By Rushern Baker (County Executive, Prince Georges County, Md.)
On November 4, 1952, Dr. Helen Kenyon addressed the Women’s Society of Riverside Church in New York City and opined that, “Eleven o’clock Sunday morning is the most segregated hour in America.” Dr. Martin Luther King, Jr. often paraphrased the quote.
Today, sadly, our public schools best reflect Dr. Kenyon’s and Dr. King’s sentiment as the most segregated place in America.
The rampant re-segregation of American public schools poses a greater threat to the trajectory of America’s progress than terrorism, nuclear proliferation, and Russian meddling in our elections. Sixty-two years after Brown v. Board, the GAO (Government Accountability Office) reported that from the years 2000-2014, both the percentage of K-12 public schools in high-poverty and the percentage of African American and Hispanic students enrolled in public schools more than doubled, and the percentage of all schools with so-called racial or socioeconomic isolation grew from 9 percent to 16 percent.
Research shows that racial and socioeconomic diversity in our classrooms leads to higher than average test scores, greater college enrollment rates, and the narrowing of achievement gaps. These gains don’t just apply to poor and minority children either—every student benefits from learning and engaging with peers from different backgrounds. Despite the evidence, today our public schools are more segregated than they were 40 years ago.
As an advocate for children and families, and as a public servant, who has fought for more resources for students, I believe we must act boldly to save free, high-quality public education for all.
Some of the very leaders tasked with solving the negative effects from school re-segregation offer shortsighted policies that exacerbate racial and economic divisions. The ripple-effect, consequences of their misguided thinking remains the greatest policy foible of the modern era. Lazy logic behind bad policy feeds a perception that that the achievement gap exists simply, because poor and minority students learn differently than their wealthier, White peers. Rather, it is directly tied to declining enrollment, lower property values, and the dwindling resources available to tackle mounting challenges in the communities that surround underperforming public schools.
The greatest irony remains that those promoting harmful education policies use the same language of “giving every child a chance at a high-quality education” to pitch their tax-dollar-poaching and resource-pilfering experiments to desperate parents.
Rather than making public education a number one priority, a Hunger-Games-like competition for vouchers and charter schools leaves parents and students fending for themselves. The families that lose the education lottery end up at schools with increased needs and declining resources. In Maryland, our Governor’s BOOST voucher program set aside $5 million dollars of public money to help 2,400 families pay for their child’s education. Yet, 80 percent of the families receiving these grants had children who were already enrolled in private schools.
Vouchers, whose American roots can be traced back to some Southern states’ attempts to avoid integration, perpetuate segregated education and are nothing more than a thinly-veiled attempt to cut off funds to public schools. It gets even worse. Some communities have simply seceded from the larger school district, as we’ve seen in Alabama and Tennessee, to keep from integrating their schools. Since 2000, the U.S. Justice Department has released 250 communities from their desegregation orders and consequently facilitated their financial and administrative secession from their school districts.
After all those factors lead to a dip in school performance, students and their communities are stigmatized as “failing.” Schools close. Quality of life drops; economic prospects dwindle; public safety decreases; and the cycle repeats, so that higher needs populations receive even fewer resources.
I know. I’ve lived through it. It’s time to back up the big talk of “opportunity for all” with policies that don’t ask parents to compete for a few spots, but instead, make public dollars work for every child.
We’ve embraced this mission in my home of Prince George’s County, Maryland where I serve as County Executive. Though we know our best days are to come, we’ve seen incredible progress: increased enrollment; higher graduation rates; an increase in innovative academic programs; and more students receiving college scholarships.
The debate over how we improve public education can’t begin with state-funded segregation, which harms communities and students, especially our most vulnerable. Let’s secure our children’s futures and the future of America by making a meaningful investment in quality public schools for all.
Rushern Baker, a graduate of Howard University, is the county executive in Prince George’s County, Maryland. You can follow him on Twitter at @CountyExecBaker.
