Tennessee

ASD school takeover process a ‘scam,’ say parents who worked with state-run district

PHOTO: Jim Webber/Commercial Appeal
Caldwell-Guthrie Elementary School student Jonisha Simms (center) listens as parents and members of the school's neighborhood advisory council protest in December in front of the Shelby County Schools' administration building over the charter matching process established by the Achievement School District.

The Achievement School District’s new school takeover process, heralded by state officials as a way to ensure transparency and parental input about what’s best for Memphis students, came under attack Monday from involved parents who called the process a “scam” based on “biased” data.

As discrepancies surfaced to the ASD’s public reports about the community’s input, some members of the district’s much-touted neighborhood advisory councils held a news conference charging that the process was rigged in favor of pairing struggling schools with charter operators.

Also, a review of NAC rubric and scoring data obtained by the Tennessee Education Report found that many negative reviews of the proposed charter operators were redacted because of “lack of evidence,” making “the matching process a foregone conclusion.”

“This essentially disenfranchises the members of the community to be a real and authentic part of the matching process,” wrote Ezra Howard, a regular columnist for the online education blog.

When unveiling its new community engagement process during the summer, ASD officials said the approach would bring more transparency to its school turnaround work, which has been wrought with community pushback every year since the state-run district took control of its first six schools in Memphis in 2012.

As their efforts at community consensus-building appeared to unravel on Monday, ASD leaders stuck by the process.

“We did our best to run a fair, transparent process and we believe we achieved that,” the ASD said in a statement. “We are grateful to the parents, students, teachers, counselors and community members who spent the better part of two months learning about and evaluating the potential fit of operators that applied to serve these Priority schools.”

LaToya Robinson, a parent who served on one neighborhood advisory council (NAC), was among three NAC members who organized the press conference outside of Shelby County Schools Board of Education building. The group charged that the ASD’s commitment to community involvement was only an attempt to “appease the community,” paving the way for the district’s decision this month to take control of four more schools.

“They took our schools. We did not give [them] away,” one angry parent said.

Robinson was more moderate in her comments later to Chalkbeat, welcoming the ASD’s presence and noting that “before the ASD came, no one cared about (Shelby County Schools).” However, she wishes that ASD officials had been more transparent about how NAC feedback would be incorporated in their final decisions, which ultimately were made by the district’s six-member leadership team.

This year’s takeovers marked a significant shift in the ASD’s approach to state intervention and the pairing of low-performing schools with charter operators. Rather than making a unilateral decision, as they had the previous three years, district officials announced proposed takeovers in September, received applications from interested charter operators in October, and involved panels of parents and community members in scoring the applicants in November.

ASD officials said charter operators for four of five schools met the standards for a match by earning 50 percent or more of the available points from NAC assessments. However, according to the rubrics filled out by NAC members, most operators did not satisfy standards necessary to manage the schools for which they applied.

ASD leaders said the scoring was based on NAC feedback that was “evidence-based.”

Robinson said she had an open mind when she decided to get involved in the ASD matching process. She was chosen to serve on an NAC that would help determine the future of Sheffield Elementary and Kirby Middle schools. The mother of two 6-year-old children, she pored over applications by Aspire and Green Dot, two charter networks seeking to manage three Shelby County schools. She loved Aspire, but was unimpressed with Green Dot after touring Wooddale Middle, one of the Los Angeles-based operator’s other Memphis schools.

Detailing her concerns on the ASD’s rubric, she was dismayed after learning later that much of the advisory council’s feedback had been discounted because ASD officials said it was based more on opinion than on evidence. Ultimately, the ASD gave the green light to Green Dot to operate two schools but rejected Aspire’s application to manage one school.

“The process was great,” Robinson said. “But then it was like they found any way they could to make (our rubrics) show what they wanted it to show.”

For Raleigh-Egypt Middle School, all but one council member wrote that Scholar Academies (SA) did not meet standards without reservations on any of the rubric’s eight criteria. The members, whose names were redacted, cited the operator’s lack of understanding of the neighborhood, lack of community outreach, and safety concerns among reasons against a match at this time with the Philadelphia-based charter organization.

