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Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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They Have Overcome: High-Poverty, High-Performing Schools in California.
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- Author(s): Izumi, Lance T.; Pacific Research Inst. for Public Policy, San Francisco, CA.
- Language:
English- Publication Date:
2002- Document Type:
Reports - Descriptive - Language:
- Additional Information
- Availability: Pacific Research Institute, 755 Sansome Street, Number 450, San Francisco, CA 94111 ($12.95). Tel: 415-989-0833; Tel: 800-276-7600 (Toll Free); Fax: 415-989-2411; e-mail: [email protected]; Web site: http://www.pacificresearch.org.
- Peer Reviewed: N
- Source: 63
- Subject Terms:
- Subject Terms:
- Abstract: This study examined reasons for the success of eight high-performing California elementary schools with high numbers of impoverished students. Interviews with principal focused on teaching methods, curriculum, content standards, test scores, teacher professional development, safety, discipline, local decision making, parent involvement, emergency teacher certification, obstacles to student performance, and reasons for success. Principals were strong leaders with clear visions of what worked and what did not work. Rather than sticking with ineffective theories and methods, they emphasized what worked in the real world. Many schools ignored the move toward whole-language reading instruction and remained with phonics-based instruction. Principals emphasized the importance of the type of curriculum chosen to teach a particular subject. A well-implemented, research-proven curriculum was key in determining student performance. The schools used the Open Court reading curriculum, supported teacher-directed instruction, and had well-planned strategies to ensure that students acquired standards-based knowledge. Principals encouraged frequent testing to discover students' and teachers' strengths and weaknesses. Professional development emphasized subject matter and implementation of state standards. Most schools were more interested in teacher qualities than teaching credentials. None reported major discipline problems, relating this fact to higher achievement. Principals emphasized parent involvement in their schools. They cited teacher quality as a key reason for high achievement (Contains 25 notes.). (SM)
- Publication Date: 2003
- Accession Number: ED469963
- Availability:
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