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Testing task force struggles, stumbles as deadline looms

EdNewsColorado - Mon, 12/15/2014 - 23:25

The state’s Standards and Assessments Task Force, which has been meeting since July, finally got down to voting on tentative recommendations Monday. The process was messy, and the results were mostly inconclusive.

Straw votes taken over nearly eight hours by the 15-member advisory group generally supported reducing the amount of state-required testing in high school, but the members couldn’t reach agreement on a long list of other issues, including reducing the overall amount of testing, what to do about the new social studies tests and about readiness and literacy evaluations for young students.

And those recommendations the group did agree to “are not set in stone,” said chair Dan Snowberger.

As the daylong session dragged to its end, he said, “We are going to need much more time to come to agreement on recommendations.” Snowberger is superintendent of the Durango School District.

The group had a hard time getting to those preliminary decisions, having to redo votes on several issues and consuming time as members tried to explain the nuances of why they voted the way they did.

The discussion was civil and polite but clearly indicated the philosophical divisions among task force members, particularly between representatives of education reform groups on one side and parent activists and district administrators on the other.

The divisions on the task force likely prefigure disagreements during the 2015 legislative session, where testing is expected to be a top education issue. Some lawmakers say they are waiting to see what the task force proposes. But the task force’s inability so far to speak with one voice could well diminish its influence on Capitol deliberations.

Lawmakers already are chomping at the bit on testing; at least half a dozen legislators reportedly have reserved bill titles on the issue.

The tentative recommendations The testing task force’s work product.

The task force did reach preliminary agreement on some testing issues, including:

  • Elimination of all state-required testing in the senior year of high school
  • Replacing the high school science exam with a beefed-up “college entrance exam” (like the ACT, but not necessarily that test)
  • Continue giving state science tests in the fifth and eighth grades
  • Elimination of language arts and math tests in the 11th grade and limiting those tests to the 10th grade
  • A majority of the group leaned toward allowing districts and schools to continue giving language arts and math tests in the ninth and 11th grades as a local option

Some members of the group appeared to support – kind of by default and perhaps temporarily – continued language arts and math tests in third through eighth grades.

In short, the group for now is leaning toward reducing state testing to what’s known as “the federal minimum,” the testing sequence that’s currently required by the federal government.

Members differed on what those straw votes meant.

“From grades three through eight we’ve affirmed the status quo. … We spent today essentially affirming the status quo. In all our discussions we haven’t reduced anything,” said panel member John Creighton, who serves on the St. Vrain school board.

“We have made progress. … Let’s not kick ourselves too hard just yet,” responded Jay Cerney of Cherry Creek Academy charter school in Englewood.

A tortured process

The discussion went slowly for a number of reasons, including:

  • Individual member suggestions for broad policy statements, intended to gain agreement from the group, frequently were greeted with “Yes, but” responses from other members, leading to prolonged discussions.
  • Even after straw votes, members took time to qualify and explain their votes, and several votes had to be repeated.
  • Task force facilitator Laura Lefkowits had to repeatedly call for second votes after members dropped their hands too quickly for her to count them.
  • The group wandered from topic to topic, changing subjects when they couldn’t reach agreement.

Comments by Snowberger, Lefkowits and others through the day illustrate the slow pace of discussion.

  • “So where are we?” – Snowberger at about 11:30 a.m.
  • “Can we vote on this?” – Snowberger shortly after noon
  • “We’ve cut very little in the way of testing so far.” – Tony Lewis of the Donnell-Kay Foundation, at about 2 p.m.
  • “So where are we? – Snowberger a short time later
  • “This isn’t much of a recommendation if we’re split in half.” – Lefkowits as 2:30 p.m. neared.
  • “Let’s try to finish one thing before we move to another.” – Lefkowits at about 2:45 p.m.
  • “We need to talk about how long we are going to stay tonight. … We’ve spent a lot of time on things that have not moved.” – Lefkowits as the original adjournment time of 3:30 p.m. approached.
  • “We are a long ways away.” – Snowberger shortly after 3 p.m.

The meeting broke up shortly after 5 p.m.

What’s next

A rump group of the task force was planning to meet Tuesday to see if it could come up with more specific proposals for the full group to discuss later.

Snowberger also is trying to organize small groups of members to discuss issues before the next full meeting on Jan. 9. “If we wait until the 9th to do this again we’re going to be very disappointed,” he said.

The Jan. 9 meeting wasn’t scheduled originally, but the group agreed to it Monday. The panel also is scheduled to meet Jan. 12.

Snowberger’s comments also indicated he’s backing away from the goal of consensus the task force had at the start. “We’re going to have to start putting stakes in the ground, and if 10 of us agree, then report that 10 of us agree.”

Interest groups make their pitches

The task force’s day started with presentations by three interest groups with vocal positions on testing. Task force members split up for simultaneous presentations by the three groups, then discussed the information as a full group.

A parent group known as the Denver Alliance for Public Education presented the results of an online survey it conducted that found strong respondent opposition to the current testing system. The group has complained that a survey done for the task force by the consulting firm Augenblick, Palaich and Associates didn’t sample parent opinion.

Representatives of the Colorado Education Association presented a teacher survey that showed respondents split on the Common Core State Standards and skeptical of the value of current assessments.

Members of the Social Studies Policy Group have been following the task force closely and are lobbying to avoid changes in or reduction of the state’s new social studies tests.

Learn more about the groups’ positions in these documents:

You can see the final APA report here and read recent public comments submitted to the task force here.

The task force was created by the 2014 legislature as a political compromise because lawmakers weren’t ready tackle more substantive changes to the testing system. As is typical with such study commissions, the task force membership was designed to include representatives of various education interest groups.

Categories: Urban School News

Plans for Manual and Kepner on the table as DPS discusses turnaround strategy

EdNewsColorado - Mon, 12/15/2014 - 17:51

After a year of adjustment and debate, Denver Public Schools has finalized its plans for Manual High School and Kepner Middle School, two of the schools it has identified as most in need of improvement.

Those plans and an update to the district’s overall turnaround strategy will be up for discussion at the district’s school board meeting tonight.

Several possibilities for Manual’s future, including a partnership with East High, one of the district’s highest-performing high schools, have been considered since last year. The school was the district’s lowest-scoring high school.

The newest plan for Manual would bring in a group of eight City Year volunteers into the school to focus on both academic achievement and school culture.

The district has also selected Manual to receive a grant to bring a bio-medical program, part of a Career and Technical Education pathway, to the school. A new assistant principal will lead that program.

Candidates to be the school’s new principal are already being recruited and interviews will happen in January.

At Kepner, the district has plans to place two new charter schools in the building next year while the current school program is phased out. The plan to house Compass Academy and Rocky Mountain Prep in the building raised concerns about the fate of the district’s program for English learners in the building.

The board will vote Thursday on a plan to place both Compass and Rocky Mountain Prep in the building temporarily, while also moving forward with plans to place Strive and district school Kepner Beacon in the building in 2016. The district’s agreement with Compass specifies that the school will come to an agreement with DPS about services for English language learners.

The district delayed plans to place Strive and the Kepner Beacon program, an expansion of a current school at Grant Beacon, to open next fall.

