ESSA plan

Tennessee overhauls approach to low-performing schools under plan sent to Secretary DeVos

PHOTO: Micaela Watts
School turnaround work in Tennessee has focused mostly on schools in Memphis but is expected to expand to other cities under the state's new accountability plan.

Tennesseans who have been waiting to see which low-performing schools have improved enough to avoid consequences — and which ones are struggling so much that the state might step in — will have to wait longer.

Education Commissioner Candice McQueen said Monday that the state will issue its next list of “priority schools” in the state’s bottom 5 percent in the summer of 2018 instead of this summer as initially planned.

The list will set the stage for school improvement plans ranging from local district-led interventions to takeover by the state’s turnaround district.

The State Department of Education also will elevate the state’s role in overseeing more than 200 “focus schools” struggling to close achievement gaps based on race, poverty, disabilities and language.

And it’s tweaking criteria for giving A-F grades to each of Tennessee’s 1,800 public schools beginning in mid-2018. The new grading system will put less emphasis on chronic absenteeism than originally planned and more weight on pathways that get students ready for college, career or the military.

The changes were revealed Monday as Tennessee joined more than a dozen states meeting the first deadline to submit plans to the U.S. Department of Education in response to a new federal education law, the Every Student Succeeds Act, or ESSA.

Tennessee’s plan, which will become effective on July 1 unless U.S. Secretary of Education Betsy DeVos takes the unlikely step of turning it down, details how the state will use federal funds for everything from guidance counselors to teacher preparation to arts education.

ESSA was co-authored by U.S. Sen. Lamar Alexander of Tennessee and signed into law in 2015 by President Barack Obama. Its intent is to shift the power in public schools to the states — a pivot that some expect to be even more pronounced under the Trump administration.

PHOTO: TN.gov
Candice McQueen

Tennessee’s plan has stayed the course through the transition in Washington, and McQueen said the state “has one of the best ESSA plans in the country.”

“We can say that because of our focus on all students, our high expectations that this will ultimately lead to postsecondary and workforce success, and the collaboration we have had with our education community,” she said.

That collaboration — which began a year ago and has included working groups, town halls, and about 3,000 comments from Tennesseans and stakeholders — precipitated changes to a draft plan that’s been under public review since December. McQueen said the revised final plan strengthens accountability, among other things.

The changes include resetting the priority school timeline to align with the state’s new school grading system. And per state law, the State Department of Education also will issue a new “cusp list” this fall to notify districts and schools at risk.

Tennessee’s plan also clarifies entrance and exit criteria for schools in its pioneering Achievement School District. The charter-reliant turnaround district now has 33 schools in Memphis and Nashville in its portfolio but has been sluggish in meeting targets for improving test scores. If its schools don’t exit due to sustained improvement, they must be returned to their local districts within 10 years. The ASD remains the state’s most intense track for intervention but also will become a last resort under plans announced late last year to give local districts more time to turn around the schools themselves.

McQueen announced that, beginning July 1, all priority and focus schools will be overseen by the state’s new Office of School Improvement. That office will be staffed in the coming months and will report directly to McQueen, which the commissioner said “elevates the work significantly.”

Much of the conversations around the state’s new federal plan have centered on equity.

Gini Pupo-Walker, leader of the Tennessee Educational Equity Coalition, says ESSA has inspired Tennessee to focus on equity more than ever before, ensuring that students of color and English language learners are accounted for in the state’s accountability systems. “It’s a really strong plan for all kids, and it’s grounded in equity, not just by word only,” said Pupo-Walker, also the senior director of education policy for Conexión Américas.

Others like the addition of graduate readiness as one of five indicators for grading Tennessee schools under ESSA. Jamie Woodson, CEO of the State Collaborative on Reforming Education, called the metrics “an innovative way” to connect K-12 accountability to the state’s drive to get 55 percent of Tennesseans equipped with a college degree or certificate by 2025.

But some emphasize that Tennessee’s schools always will fall short without adequate funding — something that’s not addressed in the state’s plan.

