Who Is In Charge

Carroll proposes charter standards study

House Speaker Terrance Carroll, D-Denver, Friday introduced a revised charter school regulation bill, proposing the issues of charter school and authorizer standards be studied by an appointed commission for nearly a year and then decided by the State Board of Education.

The quality of charter school management and the rigor of charter authorization have been the subject of debate since the problems of the Pueblo-based Cesar Chavez Charter Network came to a head last year. (See Education News Colorado coverage of the controversy.)

Improvements in standards are a priority for the Colorado League of Charter Schools, the state Charter School Institute and such national groups as the National Association of Charter School Authorizers.

Carroll, a long-time charter supporter, introduced three bills on the issue earlier this session. House Bill 10-1343 proposes charter quality standards, House Bill 10-1344 sets out quality standards for authorizers and House Bill 10-1345 would grant a school board and the institute “the ability to request from the commissioner of education the power for an external entity to have control over a charter school that is considered to be in an emergency situation.”

But weeks of talks among various interest groups reportedly have failed to bring agreement on the detailed language in the first two bills and the new measure, House Bill 10-1412, is apparently the compromise that Carroll is proposing to replace them.

The bill creates a 13-member commission that will be appointed by Oct. 31 and have until Aug. 1, 2011, to make recommendations to the State Board of Education for school and authorizer standards. The bill also gives the board power to issue regulations in those two areas. The measure directs the commission to divide into two subcommittees, one to study school standards and one to focus on authorizer issues.

As is usual in situations where there are several contending interests, the bill lays out the appointment process for the board and the qualifications of its members in minute detail.

The speaker of the House will appoint a charter leader, a charter founder or board member, a charter administrator with finance expertise and a charter parent. (Although he’s term-limited, Carroll will remain speaker through the Oct. 1 appointment deadline.)

The president of the Senate will appoint a school board member from a district with exclusive chartering authority, a school district administrator with charter experience, a charter teacher and a member of a national organization with expertise in charter authorizing standards.

The minority leader of the House will appoint a public school parent who serves on a district accountability committee, and the minority leader of the Senate will appoint a board member from a district that shares chartering authority with CSI.

The governor will appoint a member of the CSI board and a school district administrator with authorizing experience, and the state board will appoint somebody to represent the Department of Education.

And just to make things trickier, the bill says, “the composition of the committee shall reflect, to the extent practicable, Colorado’s ethnic, racial, and geographic diversity.”

No hearing date has been set for the bill but the House Education Committee does have a light agenda on Thursday.

Roundup

Fridays at the Capitol usually are a little looser than other days of the week, and this Friday was lively with observance of “College Day,” when lawmakers wear their school sweatshirts and rib each other about the qualities of their respective colleges. (The day is part of the CollegeInColorado promotion designed to get more high school students interests in college.)

But some work did get done, particularly in the House.

Arts in schools bill

The House voted 42-21 to reject Senate amendments to House Bill 10-1273, Rep. Mike Merrifield’s arts in the schools measure. The Senate had amended the bill to make it more of a “recommendation” bill. The measure will go to conference committee (get background here).

School data reporting bill

An otherwise unremarkable measure, House Bill 10-1171, has generated a little conflict in the last few weeks and a conference committee Friday added another twist to the story.

The bill would eliminate a handful of reports that school districts have to make to the Department of Education. The wrangling involves the Colorado Education Association and a report titled CDE-18. That’s a six-page summary of their budgets that districts and other education agencies have to submit to CDE once a year.

School districts find the report a hassle to compile and CDE officials have repeatedly said nobody asks for the data except CEA.

The bill would have eliminated CDE-18 but Sen. Evie Hudak, D-Westminster, recently won passage of a Senate floor amendment to restore it.

The conference committee vote 5-1 to propose a version of the bill with the CDE-18 requirement removed. Hudak was the only no vote.

2010-11 budget goes to the governor

The House and Senate on Friday both agreed to conference committee amendments to House Bill 10-1376, the 2010-11 state budget, and re-passed the bill. The Senate vote was 23-12, and the House approved it 38-24.