District officials will also discuss updates to its plans for all turnaround schools and schools it has identified as otherwise in need of support.

The district plans to expand support and funding for turnaround schools to five years instead of three years. As part of its Whole Child initiative, turnaround schools will receive mental health-focused staff and supports for the community. The district also plans to add an instructional expert at each of its turnaround schools.

Turnaround schools will also get an additional planning year, and the district said it would plan to find leaders and teachers for turnaround schools early on in the planning process.

Denver Public Montessori, Harrington Elementary School, Schmitt Elementary, Beach Court Elementary, Goldrick Elementary, Morey Middle, Abraham Lincoln High, Henry Middle, and Amesse Elementary were all flagged as being in need of some improvement (not necessarily for turnaround). The district will analyze each school to decide which are eligible for which services in the coming months.

 

Categories: Urban School News

Later school start times slowly gain traction in Colorado

EdNewsColorado - Mon, 12/15/2014 - 17:32

When Denver’s new Northfield High School opens next August, its students will report to their first class more than an hour later than students at most other district high schools.

The school’s planned 8:45 a.m. start time is a nod to the growing body of evidence that suggest teens are hard-wired to favor later bedtimes and do better academically when school schedules accommodate their natural sleep cycles.

Northfield Principal Avi Tropper said the decision to go with some version of a later start was based on abundant research, with community focus groups helping pinpoint the exact time.

“It’s pretty clear to me starting a school from the ground up…it’s just an opportunity from the beginning to do what works for students,” he said.

While later secondary start times are relatively uncommon, the concept is slowly gaining traction among educators in Colorado and across the country. In August, the topic got a burst of attention when the American Academy of Pediatrics, or AAP, published a policy statement advocating for middle and high school start times of 8:30 a.m. or later.

It was news that grabbed the attention of Denver school board member Michael Johnson, prompting him to send the statement to fellow board members and district staff.

“This is something we ought to look at,” he said. “This might be something that we could do that would be relatively painless…and we might be able to bump up student achievement just by changing the schedule.”

Johnson said he doesn’t envision a districtwide mandate for later high school starts, but perhaps a recommendation with implementation supports for interested schools.

Giving it a go

Among the small number of schools that have start times of 8:30 a.m. or after are Cortez Middle School and Montezuma-Cortez High School. An interim superintendent changed the previous 7:30 a.m. start to 8:50 a.m. in 2012 and at the same time changed the district’s four-day school week to a five-day week.

Jason Wayman, the high school principal, said adding Fridays back into the school week was the more controversial change, but the later start time drew some complaints too.

“I’ve gotten mixed feedback. You have a lot of kids who need the sleep and you have a bunch of kids who want out earlier because they have to go to work,” he said.

Other concerns, all fairly typical in the debate about later start times, include sports practices being pushed later, elementary schools starting earlier and tricky districtwide busing logistics. Wayman said because the district’s longer elementary bus routes are now completed before secondary bus routes, some of the high school buses arrive late.

Parent Sheri Noyes said her son, who graduated in 2013, liked the earlier start time better but her daughter, who is a junior, prefers the later start time. It gives the busy teen time before school to go to dance or track practice, and still make time for additional dance classes, or softball or soccer practice after school.

“I think all in all the late start time is good for the high school kids,” said Noyes. “I know it works for us.”

She said some families with elementary-aged children didn’t like the later start time at first because their older children were no longer dismissed in time to watch younger siblings after school.

“It wasn’t too friendly that way, but I think people have dealt with it,” she said.

Starting this year, the Harrison School District near Colorado Springs pushed back start times at all 20 of its schools, after a committee studied the issue for two years. High schools now start at 7:45 a.m. instead of 7:20 a.m, and elementary and middle schools now start at 8:35 a.m. instead of 8:10 a.m. (On Mondays only, middle schools start at 10:05 a.m. and high schools start at 9:15 a.m.)

Christine Lyle, the district’s public information officer, said the late start discussion originated with concerns from school board members and parents about high school start times, but the committee concluded last spring that later starts would be good for all students.

While the new middle school start times align with the AAP’s recommendation, the high school start times are well shy of the 8:30-or-after goal.

Lyle said “We didn’t quite hit that with our high schools…I think we will continue to look at the data and study it. Obviously, we made the change before that recommendation came out.”

Anecdotally, the later start times are making a difference, though she said it’s hard to untangle the impact of the new schedule from the simultaneous districtwide implementation of “Breakfast After the Bell.”

“Our teachers feel like attendance is better, tardies are down, students are more engaged during instructional time,” she said.

Reviewing the research

Early secondary start times have long been the norm at many schools. But research shows that students with such schedules get less sleep than they should, and both health and achievement suffer.

The August policy statement from the AAP noted that adolescents who get enough sleep—8.5-9.5 hours a night is recommended—are at reduced risk of being overweight or suffering depression, are less likely to be involved in car accidents, and have better grades and higher standardized test scores.

So why don’t teenagers just go to bed earlier? The short answer is that biology doesn’t let them. That’s because sleep-wake cycles shift when kids hit puberty, making it harder for them to fall asleep as early as they did in elementary school. Experts say it’s normal for teens to be awake till about 11 p.m.

“Everybody who has kids knows that teenagers don’t get up in the morning very easily,” said Johnson, who currently has two children in high school.

Only about 15 percent of the nation’s high schools have start times of 8:30 a.m. or after, and 40 percent start before 8 a.m. In Denver, most high schools start between 7:15 a.m. and 7:45 a.m, and none start after 8 a.m.

Change is hard

No matter how much scientific evidence there is to support later school start times, changing school schedules can be a hard process for families and schools. Aside from transportation, child care and extracurricular activity logistics, there’s plain old habit.

“My reaction is it’s probably inertia as much as anything,” said Johnson.

Even among the Northfield High community, which had no status quo to fall back on, there was some resistance to later start times. Tropper said some focus group participants said at first, “That’s impossible. It can’t work.”

After he presented findings from various studies, most people changed their minds. The school, which will have an extended day schedule will run from 8:45 a.m. to 4:45 p.m. with mandatory daily physical education. For student athletes, that PE time may count for some of their daily sports practice.

Northfield’s scheduling experiment could be closely watched in Denver.

“If they have a later start time maybe that’ll get other schools looking at it,” said Johnson.

Categories: Urban School News

Familiar GOP faces return to House Education

EdNewsColorado - Mon, 12/15/2014 - 16:06

House Republican leaders on Monday made their committee assignments for the 2015 legislative session, including five members for the House Education Committee.

Returning to the panel are Rep. Jim Wilson of Salida, the ranking minority member, and Reps. Justin Everett of Lakewood and Kevin Priola of Henderson.

Wilson has become a prominent GOP figure on education issues and has made priorities of increased funding for full day kindergarten and reduction of regulatory burdens for rural districts. Priola has pushed unsuccessfully for providing additional pay to highly effective teachers who work in low-performing schools. Everett has not been particularly active on education issues.

Newly elected GOP members who will join the committee are Paul Lundeen of Monument, who’s been chair of the State Board of Education, and JoAnn Windholz of Brighton, a businesswoman who won an upset victory over Democratic Rep. Jenise May in November.

