The kids are doing alright on Common Core tests in a small Los Angeles-area district, reports Hechinger’s Emmanuel Felton. In Wiseburn Unified, low-income blacks, Latinos and English Learners significantly outperform similar students elsewhere.
In fact, the district’s 55 percent of the district’s low-income black students passed the English exam, 11 points above the state average for all students.
Statewide, only 13 percent of low-income black students passed in math. In Wiseburn, 29 percent passed, the largest percentage of any district with significant black enrollment.
Superintendent Tom Johnstone said the district started teaching math differently in 2009, before the Core.
In the lower grades, teachers get on the floor with their students to work with brightly colored blocks and chips to assess their mathematical thinking and problem-solving strategies. In the middle and upper grades, students spend whole class periods on a handful of math problems, rather than racing through reams of equations.
An engineering curriculum called Project Lead The Way has students work together to build things. Johnstone says that program has been key to getting young students – particularly girls and minorities underrepresented in science, technology, engineering and mathematics fields – interested in math, science and the robotics team, which competes in world championships.
In English Language Arts, Wiseburn gives English learners what amounts to 27 extra days of instruction, with previews of what they’ll learn later in the week in English together with their native English-speaking peers.
Wiseburn is a predominantly Latino district with a high tax base from nearby aerospace companies. It’s a district of choice: 43 percent of students have transferred in from neighboring districts with struggling schools.
However, success isn’t just a matter of parental buy-in and funding, Johnstone told Felton. “Much of this was accomplished during the fiscal crisis, when we weren’t able to give out any salary increases for five years.”