: Turning Around Low-Performing Schools: Local Strategies in Action
As the nation’s students begin another school year, advocates, administrators, and lawmakers are focusing on school quality, accountability, and school improvement. Sixteen percent of all schools and 20 percent of all districts did not make adequate yearly progress under the 2002 No Child Left Behind Act. As the rigor of education and student expectations rise, greater attention is rightfully focused on low-performing schools and districts. Urban, rural, and suburban districts across the country are developing and strengthening strategies and interventions to support these schools and the students they serve. Several districts have instituted innovative and non-incremental approaches to education reform, like expanding learning time, and are seeing positive results.
Please join us for a discussion with D.C.-area public school leaders on their strategies to turn around low-performing schools and for the release of a new Center for American Progress paper on how expanded learning time strategies are being employed across the country to support student learning and close academic achievement gaps.
Dr. Jack D. Dale, Superintendent, Fairfax County Public Schools
Michelle Rhee, Chancellor, District of Columbia Public Schools
Dr. Jerry D. Weast, Superintendent, Montgomery County Public Schools
Elena Rocha, Senior Education Analyst, Center for American Progress