Achievement School District

Senate panel approves bill to expand enrollment eligibility for state-run charter schools

Barbic before the Senate Education Committee with state Education Commissioner Candice McQueen

The Senate Education Committee voted Wednesday to advance a bill that would expand eligibility for enrollment in state-authorized charter schools beyond their residential zones.

If approved by the entire Tennessee General Assembly, the bill would modify enrollment restrictions for many of Tennessee’s lowest-performing public schools that currently operate in Memphis and Nashville. State officials estimate the change would draw an additional 400 students to the schools.

Lawmakers passed the bill 7-0, with two abstentions, after questioning state Education Department officials at length about the bill’s intent and potential impact. The proposal was filed by Rep. Harry McCormick (R-Chattanooga) and Sen. Mark Norris (R-Collierville) on behalf of Gov. Bill Haslam’s administration.

At the center of debate is Tennessee’s Achievement School District (ASD), which was created in 2010 with federal grant money and charged with turning around Tennessee’s lowest performing schools. The ASD has since taken control of 23 of the state’s 85 lowest-performing “priority” schools and has authorized nonprofit charter organizations to operate 18 of those.

Currently, the ASD and its charters must operate under the same residential zoning laws as traditional schools in local districts. The bill would open the door to allow out-of-zone students to enroll in the ASD’s charters, but only after all students who currently are eligible are enrolled. The new students must be identified as low-income or performing below proficiency level academically and could comprise no more than 25 percent of the school’s total population.

Many ASD-authorized charters operate in school buildings that are underutilized and could accommodate more students than allowed under the current enrollment restrictions.

However, ASD Superintendent Chris Barbic said school choice is the primary driver behind the bill. He said families are doing their research and coming to the charter schools asking to enroll their children – only to be turned away. “This is less about not being full; and it’s more about just giving families an option if they want to send their kid to one of our schools,” he said.

Some lawmakers asked why any out-of-zone parent would choose to send their child to a school designated as a low-performing priority school.

“The reason families want to send their kids to these schools is – after a couple years – they’re not failing any more. They’re doing better, and word’s on the street that this is a better school,” Barbic said.

He reported that schools in their third year under ASD oversight have seen a “dramatic” increase in math and science scores, although reading scores remain flat.

“What about a charter school that’s just trying to take on some new kids to raise their scores so the school looks better by taking from schools outside the geographic zone?” asked Sen. Brian Kelsey (R-Germantown).

Barbic said changes under the bill would be negligible and that the proposal is not designed to provide a “backdoor” to advance charter results. “Schools are going to get to the top quartile because they’ve set up a strong program with a great leader and hard-working teachers – the same thing that makes every great school a great school,” he said.

Sen. Reginald Tate (D-Memphis) questioned the need to change the enrollment process if the change would only impact about 400 students, as estimated by Barbic.

“All this will allow us to do,” Barbic said, “is if there are open seats after we’ve served all the kids that are zoned from the neighborhood and all the kids that are zoned to a priority school want to come, we think those parents should have a chance to come.”

Sen. Rusty Crowe (R-Johnson City) commended Barbic for his work on behalf of Tennessee’s most vulnerable students but said he would pass on casting a vote on the measure. “I’ve gotten a tremendous amount of input from my Upper East Tennessee district, and it’s all been negative. I haven’t had one call or comment that wants this,” he said. “My largest county – Washington County – they take all their sales tax dollars and put it toward education so they fear any movement of money around.”

Follow the status of education-related bills in the 109th Tennessee General Assembly.
Follow the status of education-related bills in the 109th Tennessee General Assembly.

Critics of the bill – and of charter schools – say the proposal would harm traditional public schools by siphoning off both students and funding.

The bill’s fiscal note said some state and local money through Tennessee’s education funding formula “may shift” to charter schools as a result of the bill. “The extent of any such shift cannot be reasonably determined,” the note says.

Barbic’s appearance before the Senate panel was his first in three years and included interesting exchanges with lawmakers as he defended the work of the unique state-run school district.

“There’s 22 bills that have been filed right now that are either trying to kill [the ASD] or pull it apart, and this thing hasn’t even gotten out of the petri dish,” he said, noting that the first schools under ASD oversight are only in their third year of operation.

Discussing the challenging work of wresting control of schools from local districts in an effort turn them around quickly, Barbic spoke passionately.

“The Achievement School District makes the state accountability system real. So the days of … neglecting certain schools over other schools because maybe the parents aren’t going to say as much, those days are over,” he said. “Districts now know that if they don’t do what needs to be done in every school for all kids, that there’s a real consequence.

“I know it’s controversial. I know it’s hard,” he said. “… Unfortunately, I think there’s a lot of controversy around the work we’re trying to do to improve these schools, and there’s not nearly enough controversy around how in the heck did these schools get in this shape in the first place?”

Contact Marta W. Aldrich at [email protected]

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Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.