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The revolving schoolhouse door: Principal turnover in Denver, investigated

EdNewsColorado - Tue, 10/21/2014 - 16:23

When Exaviah Watson was a freshman in high school, her principal was focused on college prep. She took ACT classes and went on college tours and was getting excited about heading to college herself.

But that was four years and three principals ago. When that principal left, after just two years, the college focus “just stopped,” she said.

Exaviah left the school the year after, departing for a different school nearby that has been plagued by similar turnover issues.

Her experience with principal turnover — and the resulting upheaval in her education — is not exceptional in Denver.

A Chalkbeat analysis of state records reveals that although Denver’s overall principal turnover rate has fallen by almost half, turnover has not slowed at nearly a quarter of Denver schools, where three or more principals have come and gone since 2008. That churn is concentrated in schools where the district has pushed its most intense improvement efforts, schools that researchers say are most in need of high quality and steady leadership.

For example, the high-profile improvement efforts that kicked off five years ago in Denver’s far northeast corner have been accompanied by a nearly constant changeover in school leadership. Seven of the eight schools in whose turnaround Denver invested significant resources have seen at least three leaders since the district’s efforts kicked off in 2010.

The fact that those schools are disproportionately attended by underserved students has riled community members, who say their students need a consistent school more than most.

Where do Denver schools see disproportionate principal churn?

At least 34 of Denver’s 185 schools have had three or more principals since 2008. These schools are highlighted with a gold ring on the map below and clustered in the district’s highest need areas. In the Northeast board district, seven of the eight schools targeted for intense improvement and given additional support are among those with high turnover.

The schools on the map are sized by the number of principals they’ve had in the last five years and colored by the percent of students who receive free or reduced lunch. So, larger circles represent schools with higher turnover, and darker circles represent schools with more students receiving subsidized lunch, which is a measurement that districts use for low-income students. But incomplete data from the district means that this map can’t tell the whole story. Hover over the dots below to learn more about each school and comment on this data set to share your story and help us create a more accurate picture of principal churn in the district.

Denver is not alone in its struggle to hold on to school leaders. Nationally, the average tenure for urban principals is shorter than five years.

But interviews with dozens of national figures, local educators, and district administrators suggest that Denver’s difficulties stretch along every step of the leadership process. Principals are thrust into struggling schools with little training, given support that feels more like being watched, and held to expectations that some describe as impossibly high. As schools lose principals to burnout or officials move them out, rocky transitions disrupt students’ classrooms and leave communities feeling isolated from their schools.

District officials acknowledge the challenge. “The notion that great systems can exist without great principals is ridiculous,” said Denver schools leader Tom Boasberg.

Disrupted schools, disrupted classrooms, disrupted students

Rilla Ervin has seen three principals take over her daughter’s school in four years. And though she understands the rationale behind replacing a principal who isn’t driving improvement in a school, she’s also learned to be wary of the handoff from one principal to another.

“Change can always be good,” said Ervin, whose daughter attends Denver Center for International Studies at Montbello, in the Far Northeast. “It’s the way change happens. When new principals come in, instead of helping them, [the district] says do it your way. Blow it up.”

Transitions have not always gone smoothly at DCIS at Montbello. Ervin’s daughter Octavia, who is entering her senior year, said she and other students were buffeted by rapid changes as the school changed hands.

“It messes kids up,” said Octavia Ervin. For example, in the transition from the school’s founding principal to its new leader, the school’s grading system changed. Teachers struggled with the new system and many students ended up with failing grades or say they failed to get the help they needed. Octavia, previously a straight A student, struggled to make the grade in her classes and her mother became frustrated at a lack of information about Octavia’s progress.

That sort of disruption is not unusual as new principals institute systems they feel work best. And the impacts of those changes can be traced straight to students’ scores, for better or for worse.

Estimates of what percent of student test scores can be traced to a principal’s leadership are still fuzzy but likely hover somewhere in the low to mid teens. That effect is less than a classroom teacher. But, said Jason Grissom, who has studied the impact of principals at Vanderbilt University, principals affect many more kids.

And they do much to set the tone of a school and ensure it’s a safe environment for students and teachers to learn and work.

“They’re really the linchpin,” said Christine Campbell, who has studied principal practices in districts around the country.

District officials in Denver and around the country recognize the importance of principals and have used the urgent need for strong leadership as the justification for replacing principals after just a year or two, often ushering in big changes to the school.

“The thinking in education seem to be, when you have a leadership change, ‘Out with the old, in with the new,’” said Jane Shirley, who coaches and trains principals in Denver.

But paradoxically, the churn itself could also be interfering with a school’s ability to improve, with constant changes preventing consistent growth.

“Studies suggest student achievement dips following a transition period,” said Grissom. “It recovers after two to three years. But that’s real impact on those kids that are in the school at that time.”

There’s evidence in Denver’s own schools that Grissom’s predictions may be playing out.

For example, after a lackluster first year under new principal Beth Yates, Columbine Elementary School’s students grew by one of the fastest rates in the district on state tests in Yates’ second year. But by the time those scores were reported, the district had already replaced Yates, bringing in the school’s fourth principal in five years.

The change left Melissa Skrbic-Huss, whose son attends the school, with a familiar feeling.

“The inconsistency they have provided to Columbine has made me unhopeful that Denver Public Schools understands what a kid needs,” said Skrbic-Huss. “It made me feel that Columbine is a school where they are trying different techniques to see what works.”

Skrbic-Huss said she worries Denver is willing to experiment at Columbine because almost all students there are poor.

“A lot of times our students come from families where the only consistency is the school,” she said.

So many vacancies, so few principals who are prepared

As a first-year assistant principal at Oakland Elementary, Candice Reese was surprised when a district administrator urged her to accept Denver’s offer that she run her own building.

“I didn’t think I was ready,” Reese said. “Why they put new administrators in [low-performing] buildings, that’s very odd to me.”

The pathway that Reese found odd is actually well worn in Denver. The district must fill between 20 and 30 principal positions (out of 162) each year. And the district must sometimes scramble to find enough candidates with the experience and qualifications to head up schools, especially those that struggle the most.

“There’s no one on the bench,” said Jane Shirley, who coaches and trains principals through an outside program, Catapult (formerly Get Smart Schools).

But the district’s problem, Shirley said, isn’t that it doesn’t have enough people with the capacity to lead schools.

“It’s not that we don’t have the talent,” she said. But many who could or would want to don’t have the necessary training or qualifications.

In the past, educators often rose slowly through the ranks at their schools, taking on more responsibility over the course of decades. But the way people think about the work has changed — and so has Denver, with rapid changes to the district disrupting many of its traditional patterns.

“Gone are the days of someone being in a building for 25 years,” said Shirley.

Without enough trained and qualified candidates, the district is sometimes left playing a game of musical chairs, pulling qualified candidates from schools that are thriving to take over at others that are foundering — leaving a leadership void at the schools they vacated.

For example, when the district removed Columbine Elementary School’s principal from her post last year, they pulled in Jason Krause from Smith Renaissance School, where he was in the midst of working to pull up that school’s performance.

A student leaves Columbine Elementary School (left) and the school’s new leader Jason Krause meets parents (right)

The district also relies on veterans to take over struggling schools on a short-term basis to hold the course until a permanent leader can be found, as happened at Manual High School and several schools in the Far Northeast. And the district must still sometimes resort to pulling up an assistant principal like Reese who doesn’t feel ready to take the reins.

The district doesn’t always do a good job of matching schools and principals, said Kim Knous-Dolan, who works for the Donnell-Kay Foundation, a local education research and advocacy organization.

“They could probably get a lot more sophisticated and nuanced around hiring the right kind of leaders for the right kind of schools,” she said. She suggested the district could write and publish profiles for the different kinds of leaders it needs, from someone to run a school for at risk students to a leader of an autonomous innovation school.

District administrators say they have tried to be more thoughtful at making sure the right leader ends up at a school. But they often have a short timeline to find a candidates and do not consistently use tools like observing interactions with staff and community members to determine if a potential principal will be a match.

When it came time to find a new principal at DCIS at Montbello when the school’s founding principal left, parents say they only met a single candidate and did not participate substantially in the hiring process.

The result, Rilla Ervin says, was conflict between the school community and the school’s leader. Octavia Ervin and other students, used to a personable leadership style from founding principal Trent Sharpe, were offended that new leader Suzanne Morey didn’t spend time in the halls or getting to know students.

“She didn’t know your name unless you were in trouble,” said Octavia Ervin. The Ervins described discovering after running into Morey in the school that Morey was unaware Octavia was a student. Octavia Ervin’s younger sister struggled with the lack of guidance. She attended DCIS for middle school but after the disruptions of last year, she moved to another school.

And Morey left at the end of last year for a different principal job she says is a better fit, continuing the pattern of churn at the school.

While district officials would not discuss individual cases, principal and administrator descriptions of the general process of transitioning between leaders suggest that inconsistency is common across the district, with more involved conversations with the staff and community at one school and unilateral decisions at another.

And once the cycle of turnover begins, it can be hard to stop. High quality candidates may be driven away from schools who have a long track record of chewing up and spitting out leaders.

“What’s the inducement to do the job when there’s a line of people who haven’t succeeded?” said Barbara O’Brien, a Denver Public Schools board member who also works at Catapult, a principal coaching and training program.

Denver has tried to end the game of musical chairs, building up a base of qualified leaders to take over schools. Like some other cities, it has established its own internal training program, placing principals-in-training in Denver schools as assistant principals while working on getting an alternate principal license.

“We’re able to ensure our candidates are getting the right kind of training and preparation,” said Shannon Hagerman, who runs the training program.

But the city program lasts only a year, a duration that the city’s charter sector recently determined was too short to mint principals ready for the challenges of leading high-need schools. DSST, a high-performing charter network in the city, recently upped its training program from one year to two.

“We do think it takes that amount of time to really prepare our leaders,” said Bill Kurtz, the network’s CEO.

And the program isn’t yet producing enough principals to meet the need. “If you need principals right away, you need lots of strategies,” said Knous-Dolan.

