Inside Chalkbeat

Welcome to Chalkbeat Tennessee, your new home for education news

Dear readers,

We are very excited to introduce Chalkbeat Tennessee, a news site focused on delivering you the most relevant news about education policy and practice right here in our community.

Since first soft-launching in October, we have leapt right to work, hiring two reporters, writing stories about lots of change in Shelby County Schools and the Achievement School District, and (as you can see) building a lovely new website to improve your reading experience.

This is an exciting period for Tennessee schools. In 2010, as part of the Race to the Top initiative, Tennessee received $501 million to fund several initiatives to turn around low-performing schools, improve teacher quality, and provide more school choice for students. Meanwhile, less than a year after Shelby County Schools underwent one of the largest school system mergers in the country, six municipalities are splitting to form their own school systems.

To hone our efforts, we have selected three areas of focus that each of our reporters will cover over the next year: implementation of the Common Core, admissions and enrollment, and efforts to improve teachers’ effectiveness.

  • Tennessee’s adoption of Common Core has fundamentally changed what students learn in the classroom. Our entire team will be exploring how those changes affect teachers’ jobs, schools’ test scores, and taxpayers’ pockets.
  • Tennessee’s legislature has opened the doors to the creation of new school districts, charter schools, and a state-run district. That’s created more choice for parents. Jaclyn Zubrzycki will be exploring how parents navigate those choices and what these changes mean for the state’s lowest-performing students.
  • Finally, Tennessee’s teachers are undergoing dramatic changes in how they’re hired, placed, supported, and evaluated. Tajuana Cheshier will be reporting on how effective those efforts are in improving Tennessee’s teaching force.

But our stories will be strongest if we get your help. Here are a few ways to pitch in:

First, meet our community editor, Tajuana Cheshier, who will be creating more opportunities for you to interact with our reporters, share your experiences, and help deepen our coverage of public schools. To start, please consider submitting to our new First Person section, which will highlight the experiences of teachers, administrators, students, policymakers, and parents. To find out more or pitch an idea, e-mail Tajuana at tcheshier@chalkbeat.org.

Another way to share your experiences and thoughts with us is through our comments section. Here is a look at our comments policy, which we will be enforcing aggressively with the help of our engagement director, Anika Anand. We want Chalkbeat Tennessee to be a place where educators, policymakers, and families can come to voice their concerns, talk to one another and ultimately, act in a way that leads to better schools for everyone. So please, be courteous and respectful in your comments so that we can all learn something from each other.

Here are some other ways to stay up to date on our reporting and help us make our reporting the best it can be:

  • Sign up for our morning Rise & Shine newsletter, which includes the day’s major education Tennessee and national headlines.
  • Follow us on Twitter  and Like us on Facebook
  • Got a story idea for us? Send an e-mail to tn.tips@chalkbeat.org
  • Fill out our survey to tell us what stories you want to read and learn more about Chalkbeat.

Happy reading,

Daarel Burnette II, Chalkbeat Tennessee bureau chief

Elizabeth Green, Chalkbeat editor-in-chief

Meet us

Chalkbeat Chicago reporter Adeshina Emmanuel on race, public schools, and “tough love” in CPS

Last week, I gave you an overview of our plans for Chalkbeat Chicago and shared an inside look at our first community event in Washington Park. (Stay tuned: Several more community events are on the way.) Today, I’m excited to offer a deeper introduction to my first hire: Adeshina Emmanuel, an Uptown native who is a Chicago Public Schools grad. Ever want to talk public schools? Adeshina attended five CPS schools, graduating in 2007 from Friedrich Von Steuben Metropolitan Science Center.

Adeshina has been plenty busy since then: staff jobs at the Chicago Sun-Times, DNAinfo Chicago, and the Chicago Reporter; writing for Chicago magazine, In These Times, Ebony, the Chicago Reader, and Columbia Journalism Review; and leading in-depth reporting projects through City Bureau, a Chicago civic journalism lab. His writing and reporting about race and class is insightful and honest, and I’m excited to be working alongside him to tell the complex story of Chicago public education.