By Dr. Elizabeth Primas (Program Manager, NNPA/ESSA Public Awareness Campaign)
Georgia is making every effort to ensure that students have a better chance of performing at proficient or advanced levels on all state exams. The Every Student Succeeds Act (ESSA) prioritizes narrowing the achievement gap. As states move to implement ESSA, according to federal guidelines, this priority serves as a guiding force. Georgia proposes a target of decreasing the achievement gap by three percent, annually, which is a small number, when compared to the aggressive goals of ESSA’s predecessor, No Child Left Behind (NCLB), which required the achievement gap be closed by the 2013-14 school year. Educators believe that Georgia’s adjusted target is more attainable. NCLB primarily focused on accountability; this translated into more and more assessments and little attention was paid to the actual instructions and interventions that would guarantee that students receive the quality education needed to advance academically. Schools quickly realized that the targets and goals of NCLB were unrealistic and unachievable.
Under the recently submitted ESSA proposal, Georgia has indicated that they believe substantial progress can be made in closing the achievement gap in 15 years. Georgia will re-evaluate and adjust strategies for improvement every five years using the state’s proposed three percent annual decrease of the achievement gap as a benchmark. This will ensure steady progress towards the goal of 100 percent of students attaining scores at/or above grade level by 2032.
The Every Student Succeeds Act requires each state to provide a detailed plan as to how aggressive goals to close the achievement gap will be met. Georgia has decided to use assessment scores from the 2017-2018 school year to determine the baseline for each student subgroup. That means that they will identify the starting point for each subgroup based on data they collect this school year. Georgia will then determine how much each subgroup should move in a brief period (1-5 years), and how much they should move over the long period (1-15 years), thus establishing short- and long-term goals. Georgia will then look at each student subgroup (diverse populations) to determine where each group is scoring on the English language arts, mathematics, science and social studies tests. After an analysis of the data, Georgia will set incremental goals for each subgroup that align with state-wide short-term and long-term goals.
Throughout the planning process, Georgia has engaged parents, community members, colleges and universities, teachers and administrators, as well as governmental agencies to help set realistic expectations for Georgia’s students.
Several key components emerged from the stakeholder meetings including:
End-of-course exams should be aligned to the actual instructions the students received.
Once students complete core requirements (English, math and science classes) they are eligible to take advanced courses. The advanced courses are offered through a variety of venues…on-line, before and after school, and during the school day.
Georgia will offer dual-language immersion in eight Local Educational Agencies (LEAs), with Spanish and English as the dual-languages.
Students will have the opportunity to earn advanced credits through accelerated enrollment programs, which may be offered through AP/IB and/or dual-enrollment. Georgia pays the tuition for all dual-enrollment high-school students, making this program accessible for disadvantaged and low-income students.
A common thread across statewide feedback sessions emerged: “parents want to ensure that students are exposed to a well-rounded curriculum.”
It appears Georgia is determined to engage the community in a meaningful way and bring community partners into the school improvement process.
Get involved with education in your community and learn more about the Every Student Succeeds Act at www.nnpa.org/essa.
Dr. Elizabeth Primas is an educator, who spent more than 40 years working towards improving education for children of diverse ethnicities and backgrounds. Dr. Primas is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow Dr. Primas on Twitter @ElizabethPrima3.
By Lynette Monroe (Program Assistant, NNPA ESSA Media Campaign)
In my role as the program assistant for the National Newspaper Publishers Association’s (NNPA) Every Student Succeeds Act (ESSA) Public Awareness Campaign, I closely followed the proposal process for the District of Columbia’s ESSA plan. I have to admit, I was disappointed by the final version of the plan submitted to the U.S. Department of Education. Overall, D.C.’s ESSA plan is, at best, an incomplete assignment. The ‘to be continued’ tone of the plan could be partly due to the discontent expressed by many community members during the final stakeholder meetings. Parents and educators alike expressed concern about the lack of resources and implementation strategies to support the Office of the State Superintendent of Education’s (OSSE) aggressive goals for academic proficiency and high school graduation. The participants at the meetings noted the glaring socioeconomic disparities throughout the district and the unique resources required to increase achievement in each ward. One could conclude that OSSE’s aggressive academic goals are mirroring the affects of a rapidly gentrifying city that continues to marginalize the needs of its majority Black residents.
