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Northwest Education, 2002-2003. INSTITUTION Northwest Regional Educational Lab., Portland, OR DOCUMENT RESUME ED 478 246 RC 024 128 AUTHOR Sherman, Lee, Ed.; Boss, Suzie, Ed.; Weeks, Denise Jarrett, Ed TITLE Northwest Education, 2002-2003. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 2003-00-00 NOTE 198p.; Published quarterly. Photographs and a few colored pages may not reproduce adequately. For volume 7, see ED 464 798. For individual articles, see RC 515 704-711, RC 515 825- 831, RC 515 966-968, and RC 516 117-123. CONTRACT ED -01 -CO -0013 AVAILABLE FROM For full text: http://www.nwrel.org/nwedu. PUB TYPE Collected Works Serials (022) JOURNAL CIT Northwest Education; v8 n1-4 Fall-Sum 2002-2003 EDRS PRICE EDRS Price MF01/PC08 Plus Postage. DESCRIPTORS *Achievement Gains; *Educational Practices; Elementary Secondary Education; *Gifted Disabled; *History Instruction; Learning Disabilities; Minority Groups; United States History; *Writing Instruction IDENTIFIERS *Lewis and Clark Expedition; *United States (Northwest) ABSTRACT This document contains the four issues of Northwest Education published during the 2002-03 school year. Issue themes are: (1) "Closing the Gap: How Northwest Schools Are Raising Minority Achievement"; (2) "Focus on Writing"; (3) "The Hidden Disability: When Bright Children Struggle To Learn"; and (4)"Discoveries in Learning: Lessons from Lewis & Clark." Typically, each issue consists of a lead article that reviews current research or provides an overview of matters related to the theme, followed by articles describing model programs and practices or profiling relevant experiences in schools of the Northwest Washington,. Oregon, Idaho, Montana, and Alaska. Issues also contain information on related resources, book reviews, letters from readers, and practitioner commentary.(SV) Reproductions supplied by EDRS are the best that can be made from the original document. Northwest Education, Volume 8, 2002-2003 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BlEST COPY AVA F A L L e I V V ED U C AT ION eo, O' lom A I II I AA-. A 11,I' `\ A II I\ It I I qi A IOW NORTHWEST SCHOOLS ARE RAISING MINORITY ACHIEVEMENT Mr NORTHWEST R -GIONAL EDUCATIONAL LABORATORY C oshig the Ga How Northwest Schools VOLUME 8 NUMBER FALL 2002 Are Raising Minority Achievement ARTICLES To Realize the Dream Old assumptions about ethnicity, poverty, and school performance are crumbling under the weight of compelling new evidence. Winning Their Hearts At Seattle's Nathan Hale High School, students are mentored, nurtured, and valued in a climate that respects every individual. TQM and Tough Love The kids at Applegate Elementary School are reaching impressive heights of achievement in an unexpected placePortland's inner city. From Division to Vision ON THE COVER: Ernest L. Estes, shown here as a junior at Hemmed in by the Rocky Mountains, the Flathead Indian Portland's Benson Polytechnic High School, Reservation is overcoming school and community strife performs an experiment on the heat of fusion for the good of the children. in his honors chemistry class. Now a senior with a 3.9 GPA, Ernest plans a career as an electroengineer in the audio industry. PHOTOGRAPH BY MOUNT BURNS. Teaching to the Rainbow Researchers and scholars at Washington State University's College of Education are making great strides in the struggle to raise minority achievement. The Gift of Two Languages A failing school in Anchorage nearly closed its doors before launching an innovative dual-language program that has given the school a new lease on lifeand students a new lease on the future. Nothing but the Best Performance has risen steadily among a wildly diverse population of kids at Spokane's Grant Elementary School in response to the staff's commitment to excellence. Taking Care of Business Three students and a teacher at Portland's struggling Jefferson High School find plenty of room for optimism and hope. DEPARTMENTS 52 Letters tudies and news storiesUhis call is arguably the on the U.S. crisis in mi- toughest challenge facing nority education have schools today. Some say it created a veritable Mount can't be done without deep McKinley of paper and elec- social change. As long as tronic output since the mid- kids come from poor homes, 1990s. That's when national broken families, and violent Slavin identifies three keys and local test data began to neighborhoods, they reason, to success: alert researchers to an alarm-schools can't hope to do bet-EN Begin to think of all chil- ing trend: The achievement ter. But the research tells a dren as being "at promise." gap, which had narrowed in different story. Studies by the Slavin counsels: "Build on the '70s and '80s, was yawn-U.S. Department of Educationcultural and personal ing yet again. White studentsand others have turned up is- strengths. Accept