reaction

Tennesseans reflect on Candice McQueen’s legacy leading the state’s schools

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen speaks with Arlington High School students during a school visit Tuesday that kicked off a statewide tour focused on student voices.

As Candice McQueen prepares to leave her role as Tennessee education commissioner in January, education leaders, advocates, and parents are weighing in on her impact on the state’s schools.

McQueen, 44, will become the CEO of National Institute for Excellence in Teaching in mid-January after about four years under the outgoing Gov. Bill Haslam administration.

Her tenure has been highlighted by overhauling the state’s requirements for student learning, increasing transparency about how Tennessee students are doing, and launching a major initiative to improve reading skills in a state that struggles with literacy. But much of the good work has been overshadowed by repeated technical failures in Tennessee’s switch to a computerized standardized test — even forcing McQueen to cancel testing for most students in her second year at the helm. The assessment program continued to struggle this spring, marred by days of technical glitches.

Here are reactions from education leaders and thinkers across the state:

Gini Pupo-Walker, senior director of education policy and programs at Conexión Américas:

“It was her commitment to transparency, equity, and strong accountability that helped create a nationally recognized framework that places students at its center. Commissioner McQueen’s commitment to inclusion and engagement meant that our partners across the state had the opportunity to weigh in, share their experiences, and to ask hard questions and conduct real conversations with policymakers. Tennessee continues to lead the nation in innovation and improvement in K-12 education, and that is due in no small part to Commissioner McQueen’s leadership.”

Shawn Joseph, superintendent of Metro Nashville Public Schools, who in August co-penned a letter declaring “no confidence” in state testing:

“Since joining MNPS just over two years ago, I’ve had the pleasure of working closely with Commissioner McQueen and her team. She has been a strong advocate for Tennessee’s children, and I especially want to thank her for her support of the work that is taking place in Nashville. We send her our very best wishes — and our hearty congratulations for accepting her new role.”

JC Bowman, executive director of Professional Educators of Tennessee:

“Commissioner Candice McQueen is one of the most visible members of the Haslam Administration. She took over the department during a dark period in public education, and she made a significant difference within the department, particularly in the infrastructure. Those changes are not readily noticeable, as they include systems, processes and human capital. There are some exceptional people within the Department of Education working to make public education a success in our state. It is unfortunate that online testing continues to be a point of contention, but the state is moving in a positive direction. The next Commissioner of Education and the 111th Tennessee General Assembly will need to make adjustments in student assessment as we move forward.   We will always be grateful to Commissioner McQueen for her unwavering support of increasing teacher salaries and commitment to student literacy.”

Sharon Griffin, leader of the state-run Achievement School District:

“I have truly appreciated Dr. McQueen’s leadership and vision for the Department of Education.  From a distance and even closer in recent months, I have clearly seen the integrity and passion she brings to the work of improving student outcomes.  We have absolutely connected around our shared belief in how what’s in the best interest of students should guide our work.”

Jamie Woodson, CEO of SCORE:

“Tennessee students have been served very well by the steady and strong leadership of Commissioner McQueen. Her priorities have been the right ones for our children: improving student achievement, with a specific focus on reading skills; advocating for great teaching and supporting teachers to deliver high-quality instruction; and emphasizing that students and schools with the greatest needs must receive targeted focus and support in order to improve.”

Sarah Carpenter, executive director of parent advocacy group Memphis Lift:

“Memphis parents want decision makers to be accessible, and we appreciate that Commissioner McQueen made a point to build relationships and hear concerns from the entire community. Hopefully, the next education commissioner will bring parents to the table for conversations about our kids’ education.”

Mendell Grinter, leader of Memphis student advocacy group Campaign for School Equity:

“In our collaborative work and position in the educational landscape, we have witnessed firsthand how Commissioner McQueen has served as a tireless advocate for students and families in Tennessee. Over the past two years her leadership has inspired school leaders, and teachers alike to recognize the sense of urgency for improving school equity and academic outcomes for more students.”

Andy Spears, author of Tennessee Education Report and vocal critic of state test, TNReady:

“After what can charitably be called a rocky tenure at the helm of the Tennessee Department of Education, Candice McQueen has miraculously landed another high-level job. This time, she’ll take over as CEO of the National Institute for Excellence in Teaching, an organization apparently not at all concerned about the track record of new hires or accountability.”

Beth Brown, president of Tennessee Education Association:

“As candidates for the state’s next commissioner of education are considered, it is my hope that serious consideration is given to an individual’s experience in our own Tennessee public schools… Students and educators are struggling with two major issues that must be tackled by the next commissioner: high-stakes standardized tests and a lack of proper funding for all schools. Our schools need a leader who understands that the current test-and-punish system is not helping our students succeed. Governor Bill Haslam has made significant increases in state funding for public education, but there is still much work to be done to ensure every child has the resources needed for a well-rounded public education.”

Decision makers

5 things to know about Austan Goolsbee, the high-powered new addition to Chicago’s school board

PHOTO: Chip Somodevilla / Getty Images
In 2013, Austan Goolsbee testified before the Congressional Joint Economic Committee on Capitol Hill about the nation's economic recovery

Chicago’s school board is once again complete after outgoing mayor Rahm Emanuel chose a University of Chicago economist to fill a long-vacant seat.

Austan Goolsbee, an economics professor at University of Chicago’s Booth School of Business, will round out the seven-member, mayor-appointed board that sets education policy in the city.

