Annual Regional Analysis

Six chances left to attend meetings on controversial school inventory report

PHOTO: Adeshina Emmanuel
Chicago schools parent Sherretha Richardson attended a meeting in November to review facts and trends in the school district's Annual Regional Analysis focused on the Far South Side's Greater Stony Island Region.

Chicago Public Schools will hold six more workshops offering the public a chance to comment on a controversial report about enrollment, academic options and quality at schools throughout Chicago.

The district’s Annual Regional Analysis divides the city into 16 “planning regions,” and shows that in many places, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools. The report, which heavily relies on school quality ratings, also shows that top academic schools are often concentrated in wealthier neighborhoods, and that fewer black and Latino students have access to those schools compared with their white and Asian peers. 

The district compiled the report with the assistance of the school-choice group Kids First using figures from the 2017-2018 school year.

The meetings will start with a presentation on the report, and include small-group discussions to brainstorm how the district can invest in and strengthen schools.

Chalkbeat Chicago has attended two of the meetings so far. One was held in a predominantly black slice of the Far South Side where residents pushed the district to better engage families and help dispel stigmas they say make their campuses a tough pitch to prospective families. The other was in a mostly Latino swath of the city, where parents called for more resources for neighborhood schools, like counselors and bilingual teachers.

Here’s a list of presentations to come, and a preview of the issues facing communities where the meetings are scheduled:

Greater Midway Region — Dec. 6 — Curie Metropolitan High School, 4959 S. Archer Ave.

The Midway Region, which includes Southwest Side neighborhoods like Ashburn, Chicago Lawn, and Gage Park, has lost far fewer students than most regions in the Chicago. This part of Chicago has been growing while other parts have declined, as Latino families have poured in, older white populations have aged out and black residents, as in most parts of the city, have moved away. The number of district students living in the Greater Midway Region has dropped by about 2 percent since 2014-2015, compared with 6 percent citywide.

The region has a higher than average percentage of students who attend their neighborhood schools. Midway high schools offer many vocational courses, but provide comparatively fewer seats in International Baccalaureate and selective-enrollment program seats compared to the student population.

This map shows the number of IB program seats per 100 students available to elementary and high school students in each planning area.

North Lakefront Region —Dec. 11 — Sullivan High School, 6631 N. Bosworth Ave.

The student population living in the North Lakefront Region is one of the most diverse in the district, 37 percent Latino, 29 percent black, 17 percent white and 12 percent Asian. But the region has grown whiter and wealthier since 2014. The percent of students qualifying for subsidized lunch has dropped from 80 percent to 71 percent since 2014.

But in this diverse community, which includes neighborhoods like Uptown and Rogers Park, stark disparities remain: 63 percent of black students and 74 percent of Latino students attend a Level 1 or Level 1-plus school compared with 88 percent of white students.

Near West Side Region — Dec. 12 —Phoenix Military Academy High School, 145 S. Campbell Ave.

The booming but unequal Near West Side Region includes the glitzy West Loop but also high-poverty neighborhoods like the Tri-Taylor area. It’s the future site of a proposed $70 million high school backed by a pro-business group and a neighborhood organization led by mostly white professionals. The leader of one of the groups told Chalkbeat in an interview earlier this year that many supporters don’t view current neighborhood high schools, like Wells Academy, as acceptable options. 

While white people have flocked to the area, especially the affluent West Loop, the black population has plummeted. In 1990, about 66 percent of Near West Side residents were black and 19 percent were white. Nearly 20,000 new residents have moved in since then. Today, the Near West Side is 30 percent black and 42 percent white.

Only 7 percent high school students attend their zoned school — while more than 2,400 top-rated high school seats go unfilled. The Near West’s school-age population has increased, but enrollment in its schools has dropped. Most of its students are black, but they are the least likely to attend top-rated schools.

Bronzeville/South Lakefront Region — Dec. 13 — Dyett High School for the Arts, 555 E. 51st St.

When we talk about disparities at Chicago schools, the conversation usually compares historically underserved areas like the South Side to the majority white North Side. However, a large swath of the south lakefront, including Hyde Park, Kenwood, and Bronzeville shows how school-quality disparities exist even in a region where 92 percent of students are black.

Schools in the north and western parts of the Bronzeville/South Lakefront Region, toward Bronzeville, tend to have the lowest ratings, while schools closer to the lake and Hyde Park tend to have higher ratings.

Bronzeville, a culturally rich neighborhood known as Chicago’s “Black Metropolis,” has lost about half of its black population since 1990. The neighborhood is a short drive from Woodlawn, where the Obama Presidential Center is slated to be built.