Windholz’ campaign website says, “Education standards are the responsibility of local districts and states, not the federal government. JoAnn supports high education standards without federal interference.”

Democratic members of the panel were appointed last week (see story), and the lineup of the Senate Education Committee was set earlier (see story).

Categories: Urban School News

Denver Public Schools school choice process for 2015-16 opens today

EdNewsColorado - Mon, 12/15/2014 - 16:01

PHOTO: Marc Piscotty

The Denver Public Schools school choice process for 2015-16 opens today.

This is the fourth year Denver parents will use the district’s unified enrollment system to apply to enroll at public and charter schools around the city.

Applications are due on Jan. 30, 2015. Parents find out in March if their child has gotten into their desired school.

This year’s enrollment will look most different for parents in southwest and parts of southeast Denver, where the district has created new enrollment zones modeled off of those in the far Northeast part of the city. Those zones mean that students will be given preference for several schools in their geographic area rather than being automatically assigned to a school.

For the first time, parents can also use the district’s new parent portal to sign up for schools.

Brian Eschbacher, the district’s director of planning and analysis, said the system has become increasingly complex over time. “It started off as pretty basic, and as people have gained trust in it, we’ve been able to personalize it more.” Some of those tweaks include requiring schools to hold a certain number of places for students who are moving into the district or a school’s zone after enrollment has already closed.

A report from the Center for Reinventing Public Education, a research group that supports school choice at University of Washington, found that while Denver parents felt more educated than average about the options in their city, they were dissatisfied about transportation options and feared that it increased inequity in the district.

Categories: Urban School News

When 'universal preschool' is not universal

Catalyst Chicago - Mon, 12/15/2014 - 12:00

Hellen Juarez was excited when she heard Chicago Mayor Rahm Emanuel announce that the city would introduce universal preschool.

“Universal means there will be open slots for those who need it,” said Juarez, a single mother of three whose youngest, a 3-year-old, is not yet in school.

But that isn’t how things have turned out. Emanuel’s plan adds only about 1,500 seats, for low-income families only. Juarez’s local Chicago Public Schools program has a three-month wait to get in, and it provides only two and a half hours of instruction a day.

“It’s not universal,” said Juarez, who decided not to try to take advantage of the city program after realizing how much it would cost her in train fare and lost work time.

Juarez’s experience is not unusual as more school districts and states expand access to early childhood education in an attempt to add learning time at a crucial point in children’s development. Politicians and advocates alike have seized on research that says starting school young offers lasting dividends — as well as on the political expediency of promising a benefit to every voter. As they have, the meaning of “universal” preschool has become, well, not so universal.

“People end up using ‘universal’ to cover the notion that they want to serve more than just poor kids and maybe they want to open it up to all kids,” said Steve Barnett, the director of National Institute for Early Education Research at Rutgers University. “But that doesn’t mean they’re going to serve everybody.”

In many places, including Chicago, promises of universal programs extend only to low-income families, but other cities have branded “universal” preschool as being accessible to families of all income levels. Some districts are picking up the full tab for preschool classes, but others, such as Denver, call their programs universal but don’t promise to cover all costs. And many other programs that are billed as universal fall far short of serving every student, at least right now. For example, West Virginia passed a universal preschool bill this year while emphasizing that not all children would be served for at least a decade.

Only a very few districts have attempted to do what New York City Mayor Bill de Blasio has done: provide free, full-day early childhood education for every child in the city whose family wants it, regardless of their income. (De Blasio’s program builds off of a decades-old city program, also called “universal,” that served only a fraction of eligible families.) And even there, where universal preschool is limited to prekindergarten, the city isn’t planning to be able to accommodate all families until next year.

That parents like Juarez can wind up perplexed about what “universal” means comes with the territory when securing preschool funding is a political feat, Barnett said.

“It’s undoubtedly confusing,” said Barnett. “If [politicians] started out trying to create a universal program and came up short, they don’t want to stop calling it universal.”

The confusion around the term doesn’t just stem from politicians and district leaders. In Denver, most news reports refer to the city’s program as “universal” preschool and many advocacy organizations have praised the city’s “universal” approach. But the word rarely appears in city-published materials, which instead say the program makes preschool “possible for all 4-year-olds.”

That may be because cities and states are still in the midst of figuring out what’s possible to do, right now. When it’s used, the term “universal” is often aspirational.

For example, in Denver, city officials gained support from more affluent voters by presenting a program that helps to cover at least a portion of every family’s preschool tuition, rather than fully subsidizing the poorest families.

“I could never have afforded it,” said Samantha Ruiz, a single parent in Denver whose 4-year-old daughter started preschool last spring. Without aid, she would have had to pay over $1,000 a month for her local preschool. Instead, she cobbles together state aid, federal Head Start funds, and money from the Denver Preschool Program to bring down the cost to just over $100 a month.

De Blasio in New York City largely repurposed what providers were already doing by funding them to extend their half-day programs to a full day. In Chicago, the mayor’s plan is intended to fill in the gaps between what the state and federal government already provide.

“In an ideal world, we’d have universal access for every child and family who needed or wanted services,” said Samantha Aigner-Treworgy, the national policy director for Ounce of Prevention, which advocates for early learning initiatives. “That said, we are in a time of limited public dollars. The way that ‘universal’ has played out is individual communities are looking at what feasible steps are.”

But sticking to what is feasible has left some families disappointed — and unable to secure the early education that might change their children’s lives.

“My family is not the only one that needs it,” Juarez said. “When they said universal, it’s not what I thought.”

Because each state defines “universal” preschool in its own way, it’s difficult to come up with a comprehensive list of states that currently have or are working toward “universal pre-K” or “preschool for all.” Chalkbeat attempted to create that list by researching cities and states, and speaking with the director of the National Institute for Early Education Research, Steven Barnett. If you see a city or state missing, let us know.

This story was produced as a collaboration among the seven news outlets participating in the Expanded Learning Time reporting project supported by the Ford Foundation.

Categories: Urban School News

Rise & Shine: Colorado’s teachers union files appeal in evaluation lawsuit

EdNewsColorado - Mon, 12/15/2014 - 09:48

Protests continue

For the first time in 10 days of protest, students from a half dozen Denver high schools joined forces Friday and marched to the capitol with a list of demands for the City of Denver and Denver Public Schools. ( Chalkbeat Colorado, CPR )

speaking out

Earlier in day, students at Manual High School shared speeches they prepared in an advanced English class with school and city officials. ( Chalkbeat Colorado )

Back to court

As expected, the Colorado Education Association has appealed a judge’s June decision to dismiss a case that challenges how Denver Public Schools uses part of the state’s teacher effectiveness law ( Chalkbeat Colorado )

Teaching and learning

Students at Niwot High School are learning English as a second language through a survival theme using hands-on projects. ( Daily Camera )

Healthy schools

With hopes of seeing more students eating in Jeffco cafeterias, some schools are raffling off prizes during lunch. ( 9News )

Tick, tock

Pueblo City Schools and other school districts on the state's accountability watch list will speak with the State Board of Education this spring. ( Pueblo Chieftain )

#COLeg

Colorado House Democrats have set their education committee. ( Chalkbeat Colorado )

Talk to us

Chalkbeat readers told us last week that teachers should listen to and look like their students before conversations about race can start in class. ( Chalkbeat Colorado )

And this week's question: If you were a Colorado Supreme Court justice, how would you decide the Douglas County voucher case? ( Chalkbeat Colorado )

Trading places

A Colorado Springs teacher will swap classrooms with a teacher from Australia. ( Gazette )

one year later

A vigil this weekend honored slain Colorado high school student Claire Davis who died a year ago after being shot at her school. ( Denver Post )

Categories: Urban School News

How should the Dougco voucher case be decided?