“Raleigh Egypt Middle Schools is in a gang-infested neighborhood,” wrote one member. “Many of the students, their family, and friends are in gangs. SA has not talked about procedures for dealing with this issue.”

Another wrote: “There is evidence that Scholar Academies has attempted to involve the school community in the school transformation process before the school conversion but their strategies were ineffective in reaching the broader community as evident by engagement sessions sign-in sheets and community’s response to surveys distributed by SA. There is no evidence that partnerships with organizations in the community have been formed.”

The ASD’s Dec. 11 announcement that it would convert four more Memphis schools into charters came on the heels of a Vanderbilt study suggesting that the ASD has been less effective at turning around struggling Memphis schools than the local district has through its Innovation Zone.

The study intensified community furor against the state-run district and prompted Shelby County’s school board to pursue a moratorium on ASD expansion until it shows “consistent progress in improving student academic achievement.” However, Tennessee Department of Education officials said the local district does not have authority to issue a moratorium, since state law gives the ASD authority to take control of eligible low-performing schools to implement strategies designed to turn them around.

In a statement Monday, department spokeswoman Ashley Ball said:  “It’s important to remember that the matching process wasn’t designed to determine if these schools needed an intervention; these schools have been on the Priority list since 2012. The matching process was designed to find the right intervention for these schools and these communities. As improvements to the process are identified, the department will proactively make adjustments.”

Top 10

From forest preschools to a secret apology, here are Chalkbeat Colorado’s must-read stories of 2018

PHOTO: Ann Schimke/Chalkbeat
Megan Patterson works with children to make a dam in a creek during a recent "forest school" class.

We spend a lot of time at Chalkbeat chasing the news to keep our readers informed about controversial policy changes, fast-moving debates, and late-breaking decisions.

But we also relish the opportunity to dig deep into issues affecting students and families, shine light on innovative ideas, and hear from dedicated educators making a difference. With that in mind, we’ve gathered 10 of our best stories from 2018.

These stories don’t necessarily chronicle the biggest education issues of 2018, from teacher walkouts to unprecedented state interventions. But they are stories we think are important and insightful, and that we enjoyed reporting and writing. We hope you enjoy reading them.

No walls: Forest preschools let kids run free, but can they change to reach diverse families?

One day this past summer, about a dozen children frolicked by a Jefferson County creek — making pretend tea in small metal buckets, and building dams with sticks and mud.

They were students at Worldmind Nature Immersion School, where children spend all their time outside. So-called forest preschools like Worldmind are beloved by many families but face significant regulatory and logistical barriers in expanding their footprint nationwide. Here in Colorado, a pilot program could lead a new kind of child care license designed for them.

And being licensed could help the schools confront another problem: a lack of diversity among their students. Read more.

Colorado was never ranked 46th for teacher pay. Does this change the debate?

It was an oft-cited statistic: that Colorado, despite its booming economy, ranked 46th in the nation for teacher pay. The eye-popping number found its way onto social media posts and signs at massive teacher rallies last spring. News outlets latched on to it, too.

But it was wrong. Colorado was actually ranked 30th in the nation.

Our story breaks down how the mistake happened (hint: a new data system, an unrevised report) — and how groups with different agendas seized on the snafu to score points. Read more.

This is the letter of apology that Adams 14 leaders never sent

The Adams 14 district in Commerce City is arguably the most troubled and low-performing in Colorado. Just last month, state officials directed Adams 14 to hire an external manager to oversee the district’s operations for at least the next four years.

Back in September, Adams 14 officials considered taking a rare step: saying sorry to the community. But an apology letter was never signed nor sent out.

Chalkbeat obtained a copy of the letter, which makes mention of “various and conflicting priorities, coupled with constant turnover and organizational disarray.” Read more.

Rising test scores and dwindling trust: Denver’s Tom Boasberg leaves a complicated legacy

Colorado’s largest school district experienced a big change this year when longtime leader Tom Boasberg announced he would step down after nearly 10 years in Denver Public Schools.

