A new approach

Denver’s school board is taking a break from its school closure policy

PHOTO: Craig F. Walker, The Denver Post
A teacher returns test scores to her class at Lake International School in Denver in 2012.

The Denver school board will hit pause this year on a controversial policy that calls for closing low-performing schools, as board members embark on a citywide listening tour that has the potential to change how the district defines school success.

The pause would be in effect for the 2018-19 school year. It would impact schools with chronically low test scores. The district has sought to replace such schools with new ones deemed more likely to get kids reading and doing math on grade-level – a policy that has generated significant pushback and even shouts of “shame!” at board meetings.

Instead of facing closure or replacement, low-performing schools this year would be required to give the board “written and verbal reports regarding their ongoing or proposed improvement strategies,” according to a memo written by board member Lisa Flores and district official Jennifer Holladay, who oversees the department that makes school closure recommendations.

The district would provide the board with information about the school’s academics, culture, and operations, and the board would use it “to exercise oversight of struggling schools’ improvement plans and understand the needed supports, and make decisions to move forward with those plans or choose an alternate path,” according to a written presentation.

School closure isn’t entirely off the table. That “alternate path” could be closure – or, more likely, consolidation with another school – if a low-performing school also has dwindling student enrollment, Flores said.

At a school board work session Monday night, Flores pitched the new approach as a “third way” – a middle ground between the strict school closure policy in place for the past two years and the inconsistent way the district previously dealt with struggling schools.

The board would use the “third way” approach as it gathers community feedback on its planned listening tour about what student success looks like, how the district should define a “quality school,” and how it should respond when schools miss the mark.

Board members did not take a formal vote on it, but they informally agreed to move forward. The board’s policy of intervening when schools continue to struggle despite extra help and district funding would remain in place, but the consequences would be softened.

“I see this as a real opportunity for DPS to take a good intent here, which is really about serving kids, and take it to the next iteration, where we can do better for our communities,” board president Anne Rowe said. She said that while the strict policy was well meaning, it had unintended consequences that “can be really, really painful.”

Critics of the district’s policy have said closing a school is disruptive and communicates to students and teachers that they’re not good enough. Those critics are gaining political power. Last year, Denver voters elected one new school board member, Carrie Olson, who opposed the policy and two who questioned how it was being carried out.

Other board members have defended the policy by saying the district can’t let students languish in schools that aren’t working. The district is falling short of ambitious goals it set to improve academic achievement by 2020. It’s notable that Flores, the board member who proposed the new approach, has been a supporter of the district’s accountability policy.

Van Schoales, CEO of the education advocacy organization A Plus Colorado, which has supported the district’s school improvement efforts, is wary of the new approach.

“This sounds as if they’re going to say that kids can sit for another year in schools … not supporting them to read or write, which I think is unfortunate,” Schoales said. “I’m very concerned that they’re just kicking the can down the road.”

Denver Public Schools is seen as a national leader when it comes to holding schools accountable, a key part of what’s known as the “portfolio strategy” of managing both district-run and charter schools, which are publicly funded but independently managed. Before formalizing the current policy, the district closed or replaced struggling schools of both types, but without consistent criteria for when to do so. That led to complaints it was playing favorites.

In an effort to be more fair, the school board in 2015 adopted a policy called the “school performance compact.” It says the district should “promptly intervene” when struggling schools met certain criteria. The criteria were developed in a set of guidelines separate from the policy, and they have changed over the past two years.

Last year’s criteria were:

  • If a school was rated “red,” the lowest of the district’s ratings, two years in a row; or
  • If a school was rated “red” in the most recent year and either “red” or “orange,” the second-lowest rating, in the two preceding years; and
  • If a school’s students did not show enough academic progress on the most recent state tests, the school would be subject to closure or “restart,” meaning the school could get a new operator or a new academic model.

Only one school met those criteria last year: Cesar Chavez Academy, a K-8 charter school in northwest Denver. In a move that avoided a public battle, Cesar Chavez struck a deal with a more successful charter school, Rocky Mountain Prep, to take over its building and give enrollment preference to its students. Cesar Chavez shut its doors at the end of last month.

