revisa cllalquiera de los meses que !Jayan posada y comienzo a hacer 10 mayor parTe de los pasos.

Si tienes alguna pregunra, connJllfcate con e! Centro De Acceso at Colegio 10cailistadO en pagina R-6.

Primer y segundo afio de escuela superior

Registrate para los cursos academicos aproptados. Para mantener tus opciones abiertas, planea tamar los slgUlente cursos en la escuela superior:

_ Ingles: 4 anos de preparatoria de colegio en Ingles • Matematicas: 4 anos de preparatoria de colegio en

matematicas, incluyendo algebra I, algebra II y geometria • Ciencia: 3 anos de preparatoria de colegio en ciencia

con laboratorio, tales como biologfa, qufmica 0 ffsica • Lenguaje Extranjero: por 10 menos dos anos de un solo

lenguaje extranjero, tales como espanol 0 frances • Estudios Sociales: 3 anos • Electivas: Selecciona cursos adicionales de las cate­

gorfas mencionadas arriba, asf como tambien selecciona cur­sos como ciencia en computadoras, artes visuales y de ejecu­ci6n y cursos de humanidades que te interesen y te provean una educaci6n cabal.

Reunete con tu consejero escolar para discutir difer­entes oportunidades de carreras y la educaci6n post- secun­daria requerida para esas carreras.

Ingresa al gobiemo estudiantil, el peri6dico escolar, un equipo atietico, un club escolar, una agencia comunal volun­taria, una banda 0 orquesta 0 equipo de baile, un grupo juve­nil en tu iglesia 0 instituci6n religiosa, 0 cualquier otra cosa que te interese y que realce las destrezas que ill ya posees 0 te supla con nuevas. Investiga program as de verano de enriquecimiento y trabajos que te brinden \a experiencia aI igual que dinero. Todas estas cosas te ayudan a convertirte en un estudiante caballo que es valorado par los oficiales de admisiones del colegio.

Lee. Aumenta la cantidad de lectura que haces fuera del trabajo escolar para poder desarrollar esta destreza extremadamente importante de colegio. Lee los peri6dicos todos los dfas y novelas con temas que te agraden.

Investiga recursos de ayuda financiera. No permitas que el costo de una educaci6n escolar te asuste. 'Hay muchas clases de programas'de ayuda financiera disponibles (vease una lista parcial de recursos en esta gufa). Revisa libros y lugares en la red de comunicaciones. Comunicate con organi­zaClones locales y nacionales y revisa con tu consejero y tu Centro de Acceso al Colegio local.

Envuelve a tu familia. Discute el colegio con ellos. Trae a tus padres 0 guardian contigo aI Centro de Acceso aI Colegio.

Visita tu Centro de Acceso aI Colegio local. El personal del Programa de Acceso aI Colegio esta para ayudar a los estudlantes de escuela publica de Filadelfia a entender el pro­ceso de mgresoal colegio y ayudarte en ese camino. Tenemos conseJeros y recursos para ayudarte a planear y financlar tu educaCl6n de colegio.

Septi~mbre Tercer afio

.t Regfstrate para el Examen de Evaluaci6n Preliminar

.! Escolar (PSAT) que se ofrece en octubre. InvestJdga y apIlntate para cualquier feria de colegios pro­grama a.

.t Apunta:e para actividades extra-curriculares

.t Contmua la exploraci6n de carreras. .

Octubre .t Toma el PSAT. .t Ten una discusi6n familiar

colegio. sobre los planes tentativos de

.t Comienza a explorar inform '6 tal vez atiendas. Comunicatea~~nn sobre los colegios que

~':""'_~~",,!-":':"::.J.' .J;".'c.«!!":'~' ,~'];.' ':...;;' .1i' 1.:' """~..d:c.J ______ ~~~!,,_or Y maestros. tu conseJero de escuela .................. .. .... -.. _- ...

.t Colecciona informaci6n de ferias de colegios, atiende a presentaciones de colegio en la escuela superior, lee las gufas de colegio y visita aI Centro de Acceso aI Colegio mas cercano.

NoviembrelDiciembre .t Atiende a la Feria Nacional en el Centro de

Convenciones de Filadelfia. .t Investiga 10 siguiente sobre los colegios: procedimientos

de aplicaci6n, requisitos de entrada (puntuac16n para los examenes es_tandarizados, promedio de notaS y ~~!~_ c1ase), tamano, lugar, costas, costos de hospedaJ 'aced­dades estudiantiles, cursos 0 grados ofrecldos Y pr imientos de asistencia econ6mica.

EnerolFebrero . . de los .! Revisa COil el consejero la seleCCl6n de cursos duaci6n

estudiantes del ultimo ano, los reqUlsltoS de gra Y

los planes para el colegio. . 1 ExanJen de .t Regfstrate para los cursos preparatonos de

Evaluaci6n Escolar (SAD.

Marzo/ Abril . ara el Exill1'en de .t Regfstrate para el SAT de Primavera 0 P

Colegio Americano (ACT). . .t Comienza a acortar tu lista de colegwS. fi ina de conse_ .t Visita campos de colegio. Revisa con tu 0 ~rogramar

jerfa 0 el Centro de Acceso aI Colegw para viajes al colegio. . nail. AlgIl)lOS

.t Regfstrate para el Examen SAT II (OPCl~ Asegurate de colegios requieren el Examen del S~~to; de cuaJquier hacer las mveshgaclOneS de los req ,,' .,,'

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Spring 1999 • PUBLIC SCHOOL NOTEBOOK --------------------------------------------------------------~~--------------~ EClAl: GUiA. DE RECURSOS PARA EL COLEGIO R-5

para el colegio

; de colegios, atiende a scuela superior, lee las o de Acceso al Colegio

CentrO de

Jlegios: procedi!llientos da (puntuaci6n pilf<! los dio de notas y rangolle lOS de hospedaje, activi­los ofrecidos Y proced-

i6n de curses de los quisitoS de graduacl6n y

ltoriOS del Exa!11efl de

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legio para prograJll3r

. AlgUIlOS I (OpclOnt~gUrate de SAT n. d cuaIquier

~qUJSltOS e

" Investiga y regfstrate en los programas de enriquecimien­to del verano.

Mayo/JuniolVerano " Mayo/Junio: Toma el SAT 0 el ACT. " Acumula aplicaciones, formas, catalogos e informaci6n

sobre la ayuda financiera de los colegios elegidos. Coteja con el consejero de la escuela superior y con el Centro de Acceso al Colegio mas cercano. Llama 0 escribe a las ofic­inas de admisiones del colegio para obtener informaci6n.

" Investiga recursos privados para becas y otras formas de ayudas financieras incluyendo colegios, negocios, funda­ciones privadas, uniones laborales, agencias del gobiemo, etnicas, veteran os, religiosos, fratemales, escuelas superi­ores y organizaciones cfvicas. Requiere aplicaciones de becas de estos recursos.

" COmienza a desarrollar ensayos para las aplicaciones del colegio.

" Pfdele recomendaciones a la maestra. " Coteja con el consejero para verificar los crectitos y requi­

sitos de graduaci6n.

Ultimo aDo Septiembre

" Discute planes de educaci6n a un nivel avanzado con tu familia y el consejero. Considera selecciones de colegios y planeamiento financiero.

" Continua guardando informaci6n de colegios y aplica­ciones. Pfdele a la maestra una carta de recomendaci6n.

" Continua trabajando en las aplicaciones de colegio. " Regfstrate para el examen de SAT 0 el CAT (0 cualquier

olto Examen de admisi6n requerido) " Escoge 3 0 6 colegios a los que les enviaras aplicaciones.

Escoge estos colegios en rango de fac il para ser admiti­dos a competitivo.

" Comienza a completar aplicaciones a colegios para admisi6n y ayuda financiera. Asegw-ate de prestar atenci6n a las fechas Ifmites para la aplicaci6n de admisi6n y ayuda financiera. Manten un record de toda la correspondencia.

" Si estas aplicando para una decisi6n temprana, comienza a preparar la aplicaci6n no mas tarde de Septiembre.

OctubrelNoviembre " Atiende a la Feria Nacional en el Centro de

Convenciones de Filadelfia. " Regfstrate para tomar 0 retomar el Examen de SAT 0 el

CAT que se ofrece en estos meses (0 cualquier otro Examen de admisi6n requerido)

" Continua completando y enviando (usual mente a traves de la oficina de consejerfa) aplicaciones de admisiones al colegio y ayuda financiera. Asegtirate que el primer repone de notas este incluido. Asegtirate de incluir los costos apropiados y haz copias de todos los papeles antes de enviarlos. Manten un record de toda la correspondencia.

" Haz arreglos para entrev istas en el colegio. Usual mente las entrevistas son requeridas y grandemente recomen­dadas. Asegtirate de visitar esos colegios que estas con­siderando seriamente y a los que has side aceptado.

Diciembre " Regfstrate para tamar 0 re-tomar el Examen de SAT/CAT

que se ofrece este mes (0 cualquier otro Exarnen de admisi6n requerido)

" Continua aplicando para cualquier recurso de becas pri­vado 0 cualquier otra forma de ayuda fmanciera.

Enero " Completa la Aplicaci6n Gratis de Ayuda Federal

Estudiantil (FAFSA) para aplicar a becas del Gobiemo

Federal yel Estado de Pensilvania. " Revisa con cada colegio para asegurarte que formas de

ayuda fmanciera son necesarias y pregunta sobre la fecha Ifmite. (A los estudiantes que deseen atender a colegios fuera del estado se les puede requerir que complete ambas formas la FAFSA y el PROFILE CSS). Manten records de toda tu correspondencia.

FebrerolMarzo " P.fdele al consejero que envfe las notas del segundo

reporte a los colegios si todavia no se han enviado. " Manten un contacto directo con las oficinas de ayuda

fmanciera de esas escuelas a las que has sido aceptado. Utiliza este contacto peri6dicamente para revisar la condici6n de tu aplicaci6n de ayuda financiera

" Completa cualquier otra aplicaci6n adicional de institu­ciones 0 agencias de ayuda estatal (PHEAA en PAl.

