Future of Schools

Can more movement and computers help turn around this struggling school? The principal thinks so.

PHOTO: Dylan Peers McCoy
Indianapolis Public Schools School 43 hopes to add more flexible seating and technology to classrooms.

After months of uncertainty, Indianapolis Public Schools leaders have chosen a new plan for a struggling northside elementary school.

More technology in the classroom and more physical activity during the day are some of the panoply of tools Principal Bakari Posey hopes will help improve School 43.

The school has struggled with unstable leadership, discipline problems and plummeting test scores. But with a new principal on board — who grew up in the neighborhood — the district is betting it can turn the school around.

Posey, who took the helm this year, shared details of the plan with neighborhood residents at a meeting Tuesday. He expects to begin rolling out the new strategies in the fall.

“For us as educators, engagement is something that we always struggle with — keeping kids plugged in, keeping them bought in, keeping them active in the classroom,” he said. “When kids are active and they are really involved, they retain that information and they are able to apply that later down the road.”

Classrooms in the school will have seats and equipment that allow students to move during class similar to those at SUPER School 19, a magnet school with a focus on physical activity, where classrooms even have child-size ellipticals. Instead of having traditional rows of desks, classrooms will also have tables for students with the aim of encouraging collaboration, Posey said.

In addition to adding more flexible seating, the school will incorporate more blended learning, which uses software to give students instruction at their level, said Posey. Both approaches are being used to some degree at other IPS schools.

The school is making these changes as part of a shift in teaching, said Posey, that aims to help kids master skills like critical thinking and collaboration.

“When you give students some options about how they will learn,” he said, “that encourages them and forces them to take some ownership of what they are learning.”

Read more about School 43:

IPS reverses course on School 43 plan that ‘blindsided’ community leaders

Incoming principal at troubled school invokes neighborhood roots, promises ‘new day’

Weeks after crisis, School 43 faces a rocky climb

voucher verdict

Do vouchers help students get to college? Two new studies come to different answers

PHOTO: Micaela Watts

The debate around school vouchers has exploded in the last year with the appointment of Secretary of Education Betsy DeVos. That also means recent studies showing that student achievement drops, at least initially, when students use public dollars to attend private schools have gotten a lot of attention.

But supporters have countered that test scores only say so much about student performance. The real test is how students do over the long term.

Two studies out Friday offer new answers — and some ammunition for both sides.

The research looks at how students from Milwaukee and Washington, D.C. fared after using a voucher to attend private school. It found students in Milwaukee’s voucher program were more likely to attend four-colleges, but not necessarily more likely to actually graduate. In D.C., voucher recipients were no more likely to enroll in college.

Here’s what else the studies tell us.

Disappointing results for D.C. voucher program

The D.C. analysis, conducted by Matt Chingos of the Urban Institute, found that 43 percent of students who won a voucher enrolled in college within two years of graduating high school. That’s 3 percentage points lower than similar students who lost the lottery, though the difference was not statistically significant.

The research relied on that random lottery for allocating vouchers in the first two years of the program. This meant the study could confidently show that any difference between lottery winners and losers was caused by the program, which was created in 2004 and has been a source of controversy ever since.

The study notes that because the sample size of students is fairly small, it can’t rule out the possibility that the program either boosted or hurt college attendance to some degree.

The results are surprising in light of past evidence that the first groups of D.C. voucher participants were more likely to graduate high school and scored higher on reading tests. (A more recent study on the program, focusing on students who participated in later years, found that it caused substantial drops in math test scores.)

Milwaukee voucher recipients more likely to attend — but not necessarily graduate — college

The Milwaukee study offers a more positive story for voucher advocates.

Voucher students were generally more likely to enroll in college, particularly four-year universities, than students with similar test scores from the same neighborhood who were not participating in the program in 2006. For instance, among students who used a voucher in elementary or middle school, 47 percent enrolled in college, compared to 43 percent of similar students.

When it came to actually completing college, though, the results were less clear. The researchers estimated that voucher recipients had a small edge — 1 or 2 percentage points — but the difference was not statistically significant.

MPCP is the Milwaukee voucher program; MPS is Milwaukee Public Schools

In contrast to the D.C. study, the Milwaukee researchers — Patrick Wolf, John Witte, and Brian Kisida — weren’t able to use a random lottery, meaning the results are less definitive. And although the researchers try to make apples-to-apples comparisons, the estimates may be skewed if more motivated families, or students who were struggling in public schools, used a voucher.

The latest results are consistent with a previous Milwaukee study by some of the same researchers. It’s also similar to a recent Florida study suggesting that vouchers led to increases in two-year college enrollment, but had little or no effect on whether students earned a degree.

(Both the Milwaukee and D.C. studies were funded by a number of groups that support school choice, including the Oberndorf Foundation, the Walton Family Foundation, and the Foundation for Excellence in Education. Walton is also a funder of Chalkbeat.)

What we still don’t know

Like the research before it, these studies won’t come close to ending the debate about school vouchers. Opponents will likely highlight the results in D.C. and the inconsistent impact on college completion in Milwaukee. School choice advocates will point to other parts of the Milwaukee study, and the fact that the D.C. voucher programs appeared to keep pace with public schools while spending less per student.

Meanwhile, these studies tell us most about these programs as they existed more than a decade ago. That’s the disadvantage of studies like these of longer-run effects, even as they provide more information about metrics more important to most policymakers and parents than test scores.

“The problem with these long-term studies is that these are the right outcomes to look at, but by the time we know it, it’s of more questionable relevance,” Chingos said.

Future of Schools

Mike Feinberg, KIPP co-founder, fired after misconduct investigation

PHOTO: Photo by Neville Elder/Corbis via Getty Images

Mike Feinberg, the co-founder of the KIPP charter network, has been fired after an investigation into sexual misconduct, its leaders announced Thursday.

KIPP found “credible evidence” connected to allegations that Feinberg abused a student in the late 1990s, according to a letter sent to students and staff. Feinberg denies the allegations.

“We recognize this news will come as a shock to many in the KIPP Team and Family as we struggle to reconcile Mr. Feinberg’s 24 years of significant contributions with the findings of this investigation,” the letter says.

It’s a stunning move at one of the country’s best-known charter school organizations — and one where Feinberg has been in a leadership role for more than two decades. Feinberg started KIPP along with Dave Levin in Houston in 1994, and Levin brought the model to New York City the next year. The network became known for its “no excuses” model of strict discipline and attention to academic performance.

KIPP says it first heard the allegation last spring. The network eventually hired the law firm WilmerHale to conduct an external investigation, which found evidence that Feinberg had sexually harassed two adults, both alums of the school who were then employed by KIPP in Houston, the network said.

“In light of the nature of the allegations and the passage of time, critical facts about these events may never be conclusively determined. What is clear, however, is that, at a minimum, Mr. Feinberg put himself into situations where his conduct could be seriously misconstrued,” KIPP wrote in the letter, signed by CEO Richard Barth and KIPP’s Houston leader, Sehba Ali.

Feinberg’s lawyer, Chris Tritico, told the Houston Chronicle that Feinberg had not been fully informed about the allegations against him.

“The treatment he received today from the board that he put in place is wrong, and it’s not what someone who has made the contributions he’s made deserves,” Tritico said.

Read KIPP’s full letter here.