The Prep School Negro

A scholarship took 14-year-old André Robert Lee from the Philadelphia ghetto to an elite private school. The Prep School Negro tells the cost of that opportunity.

D.C. renovates schools, but kids don’t come

Washington, D.C. neighborhoods are gentrifying.  “Controlled choice” could integrate D.C. schools, write Sam Chaltain, Mike Petrilli and Rick Kahlenberg in a Washington Post op-ed. Should integration be a policy goal?

The school district is spending $127 million to renovate Theodore Roosevelt High’s 1932 Colonial Revival building, reports Washington City Paper. It will be a “palace.” But who will enroll? Most neighborhood students choose charter schools or a higher-performing district school not too far away. Unless the new building attracts more students, it will be more than half empty. 

Last year, more test-takers at Roosevelt scored “below basic” in math on the District of Columbia Comprehensive Assessment System exam than at any other D.C. Public Schools neighborhood high school—45 percent, to fewer than 20 percent who scored “proficient.” In math and reading growth, which compare students’ progress to that of peers who started at the same achievement level, Roosevelt likewise comes in dead last. Fewer than half of entering Roosevelt 9th-graders graduate in four years.

Once poor and crime-ridden, the area around Roosevelt, Petworth, “is at the epicenter of D.C.’s gentrification wave,” reports Washington City Paper Educated middle-class professionals, often with young children, are moving in. Some poor families have been priced out.

The local elementary school improved dramatically and now has a wait list. But when children reach middle school age, savvy parents apply to charter schools or “follow convoluted feeder patterns to DCPS schools west of Rock Creek Park.”

When the two-year renovation is complete, Roosevelt High’s front entrance will be restored, flanked by  two more columned entrances to the arts and athletics wings. “The claustrophobic central courtyard will become a spacious, glass-topped atrium, and two new courtyards will be added to bring light into the building’s dark, 1970s-era additions.” A 1934 fresco is being restored. But who will go there?

There aren’t enough whites to go around

School segregation remains a reality: “74 percent of African Americans still attend majority nonwhite schools, compared to just over 76 percent in the late 1960s,” writes The Nation‘s Greg Kauffman.

But there’s a demographic reality to consider, responds Matthew Yglesias in Slate. U.S. schools are running low on white kids.

Non-Hispanic whites were 54 percent of the under-18 population in 2010, compared to 74 percent in 1980, according to the Census Bureau. Furthermore, among kids under the age of 5, non-Hispanic whites are a minority.

Meanwhile, the white people are not distributed evenly across the country. You’re not going urban minority kids to Maine and Idaho or the Texas panhandle so that they can attend more integrated schools. Nor are we about to ban the practice of rich people (who are disproportionately white) from sending their kids to private schools.

So you’re going to face a situation where most schools are majority-minority and the vast majority of minority kids are in majority-minority schools and there’s not going to be anything you can do about it other than try to make those schools be really good schools.

We can’t integrate our way to better school performance, agrees Sara Mead. That includes socio-economic integration, the dream of “smart liberal school reformers in recent years.” Like whites, middle-class students from two-parent families are in short supply and not evenly distributed.

The challenge is to design schools to meet the needs of low-income, minority students. The no-excuses model adopted by some urban charter (and Catholic) schools can make a difference. Are there other models with evidence of success?

The elephant in the integrated classroom

Clashing parenting styles, cultures and expectations undermine school integration, writes Jennifer Burns Stillman in The Elephant in the Classroom in Education Next. She interviewed white, upper-middle-class parents in gentrifying neighborhoods about their school choices.

. . . white, upper-middle-class families prefer a progressive and discursive style of interaction with their children, both at home and in school, and lower-income, nonwhite families prefer a traditional or authoritarian style of interaction with their children in these same venues.

White parents who try an urban school and then leave cite overly strict discipline and  “near-constant yelling—from principals, teachers, school aides, and nonwhite parents who come to drop off and pick up their kids,” Stillman writes.

White parents who wanted to volunteer said principals and non-white parents saw them as pushy interlopers.

