Changing Schools in Long Beach Spring 1998

(Vol. 2, No. 2 - Spring 1998)

These stories are from the fourth issue of Changing Schools in Long Beach -- a tabloid newspaper published by the Focused Reporting Project. The next issue will be published in the Fall of 1998 and will focus on the "standards-based classroom."

High standards for all-- experienced teachers for some -- Hailed for its advances in standards-based school reform, the Long Beach (CA)Unified School District is well on its way to becoming a national model. But, as a comparison of conditions at two schools reveals, some middle graders are more likely to reap the benefits of the district's carefully crafted improvement program than others-not from a lack of school leadership or financial resources but from a shortage of experienced teachers.

Rogers faces challenges of its own -- The principals and faculty at Hamilton and Rogers middle schools have something in common --they all puzzle over how to help the low-achieving student. But the advantages are mostly on Rogers' side.

Walking the Talk --After three years of conversation about school reform, Long Beach Unified is beginning to "walk the talk," building a comprehensive system of standards-based reform that could result in something few urban school districts can actually claim-- real change.

Refinishing the department chair -- LBUSD leaders are asking middle school department chairs to assume new leadership roles in standards-based reform. Old and new job descriptions

A tentative beginning for Long Beach Prep -- LBUSD's 8th-grade promotion initiative has raised the profile of at-risk kids, but its alternative school for failing middle schoolers has had a rough first year.

School Buzz! -- What some Long Beach educators are saying about the middle grades and high standards for all kids. A selection of pithy quotations.

Who is teaching your child? -- Teacher quality expert Barnett Berry says the research shows tht "expert teachers -- teachers who understand both the subjects and the children they teach -- make the most important difference in what students learn." For reform to succeed, he believes, districts must act on this fact.