Passaic, NJ,  a large district serving mainly Hispanic and Black students, improved approximately 15% on the NJ ESPA (4^th grade state test) after implementing the balanced curriculum process for a year in their elementary schools n Reading/Language Arts.  Implementation was monitored by the Reading Curriculum Director in conjunction with the principals.  The School Development Program had been in place for two years in the district.   

Figure 10:

The above chart indicates that only one school met state standards of 75% proficient in 2001.  By 2002, four schools met the state standard, with two additional schools missing the standard by less that 2 percentage points.  School number 6 was also implementing Success for All, another school reform program.  The Learning Center was a school for gifted students. 

Copyright © 2000 ABC Education Consultants, LLC