Meanwhile, principals like Reese find themselves stuck in an impossibly hard situation. Reese ended up taking the job but was removed two years later as the district overhauled her new school. She took another principal job in Denver but eventually left the district for Brighton. Now, her old school is on its second principal in three years.

Pressure to make unrealistic gains, with little help

More and more, principals are expected to implement new standards, run new testing systems and improve student scores, all while still addressing the basic needs of keeping a building clean, safe, and orderly.

“The principal is responsible for so much,” said Billy Husher, Jr, a union representative at Denver Classroom Teachers Association.

But the consequences for not successfully navigating the district’s systems are heavy. Principals around the district reported being told they had a two year timeline to dramatically raise students’ test scores — or potentially lose their job.

That timeline appears to have come into play in the decision to replace Yates at Columbine. In a letter home to parents, Yates’ supervisor Erin McMahon told parents that the school had made “modest improvements,” but that “this work must be deepened and accelerated.”

Another principal cited instructions from his supervisors to jump a tier on school rankings within two years, or else.

Current district administrators say no hard and fast timeline for school improvement exists. Still, just one of the schools in the Far Northeast’s turnaround network has had fewer than three principals in five years.

“I wonder if we pull the trigger a little too quickly,” said Shirley.

While there can be good reasons to pull a principal out of a school, districts like Denver often fail to take into account the magnitude of the negative impacts that can result.

“Principal change has a big enough negative impact that districts should think seriously about the costs,” said Grissom. “They’re not thinking about the costs side of it.”

The decision to pull principals after just two years is also part of a misconception about what it takes for a school to make progress and an underestimation of all the elements that must be in line, many observers said.

“They think it’s a magic trick, to bring kids up two or three years to grade level,” said Mary Sam, a former Denver Public Schools teacher who is now a vocal opponent of the district’s reform strategy.

To begin to make a dent in student test scores, principals must do everything from having a healthy school environment to getting the right academic supports in place

“To really change a culture, it takes five to seven years,”  said Mel Riddile, the associate director of high school service at the National Association of Secondary School Principals and a former principal himself. “To implement initiatives, it takes two to five years.”

For long-struggling schools, it may be a question of building systems from scratch. Riddile and others estimated that it could take upwards of three years to see a substantial change in test scores. In the meantime, he said, district officials should pay attention to other indicators, including teacher satisfaction and turnover.

In their desperate bid to raise scores faster than some would say is reasonable, district officials also saddle principals of low-performing schools with often competing support systems that leave the school leaders feeling pulled in too many directions.

Most principals juggle the demands of multiple branches of the district bureaucracy. That’s especially true at the district’s turnaround schools, like DCIS at Montbello. Started in 2011 as part of a turnaround program for the entire Far Northeast region, the combined middle school and high school were among the eight schools originally selected to participate in a district experiment in how to run struggling schools. All eight were placed in the Denver Summit School Network, which was supposed to support schools as they implemented a series of district initiatives from longer school days and years to intensive math tutoring.

But the principal of the school was also expected to participate in a multitude of other initiatives, from the network of other DCIS schools to a so-called “data group” for discussing student results. All told, Dan Lutz, the founder of the DCIS network, estimates that a school leader at DCIS at Montbello had to answer to the concerns of as many as five separate organizations.

“It was a mindbender to step into and make sense of,” said Lutz.

Even the district’s systems that are intended to support principals appear to sometimes turn against them. One structure in particular — instructional superintendents — drew harsh critiques. The city’s schools are divided into eleven networks, overseen by teams led by instructional superintendents who are supposed to conduct frequent school visits, provide coaching and help principals coordinate the myriad systems that keep a school up and running.

But even local school board members have questioned how well exactly that structure is supporting school leaders.

“The instructional superintendent should be an advocate for the school,” said O’Brien.  “I have a healthy dose of skepticism with how well that layer of the district is working.”

Reese, who helmed a number of struggling schools, described a relationship that was more about catching mistakes than figuring out how to address them.

“In DPS, a lot of the time I felt like it was very punitive,” said Reese. “There’s a fear when district administrators are coming in. Schools that are red [the lowest tier on the district’s ranking system] and schools that are orange [the second lowest tier], there’s an uncomfortable feeling and a feeling like they’re there to get you.”

When the intended support is replaced with accountability, the result, Reese said, can be a sense of steering a sinking ship.

“When you’re doing all that you can, you just feel you’re drowning more and more and there aren’t life preservers being thrown your way,” said Reese.

Other principals who spoke to Chalkbeat described more helpful interactions with their supervisors.

Still, the result is often a job that no one wants and no one wants to keep.

“It is a job that is going to burn people out,” said Sonja Semion, the executive director of Stand For Children Colorado, the local branch of a national education advocacy organization. “You have to rely on finding this superhero.”’

Efforts to end churn proceed, but haltingly

District leaders say that they are beginning to take steps to understand Denver’s principal churn in order to figure out what to fix.

“It is concerning,” said Susana Cordova, the district’s chief schools officer. She now oversees school operations and support, the product of a recent shift in how the district manages schools. “It is one of the places we are trying to dig into the root causes.”

The issue may be getting a higher profile within the district, since school board members made leadership one of five key strategies called out in the Denver Plan 2020, which sets out the district’s targets for the next six years.

As a result, Cordova and her staff have spent the fall trying to sort out what is pushing leaders to leave and what schools need from their leaders. The result is at least the beginning of a look at what’s working and what’s not in the district’s efforts to hire and support school leaders.

For example, some in the district say structures intended to get principals the help they need are beginning to work.

“I didn’t have coaching when I was a principal,” said Hagerman, who used to be the principal at Montclair Elementary. She now heads the district’s teacher and principal training programs. “The vast majority of principals now have coaches.”

But, Cordova said, the district is still a long way from figuring out how to meet principals’ different needs for support.

“I think we’ve had a lot of effort in differentiation for leaders but I don’t know that we’ve gotten it right,” she said.

And some initiatives, including the training pipeline, could take time to reach their potential.

“It’s going to take a few years before the district’s developmental programs are lining people up with the right fit,” said John Youngquist, Hagerman’s predecessor. He moved to Aurora Public Schools last fall.

The district has also kicked off initiatives intended to lighten principals’ loads, from training teachers to take on more responsibilities to dividing up a single principal position into several.

The goal, Cordova said, is narrowing principals’ sphere of focus to instruction and school climate and “then pushing everything out the principal’s way to be able to do that.”

At DCIS at Montbello, the single principal position for the 6-12th grade school has now been split in two: one leader for the middle school and one for the high school. And the school’s former leader, Suzanne Morey, is now splitting the principal role at a nearby school with another veteran principal. One oversees instruction, the other operations.

“The role of the principal is changing,” said O’Brien. “The idea of a knight in shining armor just doesn’t work anymore.”

There are signs on the ground, beginning last spring, that schools may be having more luck finding and keeping principals.

At DCIS at Montbello, whose last principal stayed only a year, parents and district administrators say that the transition to a new pair of principals has been largely smooth for the school.

“This year, we were very apprehensive,” said Eurzila Lowe, whose daughter attends the school. In spite of that, she said parents and students “have all committed to supporting this new principal.”

The founder of the local network of international schools to which DCIS belongs said that this transition, which is the second since the school opened in 2011, has been the smoothest to date.

“It was the best ever,” said Lutz. “The district has learned a lot about school leaders.”

But the success of those efforts remain patchy and inconsistent across the district, a fact that district leaders acknowledge.

“Human beings are complicated,” said Boasberg, the district’s superintendent. “Sometimes the reason it works in school A and not in school B is the people doing it.”

And there are some signs that turnover will continue at some long-time hotspots. At George Washington High School, where a series of high-profile fights over the school’s exclusive IB program have soured relations between the district and parents, yet another principal left after just two years in the chair. District officials announced that they are launching a search for a new leader at Manual High School, to oversee the school’s next overhaul and Valverde’s leader has already promised to leave at the end of the year, over her school’s performance on state tests.

Students embrace at Manual High School (left). Above right, the front of Denver’s George Washington High School, and, below right, a community meeting at Valverde Elementary School.

The problem, according to at least one observer, is that the district’s disjointed efforts haven’t materialized into a comprehensive strategy.

“They’re doing something,” said Knous-Dolan, a local education researcher and advocate. “It’s just not a full blown and thoughtful solution.”

Until district officials acknowledge the scale of the problem, she said, nothing is going to change for good.

“If they made it a priority, it could change,” she said. “Someone just has to have the will to do it.”

Reporting contributed by Monique Collins.

Categories: Urban School News

Fresh air, exercise and a dose of learning

EdNewsColorado - Tue, 10/21/2014 - 14:32

There wasn’t a whisper of conversation among Kari Burkett’s fifth-graders as they walked a mile around the grounds of Aurora’s Kenton Elementary School on a recent sunny morning. Just the sound of footfalls and the caw of birds flying overhead.

The students, all equipped with small black listening devices and earphones, were absorbed in a recording about trickster characters like Br’er Rabbit. The walk-and-listen routine happens once or twice a week in Burkett’s classroom.

Laura Fenn, executive director of The Walking Classroom Institute, came up with the idea when she was a fifth-grade teacher. At first, she bought a class set of MP3 players using grant funds and recorded her own lessons or downloaded Internet content.

It’s part of The Walking Classroom, a four-year-old program based in Chapel Hill, NC, that allows students to get exercise while they listen to standards-aligned podcasts on language arts, history and science. In an era when many teachers feel overwhelmed by the push for better test scores and health advocates regularly sound the alarm on childhood obesity, The Walking Classroom attempts to address both problems.

All told, more than 30 fourth- and fifth-grade classrooms in 20 Colorado schools, from the Denver area up to Loveland, participate in the program. Many of the schools have large populations of low-income students or English-language learners.

Normally, a classroom set of Walking Classroom materials, including listening devices called WalkKits, costs $3,000, but sponsors like Kaiser Permanente Colorado allow many schools to participate for free. Burkett said the audio lesson, which correlate particularly well with her writing lessons, give students new ways to learn and reinforce academic content.