According to District of Columbia Public Schools (DCPS), 71 percent of their student population is Black and 70 percent of the entire student population qualifies for free or reduced lunch. In August, DCPS released the latest scores for tests under the Partnership for Assessment of Readiness for College and Career (PARCC). Black students showed the smallest improvements with a 4.8 percent increase in English Language Arts proficiency and a 2.1 percent increase in math proficiency. In both categories, less than 20 percent of Black students achieved proficiency in reading and math. This increase is compared to a 6.2 percent increase in English Language Arts proficiency for Hispanic students in the district and a 9.6 percent increase by their White counterparts. Similarly, Hispanic students showed a 5 percent increase in math proficiency while White students increased their proficiency by 4.8 percent. According to the PARCC assessment, less than 30 percent of Hispanic students are proficient in reading and math. While more than 80 percent of White students, according to PARRC, exhibit proficiency. White students make up just 10 percent of the DCPS student population.
DCPS needs to try harder to raise the test scores of its Black students. DCPS should also quickly work to reaffirm their commitment to expanding college and career support for students, especially Black students.
At a recent town hall meeting hosted by the National Newspaper Publishers Association in Atlanta, Ga., Vickie B. Turner, a school board member for District 5 in the DeKalb County School District, encouraged participants to reach out to parents, who were not present at the town hall and who are not engaged, declaring “we are preaching to the choir.”
Nevertheless, we all share a responsibility to educate our children. Some parents may not be able to dedicate as much time to participate in their child’s education as others. You can help out by dedicating an hour, as often as you can, to make sure Black parents are present, represented, and fighting in the best interest of our children. “It takes a village” is not just a cliché or an excuse to discipline a stranger’s child. It is a vow to develop the whole child, irrespective of his or her parent’s shortcomings.
To learn more about the District of Columbia’s plan, or your state’s plan, to implement ESSA, the nation’s new education law, visit nnpa.org/essa.
Lynette Monroe is a master’s student at Howard University. Her research area is public policy and national development. Ms. Monroe is the program assistant for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow Lynette Monroe on Twitter @_monroedoctrine.
As unpopular as No Child Left Behind was by the time it was ushered off the stage in 2015, advocates for students with disabilities could always point to one aspect of the law that they liked: by requiring that test scores of different student groups be reported separately, the law exposed the low academic performance of students in special education and required schools to do something about it.
The replacement for NCLB, the Every Student Succeeds Act, still requires that the academic performance of students with disabilities be reported, along with other student subgroups.
But the law trades federal mandates for state flexibility on what should happen to a school whose students with disabilities are consistently lagging their peers.
States and some lawmakers have cheered the end of what they call federal overreach. But some advocates worry that the accountability goals states have set for themselves won’t move the needle for a group of students who have long struggled with low achievement. At worst, they worry, states can create rules that allow the performance of students with disabilities to again be obscured by the relatively higher test scores of the general student population.
Lower Goals
“A lot of the really crucial decisionmaking got left to the states,” said Ricki Sabia, the senior policy advisor at the National Down Syndrome Congress. “Our concern was with how they would use this discretion.”
Sabia and Candace Cortiella, the founder of the Advocacy Institute, examined drafts of the accountability roadmaps developed by 37 states. All of the states have submitted ESSA plans to the U.S. Department of Education for evaluation; the department has given its stamp of approval to 14 states and the District of Columbia.
A reading of the draft plans illustrates some of Sabia’s and Cortiella’s concerns. In New Mexico’s accountability blueprint, for example, it set a goal for itself to increase the high school graduation rate of students with disabilities to 79 percent in 2022, up from 62 percent in 2016.
At the same time, however, the plan sets a goal to have 50 percent of students with disabilities scoring proficient on the state’sEnglish/language arts and math assessments by 2022. That’s an ambitious goal—less than 7 percent of New Mexican special education students meet that bar now.
But “it is difficult to understand how [students with disabilities] can be expected to graduate at a rate of 79 percent in 4 years while just 50 percent are expected to be proficient in reading and math,” Sabia and Cortiella wrote in a letter intended to support local advocates.
