research

You thought failing P.E. or art in high school doesn’t matter? Not so, new Chicago study says.

PHOTO: Getty Images

Failing a class like art or physical education in the freshman year could be just as damaging to a student’s chance of graduating as failing English, math, or science, a newly released study of Chicago schools has found.

That surprising discovery is among the findings in a series of reports by the University of Chicago Consortium on School Research that put the ninth-grade year under a microscope. The consortium’s previous research stressed how a freshman’s grade-point average and attendance impacts key outcomes, such as whether he or she graduates from high school.

Previously, that landmark research — which has been examined across the country as a way to boost achievement in poor urban districts — had looked exclusively at core classes such as math. Released Thursday, one new paper, titled “Hidden Risk,” takes a more expansive view.

“If you fail P.E., your probability of graduating is a little bit lower than if you failed just algebra, or just English, or just biology,” said Jenny Nagaoka, the deputy director of the Consortium on School Research. “We tend to discount less academic classes, but they are as predictive of graduation as core subjects.”

In Chicago, hardly any eighth-graders fail PE, Nagaoka noted. But in ninth grade, almost 10 percent fail. She attributed that sharp spike to non-academic challenges that, nonetheless, can seriously impact class performance, such as “not dressing for gym because of resistance to changing in the locker room,” or unclean uniforms, if, say, a family doesn’t have regular access to a washer.

Overall, the most recent freshmen studied saw their GPAs drop 0.31 point from their eighth-grade year, and that transition spotlights a trouble spot for the district, schools chief Janice Jackson acknowledged.

“We need to make sure that parents and students understand the expectations, and (before middle school ends) start to introduce concepts that may be new to them,” Jackson said, “one of those being the importance of your grade-point average. Once students have an awareness and can follow their own progress, it helps.”

Black and Latina females saw the largest average GPA declines, according to the consortium report, but black and Latino males started high school with significantly lower GPAs.

For Jackson, those numbers show that it’s time for the district to pay closer attention to the gender gap as well as students failing non-core classes. “I can see this influencing practice at the school level,” Jackson told Chalkbeat. “There is the next edge of growth, and this data has really pointed that out.”

At North-Grand High School, one principal has taken up several strategies to tackle the bumpy transition to high school as well as some gender-based performance gaps.

Entering ninth-graders at the West Side high school take a weeklong orientation before their freshman year. They get instruction in math and literacy and also take classes that address emotional changes in high school.

“Having this class that they take where they are learning about things like how do I stay on top of my grades, or why does a GPA matter, teaches them those skills to be in control and take some ownership over their learning,” Principal Emily Feltes said.

Freshman boys also receive extra attention at North-Grand, with counselors following their academic learning and emotional growth through the year.

The school encourages students to choose electives like music or art depending on their interests.  “A whole lot of what has to do with freshman success is learning about identity, and figuring out a system that works for them,” Feltes said.

In two of the reports, Hidden Risk and the Educational Attainment of Chicago Public Schools students, released Thursday, researchers also found:   

  • Ninth-grade students more than doubled their chances of earning a bachelor’s degree within six years of high school graduation.
  • The district increased by 18 percentage points the high-school graduation rate, to 74 percent
  • District graduates kept their four-year college graduation rate at around 50 percent
  • The GPA declines in P.E. and the arts “greatly exceeded” the average grade drop that students saw in core subjects
  • Students at the highest risk for dropping out of school were also the most likely to see a disproportionate drop in art and PE
  • Like the grade decrease in math and English, black and Latino students again saw the sharpest grade drop in PE and art.  

But despite the overall positive trend, the data showed that students transitioning from eighth grade into high school struggled to maintain their GPA, both in academic and non-academic subjects.

Clarification (Oct. 12, 2018): This story was updated to reflect that three separate reports were released Thursday and to more clearly link GPA findings with high school graduation rates, but not with college attainment. 

making the rounds

Tennessee’s new education chief ‘very confident’ that online testing will be smooth in April

PHOTO: Shelby County Schools
Tennessee's new education commissioner Penny Schwinn (second from left) met with Douglass High School students and Shelby County Schools leaders Friday.

As Tennessee’s new education commissioner wrapped up her second week on the job by visiting four schools in Shelby County, Penny Schwinn said she feels “very confident” the state has learned from its mistakes in online testing.

During the more than three-hour ride to Memphis on Friday, Schwinn said she continued to pore over documents showing evidence that the corrections the state department staff have put in place will work.

“I feel very confident that our team has looked into that,” she told reporters in a press conference after meeting with students. “They’re working with the vendor to ensure that testing is as smooth as possible this year.” Currently the state is working with Questar, who administered TNReady online last year.

She also said the state’s request for proposals from testing vendors, which is already months behind, will be released in about two weeks.

PHOTO: Shelby County Schools
From left: John Bush, principal of Douglass High School; Penny Schwinn, Tennessee Education Commissioner; and Joris Ray, interim superintendent for Shelby County Schools.

“No later than that,” she said. “We hope and expect to have a vendor in place before the end of the fiscal year,” in late June.

The day Schwinn was hired, she said getting state testing right would be her first priority. Three years of major technical failures have severely damaged the trust educators and parents have in the state’s test, TNReady. It is the main measure of how schools and teachers are doing, but state lawmakers exempted districts from most testing consequences in 2018.


From Schwinn’s first day on the job: Tennessee’s new education chief wants to ‘listen and learn’ with school visits


Prior to talking with reporters, Schwinn said she heard “hard-hitting questions” from several students at Douglass High School in Memphis about what the state can do to improve education. Schwinn has said she will visit Tennessee schools throughout her tenure to ‘listen and learn’ by talking to students and educators.

Reporters were not allowed to attend the student discussion with Schwinn and some Shelby County Schools leaders.