“I have a variety of learners, a variety of different language-learners…it’s an opportunity to do something different instead of just listening to me,” she said. “[They’re] able to connect a little bit more to what we’re learning in class.”

Program co-founder Laura Fenn, who visited Kenton and other participating Colorado schools last week, emphasized the link between exercise and attention.

The Walking Classroom

  • Launched: 2011
  • Used in: 46 states, including in more than 30 Colorado classrooms in 20 schools
  • Not to be used during: Physical education class or recess
  • 2014-15 Kaiser Permanente Colorado sponsorship: $95,000 for 21 classroom sets
  • More information: thewalkingclassroom.org

“We hear over and over again that the kids come back [from Walking Classroom sessions] and they’re more focused, they’re more productive and they’ve gotten some exercise,” she said.

The positive effect of exercise on the brain is something Carla Witt, a Kaiser Permanente doctor who also visited Kenton last week, said is clearly visible in magnetoencephalagrams, or pictures of the brain.

“When you have someone who’s been sitting…they’re recruiting just a fraction of their brain,” she said. “When you have them walk like this and now you take a picture of their brain…they’re recruiting substantially more.”

Jonathan Rodriguez shows off his WalkKit before heading outside. The devices come pre-loaded with 85-90 podcasts that are aligned to fourth- and fifth-grade Common Core standards.

In their own way, students also seem to notice a difference.

Ten-year-old Katherine Sanchez said she likes The Walking Classroom “because I get to exercise and when I come to learn I get the questions that the teacher asks right.”

Burkett and another teacher at Kenton adopted The Walking Classroom last year after the school got two classroom sets of the WalkKits through a Kaiser sponsorship. At first, she wasn’t sure how the program would work.

“There’s so many assessments and we have a pretty rigorous schedule.”

Nevertheless, she set aside 15-20 minutes for The Walking Classroom every Friday, and sometimes other days of the week. She assigned a leader and a caboose and students soon got used to strolling around the playground while listening to lessons on everything from similes to famous poems.

“If we don’t get to do it every week they get pretty disappointed,” said Burkett.

Categories: Urban School News

Documentary series tackles school reform issues

Catalyst Chicago - Tue, 10/21/2014 - 10:32

The first in a series of short documentary films on education issues in Chicago will premiere on WTTW Chicago Tonight and also at a public forum at the Chicago History Museum at 7 p.m. on Oct. 28, which will be live-streamed on CAN-TV27 and at schoolprojectfilm.com.

The forum panel will include Victor M. Montañez, who was policy co-director at Designs for Change, the leading research and advocacy organization behind the creation of local school councils; William A. Sampson, professor of public policy at DePaul University and former president of Chicago United; Penny Bender Sebring, co-founder of the University of Chicago Consortium on Chicago School Research, and Angela Rudolph, an education consultant and former program officer at The Joyce Foundation. Veteran broadcast and print journalist Carol Marin will moderate.

Entitled “The School Project,” the six-part film series is the work of a unique collaboration of five of Chicago’s top documentary production companies: Free Spirit Media, Kartemquin Films, Kindling Group, Media Process Group and Siskel/Jacobs Productions.

“After the decision to close 50 public schools in Chicago, we knew we had to look at the issue of public education, but we couldn’t cover it alone, said Jon Siskel of Siskel/Jacobs Productions. “We decided to ask other top companies to collaborate with us on the project.”

The first film, “Worst In The Nation?” centers on the contention by former U.S. Education Secretary William Bennett in 1987 that Chicago had the worst schools in the country.

Catalyst Chicago is one of several outreach partners that are keeping their audiences up to date. The others are WTTW/Channel 11, the Chicago Sun-Times, the Chicago History Museum and Ebony.com.

The School Project series will look at the recent mass school closings in Chicago, the expansion of charter schools, the controversy surrounding standardized testing, school discipline policies and the history of reforms and educational models.

An interactive website, www.schoolprojectfilm.com, will allow visitors to watch the documentaries online and obtain data trends, demographics and, where available, stories on individual schools.

Stay tuned for updates not only about The School Project but also about a year-long community engagement campaign  Catalyst Chicago is planning to mark its 25th anniversary in 2015.

Categories: Urban School News

Rise & Shine: Women- and minority-owned business underrepresented in DPS contracts, report says

EdNewsColorado - Tue, 10/21/2014 - 09:04

Transparency talks

A Jeffco board member who has encouraged constituents to text or call her to avoid open records rules says that the board needs more guidance on the law. ( Chalkbeat Colorado )

finding gaps

The draft findings of a district-commissioned report found that businesses owned by women and minorities were not well represented among companies that received contracts from Denver Public Schools. ( Denver Post )

pension pensiveness

The Colorado Supreme Court upheld a reduction in the cost-of-living adjustments that retirees receive under the PERA pension system. ( Chalkbeat Colorado )

The Denver Post editorial board argued that the Supreme Court's ruling was an obvious judgment. ( Denver Post )

cops in schools

As school discipline has increasingly begun to be handled by police instead of educators, some districts around the country -- including Denver -- have tried to clarify or limit the role of law enforcement in disciplinary matters. ( Wall Street Journal )

Election 2014

Operations in Poudre's school district won't change if voters approve a measure that would require teachers contract negotiations to happen in public. ( Coloradoan )

testing testing one two three

A poll conducted by the state's largest teachers union found large support for less testing and schools and voters about evenly split on the Common Core. ( Chalkbeat Colorado )

And the head of the PARCC consortium, which is developing new exams, argued that good testing helps learning. ( Chalkbeat Colorado )

School safety

Three students were injured after another shot a pellet gun on a school bus in Aurora. ( 9News )

bringing in the harvest

As part of Farm-to-School Month, the Boulder Valley School District is hosting a Harvest Festival this weekend. ( Daily Camera )

ripple effects?

The former head of Oakland's schools argued that the sentiments that drove the ouster of John Deasey in Los Angeles could soon affect other similarly-minded superintendents, including Denver's Tom Boasberg. ( Los Angeles Times )

Categories: Urban School News

Union poll finds negative public attitudes on testing

EdNewsColorado - Mon, 10/20/2014 - 20:59

Coloradans are concerned about the amount of testing in the state’s schools, according to a poll commissioned by the Colorado Education Association, the state’s largest teachers union.

“The survey confirms the actual experience parents and teachers are having all over Colorado – there is simply too much testing and not enough funding,” said CEA President Kerrie Dallman. The CEA supports trimming back the state’s testing system.

Here are some key results from the poll:

  • Level of testing: Less testing was supported by 63 percent, same amount 28 percent, more 5 percent.
  • Primary purpose of testing: Assessing student progress was listed by58 percent, assessing of district and school performance 24 percent, assessing teacher effectiveness 13 percent.
  • Effectiveness of testing in measuring student progress: Somewhat effective 52 percent, not effective 34 percent, strongly effective 11 percent.
  • Appropriate amount of class time on testing: 0-10 percent – 45 percent of respondents, 10-20 percent – 38 percent, 20-30 percent – 12 percent, more than 30 percent – 2 percent.
  • Parental opt out: Under special circumstances 43 percent support this, never 28 percent, support for any reason 25 percent.

Asked how familiar they were with the standardized tests in their school districts, 34 percent of respondents said they were very familiar, 45 percent somewhat familiar and 21 not very familiar.

On the question of how many standardized tests their children take each year, 50 percent of parent respondents said two to five and 10 percent said six to 10. Asked if they felt their children were adequately supported by technology in their schools, 71 percent said yes and 20 percent said no.

Other issues

The CEA’s poll also asked respondents to choose the “top problem” facing education and about their opinions on the Common Core State Standards.

Some 29 percent identified school funding as the single most important problem facing public schools, with standardized testing and parental involvement tied at 13 percent for the next most-cited problem. Teachers unions and administrators each were mentioned as the top problem by 12 percent each.

On Common Core, 32 percent of respondents supported the language arts and math standards, 34 percent opposed them and 34 percent weren’t sure of their opinions. The survey also asked respondents if they were aware of the state’s Colorado-only standards in other subjects – 59 percent didn’t know about them.

The poll surveyed 706 adults, including 600 registered voters and 219 parents of school-aged children. Interviews were done Sept. 12-16, primarily by telephone. The poll was done by SurveyUSA. See questions, demographic tabulations and full results here.

Testing task force chips away at issues

Monday also was the fourth meeting of the Standards and Assessments Task Force, a 15-member appointed group that is studying state and local testing systems and that is supposed to make recommendations to the 2015 legislative session.

Up to now the group has been heavily involved in information-gathering and organizational issues, and it has only three more meetings scheduled before it’s supposed to complete its report.

The task force represents a broad spectrum of education interests, from cut-it-back parent representatives to education reform group leaders who want to preserve key elements of the current system. Some of those divisions started to surface during discussion at the group’s September meeting (see story).

One exercise the task force did on Monday was to start narrowing down issues it wants to research and discuss further. Those issues include:

  • Shortening the time taken by tests
  • Cutting back state testing to the minimums required by the federal government
  • Aligning and combining local, state and federally required tests
  • Excusing students who are performing at top levels from testing
  • Allowing districts to continue giving paper-and-pencil tests
  • Letting districts choose from a state-approved menu of tests
  • Delaying the use of results from new tests for accountability and educator evaluationuntil those tests have been fully validated
  • Changing the timing of the new science and social studies tests to reduce the crush of testing every spring

The group also was briefed on a recent memo from the U.S. Department of Education that detailed the fairly limited options that state has in changing the testing system. (See this story for background.) But that report prompted little significant discussion.

On Monday evening four members of the task force held the first in series of public meetings on testing. About two-dozen people showed up at Denver’s North High School, some raising familiar concerns about testing distracting from classroom instruction, the costs of testing and infringements on state and district autonomy.

The task force plans a series of such meetings around the state – see the schedule here.

Categories: Urban School News

Jury still out on Emanuel preschool expansion plans

Catalyst Chicago - Mon, 10/20/2014 - 16:54

Unlike any Chicago mayor before him, Rahm Emanuel has made the expansion of quality early childhood education programs a focal point of his agenda.

