RAISING EXPECTATIONS: GIVING HOPE

Hold school!" That's the directive that Principal Patricia Ashmore received from the envoy superintendent of Madison County academys when she was appointed to Velma Jackson Magnet High place of education five years ago. "Hold school" is not a special digest discernable only to those in Madison shire This explicit instruction came as a direct be the effect of looking at student achievement, attendance, and graduation data that confirmed the ne to significantly raise expectations and the horizontal of daily instruction. Students and staff in this economically bowed rural school in Camden, M were contented to use high school primarily as a place for community social activity. Football and band were top priorities; scholars were not expected to continue their education. Although the place of education district was under court order to desegregate, Jackson was with equal reason isolated and had such a poor academic reputation that scholars from the affluent southern part of the shire would not consider transferring there.

That was then. Now, indicators of scholar success are everywhere. All learners are expected to pass state exams and 97% of the Class of 2004 went upon to postsecondary education. The story of this school's amazing transformation is individual of systematic planning, creative use of resources, and increased attention to curriculum disclosure and instructional strategies focused upon student achievement.

These important changes required a shift in the attitudes of the two parents and students. According to Assistant Superintendent Pollia Griffin, these changes were "a lengthy slow process as many of these parents have not had a advantageous experience with school-but attitudes towards place of education and college are changing...die bar has been raised." To lance a signal to parents about her commitment to the gymnasium Ashmore enrolled her daughter, a high place of education senior, at Jackson even granting they did not live in the attendance area. The principal's message to Jackson learners was consistent: Other kids aren't better than youthey're just motivated. Ashmore knew by what mode crippling poverty is and place out to structure the academy for student success.

Identifying Goals

At Jackson, the principal has a personal relationship with the learners and knows their strengths and weaknesses. It is not unwonted for Ashmore to make abode visits, and she can ofttimes be spotted sitting on porches talking with parents. The thrust of her "preaching," as she calls it, is to motivate the entire family. Her goal is to convince the two the students and their parents that taking more challenging courses and working harder at gymnasium are worth the effort. She helps families diocese that all of their lives will be improved if the young race continue their education.

When Ashmore arrived, she and the seminary counselor reviewed all of the students' records to check their proficiency horizontals and found that the majority performed significantly below grade horizontal As a remedy, students were first placed in classes that would address skill deficits and prepare scholars to pass required state examinations. Other tactics were also employed: Title I stocks were used to finance an additional math teacher, technology enhancements, and a summer enrichment program that included experiential trips on the outside of the area; magnet capitals were used to supplement staffing and support curricular and professional development; and a academy improvement grant from the Mississippi Department of Education enabled Jackson to start an after-school tutoring program that included transportation in the way that participating students had a way of getting dwelling Knowing that 75% of the dwellings receive no newspaper, the staff members were determined to provide an enriched language experience at seminary Without such exposure the pupils would not succeed in rigorous courses and would not be able to continue their education.

Over the last five years, these successes-large and small-have changed attitudes. pupils relish the academic recognition they now receive and acknowledge that the teachers "want the best for us whether we like it or not."

Focus upon Students

With the magnet institute designation came federal funds and the opportunity to design a curriculum that would engage and challenge the scholars To directly address the issue of limited cultural and language experiences, three center were created to provide a total learning environment. The agriculture economics, and ecology centers, which make opened in the fall of 2000 as part of the Eco-Journeys magnet program, allow scholars to experience the world end real and virtual trips to each corner of the globe. Each spring, the staff members exhibit an overall theme for the upcoming year and topics for each marking period. Overarching general [i]or[/i] abstract notions and essential questions stem from these themes and topics. Specialists from the center team with classroom teachers to plan for enrichment, curricular extension, and reinforcement of skills related to state standards and assessments. This interdisciplinary approach to curriculum delivery is supported by the agency of a daily 90-minute common planning time for teachers.