EdNewsColorado - Mon, 12/15/2014 - 08:32

Last week the Colorado Supreme Court heard oral arguments on the Douglas County School District’s voucher program.

From our article:

The oral arguments centered around whether the program violates the state’s school funding and charter school laws, whether the program is designed to benefit the student or religious institutions, and whether the plaintiffs — a group of parents and taxpayers — have legal standing to challenge the program.

That brings us to this week’s question: If you were a supreme court justice, how would you decide the case?

Click here if you need more information for or against the voucher program. You can also listen to the hearing, which is about an hour long, here. (The case is officially known as Taxpayers v. Douglas County.)

Each Monday, we ask readers a question about a timely or timeless question about their experiences in education. Readers who want to share their opinions should leave a response in the comment section below, tweet us @ChalkbeatCO, send an email, or leave a comment on our Facebook wall. Every Friday we round up the responses. Here’s last week’s.

Categories: Urban School News

Take 5: Secret recalculations, education platforms and chicken nuggets

Catalyst Chicago - Mon, 12/15/2014 - 07:53

Activist principal Troy LaRaviere might have discovered at least one of the “smoking guns” when it comes to the vexing question of why the district delayed releasing the school ratings for so long. Turns out, district accountability officials secretly recalculated some of the all-important growth scores that 25 percent of the ratings were based on. The odd thing is, this change, like the other changes made by officials after the new accountability system was put in place, did not seem to make a huge overall difference or change the narrative all that much. However, individual schools might feel like it is a better representation of their performance.

You may remember that this summer LaRaviere did an analysis that showed that traditional CPS schools performed better than charter schools on the growth in students’ scores on the NWEA test. Tipped off by LaRaviere, the Sun Times also did a story.

At the time, in Take 5, Catalyst noted that there was reason to be cautious about comparing growth scores from one type of school to another. Growth, as defined by CPS policy, measures the difference between the average Spring 2013 NWEA scores at a school and the average of the test taken in Spring 2014; it then looks at how the school did in comparison to a national average of growth for similar schools. This results in a complicated, mysterious formula.

Because charter schools contracts, at this point, require them to administer only the old state standardized test, the ISAT, many of the historically high performing charter schools, such as Namaste and LEARN charters, did not provide any scores for the NWEA and, therefore, were not rated this year.  Of the 58 charter schools that provided some NWEA scores, 35 did so only for Spring 2014, but not for Spring 2013. Some provided test scores for Fall 2014. CPS officials told Catalyst that they used a statistical model to come up with a growth percentile that could be used for comparison for these charter schools.

Now, LaRaviere has discovered that district officials quietly changed the growth scores, posting a new spreadsheet with altered “National Growth Score Percentiles” without letting folks know that they were making changes. At the very least, they could have indicated that the file was “updated.” According to LaRaviere, CPS officials told him that the changes were due to a rethinking of the statistical model, the formula and the realization that some charters were taking a different version of the NWEA. The result is that 20 percent of traditional schools had slightly different growth scores, while nearly all charter schools did.  

The confounding thing is that if CPS officials did this to help charter schools as LaRaviere intimates, then they failed. Thirty-one charters saw their scores drop, and 24 saw them increase. According to the Sun Times story on LaRaviere’s analysis, seven charters got better ratings because of the changes, while nine had worse ratings.

What’s more, when viewed as a whole, traditional schools still did better. Catalyst’s analysis of the ratings show that, proportinately, more traditional schools got the highest rating of 1-plus than did charter schools and fewer got the lowest rating of 3.

2. It's all about education… Underscoring the importance of education in the next mayoral election, Mayor Rahm Emanuel’s two main challengers, Ald. Bob Fioretti and Cook County Commissioner Jesus “Chuy” Garcia, outlined their platforms last week. Garcia’s presser was Thursday at Dyett High School, which community activists have been fighting to keep open ever since its phase-out plan was announced three years ago. CPS recently agreed to keep the school open but did not adopt a community-generated plan for the building, deciding instead to consider other proposals as well.

This set the stage for Garcia to lay out his argument for small, community-based schools, like the one he fought for in Little Village. Garcia also said he will open a dual language school in every community and lower class sizes.

Both Garcia and Fioretti are fighting against each other to win the progressive base. Both say they will at least put a pause on closing traditional schools and opening charter schools. They also vow to end over testing, with Garcia saying he will not require any more tests than are required by law.

Fioretti and Garcia also both support the movement to have an elected school board rather than one appointed and controlled by the mayor. Getting an elected school board will take time as state law will have to be changed. Emanuel opposes an elected school board.

Of course, if either Garcia or Fioretti gets their wish of an elected school board, their education platforms will be rendered nil as they will cede control over CPS.

On a related note, Gery Chico, who ran against Emanuel in his first election and now heads the state board of education, is throwing his support behind the incumbent.

3. The see saw of grade retention ... A new University of Minnesota study finds that the number of students being held back across the nation has fallen from 3 percent to about 1.5 percent. Chicago likely is helping to drive this trend. CPS once had one of the strictest grade retention policies in the nation; in 1997, it held back 15 percent of students in grades 3rd, 6th and 8th. In 2012, the last data readily available, only 2.4 percent of students in those benchmark grades were  retained, and only 1.2 percent of all elementary school students were held back.  

An NPR story says that experts can’t exactly account for this trend. Stringent accountability measures and No Child Left Behind whould seem to have the opposite effect with more students --  not fewer -- getting held back, the experts say.

There are three theories for the drop in retention, according to the NPR story. One is that retaining students is expensive, especially as thousands of students are being forced to go to summer school and students bunch up in grades. The other is that, even as school districts have been under pressure to raise test scores, they also need to raise graduation rates. Studies have shown that when students are held back, they are way more likely to drop out, making retention problematic.

The more optimistic theory is that students are being identified as having learning issues earlier and therefore fewer of them fail to meet promotion criteria. This might be somewhat true in Chicago, but the promotion criteria alsy have been relaxed over the years. Even as CPS is moving toward more challenging standardized tests, the district this year lowered the test scores needed to advance to the next grade without going to summer school. The result: way fewer students had to go to summer school.

4. More for early ed … Last week’s announcement that the State of Illinois won $80 million in federal funding over the next four years to expand full-day preschool options wasn’t the only good news on the education front.The City of Chicago separately won nearly $15 million to fund an additional 1,100 seats for infants and toddlers through a new Early Head Start-Child Care Partnership program funded by the U.S. Department of Health and Human Services.

