New York

Educators, policy makers: Schools alone not enough to close achievement gap

Policy makers have been taking too narrow a view of education, and one outcome is a persistent achievement gap correlated with socioeconomic status, according to “A Broader, Bolder Approach to Education,” a statement released today by the Economic Policy Institute online and in full-page ads in the New York Times and Washington Post. Taking aim at those who argue that schools must take full responsibility for closing the achievement gap, the statement’s 60-plus signatories, representing a wide range of education ideologies, call for more attention to be paid to learning that takes place outside of the formal school day and to the development of children’s non-academic skills and characteristics.

Motivated by the debate over the upcoming reauthorization of the No Child Left Behind act, EPI, a left-leaning think tank, hopes to widen the policy debate beyond test scores. School improvement efforts — the cornerstone of NCLB — should be one component of the broader approach, the statement says, but where conventional wisdom says schools alone should be able to close the achievement gap, the report’s authors say real progress will require significant investment in early childhood and pre-school education; health services; and after-school and summer programs.

The notion of schools as full-service institutions is not unique or original, although in an era of test-driven accountability, the idea of schools as a place where children are cared for, not just taught, seems to have been lost. What’s unique is the statement’s repeated reference to evidence; it uses the vocabulary of data-driven, contemporary educators, not the rhetoric of social justice, to advance its position.

Unfortunately, the statement does not address how districts or states might pay for some of the commonsensical improvements it suggests. With an election looming, the timing may be right to challenge conventional educational thought, but offering only recommendations that require major cash infusions in lean times strikes me as quixotic.

Still, the reputations of the signatories make the statement worth thinking about. The co-chairs of the Broader, Bolder committee, recruited by EPI, are Helen Ladd, a professor at Duke University; Pedro Noguera, of New York University and an active participant in the city’s schools; and Tom Payzant, a former longtime superintendent of the Boston Public Schools who is now at the Harvard Graduate School of Education. Other signers are researchers, educators, economists, and politicians.

Notably absent from the list of signatories is Joel Klein. Other urban superintendents, including Arne Duncan of Chicago and Rudy Crew of Miami (also a former NYC chancellor) signed on — why didn’t Klein?  One reason might be his continued insistence that schools and those who work in them should be held fully responsible for failing to educate all children; conceding the impact of poverty complicates many of his reforms. Still, his absence is disheartening because New York, unlike most municipalities, could actually take action on the EPI’s recommendations: Mayoral control would allow Mayor Bloomberg to pressure city agencies to coordinate and integrate their activities and initiatives.

EPI is looking for more signatories — you can add your name to the report online.

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.

For more on the role and history of school resource officers in Tennessee, read our five things to know.

Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede