new school

A new school in Bronzeville says a lot about what parents want

PHOTO: Cassie Walker Burke
Kindergarten at Bronzeville Classical

The first day of school, Nicole Spicer woke up at 4 a.m., put on a kelly-green blouse that matched her school colors, and was greeting new families at the door by 7:30 a.m.

By 9:30 a.m., the founding principal of the new Bronzeville Classical Elementary had run the school leadership gauntlet: encouraging her small cadre of teachers, welcoming jittery students and parents, and throwing an opening-day party complete with a balloon trellis and visits from such VIPs as Mayor Rahm Emanuel and Chicago schools CEO Janice Jackson.

Her venti Starbucks coffee had long grown cold. So she headed to the teachers’ lounge to zap it in the microwave before embarking on another tour of the building, a former elementary school that closed under former schools chief Arne Duncan, reopened as a charter, then closed again.

In the school-choice era in Chicago, school buildings can have many incarnations, and 8 West Root Street’s latest says a lot about what parents in and around Bronzeville want. The only new selective enrollment school opening this year, it comes amid amped-up debate about the degree to which test-in schools pick off accelerated learners and middle-class families at the expense of neighborhood programs.

The debate recently has been stoked by reports that paint a never-before-seen picture of supply and demand in individual schools as well as the startling number of open seats in neighborhood schools.

PHOTO: Cassie Walker Burke
Assistant principal Raven Talley and principal Nicole Spicer

A case study in what a school can look like with robust support, Bronzeville Classical’s deep bench consists of black religious and business leaders from the community around it. A multimillion gut rehab puts its facilities-wise on par with private schools — there are smart boards in classrooms, a new playground and turf area, even a donated pottery kiln. And the principal has ties with the historically black neighborhood, which still really matters in Chicago.

“Bronzeville has always been a part of who I am,” said Spicer, who grew up near 41st and Indiana streets and attended Catholic schools in the area, despite family who were alums of Phillips High School. “I couldn’t pass up this opportunity.”

The opportunity she’s describing is building a school from the ground up, from hiring the staff to prioritizing Spanish-language immersion and music theory to recruiting the students. Since the school was announced last December, Bronzeville Classical has enrolled 80 children in grades K through second, with plans to add a grade each year. It still has 100 students to go to reach its initial goal.

To recruit more families, Spicer is setting up her front office to help families navigate the selective-enrollment process, which includes completing a centralized online application and registering children for a testing appointment at a facility near IIT. There will also be orientations for prospective families, tours, a social media push, and workshops for families, said Assistant Principal Raven Talley. “When you walk into a school, you want to feel and see the community and the culture,” Talley said.

Not everyone who lives in the surrounding neighborhoods can attend the school, no matter the supports. That bothers public education organizers like Jitu Brown, the national director for the Journey for Justice Alliance. He has long encouraged CPS to stop segregating students by test scores and shower its neighborhood schools with the same resources and attention it gives new schools. “The rest of our babies are left to languish in neighborhood schools that are starved.”

In essence, other schools could use smart boards and Spanish immersion. A balloon trellis wouldn’t hurt.

The parent perspective

Brittany Smith, the parent of a first-grader at Bronzeville Classical, sympathizes with that argument. But, at 27, she’s part of a generation that came up in the choice era, traveling to a magnet school as an elementary student that was near the Indiana border and then attending Whitney Young, the city’s first public magnet high school.

In other words, “I’m used to the idea,” she said.

Smith lives in Bronzeville, just down the street from Ida B. Wells Preparatory, which reported an average kindergarten class size of 38 last year (the district average was 16.9, according to the 2017 Illinois School Report Card.) Put off by the class sizes, she tested her daughter and gained admission into a selective-enrollment school that was a 20-minute drive from her house. When she heard about Bronzeville Classical, which would be less than 5 minutes away, she applied. “I can tell there is a lot of support from the teachers and the principal, and it’s in the neighborhood.”

For many families, the decision to transfer to a new school with no record is not made lightly. There’s no word of mouth and no test score data to compare, though classical schools — which teach a grade level above, focus on language, and usually have strong art and music programs — are consistently among the district’s highest performing.

A gut rehab meant fresh new paint and lockers, but the marble staircase remains

A few days in, both Smith and another parent, Alicia Blais, who lives in McKinley Park, feel encouraged. Smith, who is black, appreciates the diversity of the school (numbers aren’t fully in, but an early measure shows the school at 50 percent black, 20 percent Asian, and 10 percent white, with a third of the students qualifying as low-income), the sparkling facility, and the fact that her daughter comes home happy.

Blais, who is white, says Spicer and her assistant principal are working with her to provide the right experience for her daughter, who is highly sensitive. Already, the first grader has really connected with the Spanish teacher. Calling it a “last stop” before moving to the suburbs, Blais said, “We are one of many parents who need this school to work.”

