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.”

charter talks

Hopson weighs charters as school turnaround tool for Shelby County Schools

PHOTO: TN.gov
Superintendent Dorsey Hopson leads Shelby County Schools in Memphis, home to Tennessee's highest concentration of low-performing schools.

Superintendent Dorsey Hopson appears to be cracking open the door to charter school partnerships that might help his district avoid losing more schools to Tennessee’s turnaround district.

Hopson emailed his principals this week to clarify his recent comments to the editorial board of The Commercial Appeal about possibly recruiting charter organizations for turnaround work. The report’s original headline read: “Hopson says he’s willing to hand schools over to charters, if they have a plan for improvement.”

The superintendent quickly turned to Twitter to label the headline “misleading and inaccurate” and, as he sought to regain control of dialogue on the thorny matter, dispatched an email to his school principals.

“…It is my top priority to ensure all of our schools have the necessary resources to provide students with the high-quality education they deserve,” he wrote on Tuesday. “If the Tennessee Department of Education offers us the opportunity to select a charter operator that is willing to collaborate closely with District leaders to improve a school instead of losing it to the (Achievement School District), then I believe it is our responsibility to explore the option.”

Hopson’s comments hint at a potentially significant shift for a district that has battled openly with the charter sector over students being absorbed by the state’s 6-year-old turnaround initiative known as the ASD.

They also point to the tough spot that the superintendent is in.

On the one hand, the growth of the city’s charter turnaround sector has been a thorn in the side of local school leaders since 2012 when the state-run district began taking control of low-performing schools and assigning them to charter operators. Now with 29 Memphis schools, the ASD has siphoned off thousands of students and millions of dollars in an already under-enrolled and under-funded school environment — and made mostly anemic academic gains. (The local district also oversees about 50 charter schools that it’s authorized.)

But on the other hand, Shelby County Schools has its hands full trying to improve a substantial number of struggling schools. It’s made some important headway through its Innovation Zone, which adds resources, extends the school day, and pays more to top principals and teachers who are willing to do what’s generally considered among the toughest education work in America. But the iZone is an expensive model, and few of its schools have exited the state’s priority school list.

In addition, some education reform advocates are lobbying to shift Memphis to a “portfolio model,” in which districts actively turn over schools to charter operators and manage them more like stocks in a portfolio. In other words, successful ones are expanded and failing ones are closed. Indianapolis has a robust portfolio model and, last fall, the philanthropic group known as the Memphis Education Fund took several Memphis school board members there for a tour. (The Memphis Education Fund receives support from several local philanthropies, including The Pyramid Peak Foundation and the Hyde Foundation. Chalkbeat also receives support from Hyde; read about our funding here.)

In his email to principals, Hopson said that the school board ultimately would decide whether to authorize charter schools for turnaround work, and that he expects to discuss the matter with members in the coming weeks.

“All that said, I want to be very clear that my preference would always be to keep schools under the governance of (Shelby County Schools),” the superintendent added.

Hopson has been in discussions with the state Department of Education about several school improvement avenues available in Tennessee’s education plan under a new federal law. Among them is an option for Shelby County Schools to voluntarily convert priority schools to a charter, according to department spokeswoman Sara Gast.

One school board member told Chalkbeat he needs more information from the district and state before he would support any move forward. Chris Caldwell added that he thinks the board isn’t up to speed on options under the state’s new education plan.

“At this point, there’s so little information that I’ve been given,” Caldwell said. “I don’t want to conjecture what (a charter conversion) would actually will be like, but I have reservations with any kind of collaboration with the state.”

What would it take for such a shift to be successful?

One Memphis charter advocate says the ground rules are already in place because of a charter compact developed in recent years to address turf issues such as facilities, funding, and accountability.

“In order for a charter to manage a district school that’s underperforming and for it to be successful, that charter needs to have supports from the district to be successful,” said Luther Mercer, the Memphis advocacy director for the Tennessee Charter School Center.