The public school population in the region has decreased by 6.7 percent since the 2014-2015 school year. Enrollment in schools in the region is declining at a faster pace, 12.7 percent. Bronzeville elementary schools also have a dearth of fine and performing arts program seats, according to the district report.

PHOTO: Sam Park
This map shows the number of fine & performing arts program seats available to elementary school students in each “planning area.”

Northwest Side Region — Dec. 18 — Roosevelt High School, 3436 W. Wilson Ave.

Like the North Lakefront Region, this is a diverse part of the city’s North Side whose district population has grown whiter and more affluent in recent years. The Northwest Side Region’s student body is 47 percent Hispanic, 24 percent white and 16 percent Asian, while 67 percent qualify for subsidized lunch.

It includes several selective enrollment schools like Chappell Elementary School, Lane Technical High School, and Northside College Preparatory High School.

Among elementary students, 95 percent attend a Level 1 or 1-plus school. In high school, 85 percent of students attend the highest-rated high schools. In the Northwest Side, 42 out of 47 schools are highly rated.

Neighborhoods include community areas like Avondale, Lincoln Square, and Albany Park, where the local high school options offer dramatically different opportunities.

Central Area Region — Dec. 19 — Ray Graham Training Center High School, 2347 S. Wabash Ave.

The Central Area Region‘s student population is about 20 percent white, 30 percent Asian, 34 percent black and 11 percent Hispanic. It’s the only region where white and Asian students outnumber black and Hispanic students. The majority of students attend Level 1 or Level 1-plus schools, although black students are the most likely to attend Level 2 schools.

The area is gaining Asian students and losing black students, and the families are growing more moneyed. Of course, the Central Area includes downtown and the Loop, two of the wealthiest and well-developed parts of the city, and is home to several selective-enrollment schools.

The district population and enrollment have increased since 2014, unlike most parts of Chicago. Only 8 percent of high school students living in the area attend their zoned school, which may have to do with the abundance of competitive, selective-enrollment options, like Jones College Preparatory High School.

Frequently asked

New Denver teacher contract: We answer the most common questions about the tentative pact

PHOTO: Joe Amon/The Denver Post
Students in class at Dora Moore ECE-8 during the second day of the Denver Public Schools teachers strike.

One reason many Denver educators didn’t like the district’s old ProComp pay system was that it was too complicated and unpredictable. Both sides agree that the deal reached early Thursday morning creates a much simpler pay system for teachers.

But educators — and the general public — still have a lot of questions about the tentative ProComp agreement, which still needs to be ratified by union members and the Denver school board. Here we’ve answered some of the most common questions we’ve heard since the end of the strike.

How do I place myself on the salary schedule?

The salary schedule is made up of “steps” and “lanes.” The “steps” represent years of service for which a teacher had a positive evaluation. The “lanes” represent levels of education. The new schedule has 20 steps and seven lanes.

Worked in Denver Public Schools for five years and have a master’s degree? Go to step five and then slide your finger over to the master’s degree lane. That’s your base salary.

Did you have a year when your evaluation wasn’t good? Go back one step. Have an additional 18 credits on top of your master’s degree? Go up one more lane.

Teachers can also go up a lane once they hit the 10-year mark because the district wanted to reward longevity. Other milestones that merit a lane change: earning national board certification or an advanced license, or completing six “professional development unit” training courses.

Still not sure? Denver Public Schools plans to put a salary calculator on its website soon.

What if I have more than 20 years of experience?

If you have 20 or more years of experience, you’re placed at the top of the salary schedule, on step 20. After step 20, you’ll get yearly cost-of-living raises. You’re still eligible to change lanes, but you won’t get any more step raises.

Does the district know everything it needs to know about individual educators to pay them the correct salary?

Denver Public Schools plans to send letters or emails this spring to every teacher and special service provider (nurses, counselors, and others) covered by the contract, laying out where the district believes that employee falls on the schedule based on information they have on file. Educators will have a certain amount of time to correct any wrong information and get on the correct step and lane for the 2019-20 school year.

Under the new salary schedule, it looks like I’ll earn less next year than I do now. Am I taking a pay cut?

No. The agreement includes a “hold harmless” clause that ensures everyone will get a raise next year. Those whose salaries are higher now than they would be under the new schedule will get a cost-of-living raise each year until the salary schedule catches up with them.

How are bonuses and incentives different under the new contract?

