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    Fast track to literacy

    Kentucky district targets struggling readers in urban schools

    By Marco Munoz, Jennifer Aberli and Thomas R. Guskey
    August 2009
    Improving the literacy skills of struggling high school readers remains one of the greatest challenges educators face today. Students who are two or more years behind grade level in their language arts skills have little chance of successfully completing a rigorous program of studies in high school and are the most likely to drop out. Accelerating the learning progress of such students is the explicit goal of the Ramp-Up Program in Jefferson County Public Schools in Louisville, Ky. Jefferson County Public Schools is a diverse, metropolitan school district that includes 150 schools serving approximately 97,000 students, 55% of whom come from economically disadvantaged homes and qualify for free or reduced lunch benefits. PLANNING In planning the Ramp-Up Program and its accompanying professional development, school and

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    University of Kentucky | + posts

    Thomas Guskey is a professor emeritus in the College of Education at the University of Kentucky, whose work is dedicated to helping teachers and school leaders use quality educational research to help all of their students learn. The author/ editor of 25 books and more than 250 articles and book chapters, he is an expert on educational measurement, evaluation, professional learning, assessment, and grading. His five-level framework of professional learning evaluation is a seminal resource in the field. His latest article for The Learning Professional, Learning Forward’s journal, is “Look beyond the satisfaction survey: A framework to evaluate results of professional learning.”

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