Tennessee

Community advisory board recommends charters for newest ASD schools

A community advisory group for the state-run Achievement School District (ASD) recommended Monday which charter school operators should take over four of the lowest-performing schools in the state.

The group’s recommendations, based on discussions with the charter schools and input from parents and students, will help determine the ASD administration’s plans for seven Memphis schools, set to be announced this Thursday.

At stake is the future of those schools, all ranked in the bottom five percent of the state academically and situated in high-poverty, predominantly black neighborhoods. For years, they have been run by Memphis and Shelby County Schools, but a 2010 law allows state officials to remove the schools from the district, replace their leadership and staff, and let the new leaders set their budgets and curricula in hopes of improving their performance. Most of the schools in the ASD will be run by charter schools operators, which are publicly funded but operated independently.

The ASD is being closely watched by states around the country interested in turning around low-performing schools. But some community  members and teachers have described its intervention as invasive, disruptive and ineffective.

The AAC recommended that Carver High School be run by Green Dot, Springhill Elementary be matched with Promise Academy, Coleman Elementary be matched with Aspire, Westwood be matched with Freedom Prep and Fairley High School not be matched with a charter operator.

The AAC’s recommendations are not final. The ASD will announce final pairings this coming Thursday.

“We realized there’s a need to get authentic input about decisions about which charter partner would turn around which school,” said Margo Roen, the new schools director for the state-run district. She said the process was inspired by community engagement practices in New Orleans and Denver.

The AAC’s recommendations outline why each “match” was made, but also lay out potential concerns for each site, including declining enrollment at Carver and lack of transportation options for Springhill students.

“The needs of each school are different,” said Elliot Smalley, the ASD’s chief of staff. “And operators have different preferences.”

Two schools, Denver and South Side, were on the list at the outset of the process but not matched to any operator. Artesian Community Schools, which had been in conversations to run South Side, will not run a school in the 2014-15 school year.

“It’s about making the right decision, no matter what people may have invested,” Smalley said.

Some matches were determined before last night: Frayser Community Schools will run Frayser High, and Gestalt will run Wooddale Middle School. 

The all-volunteer AAC, whose members serve six-month terms, was designed to communicate community concerns to the ASD, to explain ASD policies to parents and community members, and to recommend which school should be run by whom. 

“We’re a liaison between the community, charter school, and neighborhood,” said member Omari Faulkner. “Once it’s announced that a school will be taken over, we want to hear, what do they feel and how are they going through the process.”

This is the ASD’s second year running schools. In September, nine schools were put on a shortlist for take-over. The district and the AAC ran an informational fair and hosted a series of community meetings and conversations over the course of the fall. Parents had the opportunity to learn about the charter operators’ curriculum, extracurricular activities and philosophies.

The matching process surfaced concerns about schools’ futures even as it brought the schools a step closer to being under the auspices of the ASD.

A parent at South Side Middle said she feared the ASD was out to privatize schools and that beloved teachers would lose jobs. Many of the district’s teachers and top officials come to Memphis from elsewhere in the country.

A parent from Wooddale Middle School submitted a petition to the Shelby County School Board last month saying she and some 600 other parents did not want their school to be taken over by the state.

“For a lot of educators, it can come as a shock,” Faulkner said. “They’re often wary of the takeover model. Sometimes that can trickle down to students, parents, community leaders.  This is a very new process.  We don’t work for the ASD, but we’re here to provide that bridge when they have a question.”

At Fairley, community members disputed the test scores that landed the school on the state priority list in the first place, said Katrice Peterson, a member of the AAC. The school’s new strategic plan and principal were cited as reasons to not match it with any charter schools this year.

At Carver, “the first thoughts were, do we keep the name, do we keep the traditions, our mascots? Will we still be Carver?” said Mitchell Saddler, a member of the AAC. The school’s low enrollment means it might be closed by Shelby County Schools if it is not taken over by the ASD.

Megan Quaile, the vice president of expansion for Green Dot, a California-based charter operator planning to open its first school in Memphis, said, “I like the concept of a lot of engaging the community and having them really understand us and us understand them before any final decisions are made.”

Both AAC members and charter operators complained that they weren’t allowed into the schools to get a better idea of what a typical school day is like.

A spokesperson for Shelby County Schools didn’t respond to questions about the members’ access to the schools.

The AAC held many of their meetings at nearby community centers and churches.

AAC member Saddler said navigating conversations with those currently in schools, whose jobs will be affected by the change, was tricky. As of last week, he had not discussed the plans for Carver’s future with its current principal: “I have no idea how to start the conversation.”

Representatives from the affected schools declined to comment, citing the sensitivity of the topic.

The ASD runs 15 schools in Memphis and one in Nashville, but plans to run more than 50. Its goal is to improve schools ranked in the bottom 5 percent in the state until they are in the top 25 percent.

Of the 83 schools in Tennessee eligible for takeover, 69 were in Memphis.

Correction: The article originally misstated the name of Wooddale Middle School.

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.