Despite findings that indicate deficiencies in Rialto schools, the audit of educational effectiveness commended the district in several areas:
*good teacher attendance.
*low drop-out rates.
*and good student performance on college entrance exams.

District officials say such positive attributes reflect a good educational climate.

The report found the teacher absence rate was at 5.36 days per year per teacher, compared to a recommended level of 5.5 days per teacher and well below the national mean of 7.5 days.

In addition, the report indicated the district provided 1.58 days a year for teachers to Participate in professional training.

"I think most schools have a good teacher and student climate," said Michael Brown, the district's assistant superintendent of instructional services"

There is a support system and a collegial atmosphere that keeps teachers interested. That may be a reason for low absence rates."

Brown also said a reduced teacher-to-student ratio of 20-to-1 has reduced stress on first through third-grade teachers and allowed them to better apply their course plans.

Students at W.H. Frisbie Middle School go over a practice test that assesses students' reading comprehension

"We don't have special incentive programs for teachers to attend," Brown said. "But we do try to attract the best and most motivated teachers."

Joseph Davis, assistant superintendent of personnel, said the district's teachers like what they're doing.

"...and that translates to better education," Davis said. "I think it goes to show that when regular teachers are in the classroom, students perform better. And I am a firm believer that there is no substitute teacher in the world who can supplement a full-time one."

Davis said that by allowing nearly two days a year for professional training, the district is keeping teachers updated with fundamental skills and encouraging them to participate throughout the school year,

"We like to have them (teachers) on the cutting edge as much as possible," Davis said.

In addition to a low teacher absence rate, the report noted the district has been successful at reducing the number of students who drop out. The district's high school drop-out rate during the 1996-97 school year stood at 3.9 percent, well below the national average of 10.3 percent.

Since the 1993-94 school year, the district's drop-out rate has declined from 4.4 percent.

"We've worked hard at reducing our drop-out rates," Brown said. "Along with staff, principals

and counselors we have been trying to implement programs and an approach that captures the student at-risk."

Brown said the district has implemented programs that align course work with a student's needs. Other programs include internships, alternative leaming and continuation high schools, all designed to keep students in school and graduating.

During the 1991-92 school year, the district restructured its high schools to include ninth grade.

"We are trying to reach kids in this delicate time by enhancing their work habits and fostering the value of education," Brown said. "Hopefully, that keeps more kids interested."

Anna Rodriguez, principal of Rialto High School, said the school has intensified counseling efforts for ninth-graders and sophomores as a way to keep them from dropping out.

"The ninth and tenth grades are the difficult years," she said. "Students are going through their normal adolescent development and coming to a larger school setting. This is the time we can lose them."

Rodriguez said the school identifies students who might be at risk of dropping out and pair them with counselors, teachers and staff as a means of giving them support to continue.

"Once we get them through this difficult period, they see the light at the end of the tunnel and stand a better chance of staying in school," Rodriguez said. "We try to give them structured support, and I think it is working." '

The audit also found that the district's top students also do well when compared with their counterparts across the country.

Students who took the American College Test scored above the national average, an indication that they were prepared for the college entrance exam.

"We are happy with these scores," Brown said. "It is a reflection of our instructional programs.

But Brown noted that students who take the ACT are expected to do well. Traditionally, thev are students who have a specific goal or college in mind

when they sign up for the ACT.

California public colleges require only the Scholastic Aptitude Test as an admission guideline. Some out-of-state colleges look at ACT scores.

"The ACT frequently is a specific exam for a specific college, so a student is inclined to do well because they want to go to that school," Brown said.

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