UNIVERSITY OF PENNSYLVANIA STUDY GIVES HSD REFORM EFFORT HIGH MARKS; MORE SCHOOLS IN DISTRICT ATTAIN STATE PROGRESS BENCHMARKS – FEWER STUDENTS NOW TESTING BELOW BASIC LEVEL
Harrisburg, PA – Mayor Stephen R. Reed today said that a recent University of Pennsylvania study hailed the reform efforts underway in the Harrisburg School District, with the District’s highest ever levels of progress now being registered according to state proficiency guidelines. Five city schools attained Average Yearly Progress (AYP) levels this year with another barely missing the state-mandated benchmark. Only three city schools attained the ranking last year.
Reed said the Penn Center for Educational Leadership, an adjunct of the University of Pennsylvania, has recently completed the most comprehensive study to date of progress in the city school district, and has determined that the District is effectively implementing the many reforms needed to bring the city’s school students’ performance up to proficient levels. "Although noting slower test score gains than we want," said Mayor Reed, "the University of Pennsylvania study is welcome news."
The Mayor said the success of the District’s reform efforts is also being realized by the number of students now attaining Basic or better status on the PSSA test, which for the first time has climbed above 50% for all students. Only 49% now test Below Basic levels, a substantial improvement over the 68.1% that tested Below Basic in 1999. Failure to meet the 50% level requires the Empowerment label. The Mayor and the University of Pennsylvania study also credited the Empowerment law, authored by Sen. Jeffrey Piccola, as the key reason for the turn around and improvement of the Harrisburg School District.
Commissioned by the Mayor and the School District earlier this year, the Penn Center for Educational Leadership study represents an in-depth review of all elements of the District. Sixteen educational professionals, including eleven who hold Doctorates, conducted the months-long review for the Center, looking at focus groups, data trend analysis, interviews, and onsite observations and data collection to determine how well the District is doing in meeting educational and reform goals.
In a letter to District officials, members of the Penn Center team indicated they believe "the District now sits in a place where many districts never arrive," and that the District "has achieved a tipping point in implementation of its achievement acceleration plan."
Reed said among the many positives noted in the study are such observations or recognitions by the Penn Center team that:
• Over the past five years, the District has made substantial progress in developing a well-managed and instructionally-focused system of public education.
• There is now a clear and explicit instructional vision in literacy, with similar accomplishments in math and other subjects now being realized.
• A culture of academic expectation now exists, compared to previous attitudes that inferred city school students could not learn, and therefore had no expectation of academic success or distinction.
• High quality professional development has become a mainstay for instructional and administrative staff, leading to a better trained and more satisfied workforce, reducing departures and increasing teacher retention, which serves to create a more stable learning environment for students.
• The District leadership successfully works to acquire resources and collaborate across levels to implement new or enhanced programs.
• Student enrollment has climbed dramatically, and increasing numbers of students are attaining state comprehension guidelines in reading, mathematics and other core subjects.
• Facilities in the District are modernized, clean, and well maintained, and serve as a focal point of pride for students, faculty and the community. Students are especially happy with their new and improved learning environments.
"While we are delighted with the independent and balanced review of our
reform efforts, and the affirmation of such, we realize there remains much more to do," said Reed. "The study also pointed out areas of weakness or where improvements are needed, and provided in-depth solutions or recommendations for strengthening those areas. We will carefully review those recommendations and work towards their implementation."
Reed said adding further credence to the study’s affirmation of the District’s reform efforts is recent data indicating that five city schools attained Adequate Yearly Progress ratings from the State Department of Education, up from only three last year. Making the list both years is the Math Science Academy, which is joined this year by the Ben Franklin, Downey, and Lincoln Elementary Schools, along with SciTech High School. Scott Elementary School, which attained AYP last year, missed this year’s goal by less than one-half of one percent. All other schools in the district achieved substantial progress in meeting the AYP ranking, and are expected to continue improving.
"While we are heartened by the study results and by the improving rankings of our students, we remain committed to the comprehensive reform and upgrade of our public education system," said the Mayor. "Granted the progress we are making is slower than we would prefer, but there are many signs that the reforms are taking hold, and that students are receiving a better education today than at any time in the past three decades. Credit for this is rightfully extended to our teachers, principals, administrators and support staff, and most importantly, to our students and their parents and guardians."
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