The Louisiana Department of Education recently released 2009 School Performance Scores (SPS).  The latest report provides us with the opportunity to highlight marked improvement for Louisiana – not only over the last year – but over the last ten years.  And I want to congratulate educators across the state for their tremendous effort and success.

When policy makers set the state’s 10-year accountability goal at 100 in 1999, we were unsure about how quickly the state could achieve that goal. In fact, the state had not administered a student assessment prior to setting the goal. The guiding force was the need for the state to improve at a pace that would allow it to move up from its ranking of last or near the bottom in most education measures.

While our 2009 State Performance Score of 91.0 is short of the 10-year goal of 100, the score represents a significant gain from the score of 69.4 that was achieved the first year, in 1999, as well as a substantial 4.7 gain from the 2008 score of 86.3.

Also notable are the measurable gains Louisiana has made in narrowing the gap between black and white students over the last ten years. The performance gap between black and white students has narrowed by more than 10 percent in English, and 9.8 percent in math. In fact, according to the 2009 Education Watch Report, Louisiana is the only state where the gap between African American and white students has narrowed significantly in both 4th grade reading and 8th grade math.

While it’s important for us to celebrate our state’s progress, these performance scores also bring to our attention the need to continue pushing forward with urgency. The number of schools with a School Performance Score below 60 has been drastically reduced -- from 388 in 1999, to 55 in 2009. But there are still more than 400 schools in Louisiana with a School Performance Score below 80, which means that about 40 percent of their students are performing below grade level.  And more than 900 of our schools earned a score below 100, meaning that about 25 percent of their students are not proficient for their grade level. 

So, still, far too many of our students are being left behind – and Louisiana must remain committed to implementing necessary reforms and focusing available resources on proven strategies if we are going to continue advancing our progress.    

With that in mind, the Department is working with policy makers and educators across the state to aggressively pursue the federal Race to the Top grant, valued at $4.35 billion.

This highly competitive grant application could provide Louisiana’s K-12 education community with an unprecedented level of resources – estimated at $250 to $300 million.

And this opportunity is not just limited to low-performing schools.  Districts that choose to participate in the state’s Race to the Top application will have access to additional financial resources that they can use to turn around not just their lowest-performing schools – but schools that may be performing above the state average.  And this potential aid comes at a crucial time for Louisiana – as we seek to build on our state’s accomplishments.

Louisiana public education is indeed in the midst of great promise, as evidenced by our proven ability to elevate the quality of our public schools and ultimately, improve outcomes for our students.  But we cannot pause.  The potential financial resources available to us through Race to the Top can assist us in our efforts to transform each and every one of our schools to world class education programs.  Louisiana is in the race, and we intend to finish at the top. 

Today I publicly announced my recommendation that the Board of Elementary and Secondary Education (BESE) place 10 public schools in the state’s Recovery School District (RSD). BESE will take action on that recommendation tomorrow, determining the future for these schools and 23 others that have been labeled Academically Unacceptable Schools (AUS) for at least four consecutive years.

The 10 schools the Department of Education (LDE) recommends placing in the Recovery School District include two schools from Caddo Parish and eight schools from East Baton Rouge Parish.

I want to reassure the communities that are affected by this recommendation that the decision to place these schools in the RSD came after careful consideration and thorough analysis. In the end, we made the recommendation based on our responsibility to provide the children in these schools with a high-quality education that adequately prepares them for a successful future. We believe the right choice in the case of these 10 schools is to place them under the direct control of the RSD.

For the other 23 schools eligible for state takeover, we are recommending a type of receivership to be carried out through a Supervisory Memorandum of Understanding (MOU). While the district can continue to operate the school, it will do so with the supervision of the Recovery School District. However, operating under receivership and remaining in the jurisdiction of the local district depends on whether the respective school board agrees to the requirements outlined in the Supervisory MOU between the District and LDE, including a related school Recovery Plan. 

