Without ‘grit’ or ‘no excuses,’ how one charter high school is preparing to send high-needs students to college

Navigating a career path used to be like riding a steamship — a slow and steady trip to a certain future, said Erin Mote, a co-founder of Brooklyn Laboratory Charter High School. Today, it more closely resembles whitewater kayaking, she said, full of rocks and choppy waters.

Yet, Mote and her husband, co-founder and executive director Eric Tucker, have a plan to help their students learn to paddle the waves. They have decided to open a charter high school in 2017, as a planned extension of their current Brooklyn middle school.

With their vision newly approved by the Board of Regents in June, Mote and Tucker join a growing number of charter school leaders who are branching out into serving older students. (The vast majority of charter schools are still elementary or middle schools.)

Their approach is ambitious. While some charter schools have come under fire for serving too few high needs students, Brooklyn Laboratory plans to recruit an equal or greater percentage of low-income students, students with disabilities, and English Language Learners than the district in which it is located. The founders also plan to use a weighted lottery to select for those students if necessary. Despite serving high-needs students, their goal is for every student to aim for selective four-year colleges.

To make that happen, Mote and Tucker say, they have to ensure that students have the structure and rigor they need to excel, while also fostering the independence the students will need for life after high school.

They won’t sugarcoat the difficulty of passing an Advanced Placement exam, but they reject the common charter school label “no excuses” to explain their culture of high expectations. They also hesitate to use the word “grit,” a trait often invoked to explain what students need to be successful, and instead prefer the term “persistence.”

Here’s how Mote and Tucker are thinking through these and other issues as they venture into high school education. (The interview has been condensed and lightly edited for clarity.)

You say that every student should aim for selective four-year colleges. Why say “selective” colleges, and why have every student aim for a four-year college?

Tucker: The reality is that the types of jobs that would allow you to take care of your family and to compose a meaningful adult life increasingly have requirements that look very similar to the [qualities] a Caltech or a University of Michigan cares about. We’re not making a four-year-college-for-all argument, we’re making the argument that durable, public institutions need to be committed to serving all students and need to set their sights high.

Mote: When we think about what today’s work world looks like, when our grandparents started out it was like a steamship. You sort of got on the steamship, set the direction, and you just went. And at the end of that journey, you likely walked away with a pension and you had been working at the same job for 50 years. Then there’s our parents, where it was more like a sailboat. You still got where you wanted to go and there was still a sort of manageable pathway there. I think more and more for our scholars today, it’s like being whitewater kayakers. The world is changing so quickly and the currents are rushing past you, and there’s big waves or rocks in your way. We really think about how do we, in our students, engender not just the academic skills but the ability to navigate that complexity?

What if you have a student who’s not ready for a selective four-year college?

Mote: We want to pitch our school so that our scholars have the option of a four-year selective university. Let’s take Malia Obama, who has decided to take a gap year. She goes to Sidwell Friends in Washington, D.C., one of the best schools in the country. Sidwell holds this bar of a four-year selective university, and it’s not that they’re saying to her, ‘It’s a bad decision to take that gap year.’ She has every option in the world and I think that’s what we want to narrate for our students, that they have every option in the world.

Maybe that means that they get into [New York University], but that they decide to take a year and take coding classes at [the technology training center] General Assembly. But they have the option to walk into NYU, and that door isn’t closed as a factor of where they were born, what zip code they live in, or what high school they went to.

What makes you so committed to serving high-needs students?

Mote: When [Eric] was in middle school, he dropped out of middle school. When he got to Brown, he was diagnosed with dyslexia, dysgraphia, and attention deficit disorder. Traditional schools didn’t understand his condition as a learner. It’s a very personal thing when it comes to serving complex students.

Erin Mote and Eric Tucker are preparing to open a charter high school in Brooklyn.

As space becomes more and more precious in downtown Brooklyn, the need to have high-quality, non-selective seats at the high school level is really important. Brooklyn Tech’s a great school and we love having them as a neighbor, but I think we’re all really aware of the challenges that selective seats can provide. Brooklyn Tech seats are never going to be open only to students that live in this neighborhood.

How do you plan to do both serve high-needs students and prepare them all for college?

Mote: If you look at what we’ve been able to do at our middle school, we’ve been able to do that and close the achievement gap. It’s a huge undertaking, but I think we have the team, the staff, that’s dedicated to moving the needle for these kids and we have the track record to do it. I’m confident — can you tell?

You hesitate to use the word “grit” to describe a quality you want to teach your students. What are you teaching instead?

Mote: I hesitate to use that word because I think that so many of our scholars already have grit. We’re not teaching them grit, we’re teaching them persistence. I think those are different things. Grittiness comes from being able to survive and to keep going. Persistence is a different set of skills; it’s continuing to do the same things over and over again until you master it.

You are advocating a warm yet demanding learning environment. What does that mean and how does it differ from “no excuses”?

Tucker: I’d say our approach is positive discipline and youth development, and that entails clarity, consistency and transparency, so our scholars and families know what to expect. But, particularly in high school, you need to have a deliberate release towards independence. You need to, by 11th and 12th grade, be closely simulating the types of independence, student ownership and responsibility that set young people up to thrive in what’s generally a pretty unstructured time in college.

We are firm believers in high expectations, and in no-nonsense nurturing, and in authentic relationships. Pretending that [Advanced Placement] exams are less challenging than they are doesn’t do anybody any good. Pretending that we can take the foot off the accelerator on how high our expectations are for attendance, or for homework completion, or for participating in class, doesn’t set students up for future success.

What do you think are some of the biggest challenges of opening a high school as opposed to a middle school?

Tucker: When you think about a great high school experience, you think about a student competing on a debate team, or a robotics team, or in a Google science fair context, while having a great course of study. Those things exist in our society for some students at selective high schools or in affluent suburban high schools. The commitment that our city needs to make is that every student deserves access to a high school education that genuinely prepares them for the best colleges. It means that they need to understand what it means to work at a law firm, or at the U.N., or at a tech startup, or at a university research lab.

Mote: For many of our students, they would be the first member of their family to go to college. [We will be] helping our scholars both navigate that guidance and advisory process, but also working with our families so that they understand, appreciate and support the young people.

When Eric and I had originally designed the budget and the charter, we had said, ‘Oh we’ll do guidance at 11th grade.’ After talking with our families, our scholars, our communities, it became really clear that we need to think about guidance right now, like in the eighth grade.

Eric and I live in this community. We see our kids at Target. We’re deeply committed to the diversity of our community being represented in our students’ population and knowing that really, truly means embracing our mission, our values and our vision, around serving every student. And that often means serving their family, too.

hurdle cleared

Indiana’s federally required education plan wins approval

PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.

U.S. Education Secretary Betsy DeVos has signed off on Indiana’s federally required education plan, ushering in another era of changes — although not exactly major ones — to the state’s public school system.

The U.S Department of Education announced the plan’s approval on Friday. Like other states, Indiana went through an extensive process to craft a blueprint to comply with the Every Student Succeeds Act, or ESSA, which was signed into law in 2015.

“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”

The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.

Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.

Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.

In all, 35 states’ ESSA plans have won federal approval.

Advocates hope the law will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

Indiana officials struggled to bring some state measures in line with federal laws, such as graduation requirements and diplomas.

Under the state’s ESSA plan, A-F grades would include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.

Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.

The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.

While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.

The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.

Read: Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Find more of our coverage of the Every Student Succeeds Act here.


Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.