Since he’s the new guy, I asked him to answer a few questions about himself and his approach to the education beat.

You’ve primarily been writing about race and class in Chicago. Why are you diving so deeply into education at this point in your career?

It’s a natural progression. This new role gives me the opportunity to examine race and class through the lens of education, while connecting the dots to politics, finance, and other forces shaping our public school and charter systems. We can’t have a serious conversation about American inequality without considering how these dynamics help shape and manifest in public educational institutions such as CPS, especially in an infamously segregated and racially problematic city like Chicago.

You’re a graduate of Chicago Public Schools. Looking back as an adult, how would you describe your experiences?

CPS was far from perfect—but I wouldn’t be the journalist, or person, I am today without a lot of the guidance, love, and tough love from the schools I attended. That includes students, principals, assistant principals, school disciplinarians, teachers, teachers assistants, security guards, school counselors, basketball coaches, and more.

I won’t get into my whole CPS journey. But there’s a crucial moment I’d like to share. It’s a story about how one selective-enrollment school in Lake View pushed me out and how a neighborhood school in Uptown took me in—and helped shape who I am.

Third grade was a rough year for me. I was an emotional and outspoken know-it-all who clashed often with his teacher and spent a lot of time in the office accused of disobeying authority. My greatest nemesis—if a third-grader can really have a nemesis—was a sixth-grade boy who was in my older sister’s homeroom and rode the school bus with us. He had a habit of making suggestive and demeaning comments to her. The bully and I had fought one-on-one at least twice, and he beat me up pretty bad both times. I never told my parents or anybody at school.

One day, he touched my sister—again—as we rode the school bus home. We confronted the bully with some friends, and, this time, our clash got back to officials at our school. We were pressured to find another school.

My mom decided on our neighborhood school, Joseph Stockton Elementary (now Courtenay, after a 2013 consolidation). At Stockton, I found a sense of family that had been lacking at my previous school. The teachers and administrators knew my mother, and many of the mothers at the school knew each other from the neighborhood.

At Stockton, I fell in love with the written word. I remember my fourth-grade teacher, Ms. Simmons, who was one of the first to encourage my craft. My fifth-grade teacher, Ms. Zaccor, challenged me with books beyond my grade level like Native Son and The Autobiography of Malcolm X. My basketball coach, Mr. Yolich, taught me about hard work and self-discipline both in the classroom and on the court. Yolich, who grew up in Uptown like me and was very involved in the community, was well put together, respectful and laid back—but blunt—and I looked up to him as a role model.

These are just some of the people at CPS who have changed my life for the better and taught me the power of a loving and engaged school community.

What do you think is missing in the conversation about Chicago education?

I wouldn’t say these things are missing, just that we need them to be more prominent in our conversation.

We need to talk more—and with more honesty—about the ways that racism and other forms of systemic oppression have affected schools historically and today. We need more discussion about the link between poverty, trauma and violence in youth. We need to take a more intersectional view of the forces students face when they hail from various marginalized groups or identities, especially gender nonconforming people, immigrants, students with mental illness, and students with disabilities. We need more of a solutions approach to the conversation about Chicago education—and to not simply call out issues. We need more continuous focus on the resilience, imagination, and courage exercised by students and educators pushing for solutions to problems in education, not just when there’s a headline grabbing event like a walkout, a school closing or a hunger strike. Everyday efforts can be both empowering and instructive.

What is your philosophy about engaging the communities that you cover?

Be present, listen, collaborate, and report back.

I approach community engagement with an open ear for how people describe their relationship with institutions, their personal histories, and how their stories relate to both the history of their community and the history of the institutions that serve the area. I also want to take stock of what’s working, what’s not working, and what they feel they need to solve their problems. Each person’s perspective is like a thread. It’s my job as a journalist to help weave these threads into a narrative.

How can readers reach you?

On Twitter, @public_ade, and via email, at aemmanuel@chalkbeat.org. Or, if you see me, say hi. I’ll be out there.

 

An Introduction

What’s missing from the conversation about Chicago schools?

PHOTO: Elaine Chen
A table of students, parents, educators and community members participate in a conversation hosted by Chalkbeat Chicago and Generation All.