He lengthened the official kindergarten school day, centralized the preschool application process, diverted some city revenue to make up for a loss in state and federal funding,  and, earlier this month, announced that the city would borrow millions of dollars through a so-called “social impact bond” to temporarily increase the number of slots in the city’s heralded child-parent centers.

By next year, Emanuel says, the city will be able to offer at least a half-day of preschool to all low-income children.

“If you’re a child of a parent that is basically described as poor, or lower, you will have universal preschool for that 4-year-old,” Emanuel told a room full of bank executives last week. “So when it comes time for kindergarten, we are going to be able to make sure every child in the city of Chicago – not just our children – but every child in the city of Chicago at the age of 4 will have preschool education […]so that when they get to kindergarten and go to those seven-hour days, they are ready.”

More than three years into the mayor’s tenure, advocates for the city’s youngest children say that they’re glad Emanuel has brought increased public attention to the issue. But many – especially working parents and union activists who are pushing for full-day universal preschool – say they’re still on the fence about how much his policies will ultimately expand and broaden access to what’s long been a complex web of early childhood programs.

Cristina Pacione-Zayas, education director for the Latino Policy Forum, says it’s obvious that Emanuel “gets that we have to start early if we’re talking about closing the achievement gap. It’s a lot more in the discourse than it ever has been. But that doesn’t necessarily mean it’s a good thing.”

“We still need to ensure the right folks are at the table so they’re enacting policy from the ground up,” she adds.

Recognizing a good investment

Emanuel is no stranger to the world of early learning. At press conferences and education events, he often tells audiences how he studied the subject as an undergraduate student at Sarah Lawrence College before switching his area of concentration. (A spokeswoman for the liberal arts school confirmed that Emanuel studied early childhood education during his first two years, in addition to working at an early childhood center on campus for three semesters.)

Emanuel’s experience, coupled with his later work in politics and as an investment banker, convinced him that early education is a good long-term investment.

“From the evidence I’ve seen, he does care about this and it’s not just because it’s a nice thing to do for kids. I think he believes the research out there […] that for every dollar you invest, you’re going to save $7 later down the road,” says Ric Estrada, president and CEO of Metropolitan Family Services, an organization that provides early education and other services to low-income families in Cook and DuPage counties.

“You have to believe it, because he’s putting his money where his mouth is. He’s expanded programs especially in poor neighborhoods and when there is no money, he’s forced to be creative,” Estrada adds.

As evidence, he points to the social impact bonds, a new financing tool that Emanuel has turned to in order to pay for 2,600 new slots at six CPS child-parent centers over the next four years. In a plan unveiled last week, the city would borrow about $17 million from Goldman Sachs Social Impact Fund, Northern Trust and the JB and MK Pritzker Family Foundation with the understanding it will only pay the money back if it saves on expensive special education services for children later down the road. The city would make additional payments if students reach high achievement levels on kindergarten literacy and third-grade tests.

According to projections presented to the City Council last week, CPS will wind up paying the lenders nearly $21.5 million back by the time the children graduate from high school.

The mayor’s proposal contrasts drastically with how a coalition of community groups and unions has suggested the city pay for “truly universal” full-day preschool. The groups want the city to go after banks for so-called “toxic swaps,” redistribute money from tax-increment financing districts, or lobby the state to create new revenue from taxes on commuters or luxury services.

“What they’ve done is put a drop in the bucket to deal with the massive demand for preschool services, and not even begin to address the extent to which people desperately need childcare for infants and toddlers,” said Jackson Potter of the Chicago Teachers Union. “Instead of providing those services, we’ll have a much smaller version of that and we’re on the hook for creating a profitable situation for the banks that are financing this.”

Ready to Learn! focuses on the neediest

The mayor’s signature early learning initiative, Ready to Learn!, has sought to redistribute preschool spaces to the areas of the city with the highest needs. Among the changes:

-- A centralized bidding process for schools and community-based sites that are applying for state or federal money for preschool slots.

-- A centralized enrollment process to try and guarantee that the city’s poorest children get top priority. However, the change has sparked complaints from some parents who could no longer enroll their children directly at their neighborhood school, contributing to a drop in enrollment of nearly 1,000 4-year-olds in school-based preschools.  “If parents can’t get slots available to them in their neighborhood, they might get referred somewhere miles away,” says Brynn Seibert, director of child care and early learning for SEIU Healthcare Illinois, which represents child care workers. “Transportation is a big problem that could obscure some of the access issues.” CPS hasn’t published this year’s enrollment figures yet, so it’s unclear whether the problem remains.

-- For those families that do not qualify as low income, CPS began charging for half-day preschool on a sliding scale. District data obtained by SEIU Healthcare Illinois and provided to Catalyst Chicago indicates that about 6 percent of all children in school-based preschools had to pay last year.

Not surprisingly, schools on the North Side, such as Edison Park and Blaine, had the highest percentage of paying students. The money generated from the sliding-scale fees – about $164,000 per month – helps pay for other early education programs in the city.

Adding up the numbers

Over the past several months, Emanuel has used the term “universal” to describe plans to provide a free, half-day preschool to the 25,000 or so 4-year-olds in the city whose families’ incomes would qualify them for free or reduced-cost school lunches. The estimates are based on U.S. Census data, and are similar to last year’s actual figures on the number of kindergartners who qualified for the lunch program.

According to the mayor’s office, about 23,500 low-income 4-year-olds are already being served in city-run early education programs in school- or community site-based slots. (Though city officials have not provided Catalyst with an accounting of that figure, the numbers roughly added up last year when taking into account 4-year-olds in Head Start, Preschool for All and child-parent centers in the city, including Head Start programs administered by other agencies.)

Emanuel’s social impact bond proposal – which could come into fruition by next month – makes a dent at reaching those additional 1,500 children who are now not in any program. Additional slots would apparently be funded with revenue generated from the city’s controversial red-light cameras, as Emanuel has said he’d invest an additional $36 million over three years from those revenues.

Last year, some of those funds went toward start-up costs for new early learning centers, including one that opened in February in the annex of Libby Elementary School in the Englewood neighborhood. Metropolitan Family Services operates the center, which provides early learning and childcare services in addition to a variety of other health, legal aid and workforce programs.

Trying to help working parents

During the press conference earlier this month, Emanuel spoke about how last year’s decision to make all kindergarten classes a full day was critical not just for the children, but for their working parents. (Previously, some schools offered a half-day and others a full-day.)

“No parent, specifically a mother, can get a job if she says, ‘I have to leave at 11 o’clock to pick up my child,” Emanuel said. “If you’re on a two-hour schedule for kindergarten, you’re not only short-changing the child, you’re short-changing the parent.”


Working parents like Hellen Juarez agree wholeheartedly with Emanuel’s assessment. But they say that the situation doesn’t just apply to those with kindergartners.

Juarez is a single mother with three daughters who lives in Brighton Park, which was ranked the neighborhood most in need of childcare and preschool slots by IFF (previously known as the Illinois Facilities Fund). Two of her daughters are in elementary school; the youngest, who is 2, goes to daycare in another neighborhood because Juarez couldn’t find anything nearby. Juarez, a paralegal who is also taking college classes, pays about $700 out of pocket for a full day of care. She says she looks forward to when her youngest daughter is old enough to go to full-day kindergarten.

“Would a half day of pre-school be useful? Not really,” Juarez said. “I have to drop off my daughter by 6:45 a.m. at the daycare, go to class then I go to work, and pick her up at 5:30 p.m., 6 p.m. Half a day is not universal. It’s just a job half-done.”

Categories: Urban School News

Supreme Court upholds cut in cost-of-living adjustment for PERA retirees

EdNewsColorado - Mon, 10/20/2014 - 13:06

The Colorado Supreme Court on Monday unanimously upheld part of a 2010 law that made significant changes to the Public Employees’ Retirement Association, including a reduction in the annual cost-of-living increase awarded to retirees.

Reduction in the COLA drew a lawsuit from retirees shortly after Senate Bill 10-001 was signed into law, and lower courts issued conflicting rulings on the issue. The PERA system covers all Colorado teachers and a wide variety of other state and local civil servants.

The law eliminated payments associated with cost of living in 2010 and cut retirees’ annual benefit increases from 3.5 percent to 2 percent starting in 2011. Future increases could drop below 2 percent under certain conditions. (While the increases are commonly referred to as cost of living raises, they aren’t pegged to inflation or consumer prices.)

Plaintiffs argued they had a constitutional, contractual right to the 3.5 percent annual increase.

The supreme court’s ruling said, “We hold that the PERA legislation providing for cost of living adjustments does not establish any contract between PERA and its members entitling them to perpetual receipt of the specific COLA formula in place on the date each became eligible for retirement or on the date each actually retires.”

Learn more

PERA doesn’t have an estimate for how much is saved every year by the COLA reduction. The law as a whole was projected to reduce PERA’s unfunded liability by $9 billion.

Observers of the case believed that overturning of the COLA reduction would significantly weaken the law’s ability to improve PERA’s financial health.

When the lawsuit was filed, plaintiffs estimated the COLA reduction could cost the typical retiree more than $165,000 over 20 years.

Here are the highlights of reaction to the ruling.

Rich Allen, president of Save PERA COLA, said, “Needless to say we are disappointed in the decision. It seems to us to be a major departure from the rule of law to allow a public entity to unilaterally abrogate an agreement to which they willingly and legally entered merely because they don’t feel like paying the costs anymore.” Read the full statement here.

The Coalition for Retirement Security, which represents several employee groups and which backed SB 10-001, said, “We are very thankful to the Colorado Supreme Court in upholding the changes we advocated for in Senate Bill 1. Senate Bill 1 represents shared sacrifice by retirees, employees and employers. This shared sacrifice put PERA on the track to being fully funded and today the Supreme Court upheld that sacrifice as legal.”

“Through the shared sacrifice approach recommended by the PERA board, the Colorado General Assembly responded after the Great Recession, and the Colorado Supreme Court agreed with our collaborative approach,” said Gregory W. Smith, PERA executive director.

