Headlines

What We’re Reading: What does Ferguson mean for schools?

The turmoil in Ferguson has spread from the streets to schools in town — and across the country.

  • With classes cancelled in two separate districts, Ferguson area teachers used the days off to send a message about civic responsibility. (NPR)
  • An Alabama teacher is out of the classroom (most likely temporarily) after students reenacted the shooting that sparked unrest in Ferguson. (EdWeek)
  • Don’t be fooled, says an educator. Preschool and early childhood reform won’t fix the systemic issues that led to the shooting of Michael Brown. (Dissent Magazine)

And the release of last year’s test scores around the country raised questions about what, if anything, we can learn from them.

  • What is a statistician’s responsibility when people criticize tests? A metaphor. (Grand Rounds)
  • Absolute measurements of performance — like proficiency rates — don’t say anything about a school’s quality — just where its students came in. (Shanker Blog)
  • For schools with high test scores, how to share what they’re doing well — and to make sure they really are. (Ecoschools)

What else?

  • A study following Baltimore students from first grade until their late 20s finds that, in many cases, fate is fixed at birth. (NPR)
  • A new survey shows opinion of the Common Core standards — which once received bipartisan support — becoming increasingly politically polarized. (Education Next)
  • White students will no longer make up the majority in American schools this fall. (Atlantic)
  • A back-to-school take on Sir Mix-A-Lot’s classic “Baby Got Back.” (Huffington Post)
  • Philadelphia’s union head held open office hours in outside to allow members to air concerns. (The Notebook)
  • What’s wrong with the Common Core math standards? A diagnosis. (Curriculum Matters)
  • Thousands of California middle schoolers never make it out of middle school. But you won’t see that in the state’s dropout numbers. (Hechinger Report)
  • A retiring first grade teacher got a sendoff that included one of her very first students, from 41 years ago. (IJReview)
  • Why is teacher turnover so high in charter schools? What do schools do about it? (City Limits)
  • How to bridge the divide between scrappy edtech innovators and educators. (EdSurge)
  • What do education reporters have to say about the districts they cover? Chicago reporters spill. (Chicago Reader)

Investigations

Two principals out in wake of sex abuse scandal. Two retirees to step up as interims

PHOTO: Jose M. Osorio/Chicago Tribune/TNS via Getty Images

Chicago Public Schools has removed one principal and reassigned another in the wake of a sexual assault scandal that has caused reverberations throughout the district.

After an internal audit of management practices at the school, Simeon Career Academy Principal Dr. Sheldon House was “removed” this afternoon, according to a release from the district. “In particular, the review focused on the school’s response to past events in which volunteers were able to coach athletics without the proper background checks,” said the statement from CPS CEO Janice Jackson. “Unfortunately, the audit found systemic issues in Simeon’s handling of volunteer background checks.”

Simeon, in Chatham, is an athletic powerhouse that has won multiple state titles. Alums of the 1,300-student school include Chicago-raised basketball stars Derrick Rose and Jabari Parker and State Rep. Mary E. Flowers, who graduated from Simeon in 1970. Though the Chicago Democrat graduated decades ago, she said she’s just as outraged as if it had happened while she was in school.

“I am devastated by it, but I’m not surprised about it,” said Flowers, who called for state oversight of the school district. “It’s not enough that they let them (principals) go.”

The district also announced it “reassigned” Sarah Goode STEM Academy principal Armando Rodriguez on Monday pending the outcome of an investigation. The decision followed the removal in June of a teacher after a student alleged possible sexual abuse. “CPS and DCFS are currently investigating to determine if abuse occurred, and the district will provide an update to the school community after the investigation is complete,” said the statement.

Located in Ashburn on the city’s Southwest Side, Sarah Goode STEM Academy is one of a handful of Chicago schools where students can earn dual credits in high school and college. The 860-student school is sponsored by IBM.

Both schools are level one schools, the next-to-highest rating in the district. 

CPS has selected David Gilligan, the retired former principal of the Chicago High School for Agricultural Sciences, to serve as Goode’s top administrator until the Local School Council selects a new principal.

At Simeon, Patricia Woodson has been brought out of retirement to serve as principal until a new administrator is named. Woodson previously served as the administrator in charge of Harlan, Marshall, and South Shore International schools.

The district’s widespread failing to have a system in place to protect student victims was first reported in early June in the Chicago Tribune. In the weeks since, CEO Jackson has announced several policy changes, including a widespread campaign to redo background checks of teachers, vendors, coaches, and volunteers. The district has also turned over its incident investigations to the office of Inspector General Nicholas Schuler.

Reached Monday night, Flowers repeated calls for Mayor Rahm Emanuel, CPS CEO Jackson, and board of education members to step down. She said that state lawmakers were planning another hearing in July.

