Majority Rules: A Schoolwide Literacy Success

Autor/inn/en	Fisher, Douglas; Frey, Nancy
Titel	Majority Rules: A Schoolwide Literacy Success
Quelle	In: Principal Leadership, 6 (2006) 7, S.16-20 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	English (Second Language); Accountability; Academic Achievement; Literacy Education; Reading Skills; Reading Achievement; Academic Standards; State Standards; Achievement Gains; Low Income Groups; Secondary School Students; Educational Improvement; Interdisciplinary Approach; Faculty Development; California + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Verantwortung; Schulleistung; Reading skill; Lesefertigkeit; Leseleistung; Achievement gain; Leistungssteigerung; Sekundarschüler; Teaching improvement; Unterrichtsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kalifornien
Abstract	The students and teachers at Hoover High School in San Diego, California, have made significant progress in their quest to meet accountability standards and ensure that all students learn to read, write, and think at increasingly complex levels. In 1999, Hoover High was the lowest performing high school in the city of San Diego and one of the lowest performing schools in the state. Between 1999 and 2005, the students at Hoover made significant progress in meeting standards in all subject areas. In fact, Hoover had the greatest change in achievement for all high schools in the district: an impressive 136-point gain on California's Academic Performance Index, a measure of achievement and improvement that is based on multiple academic measures. Schools across California have targeted growth averages of about 8 points per year. Improving the achievement of Hoover's 2,100 students, all of whom qualify for free lunch and 72% of whom are English language learners, was not easy. The progress Hoover made over the years suggests some ways in which all secondary schools can improve. This article describes Hoover's efforts to improve student achievement, focusing on the first step of implementing the school's first literacy plan. The teacher-designed program's main tenet is that all learning is language-based, therefore all teachers needed to implement content literacy strategies in their classrooms. Realizing that writing a literacy plan and scheduling time for students to read would not be enough to change student achievement, teachers were given access to high-quality professional development activities to build their knowledge, skills, and dispositions.(Contain 1 figure.) (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10