AbrilfMayo/Junio " Manten un record de las aceptaciones, rechazos y cartas

de aprobaci6n para ayuda fmanciera. " Contesta pronto a los colegios que te ofrecen admisi6n.

Las fechas para contestar son usual mente hasta el I ro de mayo.

" Despues de aplicar para las ayudas federales ttl recibiras un Repone de Ayuda Del Estudiante (SAR). Deberas revisar estas formas para correcciones y sigue todas las

'~ otr:llS instrucciones. Si toda la informaci6n esta correcta, envia 0 lleva el SAR a la oficina de ayuda fiJ)anciera del colegio que atenderas. Si se hacen correcciones, regresa el SAR a la agencia que 10 proces6.

" Somete prontamente los dep6sitos requeridos para admisi6n y hospedaje al colegio que atenderas. Presta atenci6n a las fechas lfmites.

Traducci6n por Marfa Gellert

The Cross City Campaign for Urban School Reform and the Philadelphia Education Fund

What is the Right Direction? A Teaching and Learning Institute for Parents

Saturday, March 20, 1999 Ritter Hall 13th and Cecil B. Moore Temple University

For more information call Robin Scott at the Fund, (215) 665-1400, ext. 3338

PUBLIC SCHOOL NOTEBOOK • Spring 1999

R-b SECCION ESPECIAL: GUiA DE RECURSOS PARA EL COlEGIO

Programas de pre-co)egio Los siguientes programas y organizaeiones eomunales ofreeen ayuda a los estudiantes en el proeeso de ir al eolegio a traves de educaci6n academica y enriqueeimiento.

Aspira, Inc. de Pensilvania 2726 North 6th St., Philadelphia, PA 19133 (215) 229-1226 Contacto: Maria Quiiiones, Directora Descripci6n: Programa Educacional Comprensivo para motivar a los estudiantes y padres latinos hacia un desarrollo educa­ciona1 e intelectual. Programa de GED en espanol e ingles.

Centros de Acceso al Colegio Descripci6n: EI programa de acceso al cole­gio fue creado para estimular a los estudi­antes de las escuelas publicas de Philadelphia en el proceso de ir al colegio. Hay tres lugares principales en la ciudad donde puede conseguir recursos y personal; que 10 ayude en cualquier estado de su pro­ceso de ir al colegio. Hay tambien 20 escue­las intermedias y superiores con acceso a los Programas de Acceso al colegio. Visitelos 0

llame para una cita.

• North Philadelphia The Lighthouse, 152 W. Lehigh Ave ., Philadelphia, PA 19133 ; 739-9360 Contacto: Rafaela Torres Ellocal del Notte de Philadelphia tiene

personal que esta disponible en las siguientes escuelas superiores y inter­medias: Edison, Franklin, Kensington, Penn, Shawmont, Escuela Intermedia Strawberry Mansion, y Wanamaker.

• Center City The Gallery I, Street Level, 9th & Market Streets, Philadelphia, PA 19107 574-1341 Contacto: Allen Berry Ellocal del Centro de Philadelphia tiene personal que esta disponible en las siguientes escuelas superiores y inter­medias: FitzSimons, Germantown­Lankenau, Gratz, Leeds, Pickett, y Escuela Superior Strawberry Mansion.

• W. Philadelphia 460 1 Market Street, Suite 3000, Philadelphia, PA 19139; 476-2227 Contacto: Candace Powell El local del Oeste de Philadelphia tiene personal que esta disponible en las siguientes escuelas superior y interme­dia: Bartram, Roxborough, Sayre, Sulzberger, Tilden, University City, y West Philadelphia.

Programas Escolares de Verano BEST (Ciencia De Ingenieria Comercial y Tecnologia)

~ PARENTS • SCHOOLS • COMMUNITIES

United for Kids

Become a part of

PROJECT 10,000 A Children Achieving Agenda Initiative

Recruit and Match 10,000 New Volunteers with Schools

For more information contact

The Project 10,000 Office The School District of Philadelphia

21st Street & the Parkway, Room 505 Philadelphia, PA 19103

(215) 299-7307 or (215) 299-7461

Yes, I want to devote time to the Philadelphia Public School

students and I want to be a Project 10,000 volunteer.

N~e ______________________________________ __

Address ____________ ~----------- Zip Code __ _

Phone~ ________________________________ _

241 Hammond Bldg., College of Engin­eering, Penn State University Park, PA 16802 (814) 865-7138 6 (800) 848-9223 Contacto: Saundra D. Johnson, Directora Descripci6n: Un programa de conciencia profesional y enriquecirniento acadernico con el fin de exponer a los estudiantes a oportunidades educacionales en negocios, ingenieria y las ciencias.

Colegio Harcum Programa de Opo~tunidades de Carreras en Salud (HCOP) Harcum College, Bryn Mawr, PA 19010 Contactos: Ellen Pries, Coordinador de HCOP (610) 526-6122; Bridget ffifer, Reclutadora de HCOP (610) 526-6062 Descripcion: Programa de enriquecimiento gratis por seis semanas en el verano cometi­do a la bUsqueda de grados Asociados en Ciencias de Salud en Harcum.

Colegio Harcum Programa de Ascendencia Lindada Centro Acactemico, 750 Montgomery Avenue, Bryn Mawr, PA 19010 (6 10) 526-6151 6 (800) 669-5663 Contacto: Marline Paramour, Directora Descripcion: Designada a asistir estudiantes con la admisi6n a instituciones de educaci6n avanzada con clases de tutoria lacademica, consejeria e informaci6n de ayuda financiera.

Hispanos para el Progreso Academico 122 Grange Building, Pennsylvania State University, University Park, PA 16802 (814) 865-1773 Contacto: Maria 1. Schmidt, Directora Descripci6n: Un programa residencial del verano para desarrollar las destrezas nece­sarias para obtener exiro en el colegio.

Universidad Lincoln Programa de Ascendencia Lindada P.O.Box 179, Lincoln Univ., PA 19352-0999 (610) 932-8300x355 1 Contacto: Herschel L. Bailey, Director Descripcion: Programa pre-universitario para estudiantes de escuela superior (especi­ficamente 9no y IOmo grado). Requisitos especia/es: Debera atender las Escuelas Superiores Audenried 0 South Philadelphia.

LULAC Centro de Servicios Educacionales Nacionales 119 E. Lehigh Ave. , Philadelphia, PA 19125 (215) 423-48 11 Contacto: Colleen Davis, Directora Descripcion: Consejeria preparatoria para el colegio incluyendo aplicaci6n y ayuda fmanciera. Mentoria y tutoria de estudiantes de escuela secundaria. Programas de edu­caci6n bilingue para despues de la escuela. Programa de enriquecirniento de pre-colegio en el verano para preparar a los estudiantes en carreras de ciencia y tecnologia.

DO YOU PHilADElPHIA know a student who FUTURES

• will enter 9th grade in a Philadelphia neighborhood high school in September,

• has mostly Its and B's in major subjects,

• is college-bound and interested in having an adult mentor,

• has great school attendance, and

• meets the family income requirements for free or reduced price school lunch?

That student may be eligible for Philadelphia Futures' Sponsor-A-Scholar program.

For 10 years, Philadelphia Futures has been helping Philadelphia students do we ll in high school and succeed in college. Sponsor-A-Scholar is a long-term academic mentoring and financial aid program.

Call (215) 790-1666, ext.40 for requirements and to request an application.

PHILADElPHIA FUTURES· Helping Students Step Up to Success.

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Spring 1999 • PUBLIC SCHOOL NOTEBOOK

R-7 SECCION ESPECIAL: GUiA DE RECURSOS PARA EL COlEGIO

Fato: Philadelphia Education Fund

Programas de pre-colegio Monell Minority High School Student Research Apprenticeship 3500 Market St. , Phila., PA 19104-3308 (215) 898-6666 Contaeto: Julie Mennella, Directora; Moira Milligan, Coordinadora del Programa Deseripcion: Conduce talleres en preparacion para el colegio y oportunidades de ayuda financ iera cada verano para estirn­ular a los esrudiantes a perseguir carreras en las profesiones de salud.

PRIME Programa Academico Anual c/o PECO Energy Co., 1st Floor, 830 SchulykillAve., Philadelphia, PA 19146 (215) 731-3000 Contaeto: John Henderson 0 Cecilia Ciociola Deseripcion: Programa para los esrudiantes de minorfa del 1O-12vo grado para pro veer programas de educacion en el desarrollo de carreras enfatizando aplicaciones de ciencia y matematicas en solucion de problemas mundiales, prepara esrudiantes para que se graduen de escuela superior y entren a los cuatro aiios de colegio.

PRIME Saturday Thtorial and Enrichment Program (STEP) c/o PECO Energy Co., 1st Floor, 830 Schulykill Ave., Philadelphia, PA 19146 (215) 731 -3000 Contaeto: Moruca Hall, Coordinador Deseripcion: Pro vee esrudiante minoritruio dellO-12vo grado con secciones tutelares en los sabados durante el aiio escolar con enfasis en comunicaciones, matematicas, destrezas para la solucion de problemas, preparacion para el SAT, seleccion de cole­gio y destrezas para logros en el coJegio.

Sistema Estatal del Programa de Asociaci6n Educacional a un Nivel Superior Philadelphia Education Fund, Suite 700, 7 Benjamin Franklin Pkwy., Phila., PA 19103 (215)665-1400x3338 Contaeto: Marisol Morales-Azcona Deseripcion: Orientacion a la vida ul1iversi­tru'ia, entrenamiento en las destreias de \ socializacion universitari;, evaluacion de destrezas inc~uyendo un programa de vera­no en la Universidad de West Chester 0 la Universidad de Indiana en Pensilvania. Universidad de Temple, Program a de Ascendencia Lindada de Matematica/Ciencia J 700 North Broad Street, Vivaqua Hall, Room 215, Philadelphia, PA 19122 (2 15) 204-311 2 Contaeto: Angela Mciver, Directora Deseripcion: Programas despues de la escuela, los Sabados y <;Ie verano para los esrudirultes que vienen de famiJias cuyos padres no tienen un gIf]<jp ~n~~ersitruio y hal-

Ian completad6 :iJgebra I con una Co mejor, el Progrruna incluye un curriculum mas avan­zado disenado para alentar la participacion en especialidades relacionadas a matematica y ciencia a un nivel uruversitario.

