Chart showing change in states' school funding since 2008. (Click to enlarge.)
New York City’s controversial school turnaround proposals represent a tiny piece of a sweeping effort, funded by the U.S. Department of Education, to overhaul the country’s lowest-performing schools. In the second of three articles about the reform effort produced by Education Week, The Hechinger Report, and the Education Writers Association, Andrew Brownstein looks at the strange juxtaposition of School Improvement Grants against a context of state budget cuts — an issue that is less acute in New York than in many other states but relevant nonetheless.
For the casual visitor, it’s easy to miss that Southeast High School in rural Kansas — once among the lowest academic performers in the state — is in the midst of a profound transformation.
Like so many other Kansas schools, the building in Cherokee (population: 722) shows the telltale signs of a suffering economy. Bus routes have been cut, as have supplies. Custodians, secretaries and cafeteria workers took an eight-day pay cut. During the harsh winters, students bundle up to make it through classes where the temperature hovers at an uncomfortable, but cost-saving 68 degrees.
But look deeper, and another picture emerges.
Every one of those students is assigned a MacBook for the year. Teachers use iPads on classroom walkthroughs designed to improve instruction and boost student engagement. And the entire school improvement process is underscored by consultants from Cross & Joftus, a Washington, D.C.-area consulting firm.
The schizophrenic portrait of school funding is not unique to Southeast. It is one of roughly 1,200 schools in the nation to win a federal School Improvement Grant (SIG), given to those in the bottom 5 percent in the country to spark radical improvements in school culture and student performance. The backdrop of the recession means that many of these schools have funding to do things they’ve never done at the same time that they’re hamstrung to fund many of the basic things educators typically take for granted.