COMMENDATIONS
The audit team commends the commitment and passion of the school administrators and staff in their attempts to improve student outcomes.
The Third Year Report of this administration clearly indicates
that the district is giving renewed focus to:
- literacy
- mathematics
- higher academic achievement
- strong, effective instruction
- strong, effective instructional leadership
- safer schools
- innovative programs
These efforts prepare Fort Worth I.S.D. students for success in the next century's work force, improve services and increase parental,
community and business involvement. The audit team has observed evidence that all of these things are taking place. However, the energies
and resources of the school system are extended almost to the breaking point. In fact, some reduction in the number of initiatives may have
to be considered in order to obtain the high level of outcomes called for by the strategic action plan.
Some specific, noteworthy initiatives include the following:
- An administration which is focused on and knowledgeable about the teaching and learning process. This has resulted in substantial improvement by F.W.I.S.D. students on the Texas Assessment of Academic Skills reading, writing and mathematics sub-tests.
- Norm-reference test scores in reading exceed the mean at all grade levels.
- Norm-reference test scores in mathematics exceed the mean at all grade levels.
- A student attendance ratio of 93.56% which exceeds the mean of 90%, and approaches an effectiveness level of 94%.
- Significant increases in achievement for students of all races, ethnic groups and the economic groups over the last three years.
- The existence of a Board approved five-year strategic plan.
- High percentage of students enrolled in Advanced Placement programs (almost double the effectiveness level).
Please note the Fort Worth I.S.D. is at the mean using norm-reference test scores and is making consistent progress during the past 3 years on the TAAS (see Appendix C)
- High percentage of students taking Advanced Placement examinations (more than double the effectiveness level achievement)
- Student performance on college entrance examinations equals the effectiveness level of 946 on the SAT, and exceeds the effectiveness level of 19 on the ACT.
- Special commendation should be given the district for its low drop-out rate of only 9.6% compared to the effectiveness level of 15.2%. This is highly unusual for an urban school district, in that some urban districts experience drop out rates of 60% or more. Audit team members commend the district for positive response to the increased compulsory attendance age.
- Deliberate efforts are underway to reduce the number of students excused from participation in TAAS, including special education students and those with language difficulties.
- A teacher absence index of 5.8 days per year approaches the effectiveness level of 5.5 days per year.
- Schools appear to provide safe and orderly environments.
- Adoption of an admirable initiative of ending student instructional deficiencies as early as possible in their school experience, e.g. all students reading by grade 2.
- Implementation of a plan to improve the English proficiency at the earliest possible age for the 23% of the FWISD student's who are classified as limited English proficient. Further, the district has given evidence of insisting on moving this initiative forward by placing quality instructional staff in these classrooms.
- Reduction of the number of low performing schools from a projected 33 in 1995-96 to just 3 in 1997-98. The chart in Table I (page 131A) portrays the steady improvement in this area over the past 3 years. The basis for this conclusion can be found in Appendix C which displays individual school TAAS performance levels.
- In reviewing the results of completed perception surveys, the site visit committee is impressed with the degree to which the three major stakeholder groups - parents, teachers and administrators - embrace the elements of effectiveness related to HIGH EXPECTATIONS. It is indeed a tribute to this 77,000 student, urban school system with multiple expectations from diverse constituencies that all groups expect high levels of performance and believe in the capacity of the system to produce positive results. The site visit team believes the instructional vision communicated by school system leadership is a cornerstone of the widespread and shared perception that school staff are dedicated to each student learning at the highest possible level.
- In addition, the district is to be commended for its EMPHASIS ON LEARNING.
In the perceptions of parents, teachers and administrators, this correlate is established.
- The district is to be commended for its long-standing commitment to universal full-day kindergarten. The district funds 50% of the full-day program with scarce local resources. The sample visitations by the audit team verified the district's emphasis on language development and literacy in the kindergarten experience.
- The district is further to be commended for using precious Title I funds to supplement the state's funding for pre-kindergarten so that significant numbers of 4 year olds have a full day experience. The emphasis on language development and literacy is evident in the pre-K experience. There also are efforts underway to involve parents at this initial stage of their child's school experience.