To close or not to close?

As the threat of closure looms, this Detroit charter school says it’s worth a second look

PHOTO: Erin Einhorn
Students line up at Michigan Technical Academy, which is on the list of 38 Michigan schools that could be forced to close in June.

On paper, the Michigan Technical Academy looks exactly like the kind of school state officials are planning to shut down.

The charter school in northwest Detroit has posted test scores in the bottom 1 percent in the state in recent years, and fewer than 5 percent of fourth-graders passed last year’s state math exam.

The scores mean the school could be shuttered under a new law designed to rescue students in long-struggling schools from a culture of failure. The school will find out its fate when the state releases its 2016 test-score ranking, which could come out as early as next week. If its scores are in the bottom 5 percent statewide for a third straight year, MTA could well be required to close in June.

But MTA’s supporters say that if state officials charge ahead with plans to take a sledgehammer to every low-scoring school like theirs, they’ll end up destroying even schools that are turning things around.

"The one thing that’s not on our side is time. We have a bullseye on our back but … we feel a sense of urgency. We feel it in our bones."Michaela McArthur,kindergarten teacher

That’s what teachers and administrators say is happening at their 600-student elementary school.

A new principal, a new way of teaching, and a more positive culture have given teachers a reason to believe their school is on the upswing. They just might not get a chance to prove it.

“The one thing that’s not on our side is time,” said kindergarten teacher Michaela McArthur. “We have a bullseye on our back but … we feel a sense of urgency. We feel it in our bones.”

The school was nearly shut down two years ago by Central Michigan University, which granted the charter that allows the school to operate.

The university was alarmed by low test scores and other problems, said Brad Wever, Central’s director of public policy and external relations. But when officials there considered where the school’s students would go next, they realized that neighboring schools had similarly low scores.

“We looked at all the options in the surrounding area to say, ‘What would happen to these kids if MTA was no longer to exist?’” Wever said.

Instead of closing the school, Central decided to change it. It replaced the school’s board. The new board brought in a team of school turnaround specialists from a New Jersey-based nonprofit management company called Matchbook Learning, which in turn introduced a program called Spark that uses computers to help teachers tailor lessons for individual students. Matchbook hired Phillip Price, a 62-year-old veteran principal who has led school turnarounds in Detroit and other cities.

Michigan Technical Academy Principal Phillip Price started at the struggling Detroit charter school in 2015. "Give us three years," he said. " We’re going to change this school."
PHOTO: Erin Einhorn
Michigan Technical Academy Principal Phillip Price started at the struggling Detroit charter school in 2015. “Give us three years,” he said. ” We’re going to change this school.”

“Believe me. Give us three years … we’re going to change this school,” said Price who took over as principal in September 2015. “I can’t change what people did before we got here, but we can change it now and that’s what we’re doing. We’re making a difference.”

Teachers and administrators say the recent changes at MTA have made their school a different place than it was during the years that produced the low scores.

“Since Mr. Price got here, it’s been a completely different school,” said Kristen Duran, 34, a second-grade teacher in her 11th year at MTA.

Before, she said, the school was clearly troubled.

“The curriculum changed a lot. There was teacher turnover, policies changed … We didn’t have a set direction,” Duran said.

But now things seem to be on the right track.

“Mr. Price has totally turned around the culture of the building,” she said. “The kids know what is expected of them … He’s here to make sure that our students learn and that we’re learning too. Teachers are valued more than they had been. We work as a huge team. Everybody pitches in at all times to help each other.”

But that teamwork has not yet translated into higher test scores.

The school’s 2016 M-STEP scores dropped slightly last year, with just 11 percent of third-graders testing proficient on the math test last spring compared to 13 percent the year before. (Scores also fell across the state, where 45 percent of third-graders passed the proficiency bar, down from 49 percent the year before.)

School leaders say the scores don’t mean students aren’t learning — just that they started very far behind.