One principal was angry when white parents gave each teacher a $100 book card donated by Barnes & Noble, seeing it as “bribing” teachers. Parents called various principals “not the brightest bulb in the box,” “insane,” “crazy,” “incompetent.”

White parents didn’t do enough “ego stroking,” one mother said.  When parents offered to help out, “it came across as, ‘You’re broken and you need fixing,’ rather than, ‘We’ve got extra hands, we’ve got extra energy, let’s build up what you already have.’ ”

“Creating a successful, truly diverse charter school is enormously difficult to pull off, ” writes Alexander Russo, also in Ed Next. Students come with a wide range of abilities and background knowledge. Parents have different cultures and expectations.

. . . the list of strategies applied is a long one: frequent online assessments to diagnose and direct students to the appropriate activity; open-ended assignments allowing kids of varying skill levels to engage at their own levels; coteaching in which two teachers share responsibility for a group of kids; and looping, in which teachers follow kids from one grade to the next.

In one Brooklyn Prospect classroom, the English teacher makes as many of her lessons open-ended as she can and coteaches half of her classes with a special education teacher. She also offers additional uncredited projects called “Seekers” so that kids who want to can go faster without disadvantaging kids still working on basic skills.

“You can’t just put a heterogeneous population together and think it’s going to work,” Summit cofounder Donna Tavares tells Russo.

Mike Petrilli’s book, The Diverse School Dilemma, offers three ways to create integrated schools in newly gentrified neighborhoods.

Urban middle class tries public schools

In some cities, white middle-class parents are integrating public schools instead of moving to the suburbs, reports USA Today. They’re pushing for programs that serve their children’s needs, such as a ballet class at Brooklyn Prospect Charter School.

“Many of them express a deep attachment to the city,” said University of Pennsylvania sociologist Annette Lareau. “They see the suburbs as sterile, as boring. They also see the suburbs as not a realistic preparation for their children for life.”

Public schools integrated by race, income and class are popping up in New York, Boston, Philadelphia, Washington, New Orleans, Chicago, Denver and San Francisco, according to USA Today.

“True educational equity can only occur in socioeconomically diverse classrooms,” said Josh Densen, a former KIPP teacher in Harlem who’s now working to open an integrated charter school in post-Katrina New Orleans.  The city has several KIPP schools, but a model designed for disadvantaged students who lack basic skills isn’t a good fit for his daughter, Densen believes.

Brooklyn Prospect started four years ago with a sixth grade class and is adding a grade each year to become a middle-high school. It now occupies a former Catholic school building — with a convent on the fourth floor for eight nuns. The rigorous International Baccalaureate program attracts educationally ambitious parents. Students are admitted by lottery — with a preference for low-income students to keep the school diverse. Forty percent of students qualify for a free lunch, according to USA Today. Nearly half the students are white and Asian; the rest are Hispanic and black.

According to Inside Schools:

Advanced students may do “seeker” projects, taking on more in-depth assignments. Students who need extra help go to small group tutorials to “reinforce skills and close the skills gap,”  while others are in study hall . . . Teachers stay after school or come in early for study sessions or test review.

Ninth graders are separated into two English classes: literature (for stronger students) and composition (for struggling readers and writers).

Diversity won’t work without challenging work for high achievers and extra help for stragglers.

To take the-glass-is-nearly-empty view, suburban schools are resegregating, write Erica Frankenberg, a Penn State education professor, and Gary Orfield, co-director of UCLA’s Civil Rights Project.

Black and white and poorly led all over

Jeffrey Brooks’ Black School White School: Racism and Educational (Mis) Leadership describes an integrated high school that’s hideously dysfunctional, writes Stuart Buck in a TCR Record review.

Black and white school leaders don’t meet to discuss problems across racial lines, both sides tell Brooks. It would be consorting with “the enemy.”

Students don’t want to do schoolwork. The overstaffed administration does little work either.

The (health education magnet leader) resigned after a mere three months for lack of support. She “was never replaced, and, in fact, her students roamed the halls during her assigned instructional hours.”