“We need more resources. We need more wraparound services, and we need a better curriculum,” said Eligah Sledge, an organizer with parent advocacy group Memphis Lift.

The U.S. Department of Education has 120 days to respond to Tennessee’s plan following a review by a team of educators and experts to see if it complies with the new federal law.

Chalkbeat reporters Grace Tatter and Laura Faith Kebede contributed to this report.

Struggling Detroit schools

The story of Detroit’s schools is much more nuanced than many people realize. Here’s how we can cover it together.

PHOTO: Erin Einhorn
Rynell Sturkey, a first-grade teacher at Paul Robeson Malcolm X Academy on Detroit's west side often manages jam-packed classrooms of 37 kids or more. Her students have no music or art or gym. “They’re with me all day in this room. We’re tired,” she said.

Ever since my husband and I announced to friends and family three years ago that we’d made the somewhat-impulsive decision to sell our apartment in Brooklyn and move with our two small children to downtown Detroit, we’ve been confronted with the same persistent questions:

Erin Einhorn
Erin Einhorn

“You live in Detroit” we’re asked, with a tone of skepticism and, frankly, judgement. “And you have kids?”

The questions are rooted in the perception that the schools in Detroit are so awful that no decent parent with other options would reasonably choose to live in this city. It’s a perception I know is grounded in some deeply concerning conditions in Detroit schools, including many of the issues I’ve covered as a reporter for Chalkbeat. I’ve written about the Detroit teachers and families who alleged in a federal lawsuit last year that the conditions in Detroit schools are so deplorable that they violate children’s right to literacy. I’ve spent time in classrooms where a teaching shortage has meant 37 first-graders packed together all day without a break for music, art or gym. And I’ve seen the heartbreak on the faces of students and parents who’ve learned that the charter school they’d chosen would be closing, leaving them to scramble for another school in a city where choice is abundant, but quality is rare.  

I appreciate the concern from friends and family who are worried about my children, but the truth is that my kids are going to be completely fine. My husband and I have a car and accommodating jobs that enable us to enroll our kids in any school in any neighborhood  — options that poor transportation and the uneven distribution of schools have put out of reach for far too many kids. And, as it happens, we found a great public school right in our own neighborhood where our oldest child now walks every day to kindergarten.

The truth is that the story of Detroit’s school is much more nuanced than most people realize. There are serious challenges — no doubt about that — but we’re not going to be able to address them until we stop asking each other what we’re going to do about educating our own children. We need to start asking what we can do to make sure that families in every neighborhood have a shot at a decent education. That’s what we try to do at Chalkbeat. We aim to tell the stories of teachers and students and parents, to put a human face on challenges that would otherwise be difficult to understand. We look at what’s working in our schools and what urgently needs to change.

This school year marks the first full year that Detroit’s main school district will be led by a new school board and superintendent. And it will be Chalkbeat’s first full school year since we formally launched in Detroit last winter. We hope to grow this year, adding another reporter to help us expand our coverage of early childhood education, special education and other matters crucial to the city’s future. And we’ll continue to cover the important issues affecting Detroit children and the way they learn.

We can’t tell these stories without you. So please — reach out! Introduce yourself, join our community by submitting a story tip, giving us feedback or making a financial contribution. Contact us at [email protected], follow us on Facebook and at @ChalkbeatDET. And, please, keep reading!

 

now hiring

With a new school year underway, hundreds of teaching positions remain unfilled in New York City

PHOTO: Jaclyn Zubrzycki

Hundreds of schools are missing teachers and support staff two weeks into the school year, with many of the openings in high-poverty districts and struggling schools that are typically the hardest to staff, according to postings on a city database in mid-September.

There were almost 1,700 job postings as of Sept. 19, according to data obtained by Chalkbeat. The listings offer a snapshot of the jobs advertised that day — not an official tally of the total citywide staff openings.

Still, they indicate a critical need for special-education teachers and paraprofessionals, teaching assistants who tend to work with young students and those with disabilities. Many of the unfilled positions were in low-income districts in the Bronx and Brooklyn, and dozens were in schools in the city’s Renewal program for low-performing schools.

