Students in older grades spend large amounts of class time talking
and arguing with one another in small groups. One third-grade teacher,
Pamela Ochoa, encourages the children in her group of struggling readers
to get out of their chairs and dance. Kindergartners in another room
interrupt stories to predict what will happen next and ask about words
they don’t understand.
Often at this majority-Hispanic school, the arguments and singing
that spill out of classrooms are in a mix of Spanish and English.
“I don’t like quiet classrooms,” says Virginia Castro, the school’s principal. “Learning is noisy.”
During her four-year tenure at Geddes, Castro has led the school
from struggling to highly successful. In 2008, less than a third of
students scored at or above proficient on the state English language
arts test. In the last school year, the percentage passing more than
doubled to 62 percent. The gains are even more impressive when compared
to students in the rest of the state.
That same year, 97 percent of Geddes students qualified for federally
subsidized lunches and 42 percent were English Language Learners.. But,
while 59 percent of elementary-age students in California were
proficient or above on state tests for English language arts, 62 percent
of Geddes students were.
In math, 67 percent of California elementary-age students were
proficient or above on math tests. In the same year, the figure at
Geddes was 77 percent.