. . . Administrators declined to hand out National Merit Awards to two students at an assembly, because they had neglected to learn how to pronounce the students’ names (one was Kenyan, the other Japanese)

Academic excellence isn’t valued: The black principal, whose only teaching experience is in P.E.,  tells a black teacher to quit the rigorous International Baccalaureate program, which has equal numbers of white and black students, because she’s not “keeping it real.”

Worse, the principal tries to meet accountability targets by forcing the worst students to drop out before the head count for the state exam.

“This reveals the paradox of school-level accountability,” writes Buck. “Just where the threat of accountability is most needed” — when school leaders are incompetent or dishonest — ” it is the most hopeless.”

Dems, Republicans have switched on vouchers

“The Republicans’ talk about giving parents the right to choose is a politically expedient strategy,” writes Jack Jennings, founder of the Center on Education Policy,  in the Huffington Post. “Just beneath the surface of the education rhetoric are political motivations to thwart integration, weaken the Democratic coalition, and cripple the teachers’ unions.”

Know your history, responds Doug Tuthill on redefinED. Both Democrats and Republicans have switched on private school choice over the years.

Democrats George McGovern and Hubert Humphrey both ran for president on platforms supporting tuition tax credits for private schools, and Senator Daniel Patrick Moynihan, D-N.Y., was the U.S. Senate’s leading advocate for giving parents public funding to attend private schools. The Democratic Party reversed its support of public funding for private school choice in the late 1970s – as a political payback to the National Education Association for giving Jimmy Carter its first ever presidential endorsement.

Via Greg Forster.

This is’t a right-left issue: Black Democrats in big cities often support vouchers, while suburban Republicans do not.

Chartering for integration

While most high-performing charter schools serve disadvantaged minority students, there’s been a “noteworthy rise” in successful charters designed to serve racially and economically integrated student populations,” concludes a brief by the National Alliance for Public Charter Schools. Three charters designed to draw a mix of students and three focused on low-income students are profiled in A Mission to Serve.

The Century Foundation, an advocate of economic integration, looks at seven diverse, high-performing charter schools in a second report.

Integration raises challenges, notes Education Week.

The “no excuses” philosophy popular in many charter schools, which focuses on discipline and more-traditional teaching practices, has garnered attention for some positive results with disadvantaged students, but “middle-class parents generally aren’t interested in that,” said (Fordham’s Mike) Petrilli.

On the other hand, several models of progressive education that place less emphasis on basic skills have not been consistently demonstrated to be effective for more-disadvantaged students, he said.

Meeting everyone’s needs in one school is very, very difficult to do.

Based on studies that compare charter lottery winners with students who applied but lost the lottery,“students in urban areas do significantly better in school if they attend a charter school, concludes Jay Greene in a research round-up. However, he notes, a national study for the U.S. Education Department found “significant gains for disadvantaged students in charter schools but the opposite for wealthy suburban students in charter schools.

It’s easier to compete with  dysfunctional urban schools than with smooth-running suburban schools. But I also suspect the suburban charters are providing a progressive alternative for middle-class parents — and it doesn’t work as well, at least in producing high test scores.

Two thoughts on the latest Steiny column

Julia Steiny has another column up.  It’s sort of about “good” public schools charging tuition to outsiders, sort of about social justice, and sort about ambitious plans for economic integration. I think her conclusion is something like, “Cross-pollinating school districts is a good idea”, which seems right, as far as it goes.

If you’re interested in such things, go read the column.  But it did leave me with two very distinct thoughts that might be worth mentioning.

Thought #1:

Uh-oh.  Someone just sounded the horn of cultural imperialism.  Here’s an unreasonably out-of-context paragraph pulled from Steiny’s latest piece:

Actually, research has a magic number: 40 percent.  The percentage of students who qualify for federally-subsidized lunch, the big poverty indicator, should never exceed 40.  More than that creates a critical mass of kids growing up with “street” values and limited perspective.

She said “values.”  She implied that some systems of values held by people in poverty are incompatible with education, and thus probably (hushed whisper) worse.

No, she couldn’t have meant that, could she?  I mean, it’s not like she actually said that poverty values were bad and middle class values were good, did she?  She didn’t raise one way of thinking and living above other legitimate cultural choices, did she?  Let’s see what she says next.  I’m sure it will help explain what she meant.

