Future of Schools

State officials recognize 170 schools for achievement, growth

PHOTO: Tajuana Cheshier
Students in Memphis help each other with their vocabulary at Sharpe Elementary, one of 85 Tennessee schools recognized by the state Monday for test score growth in the 2014-15 school year.

The list of 170 Tennessee schools recognized Monday for their growth or performance on standardized tests includes traditional and charter schools from Mountain City to Memphis, with students from across the economic spectrum.

The state Department of Education annually releases its reward list, which comprises the state’s top 5 percent of schools for academic achievement and the top 5 percent for annual growth.

By contrast, the state’s lists of struggling schools are released every three years, with the next installments coming in 2017. Tennessee’s priority list focuses on the bottom 5 percent of schools, and its focus list documents the 10 percent of schools with the largest achievement gaps between groups of students.

This year’s reward list included schools from 59 districts. Ninety-three of the schools serve mostly economically disadvantaged populations, including most of the 35 on the list from Shelby County Schools in Memphis.

Seventy-six of the schools were recognized for overall academic achievement, while 85 schools were recognized for test score growth. Nine schools earned both designations.

The department also recognized 12 districts as exemplary for significantly improving student performance and narrowing achievement gaps, including three of the newly formed districts in Shelby County: Arlington, Bartlett, Germantown and Lakeland, all of which just completed their first year of operation.

“We believe these districts are models for our work across the state. They all face different challenges and have different best practices to share,” McQueen said in a press release.

Due to the state’s new waiver from the federal Elementary and Secondary Education Act, high-growth schools now can exit the priority and focus lists prior to a new list being announced. Two Memphis schools — Springdale Elementary and City University Boys Preparatory — accomplished that last week when the Tennessee Department of Education released its 2014-15 test scores for districts and schools. Both improved their scores at a faster rate than 85 percent of schools on the list.

Springdale Elementary was the only school statewide to pull itself off of the priority list and straight onto the reward list.

“We recognize that more work is necessary to ensure across-the-board gains in performance and progress, but this is proof that in many cases, we’re trending in the right direction,” Superintendent Dorsey Hopson said in a press release.

You can find additional information about exit criteria for priority and focus schools and the complete list of 2015 reward schools here.

Enrollment push

‘The pressure is on everyone’ as Detroit’s main district advertises to attract more students

PHOTO: Koby Levin
Detroit school board members stand with the students who will star in the district's summer ad campaign.

Detroit’s main school district has a new look.

Officials announced a new brand for the Detroit Public Schools Community District to real-live fanfare on Thursday, unveiling a new logo and tagline with a student brass band as backdrop.

After the announcement was made at Nolan Elementary School, students streamed out wearing blue tee shirts printed with the new logo, which depicts a rising sun.

“Students rise. We all rise,” reads the tagline, signaling that improvement  is coming to a district that is working to recover from decades of disinvestment and mismanagement.  Officials hope the campaign will bring Detroit families back to a district whose future depends in part on increasing enrollment.

That’s a sign of a new reality in public education, one that public relations professionals recognized around the time that policy shifts nationwide allowed more charter schools to open.

When school competition spread nationally, the phenomenon was especially pronounced in Michigan, where parents can enroll their children in charter schools or suburban schools that will accept them. State law puts few restrictions on where charter schools can be opened and who can open them.

Superintendent Nikolai Vitti said the re-branding effort was inevitable in a state that fosters competition between school districts.  Vitti has criticized Michigan’s charter school laws, but has charged head-on into the battle to enroll students nonetheless.

“I think the pressure is on everyone,” Vitti said. “Students can move from one district to another. It’s incumbent on every school district and every school to go into a marketing mode.”

The district paid $100,000 for the campaign, which was put together by BLVD Content and Real Integrated, marketing and strategy firms that have worked for Ford, the City of Detroit, The Henry Ford, and the Detroit Opera Theater. The non-profit United Way chipped in another $200,000. The brand includes television commercials and a new logo and tagline.

PHOTO: Koby Levin
Detroit’s main district has a new logo.

This is not the first time Detroit’s main district has used advertising to attract students. In 2010, the “I’m in” campaign won a top national marketing award. The old Detroit school district, which now exists only to pay off legacy debt, reported that 830 students enrolled as a result.

Nora Carr, former president of the National Association of School Public Relations, says schools are “borrowing a page from the private sector” by investing in brands. “Rarely mentioned a decade ago, branding is becoming part of the educational lexicon,” she wrote in a 2009 article.

While enrollment in Detroit’s main district has declined, it remains the largest in the state. That makes it easier to raise funds, but harder to implement a brand widely enough that it will become ingrained in parents’ perception of the district.

Many charter schools in the city are far smaller. Take The Detroit Achievement Academy, a 200-student charter school on the city’s northwest side. Kyle Smitley, the school’s founder, said in a text that she does the branding herself. “We don’t pay anyone externally,” she added.

District officials say the brand projects “a new beginning for traditional public education in Detroit.” His administration has set lofty academic goals, which it hopes to reach through an overhauled curriculum, but it remains too early to judge whether these efforts will move the district forward.

Boosting enrollment is a crucial piece of the puzzle. A plan unveiled earlier this month called for commercials on television, billboards and buses, part of an effort to bring back some of the roughly 30,000 students who wake up every day in the city and go to school in the suburbs.

The commercials will be based on a promotional video, also released Thursday, in which rapper Big Sean, a graduate of Cass Technical High School, speaks over images of actual Detroit students playing sports and studying. They build on a tradition of commercials that emphasize Detroit’s hard-knock reputation, with the rapper dropping lines like “we are a city that runs on ambition and grit.”

The video and other advertising materials can be seen on the district’s website.

First Person

With roots in Cuba and Spain, Newark student came to America to ‘shine bright’

PHOTO: Patrick Wall
Layla Gonzalez

This is my story of how we came to America and why.

I am from Mallorca, Spain. I am also from Cuba, because of my dad. My dad is from Cuba and my grandmother, grandfather, uncle, aunt, and so on. That is what makes our family special — we are different.

We came to America when my sister and I were little girls. My sister was three and I was one.

The first reason why we came here to America was for a better life. My parents wanted to raise us in a better place. We also came for better jobs and better pay so we can keep this family together.

We also came here to have more opportunities — they do call this country the “Land Of Opportunities.” We came to make our dreams come true.

In addition, my family and I came to America for adventure. We came to discover new things, to be ourselves, and to be free.

Moreover, we also came here to learn new things like English. When we came here we didn’t know any English at all. It was really hard to learn a language that we didn’t know, but we learned.

Thank God that my sister and I learned quickly so we can go to school. I had a lot of fun learning and throughout the years we do learn something new each day. My sister and I got smarter and smarter and we made our family proud.

When my sister Amira and I first walked into Hawkins Street School I had the feeling that we were going to be well taught.

We have always been taught by the best even when we don’t realize. Like in the times when we think we are in trouble because our parents are mad. Well we are not in trouble, they are just trying to teach us something so that we don’t make the same mistake.

And that is why we are here to learn something new each day.

Sometimes I feel like I belong here and that I will be alright. Because this is the land where you can feel free to trust your first instinct and to be who you want to be and smile bright and look up and say, “Thank you.”

As you can see, this is why we came to America and why we can shine bright.

Layla Gonzalez is a fourth-grader at Hawkins Street School. This essay is adapted from “The Hispanic American Dreams of Hawkins Street School,” a self-published book by the school’s students and staff that was compiled by teacher Ana Couto.