If the district fails to comply with the terms of the Supervisory MOU or fails to make progress toward the implementation of the school Recovery Plan during the first year of the agreement, the Department may exercise its option to place the school into the RSD.

Nevertheless, either action, placement in the RSD or operation under a Supervisory MOU, involves continued cooperation between LDE, the local district and the school community. As we make progress toward our ultimate goal of improving academic achievement at all 33 of these schools, I look forward to working with these school communities. 

Specifically, I want to emphasize that there are many talented and dedicated teachers and administrators in these schools. I want to say to them that we realize these decisions have undoubtedly brought uncertainty into your lives, and over the next few weeks we will reach out to you to address your questions and concerns through faculty meetings and other communication. We value the tremendous effort you have put forth and look forward to working with you as we explore workable solutions to these complex challenges.   

And last, but certainly top of mind, we want to emphasize to the students and families in these schools that the Department is determined to see to it that every child in this state receives a world-class education.  And we will do whatever it takes to achieve that vision. 

Thank you for visiting my blog, and I look forward to receiving your feedback.  Also, for your reference, the link to today’s press release and Frequently Asked Questions around today’s announcement can be found at this link: www.LouisianaSchools.net.

On November 4, 2008, the citizens of the United States of America elected Barack Obama as their first African-American president.

For a nation founded on the principles of freedom and democracy that refused to extend equal rights and liberties to black Americans for almost 200 years, to many Americans the election of this country’s first African American president signifies a defining moment in our history and is celebrated with hope and pride for the progress this country has made.

For some, Obama’s victory was a reminder of the discrimination and prejudice that dominated American history for far too long and, despite significant progress, still exists today.

Others expressed the sentiment that the color of Obama’s skin was irrelevant and the election of a black president is “no big deal.” Sadly, some Americans have responded with expressions of bigotry and hatred with words and actions that have reopened old wounds and introduced a new generation to the hostility and division caused by racism and misunderstanding.

As the significance of Obama’s approaching presidency is debated across the world on blogs, talk shows and even from the pulpits of some churches, young Americans are clearly engaged in the effort to give meaning to his election. Their curiosity, insight, and participation are paramount in this conversation as they represent the future of this country.

While our state has had no reported incidents of conflict between students – which unfortunately has been reported elsewhere across the United States – discussions centering on the election of Obama are undoubtedly surfacing not only in our schools but also in homes and communities across Louisiana.

I encourage teachers, school leaders, families and community leaders to facilitate healthy, productive conversations about President-elect Obama and what his election means for our country, especially for African-Americans. If we, as adults, help young people talk about this event in a constructive, non-threatening way without limiting or down-playing their feelings, enthusiasm or anxiety, we can continue building bridges that will connect them to a future where prejudice in this country has not only diminished, but has disappeared.

Seven years ago our nation was attacked. It is a moment in history we will never forget.

Yet, despite the chaos and destruction caused by the attacks on Sept. 11, 2001, our nation rose to the occasion and remains steadfast in its beliefs of liberty and democracy for all people. As citizens of this country, it is our duty to see that those core beliefs on which this nation was founded continue to reign supreme.

The anniversary of 9-11 reminds us all that we are a nation rich in opportunity, and that as individuals, each of us enjoys the right to achieve anything we can imagine. We know that is not the case in many parts of the world. My message today is primarily geared to students, our future leaders. I urge you to seriously pursue your education so that you are equipped to not only succeed in your own life, but so that you are also armed with the knowledge and wisdom to advocate for liberty and justice throughout our world.

A nation of informed, educated citizens cannot and will not be overpowered.

Peace to you and your families.

Superintendent Paul Pastorek

Ladies and Gentlemen:

This has been a difficult day for our entire state. I believe that this storm has affected (or will affect) almost every part of Louisiana and our education community. I have heard reports that many of you have suffered damage to your home and property. We are sorry for the hardships many of you are enduring, but we remain grateful that thus far there are no reports of any injuries among our DOE family or education community.