Here are five things to know about Goolsbee:

  1. Like Emanuel, he served in the Obama White House. Goolsbee was as a close adviser to President Barack Obama, eventually becoming chair of his Council of Economic Advisors. The Chicago Teachers Union see this tie as a liability. “Mr. Goolsbee comes into a board responsible for students and their schools being starved of resources for the last eight years by the man who appointed him,” the union said in a statement. “Those same neighborhoods continue to struggle from the consequences of a foreclosure crisis that the administration he served in Washington failed to address.”
  2. He has weighed in on education before. A prolific opinion writer, he has written favorably about the economic arguments for universal prekindergarten, a priority for the outgoing mayor, saying that expanding early childhood education is a bargain over the long term. In a 2015 survey of economists’ positions on public issues, Goolsbee expressed optimism about “value-added” measures that try to isolate the impact of individual teachers on student test scores — though he qualified the approach as having “lots of noise and unobservables.” Expressing uncertainty about vouchers, Goolsbee said he fears that letting parents use public funds to pay for private school tuition could harm public schools, which have fixed costs cannot easily be reduced when students leave them. (A tax-credit version of vouchers launched in Illinois last year but now faces an uncertain future under a new Democratic governor.)
  3. He’ll bring a focus on fiscal policy to a board that oversees a big and uncertain budget. A close economic adviser to President Obama and prolific commenter on matters of economic policy in the national media, he’s joining a board that oversees $8 billion in outstanding debt. Chicago has credited the passage of an equitable funding bill, in 2017, for helping stabilize its finances. But the district’s economic future is uncertain, especially as families continue to leave the city.
  4. His personal public school experience is limited. He attended an elite private high school in the suburbs of Boston where he grew up, and his children attended the University of Chicago’s Lab School both before and after the family’s time in Washington, D.C., he has said in interviews.
  5. He’s got a following, and a sense of humor. For proof, check out his Twitter feed, which has 80,000 followers, and his October appearance on the popular NPR quiz show “Wait, Wait, Don’t Tell Me.” Plus, his official University of Chicago profile lists a special interest in improv comedy. That sets him apart from the rest of the school board members, who tend to keep a low public profile.  

How long Goolsbee serves could depend on what happens after Emanuel leaves office in early 2019. Chicago’s mayor has controlled the city school board since 1995, but Emanuel’s decision not to seek a third term has heightened debate about whether the city’s schools have benefitted.

In 2011 and 2015, voters backed non-binding resolutions that would make the board democratically elected. Now, two of the leading candidates in the mayor’s race, Cook County Board President Toni Preckwinkle and state comptroller Susana Mendoza, have said they’d support an elected school board — reducing their own power over education if they become mayor.

How soon a change could happen is unclear, but state lawmakers who would have to sign off on such a change have an ally in Gov.-elect J.B. Pritzker, who has said he supports the call for an elected school board.

The issue was a point of debate at a Chalkbeat Chicago event this week at Malcolm X College. At the event, titled “Education for All? Chicago’s Next Mayor and the Future of Public Schools,” some panelists voiced concern that elections would be dominated by well-organized factions, such as the teachers union, that would have the ability to outspend other candidates.

Super Search

The pressing question at Denver’s final forum: How will Susana Cordova tackle inequity?

PHOTO: AAron Ontiveroz/The Denver Post
Susana Cordova poses for a portrait in December 2018.

The challenges that Susana Cordova will face if she’s hired next week as superintendent of the Denver school district were laid bare at a public forum Tuesday night.

Standing in a high school cafeteria with a microphone in her hand, the deputy superintendent and sole finalist for the top job faced tough questions about why struggling schools have high numbers of inexperienced teachers, whether she would commit to removing all police officers from schools, and what she would do about what one student called the “charter-ization” of Denver Public Schools — that is, the district’s practice of replacing low-performing district-run schools, sometimes with charter schools.

The most heated and emotional exchanges, however, were about inequities: Why is the district not serving black, Latino, and Native American students as well as white students? Why do test score gaps exist between students from poor families and those from wealthier ones?

Onecia Garcia, a senior at East High School, the city’s largest school and one of its most diverse, told Cordova there is a noticeable gap at East between the kids whose parents have money to pay for tutors and SAT prep courses, and the kids whose parents don’t.

“I want to know what your plan is to get that gap in order,” Garcia said.

In response to Garcia’s question and others like it, Cordova acknowledged that institutional racism exists in Denver Public Schools and has contributed to those gaps. She said the district needs to do a better job informing families about opportunities such as free SAT help and concurrent enrollment classes that allow students to earn college credit while in high school.

Cordova, who grew up in Denver and climbed the district ranks from teacher to her current position of deputy superintendent, talked about making it mandatory for all teachers to undergo training on bias and being culturally responsive, instead of allowing some to opt out.

Cordova said one of her top priorities would be to take the myriad and disparate efforts the district has started over the years to address specific inequities and combine them into one comprehensive plan. She called it “an equity plan that is for all kids, but that also has the specifics for African-American kids, for Latino kids, for low-income kids.”

“It is important that we’re not introducing too many things that you can’t keep a focus,” she said. “I think that’s a valid criticism of the work that we’ve done: We’ve introduced too many things that have made it hard to understand what is the progress that we’re trying to get at.”

But after the forum, Garcia said she didn’t feel Cordova had fully answered the questions. Other students who attended said they felt the same way.

“She wasn’t willing to commit to anything,” said Jonathan Bateman, a freshman at George Washington High School, where the forum was held.

“She answered questions like a politician,” said Carlye Raabe, also a freshman at George Washington.

Cordova emphasized that if she’s hired as superintendent, she’ll approach the job differently than her predecessor, Tom Boasberg, who stepped down in October after nearly 10 years of leading Denver Public Schools. Boasberg was often criticized for not listening to the community.

“I believe deeply in the power of relationships,” Cordova said. “I think it’s really important that we’re not just listening to people who think like I think or who sound like I sound, but who have different experiences, because Denver is an incredibly diverse place.”

The school board is expected to vote Monday on whether to appoint Cordova to the top job.