North Lawndale Schools at A Glance:

Schools of Last Resort, or, Ground Floor Opportunity?

by Valerie F. Leonard
A cursory review of the performance of North Lawndale schools over the nine years
ending June 2009 reveals that 5 of North Lawndale’s 23 elementary schools performed as well or
better than the City average in reading, with 68.1%-76.3% of their children passing state reading
exams (ISAT).(“North Lawndale” is defined as Community Area 77). Five of the 23 schools
performed as well or better than the City average in math, with 74.1%-92.6% meeting state
standards. This represents a significant improvement over 2008. On average, North Lawndale
Schools had 55.5% of their students meeting or exceeding state standards on reading tests as
compared to the citywide average of 66.2%. Likewise, North Lawndale schools, on average, had
60.2% of their students meeting or exceeding state standards on math tests, as compared to
citywide averages of 72%.

Frazier International Baccalaureate Magnet School led the pack, and made a nearly 18-
point gain in reading, and an approximate 25-point gain in math between 2008 and 2009.
Citywide, students gained less than 2 points in reading and math. At the same time 80% of
Illinois elementary school students met or exceeded standards on the state exams. A school is
deemed to be meeting acceptable yearly progress (AYP) if 70% of its student body meets or
exceeds state standards in reading and math. It should be noted that Illinois ranks 46 out of 50
states in terms of the rigor of its state standards. It also worth mentioning that about 8 points of
the City’s 12-point gain in reading and 9 points of its 14-point gain in math between 2005 and
2006 may be attributed to changing the ISAT test.

As a result of the "No Child Left Behind" legislation, all states are required to participate
in the National Assessment for Educational Progress (NAEP). The NAEP measures students’
progress against national standards. All schools in Illinois that are part of the sample drawn by
the National Center for Education Statistics must administer the NAEP math and reading
assessment to 4th and 8th students every two years. CPS does not publish the results of the NAEP
at the school level. At the time of this writing, I did not have sufficient data to indicate whether
or not any of the North Lawndale schools are part of the NAEP sample.

Every 5 years, the Progress in International Reading Literacy Study (PIRLS) is

administered to 4th graders from countries around the world. The United States ranked 18th of 28
participating countries, which placed us in the 64th percentile. The United States’ composite
score of 540 represents a 2-point drop from the time the study was completed in 2001. This
means that in 2006, our 4th graders, on average, only performed as well or better than about 64%
of their peers internationally, and they’re poised to do worse in 2011 unless we reverse this trend.
I don’t know if the assessment results indicate that the education systems abroad are doing a
better job of educating their children than the U.S. is, or if other countries are doing a better job
of preparing their students for this test. However, I do know that, if our children are losing
ground on international tests as 4th graders, we cannot realistically expect them to successfully
compete in a global economy as adults.
 Results for state reading tests (2009) for North Lawndale College Preparatory Charter
High School (NLCPHS), the only North Lawndale high school with a junior class at the time,
reveal that 14.9% of the students performed as well or better than the state standards in reading,
as compared to 28.7%% for the City as a whole. Results for state math tests for NLCPH indicate
that 11.5% of the junior class met or exceeded state standards, as compared to 21.4% for the City
as a whole and 76% for the State of Illinois. The school has been put on the highest academic
sanctions by the US Department of Education, and could be closed if no improvements are made
under the current restructuring. Collins High School was phased out in 2009 due to poor
performance.

Results for ISAT Reading Tests-North Lawndale Elementary Schools

 Results for ISAT Math Tests-North Lawndale Elementary Schools

The majority of North Lawndale schools are in some stages of restructuring, as mandated
by the federal government. As of 2009, only 35% of elementary schools were performing at a
level where no restructuring was required. Fifty-seven (57% ) of elementary schools were in the
implementation phases of restructuring. Four percent (4%) were in the planning stages of
restructuring, and 4% were subject to School Choice. North Lawndale College Preparatory
Charter High School is in the restructuring phase.