A Denver District judge dismissed the lawsuit in June 2011, but the Colorado Court of Appeals reinstated it in October 2012 in a mixed ruling, saying PERA retirees have a contractual right to a cost-of-living adjustment but that they are not guaranteed the fixed 3.5 percent.

The state and PERA appealed that second ruling in November 2012, and the high court agreed to take the case in August 2013.

Teachers and school administrators dominate the system with more than half of the membership. There are 58,986 education retirees who received about $2 billion in benefits in 2012, an average of about $3,000 a month. The average retirement age for both School and DPS retirees is a little above 58 years old. The entire system has about 106,000 retirees.

Supreme court Justices Allison Eid and Monica Marquez didn’t participate in the case.

Categories: Urban School News

Jeffco board member: we need more guidance on open records

EdNewsColorado - Mon, 10/20/2014 - 10:28

Jefferson County school board member Julie Williams believes some things should be kept private.

That includes some written correspondence with constituents who pull double duty as advisers and friends.

So, on Sept. 17 she emailed Loren Sheets, a Jefferson County mother and Tea Party activist who was interested in serving on a controversial curriculum review committee, “My email is under CORA so it is best to call or text me or talk through Donna Jack.”

Williams gave the same advice to at least two other individuals, according to email records. Jack is a confidant of Williams’ and has regularly addressed the school board during public comment.

“A lot of my friends and people I have been talking to, they’d like their emails kept confidential,” Williams told Chalkbeat after a recent school board meeting. “They have expressed that our communications are to be strictly confidential. That’s why I wanted them to know, if you email me, even if it’s a simple question, it’s open to CORA. I think they have a right to know that.”

Chalkbeat learned of Williams’ suggestion after obtaining dozens of emails she sent during the month of September through an open records request.

The problem with Williams’ advice is that text messages pertaining to district business sent or received by elected officials are subject to the state’s open records laws too.

But Williams didn’t know that.

That’s because she’s received no training on what’s in Colorado’s open records laws and she hasn’t independently sought legal advice on how to keep some of her records private.

But she said, “it’s something I’d like to pursue.”

Williams, along with board members Ken Witt and John Newkirk were elected in November. They ran on a platform of, among other things, expanding school choice, merit-based pay for teachers, and transparency. But since being sworn in, the three who make up the board majority have been under scrutiny by a vocal group of parents and teachers.

“I want there to be transparency, but I also sometimes need help with things,” Williams said. “Even President Obama has people help him with speech writing and messaging and standing up in front of crowds. Some of my friends, they’re my friends and they provide me feedback. And I don’t think everything we talk about should be subject to CORA.”

On Friday, Chalkbeat reported that board chairman Witt claimed he had no records of any correspondence he might have sent or received from a private email account. That’s despite Chalkbeat knowing of at least five instances he used that account.

Government agencies, including school districts, are supposed to have a policy on how to maintain and destroy public records, including those records that are only kept digitally, like email, said Steve Zansberg, a lawyer and president of the Colorado Freedom of Information Coalition.

Jeffco Public Schools has no such explicit policy. A lawyer for the school system said she believes the district is compliant with all records laws.

Williams said board members need more training on the state’s open records laws and other district policies.

“We’re not given much information,” she said. “We’re not given any training. We’re learning as we go.”

Categories: Urban School News

Listen: PARCC executive discusses the future of standardized tests

EdNewsColorado - Mon, 10/20/2014 - 10:23

On Friday, testing executive Laura McGiffert Slover spoke with Denver education reporters about the status and future of the PARCC exams.

Next spring, students across Colorado and a dozen other states and Washington D.C., will be the first to take the PARCC, short for Partnership for Assessment of Readiness for College and Career, exams.

The assessments are supposed to test for proficiency in English and math. The data will also be used to determine school rankings and teacher ratings.

The tests and the standards they are aligned too, the Common Core State Standards, have been under political fire for months in Colorado and around the nation. As sort of a compromise, the Colorado General Assembly established a task force to study the issue.

We asked McGiffert Slover to defend her exams. Here’s what she had to say about “testing madness” and much more:

Categories: Urban School News

Rise & Shine: Feds reach agreement with Falcon School District 49 over racial harassment complaints

EdNewsColorado - Mon, 10/20/2014 - 10:17

Transparency talks

The disappearance of a number of district-related correspondence from Jeffco School Board President Ken Witt's email raises questions about holes in transparency laws. ( Chalkbeat Colorado )

moving forward

The federal justice department announced that it has reached an agreement with Falcon School District 49 to resolve complaints about the district's handling of racial harassment and discrimination in its schools. ( Gazette )

A difficult path forward

Federally-run schools for American Indian students are plagued by decrepit facilities and intense poverty. ( Denver Post )

And an Obama administration effort to improve federally-owned schools on American Indian reservations by giving tribes more control is complicated by the disrepair of many of the facilities and a long history of poor treatment of the tribes and their students. ( AP via Denver Post )

Election 2014

The Boulder Valley School District is seeking the largest K-12 capital construction bond issue in the history of the state. ( Denver Post )

privacy vs the public's right to know

The Denver Post Editorial Board cites the Colorado Freedom of Information Coalition's argument that federal privacy laws do not apply to the Arapahoe High School shooter, since he is deceased and was an adult when he died. ( Denver Post )

to test or not to test

The head of the testing consortium PARCC argues that testing is an important part of learning. ( Gazette )

staying in school

The U.S. high school drop-out rate is falling, especially among Latinos -- here's a deep dive into why. ( Five Thirty Eight )

Categories: Urban School News

Take 5: Interim IG investigates banned company, testing petition, school funding math

Catalyst Chicago - Mon, 10/20/2014 - 09:55

Banned by Mayor Rahm Emanuel from work for the city, Windy City Electric Company still managed to get $3.1 million in contracts from CPS, according to a Better Government Association story in the Chicago Sun Times. Windy City was accused of falsely claiming to be owned and operated by women. According to the article, CPS can terminate a contract with any company that is banned by another city agency. CPS spokesman Bill McCaffrey declined to comment on why CPS continued to work with the company, but said it was under investigation by the district’s interim Inspector General Nicholas Schuler.

This brings up another point: When is Emanuel going to appoint a permanent inspector general? In June--more than three months ago--James Sullivan announced that he was leaving his post after 12 years. McCaffrey says the process is "moving forward. The candidates are being reviewed and we expect an appointment soon."

Schuler seems a shoo-in for the permanent job. He was a police officer for nine years before going to law school. He started in the city’s Inspector General department before transferring to CPS and was second in command. Being an interim seems like it has the potential to make the office less likely to take action. Wonder what CEO Barbara Byrd-Bennett and Emanuel are waiting for?

2.  Putting off the PARCC… Raise Your Hand-Illinois has started an online petition to try to convince the Illinois State Board of Education to put off implementation of the new state standardized test for a year. The PARCC is aligned with Common Core standards, which are supposed to be more rigorous than the old state standards. But there are concerns that the test is not yet reliable, hasn’t been field tested sufficiently and that many schools don’t have adequate technology to administer the test, which is administered by computer. The petition is suggesting that the state use the NWEA or another national test for elementary students and continue to administer the ACT for high school students. The petition notes that several other states have delayed using the PARCC.

Parents in Chicago are also upset because their children are being hit with a double whammy of tests this year. Not only will elementary and high school students have to take the new PARCC, but elementary students will also take the NWEA and high school students will also take the ACT. As a result, several weeks in April, May or June will be engulfed by testing. What's more, many schools are having their students take the NWEA in the fall and winter to chart their progress.

So far, the petition has 818 online signatures.

3. Playing with numbers … With just a few weeks to go before the Nov. 4 elections, The Associated Press took a look at claims made by both Gov. Pat Quinn and his opponent Bruce Rauner on school spending. Rauner, a Republican, has attacked the incumbent for a $600 million decrease in school funding since he took office. Quinn, a Democrat, says he’s increased spending.

State school data provided to the AP shows that funding on preschool through 12th grade dropped from $7.4 billion in 2009 -- the year before Quinn replaced his predecessor -- to $6.8 billion this year. However, the federal government poured in hundreds of millions of additional dollars in 2009 and 2010 through the stimulus package, which according to Quinn shouldn’t be lumped in when discussing the state’s spending on schools. “Without the federal aid, education funding in fiscal 2009 drops to $6.4 billion, which means state support has increased $442 million, or 7 percent,” according to the story.

4. Still on strike … Schools in Waukegan remain closed today as talks between the district and teachers have stalled. Teachers have been on strike for 11 days over salary issues.

District officials blamed the union for suspending contract talks indefinitely, according to the Chicago Tribune. Meanwhile the Waukegan Teachers’ Council president says teachers are “giving them time to reflect and to look at their own numbers and come back with a serious offer.”

Teachers in Waukegan say they sacrificed during lean years and now the district has a surplus that they should be sharing with teachers. However, district officials say the union’s proposal of a 9 percent pay increase would bankrupt them. Waukegan has 17,000 students and 23 schools.

5. Sign-on bonus… The City of Milwaukee has officially banned public charter schools from offering cash incentives to those who refer students for enrollment. Last week’s decision came in response to a “well-advertised offer” from a charter school that would pay $100 in cash to anyone who referred a student who enrolled a student by the state’s official head count day for state enrollment purposes. “Enrollment is the lifeblood for schools that rely on public funding because it guarantees a certain amount of per-pupil dollars from the state,” says the Milwaukee Journal-Sentinel.

The school in question “called the campaign cost-effective because it rewarded parents for doing what they might do anyway: talk up the school with family and friends.” The teachers union, meanwhile, calls it bribery.

Though it has never been substaniated, here in Chicago we have heard of charters schools offering incentives of computers or iPads to enroll. 

Also... Latasha Thomas, head of the City Council’s Education Committee, announced this weekend that she is not going to run again.