The middle-class background of the 60 percent steeps low-income students in a cultural environment that helps them achieve at higher levels than their peers in segregated schools.  Yes, middle-class parents often enable their kids in silly, helicopter ways, but generally they also expect decent performance from them.  And they definitely demand the best from the school itself.

Oh.

Steiny clearly didn’t get the memo that right-thinking people aren’t allowed to say things like this.

She gonna get in trouble…

Thought #2:

This is an excellent opportunity to point out that what Steiny is talking about is economic integration, and to contrast it with what Professor Kirp was discussing the other day, which is race-based integration.

Take, for example, the impressive story of Wake County, North Carolina.  In 1979, the suburban County school system absorbed the school district of gritty inner-city Raleigh for the express purpose of economic desegregation.  Over time, using a choice program instead of forced busing, the merged district shifted student populations towards the 40/60 balance.

And lo!  The biggest winners were low-income Afro-American males.  Books have been written about Wake County’s success with challenged students. Middle-class kids were in no way harmed.

Quite the opposite.  At the time, the booming economy allowed Wake County to build super-attractive school programs in Raleigh, to attract the 60 percenters back into the inner city.  The suburban middle class hated the 45-minute bus rides, but loved the high-tech high, engineering magnet, or fabulous performing arts program at the other end.   (Sadly, some of that middle class recently elected a school board to dismantle this good work.

Now, the two may be functionally the same, dealing with dramatically similar allocations of students.  But there’s a legal difference between treating people based on race and treating them based on economic circumstances.

The trick, of course, is getting all the parents in the district to agree to it.

* * * * *

I could be wrong, of course.  That these thoughts were worth mentioning, I mean.

 

Desegregation is dead…

so says Professor David Kirp (Public Policy, Berkeley) in this morning’s New York Times.  It’s a piece that begs, I think, of a firm response.  And because it’s about desegregating schools, I think it’s appropriate material for this blog.  Here’s how his piece gets under way, though you should read the whole thing.

AMID the  ceaseless and cacophonous debates about how to close the achievement gap, we’ve turned away from one tool that has been shown to work: school desegregation. That strategy, ushered in by the landmark 1954 Supreme Court decision in Brown v. Board of Education, has been unceremoniously ushered out, an artifact in the museum of failed social experiments…. But as the anniversary was observed this past week on May 17, it was hard not to notice that desegregation is effectively dead. In fact, we have been giving up on desegregation for a long time. In 1974, the Supreme Court rejected a metropolitan integration plan, leaving the increasingly black cities to fend for themselves.

A generation later, public schools that had been ordered to integrate in the 1960s and 1970s became segregated once again, this time with the blessing of a new generation of justices.

The balance of Professor Kirp’s essay, which laments the fading of court-ordered desegregation orders, can be summed up as follows:

(1) Desegregation/integration produces empirical academic benefits for Black students.

(2) Desegregation/integration produces no empirical injuries or drawbacks for White students.

(3) Therefore Desegregation/integration is a good thing.

(4) The courts should support good things.

(5) Therefore the courts should support Desegregation/integration.

To be fair, this is my summary of his work.  I could be misrepresenting it, though I obviously don’t think I am.

Now I’m willing to grant him (1) and (2); he’s a public policy expert and presumably he’d know better than I would whether the evidence supports these things.  I’ll even grant him (3), so long as we keep it at “a good thing” and not “an unqualifiedly good thing, all-in.”  If something gives relevant benefits, and doesn’t have the most obvious sorts of drawbacks one might suspect, odds are that it’s a good thing.

But I seriously question what I’ve presented as his implicit premise (4).  Kirp seems to lack a certain understanding of how the law works, as demonstrated by the fact that he has linked to Milliken v. Bradley (418 U.S. 717 (1974)), but doesn’t seem to actually understand what the case is about.  That’s a serious charge to level at an academic, so let me explain.  Along the way, I think it will become clear both why I think (4) is wrong, and that Kirp does indeed hold it as a view.

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