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Six Elementary Schools Prepare for Sanctions

Meetings with parents early this week; parents must decide on transferring by Aug. 30.

Principal Laurie Baker of Campbell Elementary School does not think that the new academic year will start with many new students in the school. Of the six Title I schools that have not made adequate yearly progress for two consecutive years, five have offered Campbell as a transfer choice.

But that has not resulted in a lot of interest in the school.

"So far I've had three people ask me for information about the school," said Baker.

Under the guidelines set by the No Child Left Behind law, Title I schools, receiving federal funds for math and reading support and with a higher percentage of students on free or reduced lunch, must be sanctioned if they do not make adequate yearly progress for two consecutive years. The sanctions include a transfer option to a receiving school, and supplemental educational programs, such as tutoring. A receiving school must have made adequate yearly progress in the past year, is likely to make it in the future, has available space based on projections through 2006-2007, and the distance between it and the sending school must be reasonable.

In order to have made adequate yearly progress in 2004, schools in the Commonwealth of Virginia had to test 95 percent of their students, and 95 percent of the students in each of the subgroups, as determined by the state. Students who are disadvantaged, limited English proficient, have disabilities, White, Hispanic, and Black, make up the subgroups. Furthermore, 59 percent of each of those subgroups, and the group as a whole, had to pass the math Standards of Learning test, and 61 percent had to pass the reading test. If just one of the targets is not met, then the school does not make adequate yearly progress.

Six of Arlington's thirteen Title I schools, all of which are elementary schools, did not make the adequate yearly progress for the second consecutive year, thus they are subject to the sanctions. All of the benchmarks missed by these six schools were in reading, and none were in math.

"Reading continues to be a focus for all of us," said Baker, "we are doing a very good job." She also said that in Arlington a lot of the students tested have not been in the country too long.

Abingdon fell short of two benchmarks for making adequate yearly progress. Its Hispanic and limited English proficient students did not meet the target for the pass rate in the reading test. The students from Abingdon are offered transfers to either Ashlawn or Campbell.

BARCROFT did not meet the targets in reading in two subgroups, the Hispanic and the disadvantaged students. Barcroft's students are offered transfers to either Campbell or Henry.

BARRETT did not make the necessary results in four categories. The percent of all, Hispanic, limited English proficient, and disadvantaged students to pass the reading test was below the required 61 percent. Barrett's students are offered transfer options to Glebe or Henry.

CARLIN SPRINGS is the only school that had a participation issue on one of its tests. Less than 95 percent of the disadvantaged students showed up for the test, and of those that did, not enough passed the reading test to make the marks. Carlin Springs offers its students the option of going to Ashlawn or Campbell next year.

HOFFMAN-BOSTON missed out on the adequate yearly progress by one benchmark. Its disadvantaged students did not meet the pass rate for the reading test. It is offering transfer options to Campbell of Henry.

RANDOLPH missed out on two benchmarks, the reading pass rate for all students, and the reading pass rate for the disadvantaged students.