Montgomery County Shares its Secrets to Success

All over the country, school districts are set to receive $13 billion in Title 1 funds through the American Recovery and Reinvestment Act. One of the requirements of this act is to be able to document and demonstrate positive outcomes and savings – something that could prompt future funding. With the help of a team of experts from Montgomery County, Maryland, 300 phone-in participants listened to how that county, with its 28 Title 1 elementary schools and a poverty rate ranging between 55% and nearly 90%, were able to shout from the rooftops that none of its schools has been on the “school improvement” list under “No Child Left Behind” from 2006 through 2009.
 

Using the ARRA Funds

Montgomery County Public Schools (MCPS) received $11.8 million in ARRA funding, and it plans to use that money in a few different ways, said school superintendent, Dr. Jerry Weast. Weast says the county will continue to stress small class sizes in the early grades, increase the number of Title 1 elementary schools and increase the number of full-day Head Start from part-day classes. He added that Head Start and local funds pay for the half-day classes, but the Title 1 dollars extend those classes to full-day.

The MCPS pre-K/ Head Start programs serve just over 2,500 students from low socio-economic families, offering full-day and half-day classes. It is a research-based literacy-focused program, Weast said, and teachers and paraeducators are also offered professional development opportunities. The programs are aligned for assessments with the MCPS curriculum. They also offer and provide parent involvement in events and education, offer breakfast and lunch and free transportation for the children, (the latter which is not required for pre-K students in Maryland); medical and dental screenings, referrals and facilitating of family social services and collaborating with community-based partners.

Lessons have been learned through the county's “Early Success Performance Plan,” which focuses on pre-K to second grade. Officials found that more instructional time spent in pre-K is cost effective and time spent in pre-K and early grades build strong foundations for later school success. Successful programs, according to MCPS officials, must include early childhood-certified teachers, consistent assessment and strong, fully-aligned curriculum.

“We've put a lot of money into this as you can see and a lot of time and thought,” said Weast. “Was it worth it? Look at the data.”

It's also important to keep school fun and keep the children engaged as a system works to produce results. Race or gender should not be a predictor of success, Weast said. By spending an extra $2,000 on each student, the following results were achieved:
 

Kindergarten Reading

In 2001, 39% could read at a Level 3 in Kindergarten

By 2007-08, 93% could read at a Level 3 in Kindergarten. In fact, 65% were reading at a Level 6 by the end of Kindergarten in 2008. A Level 6 accomplishment by the end of Kindergarten indicates a child reading at advanced levels.

Shrinkage in the Reading Gap

Under the Maryland State Assessments, the Grade 5 reading gap shrunk 18 percentage points from 2003-2008. MCPS has “Seven Keys to College Readiness,” answering the call of the president to make more children college-ready. The Class of 2001 in Montgomery County sent 86% of its graduating seniors off to college, compared to a 69% national average.

“We don't have time to get there [college-ready] without early childhood,” Weast said. “The chain needs to spread down to pre-K – high-quality [pre-K]. Early childhood works – it's worth the time, the commitment, the investment. We have to do the early childhood component and do it well.”

When asked how he plans to continue, particularly funding his full-day Head Start programs, after the ARRA funds run out, Weast said that money will help prepare TWO groups of children through two years of ARRA funds. To him, the investment is worth it.