Clifford Street Elementary School A School in the Los Angeles Unified School District

Why Clifford Was Selected

To identify a pool of high-performing schools we examined student and school performance data from 2002-03 through 2006-07. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• Substantially higher school performance than predicted: As indicated by a Similar Schools rank of 10 in 2006-07, Clifford students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Clifford students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals in both English language arts and mathematics.
• Sustained performance over time: Clifford has never been identified for program improvement under No Child Left Behind and has met all AYP requirements. Furthermore, Clifford has met all Academic Performance Index (API) targets across all subgroups.
• High poverty: 88% of Clifford students are eligible to receive free or reduced price lunch.
• No selectivity in admissions: Clifford serves mainly neighborhood students within their attendance zone. However, about 50 students from outside the attendance zone have special permission to attend the school either because their parents work within the attendance zone or because their children attend childcare within the zone. (Clifford’s principal notes that the school’s small enrollment is due to its limited capacity for additional buildings and the school’s location, which is on a hill in a community that has experienced very little development of new homes or apartment buildings in recent years.)

Recognition of Clifford's Success

Clifford received the 2007-08 Title I Academic Achievement Award. Clifford is also noted as a high-performing school by its Academic Performance Index of 835, exceeding the state benchmark by 35 points.

Factors in Clifford's Success

Clifford staff focus on providing quality programs through a well-defined plan for instructional improvement, data analysis and professional development that integrates teacher collaboration and leadership.

Manuel Ponce, Clifford’s principal of eight years, plays a large role in the school’s success by shaping a school-wide vision that establishes high expectations for teachers and students. Ponce describes Clifford as a small school where staff, students, and parents are joined by a shared mission of high student achievement. Teachers focus on teaching content in a way that fosters student engagement, critical thinking and problem solving. Clifford also provides numerous opportunities for professional development and collaboration. By using data to target students’ needs and communicating performance goals to parents, Clifford staff strive to support all students and address the specific challenges they face. Ponce stresses that students from all backgrounds can succeed and that Clifford’s instructional plan and culture support this philosophy. Ponce believes that these are the factors that have made Clifford a high-performing school and that this type of approach can be applied at schools of all sizes for increased student achievement.

How Clifford Creates a Community of Support and Involvement

• Establish high expectations for student achievement: Clifford staff build a culture of high expectations for all students. The principal promotes a belief that all students can and will achieve regardless of family background or home experience, and the school provides the support necessary to ensure students’ success.
• Develop a shared mission among all parties: The principal describes Clifford as a family where parents, students, and staff share common goals and expectations for student performance. Clifford staff create this atmosphere of a shared mission by sharing information with parents about programs, academic and behavioral expectations, and highlighting accomplishments in the school and community. Parents feel connected to the school and all parties support each other in reaching goals. Clifford also provides support for parents and students to address problems that may be affecting families outside of the school.
• Provide extracurricular activities for students: Clifford partners with local organizations to provide after-school activities for students. Staff from the school and from the after-school program work together to align student learning goals and to develop plans to address students’ needs. Additionally, the after-school programs provide students with opportunities to participate in art, dance, music, and recreational activities that are not available during the regular school day.
• Expect parents to be active partners in education: Clifford provides opportunities for parents to engage with the school and participate in activities through parent conferences and meetings. School staff communicate with parents on an on-going basis by sharing information and data regarding student progress from periodic assessments, class work, and homework assignments. During these conversations, parents and teachers also discuss what the parent can do at home to help their child succeed.