Because of his school improvement strategies — some of which were controversial and heightened tensions with the community — the district that the new superintendent, Susana Cordova, will inherit in January is vastly different than it was a decade ago.

One tangible difference: Schools that once served as anchors of the community but struggled academically have been closed or replaced. That disappearance was on display on one of Boasberg’s last days, when he held his cell phone close to his mouth and enunciated each word so his GPS would understand his direction: “Montbello High School.” Read more.

Parents in one Aurora high school are visiting classrooms and giving teachers feedback

Like many schools in Colorado, Aurora’s Rangeview High School has a test score gap between white and black students. But the assistant principal there came up with a unique way to try to address it: by inviting black parents to visit classrooms and observe how students are — or are not — engaging with the teacher’s lesson, and then provide suggestions for improvement.

“We give true and honest feedback,” said one parent involved, “if they looked or appeared comfortable, how they interacted with the environment, the temperature of the room.”

Although the assistant principal considers the African American Parent Committee an experiment, she said it’s generating uncomfortable but necessary conversations. Read more.

How education reform became a wedge issue among Colorado Democrats this election year

For years, more moderate Democrats, often working in unison with like-minded Republicans, championed education reform efforts ranging from school choice to holding educators accountable for student performance.

But partly because of backlash against President Donald Trump and his education secretary, those strategies no longer fly with many Democrats — especially left-leaning Democrats who see them as undercutting public education and devaluing the work of teachers.

That sentiment was palpable in Colorado’s Democratic gubernatorial primary, and could shape the next legislative session, which starts in January. “Education is the issue that really stands to divide the left in a very substantial way,” one observer said. Read more.

How a Colorado school district turned things around at 10,000 feet above sea level

School improvement efforts look a little different high in the Rocky Mountains. While many of the strategies used by the 1,000-student Lake County school district are familiar to urban settings, they’ve been retrofitted to meet the needs of a district that’s 100 miles west of Denver.

For example, instead of firing teachers and principals who weren’t accelerating student learning fast enough, the district adopted a new curriculum and gave its teachers lots of training.

“The belief that the people are the problem is wrong,” the superintendent said. “Our teachers are professionals, and we believe in them. We’re proving that there is a framework or a pathway for rural schools to improve that’s about building capacity within your own community.” Read more.

7 things to know about how Colorado schools punish their youngest students

After state lawmakers rejected a bill to limit the use of suspensions in the earliest grades, Chalkbeat wanted to know more about the early childhood discipline landscape in Colorado. Data from the Colorado Department of Education revealed several trends.

Among them: Young black boys are suspended at disproportionate rates. Some rural school districts have the highest early childhood suspension rates in the state.

And despite nationwide debate about the impact of harsh discipline on young children and local efforts to bring the numbers down, suspensions in the early grades are actually going up. Read more.

In Denver’s gentrifying neighborhoods, some middle-class parents are avoiding the school down the block

Many neighborhoods in Denver are gentrifying, with middle-class families moving into what have historically been working-class communities. That type of demographic shift could easily lead to neighborhood schools that are more integrated by family income and race.

But that doesn’t always happen in Denver. Instead, data show that wealthier families – more often than low-income families – are using Denver Public Schools’ universal school choice process to send their kids to schools elsewhere in the city.

That’s a problem because research shows integrated schools boost test scores for students from low-income families without lowering the scores of those from wealthier ones. Denver officials want to see those benefits, but allowing parents to choose may be thwarting them. Read more.

Why this Colorado principal hand delivers birthday cards to more than 2,000 students and staff

Northglenn High School Principal Sharee Blunt is Colorado’s 2018 School Principal of the year — but perhaps even more impressive is the enormous number of birthday cards she hand delivers each year. If you’re one of those people who can barely remember your spouse’s birthday, you’ll be floored by Blunt’s annual feat.

In our interview with Blunt, part of Chalkbeat’s “How I Lead” Q&A series with distinguished school leaders, she talks about what she realized after a mother’s emotional reaction, and why she gave a teacher a pass during a lesson that went awry. Read more.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.