Future of Schools

With another Butler lab school in the works, the north side is unofficially a magnet magnet

PHOTO: Dylan Peers McCoy
Preschool students at School 55, which could become the second Butler lab school in Indianapolis.

Indianapolis Public Schools may open a new magnet school on the north side, a move that would further cluster sought-after programs in one of the district’s most affluent areas.

The school board heard a proposal Tuesday to convert School 55, also called Eliza Blaker, to the second lab school in collaboration with Butler University. If the board approves the plan, current students would have the choice to remain at the school, but new children would be admitted by lottery.

It would mean that in the area north of 46th Street along the College Avenue corridor — which encompasses some of the city’s most affluent neighborhoods as well as some lower income neighborhoods — every elementary school would be a magnet.

The district is making progress in a campaign to increase diversity in the most sought-after programs. But the decision to place another magnet school on the north side is likely to draw criticism from parents who would like to see them in other areas.

These schools are “concentrated,” said board member Kelly Bentley, who represents the area around School 55. “We are 80 square miles, and yet, those programs are all isolated in a less than 10 square mile area of our district.”

“We’ve got a big district out there, and there are areas that I think could really benefit from some of these programs,” she added.

Indianapolis Public Schools elementary campuses

If the IPS administration converts School 55 to magnet school, it will increase the cluster of magnet programs on north side of the district. Most elementary schools on the east, south and west sides of the district are traditional neighborhood schools. (The map shows traditional, magnet and innovation conversion schools. It does not include other schools in the innovation network.)


The district currently operates School 60, which is about 3 miles south of School 55, as a lab school in collaboration with Butler. The school is open to students from across the district, but families who live nearby and children with parents who work at Butler have an advantage in the magnet lottery. As a lab school, it’s also a place where Butler education students gain on-the-ground experience through classes and as teaching assistants.

That’s one reason why the proposal calls for locating the second magnet campus on the north side: There are other locations that might be a good fit, but students from Butler need to be able to get to and from the campus for classes, said school leader Ron Smith. “A Butler lab school does need to be near enough … to make it a viable option for coursework.”

The school uses the Reggio Emilia educational philosophy. Like Montessori schools, Reggio emphasizes hands on learning and allowing students to choose what they study. School 60 has some multigrade classrooms and some that are single grades as part of the experimental approach of a lab program, which aims to test out educational ideas. It is one of the most popular schools in the district and last year, 266 applicants were placed on the waitlist.

When the Butler lab program began at School 60 about five years ago, most of the prior students were forced to leave, and the school restarted by building up from the early grades.

The new magnet dramatically altered the makeup of the school. Before the lab program began, School 60 educated a heavily black, low-income population. Nearly 92 percent of students were black, and more than 85 percent were poor enough to receive subsidized lunch. Since becoming a magnet, the school’s enrollment has transformed: Last year, 62 percent of students were white and 28 percent were eligible for subsidized meals.

But Smith said the picture is beginning to look different this year. With the help of new district admissions policies aimed at diversifying magnet schools and outreach from current parents, who have hosted events and gone door-to-door to recruit families, Smith said, the school has enrolled substantially more children of color.

If the board approves the proposal, School 55 would likely see a less dramatic shift in demographics because all of the current students would be able to remain. The campus is only about half full, so it could absorb some new students without displacing any of the current children.

The new campus could help diversify the program, said Smith: “It’s our intention that every family currently at School 55 would choose to remain as a part of the lab school program.”

Update: This story has been updated to clarify that the only innovation schools that appear on the map are conversion schools.

Mixed messages

Is the Board of Regents hostile to charter schools? Depends upon whom you ask.

PHOTO: Monica Disare
Regent Collins and Regent Johnson engage in a discussion after a Board of Regents meeting.

When the Board of Regents took the unprecedented step of rejecting two new charter schools last week, it sent shudders through the charter school sector.

Even before the meeting last Monday, the Regents had been making charters “nervous,” said Andrea Rogers, the New York State Director for the Northeast Charter Schools Network. The rejections only heightened the anxiety.

“I think these denials skyrocketed the issue to the front of people’s minds,” she said.  

And yet, during the same meeting, the board praised and signed off on the opening of five other charter schools, which brings the number of new schools approved this year to more than any year since 2013.

The meeting was emblematic of the mixed signals that this Board of Regents have been sending over the last few months, feeding different interpretations among both those who advocate for charter schools and those who champion traditional schools

The board’s willingness to criticize and question charters have many believing the Regents are, at best, skeptics and, at worst, opposed to the publicly funded, privately run schools that they authorize and oversee.

At the same time, the Regents have not been without praise for charters, and some charters say they have appreciated the support of the body and the state’s support staff.

Chancellor Betty Rosa said the Regents’ decisions are evidence of nuance, not rigid ideology or partisanship.