The new awards were informally announced during a major summit last week on early childhood education at the White House. City officials say the award will “help expand programs for our youngest learners by 18 percent through center-based and family child care home programs.” Elsewhere in the state, programs in Joliet, Maywood and Rockford also got extra funding from the new  $500 million federal program that links child care with Early Head Start programs.

Under the new grant program, child-care centers or family providers that partner with the grantee agree to adhere to the same, tougher federal rules that Early Head Start centers already follow.

5. Chicken nuggets... Remember when CPS told WBEZ that the ingredients in chicken nuggets were chicken nuggets. Well this time the BGA had more luck in getting the nutritional details of what children are being fed in CPS schools.  The BGA was still forced to file a Freedom of Information Act request for what should be publicly available information.  

But when they did, they found CPS appears to be operating within the latest U.S. requirements for calories, fat and salt. The current nutritional guidelines for school lunches, approved in 2010, are an improvement, though the BGA notes they still allow a high amount of salt in school meals.

CPS has an $80 million contract with Aramark to provide lunches.  

Categories: Urban School News

Denver student protesters demand changes from district and city

EdNewsColorado - Fri, 12/12/2014 - 20:24

The chants are by now familiar: “No Justice, No Peace!” “Hands Up, Don’t Shoot!” “I can’t breathe!”

But the repertoire today included a new call and response: “Change begins with what?” “Unity.”

In the past ten days, students at nearly 30 Denver schools have held protests to raise awareness about police brutality and discrimination in the wake of two deaths at the hands of police in Missouri and New York.

This afternoon, for the first time, students from a half dozen Denver high schools joined forces and marched to the capital with a list of demands for the City of Denver and Denver Public Schools.

More than 150 people, mostly teenagers, gathered at City Park after school to rally and make signs before they headed down Colfax Avenue.

The approach was different than the walk-outs the students had organized before. The protest started off of school grounds and after school hours.

PHOTO: J. ZubrzyckiDenver students marching from City Park to the state capital.

The demands were also more specific than before: For the school district to hire more teachers of color to reflect the 70 percent of its students who are not white; for the city to hire a special prosecutor to try cases of police misconduct; for the school district to fund student-led discussions about race and create a special process for discipline issues among minorities. [See full list of demands and statistics from a flyer below.]

Both Denver Superintendent Tom Boasberg and Mayor Michael Hancock have announced plans to host conversations about social justice and race in response to the student protests. Individual schools have also tried to capitalize on students’ passion: Juniors at Manual High School gave speeches to a small crowd that included police earlier today, and DSST: Cole is creating a social justice club.

Denver Public Schools officials said that while a few adults from the district joined the students this afternoon to ensure they were safe, the district did not provide buses or transportation as it had for students who left school earlier in the week.

A Facebook event promoting the protest was organized by students at East High, Denver School of the Arts, Strive Prep, Thomas Jefferson High School, and DCIS.

Their suggestion for how adults could help, per social media? Bring burritos.

But adult supporters showed up, both in the crowd and behind the bullhorn. One woman brought a sign that said “Thank you, students!” Representatives from Padres y Jovenes Unidos carried signs that said in Spanish, “I am a student, not a criminal.”

And a member of Aurora’s NAACP spoke to the crowd to laid out troubling statistics about policing in the city. Two men who had traveled to Ferguson encouraged students to be nonviolent—and to appreciate the protection of the police so far in Denver.

After a series of speeches and a song, one student took a bullhorn and told the crowd to prepare to head downtown. “Take a deep breath,” he said. “We have every right to be here.”

Here’s a full list of schools that have held protests since last Wednesday, according to Denver Public Schools:

  • East High School
  • West High School
  • South High School
  • North High School
  • George Washington High School
  • Abraham Lincoln High School
  • John F. Kennedy High School
  • DCIS @ Montbello
  • Manual High School
  • Evie Dennis Campus
  • Bruce Randolph
  • DSST @ Cole
  • Stapleton HS and MS
  • Farrel B. Howell
  • Florida Pitt Waller
  • High Tech Early College
  • Strive Prep@ Montbello
  • Marie L. Greenwood Academy
  • Hamilton MS
  • CPA @ Noel,
  • Omar D. Blair
  • Cesar Chavez
  • Kepner Middle School
  • Strive Prep @ SMART
  • Srive Prep @ Remington Sunnyside
  • CEC Middle College,
  • Denver School of the Arts
  • Morey Middle School
  • GALS (Girls Athletic Leadership School)
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Categories: Urban School News

Teachers union files appeal in mutual-consent lawsuit

EdNewsColorado - Fri, 12/12/2014 - 19:35

The plaintiffs in a lawsuit challenging how the Denver Public Schools uses part of the state’s teacher effectiveness law have appealed a judge’s June decision to dismiss the case.

The appeal, which had been expected, was filed late Friday afternoon with the Colorado Court of Appeals.

The case, Masters v. DPS, was filed by five former teachers and the Denver Classroom Teachers Association and claims district officials have misused the mutual-consent provision of the 2010 evaluation law. Plaintiffs argue DPS used the law to improperly fire teachers without due process. The DCTA is supported in the legal effort by the Colorado Education Association.

The challenged provision requires both principal and teacher agreement for placement of a teacher in a school.

Denver District Judge Michael Martinez dismissed the plaintiffs’ claims – and the case – on June 6. (Learn more about the ruling and read the full decision in this Chalkbeat Colorado story.)

A business-oriented education reform group, the Great Teachers and Leaders Coalition, criticized the appeal in a statement issued before the legal document even was filed Friday. “If the union receives a favorable opinion in this appeal, our students, teachers and leaders face a major setback,” according to a quote in the statement from Rep. Carole Murray, R-Castle Rock, a prime sponsor of the 2010 evaluation law.

The coalition and related groups have been persistent critics of the lawsuit, which focuses on the mutual consent portions of the law and doesn’t challenge other requirements of the evaluation system.

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Categories: Urban School News

House Democrats finally set education committee lineup

EdNewsColorado - Fri, 12/12/2014 - 18:49

Rep. John Buckner, D-Aurora, Friday was named new chair of a pared-down House Education Committee by Speaker Dickey Lee Hullinghorst.

Buckner, a retired Cherry Creek principal and administrator, has served on the committee for two years and was elected to a second House term in November. His main education initiative has been to increase funding for English language learners and to upgrade programs for those students.

Rep. Brittany Pettersen, D-Lakewood, was named vice chair. Pettersen, who also will be starting her second term in January, has focused on early childhood issues.

Also returning to the committee is Rep. Rhonda Fields, D-Aurora. The other three Democrats named to the panel haven’t served previously on Education. They are Reps. Pete Lee of Colorado Springs, Dominick Moreno of Commerce City and Alec Garnett of Denver. Garnett is a “true” freshman, having been elected to the House for the first time in November.

The committee has suffered something of a brain drain as Democratic former chair Millie Hamner of Dillon and member Dave Young of Greeley have moved to the Joint Budget Committee, whose members don’t serve on other panels. Another veteran Democrat, Cherilyn Peniston, left the education committee and the legislature because of term limits.