Douglass High entered Shelby County Schools’ turnaround program, known as the iZone, in 2016 and saw high academic growth in its first year. But test scores fell this past year as the state wrestled with online malfunctions.

Timmy Becton Jr., a senior at Douglass High, said he hopes for fewer tests and more projects to demonstrate what a student has learned. Those kind of assessments, he said, can help a student connect what they are learning to their daily life.

PHOTO: Shelby County Schools
Tennessee’s new education commissioner met with students at Douglass High School and Shelby County Schools leaders.

“We figured it would be a different way to measure and see how much knowledge a student really has on a specific subject,” he told Chalkbeat after meeting with Schwinn during a student roundtable session. “It’s a good alternative to taking tests.”

He said he was “surprised and happy” to see Schwinn actively seek student perspectives.

“I really think that’s the most important part because students are the ones going to school every day,” Becton said. “So, if you want to find a good perspective on how to solve a problem, it’s really great to talk to the people who are actively involved in it and the people who are actually experiencing these problems directly.”

The state’s annual testing window runs from April 15 to May 3.

School discipline

Michigan schools have expelled fewer students, but that may not be cause for celebration

PHOTO: Getty Images

Michigan schools have expelled far fewer students since the state enacted laws aimed at cutting back on expulsions. But an advocate who’s pushed for an end to zero-tolerance policies pointed out persistent problems and told elected state education leaders this week that, “We shouldn’t start celebrating yet.”

This is why: Peri Stone-Palmquist, executive director of the Ypsilanti-based Student Advocacy Center, told State Board of Education members that in the 18 months since the new laws took effect in 2017, expulsions have dropped 12 percent. But she’s concerned that too many school leaders don’t understand the law or are ignoring its requirements. And she believes some schools are finding other ways of kicking kids out of school without expelling them.

Michigan did away with zero-tolerance policies that had earned it a reputation for having some of the toughest disciplinary rules in the nation. In their place, lawmakers instituted new rules, such as requiring schools to consider seven factors — including a student’s age, disciplinary record, disability and seriousness of the incident — in making expulsion decisions.

“We have had districts and charters tell advocates that they would not consider the seven factors at all,” Stone-Palmquist said. Others aren’t sharing with parents and students how those seven factors were used. And she said there’s a general “lack of understanding of lesser interventions and the persistent belief that lengthy removals remain necessary.”

That’s a problem, she and others say, because of the negative consequences of kicking students out of school. Studies have shown that students kicked out of school are often missing out on an education and are more likely to get into trouble. Advocates also worry that expulsion exacerbates what they describe as a “school-to-prison” pipeline.

She said advocates are noticing that more students are receiving long suspensions, an indication that some schools are suspending students rather than expelling them. Hiding students in suspension data won’t work much longer, though. Michigan now requires schools to collect such data, which soon will be public.

Stone-Palmquist also said that some schools aren’t even going through the expulsion process, but simply referring students with discipline issues to “understaffed virtual settings.”

“Once again, the students who need the most get the least, and no one has to report it as an expulsion.”

Stone-Palmquist gave an example of a ninth-grader involved in a verbal altercation who was expelled for a long time for persistent disobedience, “despite our team lining up extensive community resources for him and despite the district never trying positive interventions with him.”

In another case, a fifth-grader was expelled for 180 days for spitting at another student who had done the same to them first. Stone-Palmquist said the seven factors weren’t considered.

“We were told at the appeal hearing that the student’s behaviors were too dangerous to consider lesser interventions.”

She and Kristin Totten, an education lawyer for the ACLU of Michigan, provided board members with statistics that some members found alarming. Totten noted that an ACLU review of data collected by the federal government shows that for every 100 students in Michigan, 38 days are lost due to suspension. In Oakland County, 26 days are lost for every 100 students. In Macomb County, it’s 35 days and in Wayne County, it’s 55 days.

One child who’s experienced trauma for years was repeatedly suspended from multiple schools. The 11-year-old has been diagnosed with post-traumatic stress disorder and attention deficit hyperactivity disorder. This school year, she’s been suspended for 94 days.

“Never once were the seven factors mentioned to her mother,” Totten said.

Stone-Palmquist asked board members to consider recommendations, including developing a model student code of conduct that incorporates the new rules, partnering with the advocacy center to request an attorney general’s opinion on what districts are required to do, and expanding data collection.

Tom McMillin, a member of the state board, asked whether the state should consider financial penalties, such as withholding some state aid.

“I’m a fierce advocate for local control. But in areas where the incentives might not be there to do what’s right … I’m fine with the state stepping in,” McMillin said.

Board member Pamela Pugh said she appreciated the push for the board to “move with great speed.” She said the data and stories provided are “compelling, as well as convincing.”

Stone-Palmquist said that despite her concerns, there have been some successes.

“Districts that used to automatically expel 180 days for fights, for instance, have partnered with us to dramatically reduce those removals with great outcomes,” she said. “We know alternatives are possible and that they actually help get to the root of the problem, prevent future wrongdoing and repair the harm.”

The Detroit school district didn’t come up during the hearing. But on the same day Stone-Palmquist presented to the state board, Detroit Superintendent Nikolai Vitti gave a presentation to his local board of education about what’s happened in the months since the district embarked on an effort to improve school culture by revising the student code of conduct, hiring deans for each school, and providing training on alternative discipline methods.

The bottom line: Vitti said that schools are booting out dramatically fewer students and greatly increasing alternative methods of discipline. In-school suspensions are up, given the push against out-of-school suspensions.

But the changes have also raised concerns. Some school staff have said the new rules are tying their hands. Vitti said it will take time for the changes to take hold, and he outlined some areas that need to improve, including more training.