“I think there’s too many times when people want to simply say ‘you’re for’ or ‘you’re against.’ It’s so much more complicated than that,” Rosa told Chalkbeat in an interview Wednesday. “To me, if it’s a wonderful opportunity for kids — you got me. If it’s not, I’m probably going to be your worst enemy.”

As an authorizer, the Board of Regents has the power to approve new schools and decide which of its 87 schools should remain open. In addition to deciding the fate of individual schools, the board is rethinking how it evaluates all of its schools   and whether they should take a closer look at measures like surveys or chronic absenteeism.

With several new members and a relatively new leader, the Regents’ actions have been under particular scrutiny for signs of partisanship. Some have seized on recent events, such as critical statements made by some Regents as charter schools have come before the board for approval or renewal.

One Regent suggested that charter schools achieve high test scores by pushing out students; another suggested a charter school in Brooklyn is contributing to segregation.

Rosa has fiercely opposed a proposal that would allow some charter schools to certify their own teachers, calling the idea  “insulting.” The board also rejected a batch of Success Academy renewals, arguing that their authorizer attempted to renew the high-performing but controversial charter schools too soon. (The move had little practical effect, since their authorizer, SUNY, can override the board’s decision.)

Rosa said the sum of these decisions does not mean either she or the board is anti-charter. Her opposition to the teacher certification proposal had nothing to do with the source of the proposal — a charter authorizer — but because, she said, she believes the idea is an affront to the teaching profession and will allow unqualified teachers to enter classrooms.

The Success Academy renewals, she said, were returned based on legal requirements — and were not an appraisal of the charter network.

But taken together, observers of different educational ideologies have concluded that the board is more likely to probe problems with charter schools than in the past.

“It is quite a change from a couple years ago, and it does show greater misgivings about charter schools than what we saw under the board as it was previously constructed,” said Bob Lowry, deputy director of the New York State Council of School Superintendents. (Lowry said he appreciates that the board is paying more attention to how charter schools will affect the funding of surrounding school districts.)

The state’s teachers union has picked up on the change and praised the board for providing more oversight of charter schools, while calling on them to do more.

“The Regents, at this point, are providing much overdue scrutiny of the charter sector,” said NYSUT spokesman Carl Korn. “We believe that the Regents and the state education department need to do more, but this is a good step.”

Charter school advocates agree, seeing the Board of Regents’ actions as worrying. Since the board’s philosophy is hard to pin down, schools are starting to wonder if they can switch authorizers, Rogers said.

Yet there are signs that charters’ fear are based on conclusions that are far too sweeping. As the board rejected two schools outside of New York City, they also lauded applications for schools opening in the city a fact that may suggest differences in how the Regents assess schools in different areas of the state.

Regent Christine Cea welcomed a new school in Staten Island, saying she is “totally in favor of it.” Rosa expressed excitement about a new KIPP school in the Bronx, saying the community has “tremendous support” for its opening.

Rosa said Regents are more thoughtful and involved in reviewing schools now. She suggested that there are educational innovations that can be learned from charter schools, but also offered some critiques. At the top of her list, she worries that charter schools are not well-equipped to serve students with the most severe disabilities.

Several schools that are currently authorized by the board expressed their appreciation for the Board of Regents and those in the state education department’s charter school office who provide technical assistance to schools and create charter school recommendations for the board.

“On our quest to better serve scholars with learning differences, we have found no better ally,” said Eric Tucker, who is a co-founder of Brooklyn Laboratory Charter School. “Through technical assistance and oversight, the Regents push public schools like ours to continually improve to better serve the needs of all students, all days.”

Still, said Bob Bellafiore, an education consultant who works with charter schools, several Regents come from district school backgrounds, and so their default attitude is to question charter schools and support the traditional school model.

“They’re much more district school system people,” Bellafiore said.

What's Your Education Story?

Tips for teaching poetry in a women’s prison. ‘Remember, you are not allowed to hug anyone.’

PHOTO: Lwp Kommunikáció, Flickr CC
Inmates at the Indiana Women's Prison.

Adam Henze was one of seven educators who participated in a story slam sponsored by Chalkbeat, Teachers Lounge Indy, WFYI Public Media and the Indianapolis Public Library on Sept. 5. Every teacher shared stories about their challenges and triumphs in Circle City classrooms.

A poet and educator, Henze read a poem about a day in his life as a poetry instructor at the Indiana Women’s Prison. Henze recounts the painful struggle to reconcile his experiences with the crimes for which his students were serving time — some life sentences for murder

It’s a story full of darkness, but it also offers hope that, as Henze said, “we are the sum of the things that we have done, but we’re also the sum of the things that we have yet to do.”

Check out the video below to hear Henze’s story.

You can find more stories from educators, students and parents here.