The No Child Left Behind Act of 2001 (NCLB) provides that schools that do not make
AYP for two consecutive years must offer their students the choice to attend a school not
identified in school improvement in the same district. Schools must offer School Choice until
they have made AYP for two consecutive years. Resources concerning the NCLB Public School
Choice option can be found at http://www.isbe.net/accountability/html/choice.htm.
 North Lawnale Elementary Schools
Federal Improvement Status
Don't need restructuring School Choice
Restructuring Planning Restructuring Implementation

35%

57%

4%
4%

North Lawndale Elementary Schools Ranked by Federal Improvement Status

AYP Overall Rating Fed Improvement Status

School Name 2004 2005 2006 2007 2008 2009 2004 2005 2006 2007 2008 2009
1 HUGHES C E No Yes Yes Yes Yes No Corrective Corrective Action N/A N/A N/A N/A
2 FRAZIER ACAD CONTR N/A N/A N/A N/A Yes No N/A N/A N/A N/A N/A N/A
3 FRAZIER IB MAGNET N/A N/A N/A N/A Yes Yes N/A N/A N/A N/A N/A N/A
4 KIPP ASCEND CHTR CAMPUS No No Yes Yes Yes Yes N/A N/A N/A N/A N/A N/A
5 LEARN CHTR BUTLER Yes Yes Yes Yes Yes Yes N/A N/A N/A N/A N/A N/A
6 LEGACY CHTR CAMPUS N/A N/A Yes Yes Yes Yes N/A N/A N/A N/A N/A N/A
7 POPE No No Yes Yes Yes No Restructured Restructuring Implementation Restructuring Implementation N/A N/A N/A
8 PLAMONDON Yes No Yes Yes Yes Yes Choice Choice Choice N/A N/A N/A
9 CATALYST CHTR - HOWLAND N/A N/A N/A Yes No No N/A N/A N/A N/A N/A Choice
10 WEBSTER Yes No Yes No No No CH_SES Choice SES Choice SES Choice SES Corrective Action Restructuring Planning
11 BETHUNE No No No No No No Restructured Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
12 CHALMERS No No Yes No No No Corrective Restructuring Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation
13 CROWN COMM ACAD No No Yes No No No Corrective Restructuring Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation
14 DVORAK ACAD No No No No No No N/A Choice Choice SES Corrective Action Restructuring Planning Restructuring Implementation
15 GREGORY No No Yes No No Yes Corrective Restructuring Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation
16 HENSON No No Yes No No No Corrective Restructuring Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation
17 HERZL No No No No No No Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
18 JOHNSON No No No No No No Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
19 LATHROP ACAD No No No No No No CH_SES Corrective Action Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation
20 LAWNDALE COMM ACAD No No No No No No Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
21 MASON No No No No No Yes Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
22 PADEREWSK ACAD No No No No No No Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation
23 PENN No No No No No No Corrective Restructuring Restructuring Implementation Restructuring Implementation Restructuring Implementation Restructuring Implementation

North Lawndale High Schools Ranked by Federal Improvement Status

 The data suggests that the greatest one year gains for North Lawndale schools have been
achieved by the baccalaureate magnet school and charter schools. The performance of
traditional public schools have shown modest gains or even losses—in spite of turnaround
efforts. Further exploration is warranted in order to “get behind the numbers” to understand why
some schools are performing at higher levels than others. Regardless of the schools’
performance, the data also suggest that American students lag behind their counterparts in
foreign countries. Unless there are serious interventions, America could continue to lose its
dominance on the world economic stage.

These issues will only be addressed when the community begins to value education
again. Most importantly, we must hold CPS accountable to educate all children, regardless of
whether they attend magnet, charter, selective enrollment or traditional schools. Furthermore:

1) While tests are important indicators of performance, schools should stop teaching to
test and focus on truly educating students. When students graduate high school, they
should be prepared for the rigors of college or the global workforce.

2) Parents and guardians need to be more involved in their children’s education.

Students whose parents or guardians are engaged in their education are more likely
to perform well in school.

3) Community leaders must engage CPS and local citizens in public discussions around
education policy. Communities that exhibit higher levels of civic engagement tend
to have higher quality schools that serve their needs.

4) There should be increased quality in the local community high schools, with strong
support from the feeder schools.

5) There should be a wide array of high quality after school programs geared to
reinforce lessons learned in school, while providing outlets for leadership
development and organized recreation.

6) Schools should regain their status as the center of community, and provide activities
for parents, students and local residents during after school hours. This could
include evening classes at the high school and junior college level; vocational
education and job training, etc.