Universidad de Temple, Programa De Ascendencia Lindada Russell Conwell Educacional Services Center, 204 Seltzer Hall, Universidad Temple, Broad Street and Cecil B. Moore Avenues. Philadelphia, PA 19122 (215) 204-5132 Contaeto: Norma Arnold, Directora del Centro de Servicios Educacionales de Russell Conwell Deseripcion: Tutorfa en matematica, cien­cia, Ingles, preparacion par eJ.-SATy destrezas en pensamiento cntico. Carera en Consejerfa y exploracion de selecciones universitruias e informacion yasistencia financiera. RequisifoS especiales: Primer generacion de estudiantes universitarios de las Escuelas Superiores Lincoln, Edison, Gratz, Kensington 0 Benjamin Franklin.

EI Programa Herencia Delaware Valley College, 700 East Butler Avenue, Doylestown, PA 18901 Contaeto: Jean G. Moore, Directora; Stewart COlloway, Director Asistente Deseripcion: Recurso de recomendacion academica, alguna tutona personal, conse­jerfa de careras, e informacion de ayuda financiera uruversitruia y consejena de uno a uno. Requisitos especiales: Sirve las sigu­ientes escuelas: Escuelas Superiores Franklin, Dobbins/Randolph AVTS, y King; Escuelas Intermedias Ada Lewis, Bache Martin, y Vaux; y Escuela Elemental Morrison.

Universidad de Pensilvania Programa de Ascendencia Lindada University of Pennsylvania, 3933 Walnut Street, Philadelphia, PA 19104-6184 (215) 898-3185/6 Contaeto: Frederick Whiten, Director Deseripcion: Ayudar a los estudiantes a

. ,.. obterer admis(on al co(egio a traves del I, aumento de destrezas atademicas, motivan;

do esrudiantes para que formen metas edu­cacionales y de carreras, proveyendo una instrucci6n en materias academicas y preparacion para el SAT. Consejena con adrnisiones y ayuda financiera. RequisifoS especiales: Estudiantes de 9no -11 mo grado que son posibles primeras gen­eraciones de esrudiantes universitarios que atienden las Escuelas Superiores de West Philadelphia, Strawberry Mansion, Germantown, Martin Luther King, Olney, Audenried, University City, South Philadelphia y',William Penn.

1.... _ ___ . ________ . _~ __ ........ . ___ _____ ~ __ _ • ___ ~_. __ • ___ ___ ~_. _. ______ ______ _

;,A quien vas a lIamar?

Abajo es una !ista parcial de recursos que pueden ayudar con la aplicacion del colegio, ayuda financiera y procesos de beeas.

NUMEROSDE TELEFONOS

College Access Centers Centro de aeeeso al colegio Tres Centros de Acceso al Colegio sir­yen a la comunidad de Philadelphia proveyendo informacion gratuita, guia y apoya para todo aquel que este interesa­do en obtener una carrera universitaria. Center City Gallery 574-1341 Norili Philadelphia 739-9360 West Philadelphia 476-2227

United Negro College Fund, The College Fund (Fondo para colegios negros unidos, EI fonda eolegial) Contacto: (215) 925-9044 El Fondo Universitario colecta dinero para 41 colegios privados de raza afroamericana. La oficina puede pro veer informacion universitaria y de becas en los 41 colegios afroamericanos UNCF.

Federal Financial Aid Information (Informacion para a yuda financiera federal) Contacto: (800) 433-3243 Provee informacion en becas federales y panfletos sobre otros recursos de ayuda federal.

Status of PHEAA State Grant Applications (Estado de la apticacion para la beea estatal de PHEAA) Contacto: (800) 692-7435 Provee informacion en becas estatales de Pensilvania.

Status of Student Loan Applications (Estado de la aplicacion para el pres· tamo) Contacto: (800) 692-7392

INTERNET WEB SITES Philadelphia Education Fund (Fondos educacionales de Philadelphia) Sitio: http://www.fmaid.org Provee la conex.ion para el "web site" de colegios dos aiios y cuatro aiios, colegios afroamericanos historicos y recursos de ayuda financiera y de recursos de becas.

FastWeb (Red Rapida) Sitio: http://philaedfund.org Provee aplicaciones de ayuda financiera completa "on-line" y ayuda a aquellos que utilizan este medio a encontrar becas . .

College Board On-line (Junta Uruversitaria "On· line") , Sitio: http://www.collegeboard.org Provee la conexion para el "web site" de colegios dos aiios y cuatro aiios, colegios afroamericanos historicos y recursos de ayuda fmanciera y de recursos de becas.

Educational Test Service Network (Cadena Edueacional de Servicios de Evaluacion) Sitio: http://www.cts.org Provee consejeria para tomar el SAT (Examen de Aprovechamiento Estandarizado) informacion acerca de los colegios, ayuda financiera y becas para las minorfas.

LIBROS The College Handbook (Manuol del estudiante) La Gwa Oficial de la Junta Universitaria para 3,100 colegios de dos- y cuatro­mos. Descripciol1es especificas incluye requisitos de admision, especialidades, estadisticas de gastos y ayuda fmanciera.

Peterson's Four year College (Colegio de cuaJro aiios de Peterson) La guia de Peterson inc1uye la busqueda rapida de indices de colegios, "Quickfind", datos corrientes y correctos sobre 2,000 colegios, informacion detal­lada sobre prograrnas academicos, vida en el campo universitario, deportes y cientos de retratos del campo universi· tario.

The Black College Guide, por Kenneth Johnson, Sheila Gatling y Jruibu Hill. Un directorio comprensivo de los cole­gios gue son historicamente 0 predomi­nantemente colegios Africano-runeri­canos. Mas de 80 escuelas se describen en ellibro de 300 paginas que especifi­can informaci6n sobre facultad, adrnisi611, costo, y vida academica y en el campo uruversitruio.

The Multicultural Student's Guide to Colleges, (La Guia de Estudiantes MlIlticlIlturales al Colegio) por Roben Mitchell Esta gufa es escrita especialmente para esrudianles de color. Es una guia que explica paso- a- paso el proceso de apli­caciol1, consejos en como organizar el mejor paquete de ayuda financiera, estadisticas del campo universitruio, lista de colegios y ensayos con comentruios de los esrudianles que describen la vida social y academica en el crunpo universi­tario.

Internet Guide for College Bound Students, (Gura de Internet para estudiantes resueltos a ir al colegia) por Kenneth Hartman Provee una gufa de como utilizar ru computadora para encoDtrara informa­cion a fonda sobre los colegios, becas, contactar miembros de la facultad y esrudiantes a traves del "e-mail", partici­par en salones de platica "chat rooms" y grupos noticiosos y aplicar via la com­putadora "on-line" para admisiones y ayuda financiera.

Athletic Scholarships, (Reeas Alliticas) por Andy y Amy Clark Lista de colegios de dos- y cuatro- aiios que ofrecen ayuda financiera para esru­diantes que participen en uno 0 varios de depones. Tambien inc1uye informacion derallada sobre 10 que los colegios bus­can en las aplicaciones, carta y resumes atleticos.

~ - - -. -- -- -----------------~------------------ -

PUBLIC SCHOOL NOTEBOOK • Spring 1999

SPECIAL SECTION: COLLEGE RESOURCE GUIDE

College planner's month-by-month guide continued from p. R-2

preparing the application no later than September.

OctoberlNovember .! Attend the National College Fair at the

Philadelphia Convention Center (date to be announced).

.! Register for or re-take the SAT or ACf test offered in these months (or any other required test for admission).

.! Continue to complete and send (usually through the guidance office) college applications for admission and financial aid. Make sure first report card grades are included. Make sure to include the appropriate fees and make copies of everything before sending. Keep records of all correspondence.

.! Make arrangements for college inter­views. Interviews are usually highly

recommended and sometimes required. .! Make sure to visit those colleges you are

seriously considering and to which you have been accepted. Talk with current students, sit in on classes, and check retention rates for first year students .

December .! Register for or re-take the SAT/ACf test

offered this month (or any other required admission test).

.! Continue to apply for any private sources of scholarships or any other forms of financial aid.

January .! Complete the Free Application for

Federal Student Aid (FAFSA) to apply for grants from the Federal Government and the Pennsylvania Higher Education Assistance Agency (PHEAA).

.! Check with each college to see which financial aid forms are necessary and ask about deadlines. (Some colleges may require you to complete the FAFSA ~d the CSS PROFILE forms). Keep copIes of all correspondence.

FebruarylMarch .! Ask counselors to send second report

period grades to colleges if this hasn't already been done. .

.! Develop a direct contact at the financIal aid offices of those schools to which you have been accepted. Use this contact periodically to check on the status of your financial aid applications.

.! Complete any additional forms from institutions or state aid agencies (PHEAA in PAl.

ApriIlMay/JullC .! Keep track of acceptances, wait list and

denial letters as well as financial aid award letters.

.! Reply promptly to colleges that offer admission. Reply dates are usually up to May 1.

.! After applying for federal grants, you will receive a Student Aid Report (SAR) . You will have to check these forms for corrections and follow all other instruc­tions. If corrections are made, return the SAR to the agency which processed it.

.! Promptly submit deposits required for admission and housing to the college you will attend. Pay attention to deadlines.

July/August .! Off you go to college! Congratulations!

Don't miss your orientation and registra­tion days.

About this guide The Spring 1999 issue "Making College Accessible" and the College Resource Guide was the result of a collaboration between the Philadelphia

Public School Notebook and the Philadelphia Education Fund. The Notebook would like to thank the staff of the College Access Centers and the Fund for making this issue possible.