 



Categories: Urban School News

Weekend reads: In favor of testing, but against reading tests

EdNewsColorado - Fri, 10/17/2014 - 15:55
  • “Accountability is essential and non-negotiable, and testing works. Just not in reading.” (Flypaper)
  • Pop quiz! Assess your knowledge of the two legislators who could soon head the Senate’s ed committee. (Politics K-12)
  • A new study concludes that schools are spending 2 percent of instructional time on testing. (Curriculum Matters)
  • Boyz II Men told Philadelphia students to push back against the budget cuts facing their schools. (Notebook)
  • Don’t tell teachers unions that this year’s elections are boring, because they’re spending more than ever. (TIME)
  • The latest in a series chronicling an urban classroom in Ohio highlights the challenges of tardiness. (Larry Cuban)
  • Pearson apologized for an error in one of its products that a mother publicized. (Answer Sheet)
  • On the history of the blackboard, an old-school educational tool that still works. (Slate)
  • An investigation found that a North Carolina businessman is profiting mightily from charter schools. (ProPublica)
  • An excerpt from Bob Herbert’s new book looks back at Bill Gates’ involvement in education. (Politico Mag)
  • An argument for prediction markets, instead of backwards-looking school grades, in education. (Relinquishment)
  • A new journal aims to fill education research gaps by publishing papers that detail failures. (Inside School Research)
  • Here’s a primer on John Deasy’s long-expected but still surprising resignation as L.A.’s schools chief. (Atlantic)
  • To replace Deasy for now, Los Angeles recruited twice-retired, 82-year-old Ramon Cortines. (L.A. School Report)
  • The College Board’s efforts to improve scores on exams that it designs raises big questions. (Shanker)
Categories: Urban School News

Witt’s missing emails point to possible flaws in Jeffco policy, state open records laws

EdNewsColorado - Fri, 10/17/2014 - 15:00

Call it “the case of Ken Witt’s disappearing emails.”

Jefferson County school board president Witt has no official record of district-related messages that he sent or received from a private email address during the last half of September, a time when the suburban county was embroiled in a heated debate about how teachers should be paid and how U.S. history should be taught.

But a Chalkbeat investigation found several instances of official business that Witt conducted during that time using that email address.

The discrepancy was discovered after Chalkbeat submitted an open records request asking for Witt’s emails from Sept. 15 through Sept. 30 and was told by district officials and board lawyer Brad Miller that there were none from his private account.

Additionally, Chalkbeat has learned Jeffco Public Schools might not be in compliance with state open records laws because it has no explicit policy for how its employees should maintain digital records, such as email.

That no records of email correspondence discussing school business exist in Witt’s private email account raises questions about the school board president’s commitment to transparency, a value to which he has repeatedly expressed his dedication.

In total, Chalkbeat has identified five email conversations pertaining to Jeffco business that Witt participated in through his private account but that were not included in the response to the records request. It’s unclear if more official emails were exchanged during that time that should have been issued to our request.

For example, Witt has no official record, according to the results of the records request filed by Chalkbeat, of an email he received at 8:20 p.m., Sept. 20 from a constituent encouraging him and board member Julie Williams to “keep up the good and hard work.”

Nor did Chalkbeat’s request turn up an email Witt sent his fellow board members from his private account at 9:06 a.m., on Sept. 16, asking how members of the board’s advisory committee is appointed. (Witt later forwarded that email to his colleagues from his Jeffco account.)

The request also failed to yield a copy of an email sent by one of Witt’s major campaign supporters discussing how to refocus the board on achievement goals and not on a controversial proposal to establish a curriculum review committee, even though Sheila Atwell, executive director of Jeffco Students First, told us she sent such correspondence.

“I’ve been emailing with him,” Atwell told Chalkbeat last month.

(Atwell, on Friday, told Chalkbeat she does not recall either that statement or emailing Witt during that time period. Atwell was unable to immediately review her email because she was on vacation with her family in Florida.)

And finally, the request should have yielded several exchanges with a Chalkbeat reporter discussing the future of an advanced history class offered by Jeffco Public Schools.

But Witt’s lawyer, Brad Miller, told the Jeffco official fulfilling Chalkbeat’s open records request that the board president — who has faced criticism for obscuring the board’s operations from public view — has no emails in his private accounts discussing the public’s business between Sept. 15 and Sept. 30.

“Frankly, I don’t recall what your request included,” Miller told a Chalkbeat reporter when he was asked why an email exchange with a journalist might not be disclosed as part of a Colorado Open Records Act request, or CORA. “We’ve had dozens upon dozens of requests. I’ve found Ken to be very diligent to respond every time I can tell.”

Any written correspondence to conduct public business sent or received by an elected official in Colorado, regardless of its medium or whether the device used is personal or state property, is subject to the state’s open records laws, a fact Miller said all board members know.

“I have advised the board they have an equal obligation [to disclose emails] contained in personal accounts as it pertains to district business,” Miller said Thursday by phone. “I’ve made it very clear with all five, they don’t have an excuse or an expectation of privacy.”

Witt did not return repeated requests for comment. He also declined to discuss our investigation in person at Thursday’s board meeting.

It is unclear why Witt did not turn over the email conversations Chalkbeat learned about or obtained, or if they still exist on his personal email server.

Witt’s response to Chalkbeat’s request points to what experts say is a critical flaw in the state’s open records laws: There are no statewide guidelines that dictate how an elected official is to maintain public correspondence using personal email accounts.

“It could be that the [district's] policy allows them to delete these emails very quickly,” said Jeff Roberts, executive director of the Colorado Freedom of Information Coalition. “But it doesn’t seem very transparent.”

Witt should be following Jeffco Public School’s policy on record-keeping, said Steve Zansberg, a lawyer for the Colorado Press Association.

Witt’s response also raises questions around whether he’s fulfilling his campaign promise of transparency.

Witt, Williams, and fellow board member John Newkirk, who make up the board’s majority, ran on a platform of transparency. And in an extensive interview with Chalkbeat earlier this year, Witt used the word “transparency” more than half a dozen times.

“We have worked very hard with this board to increase transparency and to increase dialogue,” Witt said in February.

Roberts argues that if an elected official truly believes in transparency, he or she shouldn’t be conducting public business outside of official channels.

“If a public official says they’re all about transparency, why are they conducting the public’s business on a private email account in the first place?” he said. “And why are [the emails] not available for the public to review for at least some reasonable time period?”

As part of its investigation, Chalkbeat asked for all emails sent or received by Witt and fellow board members Julie Williams and Lesley Dahlkemper from both their official Jeffco Public Schools account and their private email addresses between Sept. 15 and Sept. 30.

In response, the district provided hundreds of emails sent to and received by the three board members at their official Jeffco schools account. Miller also released dozens of district-related emails — that included notes from constituents, the media, and researchers — from Williams’ private account.

No emails from Dahlkemper’s personal email address were originally provided to Chalkbeat, either.

After receiving the open records request, forwarded to her from Miller, Dahlkemper scanned her personal email account for what she thought was considered “board business,” she said during an interview.

“When I think of board business, I think of conversations with other board members, about a vote or an issue,” she said.

When given other examples of what might constitute as a public document, including conversations with constituents, conducting research, or discussing political strategy with personal advisers, Dahlkemper revisited her email box and released to Chalkbeat five emails including a notice from Facebook that she had been tagged in a status update about school business and a newsletter from a Jeffco parent.

The law
Colorado law requires government agencies to establish a policy regarding digital records. The statue, 24-72-203(1)(b) reads, in part, “Where public records are kept only in miniaturized or digital form, whether on magnetic or optical disks, tapes, microfilm, microfiche, or otherwise, the official custodian shall: (I) Adopt a policy regarding the retention, archiving, and destruction of such records.”Here’s Poudre Valley’s policy, Denver’s policy,  and the Colorado Association of School Boards authored a generic policy members can adopt.

According to lawyers Chalkbeat consulted, Colorado law requires government agencies to adopt policies regarding the retention, archiving, and destruction of digital records, including emails. But the statute provides no further guidance on what those policies should be.

The state’s archive department does provided optional guidelines to different government bodies on how long to keep documents that agencies can adopt. For example, school districts should keep routine correspondence, including email, for two years.

Only about a third of the state’s school district’s have adopted the state’s guidance. Jeffco is not one of them.

Jeffco does have some written record-keeping policies, including for personnel and student files.

But the district does not have a written policy directing staff or its board when to delete emails, said district spokeswoman Melissa Reeves. And Miller said he’s never provided counsel to any of the five board members about how to either retain or destroy emails.

Kristin Edgar, outside counsel for Jeffco Public Schools, said that while she is not familiar with all of the policies Jeffco does or does not have, she believes the district is in accordance with the law regarding how the district maintains, releases, and destroys digital records — like email — because some of the district’s records are not digital.

Zansberg said Edgar’s position is “laughable.”

The district has been without a general counsel for nearly a year.

This lack of clarity and statewide expectations has created a de facto patchwork of policies, Roberts said.

“The retention issue is problematic,” Roberts said. “There doesn’t seem to be a whole lot in the law, which I think is unfortunate. There needs to be some kind of system for retaining these records — whatever that is.”

Roberts said he hopes the state’s legislature takes up the issue of records — especially electronic correspondence — retention.

The state’s archive department is working to recruit more school districts and other government agencies to adopt their guidelines, said Sabrina D’Agosta, a spokeswoman for the department.

“We’re very interested in getting as many government entities to adopt our guidelines,” she said. “It creates a solid standards from one entity to the next.”

Shawna Fritzler, a Jeffco Public Schools parent and critic of the board majority that Witt leads, said she hopes the board considers adopting the state’s archivists guidelines and complies with the law.

“You want to be more transparent than less transparent,” she said. “Clearly there are a lot of us in the district screaming about this — and we can’t get them to take it seriously.”

Witt’s disappearing emails

These are a few of the emails Chalkbeat learned about that were either sent by or received by Ken Witt via his private email account. He did not provide these documents to Chalkbeat. 

