sorting the students

In one South Bronx class, students add their voices to growing school segregation debate

PHOTO: Monica Disare
Students stay after class to talk about school segregation.

After her homework assignment, 17-year-old Leslie Sigaran would refer to it only as “that thing you made us hear.”

“It” was a podcast detailing a school integration effort near Ferguson, Missouri. Teacher Sarah Camiscoli played the audio again during class at the Urban Assembly Bronx Academy of Letters earlier this year. As they listened, the students around Sigaran angrily shook their heads.

“They make race and ethnicity sound like animals instead of people,” one student said.

“You can tell she’s only heard stereotypes,” another chimed in, referring to a Missouri mother who called for metal detectors.

“They don’t see what they do to people,” said another.

The discussion happened in an elective class Camiscoli focused on school integration. The class is designed to take an issue relevant to South Bronx students and explain it using history and current events.

“Students are pretty clear on the fact that there are things that they want to transform,” Camiscoli said. The problem, she said, is that they often lack the terminology or historical context to articulate solutions.

The class’s loftier goal is to give these students a voice in the ongoing public discussion about race and New York City schools. That debate has intensified this year, as New York’s schools were named among the most segregated in the nation. But those conversations rarely involve high schoolers from the South Bronx.

Camiscoli’s students are trying to change that. Among other activities, the class will present findings at relevant council meetings and make a documentary with alumni of the Columbia Journalism School.

These students believe they have something important to add. Armed with an intuitive understanding of inequity, students want policymakers to change school segregation while respecting their deep loyalties to their school and community.

“We’re revolutionizing and starting a movement and changing things,” Amina Fofana, a junior, said.

In many ways, Camiscoli’s classroom is an unlikely setting for this discussion.

Her high school, known as Bronx Letters, is located in District 7 in the South Bronx, an area that exemplifies many of the roadblocks to creating diverse schools. The district has few, if any, affluent residents. Bronx Letters is unscreened and gives admissions preference to students from the Bronx, the city’s poorest borough. The student body is almost exclusively black and Hispanic, and 94 percent of students live in poverty.

Still, Bronx Letters is a high school, which means students from across the city can choose it. The school is small, with just over 600 students in both the middle and high school and and partners with the Urban Assembly, a nonprofit designed to help students prepare for success after high school.

For some students, segregation was crystallized last year when they took a trip, organized by Camiscoli, to a high school on the Upper East Side. Camiscoli dubbed the trip the “6 Train Exchange,” because the two schools are separated by only a few subway stops.

Samantha Ramos and Britney Soto were dazzled by the art, music, and technology available at the school on the Upper East Side. During one class students just “whipped out their violins,” Ramos said. In another, she said, students worked with pottery.

The class strives to add context to these moments, connecting students’ experiences to housing segregation and explanations of how schools are funded. The class will also study how different parts of the country have addressed school segregation. Ultimately, Camiscoli hopes students will have the skills necessary to help shape policy.

“We need to think about new solutions for the Bronx,” she said.

None of this is to say that students at Bronx Letters dislike their school. In fact, they are the first to defend it.

“It’s not about making ourselves look better, ‘cause honestly I don’t care what other people think,” Leslie said. “I would like other people to realize that just because the school’s in the Bronx and we don’t have resources doesn’t mean it’s not a good school.”

Earlier this year, students had yet to discuss the “how” of school integration. But the students shared a strong conviction that no solution should require them to abandon their Bronx school.

The mantra they repeated was: “Don’t move. Improve.”’

For Christian Rivera, that means helping students in all schools get computers with updated technology, more textbooks, and larger classrooms with space to study.

For Fofana, the goal is to help students of different races and backgrounds see the same potential she sees in her own school.

“Mostly I think it’s more important that students want, from other ethnicities, to come here,” she said. “White students shouldn’t be afraid to walk into a black school and be like ‘they’re dangerous’ or ‘they’re violent,’ cause we’re not.”

Though students are still learning how to accomplish these goals, the class is designed to transform convictions into action.

