A tale of two cities

Achievement gap is narrowing in Memphis, growing in Nashville, study says

PHOTO: Alan Petersime

Memphis is making headway while Nashville is struggling in closing the achievement gap between students from low-income families and their more advantaged peers, according to a new study released on Tuesday.

While Memphis’ gap is larger than 70 percent of major U.S. cities, it narrowed the gap by a whopping 19 percent between 2011 and 2014, one of the fastest rates in the nation, the study says.

Conversely, Nashville’s gap is bigger than 75 percent of the nation’s major cities, and grew by an alarming 11 percent during the same time period, with only one of 10 students from low-income families attending a school that is closing the achievement gap.

The study is based on the Education Equality Index, the first national comparative measure of the achievement gap at the school, city and state level, and was released by Education Cities and GreatSchools, both nonprofit organizations focused on school improvement, in partnership with the Michael & Susan Dell Foundation.  (The organizations later retracted the portion of the report about state-level changes, citing data analysis errors, but said its district-level analysis was sound.)

“There is much to celebrate in Memphis,” said Ethan Gray, founder and CEO of Education Cities, of the findings.

With more low-income Memphis families having access to a more equal playing field in education, Gray said the city is “proving that greater equality is possible.”

Memphis and Shelby County’s educational landscape has undergone sweeping changes in the last six years — some the result of the 2013 school merger and the 2014 secession by suburban municipalities creating their own school systems — but also due to major policy changes that led to the creation of Shelby County Schools’ Innovation Zone and the state-run Achievement School District and contributed to the growth of the city’s charter sector.

“The one thing we’re seeing in Memphis, is that the diversity of options you’re providing are really evident on this list,” said Carrie McPherson Douglass, a managing partner at Education Cities.

“The 19 percent score [in closing the achievement gap] is pretty exciting. Even if the overall score is not the best, it shows that Memphis is moving in the right direction,” she said.

Shelby County Schools Superintendent Dorsey Hopson says that the numbers are even more remarkable considering the challenges facing Tennessee’s largest public school district. They include adapting to new structures amid a shrinking enrollment and budget, as well as a high concentration of the state’s lowest-performing schools.

“I can remember telling our teachers and principals years ago, that they were going to have to drown out all of the noise and chaos, focus, and just make it happen,” Hopson said. “And they did, and they continue to persevere by using an extraordinary amount of focus and grit.”

Nashville school leaders said they are not surprised by the findings that show the state’s capital city lagging.

“There’s been a growing awareness by our board and in our community that Memphis is out-hustling us when it comes to closing the achievement gap,” said Will Pinkston, who serves on the school board for Metro Nashville Public Schools. “The fact that our district’s leadership was not thinking or acting with a sense of urgency in addressing this is one reason why there wasn’t an appetite for renewing Jesse Register’s contract” in 2014 as director of schools.

The nation’s 42nd largest district, Metro Nashville has been plagued by low student achievement and the flight of affluent students to private and suburban schools, while also struggling to keep pace with its changing student population. It is searching for a new schools director to replace Register.

District leaders also recently toured Shelby County Schools’ iZone, the Memphis district’s heralded school turnaround program, and want to emulate that model in Nashville. “When we have a new director, Job One needs to be to establish an iZone structure that’s similar to what’s going on in Memphis and make sure it’s adequately staffed with competent people who know how to turn around urban schools,” Pinkston said.

The Education Equality Index study identifies up to 10 schools in every major city with the smallest achievement gaps that serve a student population where the majority are from low-income families.

The Memphis schools, which represent Shelby County Schools and three charter schools, are: Delano Elementary, Ford Road Elementary, Freedom Preparatory Academy, Hollis F. Price Middle College High, Jackson Elementary, John P. Freeman Optional, Middle College High, Oakshire Elementary, Power Center Academy High, and Power Center Academy Middle.

In Nashville, RePublic Schools CEO Ravi Gupta points out that top 10 schools include six charter schools — two of which are run by RePublic.

“We have three or four board members in Nashville that vote on denying every charter,” said Gupta, whose Nashville-based charter network also operates schools in Jackson, Miss. “Charters, percentage-wise, are a very small group of schools in Nashville, yet they make up six out of 10 schools on that list. I think that’s pretty remarkable.”

Pinkston, who last year called for a moratorium on all new schools until the Nashville district can grapple with how to balance charter and traditional school growth, notes that charter schools do not serve students with special needs, English language learners and others with limited English proficiency to the extent that Metro Nashville schools do.

“They play by a different set of rules,” Pinkston said. “If you want to run test prep mills in Metro Nashville Public Schools, then by all means let’s charter everything because that’s all those schools care about.”

The Nashville schools listed are Z. Kelley Elementary, Chadwell Elementary, Joelton Elementary, KIPP Academy Nashville, LEAD Prep Southeast, Liberty Collegiate Academy, Nashville Prep, New Vision Academy, Rose Park Math/ Science Middle Magnet, and STEM Prep Academy.

 

Editor’s note: This version updates a previous version to include comments from Metro Nashville school board member Will Pinkston.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.