Many lobbyists and education activists were sorry to see Hamner leave Education, given her expertise in such complex issues as school finance and her leadership skills.

Minority Republicans, who were waiting for Hullinghorst to make her committee picks, are expected to name their five members next week.

That list will include at least two new names, given that only three GOP committee members from last session remain in the House and available for appointment. They are Reps. Justin Everett of Lakewood, Kevin Priola of Henderson and Jim Wilson of Salida.

Next year’s education panel will have only 11 members, down from 13 in recent sessions. Democratic Rep. Lois Court Denver wasn’t reappointed to the committee and instead will serve as chair of the Finance and House Services committees and as a member of two other panels.

Some statehouse observers expect House Education to serve as the “kill committee” for some bills that come from the Senate, when the November election gave Republicans an 18-17 majority.

Senate Republicans and Democrats filled their committee slots last month. Learn about the new Senate Education Committee in this Chalkbeat Colorado story.

Categories: Urban School News

Weekend Reads: Is the era of the aggressive state ed chief over?

EdNewsColorado - Fri, 12/12/2014 - 18:18
  • An observer sees the beginnings of “homeostasis” in the exits of schools chiefs in New York and Tennessee. (Flypaper)
  • Students are going on fewer field trips than ever, to the detriment of their learning. (Educated Reporter)
  • A data-driven take on class-size reduction concludes that the value might not be worth the cost. (FiveThirtyEight)
  • To celebrate a teaching prize, a mother writes about the music teacher that changed her son’s life. (TNTP)
  • Across the country, school districts are holding fewer students back. (Inside School Research)
  • Montgomery County, Maryland, is taking aggressive steps to employ more teachers of color. (Teacher Beat)
  • A “Jeopardy!” category during Kids’ Week poked fun at Common Core math — and stumped contestants. (Ed & the Media)
  • Research and common sense say focusing on four-year-olds won’t solve the early childhood learning gap. (Atlantic)
  • Here’s what you need to know about the health implications of Congress’s school lunch funding plans. (Vox)
Categories: Urban School News

Manual High School students speak out about Ferguson and race

EdNewsColorado - Fri, 12/12/2014 - 17:57

This morning at Manual High School, Olivia Jones’ 11th grade Advanced Placement Language and Composition classroom was crowded.

Parents, police officers, district officials, school board members, and community members gathered to hear six students share speeches about race, police brutality, and events in the news.

Since last Wednesday, students at more than a dozen schools across Denver, including Manual, have walked out of class to protest two grand juries’ decisions not to indict police officers in Ferguson, Mo., and in New York City who had killed African-American men. Students are planning another unified protest this afternoon.

But Jones and her class decided that they wanted to go a step deeper and start a dialogue about security, justice, and values.

One student said that the first conversations the class had held about the issue were difficult. The teenagers disagreed with each other: Some thought that Michael Brown and Eric Garner could have prevented tragedy by interacting with the police in a more positive way. Others saw the events as evidence of discrimination.

But the conversation was a starting point for students to explore the thoughts and emotions spurred by the killings. They began to develop their ideas into speeches, weaving statistics and news reports in with personal details and opinions. Some offered suggestions (video cameras for police); others offered emotional anecdotes (a young black man walking down the street and seeing a mother and child move away).

They invited representatives from the mayor’s office, the police department and the school board to hear them share their speeches today.

Here are three:

After the speeches, the class held a brief discussion of some of the points the students had raised.

PHOTO: J. ZubrzyckiMembers of the Denver Police Department watch as students from Manual High School share speeches about Ferguson.

Bill de la Cruz, the district’s director of equity and inclusion, asked the students how to keep the conversation going.

“One of the things I’ve heard is that young people don’t have an opportunity for their voices to be heard,” he said. “What do we need to do differently so that this happens all the time, not just when there’s a crisis?”

One student suggested a regular series of current events lessons.

“We need people from outside to come in,” said another. “That way our ideas can spread and not just be in a fishbowl.”

Two of the police who joined responded to students’ speeches. One was himself a Manual alumnus.

“What I love is that you are doing something different,” he said.

Another told students that feeling that police needed to be tied to the communities they served was part of what inspired him to become an officer.

“There were things I didn’t necessarily agree with when I was young,” he said. “What I did when I was older, I chose to become a police officer because I believed that the police force needed to be diverse.”

“There’s a perception that young people can’t grapple with this stuff,” said one audience member. “What you did today was helped people show you’re very capable of grappling with the very things we’re struggling with as adults…That’s what’s going to transform us.”

District officials shared resources for teachers and principals to use to discuss Ferguson late last week. Here’s a sample:

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Categories: Urban School News

Rise & Shine: Student protests continue as another march planned for Friday

EdNewsColorado - Fri, 12/12/2014 - 10:28

Show me the money

Some of the most highly-rated Jeffco teachers will eventually be able to make more money under the district's new teacher compensation plan, but it may take them longer to reach the highest rungs of the pay ladder. ( Chalkbeat Colorado )

marching on

Student protest organizers say they are expecting students from a dozen Denver high schools to gather in City Park and march to the Capitol this afternoon to draft a list of demands to hold the school district and city accountable for improving relations between students and police. ( Denver Post )

testing testing one two three

A teacher outlines how often he thinks students should be tested (spoiler: a lot less than they are now) and how to make that test data useful to teachers. ( Chalkbeat Colorado )

tracking success

A Denver Public Schools analysis that tracked low-performing students to see who had the greatest chance of catching up found that early childhood helps but for many students, even earlier intervention is needed. And some factors that aren't reflected in the district's data -- like parent engagement or classroom characteristics -- might be key to helping students improve. ( Denver Post )

not a young adult novel

A teacher argues that testing and evaluations have created an "educational dystopia" far removed from an ideal where teachers are given the power to make the best decisions for their students. ( Denver Post )

teaching english

A Boulder high school English as a second language class is using hands-on building projects to help students improve their language skills. ( Daily Camera )

luck be a lunch lady

In an effort to boost school lunch sales, Jeffco is entering students who purchase lunch in a raffle for prizes. ( 9News )

delayed decisions

Colorado Springs School District 11's board removed a discussion about the future of GLOBE Charter School, which the district might want to boot out of the building it currently uses, from the agenda of its meeting. ( Gazette )

calling in

An entire small southern Colorado school district is getting a sick day today because of a large number of students with the flu. ( Gazette via the Denver Post )

Categories: Urban School News

Five things we’ve learned about Jeffco’s new teacher pay, evaluation system

EdNewsColorado - Thu, 12/11/2014 - 18:34

Some of the best Jefferson County teachers will be able to earn more money sooner in their career under the district’s new compensation system, but most new teachers will likely earn less in their first 10 years, according to an analysis of teacher salaries by Chalkbeat Colorado.

Tonight, Amy Weber, the district’s human resources chief, will report to the Jeffco Public Schools Board of Education that every teacher’s salary has been adjusted to a new and controversial compensation system.

The new system bases raises on teacher evaluations which rates teachers on a variety of factors like classroom management. It’s a stark departure from the status quo that based a teacher’s salary on how much time he spent in the classroom and his continuing education. The change prompted a vote of no confidence in board chairman Ken Witt and was a contributing factor to a series of teacher sickouts that forced the district to cancel class at four high schools this fall.

