Superintendent presents First Annual Report on Closing the Achievement Gap

September 30, 2003 FOR IMMEDIATE RELEASE CONTACT: Dr. Bert L’Homme, Associate Superintendent of Instructional Services, 560-3716 DURHAM—The divide between African-American students’ achievement levels and those of white and Asian students in Durham Public Schools has narrowed by one third in four years while Hispanic students have also shown considerable improvement, and the district is a full year ahead of schedule toward erasing them altogether by 2007, according to Superintendent Ann T. Denlinger’s First Annual Report on Closing the Achievement Gap. “It is encouraging to see that the diligent and focused efforts of the Durham community, driven by the highest calling of responsibly educating all of our children, is producing such remarkable results,” said Dr. Denlinger. “I congratulate the students, teachers, parents, principals, Central Services professionals, communities of faith leaders, business partners and community supporters on this glowing report.” The report, released by Dr. Denlinger today during a community celebration at Durham Public Schools’ Staff Development Center, outlines initiatives already in place to support boosting achievement levels for all students and announces new ones in the planning stages. It also incorporates key student achievement statistics, which reveal that: The number of African-American students reading proficiently in grade 2 has surpassed 90 percent (90.6 percent), up more than five percentage points from their proficiency as first-graders last year (85 percent). White students in grade 2 have surpassed the 95 percent mark (95.7 percent). The number of African-American students reading proficiently in grades 3 through 8 has increased by 50 percent since 1997, while the same group of students performing mathematics at or above grade level has jumped 59 percent. There are 29 percent more Hispanic students in grades 3 through 8 reading at or above grade level than six years ago, and 45 percent more proficient in math during the same time period. Third- through eighth-graders who are white report a proficiency rate of 94.1 percent in reading and 95.4 percent in mathematics, their highest ever. Asian students in grades 3 through 8 also have reported record-breaking proficiency rates (93.2 percent in reading and 97.3 percent in math). Last year, the Superintendent established a Closing the Achievement Gap Task Force as a permanent standing committee to work toward continuously raising achievement levels for all students. The report delineates a number of accomplishments during the first year, along with several goals for the coming year. The Task Force’s accomplishments include continuation of the successful K-3 Literacy Initiative, Literacy Collaborative, and Realizing Achievement in Mathematics (RAMP); implementation of the Pre-College Academy, Advancement Via Individual Determination (AVID), a Reading Apprenticeship Program and “History Connects;” and administering the PSAT to all 10th- and 11th-graders, using AP Potential Software, and establishing the Josephine Dobbs Clement Early College High School. Projects and initiatives for the coming year include implementing a Middle School CollegeEd program in all middle schools, Future for Kids (a student advisement program), an Exceptional Children’s Program Schooling Project; establishing a Closing the Gap Web site; and growth and expansion of current initiatives. “Durham can be proud of the accomplishments realized by those of us who truly care about our community’s future,” said Dr. Denlinger. “While we still have much to do, we have no doubt made a tremendous start, and we will not cease our efforts until the job is done.” ###