A r c h i v e d  I n f o r m a t i o n

FOR RELEASE
May 2, 2000

Contact:
Melinda Malico
(202) 401-1008

RILEY RECOGNIZES 99 SCHOOLS WITH OUTSTANDING TITLE I PROGRAMS

U.S. Secretary of Education Richard W. Riley today cited 99 elementary and secondary schools as having outstanding Title I programs to help disadvantaged students.

Title I is providing about $8 billion this year to improve education for some 13 million children who attend 46,500 schools in high-poverty areas. The goal is to improve student achievement by helping schools upgrade curriculum; extend learning time, provide professional development for teachers; support teacher salaries and purchase computers.

"Despite challenging economic conditions, with federal help these schools are providing the quality education their students require," Riley said. "By implementing various proven educational approaches, such as providing top-quality training for teachers; adding certified teachers to provide extra one-on-one student attention; using computer technology to enhance children's reading and math skills and arranging special events to encourage parent and volunteer participation, these schools have set a fine example for others."

Judith Johnson, U.S. deputy assistant secretary for elementary and secondary education, and Mary Jean LeTendre, director of the federal Title I Program, presented the awards today in Indianapolis during the annual meeting of the International Reading Association.

The Education Department presents the awards in partnership with the National Association of State Title I Directors. Now in its 16th year, the Title I Recognition Program this year focused on schools that use schoolwide programs and targeted assistance projects to provide effective instruction and challenging academic content for all students.

This year's winning projects were recognized for meeting the following criteria:

• opportunities for all children to meet proficient and advanced levels of performance;
• professional development for educators;
• coordination with other programs;
• curriculum and instruction to support achievement of high standards;
• partnership among schools, parents and communities; and
• three years of successful achievement data.

For example, Adair County R-II Elementary in Brashear, Mo., offers a schoolwide project aligned with the state's "Show-Me Standards," and reflects the rural community's needs and goals through real world problem-solving, multicultural themes, and writing across the curriculum. The school's program, which improved the student-teacher ratio with the addition of a second certified teacher, integrates extended professional development; parent education and involvement; computer-assisted instruction and character education. To help students with their reading and writing skills, there is a "Storm Readers" before-school reading club, as well as an after-school tutorial for students needing extra help. Students do research through the Internet and oral histories, write and publish their own work, including journals, autobiographies, fiction and nonfiction books. To learn economics, students use math, communication and problem-solving skills to design a money system and they learn to set up a mock business and practice commerce with fellow students. Students also participate in community service projects - and parents are encouraged to join the advisory council to plan and evaluate yearly programs. The efforts have paid off, documented by a dramatic increase in the number of students scoring at the advanced or proficient levels under the state assessment.

Also recognized is Henry W. Grady High School in Atlanta, which draws its students from a wide socioeconomic spectrum. Along with improved attendance, decreased grade retention and fewer dropouts, last year Grady scored the highest of all the high schools in the Atlanta Public School System on the Georgia High School Graduation test. The school initiated the Grady 9th-Grade Student Success Program, giving freshmen special attention in smaller homeroom sections. In addition to receiving their own personal academic planners, 9th-grade students learn how to organize and plan their assignments and activities. All students are offered weekly hour-long tutorials on study skills and test-taking strategies to prepare them for college entrance exams. The school also focuses on students for whom college is not an immediate choice by coordinating health technology career academy, where students can explore careers in health-related fields, learn computer technologies, and participate in hands-on learning activities.

As part of the selection process, state education agencies nominated successful projects, and an independent panel evaluated their effectiveness in raising student achievement levels. Test scores, grade promotions and courses completed, student self-assessment, teacher and parent ratings, as well as discipline and attendance, were reviewed to measure gains.

Thirty-six states and Puerto Rico submitted schools for recognition. Each recognized school will receive a certificate of merit signed by Riley and a Distinguished School Banner.

NOTE TO EDITORS: Following is a list of recognized schools.

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