As school starts and academic goals are at the forefront again, scores from the latest STAR test tell Principal Laurie Goodman that most students at Rafer Johnson Junior High aren't being left behind.

This puts them in accordance with the goals of the No Child Left Behind Act of 2001, as the results of the STAR testing show that the school exceeded in all subgroups except for one or two.

But it is the number 25 -- the number of students who are being left behind and are falling into the cracks -- that Goodman thinks about most when looking back on the scores.

"(The goal of the No Child Left Behind Act is) no fluctuation in what's being taught and how it's being taught," Goodman said. "It was passed because we kept seeing kids who were on free and reduced lunch getting further and further behind."

English teacher Terri Wilson tries to reach the at-risk students in her subject by reaching out to them in a way that their text books can't.

"(We have a) separate workshop (for the English as a Second Language group.) We're doing language development." Wilson said.

Simply reading a text book out loud just isn't the way she thinks students should be learning.

"It doesn't work with my teaching style and it's not the best way to develop language skills. We talk about new words, learn new words and try to bring in things that will get them to talk and write."

But she does have limits to what she can teach, according to Goodman.

"(We're) only allowed to use state-adopted text. More than anything, we're looking at how we're focusing as well as keeping with the standards," Goodman said. "Here they can also use novels as long as they're still doing the standards."

This slight variation has motivated many students in Wilson's classes, especially when she taught English as a Second Language last year, and is helping to bridge the gap in test scores, according to Goodman.

"Her results were the highest in the district, and she measured two-plus years growth in all students," Goodman said. "Some students grew over four years in their reading level."

But even so, Goodman realizes that more needs to be done school-wide.

"I have about 25 kids who are below a 2.0 GPA," Goodman said. "My goal is to help those kids become students. If they just show up and do a middle amount of work, (they would pass)."

Whether it is other priorities or apathy, Goodman said that many times it wasn't laziness that was to blame as much as distractions.

"Sometimes it's my guys who like to skateboard," Goodman said. "If it's a choice between skateboarding with your friends and homework ... what would you do (if you were them)?"

But with not just one group of kids being affected by that type of peer pressure, Goodman is going to an important resource to reach kids -- their parents.

"Parents are trying to figure out how to get their children to organize and have ambition," Goodman said, "They are doing their part. My part is to provide more support for those kids who say, 'you know what, I'm not going to do my HW assignment.' We want them to see how important education is for their future."

These steps toward helping students achieve academic goals are all part of the learning process, according to Goodman. They are small steps over time that will lead to more success in the future, and happiness in school and out in the real world.

"(Our goal is to) prepare them for high school. Prepare them for college," Goodman said. "Prepare them for life."