The vacancies were posted in the city’s Excessed Staff Selection System, which lists jobs available to teachers in the Absent Teacher Reserve — a pool of teachers who lack permanent positions because they face disciplinary or legal issues, or their schools were closed or downsized. The listings hint at where teachers in the ATR pool may land this year, since the city recently announced it will place such teachers in schools that still have vacancies after Oct. 15.

Education department officials said the data “doesn’t provide accurate or precise information on school vacancies.” In particular, they said there could be a lag in updating the postings, or that schools could post positions that are expected to become available but are currently filled.

In addition, schools may list the same job more than once in order to advertise the position to teachers with different certifications, officials said. For example, a posting for a computer science teacher could also appear as openings for math and science teachers.

Still, the postings suggest where the need for teachers may be greatest — and where ATR teachers could likely end up.

Four out of the five districts with the most postings were in the Bronx. They include Districts 7 and 9 in the South Bronx, along with Districts 10 and 12. District 19 in Brooklyn, which includes East New York, also had dozens of listings.

In District 7, where more than 90 percent of students are poor, there were 60 postings for teachers in subjects ranging from Spanish to physical education and music. That includes 26 listings for paraprofessionals, who are often mandated by students’ special-education plans.

Overall, there were more than 600 listings for paraprofessionals, about half of which were needed to work with students who have disabilities. Almost 400 of the postings were for special-education teachers, who are often in short supply.

Devon Eisenberg knows these staffing challenges well. She is co-principal of The Young Women’s Leadership School of the Bronx in District 9. Despite boasting a staff-retention rate of about 90 percent, the school started the year short one teacher. To plug the hole, Eisenberg relied on substitutes and other teachers to cover the class. She was able to find a permanent hire this week, though the pool of qualified candidates was slim.

“This is definitely not fair for our students as they are not receiving consistent and coherent instruction,” she wrote in an email. “It is also stressful for the teachers covering these holes.”

Starting the school year with a substitute teacher can become a barrier to learning. Research has shown that staff turnover leads to lower test scores, even for students who weren’t in the class that lost its teacher.

Turnover tends to be highest in struggling schools, which often serve the neediest students.

Schools in the Renewal program — which includes 78 low-performing schools — posted about 70 openings, according to the data analyzed by Chalkbeat. The greatest shortage was for special-education teachers, for which there were 16 postings. That was followed by math teachers, with nine openings.

At M.S. 391 The Angelo Patri Middle School, a Renewal school in the Bronx, there were two postings for math teachers. Last year, only 8 percent of students passed state math exams at the school, which has a new principal.

Carmen Marrero teaches special education at M.S. 391 and has worked in other Bronx schools that struggle with staffing.

“We tend to deal with a lot of behavior challenges,” she said, referring to schools in the Bronx. “I guess that keeps some of the aspiring teachers or some of the teachers who are already in the field away from this side of town.”

This year, the openings come with an additional consequence: Schools with vacancies could be prime candidates to receive teachers in the ATR.

Though officials say they will work closely with principals, the department could place teachers even over the objections of school leaders. Some principals have threatened to game the hiring system by simply not posting openings in order to avoid having a teacher from the ATR placed at their school.

Meanwhile, some teachers in the pool dread being assigned to schools whose openings could signal poor leadership or a tough work environment.

Teachers who are in the ATR will not be placed in positions outside of their license areas, which may limit how many of the openings the education department can fill after mid-October.

Critics say the policy will place the least effective teachers in the neediest schools. Education department figures show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16 — compared to 93 percent of all city teachers.

Education department officials said the city has worked with schools to fill their vacancies well before the start of the school year.

Maria Herrera, principal of Renaissance High School for Musical Theater in the Bronx, said she tries to have all her hires in place by June. That way, she can involve future teachers in end-of-the-year activities that help build a sense of community, and provide training over the summer.

This year, she was able to start school fully staffed. The education department allowed schools to fill positions earlier this year and held numerous job fairs, she said.

“I feel really supported,” she said.