Testimonials

Principals

• "[ULC] has expertise and experience in planning, monitoring, and supporting improvement in low-performing schools. For the past three years, I have worked with Urban Learning Centers school reform design to achieve improvements that contributed to an increase in API scores. During the 2000-2001 school year, our scores increased by 81 points; during the 2001-2002 our scores increased by 52 points."—Principal, Liggett Street Elementary School, Los Angeles Unified, 2002

• "The parent involvement piece has been great. The way schools can make a difference with parents is to make sure they understand how important education is. Parents don't have to be educated themselves to do this. My staff and I talk with parents seriously about the school's expectations of them and of their children. It is important to create a culture of seriousness regarding education. The message of seriousness has penetrated."—Principal, Los Angeles school, 2001

• "Responsibility is shared, the entire burden does not fall on the Principal."—Principal, Franklin Elementary School, Utah, 2000

• "ULC provides the opportunity to be more than just a school. Building partnerships with families can strengthen schools, families and communities. A renewed emphasis is placed on tapping available resources and finding ways for parents to support kids."—Principal, Joaquin Elementary School, Utah, 2000

• "Teachers have come to believe that kids can learn a lot more than they believed possible in the past. This belief is widely held by teachers now and the shift has been contagious. Older veteran teachers were among some of the first to affirm this notion and the ULC-sponsored reform activities at the site."—Leadership Team, Los Angeles elementary school, 2001

• "The Principal allows teachers to work with the kids; after-school academic support is offered through various programs, education contracts outline responsibilities and expectations between the parents, kids, and the school; regularly-scheduled parent meetings are held where teachers talk with parents seriously and invite their questions; the presence of parents on campus; the provision of all materials in Spanish and English; and the work of a community liaison, including her support of volunteers through the Parent Center, all this has made the difference."—Technology Coordinator and former teacher, Los Angeles school, 2001

• "Rubric scoring is useful in giving grades to students. I am much clearer about this matter today, being a new teacher in this school. Thank you so much for being such a great help to me."—Teacher, Walton Middle School, Compton Unified, 2002

• "There were no parent volunteers last year. This year, kids' parents are volunteering. I have a parent volunteer every day in my classroom, and it's an amazing difference. I love it. The level of dedication is wonderful."—First grade teacher, Utah school, 2001

• "The teachers are excited. There is community involvement, which we really need more of, and when the community is involved, the attitude of the parents is different. They back the teachers."—Teacher, Utah Elementary School, 2001