| more Schools are still feeling the effects of reform. | | | | opportunity at each school. Given 20 million dollars in |
| Five years ago in 2002, massive funding went to the | | | | 2002, Baltimore Schools also began reducing |
| Baltimore Schools, which are one of the most under | | | | classrooms into smaller, more condensed |
| funded school systems in the state. This particular | | | | environments. The general consensus was that this |
| plan was for improvement concerning six basic | | | | would bring more focus and alleviate distractions |
| standards including academic achievement and | | | | encountered in large Baltimore Schools. Mostly this |
| curriculum upgrading. The fact that Baltimore Schools | | | | reform was geared toward neighborhood high |
| continue to strive for excellence is heartening and | | | | schools which are the most crowded and have the |
| shows that the spirit of educators is not daunted by | | | | lowest graduation percentage. |
| low performance results. They persevere in the face | | | | Five years later, the Baltimore Schools’ |
| of disorganization and desire to achieve top marks in | | | | reform seems to have had a positive effect. By |
| school rankings. | | | | rejuvenating the neighborhood schools, students have |
| Many debate the effectiveness of standardized | | | | been exposed to better educational settings. And |
| testing in Baltimore Schools. These general tests are | | | | now officials in Baltimore Schools have been inspired |
| designed to evaluate the progress of each school. | | | | to continue in this vein. There is currently a second |
| While the intention is to ensure that all Baltimore | | | | reform plan in motion, set for 2006-2008. Baltimore |
| Schools are on the same page, the results have not | | | | Schools are looking to accelerate the progress of |
| always been positive. For instance, teachers spend | | | | students and better prepare them for college. |
| most of the year teaching the test to students. The | | | | Baltimore Schools are practical and stress the need to |
| type of question and appropriate response are drilled | | | | be ready for a place in the workforce. They desire |
| into the minds of test takers. Baltimore Schools are | | | | quality instruction for their students. Baltimore Schools |
| frantically trying to maintain a standard that will allow | | | | are setting a standard of achievement that has |
| them to continue teaching and project good | | | | revolutionized the educational system in the past five |
| academic standing. The pressure placed on achieving | | | | years. Admittedly, five years is a long time and more |
| a good outcome is intense. | | | | attention should be given to the crises of illiteracy |
| The struggle to keep all students on a level playing | | | | and unemployment. Both these issues begin in failing |
| field was the focal point of the new Baltimore School | | | | schools. But the Baltimore Schools are have shown |
| reform plan. There was a desire to unify the | | | | improvement and are making strides to protect the |
| curriculum and present the same educational | | | | foundation of a solid education. |