On another budget matter, the House voted 55-8 to go to conference committee on House Bill 10-1383, which would transfer about $45 million out of a CollegeInvest scholarship program to state need-based scholarships and to the state general fund.

Why legislators dread Friday mornings

With the budget out of way, it’s time for the House and Senate appropriations committees to tackle the long list of spending bills that have been stacking up on their calendars. Some bills don’t make it out of the 7:30 a.m. Friday sessions.

Hudak went 1-1 in Senate Appropriations Friday. She asked that the committee kill her Senate Bill 10-005, intended to ensure high-quality services for poor children who move from preschool to kindergarten. Neither of the sources of federal money she’d hoped for panned out. The committee obliged her.

The committee did vote 6-4 to pass her Senate Bill 10-054, which as amended would require four hours a week of education be provided to juveniles locked up in county jails. This one faces an uncertain future, though.

Sen. Morgan Carroll, D-Aurora, also got lucky with her Senate Bill 10-039, which passed 7-3. It would create a $1 million program for job retraining scholarships. The money would come from the money that’s being taken from CollegeInvest (see HB 10-1383 above).

Use the Education Bill Tracker for links to bill texts and status information.

public comment

Chicago sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C. Sullivan High School

Asked and answered

Why Rahm Emanuel and his schools chief believe an elite curriculum can resuscitate neighborhood schools

PHOTO: Steve Hendershot/Chalkbeat
Mayor Rahm Emanuel at Fiske Elementary in Woodlawn

Chicago is doubling down on a big bet that the International Baccalaureate program can be boon to its struggling neighborhood schools. We asked Mayor Rahm Emanuel and schools chief Janice Jackson to explain their calculus in a recent joint interview. Here’s what they told Chalkbeat contributor Steve Hendershot. 

This interview has been lightly edited for clarity and length. 

Chalkbeat: Why does it make sense to you to expand IB’s presence in Chicago?   

Janice Jackson: We’ve made investments in IB schools for a number of reasons: first, believing that schools need high-quality academic programs and a curriculum aligned to that, in order to really raise the bar for students and make sure that they are being presented with grade-level appropriate materials.

But in the case of IB, it’s rigorous and grade-level appropriate, but also takes a global look, which we think is one of the things that students should be focused on.

When we look at our metrics, we’ve already seen a dramatic improvement in schools that have a wall-to-wall IB program [offering only IB and not other curriculum], and we’ve seen that outlined in a few different ways at the high school level. It has resulted in higher graduation rates at some of our neighborhood schools that have adopted wall-to-wall programs.

And more important, at the elementary level, we’ve seen an improvement in standardized test scores for students that have access to a full IB program. So there’s demonstrated success that we can point to.

But the thing that I personally appreciate as an educator is the training that comes along with that. The teachers become a part of a network of highly accomplished teachers and they receive this training that is world-class. And then our students right here in Chicago and our neighborhoods get the benefit of that.

Rahm Emanuel: There’s two things I would say. One, for the parent’s side, what we’re trying to do is create what I call IB neighborhoods. So if you want to go to the Lincoln Park neighborhood or the Back of the Yards neighborhood, you can now go there and have your children in an IB literally from first grade to 12th grade, and there’s a continuum, there are feeder schools. Rather than parents moving out to the suburbs, they have one of the most sought-after academic programs. We have more people trying to apply, both principals and parents, to get the IB.

Second, I want to echo something Janice said and then underline it — the teachers love it because it frees them up to be the educators that they chose to be. The students get a rigorous education and the teachers get liberated to be educators. So that’s why I think it works.

Chalkbeat: That’s something I heard from IB’s parent organization as well — freedom from teaching to the test.

Emanuel: Listen, there’s a number of teachers I talk to regularly, and they’ll tell you that the moment their school went IB, the creative juices, the creativity, the collective energy that happened. It’s not an accident. Parents are flocking to it, parents are seeking it and principals get it because it sparks something. And then obviously our students are the beneficiaries of that.

The University of Chicago study from 2012 indicated that IB’s great postsecondary outcomes don’t depend on whether students actually earn the IB Diploma. Still, Chicago lags there — in the year of the study only 20 percent of CPS students earned the IB Diploma compared with 70 percent nationwide. Is that a number you’re focused on improving?

