NCJ Number
205276
Date Published
April 2004
Length
14 pages
Annotation
This report presents a case study of Northern Elementary School in Kentucky, which successfully adopted a multi-faceted approach to improving academic achievement and school discipline.
Abstract
In Kentucky, as across the Nation, students of color outpace White students in suspensions and academic problems. During the period 1997 to November 2001, Northern Elementary School (Northern) had the highest suspension rate in the school district and the second highest number of disciplinary incidents on school property. In the fall of 2000, Peggy Petrilli became principal and began working toward two main goals: improving the quality of instruction and improving school discipline. Over the next 4 years, Northern changed from one of the worst schools in the county school system to one of the best. A profile of the school reports that of the 460 students, 60 percent are African-American, 30 percent are Caucasian and other races, and 10 percent are Hispanic; 70 percent are eligible for the free lunch program for students from low-income families. The core values and beliefs of Northern’s academic and discipline program are enumerated in bulleted format. Specific values are outlined for children and their parents, teachers, and the school climate in general. The academic achievement gap was addressed by securing the additional teacher and staff training that is essential to teaching students who display difficult learning problems. External funding was generated through many sources to cover the additional costs of the more extensive training. The importance of positive reinforcement is underscored not only for students, but for teachers and staff as well. The eight steps of the school discipline program are described and include establishing clear and high expectations, creating a system of daily communication between parents and teachers, forming a Student Assistance Team, providing intensive case management services, providing mental health testing and counseling, creating an in-school suspension classroom, and developing after-school and Saturday programs that allow students to make-up work. Program outcomes are reported and include dramatic improvements in academic achievement scores and declining disciplinary problems and suspensions. The success of Northern Elementary School can serve as a model for other schools struggling with declining academic success and increasing disciplinary problems. This report is a follow-up to the statewide report, Unintended Consequences: The Impact of “Zero Tolerance and Other Exclusionary Policies on Kentucky Students.” Endnotes