too much information

Progress on student data bill stirs concern from school officials

A legislative effort to give parents greater control over how schools share data about their children got renewed energy this week after sitting idle in the Assembly for months.

The progress has alarmed officials at the State Education Department, who assumed a bill to restrict data-sharing was dead. It has also raised concern among education groups whose members would be in charge of administrating the law.

Education Chair Catherine Nolan breathed new life into the issue last week when she nixed an old bill that had languished in the committee since March, despite picking up support from more than 60 lawmakers. She introduced her own, less extreme version, which sailed unanimously through the committee on Wednesday. With less than a week left in the legislative session, the bill’s chances of becoming law this year are slim, but the momentum means that it could be an issue next year.

Both versions aim to empower parents to decide how their child’s data should be shared with third-party vendors working with their school. The original bill would have required parental consent for student data to be shared, while Nolan’s bill would assume that data can be shared unless parents opt out of making their child’s information available to vendors.

The bills respond to growing concerns that a new database being used by the state, called inBloom, won’t adequately protect personally identifiable student information from being made public. The Gates Foundation developed the database to reduce the burden of data management on school districts and states. But districts can also decide to let private companies that it contracts have access to the database to help them develop their own education software, an arrangement that parents in New York and elsewhere have questioned.

“We think [the bill is] a reasonable compromise,” Nolan said. “We want to give parents options, but we also have to give school districts flexibility.”

But state and district education officials said the bill would do the opposite. They said the bill would cripple schools’ ability to function because data collected for many core services are managed by outside vendors.

“Everything from course scheduling to transportation to school lunches to high school transcripts for college applications would be impacted,” said State Education Commissioner John King. “The proposed bill would render virtually impossible — or extraordinarily more expensive — much of the day-to-day data management work of schools.”

Nolan’s bill would require that parents have access to an itemized list of services outsourced to private vendors at their school so they can choose which vendors can access their students’ data.

State officials said vendors could balk at working with districts in the future if they are required to build data management systems that must account for students whose parents have opted them out of certain data points.

Superintendents and the New York State School Boards Association are also opposed to the legislation.

“Districts have been providing data to third-party vendors for years without controversy,” said Bob Lowry, a spokesman for the New York State Council of School Superintendents.

Lowry said he worried that schools with students who opted out of sharing data for basic services required by law, such as busing and special education, would need to figure out how to deliver those services in-house, which he said could be a steep challenge.

“You might not be able to ensure that they get these special services,” Lowry said.

The city and state teachers unions did not respond to requests for comment.

Nolan said the law would not cause the sort of administrative headaches that critics are predicting. She said parents deserve the right to know about and control what kinds of student data vendors use.

“We really care about student privacy,” Nolan said. “We think an opt-out is a reasonable thing that can be administered by state ed and school superintendents.”

Chances that the bill gets passed into law before the legislative session ends next week are extremely slim, since there no version of the bill in the Senate.

It’s unclear how the bill will proceed in the Assembly, despite its initial support. Speaker Sheldon Silver has previously indicated that he would not support legislative efforts to restrict data collection by third-party vendors.

A spokesman for Silver did not respond to requests for comment.

Behind the brawl

Three things to know about the Tennessee school behind this week’s graduation brawl

PHOTO: Arlington Community Schools
Arlington High School is a 2,000-plus-student school in suburban Shelby County in southwest Tennessee.

Arlington High School is considered the crown jewel of a 3-year-old district in suburban Shelby County, even as its school community deals with the unwelcome attention of several viral videos showing a fight that broke out among adults attending its graduation ceremony.

The brawl, which reportedly began with a dispute over saved seats, detracted from Tuesday’s pomp and circumstance and the more than $30 million in scholarships earned by the school’s Class of 2017. No students were involved.

“It was unfortunate that a couple of adults in the audience exhibited the behavior they did prior to the ceremony beginning and thus has caused a distraction from the celebration of our students’ accomplishments,” Arlington Community Schools Superintendent Tammy Mason said in a statement.

Here are three things to know about the 13-year-old school in northwest Shelby County.

With more than 2,000 students, Arlington is one of the largest high schools in Shelby County and is part of a relatively new district.

It’s the pride of a suburban municipality that is one of six that seceded from Shelby County Schools in 2014 following the merger of the city and county districts the year before. (School district secessions are a national trend, usually of predominantly white communities leaving predominantly black urban school systems.) More than 70 percent of Arlington’s students are white, and 6 percent are considered economically disadvantaged — in stark contrast to the Memphis district where less than 8 percent are white, and almost 60 percent are considered economically disadvantaged.

The school’s graduation rate is high … and climbing.

Last year, after adding interventions for struggling students, the school’s graduation rate jumped a full point to more than 96 percent. Its students taking the ACT college entrance exam scored an average composite of 22.5 out of a possible 36, higher than the state average of 19.9. But only a fifth scored proficient or advanced in math and a third in English language arts during 2015-16, the last school year for which scores are available and a transition year for Tennessee under a new test.