Witt and his colleagues believe the new system is better because all teachers have the same opportunity to earn raises every year. The teachers union raised objections to the system because it relies entirely on teacher evaluations that a fact-finder determined were not fair and were not used uniformly across the school system.

The district has also paid $1.5 million in back pay to teachers dating back to the start of the school year. That’s because the compensation system — which in the past has normally been settled in the spring or summer — wasn’t approved until the start of the school year.

Under the new plan, which the was approved by the board’s conservative majority, the base salary for teachers, which was about $33,000, has been raised to $38,000.

Teachers still in the first three years of teaching who received a partly-effective rating received a 1 percent raise. Teachers who received an effective rating will received a 2.43 percent raise. And teachers who received a highly-effective rating will receive a 4.25 percent raise.

Teachers with more than three years of experience in Jeffco who earned a rating of partly effective did not receive a raise.

The new system was conceived initially by Witt. His proposal came after the board’s majority rejected an independent report that suggested the district provide salary increases to some teachers that were rated as partly effective on their evaluation. Witt said at the time paying partly effective teachers did not align with the district’s goals of having an effective or highly effective teacher in every classroom.

During her presentation, Weber will also review feedback she gathered from a teachers focus group and ask the board for more and specific guidance than they have already provided district staff in order to finalize the compensation system.

“I need [the board] to understand those broad strokes are not sufficient to start the recruitment season,” she said in an interview with Chalkbeat. “I need them to begin to understand some of the complexity that needs to be delineated very quickly in the next six to eight weeks.”

That will include determining where to place new teachers with multiple years of experience and education on the salary spectrum, whether the district will monetarily reward teachers for furthering their own education, and how to streamline and enhance the hiring process.

Jeffco will begin looking to fill vacancies in February.

Before tonight’s board meeting — which will be the last one for the calendar year — here are a few things we learned from analyzing teacher salary data we obtained through an open records request:

1. New and highly effective teachers can reach top salary in under 20 years.

Under the new salary model, the highest paid teacher in Jeffco will earn as a base salary $81,000. Assuming nothing changes, a teacher who begins in Jeffco this school year and receives a highly effective rating every year will be a top earner in 19 years.

However, if that teacher earns only an effective rating it would take her 32 years before she reached the summit of the salary schedule. That’s four more years than under the previous system. Under the previous system, teachers who stayed in the classroom for 28 years and earned a masters degree and working toward a doctorate could earn $81,000.

2. But in their first 10 years, most new teachers will make less under new system.

While some teachers might be making more money in 20 years under the new system than they could have in their entire career under the old, during their first decade in Jeffco they’ll probably be making less under the new system.

Again, if the district makes no changes to the salary system, a teacher rated effective who begins in Jeffco this year will make a little more than $47,000 in her tenth year. If the district still operated under the previous system of rewarding teachers based on time and education, that same teacher would be making nearly $50,000, so long as she was on her way to a masters degree. If she had already achieved a masters degree within her first 10 years, she’d be making nearly $10,000 more.

3. Few teachers were rated ineffective, but they made a lot of money.

Last year, just four of the more than 5,000 teachers in Jefferson County were rated ineffective. But those teachers’ salaries ranged from $53,916 to $72,944. That means the highest paid teacher that was rated ineffective made $16,391 more than the average effective teacher.

4. The pay gap between teachers rated effective and partly effective grows.

Last year, the average teacher who was rated effective made about $5,000 more than an average teacher rated partly effective. At the same time, a teacher rated highly effective, on average, made about $5,500 more than a teacher rated effective.

This year the average teacher rated effective will make about $6,300 more than her average peer that was rated partly effective. That’s compared to the average teacher rated highly effective teacher will make about $6,700 more than her peer who was rated effective.

That means the pay spread between highly effective and effective teachers grew by about $1,200 dollars while the spread between an effective and partly effective teacher grew by more than $1,300.

The average Jefferson County teacher who earned an effective rating on his or her annual evaluation last year will make about $58,000 this year. That’s about $1,500 higher than last year,

Meanwhile, the average highly effective teacher will earn about $2,600 more this year for an average salary of about $64,600.

5. Most partly effective teachers were veteran teachers

Last year 109 full time teachers received a partly effective rating. Of those, only 36 were in their first three years of teaching in Jeffco. The rest have taught for more than three years in Jeffco. Meanwhile, 69 teachers, who are still considered new to Jeffco, earned a highly effective rating. Most of those teachers appear to be veteran teachers because most of their salaries are above the previous starting salary of $33,000.

Categories: Urban School News

How to make standardized tests more useful for teachers

EdNewsColorado - Thu, 12/11/2014 - 18:23

In the past few weeks, students across Colorado have pushed back on the rollout of the state’s new set of science and social studies exams called Colorado Measures of Academic Success (CMAS). Some seniors opted out of taking the exams, and they took to social media and the streets to argue their cause. They aren’t alone — parents, educators, and other community members have also complained.

But so much of the discourse around CMAS is focused on issues that, quite frankly, won’t move the conversation forward. The situation is so polarized that finding a realistic solution is almost impossible. In my opinion, we should focus on two questions: when should we assess students and how do we make the tests useful for teachers?

We must first recognize and acknowledge that we live in a society that demands accountability. Taxpayers and society in general, want to know if our schools are effective. So let’s start the conversation with the question, “How much testing is necessary to check the effectiveness of our schools?”

I agree with Mark Tucker, a national expert on public education policy. His proposal is to test all students in kindergarten, fourth, eighth and tenth grade, with random testing of second and sixth graders.

Why? Kindergarten is to make sure students are ready to move on (and yes, we can and do test kindergartners). Fourth grade is when students should be able to decode text, eighth grade is when students should be ready for high school, and tenth grade is when students should be ready for a community college program, with two years left to catch up.

Right now, we test all students from third grade until graduation. That’s too much. Think of this in sports terms: athletes have plenty of practice between games to make mistakes and correct them without worrying about their overall win/loss record. Districts and schools should utilize testing throughout a student’s academic career, especially with struggling students, to monitor their progress. But these tests should not be the high stakes exams used by the state to evaluate schools.  More practice, with fewer games.

Even with pared back exam schedules, the testing process should be more transparent and responsive.

The current state exams work primarily as autopsies, rather than checkups. State exam data is released months after the exam has been administered, much too late to be useful as a tool for the educator. Every attempt needs to be made to get teachers information on how their students are doing and address any deficiencies before students leave our classrooms.

The switch to the fall testing window from spring does little to address this if results are not quickly disseminated. In high school, many courses are semester long. By the time results are back, the student has moved on.

Even when the data is released, it’s too vague to help. Useful test results impact how and when I teach to a standard. They also give me specific information on individual students that I can use to check in on their progress in my class.

Right now, I don’t know how my students do on individual questions or how the questions addressed the standard. To help the data inform my practice as a teacher, it is not enough for me to know what standard the question addressed. I need to know what the question asked of the student and how the question was asked. This would allow me to pinpoint what changes I need to make in how I teach the material.