Last week, I co-hosted a dinner for 45 parents, educators, students and community members at Walter H. Dyett High School for the Arts in Washington Park. Over some of the best chicken and biscuits I’ve had in my life, I posed this question. The list of responses was long and impassioned, but one answer, in particular, stayed with me long after we all went home.

“There’s a disconnect between the policy makers and the people on the ground. Too often, I have to bring my own chair to the table.”

I get this.

A few weeks ago, I dropped my son off at kindergarten and drove back to my home office to start a new job as bureau chief of Chalkbeat Chicago. Even in a district powered by school choice, landing a spot in a “good” kindergarten felt like a struggle: starting with testing in a hot, crowded room with other nervous parents and kids and ending with 11 waitlists.  

It’s one thing to write about school choice as a journalist; it’s another to experience it as a parent.

I’m approaching this job as both. At Chalkbeat Chicago, we plan to cover early childhood education through K-12, which means assessing everything from Mayor Rahm Emanuel’s “diploma mandate” to the highly touted freshman tracking program To & Through to efforts to tamp down the district’s high debt. We will examine decisions made in the boardroom: on spending, school openings and closings, charter authorizations, leadership, and the like. But we’ll also be reporting from classrooms. As a parent, I can attest that you can’t really understand the district’s opportunities and challenges until you spend time talking with educators and seeing kids in school.

And as our dinner guests last week stressed, to get the full picture, you must engage the community, too. To get the Chicago bureau up and running, we plan to launch a Listening Tour that will take us around the city to better understand what’s working in public education and what’s not. We already kicked it off with our dinner at Dyett, which we hosted with the neighborhood schools advocacy group Generation All as part of the Chicago Community Trust #OntheTable2018.

Some questions participants raised in that conversation:

  • There are serious questions about who wields the power, from mayoral control of the district to concerns about Local School Councils. LSCs need to be supported, trained by the central office and promoted. Participants asked: Where is the accountability to the public?
  • More honesty is needed about how deeply racism shapes schools. Is school funding equitable? What does it mean when some schools have art teachers and librarians, and others don’t? Why does it seem like some neighborhoods have a say in whether they get charter schools—and others don’t?
  • We know that an overwhelming number of Chicago children suffer from trauma and stress. But suspensions, expulsions, and discipline have become the norm instead of counseling and kindness.
  • Schools used to be the center of community life. That’s why the stakes are so high when schools are slated to close. How can we return to that thinking? How can we invite the community and parents in? How can we develop more community leaders and partnerships that build up neighborhood schools?
  • Wanted: better ideas for parent engagement. How do we bring in parents into a child’s educational life?
  • The public narrative of Chicago schools is overwhelmingly negative. Let’s figure out exactly what’s working and, first, replicate it. Then celebrate it.

People kept talking, and our list of participants’ questions kept growing—even after the dinner was over, the biscuits were gone and the school was closing for the night. I’m pleased to say, though, that this was just a start. As we host more conversations across Chicago, we pledge to make public what we learn. We also plan to use what we hear to help set our coverage priorities for the year.

Tomorrow, I’ll introduce my first new hire: Adeshina Emmanuel, whose writing has appeared in the New York Times, Ebony, Columbia Journalism Review, the Chicago Reader and Chicago magazine. By the end of May, we’ll start publishing a weekly newsletter that summarizes what you need to know about Chicago schools. It will elevate some of the great reporting that’s already happening here and include our observations as well. Moving into fall, that newsletter will appear with more regularity. By June, we plan to start publishing stories on our site as we move about the city on our Listening Tour.

Getting started, I’m eager to hear from you. Tell us what you think is missing from the conversation about Chicago schools, find out more about our Listening Tour or send us a story idea or just hello: chicago.tips@chalkbeat.org.

Since our dinner, I’ve been thinking a lot about the guest who spoke so passionately about bringing her own chair to the table. At Chalkbeat Chicago, we want to invite everyone into the discussion, from the power brokers to Chicago educators to community members, like her, who feel like they haven’t been heard.

Join us. There are plenty of chairs at our table for everyone.