Orleans Public Education Network What Works and Why: Public Education In New Orleans Part I – Elementary Schools

Criteria of Selection Schools Accelerating Student Achievement (Basic and Above) Schools Performing Above State Average (Basic and Above) Site Visits – Correlates of Effective Schools

Other Considerations SY and Grades 3 through 5 all subjects School must have had all grades Schools with academic selection criteria were omitted from consideration

ILEAP and LEAP Achievement LevelDefinition AdvancedA student at this level has demonstrated superior performance beyond the proficient level of mastery. MasteryA student at this level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. BasicA student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. Approaching BasicA student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. UnsatisfactoryA student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling

Correlates of Effective Schools Instructional Leadership Clear and Focused Mission Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student Progress Positive Home-School Relations Opportunity to Learn and Student Time on Task

The Schools Accelerated Achievement (Growth Schools) Mary Coghill Elementary (63.8) Lafayette Academy Charter School (53.4) Sustained High Performance Robert Russa Moton Charter School (90.8) Mary McLeod Bethune (108)

Coghill Growth 2008 to 2009

Lafayette Growth 2008 to 2009

State Average Compared To Moton (2008)

State Average Compared to Moton (2009)

State Average Compared to Bethune Elementary(2008)

State Average Compared to Bethune (2009)

"How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that pupil performance derives from family background instead of school response to family background. We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far." -- Ronald Edmonds, Harvard University