REBIRTH: New Orleans, a Learning Matters docmentary on the post-Katrina transformation of New Orleans public schools, is now available on Netflix.
REBIRTH: New Orleans, a Learning Matters docmentary on the post-Katrina transformation of New Orleans public schools, is now available on Netflix.
Vouchers don’t do much for students, argues Stephanie Simon on Politico. Voucher programs now cost $1 billion nationwide.
In Milwaukee, just 13 percent of voucher students scored proficient in math and 11 percent made the bar in reading this spring. That’s worse on both counts than students in the city’s public schools. In Cleveland, voucher students in most grades performed worse than their peers in public schools in math, though they did better in reading.
In New Orleans, voucher students who struggle academically haven’t advanced to grade-level work any faster over the past two years than students in the public schools, many of which are rated D or F, state data show.
Vouchers improve student outcomes, according to high-quality research studies, responds Adam Emerson in Education Gadfly.
Consider, for instance, the work of Patrick Wolf at the University of Arkansas, who has examined the D.C. Opportunity Scholarship and found that it led to improved reading achievement among participants while also increasing a student’s chance of graduating high school by 21 percentage points. Consider, too, that random-assignment studies of privately funded voucher programs in New York, Dayton and Charlotte found higher achievement levels on standardized tests or higher college-going rates, or both, particularly for black students. Other empirical studies led to findings that range from the positive competitive effects vouchers have on public schools to the heightened level of achievement that comes from greater accountability (this last comes from Milwaukee, where Simon noted that snapshot test scores of voucher students look poorly but where a longitudinal analysis of the voucher program reports more positive results).
But a single literature review from Greg Forster at the Friedman Foundation is perhaps most revealing: eleven of twelve random-assignment studies have showed improved academic outcomes of students who participated in voucher programs. The one study that didn’t found no visible impact on students one way or the other.
Among voucher programs, random-assignment studies generally find modest improvements in reading or math scores, or both. Achievement gains are typically small in each year, but cumulative over time. Graduation rates have been studied less often, but the available evidence indicates a substantial positive impact. None of these studies has found a negative impact. . . . Other research questions regarding voucher program participants have included student safety, parent satisfaction, racial integration, services for students with disabilities, and outcomes related to civic participation and values. Results from these studies are consistently positive.
That $1 billion for vouchers “amounts to less than one-fifth of one percent of K–12 spending,” Hess points out. ”We spend north of $600 billion a year on K–12 schooling in the U.S., including tens of billions on employee health care and retirement benefits.”
Applying to charter schools is getting easier in some cities, reports Education Week. Charter schools are adopting universal enrollment systems and common applications, so parents can apply to multiple charter schools at the same time.
• Denver launched a centralized enrollment system called SchoolChoice in 2010 for all district-run and charter schools in the 85,000-student system.
• In New Orleans, the Louisiana Recovery School District, in partnership with the Orleans Parish School Board, debuted a universal enrollment system called OneApp for charter and district-run schools in February 2012 and is now entering its third year of a unified lottery system serving the city’s 44,000 students.
• The Newark and District of Columbia school systems are making plans to implement universal enrollment systems for their district-run and charter schools for the 2014-15 school year.
Before OneApp, New Orleans parents had to deal with multiple applications, deadlines and lotteries. Now they apply once for both district-run and charter schools, ranking their choices in order of preference. Each student gets one “best offer.”
“Millions of young people will never attend four-year colleges,” writes Sarah Carr in the Wilson Quarterly. “America must do more to equip them to secure good jobs and live fulfilling lives.”
From President Obama on down, “college for all” is seen as the solution to poverty, writes Carr. In New Orleans, the city of Carr’s book, Hope Against Hope, reformers created college-prep charter schools for low-income, black students.
At schools that have embraced the college-for-all aspiration, career and technical education is seen as being as outdated as chalkboards and cursive handwriting. Instead, the (mostly poor and mostly minority) students are endlessly drilled and prepped in the core humanities and sciences—lessons their (mostly middle- or upper-income and mostly white) teachers hope will enable the teenagers to rack up high scores on the ACT, SAT, and Advanced Placement exams and go on to attend the four-year college of their dreams (although it’s not always clear whose dreams we’re talking about).