“The M-STEP tests grade-level proficiency,” said Sajan George, Matchbook’s founder and CEO. “The M-STEP says, ‘OK, fourth-grader, we’re going to give you fourth-grade material.’ So if we take a kid that was starting at a first-grade level and get them to a second-and-a-half-grade level on M-STEP, they are marked ‘not proficient’ so they look like they’re in the worst tier and the school is failing.”

Most MTA students were two or three years behind when Matchbook took over, George said. “So the first year of the test, the second year of the test, the school is not going to look like it’s doing anything.”

"We looked at all the options in the surrounding area to say, ‘What would happen to these kids if MTA was no longer to exist?’"Brad Wever, director of public policy and external relations at Central Michigan University

The school’s own data system tells a different story, according to George. MTA uses an exam called the Performance Series to measure student improvement. That exam shows that students are making progress, with the percentage of students at grade level in reading growing from 21 percent to 29 percent between the fall and spring semesters last year and the percent at grade level in math growing from 24 to 36 percent. (While the M-STEP is only given to students in grade 3 and higher, the Performance Series data includes students as young as kindergarten.)

There are other signs that the school is becoming a better place for children to learn. The school has seen its attendance rate improve, and Price said suspensions are down dramatically from 163 the year before he started to fewer than 50 last year while enrollment has been steady. Price credits the lower suspension rate to better teaching.

“When discipline is high, instruction is low,” he said.

This year, by working with teachers on classroom management, Price said he hopes to bring the number of suspensions below 25.

Teachers say they’re on board with the changes so far and are already seeing results. But they know that the threat of closure looms.

“The part that makes me worried and sad is that we know our kids are prepared and our kids are doing a great job,” said kindergarten teacher Michelle Peters, who estimated that 90 percent of last year’s kindergarten students finished the year last spring ready to do first- or even second-grade work. “If we’re not open in two years then our kids will never get to show us on M-STEP what they really know.”

McArthur and Peters both said they worked in several other Detroit schools before starting at MTA last year and have never seen a school run as smoothly as this one.

Teachers get intensive mentoring from two full-time coaches who observe every teacher 40 times throughout the year and give them steady feedback and advice.

They also get extensive training on the Spark system, a massive database of online lessons including interactive games and videos that enable one student to do first-grade work while his classmates work on more advanced lessons.

While older kids at Michigan Technical Academy do their work on laptops, kindergarten and first-grade students use tablets.
PHOTO: Erin Einhorn
While older kids at Michigan Technical Academy do their work on laptops, kindergarten and first-grade students use tablets.

Walk into a classroom and some students can be seen dancing along to lessons set to music that are streaming through their headphones. On a recent visit, a group of second-graders were doing a subtraction lesson that came in the form of a catchy jingle about a pirate making his shipmates walk the plank.

When you subtract with a pirate, you always take away,” some students sang while others called out answers or waved fingers showing answers to subtraction problems.

Once the students complete their lessons online — all kindergarteners and first-graders get tablets, while older kids have laptops — they meet with their teacher to make sure they understand the material before demonstrating what they’ve learned with a project that could be anything from writing a poem to building a house out of legos.

“Matchbook actually believes this is the heart and soul of how we turn around a school,” George said. “You can’t take a school that’s been failing for years and in a year get all these kids to grade level. There’s real gaps we have to fill in.

Matchbook Learning CEO Sajan George explains the Spark system his management company uses at Michigan Technical Academy, a Detroit charter school
PHOTO: Erin Einhorn
Matchbook Learning CEO Sajan George explains the Spark system his management company uses at Michigan Technical Academy, a Detroit charter school

“I can’t speed a kid through and say, ‘Hey, I know you’re struggling with your number sense but let’s try this concept called quadratic equations because it’s going to be on the state test.’”

Central Michigan has been closely watching what’s happening at MTA, Wever said, but it’s too early to know whether the changes will prove successful in the long run.

“We’re cautiously optimistic at this point,” Wever said. “We have folks regularly in the school and they have seen a change in the culture and there appears to be a positive school culture going on with the new principal.”

