Successful schools point to tutoring, music programs

Don't look at toughening lesson plans if you want to improve student test scores.

It's often what goes on outside a classroom that matters, according to several principals who've seen recent success in getting their schools off the state's list of buildings that need improvement.

Some of the programs they've found helpful include Saturday tutoring, band and chorus programs and early pre-kindergarten testing to identify kids who need help.

The improvement list is based on schools' performance on annual standardized tests; the results of those exams are published annually in the school report cards.

The report cards, released today, give schools a detailed look at how students are faring in reading, math, writing, science and social science, according to results from the Illinois Standards Achievement Tests, taken by third- through eighth-graders, and the Prairie State Achievement Exam, taken by 11th-graders.

Again this year, in accordance with No Child Left Behind legislation, the reports also scrutinized the performance of subgroups of students -- defined as 45 or more students who fit into one race, English proficiency, ability or income bracket.

At least 55 percent of all students and subgroups -- up from 47.5 percent last year -- had to meet or exceed math or reading goals for a school to get a passing grade. If even one subgroup slipped up, the entire school failed.

A passing grade is required for two consecutive years in order for a school to make its way off the improvement list.

More Coverage Local schools that have failed and why

In Illinois, the percentage of schools not making the grade is up this year, which many educators say is due to tougher standards. About 24 percent of state schools failed under No Child standards on the 2007 edition of the tests; only 17.5 percent of schools had failed one year ago.

On the other hand, 36 districts and 184 schools were removed from the state's improvement status list thanks to a second year passing year.

One of them was Jack London Middle School.

At that Wheeling school, Hispanic students and those who receive free and reduced-price lunch are urged to join band, orchestra and choir, according to the school's principal, Jim Parker.

"It's a group of kids who do the right thing and are responsible," said Parker about kids in band, orchestra and choir. "It's a good group to hang out with."

Around one-third of Jack London's students are Hispanic and about 25 percent are on the free or reduced-price lunch program, he said.

Nearly 80 percent of those Hispanic and low-income students met or exceeded state goals in math this year, test results show. More than 60 percent of each population hit the target in reading.

Eric Bailey is the principal at Chippewa Middle School in Des Plaines -- another school to make it off the state improvement list by logging another passing year. Almost 20 percent of Chippewa students are Hispanic, which presents the school with special challenges, Bailey said.

You wouldn't know it from the test scores, which show more than 70 percent of the Hispanic students there hitting reading goals. The school's black, limited English, low-income and disabled kids also fared well.

Chippewa's success comes thanks to an expanded after-school and Saturday tutoring program, Bailey said.

"This is not a disciplinary session; it's not detention," he said. "It's were kids can come in and get some extra help from certified teachers. It's been very popular."

Struggling Chippewa students were invited to the after-school sessions and 80 of those invited took advantage of the program, Bailey said.

Chippewa will expand the tutoring and Saturday program next year, he said.

In a host of local districts, including Palatine Township Elementary District 15, River Trails Elementary District 26, Prospect Heights Elementary District 23, Mount Prospect Elementary District 57 and Arlington Heights Elementary District 25, every school passed for the second year in a row -- or more.

In District 25, that trend dates back a full five years.

The key to District 25's success is testing students before they enter kindergarten, said Helen Kurtz, assistant superintendent of the system's department of curriculum and instruction.

"Children have to understand phonics so they can learn to read later on," she said. "We believe in early intervention, and finding out if there is a problem right away."

bull; Daily Herald staff writer Erin Holmes contributed to this report.