Power Shift

Democrats take control of Colorado State Board of Education, Schroeder appointed chair

PHOTO: Nicholas Garcia
Angelika Schroeder, right, a Democrat from Boulder, was selected as chair of the State Board of Education on Wednesday. Joyce Rankin, a Carbondale Republican, was selected as vice chair.

Angelika Schroeder was selected with unanimous support Wednesday to serve as chair of the State Board of Education, the first action taken by a newly constituted board under Democratic control for the first time in nearly 50 years.

Joyce Rankin, a Republican, was unanimously chosen to be the board’s vice chair.

Schroeder and Rankin in separate interviews praised the way the board has worked in a bipartisan fashion and pledged to work cooperatively.

“We’ve been a bipartisan board up until now,” Schroeder said. “And I think we’ll continue to be a bipartisan board.”

The Boulder Democrat downplayed the historic nature of Democrats taking control of the board.

“I know folks would like to make a big deal about this, but in this room I don’t think it needs to be a big thing,” Schroeder said. “We all bring our own personal values to the table.”

PHOTO: Nicholas Garcia
Rebecca McClellan, right, reviews the oath of office with appeals court Judge Dave Furman. McClellan, a Democrat, was later sworn in. Her victory in November shifted partisan control of the State Board of Education for the first time in nearly 50 years.

The shift in partisan control comes after a November election that saw Democrat Rebecca McClellan narrowly beat Republican incumbent Debora Scheffel. McClellan, a former Centennial city council member, ran on a promise of respecting local control of school boards and listening to classroom teachers and principals.

McClellan raised thousands of dollars more than Scheffel and was backed by both the state’s teachers union and Democrats for Education Reform, two significant players in education politics that usually don’t see eye to eye.

While the Democrats have partisan control by a one-vote margin, sharp divisions exist among the Democratic board members. Denver Democrat Val Flores has a history of voting with Republican members on controversial issues such as testing.

Flores on Wednesday said she believed her voting record followed the Democratic platform.

“Read the Democratic platform,” she said. “You’ll see I’m voting with Democrats. Reformers are kind of out of sync with our Democratic ideas and platform.”

The shift of partisan control comes at a critical juncture. The board is set to begin addressing how to fix the state’s lowest performing schools and review the state’s academic standards, including the politically controversial Common Core State Standards.

The state education department also must submit a plan to the federal government detailing how it plans to use federal funds to meet the expectations laid out in the nation’s new education law, the Every Student Succeeds Act.

“We have a lot of work to do this year,” Rankin said. “So we’re going to have to work together.”

on the record

‘We need an opposite narrative’: Chancellor Betty Rosa on her year of trying to reshape New York’s education debate

PHOTO: Monica Disare
Chancellor Betty Rosa, center, at a recent Board of Regents meeting.

Betty Rosa, New York’s Board of Regents chancellor, came into power during a period of dramatic change.

Pushed by Obama-era policies, the state spent years engaged in an all-consuming campaign to fundamentally rethink education. Officials adopted new learning standards, a different teacher evaluation system, and made it tougher to earn a high school diploma — before the agenda ran into a wall of parent, teacher and union anger.

In the past year and a half, there has been a big shift in focus. The state’s Common Core learning standards are being revised, certain standardized tests no longer factor into high-stakes teacher evaluations (for now, anyway), and officials found new ways to help students graduate.

At the center of this turn is Rosa, who was elected last March. Her first day as chancellor, she expressed sympathy for the movement to boycott state tests and said she wanted to move away from “so-called … reform.”

Rosa’s critics have accused her of lowering standards. It’s a narrative she finds frustrating, she told Chalkbeat in an exclusive interview about her first year in the post. She wants to combat that criticism with an “opposite narrative,” she said.

“Just because you raise the bar [does not mean] the student can jump over that bar without building the steps to get them there,” Rosa said. “For me, it’s more important to build those steps.”

Rosa seems likely to continue the policy shift she has championed. Simply focusing on test scores or graduation rates is “very narrow,” she said, and at the last Board of Regents meeting, she defended the decision to drop one of four teacher certification requirements, an academic literacy skills test.

As the state creates a plan under the new federal education law, it has also begun to rethink how to define schools as “good” or “struggling.” It’s something Rosa told Chalkbeat she is taking seriously and could shape New York’s education policy for years.

In a wide-ranging interview, Rosa assessed her year as chancellor, talks about the future, and delves into other hot-button issues like charter schools, school segregation and Cuomo’s free college tuition plan.

When you took over as chancellor last year, you said you wanted to move away from “so-called … reform.” What did you mean by that? Has it happened?

The whole emphasis [is] on teaching and learning, on instruction versus the test-based accountability, which I found to be very narrow.