Idealism should be tempered with pragmatism, Carr writes. Only one-third of low-income college students earn bachelor’s degrees by their mid-20s. Drop-outs may be thousands of dollars in debt.
A 2011 Harvard report, Pathways to Prosperity, described strong demand for “middle-skill” workers with vocational certificates or associate degrees. For example, electricians average $53,030, dental hygienists $70,700 and construction managers $90,960, according to the Bureau of Labor Statistics.
“College for all” isn’t a smart state or national education policy, but can make sense as the mission of a single school, responds Michael Goldstein, founder of MATCH, a high-performing charter school in Boston.
In Boston, many traditional high schools describe themselves as college prep, but they’re sort of half-hearted about it. Few alums actually graduate from college. College rah-rah is absent. But so is career rah-rah. There is no rah-rah. I’m not sure how Carr thinks about such schools.
College is the dream of low-income black and Hispanic parents, Goldstein writes. When a large, open-admissions high school in Boston surveyed parents — mostly black or Hispanic single mothers without a degree — more than 80 percent wanted their son or daughter to go on to college.
I’m not sure I agree that educators in urban college prep charters, see career and technical education as “outdated.”
. . . I think more typically — there’s a perception that the vo-tech offerings themselves are terrible, with really bad track record of actually connecting kids to the right jobs, the air-conditioning repair jobs that Carr writes about.
Boston’s vo-tech high school is considered by far the worst public school in the city.
MATCH has considered launching an “excellent” vocational charter school, then measuring how graduates do in the job market, he writes.
I think everyone wants their kids to go to college because everyone thinks it’s the only way to get a good job. A high-quality school focused on qualifying graduates to train as electricians, mechanics, welders, dental hygienists, X-ray techs, etc. would be very popular.
Once superintendent in Chicago, Philadelphia and New Orleans, reformer Paul Vallas is unqualified to lead the Bridgeport, Connecticut school district, because he lacks an administrative credential, a Superior Court judge ruled. She said Vallas can’t stay in the job while appealing.
The state board of education created an independent study program for Vallas to meet the credential requirements, which normally require 13 months of study at a Connecticut college or university. The judge rejected the board’s alternative.
Like a number of urban superintendents, Vallas isn’t a professional educator. “A longtime state legislative aide and budget director for Chicago Mayor Richard M. Daley, he took over the job of running the Chicago schools in 1997 after the state put them under Daley’s control,” notes Governing. Narrowly defeated in the Democratic primary for governor of Illinois in 2002,” he was hired to run Philadelphia schools after Pennsylvania took them over. Then he went to New Orleans to run the Recovery School District.
“I think it’s bizarre that we’d allow paper credentials from programs with lackluster reputations disqualify a candidate with an extensive track record,” writes Rick Hess. “Seems to me like it makes a lot more sense to just judge Vallas on what he’s done, his skills, and his temperament. I think Vallas is an impressive guy and that it’d be a bad thing if he were actually pushed out of office.”
Normally hostile to reformers, Diane Ravitch published a defense of Vallas by a commenter who worked for him in Chicago.
Blackboard Wars, a six-part documentary on Oprah Winfrey’s OWN network looks at the struggle to turn around New Orleans’ John McDonogh High School, which has been known for low performance, high dropout rates and violence. The Recovery School District consider closing the school, but instead gave control to Future is Now (FIN) Schools, a charter group run by Steve Barr, Green Dot‘s founder, who worked on the turnaround of Locke High in Los Angeles. Dr. Marvin Thompson took over as principal and hired a new staff.
Some community members oppose turning “John Mc” over to “outsiders,” writes Dave Walker in a Times-Picayune review. Others complain the documentary too harsh.
The final minute of the premiere is a preview of the season to come. A student shooting. More fighting. More heat from community activists. Sobbing teachers. Future Is Now CEO Steve Barr saying, “Teachers are just getting their asses kicked.”