The bonuses and incentives are different in three ways: There are fewer of them, the dollar amounts are different, and the dollar amounts won’t change year to year.

This year, there are six bonuses and incentives offered by the district: one for educators who work in Title I schools where 60 percent or more of the student population qualifies for subsidized meals; one for educators who work in hard-to-fill positions; one for educators who work in “hard-to-serve” schools; one for educators who work in one of 30 “highest-priority” schools; one for educators who return year over year to those schools; and one for educators who work in schools deemed top-performing or high-growth, as based on school ratings.

Here’s what’s left in the new contract: Teachers in Title 1 schools and those in hard-to-fill positions, such as secondary math, will get $2,000 a year. Teachers who return year over year to 30 highest-priority schools will get $3,000 a year. Teachers in 10 schools deemed “distinguished” will get $750 a year, with the criteria to be determined by the district and the union.

Why aren’t the district and the union tying bonuses to test scores anymore?

Unions have traditionally been skeptical of paying teachers based on student test scores because the scores are so closely correlated with factors like race and household income. In Denver, these bonuses were also less predictable for teachers because the district often changed the criteria it used to rate schools and award “top-performing” bonuses.

The district also came to see these bonuses as canceling out the effects of bonuses for teachers at high-poverty schools. A teacher could get nearly the same kind of monetary reward by moving to a more affluent school or by staying in one where students face more challenges. The new bonus system provides clearer monetary benefits to working in a high-poverty school.

Why did the union agree to keep the incentive for highest-priority schools, when that had been such a sticking point?

In any negotiation, there’s give and take and a lot of moving pieces. 

Here’s what lead negotiator Rob Gould said to district officials during bargaining: “We are open to the incentive because we know it’s important to you. And we’re willing to entertain your ideas if we can get the base salary schedule that our teachers need. Because if we can get the base salaries we need, we can keep our teachers in Denver.”

This was also an issue that divided teachers, with some teachers at schools that received the highest-priority incentive pushing to keep them.

Did teachers get a better deal out of the strike than the district’s last offer before the strike?

Teachers were getting a raise no matter what. The district was offering an average 10 percent raise before the strike (this included a cost-of-living raise that was agreed to back in 2017). Now teachers will get an average 11.7 percent raise, though individual teachers will see a wide range.

The district is putting the same amount of new money — $23.5 million — into teacher compensation as it was offering before the strike. It can give a larger average raise with that same amount of money because the incentives are smaller than under the previous proposal and because of limits on how teachers can use training to get raises. That gives the district more predictability about how many teachers will get raises each year.

Union leaders call the deal a win. They secured more opportunities for teachers to earn raises and move into higher categories on the salary schedule, including through completing training partially during work hours at no additional cost. And teachers can get to $100,000 in 20 years, rather than the 30 years in the last district proposal.

However, individual teachers aren’t necessarily getting more base pay next year than they would have under the district’s last offer. Early-career teachers without advanced degrees would have earned more in base pay under the district’s last offer. The teachers who do better under the deal reached after the strike are veteran educators with more education.

To take two examples: A second-year educator with a bachelor’s degree and no extra credits or training would have earned $47,550 in base pay under the district’s last offer before the strike but will earn $46,869 under the deal reached this week.

But a 20-year educator who has a master’s degree and an advanced license who has been with the district for 10 years will earn $88,907 in base pay under the new agreement, compared with $87,550 under the district’s last proposal before the strike.

The union fought for this kind of salary schedule in part to address a longstanding complaint that teachers have little reason to stay in a district where base pay levels off.

You can see the salary schedule from the district’s last offer here and the schedule from the tentative agreement here.

Is this deal financially sustainable for the district?

Denver Public Schools Chief Financial Officer Mark Ferrandino says that is the “million-dollar question,” perhaps closer to the “half-billion-dollar question,” since that is roughly how much the district spends on educator compensation.

Ferrandino believes the answer is yes, with the standard caveat that all projections are just that.

What will be cut to pay for this?

The district plans to cut $20 million from administrative costs over the next two years. That includes cutting 150 jobs in the central office and ending all executive bonuses. The bulk of it — $13 million — will go to fund the ProComp agreement.

District officials have not yet said which central office jobs will be cut, though Superintendent Susana Cordova has said cuts will be to “discretionary” departments. Departments that will not be cut include special education, English language acquisition, and transportation, she said.

Teachers will get a raise. What about paraprofessionals, bus drivers, custodians, and cafeteria workers?

These other district employees, much lower paid than teachers, are not covered by the contract that was the subject of the strike. Cordova has said these workers also deserve raises and a portion of administrative cuts will go to pay for them.