The next school board work session is scheduled for Jan. 23.

School and church partnership

Detroit district aims for faith-based partnerships for every school to support student needs

Superintendent Nikolai Vitti surrounded by religious and district leaders wearing new "Got Faith?" shirts.

Each Detroit public school might soon have its own church, synagogue, mosque, temple, chapel, or parish as a partner.

The district on Thursday announced an initiative to connect every district school with a faith-based community partner to help with academic support, student basic needs, and personal and career development, among other services.

The district is now trying to determine which schools have a defined partnership with a religious institution, but estimates that 25 to 30 percent of schools already do. Sharlonda Buckman, senior executive director of family and community engagement, said that the district hopes that, by the end of the year, every one of its 110 schools “has a religious partner working with them in tandem toward the goal of helping our children achieve.”

The program was announced at a press conference at the N’Namdi Center for Contemporary Art in Midtown, attended by educators, school board members, and invited guests.

“It doesn’t surprise me when I look around the room and see our religious leaders, because you guys, for a long time, have been investing in our children and our people, and it’s been an informal effort,” Buckman said. “You’ve worked with a number of our schools across the district, so today we recognize that we don’t need to do it informally anymore — we need to make this a formal part of how we move this district forward.”

The district is not unique in its approach: church-school partnerships are common across the country and in the state. The national partnering organization Kids Hope USA is based near Holland, Michigan. Supporters believe that stronger faith-school ties will not only improve local support for schools, but also help provide vital services for children and a more stable personal and family foundation upon which learning could take place.

District leaders “cannot lift our children up to their full potential by themselves,” Superintendent Nikolai Vitti said at the press conference. “We need help in that work.”

The district is looking to the faith-based partners to provide services such as tutoring, coaching, chaperoning; deliver before and after school support; donate uniforms and other goods; and highlight teachers at their institutions through announcements and bulletins.

R. Khari Brown, a professor of sociology at Wayne State, said the faith community is already deeply ingrained in Detroit in a variety of ways.

“There are a lot of community centers that closed down over the years in the city, and most churches in the city provide some sort of programming,” he said. “They provide backpacks and school supplies, so [the partnership] makes sense.”

Religion is also a large part of the culture of many African Americans, he said, and a significant force in a city where 81 percent of the students were black in 2016-2017.

“Most African Americans want their churches to be involved on the ills that disproportionately affect black people.” he said.

While other communities might balk at such intermingling of church and state, Brown said he believes that it is a “non issue” in this case because the religious institutions are not receiving money from the district.

The ACLU of Michigan said it had no comment at this time but that the organization hopes to “continue to learn more” about the district’s initiative.

Vitti said a more explicit district-faith community partnership could provide both protection and support for Detroit’s children.

“What I’m talking about is developing a stronger safety net to ensure that what students are not receiving in homes, what students are not receiving in school, can be addressed through the faith-based community,” Vitti said. “When we go back to when the city was at its peak, we worked together as a team to lift children up. When children fell through the cracks, there was a safety net to catch them and lift them back up. That happened through the school system, through the churches, the synagogues.”

Vitti said the initiative is part of his larger effort to align schools and the community more closely. Since starting in his position as superintendent in May of last year, he has been pressing programs like the parent academy.

The academy will provide parents with lessons on subjects like what to ask during parent-teacher conferences, how to create stronger readers, how to fill out FAFSA paperwork, and even how to print a resume. Vitti said most of all, it would empower parents to pursue educational goals for their children, even if they weren’t the best students themselves.

“Every parent knows education is important, but parents don’t know how to navigate the system often, and they feel hypocritical when they push their children when they know they didn’t do well in school,” he said.  

Vitti said he envisions a time when faith-based institutions could house some of the parent services.

He said he also sees the faith community working side by side with the district’s 5,000 role models initiative. The program is recruiting volunteers to work with middle and high school African American and Hispanic students, and plans to have sponsors in each school to work with students daily, taking them on field trips and providing an open line of communication.