Marshall students get the help and support they need to succeed academically. This is no small feat, given that resources are scarce and allocating them demands continuous creativity on the part of Marshall administrators and teachers. The Chicago Public Schools funds one counselor, the gym teacher, and the music teachers as support services to Marshall. Using its annual discretionary budget of $600,000, the school "buys" an art teacher, a drama teacher, two reading teachers, a bilingual education teacher, a curriculum support administrator, an attendance officer, a second person in the office, another case manager, and a half-time social worker. This use of the money reflects Marshall's commitment to supporting academic teacher teams in every possible way-curriculum, enrichment, and discipline-and providing the students with as many opportunities to excel as the school can afford.

The instructional day at Marshall starts at 7:50 a.m. and extends until 1:30 p.m. From 1:30 to 2:30 a variety of activities are scheduled, including the "Lighthouse," an academic program for students who are functioning below grade level in reading and math. Students whose ITBS scores in reading and math are below 7.7 (seventh grade, seventh month) receive remedial instruction four days a week. (During the same time period, eighth grade students who excel in reading and/or mathematics participate in the "Bull Scholars" program, funded by the Chicago NBA team, which provides advanced instruction in algebra and literature. Each class is team-taught by two teachers, one of whom must be certified in high school math or English, depending on which they teach. Students receive high school credit if they can pass the state examination in the subject. Any student can also opt to take the course without credit. All Bull Scholars must be highly motivated, as it is necessary to hold classes on Saturdays and, sometimes, on school holidays in order to fulfill the time requirement for the course.

Students can also participate in activities provided by the school's Social Center, which include the computer lab, woodshop, music studies, chess, Frisbee, basketball, an open library, the Art Club, and the school store. Cheerleading, yearbook, student council, the computer lab and tutoring are available both before and after school.

When an individual student experiences ongoing academic learning difficulties, the team meets and tries to come up with solutions. The team may decide to provide tutoring or to place the student in Lighthouse. The message they give the student is, "You can get as much help and support as you want or need." They also ask the student, "Why are you not doing better?" Very often, it is a case of defiance getting in the way of learning. If several students are having the same type of difficulty, the team looks for systemic reasons that could explain the problem. They may disaggregate data to see how well the team is doing on teaching reading and math. If the issue goes beyond the team, it may come up in the Principal's Advisory Group.

Students have access to tutoring from several sources. For example, a teacher who is out on maternity leave comes in once or twice a week and gets referrals from eighth grade teachers. She eats lunch with the referred students and then tutors them. Tutors are also available from GEAR UP, a federally funded college orientation and preparation program. Finally, three times a week, students who have been referred for improvement in test scores can go to teachers for extra help. Teachers hold office hours for their students to drop in, if they choose. Also, students can make an appointment to get help from a teacher on a certain day.

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