charter talks

Hopson weighs charters as school turnaround tool for Shelby County Schools

PHOTO: TN.gov
Superintendent Dorsey Hopson leads Shelby County Schools in Memphis, home to Tennessee's highest concentration of low-performing schools.

Shelby County Schools Superintendent Dorsey Hopson has opened a crack in the door to charter school partnerships that might help his district avoid losing more schools to Tennessee’s turnaround district.

Hopson emailed his principals this week to clarify his recent comments to the editorial board of The Commercial Appeal about possibly recruiting charter organizations for turnaround work. The report’s original headline read: “Hopson says he’s willing to hand schools over to charters, if they have a plan for improvement.”

The superintendent quickly turned to Twitter to label the headline “misleading and inaccurate” and, as he sought to regain control of dialogue on the thorny matter, dispatched an email to his school principals.

“It is my top priority to ensure all of our schools have the necessary resources to provide students with the high-quality education they deserve,” he wrote on Tuesday. “If the Tennessee Department of Education offers us the opportunity to select a charter operator that is willing to collaborate closely with District leaders to improve a school instead of losing it to the (Achievement School District), then I believe it is our responsibility to explore the option.”

Hopson’s comments hint at a potentially significant shift for a district that has battled openly with the charter sector over students being absorbed by the state’s 6-year-old turnaround initiative known as the ASD.

They also point to the tough spot that the superintendent is in.

On the one hand, the growth of the city’s charter turnaround sector has been a thorn in the side of local school leaders since 2012 when the state-run district began taking control of low-performing schools and assigning them to charter operators. Now with 29 Memphis schools, the ASD has siphoned off thousands of students and millions of dollars in an already under-enrolled and under-funded school environment — and made mostly anemic academic gains. (The local district also oversees about 50 charter schools that it’s authorized.)

On the other hand, Shelby County Schools has its hands full trying to improve a substantial number of struggling schools. It’s made some important headway through its Innovation Zone, which adds resources, extends the school day, and pays more to top principals and teachers who are willing to do some of the toughest education work in America. But the iZone is an expensive model, and few of its schools have exited the state’s priority school list.

In addition, some education reform advocates are lobbying to shift Memphis to a “portfolio model,” in which districts actively turn over schools to charter operators and manage them more like stocks in a portfolio. In other words, successful ones are expanded and failing ones are closed. Indianapolis has a robust portfolio model and, last fall, the philanthropic group known as the Memphis Education Fund took several Memphis school board members there for a tour. (The Memphis Education Fund receives support from several local philanthropies, including The Pyramid Peak Foundation and the Hyde Foundation. Chalkbeat also receives support from Hyde; read about our funding here.)

In his email to principals, Hopson said the school board ultimately would decide whether to authorize charter schools for the district’s turnaround work, and that he expects to discuss the matter with members in the coming weeks.

“All that said, I want to be very clear that my preference would always be to keep schools under the governance of (Shelby County Schools),” the superintendent added.

Hopson has been in discussions with the state Department of Education about several school improvement avenues available in Tennessee’s education plan under a new federal law. Among them is an option for Shelby County Schools to voluntarily convert priority schools to a charter, according to department spokeswoman Sara Gast.

One school board member told Chalkbeat he needs more information from the district and state before he would support any move forward. Chris Caldwell added that he thinks the board isn’t up to speed on options under the state’s new education plan.

“At this point, there’s so little information that I’ve been given,” Caldwell said. “I don’t want to conjecture what (a charter conversion) would actually will be like, but I have reservations with any kind of collaboration with the state.”

What would it take for such a shift to be successful?

One Memphis charter advocate says the ground rules are already in place because of a charter compact developed in recent years to address turf issues such as facilities, funding, and accountability.

“In order for a charter to manage a district school that’s underperforming and for it to be successful, that charter needs to have supports from the district to be successful,” said Luther Mercer, the Memphis advocacy director for the Tennessee Charter School Center.

The next school board work session is scheduled for Jan. 23.

temporary reprieve

Parents score a temporary victory in slowing the closure of a small Brooklyn elementary school

PHOTO: Alex Zimmerman
Protesters gathered at the education department's headquarters to protest a recent set of closure plans.

A judge blocked the closure of a small Brooklyn elementary school Thursday — at least for now.

Three families from P.S. 25/the Eubie Blake School filed a lawsuit in March backed by the public interest group Advocates for Justice, arguing the city’s decision to close the school was illegal because the local elected parent council was not consulted.

Brooklyn Supreme Court judge Katherine Levine did not make a final ruling Thursday about whether the closure plan violated the law. But she issued a temporary order to keep the school open while the case moves forward.

It was not immediately clear when the case will be resolved or even if the school will remain open next year. “We are reviewing the stay and will determine an appropriate course of action once the judge makes a final decision on the case,” education department spokeswoman Toya Holness wrote in a statement.

