State Education Commissioner Richard P. Mills stated that overall, statewide Grade 4 ELA results are improving—a record 70% of all fourth graders met all of the State Learning Standards by scoring in Levels 3 and 4, up 8% from last year. For the first time ever, a majority of Black and Hispanic students achieved all of the standards, as well. Statewide Grade 8 results show only modest gains, with a 1% increase.

The latest Albany Public Schools Grade 4 ELA exam results, administered in January 2005, show tremendous gains at a majority of its 12 elementary schools, while following the statewide trend on its Grade 8 Exam scores.

District wide, 54% of Albany’s fourth-grade students are meeting (Level 3) or exceeding (Level 4) the state standards on the Grade 4 ELA Exam, which is a 10% increase over last year. Furthermore, the percentage of students scoring at Level 1 (not meeting state standards) on the Grade 4 ELA Exam decreased 5% from 15% in 2004 to 10% in 2005.

While nearly all Albany public elementary schools made progress, a few made noteworthy gains. Giffen Memorial Elementary School’s preliminary results show that 62% of this year’s fourth graders met or exceeded NYS standards—a 30% increase over last year’s results.

Giffen principal Maxine Fantroy-Ford believes that the key reason for the school’s success is a school wide reform initiative. "Change does not happen overnight. Giffen’s achievements are the result of gradual improvements over the past five years. Gradual change is more likely to be sustained," says Fantroy-Ford. "Our success is a result of collaborative efforts—parents entrusting their children to us and our instructors believing that we can produce results."

According to Fantroy-Ford, several strategies and programs have significantly impacted academic achievement and the overall learning environment at Giffen, including:

Academic initiatives

• Success for All in grades Prek-6
• One-hour writing blocks
• 4th-grade teacher meetings to share information and ideas
• District and school professional development for staff
• Summer book readings for faculty
• Teacher grade-level meetings

Student services

• 21st Century Community Learning Center Project Site
• Before- and After-School Tutorial with local graduate students from UAlbany and St. Rose
• Summer School Program at St. Rose
• "Two Together" after-school literacy program
• Reading Buddy Program (volunteers from the Department of Motor Vehicles and local retirees)
• Establishment of the Giffen Family Resource Center
• Home visits by teachers and staff

Community collaborations, such as:

• Higher education initiatives
• Faith-based organizations
• YMCA After-School and Summer Programs
• Partnerships with local businesses and health agencies

Arbor Hill Elementary School is also seeing a major jump in student progress, with 51% of its fourth graders meeting or exceeding state standards.

Additionally, Schools 16 and 19 continue to decrease the percentage of students who are not meeting state standards, with only 2% and 3%, respectively, of its students scoring in Level 1.

"Overall, 90% of Albany’s elementary school students are approaching proficiency (Level 2), meeting state standards (Level 3) or exceeding state standards (Level 4)," says Anita Murphy, director of testing and assessment. "We are making significant progress by moving more and more of our elementary students out of Level 1 and into the higher levels. If we continue to follow this path, all of our students will be meeting the state’s standards in the near future."

Middle School Improvement Techniques

Statewide trends on the Grade 8 ELA Exam show that students are making very modest gains, 1% improvement over last year’s scores. Albany’s results show that Grade 8 ELA scores remained relatively constant, with small improvements in certain subgroups (special education).

This school year, 23% of Hackett students are meeting or exceeding the Grade 8 ELA standards, while 16% of Philip Livingston students are meeting or exceeding the state standards.

"While our eighth-grade scores remain constant, the district expects to yield positive changes in the long term once the middle school improvement plan is implemented this fall," says Superintendent Dr. Eva C. Joseph. "The benefits of small schools, more individual student attention, and targeted early intervention will be seen in the coming years."

Middle school improvements include an Adolescent Literacy Program, which is designed to provide students with additional reading and writing instruction. The rigorous curriculum, which includes mandated writing workshops requiring students to create monthly projects, will prepare students for high school coursework.

Early intervention techniques through the use Interval Assessment Testing for students in grades 2-10 will also begin next school year. This initiative will allow teachers to pinpoint students’ weaknesses and provided targeted instruction for those needing extra help on a regular basis throughout the school year.