ASD Exit

Anderson to exit as superintendent of Tennessee’s school turnaround district

PHOTO: TN.gov
Education Commissioner Candice McQueen (right) introduced Malika Anderson as the new superintendent of Tennessee's Achievement School District in late 2015. McQueen announced Anderson's departure from the job on Wednesday.

Malika Anderson, who has sought to steer Tennessee’s school turnaround district to stability, is stepping down as its second superintendent at the end of this month.

Education Commissioner Candice McQueen announced Anderson’s departure on Wednesday, while also reaffirming the state’s commitment to the Achievement School District, known as the ASD.

Kathleen Airhart, deputy commissioner and chief operations officer under the Tennessee Department of Education, will step in as interim superintendent, McQueen said in a press release.

The change comes just months after the state overhauled the ASD’s structure, cutting its staff in half and bringing in a new leadership team to work with Anderson. McQueen said the goal was to make the ASD more sustainable following the dissipation of funding under Tennessee’s federal Race to the Top award, which financed the bulk of the district’s early work.

Anderson became the ASD’s leader in January of 2016, but had been with the state-run district since its first takeovers of low-performing schools in Memphis in 2012. She took the reins from founding superintendent Chris Barbic, the hard-charging visionary behind the ASD’s model of recruiting charter management organizations to overhaul the state’s most struggling schools.

“This transition in no way disrupts our work,” McQueen said. “We are taking what we have learned about school improvement over the past five years and using that knowledge to maximize students’ success by putting in place a strong set of evidence-based options that will drive improvements in students’ performance.”

The search for a new superintendent starts immediately. According to the release, the state is seeking a leader who can build on the ASD’s work, but who also has a deep commitment to Memphis, home to the bulk of the ASD’s work. (Anderson lives in Nashville and has commuted to Memphis.)

Under Anderson’s tenure, the ASD has grown from 29 to 33 schools, but she also oversaw the district’s first school closures last year due to low enrollment.

While scores have been lackluster for most ASD schools (scores released last week for high schools were disappointing), even its critics acknowledge that the district has nudged Memphis school leaders out of complacency and created a sense of urgency to address longstanding deficiencies in neighborhood schools.

“As educators and committed supporters on the front lines can tell you, the work of improving Priority schools (in the state’s lowest 5 percent) is some of the most challenging and fulfilling work one can undertake in the field of education,” Anderson said in the state’s press release. “Although I will transition out of my role as superintendent of the ASD, I will forever champion our continuing work, love and high expectations for every child the ASD is blessed to serve.”

Anderson said later that she had made the decision to leave after the reorganization of the ASD was complete.

“I’ve done the hard work of preparing for that transition, and I’m ready to pass the baton to the next leader to take it forward,” she told Chalkbeat.

She plans to remain in Tennessee and move into consulting work.

With Anderson’s departure goes the last member of the team recruited by Barbic to develop a new model for school turnaround work.

“I’m not so sure what’s going to happen now,” said Bobby White, a former Memphis school principal who operates two state-run schools through his Frayser Community Schools.

“I’m confident the commissioner has a plan, and that we will all work to implement that plan, but I will say it saddens me that there’s no longer anyone that started this work with me,” said White, who was recruited to the ASD in 2011 by Barbic and Anderson.

Tom Beazley, leader of Promise Academy, which operates one ASD school, called Anderson an “enthusiastic, energetic and supportive superintendent.”

“[She] always worked for us to be successful and worked very hard to provide the resources and advocacy for us to do our job,” he said.

Editor’s note: This story has been updated to include comments from Anderson and reaction from charter operators.

Laura Faith Kebede contributed to this report.

Movers and shakers

Berrick Abramson to lead education work at Colorado think tank, Keystone

Berrick Abramson (Courtesy Keystone)

Berrick Abramson, a national expert on school accountability and the teacher workforce, is joining the Colorado-based Keystone Policy Center to lead its education work, the organization announced Tuesday.

Abramson, who lives in Jefferson County, joins Keystone after a long stint at TNTP, an education nonprofit formerly known as The New Teacher Project. There, he managed state and federal policy research, among other responsibilities.

“Keystone has worked with teachers, students, and policymakers — from classrooms to state Capitols — to improve public education,” Keystone’s President and CEO Christine Scanlan said in a statement. “We’re excited to bring Berrick’s expertise to Keystone to accelerate this work and help us continue to inspire leaders to reach common higher ground addressing the challenges students, teachers, and families face today.”

Abramson has advised state policymakers on a variety of education hot topics such as educator licensure, evaluation and school turnaround work. Most recently, he’s been studying and writing about the nation’s new education law, the Every Student Succeeds Act, or ESSA.

“With ESSA granting states greater autonomy, and the pitched debates over education in recent years, now more than ever we need leaders to do the hard work of building bridges and consensus,” Abramson said in a statement. “Those leaders, in my experience, need partners to help them navigate the challenges and effectively engage stakeholders. Keystone has a clear history doing just that and I’m excited to build on their 40-plus years of leadership as we grow the education practice.”

Earlier this summer, Keystone released a statewide plan for Colorado for blended learning, which combines online and traditional classroom instruction. It also has helped Colorado, Louisiana and Massachusetts find better ways to prepare teachers for success in the classroom.

Q and A

Former Success Academy lawyer hoping to start own charter network wants to ‘take it to the next level’

As the former top lawyer for Success Academy, Emily Kim had a hand in almost every aspect of New York City’s largest and most controversial charter-school network — from negotiating lunch times for schools in shared buildings to defending Success in court.