The Philadelphia Education Fund

\ - 'I11!.?Philadelphia Edllcatiol] Fund uiHgoe)y addresses the educalional needs of cwfctren and 'youth throughout the city through a number of programs and partnerships. The Fund's mission is to provide critical vision, strategies and resources to enhance the quality of public education in Philadelphia, particularly for the historically disadvan­taged population of economically poor students.

The Fund's 42 slaff members work directly with the Philadelphia School District administration, local schools,

community org(ffiizations, parents, businesses, and institutions of higher education to sup­porr program innovation and school improvement aimed at ensuring that all Philadelphia public school graduates are well-educated, engaged citizens, and productive workers.

Across its programs, the Fund is known for its commitment to high standards and excellence. The Fund promotes teachers' growth and leadership through the supporr of teacher networks and mini-grants and provides on-going professional development opportunities on standards-based instruction for teachers, administrators, parents, and community educators.

One of several projects of the Fund, the College Access Pr.ogram provides college awareness and readiness services to approximately 2,600 students in eleven high schools and nine middle schools. • .

Philadelphia Public School Notebook

The Philadelphia Public School Notebook is an independent quarterly news­paper that serves as a voice for parents, stu­dents, classroom teachers, and others who are working for quality and equality in Philadelphia's public schools.

The mission of the Notebook is to pro­mote public engagement in the Philadelphia public schools and to contribute to the devel­opment of a strong "popular will" for educa­tional change in the city and for schools that serve al I children well.

Started by a group' of public school parents, teachers, and commUIrity activists in 1994, the Notebook places a strong emphasis on supporting grassroots efforts to improve conditions in the schools. The Notebook provides information on a wide range of educa­tion-related issues, offers analysis, and serves as a forum in which parents, teachers and students can share their concerns and points of view.

The Notebook has a circulation of 40,000 copies, most of them distributed free of charge through schools, libraries and community-based organizations.

r-----------------------------------------------------------------, We hope you depend on the Notebook for news and views on our schools

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.~ .... @ Make checks payable to Public School Notebook/RHD~ Mail to._37.21. Midvale AY.enu • Phil *::~""";'9 L _____________________________________ -' ___ -'-' _____ .... ___ : .... ...;. __ a::.~_.:}_.:_~Je,.

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recruiters refme some basic skills. They emphasized

. basic research, writing, reading and lJlu COlmrrIUID<cati·, Dn skills because these are

students will need throughout life. key skill, according to Drexel's

Philadelphia's comprehensive high schools, according to Jolley Christman, a senior researcher with Research for Action.

A recent survey conducted by Research for Action and the Consortium for Policy Research in Education showed that more than 80 percent of teachers believe that SLCs have the potential to improve student performance.

Bowers, who teaches at Strawberry Mansion Middle School, said the two SLCs in his middle school deliberately avoided career labels and were staffed with "vigilant" teach­ers who work consciously to avoid tracking.

"If one [SLe] is called 'Motivation' and another 'Health,'

kids figure out if they want to go to college,

they better be in 'Motivation.'"

Bruce Bowers

As a result, the SLC structure has worked well for students and staff.

"SLCs are important for the potential they have to malee teachers understand that rela­tionships with students are important," Bowers said.

Holding SLCs accountable is one way to improve the academic rigor, some suggest.

But data like SAT-9 scores and state test scores, which could help assess an SLCs acad­emic performance, still are not available by SLC.

"It's one of the big problems in measuring the effectiveness of an SLC," Christman said.

Another key issue in malcing SLCs success­ful is support for teachers. Christman said basic structural issues like choosing SLC coor­dinators who are skilled facilitators and lead­ers, giving teachers shared plarming time, and malcing them responsible for one SLC rather

that some SLCs risk becoming "dumping than spreading them out over several, are fun-grounds" for students who don 't select, usual- damental concerns that SLCs need to address ly students who are non-attendees, have poor even before looking at curriculum and instruc-academic records, or simply lack an advocate tion concerns. during the high school selection process. Improvement in curriculum and instruction

SLC Coordinator Pariso said the starts with high quality professional develop-"Motivation" SLC was the first to be set up at ment that is connected to teachers' subject Strawberry Mansion with the clear if unstated area, Christman said. With only ten hours pro-understanding from students that it was col- fessional development required of teachers per lege preparatory. A "Business Academy" and a year, high schools in particular find it difficult "Law and Justice" SLC followed. The "Travel to balance the time necessary for teachers to and Tourism" SLC was the last to be set up hone their subject area knowledge and meet three years ago. other administrative obligations.

Pariso said her "rank" is clearly at the bot- With the District's move to a more decen-tom. tralized structure, responsibility now rests

"We ended up getting students dumped heavily on the school leadership to malee SLCs into our SLC who didn't know what we were effective and academically rigorous . supposed to be about," Pariso said, adding "You need a strong principal to empower that their physical placement within the mid- teachers who are going to do what 's right for dIe school further alienated students from the the children - it all depends on that," Cohen rest of the high school. said.

Cohen said restrictive admission is not The consequence, however, is that schools part of the original vision of SLCs. with weale leaders struggle and those with

"Students should select their SLCs," strong ones tend to progress. Cohen said. "SLCs should not be selecting Expecting each SLC to provide a basic aca-their kids based on admission criteria." demic curriculum is a tall order in a district

For many educators, eliminating "track- that is struggling to recruit enough teachers, ing" within SLCs is critical to their overall particularly those certified and experienced in success. Solomon said all SLCs must tlleir subject area. strengthen their academic programs, whether Most educators say it is still too early to

colleges often offer assistance to stu- or not they are geared to sending students to judge whetller SLCs will truly change the are struggling academically. Temple, college. nature of the system and ensure all students an . has a summer prep program for "It's impossible to maintain one segregat- academically-sound curriculum.

With lower than average SAT scores ed, high-quality unit witllin a school when the "This is work unfini shed," Solomon said. Who are otherwise acceptable candidates for majority of kids are in low-achieving SLCs," "We're trying to fight this battle to malee College. Drexel has a strong parmership Solomon said. SLCs real and valuable places to be. You have

CCP to help students transfer in later if to hold onto the hope that if you nurture .. don't meet the university 's requirements Looking ahead something enough and protect it enough, it

PAGE 7

An SLC glossary A quick guide to com­mon words and phrases

College preparatory sequence: The minimum high school coursework demanded by most four-year colleges and universities. It typically includes: 4 years of English; 4 years of math (and specifically. Algebra I and II and Geometry); 3 years of laboratory sci­ences (Biology, Chemistry and Physics); 2 years of a single foreign language; 3 years of social studies; and other acad­emically challenging electives.

Comprehensive High School: The neighborhood school a student attends if slhe does not apply to another learning institution. There are 22 in Philadelphia. all of which are divided into small learning communi­ties. These high schools accept some students from outside the neighbor­hood for specific SlCs.

Magnet/Special Admission High School: A school that is built around a specialized program with specific restrictions on the types of students it will accept. These schools accept stu­dents from all over the city. There are nine special admission/magnet high schools in the city.

smalll~arning community (SLC): A structure designed to divide the stu­dent population in comprehensive high schools (and other schools) into smaller units. In high schools. students wi II share the same teachers through the grades. Each SlC has its own acad­emic program and focus. SlCs were mandated in all 22 comprehensive high schools by 1995 and in all schools in the 1997-1998 school year.

Magnet SLCs: Magnet SlCs are found in six comprehensive high schools and offer a specialized program for stu­dents. These SlCs have restrictions on the students they accept.

Motivation SLCs: Eight comprehensive high schools offer motivation pro­grams. These SlCs select students based on academic records and offer them a college preparatory curriculum.

Tracking: The practice of rostering stu­dents based on the assumption that some students can achieve at high lev­els and are "college material" and oth­ers are not. Often resu lts in students being divided into classes or programs based on their academiddisciplinary record. race. etc.

Detracking: The deliberate effort to stop "tracking" at a school. A school or SlC that is not tracked would have classes which include students of all races. class backgrounds. and academic abilities and would have an environ­ment where all students receive a high quality rigorous education.

Criteria-based Admissions: The District has agreed to allow some SlCs to establish certain restrictions on the types of students they may accept. These restrictions can apply to grades. test scores. behavior or other qualifica­tions. Students who meet these criteria are then placed in a lottery for selec­tion into the SlC.

Open Admissions: Programs without restrictions. found at the comprehen­sive high schools. St udents are placed on a first-come basis depending on their top selection and whether t hey are a student in that neighborhood.

Special Admissions: An SlC or school with a special ized program with more admissions restrictions than criteria­based programs. These SlCs select stu­dents based on academic abilities_

Recruiters encourage students to con- Despite these issues, SLCs are widely seen will becom~ that thing that you originally cOlleg.~sabQut.SlIchprOgI;alllS . . " ,\ , • as.the,best,hope fouadically .cbanging , " " el'lvlsJOI1ed. ''' .,,~.'-.... , ,"'- '"_~ ~ •••• 4 ,_.J ~ · 'jU'. _'1 ",,~, J ~ •• ,... \

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PAGE 8 PUBLIC SCHOOL NOTEBOOK SPRING 1999

by Adrian Miles

Each fall, families of eighth grade stu­dents are sent piles of information about the high school and small learning com­munity (SLC) selection process. With 36 high schools and more than 185 programs, this process can often be overwhelming.

With so many SLCs being career­focused, students and parents may feel pressured to choose their SLC based on their career interests at an early age. It 's important, however, that parents and stu­dents keep focused on the academics of an SLC and not solely on its theme or extracurricu lar appeal. This way a child has a chance to choose from a variety of options -career and college - upon graduation from high school.

Keeping in mind the following guide­lines can help you choose an SLC that pro­vides a substantive academic program that is of interest to you as well .

1. You have the right to choose your small learning community.

The District has implemented a selec­tive admissions process for some SLCs, but the majority are open to all students, regardless of your academic status. At the same time, not all students get their first choice SLC. Therefore, it is important to identify several options on your high school application form. You can request up to six programs.

Parents of students w ith classified learning disabilities, please note that the District has agreed that all SLCs - includ­ing special admission programs - must be open to your child's application.

