Where's DeVos?

Is Betsy DeVos visiting a Jewish school in Manhattan Tuesday? Officials won’t say

PHOTO: Gabriel Scarlett/The Denver Post

U.S. Education Secretary Betsy DeVos is poised to visit the Manhattan High School for Girls on Tuesday, according to a Jewish publication that seemed to land the scoop on Friday.

But if DeVos does plan to visit the private Jewish school, she is keeping quiet about her plans. A DeVos spokeswoman, Evelyn Stauffer, would not confirm the visit, and the secretary’s schedule does not list any public events on Tuesday.

A woman who answered the phone at the Manhattan High School for Girls would also not confirm that a visit was in the works. “I’m going to have the proper authorities contact you,” she said, before hanging up. Multiple school officials did not return emails and phone calls seeking comment.

The decision to visit a private Jewish school would almost certainly invite scrutiny. While DeVos has toured religious schools in other states to make the case for school choice policies, local ultra-Orthodox Jewish schools have been criticized for leaving students without basic reading, math, or science skills.

Those critiques have focused most sharply on the education offered to boys who attend religious yeshivas — separate from the Manhattan High School for Girls. But even the possibility of a DeVos visit has attracted attention from critics of the city’s yeshivas, which enroll about 57,000 students and were recently at the center of a controversy over oversight of their curriculum that held up the state’s budget.

“The fastest growing Jewish denomination, the Hasidic community, provides little to no secular education to their boys (while most Hasidic girls do get a decent education),” Naftuli Moster, an advocate who has pushed for more rigorous education at yeshivas, wrote in an email. “We urge Ms. DeVos to visit real Hasidic boys’ schools as well.”

DeVos’ potential visit might also be notable for the schools not on her schedule. She has not made plans to visit any district schools in the nation’s largest school system, according to city education department spokeswoman Toya Holness.

And it’s unclear whether she reached out to any of the city’s high-performing charter networks, which would be an obvious way to promote school choice. Spokespeople for three large networks — Achievement First, KIPP, and Uncommon Schools — all said they were not aware of DeVos reaching out to set up a school visit in New York City.

A spokeswoman for Success Academy, the city’s largest charter network (and which has been slower to distance itself from the Trump administration) would not say if they had been contacted or if a visit was planned.

Press were invited to DeVos’s school visits in New Hampshire on Monday. But if DeVos does wind up visiting schools in New York City without alerting the press or listing the event on her public schedule, it won’t be the first time.

Listening Tour 2018

5 bold ideas for how Chicago can send more kids through college

PHOTO: Elaine Chen
Chalkbeat Chicago sat down with educators and OneGoal staff as part of our series of listening tours throughout the city

It takes resilience and a lot of support to launch students on the path to college, let alone get through Year One.

“Students trying alone to make it is not going to work,” said Kate Kaushal, a counselor at Phillips Academy High School in Bronzeville. “It takes a village.”

In a conversation on Tuesday, educators, Chalkbeat reporters and editors, and staff from the nonprofit OneGoal brainstormed ways to marshal that village to guide more students in Chicago’s neighborhood schools toward college and careers. As the sixth stop of Chalkbeat’s summer listening tour, the two-hour discussion took place at the Loop office of OneGoal, which offers one-on-one coaching to help low-income high school students transition to college.

The discussion covered many of the challenges schools face, from keeping students moving forward during their “sophomore slump,” to conquering the complexity of college applications and financial aid forms — and, moving beyond, to keeping students in college once they get there.  In 2016, 66 percent of CPS high school graduates enrolled in two- or four-year colleges. But of district students who had enrolled in college in 2011, only 57 percent graduated by spring 2016.

Tuesday’s group shared ideas that are working — and even came up with other bold ones that could catch on. Here are five ideas that came out of our conversation:

1. Build out a system of post-secondary “help desks” in libraries and public spaces

Sharon Thomas Parrott suggested instituting “help desks” to support high school students in navigating financial aid

Problem: The variations among applications for colleges and trade programs is mind-boggling,  even for adults, said Kaushal of Phillips Academy.: “Each college has a different process, and a different portal, and students get frustrated when applying.”

Solution: Sharon Thomas Parrott, an ex-officio member of One Goal’s Board of Directors who began her career as a CPS teacher, proposed a network of community “help desks” that could help students review options and navigate applications and federal financial aid forms. “How do we support schools and provide counseling opportunities without counselors?” she asked rhetorically. Help desks with services in English and Spanish would also help make the process more accessible to parents and guardians.

