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FOR IMMEDIATE RELEASE
Date: December 14, 2001
Number: nr 01-09
Contact: Nan Powers Varoga, 713-658-1881, ext. 14
nvaroga@houstonaplus.org

Teachers at schools supported by Houston A+ Challenge use innovative instructional practices, leading students to deeper levels of understanding and raising their academic achievement, according to a report released today by researchers from the University of Texas, Rice University and the University of Houston.

Moreover, student academic achievement is increasing at faster levels at many of the schools funded by the Houston A+ Challenge than at comparable schools, and minority students are catching up academically to their white counterparts at these schools, the report added.

“This confirms that Ambassador Walter Annenberg’s $20 million investment and subsequent matching donations by Brown Foundation, Houston Endowment and many, many others, are well spent,” said Jonathan Day, chairman of the board of The Houston A+ Challenge.

Through arts-infused, dual language, and integrated curriculum instruction, teachers at Houston A+-funded schools use practices supported by the latest research on the science of learning. Furthermore, Annenberg teachers create learning environments that allow students to take more responsibility for their own learning. In these learning environments, students collaborate with each other and participate in in-depth, active learning activities, according to the researchers.

“In general, our Year Two research finds that Annenberg-funded schools have made progress - in the case of Beacon schools quite considerable progress - raising academic achievement levels for their students,” according to the report from the team of 15 researchers led by Dr. Pedro Reyes from the University of Texas at Austin. Schools supported by Houston A+ fall into three categories. – Beacon, Lamplighter and Floodlight. Beacon schools are campuses that were ready to adopt new teaching practices at the time funding began in 1997.

For example, Beacon middle school students average a TAAS score of 91 in reading, where mastery is 85, compared to 81 for their HISD counterparts, the report shows. Middle school mathematics shows a similar picture, with Beacon students scoring an average of 86, compared to 79 for their HISD counterparts.

Minority students are making even bigger gains. In Beacon middle schools, the 7.9-point gap between minority and non-minority student TAAS mathematics scores in 1998 narrowed 42 percent to 4.6 points in 2000. In the same time frame at Beacon middle schools, the 10.2-point gap between the mathematics scores of economically disadvantaged children and non-economically disadvantaged children dropped 49 percent to 5.1 points.

Researchers called the findings “a significant trend with broad implications for Houston urban public schools with high concentrations of students who are economically disadvantaged or non-native English speakers.” Houston area public schools, as well as those across the nation, have been working to close this well-documented gap in learning achievement between students of color and white students.

The exception to this finding, however, is in children whose native language is not English. “Our research shows profound achievement gaps in all areas between native English speakers and those who are not. Even more troubling is the fact that these gaps are widening in the majority of grade levels,” Reyes said.

"Collectively, the documented benefits of the Annenberg investment in professional development reveal these schools are creating highly effective learning environments, in contrast to traditional classrooms where teachers lecture and students memorize,” the report states. “This research suggests that when public schools invest in high-quality professional development and resource-rich instructional materials, the result will be well trained teachers who engage in excellent teaching practices and students who are committed to in-depth academic study.”

The evaluation report and accompanying documentary called “Sounds of Learning” were released at a breakfast at the Warwick Hotel. Speakers included Dr. Reyes; Mr. Day; Nadine Kujawa, superintendent, Aldine ISD; Linda Reed, interim superintendent, Spring Branch ISD; Mary Mitchell, technology specialist, Olle Middle School, Alief ISD; Kaye Stripling, superintendent, Houston ISD. Entertainment was provided by the East Houston Intermediate School band from North Forest ISD.

The Houston A+ Challenge began in 1997 with $20 million in funding from philanthropist Ambassador Walter Annenberg and $40 million in matching public and private donations. Houston A+ directly funds 88 schools in six school districts – Aldine, Alief, Houston, Humble, North Forest and Spring Branch. Houston A+ also develops and funds school programs, professional development and leadership institutes to promote higher academic achievement by all students.

To obtain a copy of the executive summary of the report, call 713-658-1881 or email Nan Varoga at nvaroga@houstonaplus.org.
For more information on the Houston A+ research project, visit the University of Texas website at www.utexas.edu/projects/annenberg/index.html.

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