Three district-run elementary schools met the criteria the first year the policy was in effect in 2016: John Amesse, Greenlee, and Gilpin Montessori. Because of Gilpin’s declining enrollment, the school board voted to close it at the end of the 2016-17 school year.

The board decided to “restart” John Amesse and Greenlee, which both had healthy enrollments despite years of poor test scores. With input from the community, the school board chose new academic programs for both schools. Those programs will start this fall.

But the 2016 decisions were fraught with controversy. Parents at Gilpin accused the district of meddling with the school’s scores to seal its fate, a claim the district denied. A community process to pick new programs at John Amesse and Greenlee didn’t go as planned.

Flores and Holladay cited those and other issues in their memo. The memo says that while having strict criteria for when to close schools is helpful because the decisions can no longer come as a surprise to parents and teachers, such “bright-line rules” also have downsides.

“School staff and community members often did not feel heard about positive aspects of their schools,” the memo says, “and some board members, including Ms. Flores, felt restrained – unable to exercise judgment within these difficult decisions.”

The memo also says the policy put “significant additional pressure” on the district’s color-coded school rating system, which came under fire from the community this year on multiple fronts. The ratings – called the “school performance framework,” or SPF, ratings – are largely based on state test scores. The district typically releases school ratings each fall.

Nine low-rated schools are listed in the memo as potentially eligible for closure or restart in 2018-19 under the criteria the board is now set to disregard this year. Depending on their ratings this year, the nine schools could go through the new process outlined in the memo.

They are:

A tenth school, Venture Prep High School, was also potentially eligible, according to the memo. But Venture Prep, a charter school, decided on its own to close at the end of this school year after not attracting enough students for next year.

At its work session Monday night, the school board discussed picking two of its seven members to work with district staff to develop a “data dashboard” for every “red” school.

Board members would help determine which data – about a school’s academic progress, for example, or its culture – would be included in the dashboard. The board would then use that data to make decisions about the school’s future and its proposed improvement plan.

The idea, Flores said, is that “we would have our ‘red’ schools … come and present to the board on their path forward.” Those presentations, along with the data from the dashboard, would allow the board to “engage with each of those schools about what comes next,” she said.

As for how the policy would be carried out beyond next year, Flores told her fellow board members she expects the feedback they hear on their listening tour “is going to be important in informing what the ‘school performance compact’ looks like in the future.”

exclusive

Shelby County Schools wants to shutter charter school that opened outside district limits

PHOTO: Laura Faith Kebede
Brad Leon, chief of strategy and performance management

Shelby County Schools is recommending the closure of a charter school situated in a Memphis suburb, outside the district’s limits.

Gateway University High School, which just concluded its first year, found building space in Bartlett just two weeks before the beginning of the 2017-18 academic year. The charter school’s leader, Sosepriala Dede, had planned to open in downtown Memphis, but had trouble finding a suitable space there.

Dede, the founder, president and CEO of Gateway, told Chalkbeat on Thursday that the school is just days away from securing a facility in Memphis. The charter network has signed a letter of intent — but not yet a lease — for a building now occupied by National College on Thousand Oaks Boulevard, Dede said.

“We’re aware we needed to move. We have every intent to be within [the district’s] boundaries this fall,” he said, adding his team vetted “at least a dozen” buildings this year before settling on this one.

Tennessee’s attorney general in September said charter schools do not have authority to open outside the district in which they were authorized. And earlier this year, the state legislature passed a law requiring charter schools to secure school buildings inside their home district’s borders.

In a September letter, Education Commissioner Candice McQueen directed Shelby County Schools to “support Gateway’s effort” to relocate within the district’s boundaries based on the attorney general’s opinion. The decision to locate Gateway in Bartlett also drew opposition from the Shelby County Board of Commissioners, the local funding body for district schools.

Brad Leon, the district’s chief of strategy and performance management, said the district also warned Gateway that if it did not find a building within district boundaries by May 31, he would recommend revoking its charter.