The education department said the school has hemorrhaged students in recent years and is simply too small to be viable: P.S. 25 currently enrolls just 94 students in grades K-5.

“Because of extremely low enrollment, the school lacks the necessary resources to meet the needs of students,” Holness wrote. The city’s Panel for Educational Policy, a citywide oversight board that must sign off on all school closures, voted in February to close the school.

But the school’s supporters point out that despite low test scores in the past, P.S. 25 now ranks among the city’s top elementary schools, meaning that its closure would force students into lower-performing schools elsewhere.

“Why close a school that’s doing so well?” said Leonie Haimson, the executive director of Class Size Matters and one of the lawsuit’s supporters. “It doesn’t make sense to me.”

The lawsuit hinges on a state law that gives local education councils the authority to approve any changes to school zones. Since P.S. 25 is the only zoned elementary school for a swath of Bedford-Stuyvesant, the department’s plans would leave some families with no zoned elementary school dedicated to educating them, forcing students to attend other district schools or enter the admissions lottery for charter schools.

That amounts to “effectively attempting to change zoning lines” and “unlawfully usurping” the local education council’s authority to determine those zones, according to the lawsuit.

But even if the education department loses the lawsuit, the school’s fate would still be uncertain. The closure plan would theoretically be subject to a vote from the local education council, whose president supports shuttering the school.

Still, Haimson hopes the lawsuit ultimately persuades the education department to back away from closing the school in the long run.

“My goal would be to get the chancellor to change his mind,” Haimson said. “I don’t think the future is preordained.”

Future of Schools

Four school leaders hope to bring innovative ideas to Indianapolis education

PHOTO: Dylan Peers McCoy
Brandon Brown introduces four new innovation school fellows.

Hoping to jumpstart innovation in Indianapolis education, four experienced educators will spend a year or more developing new models for schools.

The educators were chosen from among 39 applicants for fellowships from the Mind Trust, a nonprofit that supports district-charter partnerships. This is the fifth round of innovation fellowships, which give leaders one to two years to prepare to launch or takeover schools in Indianapolis Public Schools.

The fellowship includes an annual salary of about $100,000, benefits, and support for creating new schools, such as visits to other schools, training, and legal assistance. The package for each fellow is worth approximately $200,000 per year.

The city has 16 innovation schools, and they enroll about 20 percent of the students in Indianapolis Public Schools. They are under the umbrella of the district, but they are managed by outside charter operators or nonprofits, and most of the teachers are not employed by the district nor do they belong to the teachers union. The Mind Trust has been instrumental in the creation of innovation schools, and the vast majority of the schools were founded with support from the nonprofit.

The innovation fellowship winners include two people from Indianapolis and two recruits from other cities. But in a sign that the nonprofit’s leaders have become more cautious in their choices, all four have years of experience in education.

Brandon Brown, CEO of the Mind Trust, said that’s by design. About four early innovation fellows never ended up opening innovation schools. But all of the recent winners have either opened schools or are on track to open them, he said.

Candidates are much more likely to be successful, he said, if they have the entrepreneurial spirit to create their own nonprofits and win community support — and have experience in education.

“There’s this notion that if you’re a great entrepreneur, you don’t have to have the unique skill set to know education and [yet] you can go operate a school,” Brown said. “We’ve learned that that’s a very rare thing to see.”

While the winners have all worked in established schools, however, Brown said they are trying new models.

Tihesha Henderson, principal of School 99, won a fellowship to develop a school designed to meet the social and emotional needs of students. She will take a yearlong leave from her current job and hopes to return and transform School 99 into an innovation school.

Henderson envisions a school that adjusts to meet student needs, whether through therapy, small classes, or classroom redesign. School 99 already has significant flexibility, but as an innovation school, Henderson would be able to change the school calendar and set teacher pay, she said.

“We don’t have to be the status quo,” she said. “We can branch out and do some things differently, but it all comes back to — are we meeting out kids needs?”

The other fellows are Alicia Hervey, dean of student development for Christel House Academies; Kim Neal, managing director of secondary education for the charter school network KIPP DC; and Brandy Williams, an expert in special education from New Orleans.

Although innovation schools are considered part of Indianapolis Public Schools, they also often have charters through the office of Mayor Joe Hogsett. The collaborative nature of the schools was on display at the announcement Thursday, where Hogsett, Superintendent Lewis Ferebee, and Brown all spoke.

The innovation schools, said Ferebee, are part of a broader district strategy to give principals more flexibility to run their schools.

“We hire great leaders, get out of their way and give them the space and agility to make decisions about academics [and] operations to better serve our students and our families,” he said.

The city’s reputation in the education community is helping it attract educators from across the country, said Hogsett.

“They know our city is one where they can make a difference,” he said. “Indianapolis welcomes their passion with open arms.”