The Governor has announced that only essential employees should report to work tomorrow. I know that many of you have to provide for your family, pick up the pieces and clean up after the passage of Gustav. With this in mind, we are asking that you not attempt to come to work tomorrow.

If you are one of the fortunate ones who sustained little or no impact from the storm, I would strongly suggest that you offer to volunteer at the nearest shelter. There are thousands who have evacuated and are in need of support.

Please stay tuned so that we are able to communicate with you. Also, if there is anything that I, or the Department of Education can do to support you, please let us know.

Paul Pastorek
Superintendent
Louisiana Department of Education

This week the Department of Education has made a very simple recommendation, to move the testing dates for LEAP, iLEAP and GEE back a couple of weeks. BESE heard and accepted this recommendation and now testing for the 2008-2009 school year will begin April 1, 2009 and end April 9. For a number of years school leaders, teachers and parents have wondered, “Why is the test so early?” When I became Superintendent, I asked that very same question. I listened to the reasons and after hearing everything I wondered still, “Why is the test so early?” It just made too much sense to move the test, so that’s what we’ve done.

I certainly understand the concerns, that the test becomes the focus of instruction and I understand that this doesn’t solve every problem associated with accountability, and we aren’t trying to with this plan. We are simply intending to give teachers more time to teach the skills that are covered on the tests and to give students a greater opportunity for success.

Louisiana’s accountability system is rated among the best in the nation year in and year out, but that doesn’t mean that these policies are static and unchanging. We are always looking for methods to better assess our children and find ways to get them “over the goal line.” You can expect the Department of Education to continue to work with educators, parents, BESE, the legislature and the best minds in the world to improve our system. Moving the test back is just the first step in that.

All children can learn. At the heart of our vision at the Louisiana Department of Education, to build a world class education system for Louisiana’s children is that belief. I’m certain that I wouldn’t have accepted this position if I didn’t believe that every child, rich or poor, black or white, urban or rural, had the ability to earn a quality education.

I believe that I have assembled a team of like minded individuals who, no matter what division they work in (finance, accountability, etc.) are finding ways to support higher student achievement. It’s a very different approach to a system that typically teaches us to stay in our silos and simply do the work that comes across our desks. But I don’t think that produces the effort that will get us to where we want to be.

I made a commitment to get out and visit schools on a regular basis so I can talk to principals, teachers and most importantly the students. A short time ago I had the privilege to visit Ory Elementary School in LaPlace. It’s a school that has a very mixed racial makeup, a good number of students who receive free and reduced lunch. And it also achieves outstanding school performance scores year in and year out.

They’ve done it by following a pretty simple formula. First, they have an outstanding principal who has been there a number of years and who has her own vision for what the school should be. They have teachers who have committed themselves to that vision and in every classroom I visited I saw professionals working their craft. And then you see energetic, enthusiastic, attentive students. I observed their “professional quality” television studio and their morning broadcast, and enjoyed what had to be one of the nicest interviews I’ve done in a long while. I also talked to classes from Kindergarten to 8th grade and heard directly from children. One math class in particular told me that their daily class work made the LEAP look basic in comparison.

I left Ory feeling even more deeply that the obstacles to quality education exist in us as adults far more than in any child. We can pass the blame or the failure to whomever or whatever but in the end when these children fail, it falls on all of us.

This time of year brings a heightened level of energy and tension to many of our schools. LEAP, iLEAP and GEE tests are just weeks away and teachers are busily ensuring that their students are ready. Each year, we hear about schools holding pep rallies and special events to make students aware of the importance of the tests and read interviews with teachers and parents who are stressed about whether the students will pass. I would encourage schools to tone down the events that work to create more stress around this time and instead concentrate all year on the proven practices that ensure students are prepared and know the material that will be presented.