DV.load('http://www.documentcloud.org/documents/1326290-allemails.js', { width: 620, height: 600, sidebar: false, text: true, pdf: true, container: '#DV-viewer-1326290-allemails' });
Categories: Urban School News

Rise & Shine: Jury rules that Denver must pay some teachers for training time

EdNewsColorado - Fri, 10/17/2014 - 07:29

the ruling is in

A jury ruled that Denver Public Schools will have to pay some teachers for time they spent in training to become certified to teach English language learners. ( Denver Post )

working out all the kinks

The results of the state's new science and social studies tests, which were supposed to be released today, will be delayed due to what state officials describe as a "small" error in the science scores. ( Gazette, 9News )

Welcome wagon

Denver Public Schools has hired Cleveland mayor's communications chief, a veteran of crisis management, for the same role for the school system. ( Denver Post )

stay in school

Local Durango community groups are joining forces to cut down on truancy. ( Durango Herald )

Election 2014

Here's a guide to the bond issue that is on the ballot in Boulder. ( Colorado Hometown Weekly )

Marcia Neal, who is running for a second term on the State Board of Education, explains her opposition to the Common Core standards and her interest in representing the state's rural schools. ( Steamboat Today )

Neal's opponent, Henry Roman, argues that policies like better early childhood education and increased school district autonomy will help schools improve access to education for everyone. ( Steamboat Today )

history lessons

A Wheat Ridge machine operator says the lesson of the uproar in Jeffco schools is that more citizens should become engaged in the political process. ( Denver Post )

looking forward, looking back

The Roaring Fork school district did slightly better than the state's average on a measure of how college-ready its 2012 graduates were. ( Post-Independent )

on track to graduate

A student service center at the Community College of Aurora is helping students make sure that they take courses that they'll be able to transfer to a four-year institution. ( Aurora Sentinel )

pera pensiveness

Conservative advocates argued that Colorado's pension program doesn't provide the incentives to attract and retain younger teachers. ( Chalkbeat Colorado )

psa

A Colorado Springs charter school will be closed on Friday due to a problem with its pipes. ( Gazette )

Denver's North High School was placed on lockdown on Thursday after a perceived threat. ( Denver Post )

Categories: Urban School News

As CPS irons out school budgets, charters will also get more cash

Catalyst Chicago - Thu, 10/16/2014 - 17:42

CPS is increasing the per-pupil funding provided to charter schools for this year in order to “equalize” funding between them and traditional schools.

Charter school operators say that even with the slight increase, some of them are down so many students that they have had to shift spending around to create a balanced budget.

CPS will spend an additional $7.8 million on charter schools, but spokesman Bill McCaffrey says he is not sure how much more per-pupil that amounts to. 

The decision is in response to the late September announcement that CPS would not cut traditional school budgets even if they had less than the projected number of students. Under student-based budgeting, schools get a stipend for each student, but ever since implementing the new strategy two years ago, officials have declined to take money away from schools that enroll fewer students than expected.

"We must be fair and equitable and charter school students are still CPS students," McCaffrey says. 

CPS will spend an additional $24 million to let traditional schools keep money even if they enrolled fewer students, and to provide more money for those schools that got more students.

Charter schools had been budgeted to get the same per-pupil rate as district-run schools, which is an average of $4,390. Charter schools also get an additional $1,973 per student to make up for the support that traditional schools get from the district.

State law stipulates that charter schools must receive funding per student, so the district would have had to take away extra money from charters that enrolled fewer students than expected. Also, unlike CPS-run schools, charters have a cap for how many students they can enroll and must get CPS board approval to increase that cap. If they take in more than that cap, they don’t get more money.

Last year, as many as 38 of 120-plus charter schools did not have as many students as they were projected to get, according to a Catalyst Chicago analysis of CPS data. Many of the charters that were short of students were new.

 Though CPS must take an official count of students for state funding purposes on the 20th day of school, which was September 30, the district has not yet released school-by-school numbers.

McCaffrey has already acknowledged that the overall projection of 400,445 students district-wide was off by at least 3,000 students, leaving the district with a total of 397,000.

Categories: Urban School News

Advocates: Pension systems a disincentive for many teachers

EdNewsColorado - Thu, 10/16/2014 - 15:34

Current public employee pension systems don’t provide the right incentives to attract and retain younger teachers and need serious reform, a trio of advocates argued Thursday.

“It’s not working,” said Andrew Rotherham of Bellwether Education Partners. And school district pension costs are “crowding out programs,” said Sandi Jacobs of the National Council on Teacher Quality.

They joined Amanda Kocon of The New Teacher Project to speak at an event Thursday evening sponsored by the Colorado Pension Project, an advocacy effort that seeks to focus attention on what it sees as problems with teacher pensions. Chalkbeat Colorado sat down with the three earlier in the day.

Colorado’s PERA system serves not only teachers but also state employees and many higher education and local government workers. Despite a comprehensive 2010 law designed to shore up PERA by changing eligibility requirements for new employees, the pension system has remained a partisan issue.

Republican efforts to make further changes have been stopped by legislative Democrats, who want the effects of the 2010 law to play out undisturbed. The 2014 legislative session did authorize a series of new PERA studies (see story). While PERA continues to have a significant unfunded liability, its investment returns have been healthy in recent years (see story).

The group sees two key problems in the way pension systems currently are structured.

First, in most states it can take five years or more for teachers to “vest,” or become fully eligible, for pensions, meaning teachers can lose money if they leave the system before that. Colorado’s Public Employees’ Retirement Association has a five-year vesting time. Teachers who leave before that can recoup the money they put in, but money contributed by their employers stays with the system.

Some 64 percent of Colorado teachers leave within five years, according to the Pension Project.

Second, systems like PERA are structured so that the size of future benefits doesn’t begin to grow substantially until well into a teacher’s second decade of service.

Rotherham said only about 13 percent of Colorado teachers reach their full pensions.

Pension-reform advocates argue that vesting and benefit-growth methods should be changed so that teachers can receive full value from what they put into the system, earn benefits on a faster timeline and be able to carry it with them when they move on.

The three suggested a system under which current benefits for members nearing retirement would be protected, teachers in their middle years would be incentivized to sign up for different retirement products and new teachers would be under a new system.

“You simply have to find a way to honor benefits” for longer-term members of pension systems, Rotherham stressed.

The group agreed that it would take many years for pension systems to change under that scenario and for most teachers to receive what they see as better benefits. Rotherham also noted to political challenges of persuading elected officials to change pension systems.

They also acknowledged it’s hard to predict whether changing pension systems actually would incentivize more people to enter and stay in teaching.

Rotherham said research shows younger teachers are relatively indifferent to pensions as an incentive. “You’re not going to get people up in arms about pensions,” added Kocon.

The Colorado Pension Project supports many of the steps advocated by Jacobs, Kocon and Rotherham. The project is supported by the Anschutz, Donnell-Kay, Laura and John Arnold and Telluride foundations, and its membership include several organizations active in Denver education reform work.

Learn more
Categories: Urban School News

Seeking federal grant, Illinois promises huge investments in early childhood ed

Catalyst Chicago - Thu, 10/16/2014 - 09:37

As part of an ambitious application for up to $80 million in new federal preschool expansion money, the State of Illinois says it can commit to increasing its own spending on early childhood education programs by $250 million annually by 2020.

That would mean a complete reversal of the state’s previous trend of cutting back allocations to the Early Childhood Block Grant, which stands at about $300 million this fiscal year – down from $342 million in 2010. Now the state says it could increase spending by $50 million during each of the next five years until it hits the $550 million mark in 2020.

The money would help fund nearly 14,000 full-day preschool slots for 4-year-olds, prioritizing children with the highest needs – including those with developmental disabilities, who are homeless, in foster care or living in poverty. In addition, the state is proposing major investments in its preschool programs for 3-year-olds as well as its Birth to Five Initiative, which includes increased funding for child care assistance, home visiting programs and outreach to pregnant women.

“Sometime the federal competitions come around and you have to twist and turn yourself around to fit what they’re looking for,” said Theresa Hawley, executive director of the Governor’s Office of Early Childhood Development, which submitted the federal proposal. “They came to us with what we were thinking we needed to do anyway and we’re planning to do […]. We think we put together a fabulous proposal.”

A massive infusion of state funds into early learning programs would give Illinois a competitive advantage over other states that applied for the four-year grant. But, given Illinois’ ongoing financial woes and the pending loss of income tax revenues in January (when a temporary tax increase is set to expire), it’s unclear where that additional money would come from. The budget is made even more uncertain with gubernatorial and state legislative elections coming up next month.

States that successfully obtain the grant but don’t make the investments they promised risk losing the federal dollars.

Galvanizing the early learning community

Hawley, whose office submitted the grant in collaboration with the Illinois State Board of Education (ISBE), didn’t explain how the state should pay for the $250 million commitment but stressed that Democratic Gov. Pat Quinn is a strong advocate for expanding early education programs.

“The governor has repeatedly said the legislature left their work unfinished when they left” the spring session, said Hawley, who didn’t comment on what could happen to the grant proposal should Quinn lose.

The governor’s challenger, Republican Bruce Rauner, has promised to increase funding to the state’s early childhood programs if elected. His wife, Diana, heads the Ounce of Prevention Fund, one of the state’s biggest early childhood education organizations.

Some advocates told Catalyst that federal funding could be used as leverage with the State Legislature to ensure increased spending on early childhood education.

“I think this galvanizes the early learning community to really stand up and demand that state lawmakers stop pretending that this is not urgent,” said Maria Whelan, president and CEO of Illinois Action for Children. “This is not speculative anymore. What we’re talking about is making a significant investment in making sure that the poorest, most at-risk children and their families have high-quality learning intervention that really will change their lives. If we as a state with a multi-billion dollar budget can’t come up with the money, then shame on us.”

In recent years, though, the Legislature has cut back spending on early childhood education. According to a report earlier this summer from Voices for Illinois Children, enrollment in state-funded preschool programs has “eroded” to levels not seen since 2005. The detailed report on the disparities in access to preschool across the state called for the Legislature to increase its investment.

Full-day classes, better teacher salaries

States had until Wednesday to apply for a piece of the federal Preschool Development Grants program, which was developed by the U.S Departments of Education and Health and Human Services earlier this year. The goal of the grants is to help states build and expand voluntary, high-quality preschool programs for children from low-income families.