2. Financial aid navigators accessible to high school students throughout the city, either at schools or through organizations

Problem: College has become astronomically expensive. It’s great to encourage students to pursue higher education, “but don’t sugarcoat it either,” said Andrew Nelson, a humanities teacher at Multicultural Academy of Scholarship High School in South Lawndale. However, reality can also discourage families.

Solution: Alejandro Espinoza, OneGoal Chicago’s director of secondary partnerships,  suggested that the city or schools can provide financial aid navigators to help families figure out how much schools cost, what financial aid is available, and how loans figure into the picture. “Parents won’t take a risk if they don’t know this information.”

3. Start the post-secondary conversation earlier

Mary Beck, principal of Senn High School, emphasized the importance of Freshman Connection for getting incoming students on track for high school graduation

Problem: Many students don’t enter high school with thoughts about what they’ll do afterward, and may not think about them until junior year, when their options — such as entering into a trade or a college — become limited because they lack required courses and credits.

Solution: Mary Beck, the principal of Senn High School in Edgewater, said that her school has placed much emphasis on Freshman Connection, a program that gets incoming students acquainted with staff and graduation requirements before the school year starts. At Senn, the goal is to get students on track to graduate before they even show up for Day One of high school. “It’s setting yourself up so that you have options,” she said. “They have to be prepared to apply for a four-year college even if they don’t ultimately go.”

4. Focus on individual students once they get to college

Problem: Students who make it to college don’t always stay there. Beyond academics, it can be challenging to deal with a new environment, cost, and even culture. Adults often tell students that once they’re in college ‘you’re going to be an adult, no one is going to hold your hand,’ said Kaushal, “but sometimes someone still needs to hold their hand.”

Solution: Thomas Parrott said that colleges or external programs could provide counselors who sit down with incoming college students and looking at what classes they’ll take in freshman year, as those grades set the foundation for the students’ trajectories in college. Kaushal added that guidance needs to continue in college. While organizations such as OneGoal provide one-on-one coaching for college freshmen, she said that continued coaching will help ensure students ultimately graduate.

5. Students need to see success stories

Problem: Students sense challenges facing their family, neighborhood and city all the time. They need to hear stories of resilience — and see exactly how kids who look like them persevered.

Solution: OneGoal Director of External Affairs Chloe Lahre said that mentors, connected through a robust directory of program alumni, could offer practical advice and encouragement. Nelson of Multicultural Academy suggested more stories in the media about students overcoming setbacks. It would be helpful, he said, “seeing people who have had similar experiences and seeing what their story is like.”

In our listening tours, we’ve gathered parents, community groups, students, and educators to discuss pressing issues in Chicago education. Our seventh event, in partnership with City Bureau, is next Thursday, August 23. It is open to the public.

Timely Decision

Detroit school board approves 2018-19 academic calendar after union agrees to changes

PHOTO: Hero Images
Ivy Bailey, president of the Detroit Federation of Teachers, said teachers agreed to calendar changes to do what's best for students.

The Detroit school board approved this year’s academic calendar Tuesday night, hours after Detroit’s main district and its largest teachers union settled a contract disagreement.

The calendar approval, which comes just three weeks before the first day of school, includes some changes to the original calendar spelled out in the teachers’ contract.  The new calendar was approved last week by a school board subcommittee without comment from the the Detroit Federation of Teachers, and it was on the agenda for tonight’s meeting of the full school board.

After discussion with the district, the union signed an agreement on the changes, known as a memorandum of understanding.

The calendar eliminates one-hour-early releases on Wednesdays and moves the teacher training that occurred during that time mostly to the beginning of the school year. It also will move spring break to April 1-5, 2019 — a few weeks earlier than the April 19-26 break specified in the contract.

Superintendent Nikolai Vitti said the situation was not ideal, and he realizes that some teachers may already have made plans for the week of April 19-26.

“Hopefully, our teachers realize they should be there,” he said. But if vacation plans were already made and can be changed, “that’s good.”

“We will be prepared as much as possible to have substitutes and even district staff, if it’s necessary,” he said.

Ivy Bailey, president of the Detroit Federation of Teachers, said teachers aren’t pleased about the agreement.

“No, we were not happy with the change,” Bailey said.

Addressing a question from board member LaMar Lemmons, Bailey said the calendar changes “did constitute an unfair labor practice” because, among other reasons, teachers lost preparation days with the new calendar.

“We are not happy, but we are here for students,” Bailey said. “We understand this is what’s right for students. We put students first, and we are going to work it out.”

The earlier spring break is designed to avoid the testing window for the Preliminary Scholastic Aptitude Test, a college entrance exam commonly known as the PSAT.

Other changes to the calendar include eliminating scheduled parent-teacher conferences on October 31 because of the Halloween celebration.