After spending six years with Success, Kim is setting off to launch her own charter network with locations in Manhattan’s District 6, which includes Inwood and Washington Heights, and the Bronx’s District 12, which includes the south and central Bronx. Called Zeta Charter Schools, she hopes to open in 2018.

PHOTO: Photo courtesy of Emily Kim
Emily Kim

Kim is still a big believer in Success — two of her children go there, and she praised its lightening-rod leader, Eva Moskowitz, as “brilliant” — but she thinks she has something different to offer.

“I chose the best schools possible for my own children,” she said during a recent interview with Chalkbeat near her home on the Upper West Side, “but I’m still going to innovate and take it to the next level.”

The school’s co-founders — Jessica Stein and Meghan Mackay — also have ties to Success, as do several board members listed in the school’s charter application. (One of the board members, Jenny Sedlis, is a Success co-founder and director of the pro-charter advocacy group, StudentsFirstNY.)

But Kim’s vision also seems tailored to avoid some of the usual critiques of charter schools, including that they rely on harsh discipline policies. By contrast, her plan for Zeta calls for limiting the use of suspensions. She also wants her schools to be diverse, though she admits that will be difficult in residentially segregated areas like the Bronx.

A mother of three, Kim has taught in classrooms in New York City, Long Island and even West Africa. She worked on special education issues in Philadelphia district schools before heading to law school at Temple and Columbia. While working as a corporate litigator, she took on a case pro-bono for Success — and was soon offered a job as the network’s first general counsel.

Below are edited highlights from our interview with Kim earlier this month where she described how her experience as an Asian-American growing up in Iowa shaped her views on school segregation, why she believes high-stakes tests are important, and what role she sees for charter schools like hers.

Kim talked about sending her son to Success:

My child was 4 years old when all of this kind of unfolded. The first school I visited was Eva’s school, Harlem 4.

… I was so astounded by what I saw — which is the energy of the teachers. Just the level of dedication, commitment, the joy and energy of their teachers — I was blown away.

Then Eva gave a talk at the end. She was clearly a hard-driving, almost in a sense, from my perspective then, a business person. So I thought, “That’s the type of person who should be running schools.”

What’s your role going to be as you launch your own charter schools?

I’ll be the CEO. I want to take all of the great things that I saw at Success and at other schools and — like in any other enterprise — I want to take the best of the best, and I want to implement it.

And then I want to work on implementing some of the ideas that I have as well.

What’s your goal for your schools?

The number one goal is to just create additional education opportunities. As a parent, I feel this very strongly: No parent should have to send their child to a school that is not a good school.

… Our schools are going to prepare kids for the tests, and the reason is that tests are access to power. And whether you like it or not, if you want to go to college — to a good college — if you want to go to law school like I did, you take the SATs. You take the LSAT. You have to do a good job.

How are you going to measure your schools’ success?

Academic outcomes are first and foremost because truly, if I can’t hit the academic outcomes, there’s no point. I’m wasting everybody’s time and I don’t want to do that. That’s number one.

… We’re looking at going backward from very rigorous high school and college curricula, and working backwards from there. So that’s our vision when we’re establishing our schools. What do kids need to be successful in college?

And it’s not just the testing outcomes, but it’s also the soft skills that kids need in order to get there. Kids need to be able to self-regulate, and that’s got to start in elementary school, in order to be successful in middle school.

On what her schools will look like:

One of the most important elements of our school design is going to be technology.

We’re still in early days, but I’m visiting many schools across the nation that are doing things that are very exciting in technology. I’m also going to be looking in the private sector to understand what are the skills that kids need to actually be innovators. I’d love if one of our students were able to invent an app that made a difference in the world.

Many New York City schools, district and charter alike, are highly segregated by race and class. Kim spoke about the city’s segregation:

In New York City, with the exception of Success Academy and other high-performing schools, you can go to the playground and look at the skin of the children who are playing there or look around the neighborhood and the socioeconomic status of the neighborhood, and you’ll know the quality of the school. It’s a terrible, terrible situation. And that’s 60 years after Brown v. Board of Education.

And how her own background informs her views on the issue:

I grew up in Iowa. I was one of the very few students who looked like me. My dad was a math professor. There were very few African Americans, few Hispanics, and very few Asians. That was hard in a lot of ways in that I grew up with a lot of teasing and whatnot. But I also was forced to navigate a world that I didn’t understand from my own experience.

… I have the perspective that it shouldn’t [just] be the case that minorities are integrating into the larger majority population. The majority population also has to integrate themselves in the minority enclaves. As long as we have this idea that it has to go one way only, that’s perpetuating the problem.

Have the city’s charter schools done enough when it comes to integration?

… It’s just so challenging for charters because honestly, opponents of charters use the segregation idea as another weapon against charters in terms of why they’re not serving the greater good — because they’re segregated.

Well, they’re segregated because they went into areas that were low income. Unfortunately, those kids weren’t getting a good education.

So what should the mission of charter schools be?

Charter schools were largely, originally intended to bring options to children who didn’t have them — so that would be low-income [students]. That’s not really my vision of charter schools. I think that charter schools are places where innovation can happen.

… I would love for what we learn through our [research-and-development] approach to be implemented at district schools. I’m very interested in district reform. I think there are a lot of challenges to district reform, but we’d love to come up with solutions that can be applied in other contexts.

Kim explained her decision to leave Success and start her own schools:

Staying with Success surely would have been a very rich experience, but I also thought I wanted to build something and I had some ideas.

… It was a really hard decision. But I’m really glad I did and every day I’ve made that decision, I feel like I’ve made the right decision.

I guess it will be answered once I have the schools up and running. If they’re doing well, then I’ll have my answer.