It’s not clear how many schools with a history of scores as low as MTA’s could make a case that recent changes should spare them from severe consequences like closure.

Supporters of Detroit’s district schools say the creation of a new school district called the Detroit Public Schools Community District means they should get three years to try to improve before facing closure — a legal argument that’s under dispute.

But there’s no similar dispute over charter schools. The Detroit school closure legislation doesn’t include any exemptions for schools that are improving. So if MTA gets its third bottom-five ranking when the 2016 state list comes out this fall, there’s only one way for it to stay open: if the state determines that closing the school would represent an “unreasonable hardship” for students.

That’s essentially what Wever said CMU officials concluded was the case two years ago and little has changed in the neighborhood since then: Most schools in that part of the city have very low test scores.

But the School Reform Office declined to comment on how it will determine, in a neighborhood with many low-scoring schools, which ones would qualify for an unreasonable hardship exemption.

If the state decides to close the school, Central Michigan says there’s nothing the university can do to keep it open.

“At the end of the day, we are going to follow the law,” Wever said.

But George said he hopes state officials will visit his school before using three-year-old test scores to shut it down.

“We fundamentally believe that this is going to work,” George said. “I’m hoping there’s an opportunity to make a rational evident case and if there isn’t, then … I think they missed an opportunity to see something happen in Detroit that’s different than what else is out there.”

Closing MTA, George said, wouldn’t solve the deep challenges facing students and schools in Detroit.

“You’re just going to shuffle the deck,” he said. “What happens when the kids from one bottom 5 percent school go to a school that’s in the bottom 15 percent? If they’re not doing a radical turnaround design, that school will automatically be in the bottom five, and it’s like this domino effect.”

First Person

A Queens teacher on Charlottesville: ‘It can’t just be teachers of color’ offering lessons on race

PHOTO: Bob Mical/Creative Commons

In a few short weeks, school will resume in New York and I’m already thinking about how we are going to address racism within the four walls of my classroom. I’m thinking about what texts, historical and current, we can read and films and documentaries we can watch to support dialogue, questioning, and solutions for combatting that ugly, pervasive thread in the fabric of our country’s patchwork quilt called racism.

Last year we read “Narrative of the Life of Frederick Douglass,” a former slave turned abolitionist, and juxtaposed its reading with a viewing of Ava DuVernay’s documentary “13th,” which discusses modern-day slavery in the guise of mass incarceration. Students asked questions of the documentary as they watched it and discussed those queries within their groups and with the class at large afterwards.

We do our children and ourselves a disservice when we don’t have these difficult conversations as a part of our collective curriculums. However, many teachers from various walks of life are neither well-versed nor fully comfortable discussing race on any level with their students. Not talking about racism won’t make it go away. If anything, not talking about racism in the classroom further perpetuates racist ideologies that are, at their root, born out of ignorance. Education’s goal is to dispel ignorance and replace it with truth.

With that being said, just how many teachers feel equipped to facilitate lessons that touch heavily upon race in the classroom? Not nearly enough.

According to Teaching Tolerance, “The dialogue about race should start in the classroom — the teacher-prep classroom, that is. Preservice teachers should be exploring multiculturalism and discussing ways to honor diversity in their future classrooms.”

But often, Hilton Kelly, a professor of education at Davidson College in North Carolina told the site, the coursework isn’t giving future teachers the training they need to talk about race. “Even when future teachers take courses on diversity and multiculturalism,” Kelly said, “those courses don’t take the critical approach to race that future teachers truly need.”

“Food, folklore and festivals are not the same as an analysis of race in America,” Kelly argued.

But an analysis of race in America is exactly what needs to happen. Furthermore, it can’t just be teachers of color solely facilitating such lessons in their classrooms.