“I think the parents voices need to be heard, and I’m looking forward to having some hearings in communities and at the schools…We expect (CPS CEO) Jackson to be there.”

making plans

Controversial integration plan for Upper West Side middle schools changes, but it’s unclear whether more parents will get on board

PHOTO: Rachel Holliday Smith
CEC member Genisha Metcalf speaks at Wednesday’s hearing on a proposal to desegregate Manhattan’s west side middle schools.

Following controversy over a plan to desegregate  Upper West Side and Harlem middle schools, the Department of Education unveiled two alternatives it hopes sit better with parents and educators.

At a Community Education Council hearing Wednesday night, the education department gave an overview of two alternatives to the initial proposal to integrate the district’s 16 middle schools, which angered some parents who were concerned it would shut their children out of sought-after schools.

The major difference between the initial proposal and the new plans is that they factor more than just state test scores into admissions offers — but it’s unclear whether the changes will quell the uproar over the integration effort, which has gained nationwide attention.

In both new plans, the agency aims to level the playing field for middle schoolers in the diverse but highly segregated west side Manhattan district.

In the first proposal, priority for 25 percent of middle school seats in every middle school in the district would be given to students who come from elementary schools with high economic needs and have low scores on both English and mathematics fourth grade state tests.

Out of that quarter of seats, 10 percent would be given to students in a group comprised of the very highest-need schools with the lowest-performing test scores; 15 percent of seats would be set aside for the next-highest need and lowest-performing group of students.

In the second proposal, priority for 25 percent of seats would be given to students based on a combination of their report cards and state test scores.

The hearing was much calmer than one several weeks ago, when a video went viral showing mostly white parents complaining that their children wouldn’t receive coveted middle school spots after excelling on state tests. The furor grew when Chancellor Richard Carranza tweeted the footage with a headline that said: “Wealthy white Manhattan parents angrily rant against plan to bring more black kids to their schools.” He has stood by  his decision to share the footage, saying it “speaks for itself.”

On Wednesday, parents repeatedly told the CEC as well as District 3 Superintendent Ilene Altschul and other education department officials that the proposals, while addressing very high- and low-performing students and schools, leave other students behind.

In education department simulations of how each proposal would work, both plans resulted in double-digit increases in the number of low-performing students offered seats in three high performing schools: J.H.S. 54 Booker T. Washington, P.S. 245 The Computer School and West End Secondary School.

“Great, we’re doing a bigger push for diversity in some of the schools that have been highly sought after that historically fewer parents or students felt like they had as an option, but what are we doing to attract level 3 and level 4 students to [P.S. 180 Hugo Newman College Preparatory School]?” asked parent and CEC member Genisha Metcalf, referring to a school that fell roughly in the middle of the education department models for how each proposal would affect the district’s schools.

“Otherwise, we’re overcrowding four schools,” she added, over loud applause from the audience.

“Here’s the problem: Maybe instead of there being four desirable middle schools, there should be fifteen,” said parent Josh Kross, 41. “This is only going to create more problems.”

About a dozen parents asked questions of the plan during Wednesday’s hearing, asking how the plan would affect students with disabilities (it will not because those students will be prioritized first, regardless of the new plan, the education department said) and students who opt out of tests (students without state test scores will not be considered for the 25 percent of set-aside seats in the diversity plan, Altschul said).

They also brought very specific concerns such as whether or not potential changes to the plan would change the economic makeup of the school enough to threaten its Title I status, a federal designation that gives more funding to high-poverty schools.

“You didn’t have the answers … You didn’t do the math,” said parent Leslie Washington, whose daughter is in fourth grade at P.S. 242.

Though most who spoke up opposed the plan in some form, the proposal did have supporters in the room, including a group of principals and teachers. Cidalia Costa, a middle school teacher at West Prep Academy, said a plan to desegregate the area is “long overdue” to fix a system that’s been flawed for years.

“This plan is not for people who already have an advantage to get more advantage. So, I’m sorry, but I have to advocate for my students because they face a lot of challenges,” she said.

The Department of Education plans to make a decision about the proposal by the end of the school year, and changes would go into effect for the District 3 middle school class of 2019. A public comment period is up through May 29. The CEC is taking feedback through email at d3feedback@gmail.com.

After the meeting, Kristen Berger, chair of the CEC’s middle school committee, said she isn’t sure which proposal would be best. But she’s happy the conversation about measures to desegregate schools in the district is ongoing.

“It is a small fix, but it is a movement in the right direction,” she said of the middle school effort, adding that the group still needs to address system-wide issues including whether “all schools at all levels, elementary, and middle, are of good enough quality.”