To use the standardized tests, I have to trust them. The onus to that build trust rests on the testing companies. Teachers should be involved in writing the questions and they need to release the actual test questions. I realize this is a difficult demand. Releasing test items is expensive, since every question made public would need to be replaced. In addition, many testing companies also claim intellectual rights to the questions. But the Colorado State Department of Education can write contracts with testing companies that require these companies to release exam items and to require them to involve practitioners in writing these exams.

If we were to bring more transparency and timeliness to the exams, teachers would be more comfortable with using the results of the exams as a part of their overall evaluation. I am willing to be held accountable to student achievement results as long as I have trust in the exams. I know we still have work to do to ensure student data can be used to evaluate teachers, but this would be a move in the right direction.

Categories: Urban School News

Rise & Shine: Boycotts made dent in test participation

EdNewsColorado - Thu, 12/11/2014 - 09:56

Accountability clock ticks

Thirty Colorado schools are about to enter the fifth year of low performance that could trigger state intervention, including closure, conversion to charters or changes in who runs them. ( Chalkbeat Colorado )

Dougco Vouchers

Supreme court oral arguments centered around whether the program violates the state’s school funding and charter school laws, whether the program is designed to benefit the student or religious institutions, and whether the plaintiffs have legal standing to challenge the program. ( Chalkbeat Colorado, Denver Post, AP via Gazette )

Non-profit diversity

Though nearly all education advocacy and reform nonprofits say they value diversity, fewer have taken concrete steps to increase the racial and ethnic diversity of their staffs, leadership, and boards, according to a new report from Education Pioneers and Koya Leadership. ( Chalkbeat Colorado )

Testing boycott

Only about 83 percent of Colorado high school seniors took new science and social studies tests last month, the Colorado Department of Education estimates. ( Chalkbeat Colorado )

Boulder testing

The Boulder Valley School District doesn't have a clear answer on how widespread student protests of the state's new senior science and social studies tests could affect its accreditation rating. ( Daily Camera )

Mancos students carry a message

Students from Mancos High School brought an anti-testing message to the recent schools boards convention - complete with visual aids. ( Mancos Times )

Uncertainty for charter

The Colorado Springs District 11 board Wednesday abruptly pulled an agenda item relating to the eviction of a charter school from its district-owned building. ( Gazette )

Different kind of threat

A mountain lion sighting near Sopris Elementary School in south Glenwood Springs sent kids inside Wednesday afternoon. ( Post-Independent )

DPS kids meet Santa

Students from three high-poverty Denver schools were treated to a holiday party with Santa at a downtown hotel. ( Denver Post )

Categories: Urban School News

Take 5: New discipline data; DFER to endorse aldermen and computer science classes

Catalyst Chicago - Thu, 12/11/2014 - 08:53

1. Suspending black girls ... When it comes to suspensions and expulsions, much of the attention is on black boys. But a New York Times article points out that black girls also are disproportionately subjected to harsh disciplinary tactics. According to the latest U.S. Department of Civil Rights data, 12 percent of black girls were suspended, compared to only 2 percent of white girls. The New York Times highlights a case where two girls committed the exact same offense, but black girls received the harsher discipline.

CPS, which quietly posted new suspension and expulsion data for the 2013-2014 school year, does not provide a breakdown by race and gender. However, Illinois State Board of Education 2012-2013 data show that 30 percent of CPS students who were suspended at least once are black girls, though they make up only about 20 percent of CPS students. Interestingly, the number of black girls suspended at least once in high school is about the same as the number of black boys. Black male students, however, are way more likely to be suspended repeatedly, according to ISBE data.

CPS CEO Barbara Byrd-Bennett has said she is committed to reducing the number of suspensions and also tackling the racial disparities. The new CPS data from the 2013-2014 school year show that in one year the number of out-school suspensions was reduced by nearly 30 percent, while the expulsions were reduced by 11 percent.

2. A counterbalance to the CTU … As promised, the pro-charter group Democrats for Education Reform Illinois (DFER) is gearing up to spend money on aldermanic races. Crain’s Chicago Business reports that the group expects to make its first endorsements -- and donations -- in about a week. "One of our goals is to make sure the CTU does not have a monopoly on the schools debate," says the group’s spokesman, Owen Kilmer. DFER Illinois, which received $100,000 in political spending money from DFER national last week, has been been eyeing races in the 16th, 37th and 45th Wards. CTU members Guadalupe Rivera and Tara Stamps are vying for seats in the 16th and 37th Wards.

Catalyst wrote about Rivera, Stamps and six other CTU members who are running for aldermanic seats for our latest issue of Catalyst In Depth.  All eight of the educator candidates filed in time to be on the ballot.

3. Learning to code … CPS is one of about 50 school districts that pledged this week to make introductory computer science classes a standard offering to all their students.

Within three years, Crain’s Chicago Business reports, every high school in the city will offer a basic computer class and, within five years, at least half will offer a new AP computer course. CPS officials say that as an incentive for students to enroll, computer science courses will now count toward graduation instead of as elective offerings.

The changes come with the help of $2 million worth of curriculum, teacher training and stipends from Code.org, a Silicon Valley trade group.

The goal is to train students how to think creatively about computers, write code or operating instructions or use computers as design tools. "We want to teach them how to create using a computer, rather than (just) how to use a computer,” says Pat Yongpradit, the group’s director of education.

On a related note, WBEZ has a story this week on an event at Wells Community Academy High School tied to the global “Hour of Code” that used video games to teach students about coding.


4. Classroom diversity … In an effort to get more educators of color in CPS science classrooms, the National Science Foundation will provide a $3 million grant to train a new crop of African-American and Latino science teachers at the University of Illinois at Chicago.

The demographic makeup of teachers in CPS -- and especially those in the sciences -- has long been disproportionately white, compared to the students they serve. “We're perpetuating the cycle unless students see black and brown professionals succeeding” as teachers in the so-called STEM fields, Carole Mitchener, associate dean of academic affairs in the UIC College of Education, said in a statement.

The six-year program will pay for 30 students with bachelor’s degrees in the sciences to study at UIC's master's program in science education for free. In addition, they’ll get a $10,000 stipend during both the master's program and the next four years if they become CPS teachers. The new funding will also pay for 10 current CPS teachers who already hold master’s degrees to pursue doctorates in science education and help train the younger group of teachers. In exchange for stipends and tuition waivers, these “master fellows” will commit to continuing to teach in CPS for five years.

Earlier this month,Catalyst wrote about a larger effort to bring more teachers into the STEM fields at CPS and urban school districts. 

5. Non-profit in name onlyProPublica has a story about how some not-for-profit charter schools send all their funds to for-profit companies in what are called “sweeps” contracts. These for-profit companies have no obligations to taxpayers and often make a “tidy” amount from these deals. The charter school not-for-profit boards sometimes have no idea what is happening with the money or how the operation is run. What’s more, regulators often have trouble figuring out how much money is being spent on students.

According to the story, no one keeps tabs on how many of these “sweeps” contracts exist. By law, all of the charter school operators in Chicago are not-for-profits and some have contracted with for-profit organizations for specific services. It would be interesting to know whether any has a “sweeps” deal.





 



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