This district serves as an exemplary model for how a comprehensive approach to compensatory education can be successful, especially for backers of Chapter 1 schoolwide projects. Out of a total of 155 Chapter 1 schools in the district, 117, which are eligible to implement schoolwide projects under current regulations, are utilizing their federal aid to support all of their students. Alongside the commitment to the whole-school approach, the district is also prioritizing allocating more Chapter 1 resources to the most disadvantaged schools and implementing site-based management.
At Gillespie Middle School, the changes brought about by the district’s efforts are clearly visible. The school has completely restructured its program by organizing teachers into "families" that work collaboratively as teams. In some cases, teachers retain the same group of students throughout their middle school journey. Additionally, approximately half of the students are enrolled in "modules" where the instructional curriculum is centered around themes such as creative and performing arts. Principal Thomas G. Lynch 3rd stated, "We’re aiming to shift from a faculty focused on subjects to a faculty focused on students and interdisciplinary teaching." The school is also utilizing Chapter 1 funds to pilot a portfolio-assessment system. Mr. Lynch acknowledged that maintaining all of these initiatives would not be possible without the schoolwide project.
Numerous teachers and administrators in the district are enthusiastic about this approach as it allows them to implement more innovative methods and tailor their programs to address specific challenges. Sharon McIntosh, a Chapter 1 program-support teacher at William Dick Elementary School, highlighted the ability to design strategies based on the individual needs of the students each year. For example, if a large group of troubled students is identified in the 2nd grade, they can be placed in a smaller class. Dick Elementary has implemented an extended school day and year.
William Cramp Elementary School has established permanent team-teaching arrangements while also utilizing two Chapter 1-funded instructors who spend time in different classrooms. The school places great emphasis on literature and recognizes students who excel in reading with awards. Student recognition is a central aspect of the school’s culture, with Principal Gaeton Zorzi starting each day by making announcements on the playground, wearing a vest adorned with colorful buttons. He reads out the names of students who have achieved distinctions in reading, attendance, or other areas, and presents them with a button as they enter the school. The hallways are filled with displays of student achievements, and there’s even a dedicated display case for the "family of the month." Mr. Zorzi emphasized the importance of convincing students who are already behind that they can succeed.
Teachers participating in schoolwide projects expressed their appreciation for the flexibility to bring all students to the Chapter 1 computer lab without the need to track specific students’ instructional time. However, they are even more pleased with the collegial environment that fosters collaborative decision-making. Anita Moore, a program-support teacher at Cramp Elementary, mentioned that teachers are eager to join the program. Richard McCann, the director of the state assistance project at Research for Better Schools, who has studied Philadelphia’s program, commended the schools for their problem-solving capabilities and collaborative work amongst staff members. He observed that corrective action is taken when students show insufficient progress. Out of 62 schoolwide projects that have reached the three-year evaluation mark, only one failed to meet the federal requirements to continue. Furthermore, there has been a decrease in the proportion of students scoring below the cutoff score for inclusion in a regular Chapter 1 program. According to Mr. McCann, this suggests that a significant number of low-performing students are moving into the middle range, and this improvement is noteworthy.
However, not all the news is positive. When the district transitioned to a new standardized test last year, all the schoolwide projects performed poorly enough to be subjected to a program-improvement process. Overall, the district’s progress remains modest, and the achievement in schoolwide projects is similar to that of other Chapter 1 schools.