I don’t want to write about the events going on in Virginia. I don’t want to think about it. I’m so tired of the hatred and I long for peace, but I can’t very well in good conscience remain silent. That would be akin to protesting with those hate-mongers in Virginia last weekend. I can’t just write about back-to-school shopping, lesson planning, and business-as-usual while my brothers and sisters in Virginia are being murdered in cold blood by white supremacist American Nazis.

Are the children of Virginia safe? Are our children anywhere safe? What can I do to make a difference within the hearts and minds of the children whom I teach? If education is our best vehicle for bringing about change — which it is— how am I going to infuse the lessons I teach with critical thinking and analysis about racism in the United States for the seventh-graders entrusted in my care? How are other educators planning to address these events with their students at every grade-level?

I pose these questions to all who are reading. Whether you are a teacher, a student, a parent, an administrator, or a community member, I plead with you to work together to create answers that work toward healthy conversations and hands-on action in the fight against racism.

Vivett Dukes is a teacher at Eagle Academy For Young Men in Queens. A version of this post first appeared on New York School Talk

Consolation prize

Crosstown High wins $2.5 million to help reinvent high school in Memphis

PHOTO: Caroline Bauman
Newly named leaders Chandra Sledge Mathias and Chris Terrill are working to launch Crosstown High School, a charter school that will open in the fall of 2018 in midtown Memphis.

A charter school opening next year in midtown Memphis has been awarded a $2.5 million grant through a national contest aimed at reinventing America’s high schools.

Leaders of Crosstown High announced Wednesday that it’s receiving the money over five years from the XQ Super School Challenge, an initiative backed by Laurene Powell Jobs, the widow of Apple co-founder Steve Jobs.

The upcoming school garnered national attention last year as a finalist for one of five $10 million XQ awards. Although Crosstown didn’t win, its leaders say the new award will help keep the school on the map of America’s “schools of the future.” (Crosstown is among 18 schools being featured on a live national broadcast on network television on Sept. 8.)

“This hasn’t been attempted in Memphis,” said Chris Terrill, executive director of Crosstown High, about creating a high school of tomorrow from scratch. “There’s energy nationwide for education reform, and we get to be a part of that.”

The new Memphis school will look different from a traditional high school. No classrooms arranged with rows of desks. No high-stakes tests. No failing grades. It will join a growing group of other U.S. schools grounded in mastery-based learning, which emphasizes student-led projects over teacher lectures.

Authorized last year by Shelby County Schools, Crosstown High will open in 2018 with 125 ninth-grade students, eventually growing to 500 across four grades. The students will be chosen through a random lottery that opens in September.

PHOTO: Caroline Bauman
Crosstown Concourse has room for more than just the 500-student high school.

The school will be housed on several floors at Crosstown Concourse, a redeveloped high-rise building that once was a Sears warehouse. The building opened this spring as an urban village and already is home to several nonprofit organizations, community health initiatives and creative arts groups, with whom the school is seeking to leverage partnerships.

“Inside the concourse, there are thousands of different job titles,” said Terrill, whose family has moved into an apartment in the complex. “We’ll be able to listen to what students are interested in and then pair them with places that match those interests.”

Terrill arrived at Crosstown this summer from Mooresville, N.C., where he was head of a charter school. He’s being joined by another charter leader from Warrenton, N.C., Chandra Sledge Mathias, who will serve as Crosstown’s first principal.

Much of the $2.5 million award will go toward professional development, says Sledge Mathias.

“We have lofty ideas, but making it happen in real life is what we need to make happen,” she said. “That starts with teachers who understand what we’re trying to do here, which is going to be very different than the classrooms they’re coming from.”

The school invites the community to stop by Crosstown Concourse on Thursday for a block party celebration featuring the XQ Super School Bus, which visited Memphis last summer as part of the national competition. The event will be an opportunity for Memphians to weigh in on what they want to see at Crosstown High, said Ginger Spickler, the school’s director of strategic partnerships and projects.

“Being a super school means questioning everything,” Spickler said. “We have a mandate to try to do things differently. We want community input as we continue to figure out what different looks like.”