Remember we were transitioning from No Child Left Behind to ESSA and I think that has given us an incredible opportunity to really begin to incorporate the voices of the communities, the teachers, the parents, the legislators … Our ESSA plan and our accountability and assessments [have] really given us an opportunity to rethink how in New York state we want to see our accountability and our assessments.

You have been asked a lot about whether you have lowered standards. I want to ask this: How do you think you have raised standards in the past year or how do you want to raise standards in the future?

I want every single child to aspire to their highest level with all the support systems in place. I think that what people [call] lowering standards [are just] multiple ways of getting there. There are people who take a train to work, there are others who bike to work. I think we have a very narrow sense of what it means to raise standards. … Just because you raise the bar [does not mean] the student can jump over that bar without building the steps to get them there. For me, it’s more important to build those steps.

I’ve never sat at that table and said that I expect less for my students in this state, so I think it’s more of a narrative that’s out there. We need an opposite narrative to [promote] the exciting and innovative work that we’re doing in terms of this board. We are building on a lot of the good work that has happened. The difference, I think, is that we are also, like any good organization, we take stock. So after you’ve done something, you evaluate it and you say, ‘Is this is working?’ And if it’s not, let’s figure out what we need to do to ensure that we’re moving in a positive direction.

When you talk about ‘building those steps’ for students to reach a certain standard, what does that mean? Is that different from raising standards?

Standards are standards. I don’t even understand this notion of raising standards. If all of us agree that these are good, solid standards, and that is what is being taught … then we say, “How do we get there?” To me, the how-do-we-get-there are the opportunities, the resources, the AP classes, the opportunities for extended day, the opportunity for kids who are acquiring the language to have additional types of instruction or models. Those are all part of the equation. We shouldn’t have two separate conversations.

I find it so frustrating when people say you’re lowering the standards. Could you define what you mean? Because obviously, when we look at kids who have an IEP [individualized education program], and they … may have issues with processing, well you know what? If a kid has been evaluated and has issues with processing, we need structural strategies to address those needs and that’s very different … [than], let’s say, for a student that may be in an AP class.

The same expectation [is] there for both children, they just have a different way of internalizing the information and so the strategies are not the same.

A lot of times when we talk about opportunities to learn, you’re talking about curriculum, you’re talking about resources. Those things often take funding, but that’s not something you can control as head of the Board of Regents.

I beg to differ on that because we do work with state aid and we set priorities.

In fact, as policymakers, we are very actively involved in saying these are the areas that we are very concerned [about] and we want to make sure that these are the areas that we get funding in order to move the educational agenda for the state forward. … We’re not making policy in isolation.

You have been critical of state tests and graduation requirements as they currently exist. Those are the two most typical ways to judge student progress. So how do you think we should we judge student progress instead? Is it about improving those metrics, or using different metrics, or some combination?

If the only metrics that we use are [the ones] you just mentioned, then … that definition that you just gave is a very narrow [one].

I’m sure that’s not why you went to school and all of us went to school. That was not the only things that mattered to your parents, my parents and most people. The truth of the matter [is], education is very complex and very comprehensive.

If students go to a school, they do projects, they do internships, they engage in a year-long or sometimes even longer process. Some of them go abroad, the very lucky ones who can take another language and another culture. There is so much more to education than just a one, multiple-choice moment in time. That is one aspect. I’m not saying it isn’t important. What I am saying is it’s one variable in measuring success and that’s why I’ve been critical. We need multiple perspectives on measuring a student’s success.

So what yardstick should we be using? What multiple measures should count?

When you went to school, you obviously took classes. You got grades in your classes, right? If you didn’t live in New York, maybe you didn’t take Regents exams, but the fact of the matter is, there were pop quizzes, there were monthly tests, there were end-of-the-year tests, there were projects that you worked on. There were multiple ways that your teachers knew that you had been successful in acquiring the materials. So all I’m saying to you is that, I want the system to think about [that].

Last year, you said that you were “very concerned” that some charter schools are not serving students that represent their communities. But at the last meeting, the Board of Regents approved 16 out of 17 charter schools for renewal. Do you feel that, as a board, you are being tough enough on charter schools? Can we expect something different in the future?

The team [at the State Education Department] that has been looking at these charters has really been doing an incredible job in visiting [and] looking at the data. … They’re giving us more and more metrics on the charters as they’re coming through. We’ve been able to not only look at the landscape of where they reside, the kinds of students [and] the population in terms of how they’re doing.

In addition to that, I think that more and more charter schools have been much more responsive to the issue of taking on more English Language Learners, more students with special needs.

So I personally feel very proud of the work that’s been done to move this issue, in terms of our charter SED group. The work that they’ve been doing to really be responsive to the board and be responsive to the public.

New York state schools are some of the most segregated in the country. Is the amount of segregation in state schools acceptable to you? If not, what do you plan to do about it?

I don’t think segregation would be acceptable, honestly, to anybody.