But how much of a raise will they get? That will all be worked out over the next few months and include discussions with the unions that represent these employees.

Will striking teachers get back pay?

Not according to district officials. After this story was published Friday, we asked for further clarification on this. We received this statement Saturday morning:

Superintendent Cordova understands that when teachers make the choice to strike, they are doing so to make a statement and bring attention to the importance of the issue at hand. Foregoing pay during the time that a teacher is not working is a challenging decision that no one makes lightly, and consequently, brings with it an impact that is intended to push for change.

DPS did not feel that it would be fair or appropriate to provide back pay to striking teachers when many others — including more than 40 percent of classroom teachers — chose to remain at work this week. However, DPS is working with the DCTA to offer all teachers the opportunity to attend a Saturday session to replace the professional development day that was cancelled in the days leading up to the strike. Any teacher who attends will be paid a day’s salary.

When will the new agreement go into effect? How long will it last?

Assuming both sides ratify it, the new agreement technically (and retroactively) went into effect Jan. 19, the day after the old one expired. But educators won’t start receiving the new salaries, incentives, and bonuses negotiated under it until Aug. 1. The agreement expires Aug. 31, 2022.

Teens Talk Back

‘Mr. Mayor, we cannot afford to wait.’ Teen group says New York City diversity plan doesn’t move fast enough.

PHOTO: Courtesy/Teens Take Charge
Teens Take Charge members at a "virtual" press conference in New York City on Thursday

A teen group representing students from more than 30 New York City high schools sharply criticized a recent report from Mayor Bill de Blasio’s School Diversity Advisory Group as offering no real solutions for increasing integration in the city’s starkly segregated high schools.

At a virtual press conference on Thursday, broadcast live on Facebook by Teens Take Charge, students expressed support for the report’s broad policy aim of achieving greater integration but also disappointment that the findings offered few specifics for how to reach this goal. The mayor’s Diversity Advisory Group has said a follow-up report will provide more details later this year.

“We have been told to wait, to be patient, that change is coming soon,” said Tiffani Torres, a junior at Pace High School in Manhattan. “Mr. Mayor, we cannot afford to wait any longer.”

Teens Take Charge has long advocated for greater efforts to end segregated enrollment patterns in the city’s high schools. Sokhnadiarra Ndiaye, a junior at Brooklyn College Academy High School, said that students’ expectations of the mayor included his announcing “a comprehensive plan” — even if it took years to realize — “to racially, socioeconomically, and academically integrate high schools before the end of this school year,” she said.

Among Teens Take Charge’s specific recommendations are doing away with academic screens for admission to the city’s high schools, a more transparent process for applying to them, and more resources for low-income schools. Early last year, the group produced an Enrollment Equity Plan for increasing educational opportunities for low-income black and Hispanic students.

And because concrete plans for increasing integration would take time, Ndiaye said the teen organization supports several interim measures as well to address inequities in the school system. These include providing more college and career counseling for junior and seniors at low-income, under-resourced high schools. The teen group would also like to see the city provide vouchers to low-income families to access extra-curricular activities and programs offered by private companies or the ability to participate in such programs at other public schools if theirs don’t offer them. (Some city teens joined a class-action lawsuit against the education department and Public School Athletic League for allegedly denying black and Hispanic students equal opportunity to play on school sports teams, in violation of local human rights law.)

Torres described how Teens Take Charge has had “several meetings and phone conversations with Department of Education officials over the past year,” and schools chancellor Richard Carranza has stated that students have his ear. “We’re listening,” he tweeted in response to a Chalkbeat story with excerpts of the students’ views.

In December, the city’s education department posted a new job listing for a “Student Voice Manager” who would gather students’ thoughts on education policies. But while acknowledging this seat at the table, several students expressed frustration at the slow pace of change.

Bill de Blasio’s office declined to comment about Teens Take Charge’s concerns or their specific recommendations, beyond referencing remarks the mayor already made about the School Diversity Advisory Group report.

Doug Cohen, an education department spokesman, said in a statement, “We’ve taken real steps toward school integration,” pointing to initiatives such as a $2 million diversity grant program for school districts and communities citywide to develop their own local diversity plans, and a program that enables middle-schoolers to visit college campuses. “We know there is more work to do, and we thank Teens Take Charge for its continued advocacy on these issues,” he added.

Students at the group’s event urged swift change. “They know our plan; they have our information,” said Sophie Mode, a sophomore at Brooklyn Millennium. “They need to take action now.”