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SEP-03-1998 17:57
OFC OF THE DEP SECY
202 401 9027
P.04/09
Improving academic achievement for
Start with
all children is the No. 1 goal of the D.C.
Public Schools. Our children must leave
this school system with the knowledge
high
and skills that will open doors. The first
step is getting clear about what academic
expectations
success looks like.
More challenging academic standards
Our new academic content standards and performance standards in English/language
arts (reading, writing, listening and speaking) and math ask a lot from students. Content
standards describe what students should know and be able to do in each subject.
Performance standards show what good performance looks like in elementary school,
middle school and high school.
We also have new content and performance standards
in science. Teachers now have content standards for
history, art, music, health and world languages.
In reading and math
The next target areas will be geography and
In English/language arts, students
carcer/vocational education.
at every level need to read the equivalent of 25
books a year, fiction and nonfiction. Our third-
Contact: Office of Teaching and Learning,
graders should be reading books that are appropriate for
576-6171
their grade level and that challenge them. Those books
become more difficult as they move up through school. And
Ending social promotion
all students need to be able to summarize and draw
Higher expectations mean doing away with
conclusions from what they read.
"social promotion," the process of allowing children
In math, elementary school students need to be able to
to advance from grade to grade, regardless of
add, subtract, multiply and divide. Depending on their grade
whether they know the academic material. This
level, we also want students to solve problems involving frac-
practice means students sometimes graduate from high
tions and decimals (for example, which is larger: 1/3,
school with elementary-level skills.
30 percent, or 33), geometry, simple formulas, patterns
and functions, and statistics. They need to know
Under our new promotion policy, students will not
how to measure, estimate and use their math
progress until they are ready. Decisions will be based
skills to solve problems, which get more
mainly on student scores on the Stanford-9 Achievement Test
complex in the higher grades.
(see next page) and the recommendations of teachers and
principals. Students now in eighth grade will be the first group
affected by our new high school graduation requirement.
We are giving children many
opportunities to catch up - in after-
"Large score increases on the Stanford-9 test
school programs. Saturday Academies
and summer school. Ending social
promotion gives students a better
are not going to happen overnight, but
chance to succeed.
through steadily pushing ourselves and our
children to do better, we'll see the gains."
Glennis Powell-Gill, principal, Eliot Junior High
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"ocrText": "SEP-03-1998 17:57\nOFC OF THE DEP SECY\n202 401 9027\nP.04/09\nImproving academic achievement for\nStart with\nall children is the No. 1 goal of the D.C.\nPublic Schools. Our children must leave\nthis school system with the knowledge\nhigh\nand skills that will open doors. The first\nstep is getting clear about what academic\nexpectations\nsuccess looks like.\nMore challenging academic standards\nOur new academic content standards and performance standards in English/language\narts (reading, writing, listening and speaking) and math ask a lot from students. Content\nstandards describe what students should know and be able to do in each subject.\nPerformance standards show what good performance looks like in elementary school,\nmiddle school and high school.\nWe also have new content and performance standards\nin science. Teachers now have content standards for\nhistory, art, music, health and world languages.\nIn reading and math\nThe next target areas will be geography and\nIn English/language arts, students\ncarcer/vocational education.\nat every level need to read the equivalent of 25\nbooks a year, fiction and nonfiction. Our third-\nContact: Office of Teaching and Learning,\ngraders should be reading books that are appropriate for\n576-6171\ntheir grade level and that challenge them. Those books\nbecome more difficult as they move up through school. And\nEnding social promotion\nall students need to be able to summarize and draw\nHigher expectations mean doing away with\nconclusions from what they read.\n\"social promotion,\" the process of allowing children\nIn math, elementary school students need to be able to\nto advance from grade to grade, regardless of\nadd, subtract, multiply and divide. Depending on their grade\nwhether they know the academic material. This\nlevel, we also want students to solve problems involving frac-\npractice means students sometimes graduate from high\ntions and decimals (for example, which is larger: 1/3,\nschool with elementary-level skills.\n30 percent, or 33), geometry, simple formulas, patterns\nand functions, and statistics. They need to know\nUnder our new promotion policy, students will not\nhow to measure, estimate and use their math\nprogress until they are ready. Decisions will be based\nskills to solve problems, which get more\nmainly on student scores on the Stanford-9 Achievement Test\ncomplex in the higher grades.\n(see next page) and the recommendations of teachers and\nprincipals. Students now in eighth grade will be the first group\naffected by our new high school graduation requirement.\nWe are giving children many\nopportunities to catch up - in after-\n\"Large score increases on the Stanford-9 test\nschool programs. Saturday Academies\nand summer school. Ending social\npromotion gives students a better\nare not going to happen overnight, but\nchance to succeed.\nthrough steadily pushing ourselves and our\nchildren to do better, we'll see the gains.\"\nGlennis Powell-Gill, principal, Eliot Junior High"
}