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By Sarah Fulton Some Allentown School District students are making improvements in math and reading, but others, particularly those with individual learning plans, from economically disadvantaged households, or those who are not native English speakers remain steady or lag in progress. District officials gave a report to the school board's Education Committee on Thursday detailing student progress under the district improvement plan. Districts that failed to meet the yearly progress requirements under the No Child Left Behind Act were required to develop such plans. Specific figures for individual schools were not available Thursday but officials gave a summary. The report shows that in reading this year, English learners made progress but did not reach the 63 percent proficiency standard. In three elementary schools, one middle school and one high school, which were not identified, the students with individual learning plans -- who often have learning disabilities or behavioral problems -- made progress in reading. But three middle schools and one high school did not make progress. High school student scores in math were below progress benchmarks. The No Child Left Behind Act requires 56 percent proficiency in math this year. Three of four middle schools have not achieved progress targets. Central, McKinley, Sheridan, Jefferson and Ritter elementary schools showed gains in comprehension but did not meet other targets. Teachers have been undergoing federally funded professional development training to enhance student learning and achievement, said Superintendent Karen Angello. The district also offers after-school programs and tutoring to students. |
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