What's new in the District?
Everything from principals to programs to new charters – the upcoming school year is marked by change.
by Wendy Harris
Back to school, always an exciting time for students and parents, also comes with new challenges and changes.
The School District enters the year buoyed by good news. It is implementing new initiatives, and was able to make good on promises to hire many more teachers and counselors in time for the opening of school. Standardized test scores improved for the seventh year in a row, with proficiency rates exceeding 60 percent in some grades for the first time. Violent offenses at schools are down by 15 percent.
Now the not-so good news: During a weeklong principals’ summit, Superintendent Arlene Ackerman said that despite gains, only one-third of the District’s schools met their academic targets last year. The achievement gap persists, with African American and Latino students lagging far behind their White and Asian counterparts, and it is not closing fast enough.
Looming over everything is a state budget battle that could cause a severe revenue shortfall and make it impossible for the District to pay for its new programs.
If those new programs do survive, there’s a lot to look forward to in the new school year. Several initiatives from Phase One of the District’s Imagine 2014 – reported to cost $126 million its first year – have already taken shape.
“We hired almost 1,000 new teachers, 200 new guidance counselors, and 30 new principals,” Ackerman said. Many of the new teachers are going into the District’s lowest-performing schools.
The addition of new guidance counselors will reduce the student-to-counselor ratio from 500:1 to 300:1 in middle schools and to 350:1 in high schools. Counselors will also stay with the same students for several years.
Other initiatives include smaller class sizes in the K-3 grades, 70 new reading teachers in the lowest-performing schools, student success centers in all comprehensive high schools, and two parent ombudsmen and two student advisers in each high school.
“When young people come to school, they will already see changes,” Ackerman said.
The District has geared up to start naming as many as 35 underperforming schools that will close and reopen in the next five years as charters or schools run by outside management companies. Called “Renaissance Schools,” the first 10 will be in planning this year and open in September 2010.
Six new charter schools open this fall: Arise Academy, a high school; Eastern University Academy, a middle and high school; Sankofa Freedom Academy, which will eventually serve K-12; KIPP West Philadelphia, a middle school; and two elementary schools, Tacony Academy and Franklin Towne.
Arise Academy, located in Center City, is the nation’s first public charter high school for teens in the foster care system. Any student of high school age in foster care and eligible to attend school in Philadelphia can apply, and enrollment is based on a lottery.
Founded by the Greater Philadelphia Urban Affairs Coalition with the Philadelphia Department of Human Services, Arise seeks to stem the dropout crisis among foster care students while giving them social supports.
“Students who are in foster care have a 75 percent dropout rate, and the data demonstrates that they have very poor outcomes in terms of rates of homelessness, pregnancy, and drug dependency, especially once they are aged out of the system,” said Arise CEO Roger Jackson. “Once they are out of the system, services come to a screeching halt and they may or may not be equipped to navigate life in general.”
Students wanting to get a taste of college can apply to Eastern University Academy Charter School. Located in East Falls, Eastern is a 30,000-square foot “early college,” high school – one that gives students the opportunity to earn up to 60 transferable college credits. It is also affiliated with the Big Picture Company, which has created several high schools built around internships and allowing students to follow their passions, matching them with the same adviser for four years. Students receive individualized learning plans with five goals built around the development of communication and reasoning skills and personal qualities. Before graduation, students must complete a 75- to 100-page autobiography.