Design from the ground up

The siren call of a new school doesn’t just lure parents. Educators hear it, too. An award-winning reading specialist who formerly served as assistant principal at another classical school, Skinner North, Spicer participated in a highly competitive process for the principalship. It culminated with her speaking in a public forum last spring alongside another finalist.

After getting the job and taking what she describes as a “listening tour” of community organizations, she approached hiring her small staff with the same careful scrutiny: sorting through hundreds of applications to find a diverse roster of candidates. She opted for full-time music, PE, and Spanish in addition to her K-2 classroom teachers, special education teacher, and a counselor. In lieu of full-time art, a nonprofit group will come in and teach one day a week. (An alum of Golden Apple, the prestigious Illinois teacher training program, Spicer said three of her hires share those ties)

For Jessica Lyons, the Spanish teacher, who previously taught in a Catholic school, the chance to build curriculum from the ground up was persuasive. So was Spicer’s vision of earning a Seal of Biliteracy. For her, that means teaching classes completely in Spanish and cultivating a positive mindset around learning languages through books like “La Vaca Que Decía Oink,” about a cow that says oink. “I’ve designed Spanish programs at schools before, but this is an opportunity to really start something from the ground up and have ownership over it.”

Music teacher Reginald Spears has been working in Chicago schools for a decade, most recently at the nearby Doolittle Elementary. He brings with him a vision for a musical curriculum that prepares children for elementary band, or orchestra, complete with sight reading and songwriting. At some schools, music is viewed as a vehicle to teach reading or math, he explains — here, it’s a subject worthy of its own study and exploration.

He also brings training in calm classroom techniques, such as breathing and stretching, that he has shared with his fellow teachers. “I’m excited that this going to be part of the school.”

But despite the gleaming hallways and pottery kiln, Bronzeville Classical is still a public school in Chicago and can’t escape the realities of the district’s ongoing budget crunch. So Spears’ ambitions of a piano lab and a suite of shiny instruments might require some creativity. He plans to start the way teachers across the city do — a crowdsourcing page on the website Donors Choose.org.

College Access

How an effort to prepare Michigan high schoolers for college slipped through the cracks

The proposal to make it easier for students to earn college credit while still in high school seemed like the rare education policy idea with no natural enemies in the Michigan legislature.

When a bill was proposed in the Republican-controlled Senate, it passed in a unanimous vote.

Then it vanished — apparently pushed aside by more pressing concerns.

“Boy, we must have just missed it,” said Tim Kelly, a former representative who, as chairman of the house committee on education, had the power to bring the bill to a vote last year. “I can’t imagine why I wouldn’t have been in favor.”

Advocates of so-called dual enrollment are hoping their next attempt won’t meet the same fate. They want to lift a cap on state-funded college courses that students can take while still in high school. Dual enrollment is widely considered to be one of the most powerful ways to increase the number of people who earn college degrees.

In an inaugural address to the legislature, Gov. Gretchen Whitmer promised to sharply increase the number of Michiganders with degrees to 60 percent by 2030. That number currently hovers around 43 percent, putting Michigan in the bottom third of states.

Michigan is one of five states that limit dual enrollment; its limit is the strictest of any state. Advocates say that limiting students to 10 college courses in four years is unusual and unnecessary.

The cap is not the only obstacle preventing students from earning valuable experiences — not to mention college credits — before they turn 18.

It may not even be the most significant. When advocates worry that the growth of dual enrollment in Michigan is slowing, they lay much of the blame on financial incentives that give schools little reason to help students dual enroll.

“I think we should look at [lifting the cap], but we should also look at the funding mechanism,” said Brenda Carter, a state representative who serves on the house education committee. “How many schools in Michigan are limited in what they can offer their students because of funding?”

Schools are required to pay roughly $7,800 in annual tuition for students who choose to take college courses, and some have suggested that the state should help offset those costs.

But any new funding for dual enrollment would require a political battle. Lifting the cap, less so.

That’s why supporters of lifting the cap were so bemused when, last year, a bill that had garnered strong bipartisan support in the Senate never went to a vote in the House.

“That was really surprising,” said Brandy Johnson, executive director of the Michigan College Access Network, a nonprofit that aims to increase the number of students who earn college degrees. In a 2015 report, the organization called for the legislature to “eliminate restrictive rules” surrounding dual enrollment.

Johnson guessed that the 2018 dual enrollment bill slipped through the cracks in part because of its relatively low profile. It was eclipsed in the news cycle by an ongoing debate about school funding and by a political furor over social studies learning standards.

Several legislators told Chalkbeat they didn’t know that dual enrollment is capped.

Among them are Carter and Dayna Polehanki, a Democrat who was elected to the senate in November and is now a vice-chair of the Senate’s education committee, said she became familiar with dual enrollment while working as a high school teacher in Macomb County.

