First Person

Opinion: Summit 54 grows up

In September of 2010, Tony Caine, a wealthy Silicon Valley entrepreneur and options trader, invited a group of education policy experts to his adopted hometown of Aspen to talk about an idea he was hatching to help motivated, low-income students make it to and through a four-year college.

I attended and wrote about that Summit 54 gathering and came away impressed by Caine’s enthusiasm and spirit, but concerned that he was tying to create a new program in a field already crowded with organizations doing similar work with varied levels of success.

Aurora Superintendent John Barry
PHOTO: Nicholas Garcia
Aurora Superintendent John Barry exults at the opening of the College Track-Summit 54 headquarters Thursday.

Some of the other attendees I spoke with after the meeting felt much the same way; that Caine had the kernel of a good idea but might be wise to put his money behind an existing organization instead of creating something from scratch. During the meeting, Caine, now a youthful 54, invited people to be blunt with him when they thought his thinking was flawed. And they complied.

It was hard at the time to tell whether  Caine was taking the advice to heart. In the fall of 2010 he had already invested a good deal of time and money into creating Summit 54. He’d even spent big chunks of the previous year climbing all 54 of Colorado’s 14,000-foot peaks.

It’s now clear that he did indeed listen. The evidence sits in a shopping center at the intersection of East Iliff Avenue and South Buckley Road in Aurora, where the gorgeously appointed and well-equipped CollegeTrack-Summit 54 headquarters was dedicated Thursday night. Gov. John Hickenlooper and Aurora Public Schools Superintendent John Barry were among those present.

Caine said it may have taken awhile, but he learned an important lesson during the creation of Summit 54. “If I were raising money in the venture capital community for a business endeavor, I would have been chastised for not doing my research,” Caine told me last night. “Summit 54 had gone down a path of developing curriculum and starting to develop a program when we discovered College Track.” College Track, an after-school, college prep program was founded in Palo Alto in 1997 by Laurene Powell Jobs — Steve Jobs’ widow — and Carlos Watson. Since then, the organization has expanded to Oakland and New Orleans, and now Aurora.

Gov. John Hickenlooper and a College Track participant at Thursday's event

“I took three trips out to California (last winter and spring) and met with Laurene and her team,” Caine said. “After the third trip, we looked at each other and said, ‘why don’t we join forces.’ Instead of reinventing the wheel, we want to incorporate some of the best practices that are occurring in the country.”

College Track would seem to fit the description. According to the organization’s website, 100 percent of its students have graduated from high school. Ninety percent are admitted to a four-year college and 70 percent of them graduate within six years. Of those, 85 percent are the first in their families to have graduated from college.

What this means for 60 low-income students in each grade at Aurora’s Rangeview High School is an opportunity to get mentoring, help with college applications and then scholarships and grants to fully fund four years at the college of their choice, along with continued support services through four years of college.

Eventually, the College Track-Summit 54 partnership will serve 200 Aurora students and 200 college students at a time.

Aurora’s Barry told a high-energy gathering at the program headquarters that he was thrilled by the opportunity this partnership provides students who might not otherwise have the opportunity to attend college.

Danielle Diaz

“If you don’t remember anything else tonight, I want you to remember this,” Barry said. “What is evident in 21st century learning is we can no longer do this alone.”

Students who signed on to the new program have demonstrated “evidence of courage,” Barry said. “They have signed on the dotted line and committed themselves to not only working with College Track and Summit 54, but going on to college and being that example we need for so many students in our district.”

In these days of bitter divisiveness over education policy, where labeling and name-calling too often drowns out substantive debate, it was refreshing last night to attend a unambiguously feel-good event. It may have been best summed up by Danielle Diaz, a Rangeview student enrolled in the new program.

“College track has sparked an educational trigger in my brain to do my absolute best in school and to better my future,” Diaz said. “I was once a D student in math without a clue what to do. I am now an A student, helping others.”

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.

First Person

I’m a Houston geography teacher. This is my plan for our first day back — as soon as it arrives

PHOTO: Creative Commons / Texas Military Department
Texas National Guard soldiers arrive in Houston, Texas to aid citizens in heavily flooded areas from the storms of Hurricane Harvey.

Hurricane Harvey has upended so many things here in Houston, where I am starting my third year as a teacher. One of them is the lesson I am planning for the first day of school — as soon as it arrives.

This upheaval is nothing compared to what people across the city have faced, including my students, who have been sending me photos of evacuation boats going past their houses.

But it is fundamental to the task of being a teacher at a time of crisis. As an A.P. Human Geography teacher, my job is to help students make connections between the geography concepts we are learning in class and their real lives: Does Houston look like the models of urban development we study? Does their family history include a migration?

Before the storm, my thinking went like this: I am white and was born in England and most of my students are Hispanic, many with parents who were born in other countries. I was excited for us to share and compare our different stories. My students last year were shocked and fascinated when they discovered that my white, middle-aged father who is a university professor was applying for a green card, just as many of their family members were.

Now, Hurricane Harvey has underlined for me the importance of those real-world connections. As I looked at the photos from my students, I was struck by how geography concepts can affect us in very real — even life-threatening — ways.

I had planned to teach a lesson at the end of the year about how urbanization affects the environment. The lesson looks at how urbanization can exacerbate flooding: for example, how paving over grassy areas can increase the speed with which rain reaches the bayous, causing the water levels to rise faster. I would then have students evaluate different policies cities can adopt to mitigate that risk, such as encouraging the building on brownfield rather than greenfield sites and passing laws to protect farmland — options that have significant benefits but also significant costs.

I have decided to move this lesson up in the curriculum and teach it when we have school again. School is scheduled to start again on Tuesday, though at this stage everything is provisional, as each hour we find out about more families that have had their homes destroyed by the rising waters. It is still unclear how all our staff, let alone students, will get to school.

I am worried that the lesson could re-traumatize students who have experienced so much trauma in the past few days. I know I will need to make an active effort to make students feel comfortable stepping into the hall if they are feeling overwhelmed. However, my experiences with the recent presidential election make me think that this lesson is exactly what some students might need.

After the election, many students were genuinely confused about what had happened. One question in particular was on their minds: How you can you win the popular vote but not the election? We talked through the Electoral College together, and having clarity about what had happened and why it happened seemed to give them a firmer foundation to build on as they processed their emotions. I am hopeful that teaching about flooding will help ground them in a similar way.

This lesson about flooding was once simply another lesson in the curriculum, but now it has taken on a new urgency. In moments of disaster, it is easy to feel powerless; I certainly could not help the people I saw posting on Facebook that they were been on hold with 911 for hours while standing on their roofs.

Yet teachers have a unique power — the power to shape the minds of future generations to solve the problems that we face. Houston’s location means that it will always be susceptible to flooding. But by teaching about the flood I hope I can play a small role in helping our city avoid repeating some of the tragic scenes I witnessed this week.

Alex McNaughton teaches history and geography at YES Prep Southeast in Houston.

Looking to help? YES Prep is collecting donations to support its students and their families. Houston ISD and KIPP Houston are also soliciting donations for their students.