Jackson: Definitely the IB Diploma is the North Star. But if we could just take a step back, the plan that the mayor announced a couple of weeks ago around creating these IB programs which includes feeder schools that would feed into our high school programs is our effort to better prepare kids for the rigor of the IB program at the high school level.

So in many of our schools, when we launched, we started with the Middle Years Program, but now more and more we’re seeing the need to start at the primary level. So we’re looking to expose students a lot earlier, believing that that will make the IB diploma program more accessible to them.

Emanuel: I know a family with twins where one child got accepted to one of the top selective-enrollment schools in the city and the other one did not, but got accepted to the IB. They’ve now graduated. And first, the IB was more rigorous than the selective-enrollment academically. And second, both twins went to the University of Wisconsin and in their freshman year, the IB child was cruising.

I don’t want to over-color this because they’re both succeeding, but the adjustment to college was harder for the child who came out of one of the top selective-enrollment schools. That only underscores what the original U of C study in 2012 told us.

I want to underscore one other piece of data. When we started this, the goal was to make the International Baccalaureate not a backup to the selective enrollment, but a competitive, qualitative choice. In the district’s GoCPS enrollment portal, almost a quarter of the kids that got into our best selective-enrollment schools — 23 percent pick IB or artistic schools.

It’s becoming a true qualitative choice and competitor to the selective-enrollment schools. I think that’s good for the city. It’s good for parents, it’s good for the students and it picks up everybody else’s game.

Jackson: Let me add one thing from the teacher’s perspective. As we traveled throughout the city to host roundtables with teachers, [we heard that] teachers don’t want to spend a bunch of time developing curriculum, spending their whole weekend pulling out assessments and lessons for the students.

With the IB program, a lot of that work has been done for them. It’s research-based and it has a history of success, so it gives them more time to spend assessing their kids, working directly with them and allowing for that freedom and creativity, and we know all kids thrive in that type of an environment.

Chalkbeat: Do you think IB’s teacher training and framework pay dividends beyond the IB classes themselves? I’ve heard the idea that there’s a noticeable effect schoolwide.

Jackson: Yeah, it is definitely one of the outcomes. Because if you start with the Middle Years Program, if the teacher is implementing it with fidelity, they’re going to start to push on those intermediate grades and those primary grades to make sure that the students are prepared. And so it’s one of those cases where we raise the bar and students rise to the occasion, and it starts to really push throughout the building.

The other piece that I would say you really see in a lot of our schools with IB programs is that [students] are focused on global thinking. That’s something that all of us want our children to be thinking about, but quite frankly, it’s not happening in every single school. In our IB schools, the kids talk about not only their coursework and the content, but they talk about their place in the world, which I think is one of the unique features of the IB curriculum.

Chalkbeat: This is an interesting moment for IB within CPS because just as you’ve introduced the idea that a child can study IB from pre-K through the Diploma Program, the mayor — an IB champion — announces he’s leaving office. How can a parent because sure that IB will still be available 10 years down the road when their child is ready for the Diploma Program?

Emanuel: Two things. One, parents want it. Principals, teachers want it. We have basically 10 to 11 percent of the kids in CPS in IB. That’s a built-in constituency. Look, somebody else will have their own interests, et cetera, but I don’t believe they’re going to walk back from this because you have a built-in constituency of principals, teachers and parents who want this.

You’re going to have a fight on your hands. There’s plenty of fights to go around when you’re mayor, and you’ve got to pick the ones you want. This is not one I would recommend because I know the parents that are invested in this — and the teachers and the principals. There’d be holy hell to pay if you try to mess with it. Yeah. That’s the cleanest way I could say. And I think I know something about politics.

Jackson: I wholeheartedly agree with and support this approach. As long as I’m there, I’m going to continue to push for expansion and make sure this vision around these IB cluster neighborhoods comes to fruition.

I really do think if you look at the maps that we put out a couple of weeks ago and where we have added programs under Mayor Emanuel’s tenure, you can really see not only the expansion of programs, but really equity in distribution. We have prioritized some of our neighborhoods that needed this programmatic investment and the schools are better off as a result of this.