2. Your small learning commu­nity should provide an academ­ically rigorous program for all its students - regardless of its name.

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This year, the District adopted stricter graduation and promotion requirements to ensure that all students meet more rig­orous academic standards. For high school students, this means an extra year of math, science and world languages will be required for graduation. In addition, high school students must complete a project that demonstrates strong writing, commu­nication, multicultural and problem solv­ing skills. These graduation and promo­tion requirements will apply to all SLCs rega rd less of whether they consider them­selves college-prep or not.

It is important that parents and stu­dents demand college preparatory math, science and English courses. Be careful of loaded words like "business English" or "business math." Parents are entitled to look at the course syllabus to make sure that these classes are academically rigor­ous. Make sure they are not simply a remedial academic program.

Furthermore, knowing that your child's graduation depends on the development of writing, commu-nication and prob-

preparatory English; four years of col­lege preparatory mathematics, including Algebra I, Algebra II and Geometry; three years of college preparatory science with laboratory, such as Biology, Chemistry or Physics, two years of a foreign language and three years of social studies.

• What percent of twelfth graders go to college and what percent of those who go stay?

• What does the SLC do when a student is struggling?

• What percent of teachers are certified in their subject areas?

Not only is it important to ask teachers these questions, but it is also a good idea to question former and current students about their academic experiences in that SLC.

4, It is important to develop a relationship with the teachers in your small learning community.

A small learn ing community's success is based on a close relationship

lem-solving ski lls means that your SLC should provide the proper instruc­tion to give those skills to your child . Ask your SLC coor­dinator to explain how those skills will be incorporat­ed into every class

Parents should focus on the academic

substance of an SLC, not its theme or

extra-curricular appeal.

between student, teacher and parent. SLC coordinators generally visit their feeder middle schools to recruit students for their programs. They also sponsor open house events to

your child takes.

3. You are entitled to know the academic and disciplinary data on your SlC.

Since their inception in 1992, small learning communities have compiled data on the academic progress of their stu­dents. This data - which includes passlfail rates, attendance, and number of suspen­sions - gives critical information about how academically rigorous and focused your SLC may be. Your SLC coordinator has this data.

Some questions to ask are: • What coursework is offered by the

SLC? • What percent of kids are taking col­

lege-bound English, math and science courses as well as a foreign lan­guage?

• What percent of ninth graders gradu­ate in four years?

• What percent of twelfth graders graduate with the minimum course load required for college? This includes four years of college

recru it for the upcoming year.

Recruitment programs are good opportu­nities to ask questions and gather infor­mation for your decision.

Get to know your child's teachers by attending open house, interim and report card conferences, and Home and School Association meetings. Additionally, discuss any problems or concerns you may have with your child's teachers and SLC coordi­nators so that they are aware of your child's needs.

S. It's necessary to follow up after making your SlC selection.

After you have gone through the selec­tion process, follow up on the status of your selection. Generally, paperwork is due in November, and notification occurs the following March or April.

If your child does not choose an SLC, he or she will be randomly placed in one. Sometimes, errors are made in the SLC process. Don't wait until September to take steps. Before the end of t he year, contact your local school counselor or the Office of Student Placement at 299-3688.

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SPRING 1999 PUBLIC SCHOOL NOTEBOOK

Mejorar SLCs requiere esfuerzos viene de fa p. 1

ante la oportunidad de matricular y tener exito en vez de evitar 'seguimiento' a los estudiantes, sea por raza, cJase 0 nota academica?

Yendo rna alia de "calido y velloso" EI mas urgente asunto para padres, estu­

diantes Y educadores ha sido el punto de rig­urosa ensefianza y sus desniveles entre las SLCs.

"SLCs son un cambio de organizaci6n­no un cambio academico," seglin Deborah Weiner, la directora de la Comunidad de Asociaciones de Los Futuros de Filadelfia, que culpa a muchas SLCs que no preparan adecuadamente a los estudiantes para eL colegio.

Verdaderamente, los datos en las escuelas secundaria demuestran que los SLCs varian mucho en sus requisitos academicos. Los

"H emos creado un os sitios ctilidos y veliosos, pero eso no 10 hemos hecho en donde los j6venes ya tienen

exitos academicos." Rochelle Nichols Solomon

ultimos datos, compilados por el Distrito en Junio 1997 de graduados secundarias, demuestra que estudiantes han cumplido un minimo de requisitos academicos, incJuyen­do dos anos de matematicas, dos anos de ciencia y dos anos de idiomas.

Los datos, organizados por la escuela secundaria y SLC, demuestran que en algu­nas escuelaselLa SLC de un estudiante parece determinar si evella ha tenido acceso a esos cursos. En una escuela secundaria comprensiva, el 97 porciento de los estudi­antes en la escuela "Motivaci6n" SLC ha realizado cursos "minimos." S610 eL diez porciento de los graduados en La escuela Business Training Network SLC hizo 10 mismo.

losos donde se reuniran las necesidades emocionales y sociales de los estudiantes pero eso no 10 hemos hecho en donde lOS' j6venes ya tienen exitos acactemicos," dice Rochelle NichoLs Solomon, la directora de la Comunidad Compacta de Filadelfia del Norte.

Saliendo del "seguimiento" ALgunas SLCs ahora eligen estudiantes

segl1n sus notas academicas, un costumbre que Los oficiales del Distrito ha eliminado hace muchos anos pero han vuelto a imple­mentar despues de perder una batalla polftica muy publicada en el Consejo de la Ciudad.

Este ano, mas de la mitad de las 22 escuelas comprensivas (minimo 12) tienen un program a de matricula restrictiva 0 SLCs con matriculas restrictivas, y esto les permite elegir estudiantes principalmente segun sus notas, resultados de examenes y expediente academico.

Para los estudiantes secundarias que se preocupan en matricularse al colegiado la SLC en donde estan es un componente criti­co para determinar si tienen esa opci6n.

"EscueLas no admiten el 'seguimiento,' pero los j6venes y maestros saben," dice Bruce Bowers, un maestro en el Strawberry Mansion Middle School. "Si una [SLC] es llamada 'Motivaci6n ' y otro llamada 'Salud' no tardaran los nmos en figurar que si quieren matricular en un colegio, sera mejor que esten en 'Motivaci6n.' ''

Cohen dice que la admision restrictiva no es parte de la vision original de las SLCs.

"Los estudiantes deben elegir sus SLCs," dice Cohen. "Las SLCs no son los que deben elegir a los nmos basados en sus reglas de selecci6n."

Para muchos educadores el eliminar "seguimiento" dentro de la SLC es critico en su exito completo. Solomon dice que todo las SLCs deben intensificar sus progran1as academicos, sea 0 no esten inclinado a man­dar sus estudiantes al colegio.

"Es imposible mantener una unidad seg­regada y de alta calidad dentro de una escuela cuando la mayona de los niiios estan en una SLC de bajo categoria," dice Solomon.

Mirando de frente A pesar de estos puntos, las SLCs son

ampliamente vistos como la mejor esperanza para las escuelas secundaria comprensiva de Filadelfia, segun Jolley Christman, un inves­tigador con Research for Action.

Una reciente encuesta por Researchfor Action y el Consortium for Policy Research in Education presenta que mas del ochenta porciento de maestros creen que las SLCs tienen la potencia de mejorar el trabajo del estudiante.

Haciendo Las SLCs responsable es una forma de mejorar el rigor academico, algunos sugieren.

Informes como las notas del SAT-9 y notas de examenes del estado que pueden ayudar en apreciar el funcionamiento academico de la SLC todavia no estan disponible a las SLCs.

"Es uno de los grandes problemas en medir la efectividad de una SLC," dice Christman.

Otro punto clave en hace la SLC exitoso es el apoyo a los maestros. Christman dice que los puntos basicos estructurales como escoger los coordinadores de las SLC y que sean facilitadores aptos y lideres, dando a los maestros tiempo compartido y haciendo­los responsables para una sola SLC y no sobre muchos otros, son los asuntos funda­mentales que las SLCs necesitan enfrentar antes de mirar el plan de estudio y modo de ensefianza.

Mejorar el plan de estudio y ensefianza empieza con un desarrollo profesional de alta calidad que este relacionado a la materia de los maestros, dice Christman. Con s610 diez horas de desarrollo profesional requeri­do de maestros cada ano, las escuelas

PAGE 9

Foto: Philadelphia Education Fund

secundaria encuentran diffcilla tarea de bal­ancear el tiempo necesario para que los mae­stros aprendan la materia y enfrentar orras obligaciones administrativas.

Con el paso del Distrito a una estructura decentralizada la responsabilidad ahora cae con mucho peso a los jefes de la escuela para que las SLCs sean efectivios y rigurosa­mente academico.

"Tu necesitas un principal fuerte para apoderar a los maestros a que hagan 10 que es correcto para los nrnos - todo depende de eso," dice Cohen.

La consecuencia, sin embargo, es que las escuelas con jefes debiles hacen esfuerzos y aquellas con jefes fuertes progresan y pros­peran.

Esperando que cada SLC provee un plan de estudio basico academico es un pedido diffcil en un Distrito que esta haciendo esfuerzos a reclutar bastantes maestros, en particular, aquellos certificados y con experi­encia en su materia.

Muchos educadores dicen que todavia es muy temprano para juzgar si las SLCs cam­biaran la naturaleza de la sistema y asegurar que tengan todos los estudiantes un buen plan de estudio.

"Este es un trabajo sin terroinar," dice Solomon. "Estamos rratando de luchar una batalJa para hacer La SLC real y un sitio valioso. Tienes que apoderar a la esparanza de que si tu alimentas algo y 10 protegee bas­tante esto sera Lo que IU, desde un principLe, sofiabas de veT."

Traducci6n par Lourdes Ocampo

En otro estudio por la Comunidad Compacta de Filadelfia del Norte para el lngreso y Exito en la Universidad, el dato de una escuela secundaria comprensiva demuestra el porcentaje de estudiantes tomando matematicas de alta nivel variados sobre los ocho SLCs de La escuela del 16 al 95 porciento.