“This is about developing student advocacy skills,” said Brandon Cardet-Hernandez, the principal of the school. “Segregation gets to be the focus of how we’re thinking and learning about how we are agents of change.”

vouchers

Lee says ‘parent choice’ education initiative coming soon in Tennessee

PHOTO: TN.gov
Gov. Bill Lee became Tennessee's 50th governor in January and pledged to make K-12 education a priority, including providing parents with more choices.

Gov. Bill Lee hinted that he soon will introduce a legislative initiative to give parents more education options for their children, even as Wednesday’s deadline passed to file bills for lawmakers to consider this year.

“We continue to believe that choice is important and that we want to look at every opportunity for choices for parents,” the Republican governor said.

But whether his proposal will include school vouchers or a similar type of program remains a mystery.

“We haven’t definitively put together the legislation around what that choice looks like, but we will be in the coming days,” Lee said.

The door remains open because of numerous vaguely described education bills known as “caption bills” that met the filing deadline on Wednesday. Any of these could be turned into voucher-like legislation by the bill’s sponsor.

On the campaign trail and in his victory speech, Lee pledged to give parents more education options. But he’s been coy about what that could look like and whether he would champion such a crucial policy shift during his first year in public office — one with the potential to end in a significant legislative defeat. Over the past decade, vouchers have been fended off consistently in the legislature by an unlikely alliance of Democrats and rural Republicans.

Vouchers would let parents of eligible students use taxpayer money to pay for private school tuition and fees. But this year, Tennessee’s voucher supporters have talked about taking a different voucher-like approach known as education savings accounts, or ESAs.

Education savings accounts would let parents withdraw their children from public schools and receive a deposit of public funds into government-authorized accounts. The money could be used to cover everything from private school tuition and tutoring to homeschool materials and online learning programs.

While a new survey suggests that most Tennesseans support education savings accounts, school boards across the state are on record opposing both approaches. They argue that such programs would drain state funds from traditional public schools and increase student segregation. They’re also concerned that students in those non-public programs would not be held to the same standards and performance measures as students in public schools.

Rep. Mark White, a Memphis Republican who leads a key panel that all education legislation must clear, said any bills to create an education savings account program would have to include strong accountability measures to get his support.

In Arizona, where lawmakers approved education savings accounts in 2011, the program has been marred by rampant fraud. A recent audit reported that parents who used the program misspent $700,000 from their 2018 accounts on banned items that included cosmetics and clothing.

Sen. Raumesh Akbari said Arizona’s experience should give Tennessee lawmakers pause.

“It would have to be a really tight bill for me to support it,” said the Memphis Democrat. “A lot of folks like the flexibility of an education savings account. But when you’re talking about public dollars, there has to be a measure of accountability.”

The results of a Mason-Dixon survey released this week showed that 78 percent of Tennesseans who were polled recently support passage of legislation to create education savings accounts. The survey was commissioned by the pro-voucher group American Federation for Children.

“During last year’s campaign season, many candidates spoke boldly about parental choice in education,” said Shaka Mitchell, the group’s Tennessee director. “The polling shows that voters were listening and expect those promises to result in laws that are just as bold.”

Lee spoke with reporters Wednesday about his legislative agenda after addressing Tennessee school superintendents meeting in Nashville. A day earlier, he announced his legislative initiative to expand access to vocational and technical training for high school students, another promise he campaigned on.

“It will increase the number of kids that are career-ready within a year of leaving high school,” he told members of the Tennessee Organization of School Superintendents.

Lee said he also wants to strengthen the state’s programs for developing principals and create more opportunities and curriculum focused on science, technology, engineering, and math.

“I want to be an educator governor,” he told the superintendents. “I want [Tennessee] to be a state that is an education state.”

Editor’s note: This story has been updated to include results of the Mason-Dixon survey.

tough sell

Rezoning debate highlights gap in opportunities at two Memphis high schools

PHOTO: Laura Faith Kebede/Chalkbeat
Under Mark Neal's leadership, Melrose High School has earned its way off the state's "priority" list of low-performing schools.

As Shelby County Schools considers a rezoning that would transfer 260 White Station High School students to Melrose High School, some in the community are calling the proposal a needed correction, while others don’t want to move students from a higher-performing school to a lower-performing, but improving, one.

PHOTO: Laura Faith Kebede/Chalkbeat
Jonathan Cross speaks at the rezoning meeting Monday.