“You have the commissioner getting an attorney general opinion, saying you guys gotta move; you have our contract that says you got to be in our boundary, and third, you now have a Tennessee code saying you’ve got to do this,” Leon said. “And despite all of that, the leadership at Gateway hasn’t been able to do this yet.”

The recommendation will be on the agenda for the school board’s work session Tuesday. A vote would follow on June 26. Dede was part of the Tennessee Charter School Center’s fellowship to train leaders of new schools. He is also is a former charter network leader for Gestalt Community Schools and a former principal at Humes Preparatory Academy Middle School when Gestalt operated it.

Below you can read the letter Shelby County Schools sent to Gateway’s board chair Anthony Brown on June 1.

Update, June 15, 2018: This story has been updated to reflect what Education Commissioner Candice McQueen sent Shelby County Schools in regards to Gateway and copies of correspondence between Shelby County Schools, Gateway, and the Tennessee Department of Education.

while you were sleeping

Bronx transfer school is shuttered after late-night vote, a first for Chancellor Carranza

PHOTO: Alex Zimmerman
Supporters of Crotona Academy protested against the city's plans to close it at a Panel for Educational Policy meeting.

Chancellor Richard Carranza’s introduction to New York City continued Wednesday with an eight hour meeting in which teachers and students desperately pled for their school not to be closed, only to have the city school board vote to shutter it.

Even after hearing a musical performance from students hoping to keep Crotona Academy open, the Panel for Educational Policy voted around 1 a.m. Thursday to shutter the Bronx high school that serves students who have struggled at traditional high schools.


Some of the school’s supporters appealed directly to Carranza, arguing that he should reconsider proposals created under his predecessor, Carmen Fariña.

“You see how many people are here right now — people want this school open,” said Dallas Joseph, a 17-year-old student at the school. He noted that the school offers lots of individualized attention and set him up with a job at an after-school program. “They gave us a different type of opportunity.”

It’s an argument that supporters of the city’s “transfer” high schools, which serve students who have fallen behind in credits at traditional schools and are likely to be at risk of dropping out, have long made when the city has called attention to their low performance. Advocates for the schools have long pointed out that looking at graduation rates and test scores is not the best way to assess their value, and in the past, city officials have withdrawn closure proposals for transfer schools that they said were doing better than performance data suggested.

Indeed, Crotona’s supporters said traditional statistics mask the school’s successes. Former students said the school helped them get to graduation despite falling behind at other high schools. And staffers pointed out the school serves an unusually vulnerable population.

“Our population is among the most at-risk in the city,” said Nicholas Rivera, a staff member at the school.

Their argument did not fly overnight. City officials said Crotona is too low-performing to stay open and that other transfer schools in the Bronx have enough space to absorb its students. The school’s 45 percent graduation rate puts it among the bottom third of all transfer schools, according to education department documents, and just 1 percent of the students who graduated last school year were considered “college-ready.”

“We take the decision to close a school extremely seriously, and we only propose closure when it’s in the best interest of students and families,” education department spokesman Michael Aciman wrote in an email. “The students at Crotona Academy can be better served by one of the stronger transfer schools in the Bronx.”

Carranza did not comment as the panel debated the proposal or another contentious one to merge two other Bronx transfer schools: Bedford Stuyvesant Preparatory High School and Brooklyn Academy High School. Nor did he comment on the decisions after they were made around 1 a.m.

The final vote on both proposals was 7-5, with mayoral appointees voting in favor, and all five borough representatives voting no. (While Mayor Bill de Blasio said he would let his appointees vote as they wished, he recently replaced a mayoral appointee who voted against a city proposal.)

The panel also voted to merge six other schools — a process that some school communities often experience as de facto closures.

  • Holcombe L. Rucker and Longwood Preparatory Academy, both part of the city’s “Renewal” turnaround program for low-performing schools.
  • Middle School of Marketing and Legal Studies and East Flatbush Community Research School, in Brooklyn
  • Aspirations Diploma Plus High School and W.E.B. Dubois Academic High School, also transfer schools, in Brooklyn