Sorting the Students

In the face of parent pleas, Indianapolis Public Schools board modifies Butler lab expansion plan

PHOTO: Dylan Peers McCoy
Luba Winship and her family live on the east side in the boundary of School 55. She is concerned that her youngest son may not be able to enroll at School 60.

The Indianapolis Public Schools board approved a plan to convert School 55 to the second magnet school in partnership with Butler University Thursday. But in the face of pleas from crying students and parents, the board modified the proposal.

The challenge facing the board was finding a way to accommodate families from across the district who are currently at School 60, the first Butler lab magnet, while also recreating the same school culture at a second campus and containing transportation costs.

The board is committed to replicating successful programs throughout the district, and families need to enroll in newly created programs for them to succeed, said board member Michael O’Connor.

“Some difficult decisions are going to have to be made,” he added.

The decision to convert School 55 to a magnet is the district’s latest move away from the traditional model of assigning students to schools by neighborhood in favor of an approach that encourages families to choose schools by academic focus and philosophy.

Because School 55 will be the second Butler lab magnet, the board designated boundaries for the two schools that aim to reduce transportation costs, balance the number of children eligible for each school and keep the schools diverse. Families who live on the east side of the district will be eligible to apply to School 55. On the west side, families will apply to School 60.

For the 160 students who are currently at School 60 but live in the School 55 boundaries, the initial proposal offered what was meant to be a compromise: They would be allowed to remain at School 60, but the district would no longer bus their children. If they chose to move to School 55, there would be busing.

But the offer did little to appease the parents who delivered impassioned pleas to the board ahead of the vote Thursday.

Nicole Goodson and her son Spencer, a fifth grader at School 60, live on the east side, in the School 55 boundaries.

Spencer went to the microphone with his mother to read a letter to the board. “There are many people out there that can’t drive their children to school,” he said, before his sobs overwhelmed him and he had trouble speaking.

Driving her son to school every day isn’t an option for her family because she and her husband work, Goodson said.

“Zero of Spencer’s closest friends are also zoned for 55,” she said. “My heart ached when I realized that quite possibly Spencer is going to be separated from people he has cared about for over half his life.”

PHOTO: Dylan Peers McCoy
Nicole Goodson and her son Spencer, a fifth grader at School 60.

Estimates suggest that providing busing for east side students could cost more than $200,000 per year, or over $1,000 per child, said IPS staffer Joe Gramelspacher.

But in the end, the pleas of parents like Goodson swayed the board. Although they approved the proposal to make School 55 a Butler lab school, they also voted to continue providing transportation to current east side families at School 60 for one year.

“This is the cost of doing business,” said board member Kelly Bentley. “If you are going to expand programs there is going to be an additional cost at least initially.”

But there are other issues raised by current School 60 families that the board didn’t address.

Luba Winship also lives on the east side in the boundary of School 55. She raised concerns that with the proposed boundaries, her youngest child, who is not yet in school, may not be able to win a spot at School 60 because students in the school’s boundaries will have an advantage in the admissions lottery.

“We live less than a mile away from our school,” she said. But “as proposed our last child will have to go to a separate school from his siblings and travel over two and half miles to do so.”

The Butler lab program uses the Reggio Emilia educational philosophy, which emphasizes hands-on learning and allowing students to choose what they study. It began at School 60 about five years ago, and since then, it has become one of the district’s most popular magnet programs. Last year 266 students were placed on the school’s waitlist.

In contrast, enrollment at School 55 has been falling, and the elementary school with grades K-6 enrolled just 172 students last year, far below capacity. When it becomes a magnet school, current students at School 55 will be encouraged to stay. The district plans to expand the school up to 8th grade (something parents pushed for), and in order to fit all the students IPS expects, it will add six portable units to the building.

The effort to expand magnet schools goes hand-in-hand with other changes taking place in the district that emphasize options for families and students instead of neighborhood schools. This fall, the district will use Enroll Indy, common enrollment website that allows families to apply for charter schools and magnet schools in one place. And next year, IPS will convert all of its high schools to magnet programs, where students choose the school’s they attend based on their academic and career interests rather than geography.

School 55 was the last remaining neighborhood school in the area north of 46th Street along the College Avenue corridor. Beginning next year, students who live in that vast territory will have a single boundary school, School 43, which has a new principal following years of instability and low test scores.

The other schools in the northside area offer a broad spectrum of options — Montessori, International Baccalaureate and gifted programs — but they have one thing in common: Students must apply and space is limited.