Plan Omissions
Another concern is that the goals for students with disabilities are too low. New York, for example, is aiming for 63 percent of its students with disabilities to graduate with a standard diploma by 2022, up from 55 percent in 2016. New York notes that its end goal for all students, including students with disabilities, is a 95 percent graduation rate. But it also proposes resetting its goals each year.
Educators didn’t like the 100-percent proficiency goal that was embedded in the old law, Sabia said. “But how do you say that some students aren’t going to be proficient? How do you say it’s OK if 5 percent or 10 percent aren’t? That’s what some of these new plans do.”
The education nonprofit Achieve, in its analysis of state plans, found that 26 states and the District of Columbia set the same long-term graduation goal for all subgroups. Twenty-four states set different end point goals for students with disabilities and other subgroups.
Others have pointed not to what’s in the state plans, but what they believe has been left out. Laura Kaloi is a government relations policy consultant with the Council of Parent Attorneys and Advocates, a group that represents children in special education and their families. COPAA was looking for states to offer specific plans about how to prevent bullying and harassment, discipline that removes children from the classroom, and “aversive behavioral interventions that compromise student health and safety.”
In an examination of the state plans that were submitted this spring, she said, those topics were not addressed.
“We know many, many school districts need work in this area,” Kaloi said.
The plans are light on some details because states were not required by the law to provide them. In March, the Senate overturned some accountability guidelines that were passed during the Obama administration, saying they were too prescriptive and not keeping in the spirit of the law and its focus on state-based accountability. For example, the law requires states to identify a minimum number of students in a particular subgroup that a school would have to enroll in order for that group to be counted in school accountability, known as the N-size. Under the ESSA accountability rules that the Senate threw out, states could select any N-size but had to offer a justification if they chose a number over 30. The Education Department does not require states to provide a justification for its N-size selection.
Some states, such as Ohio, have chosen to provide such justification, however, suggesting that in some cases states are committing to a more rigorous standard.
Ohio is moving from an N-size of 30 down to 15 by the 2019-2020 school year, which means that more schools will potentially be subject to accountability measures. After the change, 86 percent of the state’s schools will have to report on the progress of the special education subgroup, compared to 58 percent that are required to do so now.
Melissa Turner, the senior manager for state policy for the National Center for Learning Disabilities, said her organization is also examining the state plans, with an eye to strong accountability for student subgroups, clearly defined policies that explain how states will help struggling groups of students, and greater use of accommodations and the appropriate use of “alternate assessments.”
ESSA places a 1 percent cap on the percentage of all students who can take alternate assessments. That equates to about 10 percent of students with disabilities. Such alternate assessments are intended for students with the most significant cognitive disabilities. Some groups, such as NCLD, have been concerned that schools have steered students to the alternate assessments in the past, instead of providing the teaching and support that would allow students to take the same tests as their peers in general education.
Positive Implications
Turner mentioned some plans that stand out as potentially positive for students with disabilities. Iowa, for example, has organized its ESSA accountability blueprint around “multitiered systems of support,” which are intended to provide research-backed instruction for all students in academics and in social-emotional development.
Turner also singled out New Hampshire for its plans for personalized learning. “That’s something that we applaud. We think that’s a strong opportunity for states to meet the needs of all kids,” she said.
The organization is concerned, as other groups are, about different goals for different student subgroups. If the overall graduation rate goal is 95 percent, it should be the same for students with disabilities, she said.
“We’re really hoping to see that gap narrow in the long-term goals,” she said.
The Every Student Succeeds Act (ESSA) has been revised by Congress several times. In 1965, Congress created the Elementary and Secondary Education Act (ESEA), which was later reauthorized as The No Child Left Behind Act (NCLB) and was most recently reauthorized in 2015 as The Every Student Succeeds Act. This act is important because it means that States and school districts are responsible to ensure that every child achieves.
According to the Consortium for Citizens with Disabilities (CCD), this bill is important for Special Education because it “…goes even further than the original NCLB in many ways to assist these students to successfully graduate and become college and/or career ready.” The ESSA ensures three important things for students with special needs including ensuring:
Access to the general education curriculum
Access to accommodations on assessments
Concepts of the Universal Design for Learning will be used The Every Child Succeeds Act includes provisions that require schools to provide evidence of interventions in schools with consistently underperforming subgroups. The ESSA also requires states to address things like how they will improve conditions for learning, reduce harassment and bullying, and prevent overuse of discipline practices including restraints and seclusion.