Unlike the state’s existing Preschool for All program, the new federal initiative requires full-day preschool. Another key difference is eligibility: 3- and 4-year-olds who are considered “at-risk” of academic failure are eligible for Preschool for All slots, but the new federal initiative is only for 4-year-olds from low-income families. The federal initiative also requires instructional staff salaries to be comparable to local K-12 salaries.

The federal funding awards will be announced in December.

Last month (ISBE) unanimously voted to authorize the submission of the state’s grant application with no discussion on the feasibility of the spending plan.  (See summary on page 282 in ISBE agenda.)

State schools Superintendent Christopher Koch recognized it’s unusual to ask for permission from the board before applying for a grant, but that he wanted to be “up front” about it because of the spending commitment that’s part of the application.

“If you approve this, we would include that amount of $50 million annually, I wanted you to know that up front,” Koch told the board. “You may do that anyway, regardless of whether we receive the grant.”

Categories: Urban School News

Take 5: ISAT news, charter study and the corruption cure

Catalyst Chicago - Thu, 10/16/2014 - 09:33

The Chicago Tribune reports that Illinois students showed improvement in math in almost every grade last year, although the passing rates for reading dropped slightly.

District superintendents told the Tribune the improvements in math make sense, as they’ve been revamping curricula for three years in order to meet the more rigorous Common Core standards. Last year’s ISATs used only questions that were aligned to the new, controversial standards.

The Illinois State Board of Education (ISBE) has not officially released any of the data on the ISAT scores. But that information -- including school- and district- level data -- will be accessible to the public on October 31. CPS has traditionally released its ISAT information well before the state's official release, but officials have not said whether they plan to post it before October 31. This year, CPS will not be using the ISAT for its accountability system, leading a movement among parents to question why their children were forced to take it.

In addition to ISAT scores, a revamped state report card will include several new metrics and data, including information on post-secondary enrollment, freshman on-track rates and even rates of principal turnover and teacher retention. ISBE discussed some of the key, state-level findings from the report card during its meeting yesterday, including the fact that the percentage of white students has dropped below 50 percent for the first time

2. Looking forward…This week Chicago learned the grim details about the serious illness that has made CTU President Karen Lewis temporarily step down from her union position and back away from considering a mayoral run: Lewis, according to several media reports, suffers from a cancerous brain tumor. She had emergency surgery last week and is now recovering at home.

Her potential mayoral bid had excited many in Chicago’s progressive community who thought she’d be a formidable challenger to Mayor Rahm Emanuel. Now, as Chicago Sun-Times reporter Dan Mihalopoulos writes, progressives in Chicago are left without a standard-bearer, although a movement to elect progressive aldermanic candidates as well as put an elected school board to referendum in all 50 wards is underway.

The CTU, too, must now face contract negotiations without Lewis. The union has been in the process of forming its “big bargaining team” which will begin meeting with city officials in the coming weeks to discuss the teachers’ contract that expires next summer. CTU Vice President Jesse Sharkey admits he has big shoes to fill in a Crain’s article profiling the temporary new union boss. But even though Lewis isn’t running for mayor, the fight for equity in the city continues, Sharkey told a group of teachers Wednesday evening. So it was no surprise that shortly after Emanuel presented his proposed budget to City Council on Wednesday afternoon, the CTU was quick to issue its own response on how the budget “continues a top-down imposition of two distinct cities, one for the privileged and one for everyone else.”

3. More charter fodder… The Tribune, Sun-Times and Crain’s all covered the release of a report that concluded charter schools perform worse than traditional schools, even as the fact that families select them--and students are presumably more motivated--seemingly signals that they should be performing better. As the report’s author Myron Orfield points out, other more comprehensive studies have found mostly mixed results when comparing Chicago’s charters to traditional, non-selective schools. Orfield, however, only uses one year of data to conclude that, as a group, charters are worse.

Orfield’s Institute on Metropolitan Opportunity at the University of Minnesota is mostly focused on how housing and school segregation is harmful. The report notes that Chicago’s charter schools are less likely to be diverse than other district schools. Orfield identifies schools as diverse if they have a mix of black and Latino students, as well as black, Latino and white students. But it is hard to blame school segregation on charter schools. With only 9 percent white students and neighborhood segregation pretty much the only traditional schools in the district that are truly diverse are some of the selective and magnet schools.

According to the Tribune, Andrew Broy of the Illinois Network of Charter Schools quickly dismissed the report as a "policy piece masquerading as research."

4. Tangled web…There is growing concern about the way charter schools are allowed to do business. A ProPublica story looks at a North Carolina businessman named Baker Mitchell. Mitchell sat on the board of a charter school network and, at the same time, the companies he owns served as vendors for the charter, providing everything from the management to the buildings they rented to their desks and computers. North Carolina regulators eventually pressured him to step down from the board, but he still serves as the board’s secretary, taking notes at meetings.

Mitchell also played a political role, sitting on the state’s Charter School Advisory Committee and later pushing through a bill that loosened regulations over charters and get this, gave tax breaks to landlords, like Mitchell, who rent to charter schools.

ProPublica’s story says that the U.S. Department of Education is looking into such relationships and notes that the FBI sent out subpoenas to operators of at least three companies.

5. Cure for corruption?... Professor and researcher Dick Simpson told a state task force on Monday that the lack of “citizenship education” is the main reason that Illinois is one of the most corrupt states. He and others at the Monday hearing endorsed the recommendations in a preliminary task force report that calls for all students to take a civic learning class and for a revision of service learning requirements. If approved Illinois would join 20 other states that have standards related to civic education and engagement.

Barbara Cruz, a senior at Hancock High School, said that students in her community often don’t feel accurately represented by their elected officials, but don’t know what to do about it. “We are not apathetic, we are not hopeless, and we are not too stubborn to change. The truth is, we are going to be at the forefront, if you guys let us.”

Speaking of teaching service, over 100 schools in Illinois have already signed up to participate in this year’s We Day, an April event that celebrates students’ community service. The event was launched this week at Farragut High School where Martin Luther King III among others spoke. The initiative started in Toronto, Canada and has since expanded to 14 cities in three countries, including Seattle, Minneapolis, and San Francisco.

Categories: Urban School News

Rise & Shine: Big bucks raised in preschool tax campaign

EdNewsColorado - Thu, 10/16/2014 - 08:44

A new IB

Northfield High School, which will open next August in Stapleton, will offer a rare mix - an International Baccalaureate program for all students, up to half of whom may hail from low-income families. ( Chalkbeat Colorado )

Campaign cash

Well over a quarter of a million dollars has been raised by the campaign to pass an increase in the sales tax that supports Denver Preschool Program scholarships. ( Chalkbeat Colorado )

Campaign committees supporting proposed school district tax increases around the state have raised nearly $340,000, according to reports filed with the secretary of state this week. ( Chalkbeat Colorado )

Today's Jeffco Interrupted

Who's writing what you're reading online about the endless Jeffco schools mess? We decided to take a look at the who's who of the online players in the debate as it's unfolding. ( Chalkbeat Colorado )

Test anxiety

A group of top state education officials said Wednesday it aims to whittle down the number of tests students take in elementary and secondary schools by identifying and eliminating unnecessary ones. ( NPR )

Clock is ticking

Checking on progress, the Greeley school board tours a middle school that is in the fourth year of the five-year accountability clock. ( Greeley Tribune )

Progress report

Pueblo 60's new superintendent updates reporters on her first 100 days on the job. ( Pueblo Chieftain )

Education divide

Candidates in a battleground state House race displayed sharply divergent views on education during a debate. ( Durango Herald )

Commentary

A consortium of Colorado leaders and educators who believe in the critical importance of early learning are using an important and provocative television broadcast to launch a movement, writes RMPBS chief Doug Price. ( Gazette )

Another A68 naysayer

Another newspaper joins the list of editorial pages urging voters to reject Amendment 68, the slots-for-schools constitutional amendment. ( Steamboat Today )

Categories: Urban School News

Big bucks raised in campaign for Denver preschool tax

EdNewsColorado - Wed, 10/15/2014 - 22:17

Well over a quarter of a million dollars has been raised by the campaign to pass an increase in the sales tax that supports Denver Preschool Program scholarships.

The $277,900 dwarfs the amounts raised by even the largest-contribution campaigns for school district tax increases – see this Chalkbeat Colorado story for details on those efforts.

The Denver campaign war chest also is reminiscent of the hefty amounts donated in recent elections to pro-administration Denver Public Schools board candidates and to the effort to pass a DPS bond issue in 2010.

The list of donors to Preschool Matters also includes a lot of familiar names – corporate, philanthropic and individual – from those prior donation lists and from a variety of education reform initiatives.

For instance, the Gary Community Investment Co. kicked in $100,000 to pass the proposal, which is measure 2A on Denver ballots. (See the chart to the right and below for a full list of donors who’ve given $5,000 or more to the effort.)

The campaign’s income is expected to grow. A fundraiser was held Wednesday evening at Denver’s latest hot public space, the Great Hall at Union Station. Suggested contributions ran from $100 for a “guest” to $5,000 for a “host.”

The amount raised by Preschool Matters is a fraction of the $1 million raised – and $992,355 spent – in 2006, when the tax was approved on the third try. For all that campaign effort, the measure passed with only 50.6 percent of the vote.

The campaign so far has spent $136,822, primarily on mailers and online ads, according to Lynea Hansen of Strategies 360, the political consulting firm that has handling the campaign and that has received the bulk of committee spending.

This year’s 2A proposes to increase and extend the sales tax that funds tuition credits for families participating in the program. The measure would increase the tax from .12 to .15 percent and extend it until 2026.

Since 2007, the program has provided about $55 million in tuition credits to 31,816 four-year-olds. The credit is determined by family need and the quality of the preschool provider. The average tuition credit during the 2013-14 school year was $290. The program also conducts quality reviews and professional development for its partnered-preschool providers.

Curious about who else has contributed – and who hasn’t – to Preschool Matters? Peruse the September, August and July lists of contributors.

Categories: Urban School News

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