nothing were once more outpacing lands of excellence in a pic- but outstanding performance. black, Hispanic, and Native ture that is admittedly bleak. Respond immediately and in- students in the classroom. There are schools beset by tensively if children start to [ust about every educational, poverty and burdened by fall behind." journalistic, and political past failures that have turnedElStart early. "Research on group has weighed in on the things around for their minor-programs for three- and four- issue: the NAACP and the ity studentsschools where year-olds," he says, "finds College Board. The National the staff has refused to settle consistent and powerful im- Black Caucus of State Legis- for a status quo that limits pacts of high-quality early lators and the U.S. Congress. the possibilities for children childhood programs on the The Phi Delta Kappan and the of color. cognitive performance of New York Timesto name o magic formula will bring young children." a handful. As philosophically minority kids to parity with g3. Work on many fronts at divergent and geographically their peers. But researchers once. "Effective schooling an- scattered as the studies and and practitioners have turned ticipates all the ways children the discussions are, they nev-up a wealth of promising might fail," Slavin notes, "and ertheless coalesce around ideasboth strategies and then plans how each will be one common call to action, attitudesthat make a differ- prevented or quickly and ranking even as a national ence. "No single policy or effectively dealt with." imperative: Close the gap. Do program can ensure the On this issue of Northwest it, they say, for the kids who school success of every Education, we take you on a ought to have a chance to be-child, but a combination of journey to some of the bea- come physicists and physi- approaches can," renowned cons of equity within the cians, photojournalists and researcher Robert Slavin Northwest where ideas like playwrights, politicians, pros-writes in an issue of Educa- these are yielding results. ecutors, professors, princi- tional Leadership titled You'll travel from the Flathead pals, pharmacists, psycholo- "Reaching for Equity" in Indian Reservation in Mon- gists, paleontologists, per- December 1997/January tana's remote Rockies to the cussionists, painters, potters, 1998. "Research in education congested inner cores of and every other possibility in is increasingly identifying the Portland and Seattle; from the a world of endless possibili- kinds of approaches we couldagricultural heartland of East- ties. In a democracy whose use if we decided as a societyern Washington to a neigh- long-term viability rests on to end the poor academic borhood of immigrants and equality of opportunity, the performance of so many blue-collar workers in varied voices agree, every of our children." Anchorage. child must get the best edu- On his article, "Can Education Lee Sherman cation available. Reduce Social Inequity?" she rmanl@nwrel. org 5 RESEARCH SHEDS NEW LIGHT ON HOW EDUCATORS CAN FULFILL THE BOUNDLESS PROMISE THAT MINORITY CHILDREN BRING TO SCHOOL WITH THEM By LEE SHERM A N he research literature is awash in alarming statistics about the current achievement levels of America's minority children. In this ocean of bad news, a couple of findings bob to the surface as extra disturbing the kind of information that makes you catch your breath for a second and then reread the words just to be sure you didn't get it wrong. One of these items is from the front end of the system, when children first take their seats in the classroom for their educational voyage: Disadvantaged kids, especially boys, who enter school as high achievers start to disen- gage from school in the first grade. The other piece of startling news conies from the back end of the system, when youths leave the school- house behind: More black men today are in prison than in college. Ehese two factsone reported in August by the Justice Policy Institute and the other in 2000 by the National Task Force on Minority High Achievementform the sad bookends on the school careers of too many minority children. But the research is clear: It doesn't have to be this way. In spite of tough odds at homerough neighborhood, empty bookshelves, sparsely stocked fridgechildren can learn. And despite the uphill climb facing struggling schoolsembattled budget, distracted parents, ethnic and linguistic diversityteachers can teach. A number of recent studies from prestigious research groups have uncovered abundant evidence that all sorts of schools in all sorts of neighborhoods can, in fact, educate all sorts of kids at high levels. And do. In releasing the results of a 2001 study showing that several thousand mostly minority schools are meeting and exceeding standards in their states, Kati.
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