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Achievement

The No Child Left Behind Act requires schools to measure student achievement and demonstrate Adequate Yearly Progress. Schools implementing TDS reforms experience increases in the percentage of students scoring “proficient” on standardized assessments. The following examples highlight some success stories in TD schools.

Improved Test Scores

  • At Waycross Middle School at Ware County, GA, the percentage of Students Meeting and Exceeding Standards in the 2008-2009 school year (the first year of reforms) was 86.7%, a 7.4% gain over the previous year. This change was greater than that of nearly 97% of the middle schools in Georgia, earning the school the 2009 Silver Award for Greatest Gain in Percentage of Students Meeting and Exceeding Standards.
  • Following implementation of TD reforms, the percentage of students scoring in the “unsatisfactory” range on Louisiana’s Graduation Exit Examination decreased steadily in Cohen and Carver high schools in New Orleans in both mathematics and English language arts.
  • At Baltimore Civitas school, the percentage of sixth-grade students scoring in the proficient or advanced range on the Maryland School Assessment increased from 23.5 in 2009 to 41.86 in 2010.
  • In 2009-2010, both Hollenback and Liechty middle schools in Los Angeles Unified School District saw increases in California’s Academic Performance Index of 9 and 7 points, respectively.

Course Passing

Passing core academic courses such as algebra and ninth-grade English is critical to success in high school. As a result of the model’s intensive ninth-grade social and academic supports, many TD partner schools are posting significant improvements in the number of students passing these core courses, putting them on track for promotion and graduation.

  • At Carver High School, the percentage of students passing Algebra I increased from 36.3% in 2009 to 57.4% in 2010. At Cohen High, the percentage of students passing Algebra I remained nearly unchanged at 74%, but the percentage of students passing the class with an A or a B increased by almost a third.
  • At Douglas Byrd High School in North Carolina, the passing rate for English I increased from 64.3% in 2008-2009 to 78.9% in 2009-2010, and the Algebra I passing rate increase from 55.3% to 66.6%.