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen visits with students at Arlington High School during a 2016 tour.

The school was in the news last August when Tennessee Education Commissioner Candice McQueen visited its campus.

The commissioner spoke with students there to kick off her statewide listening tour that’s focused on ways to get students ready for college and career. McQueen highlighted the school’s extracurricular activities and students’  opportunities to intern for or shadow local professionals. She also complimented Arlington for having an engaged education community. 

poster campaign

How one Memphis student is elevating the conversation about school discipline

PHOTO: Laura Faith Kebede
Posters created by junior Janiya Douglas have amplified student voices about the culture of White Station High School in Memphis.

Now in her third year of attending a premier public high school in Memphis, Janiya Douglas says she’s observed discipline being handed out unevenly to her classmates, depending on whether they are on the college preparatory track.

PHOTO: Laura Faith Kebede
From left: Janiya Douglas and Michal Mckay are student leaders in Bridge Builders CHANGE program.

“We’re heavily divided in an academic hierarchy,” said Janiya, a junior in the optional program for high-achieving students at White Station High School. “It’s obvious students are treated differently if they are in traditional classes.”

Janiya also has observed racial disparities in how students are disciplined, and the state’s data backs that up. White Station students who are black or Hispanic are suspended at significantly higher rates than students who are white.

Frustrated by what she’s seen, Janiya took her concerns last Friday to the hallways of White Station and hung 14 posters to declare that “our school doesn’t treat everybody equally.”

By Monday morning, the posters were gone — removed by school administrators because Janiya did not get prior approval — but not before other students shared images of some of the messages on social media.

Now, Janiya is seeing some fruits of her activism, spawned by her participation in Bridge Builders CHANGE, a student leadership program offered by a local nonprofit organization.

In the last week, she’s met with Principal David Mansfield, a school counselor and a district discipline specialist to discuss her concerns. She’s encouraged that someone is listening, and hopes wider conversations will follow.

The discussions also are bringing attention to an online petition by the education justice arm of Bridge Builders calling for suspension alternatives across schools in Memphis.

White Station often is cited as one of the jewels of Shelby County Schools, a district wrought with academic challenges. The East Memphis school is partially optional, meaning some students test into the college prep program from across the county.

But Janiya and some of her classmates say they also see an academically and racially segregated school where students zoned to the traditional program are looked down upon by teachers. Those students often get harsher punishments, they say, than their optional program counterparts for the same actions.

“Our school doesn’t treat everybody equally. A lot of groups aren’t treated equally in our school system,” junior Tyra Akoto said in a quote featured on one poster.

“If we get wrong with a teacher, they’ll probably write us up. But if a white student was to do it, they’ll just play it off or something like that,” said Kelsey Brown, another junior, also quoted in the poster campaign.

A district spokeswoman did not respond to questions about disciplinary issues raised by the posters, but offered a statement about their removal from the school’s walls.

White Station is known for “enabling student voice and allowing students to express their opinions in various ways,” the statement reads. “However, there are protocols in place that must be followed before placing signs, posters, or other messages on school property. Schools administrators will always work with students to ensure they feel their voices are heard.”

PHOTO: @edj.youth/Instagram
Members of the education justice arm of the Bridge Builders CHANGE program

To create the posters, Janiya interviewed about two dozen students and had been learning about about school discipline disparities as part of the Bridge Builders CHANGE program.

State discipline data does not differentiate academic subgroups in optional schools. But white students in Shelby County Schools are more likely to be in an optional school program and less likely to be suspended. And statewide in 2014-15, black students were more than five times as likely as white students to be suspended.

White Station reflects those same disparities. About 28 percent of black boys and 19 percent of black girls were suspended that same year — significantly higher than the school’s overall suspension rate of 14 percent. About 17 percent of Hispanic boys and 7 percent of Hispanic girls were suspended. By comparison, 9 percent of white boys and 2 percent of white girls were suspended.

Shelby County Schools has been working to overhaul its disciplinary practices to move from punitive practices to a “restorative justice” approach — a transition that is not as widespread as officials would like, according to Gina True, one of four specialists implementing a behavior system called Positive Behavior Interventions and Supports, or PBIS.

“The whole goal is to not get them suspended, because we want to educate them,” said True, who met this week with Janiya and several other students from Bridge Builders. “When students are cared for emotionally, they perform better academically. As counselors, that’s what we’ve been saying for years.”

Janiya acknowledges that she didn’t follow her school’s policy last week when hanging posters without permission at White Station. But she thinks her action has been a catalyst for hard conversations that need to happen. And she hopes the discussions will include more student input from her school — and across the district.

“Those most affected by the issues should always be a part of the solution,” she said.

Correction: April 10, 2017: A previous version of this story said Janiya put up 50 posters at her school. She designed 50 but actually posted only 14.