that both push and prepare educators to
continually improve so that their students
can do the same. . . . the whole is much
larger than its parts, and the lessons lie in
how Sanger’s leaders have inspired, educated, and trusted principals, teachers,
Although we are proud of our accomplishments thus far, there is much still
to do. We are especially concerned
about students like Sergio who have
become long-term English learners.
We continue to seek the best ways of
addressing their needs.
Sergio is now receiving special educa-
tion services to address his comprehen-
sion deficits. His daily program includes
English language development that
specifically targets vocabulary building.
His schedule was also modified to pro-
vide scaffolded support for his academic
courses, again focusing on developing
the necessary academic language to
ensure his success. He is currently pass-
ing all of his classes and is on track for
1David, J., & Talbert, J. (2010). Turning
around a high-poverty school district: Learning
from Sanger Unified’s success. San Francisco:
S. H. Cowell Foundation, pp. 47–48.
Authors’ note: The student name in this
article is a pseudonym. Sanger has collaborated with researchers from Stanford University (including Kenji Hakuta and Karen
D. Thompson) to independently analyze
data and document student achievement
Rich Smith ( firstname.lastname@example.org
.us) is deputy superintendent and
Marcus Johnson (marc_johnson@
sanger.k12.ca.us) is superintendent
of Sanger Unified School District in
California. Karen D. Thompson (karend
email@example.com) is a doctoral
candidate in Educational Linguistics
at the Stanford University School of
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