We want to create a diverse culture that really is accepting of differences [and] sees it as a strength … A world-class community is one that believes in tolerance, believes in using the strengths of the various groups and the contributions, so I do think that moving into a much more diverse school system is a major strength for our state and my hope is that we are working on this. I know that many communities are developing plans to address this. New York City is also working on this. This is not only for this board — and I will speak for this board and this commissioner — this is critical to the strength of this state.

Are you working on it?

I can’t even imagine anybody not working on this. Let’s put it that way. This is a universal challenge to all of us, whether it’s work that you do in your own community, work that we do on the Board of Regents, work that we do as educators. I work on it even as a professor, who teaches research … I can’t imagine not thinking about working on this every single waking moment.

The legislature is currently deciding whether to adopt Governor Cuomo’s free college tuition plan, but some have criticized it for not providing enough help to low-income students. What do you think about the plan? Do you see a role for the Board of Regents in helping students stay in and finish college if this plan passes?

I think it’s an overall great promise. And we use the word promise. I think that the concept is a good one, but that we all know that the devil’s in the details … We’re hopeful. I think [the Regents] will wait to see what happens and we will continue to figure out what role we will play in supporting his proposal.

Vision quest

Colorado lawmakers want to reimagine the state’s schools. Here’s how.

PHOTO: Nicholas Garcia
Students at Merino Elementary School work during class.

What should Colorado schools look like in 2030, and how should the state pay for them?

Those are two big questions a bipartisan coalition of state lawmakers hope to answer in the next several years.

State Reps. Millie Hamner and Bob Rankin, as well as eight lawmakers with deep experience shaping education policy, are asking their colleagues this spring to approve a bill that would create a legislative process for rethinking the state’s entire public education system.

“Right now, there’s dissatisfaction with our system,” said Rankin, a Carbondale Republican and member of the state’s budget committee. “We’re sort of average. We’re average in the U.S. We’re average in the world. That’s not good enough for Colorado.”

The bill’s sponsors have two outcomes in mind: Create a vision for improving and modernizing Colorado schools and change the way the state pays for them. The plan, they think, could create enough support to convince voters to send more money to schools as needed.

“We realize it’s time to have a conversation with the state of Colorado around what is it that they want for their kids, how can we achieve that and how can we fund it,” said Hamner, a Frisco Democrat and vice-chair of the state’s budget committee, noting two recent failed attempts at the ballot to raise statewide taxes for schools.

The discussion over the future of Colorado’s schools comes as states are being handed more control over education policy. The nation’s new education law, the Every Student Succeeds Act, has fewer requirements than previous iterations of the federal law.

And soon, Colorado will no longer be bound by agreements it made with the Obama administration. The state may re-evaluate and perhaps repeal some of the policies it enacted during the last decade in an effort to win federal money.

“We’ve all been working hard, but I’m not convinced we’ve been working toward the same direction — the right direction,” Hamner said.

House Bill 1287 would create a series of committees to craft a vision and strategic plan for the state’s schools.

Already, it is being met with caution by some district-level school board members who hold dear their constitutionally protected local control.

“I can see the noble desire to invest in a vision and strategic plan. But many school districts have already done this locally,” said Doug Lidiak, a member of the Greeley school board. “I worry the outcome is more education bills coming from our state legislature.”

The idea faces other challenges: educators who feel taxed by a slew of mandates and are wary of change; school leaders already dealing with with tightening school budgets; and growing inequalities between schools on the Front Range and in the more rural parts of the state.

“Whatever comes out of this process needs to take into consideration the various differences of districts in size and geography,” said Kerrie Dallman, president of the Colorado Education Association, the state’s largest teachers union.

Some education lobbyists at the Capitol have also voiced concern that the process laid out in the bill is too bureaucratic and could take too long to address urgent needs.

The bill would create a series of committees.

The first legislative steering committee would be made up of a dozen state lawmakers, including the chairs of the House and Senate education committees and two members of the Joint Budget Committee.

A second executive advisory board would be made up of the state education commissioner, two members of the State Board of Education, representatives from the early childhood leadership commission and higher education department. The governor would also have a representative on the advisory board.

The third committee would be made up of teachers, parents, school board members, education policy advocates, representatives of the business community and others. These individuals would be appointed by the legislative steering committee.

The work would be done in four stages.

In the first phase, the committees would take stock of Colorado’s current education landscape and create a process to solicit input on what the state’s schools should look like. The second phase would collect that input. The vision and plan would be drafted in the third phase. And lawmakers would consider any legislation necessary to make the vision and plan a reality in the fourth phase.

The bill also requires the committees to meet periodically after the vision and plan are adopted to monitor how the plan is being carried out across the state.

Rankin, the House Republican, said Colorado’s education system could benefit from short-term fixes, but that it was important to take the long view, too.

“If you fight a lot of tactical battles, it ought to fit into your overall strategy,” he said. “We’re trying to build something the public can buy in to.”