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

School Reform and Student Diversity - September 1995

Table 8

Case Study Research Area #5:
Impact of the Reform at the Elementary Grades

Student Achievement and Learning Outcomes "highest performing" on TAAS
as seen through the student portfolios as seen through the student portfolios
Attendance very high attendance rates high attendance rates high attendance rates very high attendance rates
Strengths High expectations; emphasis on language skills; multiple support structures

• "Lots of learning goes on here...creative teaching goes on...the kids are enjoying it...they're really getting into it. Everybody takes pride in what they do."


•" Learning two languages is fun;" reading


• Development of literacy in two languages; Accelerated Reading program ("they read everywhere, all the time"); school is responsive to concerns of parents.

Continuum classes; team teaching; parent involvement due to Parent Center, social workers, and continuum teachers; language (reading and writing) emphasis

• Principal is good at resources, parent involvement, and relationships with the wider community.


• Bilingual teachers and formal education in both languages, lots of reading, presence of parents on site

Parental support; shared vision of/commitment to bilingualism; inclusive decision-making;


• Spanish maintenance; bilingual teachers allow for good home-school communication.


• Maintaining Spanish and learning about different cultures

Schoolwide integration of LEP students; focus on language development; entrepreneurial staff; "lots of collegiality;" "no isolated teaching, classes are very open, everybody knows everybody else's kids."


• PM rotation and Spanish-language social studies "so we don't forget"

Weaknesses Polanco identified parent involvement.

• Salinas identified increased integrated services (e.g., mental health services, and ";preventative parenting classes").

• Students said that they wished they could continue to develop their Spanish literacy.

Rift in school approach to teaching and learning with some teachers using traditional methods without making modifications for LEP students; lack of coherent LEP student program design, particularly re: timing of transition to English

• Principal not instructional leader

Students, teachers, and administrators all cited the facility (or lack of funding to make repairs) and the food service.

• lack of home reinforcement of bilingualism

• Behind in technology

"not enough communication between wings"

• "is there staff behind the fluff?"

[Table 7 Case Study Research Question #4: Sources of Financial Support for the Reform at the Elementary Grades] [Table of Contents] [Table 9 Case Study Research Area #1A: The Context for Reform Demographic Conditions at the Middle Grades]