Los oficiales del Distrito dicen que tienen conocimiento de los datos y estan tratando de corregir las discrepancias academicas en la estructura de la SLC

La historia discutida de pequeiias comunidades de aprendizaje

"La parte fadl es el cambio estructural; 10 dificil sera mejorar la ensefianza," dice Renee Cohen, quien se encarga de la organi­zaci6n de las pequefias escuelas secundaria desde el ano 1993 hasta el ano 1996. "Esperamos que los nuevos requisitos de graduaci6n y promoci6n al rigor acactemico." . Cohen dice que las SLCs deben de ser 19ual a 10 que esperamos de la academica pero admitio que la falta de recur$OS pueden desempefiar un papel en que algupas SLCs ofrescan cursos mas dificiles que otras. Por eJemplo, el Distrito carece de maestros de idiom as, por eso muchos estudiantes no reciben estudios de idiom as simplemente porque no hay bastantes profesores.

Para que se mejoren las SLCs el enfocar a :a,rigurosa ensefianza es una prioridad,

gun los consejeros de las educaci6n. "Hemos creado unos sitios calidos y vel-

par Ros Purnell and Helen Gym

Hacia fines de la decada de 1980, Filadelfia se transform6 en un campo de pruebas para eL mov imiento "escuelas pequefias" ("small schools" nwvemenr). E! movimiento era liderado pOI el hoy

desaparecido

ANALISIS ~~:a:,:dores paralas Escuelas

de Filadelfia" (Philadelphia Schools Collaborative), un grupo de educadores que proponfan ambientes mas pequeiios para contrartestar el ambiente muy total­izante y disfuncional de las escueJas . secundarias. EI prop6sito del movuruento era crear escuelas aut6nomas mas pequefias con control sobre presupuesto, rentas y disefio curricular. _ "

La campana por "escuelas pequenas

en Filadelfia acabO desencadenando cam­bios radicales tanto en Chicago como en la Ciudad de Nueva York.

De acuerdo a Michelle Fine, un docente de la Universidad de Nueva York y uno de las creadores del movimenro "escuelas pequefias" de fmes de jos anos 80, Filadelfia perdi6 may pronto el sentido de Ja visi6n originaL

La profesora Fine piensa que eJ modelo de escueJa pequefia enfatizaba la creacion de ambientes "educacionalmente fntimos" con un curriculum academico riguroso donde eada alumno sena preparado para el nivel de estudios requerido en la universi­dad (college) .

Fine agrega que la visi6n comenz6 a deshacerse cuando la asociaci6n y los administradores del Distrito protesraron contra el control ejercido por las SLCs

sobre presupuestos y rentas. En lugar de aquello, el Distrito se aprovecM de s610 un aspecro de la idea original 6 el concepto de "pequefio" y 10 us6 para desintegrar aquel­las escuelas secundarias muy grandes, pero sin un prop6sito academico claro.

"E! desarrollo alcanzado por las pequefias comunidades esta muy ligado a la historia de la educaci6n seculldaria en Filadelfia y tambien la cultura de expecta­tivas de los profesores y alumnos que ya existfa antes de las SLCs," pensaba Jolley Christman, un investigador titular de "lnvestigaci6n por laAeci6n" (Research for Action) un organismo que ha esuldiado las SLCs desde su comienzo.

De acuerdo a Christman, 10 primero y mas irnportante en Filadelfia era la pI1ictica

SLCs continua en fa p, 10

PUBLIC SCHOOL NOTEBOOK PAGE 10 SPRING 1999

5 cosas que debes saber . . Eligir una pequefia comunidad de aprendlzaJe

por Adrian Miles

Cada otono, las familias de alumnos de octavo grado reciben muchisima informa­cion sobre la escuela secunda ria y sobre el proceso de admision para el programa pequena comunidad de aprendizaje (en ingles, small learning community 0 SLC).

Con 36 escuelas secundarias y mas de 185 programas involucrados, este proceso puede resultar abrumador.

Con tantos programas SLC orientados hacia una carrera, tanto padres como alumnos pueden lIegar a sentirse presion­ados por elegir una SLC en base a sus pref­erencias por una carrera desde los primeros anos de estudio. Sin embargo es importante sugerir que tanto padres como alumnos presten atencion al aspecto academico de una SLC y no solamente al tema 0 a su atractivo extracurricular. De este modo un alumno tiene la oportu­nidad de elegir entre una variedad de opciones de carrera 0 de universidad (a nivel de colegio) -Iuego de graduarse de la escuela secunda ria.

Tener en cuenta las siguientes pautas puede ser de ayuda para que usted elija una SLC que proporcione a su hijo un pro­grama academico de peso y que a la vez sea de su interes.

1. Usted tiene el derecho de elegir su pro pia pequena comu­nidad de aprendizaje.

EI Distrito ha implementado un proceso de admision selectivo para algunas SLCs, pero la mayoria estan abiertas para todos los alumnos, sin considerar su estatus 0

situacion academica. AI mismo tiempo, no todos los alum nos consiguen quedar en la SLC que tienen como primera opcion. Por 10 tanto es importante identificar varias opciones que hay en el formula rio de pos­tulacion de su escuela secunda ria. Usted puede solicitar hasta seis programas.

Los padres de alumnos con discapaci­dades de aprendizaje clasificadas, deberian considerar que el Distrito ha acordado que todas las SLCs 0 incluidos programas con requerimientos especiales de admision 0 deben estar abiertos a la postulacion de su hijo.

2. La pequena comunidad de

Es importante sugerir que tanto padres como alumno.s presten ate.nei6n al aspecto acade­mica de una SLC y no solamente al tema a a su atractlvo extracurricular.

aprendizaje a la cual usted pertenece, debe proporcionar un programa academicamente riguroso para todos sus alum­nos cualquier sea su nombre.

Para el presente ano el Distrito ha implementado requisitos de promocion y de grad uacion mas estrictos para asegurar que todos los alumnos alcancen un nivel academico mas riguroso. Para alumnos de escuela secundaria esto significa que para poder graduarse van a necesitar un ano extra de matematicas, de ciencias y de idioma extranjero. Ademas, estes mismos alumnos van a tener que completar un proyecto para demostrar fuertes capaci­dades en escritura, comunicacion, multi­cultura y habilidades para resolver proble­mas. Estos requisitos de promocion y graduacion se aplicaran a todas las SLCs, se consideren 0 no preparatorias para la uni­versidad (college).

Es importante que padres y alumnos exi­jan curs~s preparatorios para la universi­dad en matematicas, ciencias e ing les. Tenga cuidado con palabras sobrecargadas como "ingles financiero"(business English)

o "matematicas financieras"(business math). Los padres tienen derecho a cono-

cer el plan de estudios de los cursos para asegurar que las clases son academica­mente rigurosas. Asegurese de que los cur-50S que Ie interesan no sean un mer~ titu­lo para un programa academico de poco peso 0 bien uno de tipo compensatorio.

La graduacion de su hijo depende del desarrollo de sus capacidades de escritura, comunicacion y habi lidades para la resolu­cion de problemas. La SLC deberia propor­cionar la instruccion adecuada para desar­rollar aquellas capacidades en su hijo. Pida a su coordinador de SLC que Ie explique como esas capacidades seran incorporadas en las clases que su hijo vaya a tomar.

3. Usted tiene el derecho de conocer toda la informacion academica y disciplinaria exis­tente en su pequena comu­nidad de aprendizaje.

Desde su in icio en 1992, las pequenas comunidades de aprendizaje han compi la­do informacion sobre la evolucion -academica de sus a lumnos. Esa informa­cion - que incluye cifras de aprobacion / reprobacion, asistencia aclases y numero de suspensiones - proporciona informacjon critica sobre el nivel de rigor academico y

SLCs tienen una historia discutida viene de la p. 9

de "seguimiento" de estudiantes segtill sus capacidades academicas. Alumnos con "capacidades especiales" eran enviados a escuelas con sistema de admisi6n especial; aquellos con "capacidades normales" eran enviados a escuelas de barrio y el resto era enviado a escuelas tecnicas y vocacionales.

Christman agrega que como resultado de 10 anterior, por un lado estan SLCs que sf preparan a los alumnos para la educaci6n post-secundaria y por otro lado estlln aquel­las que no 10 hacen.

''£ste es el contexto global en que la gente ha visto a la educaci6n secundaria durante muchos ailos," continua Christman. "No sorprende a nadie que la entrada de las SLCs a un contexto con un trasfondo como este, finalmente haya tambien sido cogida por esa cultura."

Esta tendencia fue evidente desde el prin­cipio. Ya que las SLCs no fueron obligato­rias hasta 1992, las escuelas secundarias que las babfan implementado p[imero tendieron a atraer a los profesores de mentalidad mas reformista, quienes a menudo son los prafe­mres mas fuertes dentro de lasaladetlase-,-·

En consecuencia, aun hoy mismo, hay mucha diferencia de cahdad entre los profe­sores de ias SLC, concluye Christman.

Rochelle Nichols Solomon, directora de la Comunidad Compacta de Filadelfia del Norte para el Ingreso y Exito en la Universidad (North Philadelphia Community Compact for College Access and Success) piensa que una vez que las SLCs fueron obhgatorias para las escuelas secundarias en 1992, tanto el personal administrativo como los profesores "se obsesionaron con la logfstica del asunto."

"Se suponia que iba a ser un medio para juntar profesores y alumnos para lograr un impacto en el desempeno academico," con­tinua Solomon, "pero la gente se 0lvid6 de eso porque era la parte mas dificil de todo el asunto."

La senora Solomon tambien atribuye parte de la mentalidad de seguirniento a la tendencia del Distrito de nornbrar los temas de carrera de las SLCs con titulos tales como "finanzas," "salud" y "comunicaciones."

"Con tales nombres, la gent!icoinenz6 a empobrecer la definici6n de los alurnnos tanto como la del cUrriculum acacterilico:'

dice Solomon. A pesar de estos problemas, las SLCs han

logrado ciertos progresos al mejorar la expe­riencia de escuela secundaria para muchos alumnos. Segun Christman, la mejoria en la asistencia aclases y en la perseverancia en los alumnos para graduarse pueden atribuirse directamente a labor de las SLCs.