“I know what y’all are capable of,” Thompson says at a student assembly at the end of the premiere’s season-preview segment. “The question is, do you?”
The first episode aired Feb. 16 on OWN.
If Mississippi allows charter schools, blacks fear losing jobs and clout, notes the Hechinger Report. Currently, the state’s charter law is “so restrictive that no charters have opened,” but that’s expected to change this year. Republicans control the legislature, some Democrats will vote for a new charter bill and the governor “has made the issue one of his top priorities.” Most black legislators are skeptical.
Mississippi State Sen. (David) Jordan, a retired public-school science teacher, said he fears charters partly because they could bring more white out-of-state educators to Mississippi who won’t be able to relate to the children there. “Teachers who come in claim they can do a yeoman’s job,” he said. “But I don’t think someone can come from Illinois and do a better job with the kids of the Mississippi Delta than the teachers who are already here.”
Jordan also worries that charters could mean a loss of black power and leadership in rural communities where the black community fought long and hard to claim top positions in the schools.
In the Mississippi Delta, nearly 90 percent of children in public schools are black. “In rural counties, the school districts are the main employer,” said Mike Sayer, senior organizer at Southern Echo, a black leadership organization that opposes charters.
In New Orleans, several very successful charters were started by veteran black educators, says Kenneth Campbell, president of the pro-charter Black Alliance for Educational Options.
New Orleans has also attracted national charter-school networks such as the Knowledge is Power Program and Future Is Now Schools; and most of the school leaders recruited by the charter “incubator” New Schools for New Orleans have come from out of town.
. . . Before Katrina, New Orleans had one of the highest percentages of black educators of any city in the country. But starting in 2007 that percentage began to drop steadily, to 63 percent during the 2007-08 school year, and 57 percent the next year, according to data from the Louisiana Department of Education.
Test scores are going up in New Orleans. Parents are more satisfied with the city’s public schools. But some “worry about the psychological effect on black children who come to equate both education and authority with whiteness,” wrote Times-Picayune columnist Jarvis DeBerry.
If 57 percent of educators are black, why would black kids equate education and authority with whiteness?
REBIRTH: New Orleans, a Learning Matters documentary on the post-Katrina transformation of New Orleans’ schools, is looking for Kickstarter funding to pay for “sound mixing, color correction, animation, graphic design, line editing, and building a website for the film.”
In 2004, not even one-third of 8th graders in New Orleans could pass a state reading test. In some schools, the number was lower – just 4 percent.
Since then New Orleans public schools have been transformed. Test scores have risen steadily outpacing every other district in Louisiana. Graduation rates are up, dropout rates are down.
. . . Today the city is 80% on its way to becoming the nation’s first all-charter school district, perhaps a future model for the nation.
Here’s more on the documentary from John Merrow.
More urban students are choosing charter schools, according to a new National Alliance for Public Charter Schools report. In seven school districts, 30 percent of public school students are enrolled in charter schools; in 25 districts, 20 percent are in charters and at least 10 percent are attending charters in 110 districts.
New Orleans is the number one charter city: 76 percent of students enrolled in charter schools in 2011-12,, up from 70 percent the year before. Also in the 30+ percent range are Detroit, Washington D.C., Kansas City (Missouri), Flint, Gary, and St. Louis.
Nationwide, charter schools enroll more than two million students with an increase of 200,000 students in 2011-12.
Georgians voted to expand charter schools in the November election. Now Superintendent John Barge plans to “brand” public schools in marketing campaign titled “Georgia’s Future. Now!” reports Education Week.
“A lot of folks don’t know the good things going on because we historically don’t do a good job telling them about it,” Barge said.
The effort . . . includes old-fashioned outreach: printed literature, knickknacks with a logo, a speaker’s bureau of teachers to address community groups. If enough private money is raised, it also will feature a Web TV comedy series — with hopes of the show being broadcast on Georgia Public Television — titled “Modern Teacher.” Styled after the television series “Modern Family,” it depicts life in a Georgia school.
Competition is healthy, but I doubt knickknacks will be effective with Georgians. The comedy series is a creative idea, but these things require very good writing.
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.