In that vein, the Department of Education has created a Tutoring Hotline for 4^th and 8^th graders who will take the LEAP exam. This week, every student in the state will receive a practice test that they can take home and familiarize themselves with the types of questions that will be on the exams. And we will have tutors available to help students who need assistance on those questions from 5 p.m. to 7 p.m. Monday through Friday from February 1st to March 7th.  The phone number is 1-877-453-2721.

We have also created a LEAP/GEE help center on our website at  http://www.louisianaschools.net/. Students will find online programs such as PASS which also provides students with practice questions and online tutorials for each exam and Newton’s Classroom which is a fun site that can be used to help students sharpen their math skills. These online sites are available year round but we have combined them all into one easily accessible site.

This is an important time in our schools but I hope our teachers, principals and Superintendents use the Department’s tools to instill the confidence in students that they do know the information and will succeed on these tests.

Monday, I witnessed the swearing-in of Bobby Jindal as the 55^th governor of our great state. These are exciting times in Louisiana, as we see change reverberating from the Delta to the Bayou. Along with our new legislature, I am looking forward to a productive relationship with our governor. I was particularly interested in his remarks about his emphasis on change. In a number of instances, Governor Jindal commented in his inaugural address that “It can change! It must change! It will change!”

In Louisiana, our 4^th grade reading results are 50^th in the nation. We have one of the toughest challenges that a state can face. We have a significant poor population that is educable, but it takes more skill and effort to make that happen. No, it is not easy – it is difficult. But it is not impossible. Teaching poor children effectively and having them proficient in reading at the 4^th grade is DOABLE. Even with poor students who come from difficult backgrounds, it is DOABLE – if we are diligent and determined. It can change! It must change! It will change!

When Louisiana’s School Performance Scores were released on September 6^th, they showed that the majority of schools across the state failed to reach their Growth Targets, the state as a whole remained essentially flat, 70 schools were academically unacceptable and 11 of those schools were eligible for placement into the Recovery School District. The news was disappointing, but it spurred my executive staff to create a plan of support for the 100 schools that need our help the most. We held two summits to pair high performing schools with high priority schools (those achieving the lowest in the state, so that one could learn from the other). We have since given technical support from the LDoE to every one of those 100 High Priority Schools, and this will continue through the end of the school year. It is our way of demonstrating that it can change! It must change! It will change! It is our way of saying we believe that we can help and that we can make a difference in supporting struggling schools.

We are implementing that plan now, and I will talk more about it in future blogs. However, among those 100 schools are 11 that are eligible for immediate State takeover. These 11 schools have failed academically for 5, 6, 7, 8 or even 9 CONSECUTIVE years. The children who go to school there simply don’t have much of a chance of success in the classroom, and therefore don’t have a chance in life. I don’t blame the teachers or administrators who are trying. I actually don’t blame anyone. I simply say that it must come to an end. There must be a better way for these students. Either the district must provide it (and it is their obligation to do so), or someone else must. The biggest challenge – BELIEVING THAT POOR CHILDREN CAN SUCCEED. If we do not believe they can succeed, they surely will not. There are examples in our own state where poor kids succeed in large numbers. (I will talk about this later.) We must replicate that success in all of our schools, particularly in these 11 schools. We believe at the LDoE that schools can replicate success, but we must be focused on ensuring that all children are literate in each grade. Indeed, one of our major areas of focus is that we assure that they are literate and mastering numeracy skills by the 4^th grade. If we don’t, we are constantly fighting a rear guard action in all the later grades.

I have spoken with the superintendents of each of these 11 schools so that I understand the challenges each of these schools face, the history of each and the plans now underway to bring them back to the path of success. I have also begun what will become a series of discussions with the school board members who represent these districts. This week, the Board of Elementary and Secondary Education will continue its discussion of whether the state can serve these schools and their students better. I expect a decision to be made in February or March.

As I have repeatedly said, I do not have an abiding desire to take over these schools. However, I must see a firm commitment and a solid plan to do what it takes to make these schools successful. The students deserve nothing less.

As our great new governor reminds us…”It can change! It must change! It will change!”