La senora Solomon dice que se siente anirnada por el hecho de que padres y alum­nos parecen bastante familiarizados con el concepto de SLC y ya comienzan a incorpo­rarlo allenguaje en reuniones y conversa­ciones. Pero mas importante que eso, ella ha visto como muchas SLCs him' enfatizado el aspecto academico de la educaci6n, desde luego que no en aquellas etiquetadas como "academias" 0 "de motivaci6n" 0 "de admisi6n especial."

"Las SLCs han incrementado la percep­ci6n de que los chicos inteligentes son mas que s610 chicos en 'Morivaci6n,''' concluye Solomon.

Tradutci6n por Claudio Mi'ddlelon I ., •• L __ :

orientacion que su SLC debe ria tener. Su coordinador de SLC posee esa informacion.

Algunas de las preguntas para hacer al personal de la SLC son:

L Que trabajos ofrece la SLC?

LQue porcentaje de alumnos toman cur-50S de pre-universidad en matematicas, ingles, ciencias e idioma extranjero?

LQue porcentaje de alumnos de nove no grado se gradua en cuatro anos?

L Que porcentaje de alumnos de docea­vo grado se gradua con la carga minima de cursos requerida a nivel de universi­dad? Esto incluye cuatro anos de ingles preparatorios para la universidad; cuatro anos de matematicas preparatorios para la universidad, incluyendo algebra I, algebra II y geometria; tres anos preparatorios en ciencias con laboratorio, tales como bio logia, quimica 0 fis ica; dos anos de idioma extranjero; y tres anos de estudios sociales.

L Que porcentaje de a lumnos de docea­vo grado ingresa a una universidad y que porcentaje de los que ingresan per­manece?

LQue hace una SLC cuando un a lumno esta en dificultades?

L Que porcentaje de profesores tiene grado academico en sus areas de estudio?

Tambien es una buena idea conversar con un chico que sea alumno en la actuali­dad y con un ex-alumno sobre sus respecti­vas experiencias en esa SLC.

4. Es importante cultivar rela­ciones con los profesores de su pequena comunidad de apren­dizaje.

EI ex ito de una pequena comunidad de aprendizaje esta basado en relaciones estrechas entre e l alumno. el profesor y los padres. Los coordinadores de SLC estan generalmente en contacto con escuelas intermedias (0 middle schools. habitual­mente de quinto a octavo grado) para reclutar alumnos para sus programas. Tambien se enca rgan de patrocinar even­tos t ipo "dia abierto al pu blico" (open

house events) para conseguir alumnos para el ano que viene. Los programas de reclutamiento son una exce lente oportu­nidad para aclarar dudas y consegui r la informacion necesaria para tomar su decision.

Trate de conocer a los profesores de su hijo asistiendo al "dia abierto al publico." a las reuniones sobre reportes de califica­ciones (report card conferences) y a las "reuniones de la Asociacion de Escuela y Hogar" (Home and Schodl Association).

Comunique cualquier problema 0 preocu­pacion que usted pueda tener tanto a los profesores de su hijo como a los coord i­nadores de SLC. de modo que e llos esten a l tanto de las necesidades de su hijo.

5. Es necesario proseguir aun despues de haber elegido una SlC.

Despues que usted ha pasado por el proceso de seleccion continue preguntan­do par su situacion en proceso de selec­cion del programa elegido. Generalmente el tramite concluye durante e l mes de noviembre y la notificacion tiene lugar en ma rzo 0 abril sigu ientes.

Si su hijo no el ige un programa SLC. ser ub icado en uno a l azar. Pueden ocurrir algunos errores durante e l proceso de seleccion de 'SLC. En caso de cualquier problema 0 duda al respecto. pO(1gase en contacto con e l consejero de su escuela local 0 con la Oficina de Colocacion de Estudiantes (Offi~e of Student Placement).

fono 299-3688.

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Standardized testing and the SAT-9: two views Flawed tests do not promote high-quality education by Monty Neill

There are many ways in wh ich schools for rich kids differ from schools for poor kids, but one important difference is the use of standardized tests.

In the well-to-do suburbs, schools rarely use standardized tests to control cun·iculum and instruction. Research by FairTest and other organizations has shown that where there are more poor children and children of color, there is more testing and more teach­ing to the test.

If the goal in Philadelphia is a strong edu­cation for all children, teaching to the Stanford-9 Achievement Test (SAT-9) will not achieve it. Here are some of the reasons why:

The SAT-9 is mostly multiple-choice, with some questions asking students to write sh0l1 responses. There is a lot more to read­ing, math and other subjects than multiple­choice and short-answer questions can mea­sure. By itself, the SAT-9 does not adequately measure how well students can read and do math.

The SAT-9 cannot

skill is using your mind well, which the SAT-9 does not test.

Second, to learn basic skills, students need to be actively engaged. People do not learn when their minds are tumed off. But drilling for tests does just that. Third, "later" never comes for too many stu­dents, who are never expected to really think in the subject areas.

Finally, high stakes testing is not effective. FairTest research has found that states with high school graduation tests are less likely to show improvement in math than are states without high school graduation tests. We think this is

because high-stakes testing pushes teachers

measure most knowl­edge that students need to do well in college, qualify for good jobs, or be active and informed citizens. Tests like this don't test prob­lem-solving, deci­sion-making, judg­ment, or social skills. In other words, they

The SAT-9 cannot mea-into ineffective prac­tices which focus only on the narrow skills measured by exams such as the SAT-9.

sure most knowledge that students need to do well in college, qualify for good jobs, or be active and informed citizens.

There are better ways to assess student learning and school qUality. For example, many teachers use portfolios, collections

do little to test our children's ability to think, function and succeed in a real-world environ-ment.

Overemphasis on tests encourages schools to spend lots of instructional time practicing on questions like those on the SAT-9. Unfortunately, since the tests are very limited, teaching to them narrows instruction and weakens curriculum.

Research shows that students make stronger long-term achievement gains when the emphasis is on improved teaching meth­ods and not on multiple-choice or short­answer testing. Making test score gains the definition of "improvement" only guaran­tees that schooling becomes test -coaching, and the children pay the price.

Some people say the emphasis on tests is necessary because urban children first have to learn the "basic skills" measured by those tests, and "later" they can learn other things. This approach is wrong for several reasons.

First, people learn by thinking, not by memorizing facts and skills that make no real sense to them - which is what teaching to the test encourages. "Basic skills" mea­sured by the test are partial and limited understandings of knowledge. The real basic

of student 's school-work, to assess learning in subjects all across the curriculum.

Assessment can include observation, samples of student work, essays, lab experi­ments, public presentations and exhibitions, group projects around solving real-world problems, and the kinds of quizzes and tests that teachers already use. From these assess­ments, teachers gather rich, detailed infor­mation they can use to improve the quality of leaming for their students, and to inform parents and the public.

Unfortunately, Philadelphia is not likely to drop the SAT-9 soon. But if the District is serious about real improvement, it must move away from a one-sided, narrow emphasis on test scores. It must encourage a range of assessments, help teachers become better at assessing their students and give them support to do so, and reward achieve­ment using authentic measures of learning, not narrow, trivial tests.

Monty Neill is Executive Director of the National Center for Fair & Open Testing (FairTest) in Cambridge, MA. E-mail to fairtest@aol.com. FairTest has many publica­tions and fact sheets on testing.

No test gives complete picture, but SAT-9 testing is useful by Ron Whitehorne

Critics who say the SAT-9 claims to test everything have created a straw man

that is easy to demolish. Not even the SAT-9 's

most vocal defenders claim it can "adequately measure how well stu­dents read and do math" or "measure most knowl­edge that students need to do well in college, qualify for good jobs or be active informed citizens" - as Monty Neill has written in his Opin ion piece.

The School District encourages a variety of assessment tools, includ­ing precisely the instru­ments like portfolios, pro­jects and real world problem-sol ving that are

cited as meaningful. Indeed, the whole rationale for the selection of the SAT-9, as opposed to a different standard­ized test, is the argument that it meshes well with standards-driven instruction and perfor­mance assessment - two of the major ini­tiatives of Children Achieving.

There is the very real problem that stan­dardized tests may result in teachers "teach­ing to the test" -

require 20 minutes for a middle school stu­dent to answer - longer than most essays students would encounter on a teacher-made test or classroom assignment. Secondly, the test, both in the mul tiple-choice and the open-ended questions, does emphasize inferential thinking and problem-solving. Subject matter knowledge as measured on the test is more a matter of broad conceptual understanding than of retention of facts .

While the SAT-9 may weJl have short­comings in these areas, many classroom teachers believe it represents, both in form and substance, a real step forward from ear­lier standard ized tests by asking the right kind of questions.

Neill 's second argument about the harm­ful effects of standardized testing has merit but is one-sided and begs some important questions. Standardized testing is typically driven political ly - a quick fi x for political leadership anxious to show "results" to a frustrated public. This dynarnic is defmitely at work in Pennsylvania and Phi ladelphia. Superintendent David Hornbeck's contro­versial scheme of rewards and punishments for schools, based primarily on SAT-9 data, certainly has promoted "teaching to the test" with a vengeance.

This being said, do we really want to eliminate standardized testing? Portfolios and other assessment tools are important but

they have serious lim­itations if used by having students mem­

orize discrete facts and focus narrowly on literal knowledge of subject matter. It's a problem in

Many classroom teachers themselves too. The subjective nature of

believe the SAT-9 these tools makes it

Philadel phia, as in other places where standardized tests loom large in calcu-

represents a real step forward from earlier standardized tests.

difficult to quantify results.

Test data, if seen as one imperfect way of evaluating student progress, can be lIse-

lating student achievement and school progress.

But this is not the focus of Monty Neill's inquiry. Instead, he argues that the SAT-9 is a bad test that focuses on factual knowledge and narrow skills at the expense of critical thinking and problem-solving. Furthermore, he says that standardized tests are generally harmful and at odds with assessing how well our schools are doing.