At most of the district’s magnet schools, families apply the year before and students are admitted by lottery if there are more applicants than seats. Some students get priority in the lottery, including those who have siblings at the school, who live within a zone about a half mile around the school and whose parents work for the district.

back to court

Nashville appeals judge’s order to share student information with state charters

The battle over student contact information will continue between Tennessee, its charter schools, and the state’s second largest school district.

Attorneys for Metro Nashville Public Schools on Friday appealed Chancellor Bill Young’s order to provide state-run charter schools with the names, phone numbers, and addresses of students.

The appeal came on the same day that Young originally set for Nashville’s district to comply with a new state law requiring sharing such information if charter operators request it. But a recent court extension assured Nashville leaders that they could exhaust the appeals process first.

The disagreement — which also touches on student privacy, school choice, and enrollment — has vexed state officials and lawmakers as they’ve sought to mitigate skirmishes between the state’s growing charter sector and its two largest districts, in Nashville and Memphis. Last month, Gov. Bill Haslam brought all parties to the table to seek a solution outside the courts. The State Department of Education was tasked with developing a way forward, but has not yet submitted a proposal.

While the state has urged local districts to comply with the year-old charter law, Nashville leaders argue it runs afoul of a federal law that gives districts discretion over who gets student contact information. For instance, school systems routinely share such information with companies that sell yearbooks and class rings.

The tussle has implications for the state’s largest school system, Shelby County Schools, in Memphis. Leaders there also have refused to hand over the information to charters in the state’s Achievement School District, which seeks to turn around Tennessee’s lowest-performing schools.

What Memphis parents should know about how schools share student information

Parents are divided on the issue. Some say the information exchange is an invasion of privacy, including when a Nashville charter school sent a barrage of text messages to parents, resulting in a $2.2 million settlement last year. Others say allowing charters to contact prospective students allows them to better explore their options.

Starting young

These 11-year-old Brooklyn students are asking New York City to do something about segregated schools

PHOTO: Christina Veiga
Matilda and Eliza Seki, left, and their friends Noa and Benji Weiss, right, collected signatures at a district 15 meeting to discuss middle school integration efforts.

While they learned about the history of segregation, a group of Brooklyn 11-year-olds took a good look around their classrooms and realized their schools weren’t so different from the photos in their textbooks.

So Matilda and Eliza Seki paired up with their friends Noa and Benji Weiss — two sets of twins — and decided to do something about it. They launched a petition on calling on the city to integrate its schools.

“We learned about separate and equal in the civil rights movement, and that it was not equal,” Eliza said, referring to the “separate but equal” legal doctrine once used to justify segregation. “And since there are schools with people of only one race, and it’s all separated, it cannot be equal.”

Matilda and Eliza are in the sixth grade at M.S. 839, and Noa and Benji are fifth-graders at P.S. 10. They already have a bit of experience in activism, having joined the Women’s March in D.C., and helping to lead environmental clubs at their school. They hold sophisticated views for kids their age, and are aware of the hurdles ingrained in addressing school segregation.

Describing how housing patterns can tie into school quality, Benji began his thoughts by saying: “Let’s say you’re from a different culture or race and you don’t have as much money as other people do — because we still live in a racist country — and you’re in an area where the housing is cheaper but you don’t have as good schools.”

Across New York City, adults have debated how to spur integration in the country’s largest school system — and one of the most segregated. According to one recent analysis, the city’s most selective high schools enroll 84 percent white and Asian students, even though those groups make up only 30 percent of the city’s student enrollment.

But student-organized groups have also been at the forefront of a grassroots movement for more diverse schools. The work of budding advocates Matilda, Eliza, Noa and Benji caught the attention of some those groups, and they’ve now joined the ranks of Teens Take Charge and IntegrateNYC as some of the youngest members. The changes they’d like to see go beyond admissions policies, but also include a push for additional resources for underserved schools, hiring more teachers of color and curricula that reflects all students and cultures.

“We decided it was an important issue and we wanted to help fix it,” Noa said.

Matilda added: “Our schools should look like our city.”

Their schools are in District 15, where 81 percent of white students are concentrated in just three of the district’s most selective middle schools, according to an analysis by parents. The city has launched a series of public workshops to craft a new admissions model to integrate middle schools there, but these kids already have their own ideas for how to do that.

Benji, who is heading to middle school next year, said it would be “pretty good” if schools stopped picking students based on criteria such as class grades and attendance. Such “screening” contributes to segregation because of a number of factors — from which elementary schools students attend, to their parents’ ability to navigate the complicated admissions process.  

“It’s… important to learn about different peoples’ backgrounds, and religions, and cultures,” he said. “And also to make sure that all kids, no matter their race, religion or where they live can get the same, good education.”