She thought it was good for her students, but said she wanted to learn more about the cap before making up her mind. She pointed out that if students decided to take courses at a community college that were already offered at their local school, schools could find themselves paying for teachers and for students’ community college tuition.

“I can see both sides of that issue,” she said.

The Republican chairs and vice-chairs of both the Senate and House education committees did not respond to requests for comment on Wednesday.

Advocates of dual enrollment say it’s worth sorting out the challenges that could come with allowing high schoolers to take unlimited college credits.

With the cap lifted, high school students could earn a diploma from a traditional high school and simultaneously complete a technical certification or an associates degree from a community college. Those students would save money on college credits, and they would finish high school better-prepared for college than peers who’d never set foot in a college classroom.

Lifting the cap “expands access for students, especially low-income students,” Johnson said.

She warned that not all high schoolers are ready to take a heavy college course load. If the cap is lifted, she said, the state should also make sure that students meet a “readiness threshold” — perhaps a minimum standardized test score — before being allowed to dive into college coursework.

But she added that after the bill passed the Senate last year, she believed it had a chance in 2019.

“I am very hopeful,” she said.

Kelly, who reached his term limit in the house last year, said he hopes his former colleagues take a second look at the issue.

“I would hope somebody does,” he said.

Preschool math

Illinois governor J.B. Pritzker plows $100 million more into early ed — but no universal preschool this year

In the past decade, as other states have ramped up their spending on early education, budget-strapped Illinois has fallen further behind.

In his first budget proposal as governor on Wednesday, J.B. Pritzker, a philanthropist who has contributed millions to early childhood causes at home and nationally, laid out a plan to reverse that Illinois trend with a historic $100 million bump for preschool and other early learning programs.

“I have been advocating for large investments in early childhood education for decades, long before I became governor,” he said, laying out a $594 million early education spending plan that is part of an overall $77 billion package. “Investing in early childhood is the single most important education policy decision government can make.”

Later in the address, Pritzker detailed a smaller increase, but one that some advocates said was a welcome shift in policy: He described first steps toward repairing a child care assistance program that was drained of families and providers during the administration of his predecessor, Gov. Bruce Rauner. The new governor plans to spend $30 million more to rebuild the program. He also will increase income eligibility so an estimated 10,000 more families can participate.

“These priorities turn us in a different direction,” said Maria Whelan, CEO of Illinois Action for Children, which administers the child care assistance program in Cook County. Compared with the state’s previous approach, “I feel like I just woke up from a bad dream.”

Pritzker’s otherwise “austere” budget address, as he described it in his speech, came 12 days after his office revealed that the state’s budget deficit was 14 percent higher than expected — some $3.2 billion.

The state’s early childhood budget funds a preschool-for-all program that serves more than 72,000 3- and 4-year-olds statewide in a mix of partial- and full-day programs. Chicago has been using its share of state dollars to help underwrite its four-year universal pre-K rollout, which has gotten off to a bumpy start in its first year.  

The state early childhood grant also supports prenatal programs and infant and toddler care for low-income families.

Pritzker pledged on the campaign trail to pave a pathway toward universal pre-K for the state’s 3- and 4-year-olds, and this budget falls short of the estimated $2.4 billion it would cost, at least according to a moonshot proposal made in January by the lame duck state board of education. The state’s school Superintendent Tony Smith stepped down at the end of January, and Pritzker has yet to name a successor.

But policymakers and advocates on Wednesday said the considerable $100 million increase is a step in the right direction for a state that has been spending less per student than many of its neighbors. According to the National Institute for Early Education Research, Illinois spent $4,226 per young learner in 2016-2017 compared with a national average that topped $5,000. Seven states spent $7,000 or more.   

“This is a big amount in one year, but also it is what we think is needed to move programs forward, and we’re excited to see it,” said Ireta Gasner, vice president of policy at the Ounce of Prevention, an early-education advocacy group

One item Gasner said she hoped to hear, but didn’t, was increased spending on home visiting programs for families with new babies. Spending on such programs next year will remain flat under Pritzker’s proposal. Home visiting has been suggested as one antidote to the state’s troublingly high maternal mortality rates. An October report from the state’s public health department found that 72 percent of pregnancy-related deaths in Illinois were preventable.

“Overall, we still have a long way to go to serve our youngest families and youngest children,” she said.  

In addition to the $100 million, Pritzker’s office reportedly also will add $7 million to early intervention services for young learners with disabilities and set aside $107 million to help buffer the impact of his new minimum wage increase on daycare center owners and other child care providers who operate on thin margins.

On Tuesday, Pritzker signed into a law a minimum wage increase to $15 an hour.

Illinois faces a critical staffing shortage of preschool providers, and several operators have warned that they face mounting pressures from staff turnover, increased regulations, and stagnant reimbursement rates.