Let's take these arguments one at a time. The SAT-9 is different from earlier standard­ized tests used in Philadelphia - different in positive ways which Neill fails to appreci­ate. First, the format of the SAT-9 includes open-ended questions that call on students to use inferential thinking, construct argu­ments and utilize a wide range of skills. Half the testing time is devoted to answering these questions.

These are not "short answer" questions. Typically, these open-ended questions

ful in looking at a school's progress or how it fares compared to other schools. While many of the ways test results are used are objectionable, it is also worth remembering that for many years Philadelphia rejected nationally-normed tests in favor of its own test, which masked the extent to which our children were not learn­ing. Furthermore, a test like the SAT-9 is an important diagnostic tool, informing teachers of areas of both generalized and individual student weakness.

No classroom teacher would base a stu­dent 's grade solely on a test. Successful teachers typically develop a variety of pro­jects that measure a student 's skills and con­ceptual understanding and allow for the dif­ferences in students' modes of self-expression.

But I know few teachers who have elimi­nated tests and quizzes from their assess­ment repertory. In the real world of large classes and short periods, it's an efficient way to gauge student progress.

Letters to the Editor Similarly school districts are unlikely to

give up standardized testing given the con­straints they face - nor should they. Rather, we should concern ourselves with the quali­ty of the test and the uses to which it is put.

Coverage lacking in African­American Studies story To the editor:

Congratulations on another year of great educational journalism. Every issue I read makes me think that you do more to advance understanding of what's really going on in Schools with your quarterly publications than the Inquirer and Daily News combined.

I especially appreciate your puhlication of school performance data, practical infor­mation on whom to contact to solve school problems and the translation of key articles

on school,fll{WW,." ', '", . _, .,"" .','. 'y,_'_" .'

However, the coverage of African American Studies in the Fall 1998 issue fell short of your usual high standards. This dis­cipline could playa major positive role in promoting both cultural knowledge and . respect across ethnic lines. The key Issue IS not where the office appears on an orgaruza­tional chart, but what it has produced in terms of increasing teacher and student knowledge and skill.

The inclusion of multicultural skills as part of the required academic competencies suggests to me that the District has made an organizational commitment to African

American Studies. Let's look now at curricu­lum frameworks, rubrics, SAT-9 test items and whatever other academic indicators exist to see how effectively the instructional mis­sion of the office is being performed.

African American Studies needs to be a key curriculum and profeSSional develop­ment resource, not merely a source of pro­jects and contests. I hope you will consider devoting a follow-up story to analyzing the impact of the African American Studies office on students' academic performance.

Ron Whitehome is a teacher at Julia de Burgos Middle School.

What's your opinion?

The Public School Notebook welcomes your letters,

critiques and point of view. Write us at:

Philadelphia Public School Notebook 3721 Midvale Ave. ,

Phila., PA 19129

PAGE 12 PUBLIC SCHOOL NOTEBOOK

Choosing against school "choice" Commonly asked questions about school choice and vouchers

Should Pennsylvanians payforfamities to send their chil­drell to private schools? Governor Tom Ridge is again trying to win support for the idea. Here, we examine the rhetoric and reatity of "school choice:'

When people talk about school "choice," what do they mean? People generally are talking about voucher plans

that allow tax dollars to be used for tuition at private schools, including relig iolls schools. School choice is al so used to refer to proposals that let srudents choose a panicular public school, either in their district or another district.

Are there many voucher programs in the US? Two programs in Milwaukee. WI. and Cleveland, OR, currently allow public dollars to pay tuition for

low-income srudents to anend private schools. Both programs include religious schools. This raises legal issues of the sepa­ration of church and state, which will ultimately be decided by the U.S. Supreme Coun.

Voucher proposals or similar initiatives have been debated in 28 states. On a national level, Republican legislators have spearheaded efforts to institute various tax schemes - such as ruition tax credits or tax-free savings accounts for education - that are targeted at the middle class.

In a number of cities and states, there

claim vouchers as the silver bullet that will end our education problems, rather than a temporary solution for a limited num­ber of children.

When it comes to public policy and public schools, there is a responsibility to go beyond individual concerns and pro­mote what is best for all children. In the long run, establish­ing two school systems - one publiC and one private, yet both suppOIted with tax dollars - will only expand the abil­ity of private schools to pick and choose the most desirable students and will only widen the gap between the haves and have-nots.

What is so bad about opening up the voucher program to religious schools? The core issue is that indiv iduals would be paying

tax money to support schools with religious values that might be antagonistic to their own religious values.

Religion is a profoundly private matter and should remain that way.

Some voucher plans allow low-income students to attend private schools. Isn' t that a move toward more equality?

Some low-income families might benefit from voucher plans. But most poor people would still go to public schools,

and these schools would have fewer resources because taxpayer money would are also privately funded initiatives to

provide panial ruition for low-income children to attend private schools. By and large, these private measures are designed to build political suppon for publicly fund­ed vouchers.

N h l be going into private schools. o VOUC er p an Most important, the moving forces

anywhere in the behind vouchers hope to ultimately opt;n vouchers to all srudents, not just low-

country offers income srudents. Quite frankly, low-income srudents are being used as pawns

Why are vouchers popular? adequate money. in a much larger struggle to privatize our First, there is legitimate dis- system of public education. satisfaction with the failures ----------- If policymakers who promote vouchers

of the public schools. In urban areas, in panicular, far too really want to further equity, they should consider vouchers in many schools are failing our children. the range of $10,300 - the median tuition at private high

Second, and most important, there has been a conservative schools in the National Association of Independent Schools. counter-revolution against public services, and the solution to And they would force private schools to accept all srudents society 's problems is posed in terms of the marketplace and who apply, based on a lonery system. But there's no voucher privatization. Gening rid of our system of public education plan anywhere in the country that offers adequate money or would be the final coup in the conservative anempt to reduce adequate safeguards against discrimination. the role of government in providing social services for the good of all. Within the Republican Party and the Religious Right, vouchers and similar initiatives are the top educational priority.

Third, we have to consider whether there is a relationship between the willingness to abandon urban schools and the fact that the leadership and student population of urban schools are increasingly people of color.

Fourth, it 's important to look at how businesses and wealthier individuals can directly profit from privatizing edu­cation. Middle-class parents who are already sending their children to private schools, for example, will get goverrunent aid to help pay the tuition. Also, some businesses hope to make money by setting up for-profit private schools or gening contracts for different educational services.

Vouchers would give more parents the opportunity to send their children to a private school. What's wrong with that?

Parents and srudents must have choices. No one would disagree with that. Nor is anyone criticizing the right to a pri­vately funded education.

We do not fault parents fOf doing what they think is best for their children. But we have little symp~thy f?r those who

Public schools are a monopoly. Wouldn't vouchers force public schools to compete? Voucher supporters often shout the "monopoly" accu­

sation but ignore the highly decentralized narure of American education. There are over 15,000 school districts in this coun­try and they vary significantly in demographics, tax bases, governance, and curriculum. Most education decisions are made at the district level. Unlike other industrialized coun­tries, our federal government plays only a modest role in edu­cation.

Certainly, competition can spark creativity, and in good public schools teachers compete amicably to bener serve sru­dents. But competition can also create social disasters. Just look at the health care industry, or the flight of U.S. jobs to low-wage developing countries.

Many teachers honestly question whether the marketplace will magically lead to qUality. They work passionately to improve schools and worry what will happen when the seats are filled up in the private schools and there are still millions of children left to anend a public school system depleted of resources.

Reprinted with pennissioTlcJtom Rethinking Schools, Falll,99IJ.

SPRING 1999

Talking points Why vouchers don't work The following is a brief summary of the argument against vouchers.

1. Vouchers are a diversion. "Choice" sounds nice in theory but does nothing to address more pressing problems such as class size, teacher training, outdated and overcrowded buildings, and inequitable funding.

2. Voucbers are taxation witbout representation. Vouchers funnel public dollars to private schools, yet taxpayers have absolutely no say in how voucher schools are run. Further, private schools are not required to meet basic accountability stan­dards, such as open meetings and records law, or to release test scores, dropout rates, and other basic information-.

3. Voucbers are based on the marketplace, not the public good. Vouchers rest on the asswnption that the market­place holds the answer to complicated educational and social problems. This asswnption has proven false in many other key areas, such as health care, housing, and jobs. Ultimately, a marketplace approach always favors those with more money and resources.

4. Vouchers stand in opposition to our democratic vision. Education is an essential prerequisite for full par­ticipation in society. Vouchers foster nan-ow self­interest, individual choice, and an escape mentali­ty. Yet democracy, at its heart, is about working together for what is best for all children.

5. Vouchers violate the separation of church and state. At a time when world events from Bosnia to the Middle East underscore the importance of church/state separation, it is more important than ever that we abide by the constitutional safe­guards that have guided this country for more than 200 years.

6. Vouchers are about privatization, not opportunity. Vouchers are at the heart of the right-wing attack on public institutions - an attack which seeks to reduce government responsibility for the good of all while maximizing government supporf for pri­vate and corporate gain.

7. Vouchers siphon off money needed by public schools. Politicians are not talking about using vouchers to increase the amount of money devoted to educa­tionreform. They are merely shifting money from public schools to private schools.

8. Voucher scbools can cream off "desir­able" students and leave those they'don't want for the public schpols. In particular, private schoo1s tend not to provide needed services for children with special educa­tional needs or for children who speak English as a second language. It's the private school that chooses the student, not the other way around.

9. Voucher scbools may increase segregation. The first vouchers schools in this country were set up to allow white students to flee integrated schools in the South. In many cities, private schools tend to be highly segregated and are used by some white parents to avoid desegregation.

10. Private schools do not have to respect the-constitutional rights of students. Private schools, by their very nature, do not have to adhere to public mandates such as guarantee­ingstudents the rights to due process and free sp~h.1n Milwaukee, voucher schools nave refused to sign agreements that they will adhere to such constitutional protections.

Reprinted with permission from Rethinking Schools, Fall 1998, 1001 E. Keefe Ave., Milwaukee, WI 532J2; (414) 964-9646