The community meeting Monday was the first of 10 such gatherings to discuss the district’s plan to rezone a portion of 19 schools with the goal of moving 3,200 students to schools closer to home. Students currently living in those areas can choose to stay at their current school, but parents, not the district, would then be responsible for transportation. (For an overview of all proposed rezonings, read our story from last week.)

This particular meeting was focused on the proposal involving White Station and Melrose.

“The kids already have a fantastic option for education,” at White Station High School, said Jonathan Cross, who owns a house in the proposed area that would no longer be zoned for the East Memphis high school.

If the school board approves the plan, rising ninth graders in the area would be zoned to Melrose this fall. The neighborhood, Sherwood Forest, was rezoned to White Station, from Melrose, at least 20 years ago. Neighborhood advocates in the city’s historic African-American community of Orange Mound say that decades-old change has contributed to the enrollment decline at Melrose.

The rezoning would help level the enrollment at the two schools where Melrose had declining enrollment and White Station was crowded. Under the rezoning, enrollment at Melrose could increase by 44 percent and decrease at White Station by 12 percent. Currently 586 students attend Melrose, while 2,142 attend White Station.

“We’re just reclaiming what was taken from Orange Mound,” Claudette Boyd, a neighborhood advocate, said.

The fight for students in the square-mile that the rezoning plan addresses highlights Shelby County Schools’ struggle to ensure high school students have similar opportunities wherever they go in the district.

“All of our schools need to be high-quality options that offer comprehensive work to our students,” acknowledged Angela Whitelaw, the district’s chief of schools.

Melrose, which has the highest concentration of high school students from low-income families in the city, recently earned its way off the state’s “priority list” of low-performing schools; still fewer than one-quarter of students score at grade level in any subject.

The rezoning could boost Melrose’s enrollment to what the district considers acceptable, meaning that students fill at least 60 percent of the building’s capacity — up from 52 percent capacity this year.

White Station High School, which conversely has the second-lowest concentration of poor students, routinely performs above the district average in all subjects, but in the last three years has seen academic achievement decline.

State of Education in Orange Mound

    • Parents, students and community stakeholders are invited to a community discussion about:
    • Attendance zone for Melrose High
    • Opening of charter schools
    • School closures
    • Status of Aspire Hanley
    • Childhood trauma (ACEs)

The event is sponsored by Committee of Melrose Alumni, Orange Mound Development Corporation, and Orange Mound Community Parade Committee. Grand prize drawing for a 39-inch television. Must be present to win.

  • When: 12 p.m. Saturday, Feb. 9
  • Where: Orange Mound Community Center, 2572 Park Ave. Memphis, TN 38114

Making sure that Orange Mound students have preferred admission to their neighborhood school has been a priority for Joyce Dorse-Coleman, who was elected to the Shelby County Schools board in August.

“This may be new to some of you, but this is not new,” she told meeting attendees, referring to neighborhood residents attending Melrose, which she said “used to have high enrollment.”

At Monday’s meeting, Whitelaw outlined the sports teams and clubs Melrose offers, as well as course offerings that can count for college credit and industry certification.

But some parents are wary of the Shelby County Schools claims — saying that if Melrose was as academically strong as the district claims, most of the students slated for rezoning would already be attending that school, which is closer to where they live.

“If the kids my child hangs out with don’t go to Melrose, we don’t have a strong neighborhood school,” said Michelle Ficklen, who has lived in the proposed rezoned area for about 20 years.

In a district report last year, Melrose High had few options for advanced coursework that could prepare students for the rigor of college classes. There were no Advanced Placement classes, three dual enrollment, and 21 honors. Next year, Melrose is slated to get some Advanced Placement classes, eight dual enrollment classes, but will offer six fewer honors classes, according to Linda Sklar, the district’s optional school coordinator.

By contrast, White Station High already has the highest number of Advanced Placement and honors courses, and the second highest number of dual enrollment classes in the district.

School board member Stephanie Love, who was present at Monday’s meeting, said district staff should see “what classes [White Station students] were in and mirror some of them at Melrose.”

“What’s going to happen if they choose somewhere else?” she said after the meeting.

The school board will likely vote on the rezoning plans in late February or early March, district officials said.