Tennessee

Vanderbilt study: iZone more effective than ASD in turning around struggling schools thus far

PHOTO: Kayleigh Skinner
Achievement School District Superintendent Chris Barbic speaks at an ASD test score rally in July 2015 in Memphis.​

Days before the Tennessee Achievement School District is to announce whether it will take over five more Memphis schools next year, Vanderbilt has released a study suggesting the city’s low-performing schools would be better off in Shelby County Schools’ Innovation Zone.

The study, released Tuesday, shows that iZone schools have sizeable positive effects on student test scores, while the ASD’s effects are marginal. That means that students at ASD schools are performing mostly at the same low levels they likely would have had their school not been taken over by the state-run school turnaround district.

The study’s release comes at a time when the ASD is not only expanding in Tennessee, but several states plan to replicate it. ASD leaders have taken issue with the results, saying that it’s too early to draw decisive conclusions.

“The tough work of school turnarounds take time – the study itself says it takes up to five years for the reforms to take meaningful hold,” says a statement from the ASD leaders, whose first cohort of schools is in their fourth academic year in Memphis.

Researchers say it would be premature to scrap the ASD, which has been credited with creating a sense of urgency to improve the state’s worst academic schools. Students who have been in ASD schools for three years did see slight positive effects in test scores, and research typically shows that education reforms take a few years to show results.

That makes the iZone’s success in Memphis all the more remarkable, said lead researcher Ron Zimmer.

“I think the iZone schools are showing promising results that we can feel good about, and they showed them almost immediately,” he said.

Both the ASD and iZones were created when Tennessee won the federal Race to the Top grant in 2010 to improve struggling schools, among other things. Under the ASD model, low-performing schools are removed from their local districts into the ASD’s oversight, and most are placed with nonprofit charter operators to manage. Innovation Zone schools remain in the local district but, like charters, have the autonomy to hire and fire staff, overhaul their curriculums, give their teachers bonuses, and add time to the school day.

In Memphis, which has the state’s highest concentration of low-performing schools, the ASD currently oversees 27 schools, and the iZone has 18. School districts in Nashville and Chattanooga operate smaller iZones as well, and the ASD also oversees two Nashville schools.

The study did not explore why the iZone might be outperforming the ASD at this point. But another Vanderbilt study released last year showed that ASD schools had high levels of teacher turnover and student mobility in their first year — factors that often lead to a decline in test scores. Turnover leveled out in later years, which might be why they saw their scores rebound, and in some cases, surpass their pre-takeover levels.

Though the iZone managed to turn around schools without a drop in first-year scores, Zimmer said it remains to be seen if that success is financially sustainable. Already, the district is struggling to find money for the initiative, which is expensive to fund.

“There’s a question of how iZones are achieving this and is it sustainable?” Zimmer said. “That’s always an issue of reform. Is it scalable?”

ASD leaders said they believe that the data is inconclusive based on a young cohort and small sampling of schools and emphasized gains by ASD schools in both student proficiency and growth.

“Over the last three years, our schools outpaced the state in math and science, and our second- and third-year cohorts of schools averaged the highest possible growth rating (Level 5 TVAAS),” said the state district’s statement.

Editor’s note: This story updates a previous version with additional statements by ASD leaders.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”