The ESSA does other important things to help students in Special Education including:
Takes a proactive role in making sure students with learning and attention issues have access to general education curriculum and are not off track from being able to receive a high school diploma
Maintains annual reporting of assessment data disaggregated by subgroups of students including students with special needs
Maintains a 1% cap (with some modification provisions) of students with the most significant cognitive disabilities who can take alternative assessments that are aligned to alternative academic achievement standards
Requires disaggregation of key data about student progress to ensure that students with disabilities receive the supports they need The Every Student Succeeds Act also recognized that the IEP team (including parents) is in the best position to make important decisions related to a student’s academic, assessment, and social emotional needs.
The Every Student Succeeds Act also recognized that the IEP team (including parents) is in the best position to make important decisions related to a student’s academic, assessment, and social emotional needs. The ESSA also mentions Specialized Instructional Support Personnel (SISPs) which are able to implement early intervention programs for students who need specific support and help them to transition into a general classroom. For states that allow parents or guardians to do, the ESSA acknowledges the rights of parents and guardians to opt their children out of statewide academic assessments.
As part of each episode of Transition Tuesday, we provide additional tips, teacher tools, and resources related to the topics we cover. For this week’s bonus, we are providing a PDF with three great resources regarding the Every Student Succeeds Act, which can be accessed by clicking this link – http://tensigma.org/episode84bonus
To learn more about Ten Sigma’s educational resources for teachers or parents, please visit our website http://tensigma.org and you can also connect with us on social media at:
If you know anyone else who would benefit from the information we share in these videos, please share this video and invite them to visit http://transitiontuesday.org We hope you enjoyed this episode and that the information we shared about the Every Student Succeeds Act is helpful to you.
The group, co-founded by billionaire entrepreneur Bill Gates, has been undeniably influential in shifting how states and districts have approached teacher quality over the last decade.
(Education Week receives financial support from the Gates Foundation for coverage of continuous improvement strategies in education. Education Week retains sole editorial control of its content.)
Early results from the teacher evaluation research showed that a mixture of classroom observations, student input, and measures of student growth could provide an accurate picture of teacher performance.
So if Gates has been so influential here, what does it mean that the foundation is pulling out of this teacher evaluation work?
Well, in the immediate sense, probably not too much. The majority of states currently have laws on the books requiring the sorts of teacher evaluation reforms that Gates was championing.
But other factors—mainly, the new federal education law—may soon cause real changes in this space.
Federal Incentives Push State Change
Here’s a bit of back story: While Gates’ MET research fueled interest in using student test scores as part of a teacher’s evaluation, states were already headed in that direction for several other reasons.
Back in 2009, TNTP (formerly called the New Teacher Project) published “The Widget Effect“—a seminal report finding that 99 percent of teachers were being rated as satisfactory. Many began to question the validity of these evaluation systems. At the end of that year, the federal Race to the Top program began offering states incentives to rework their evaluation systems, including by incorporating student test data. (The multiyear MET study got going at right about the same time.)
As of right now, 39 states are using objective student measures (including test scores) in their teacher evaluation systems. That’s up from 15 states in 2009, according to the National Council on Teacher Quality.
Over the last two years, six states—Alaska, Arkansas, Kansas, Kentucky, North Carolina, and Oklahoma—have moved away from including student growth measures, according to NCTQ. (And a couple of other states have strengthened their commitment to it.)
Whether more states will back off remains to be seen. But if they do, it’s probably a consequence of the federal education law—and not so much a result of the end of the Gates funding stream.
Sorry, Mike, it’s not. We don’t get to excellence if Ts don’t get fair, accurate feedback & leaders don’t get accurate data on their talent.
And an important side note in any conversation about teacher evaluation: Research shows that even in states that have significantly overhauled their evaluation systems, nearly all teachers continue to be rated as effective.
Education Week — OriginallyPublished on Feb 2, 2017
On Feb. 1, 2017, Education Week hosted “Keys to ESSA Readiness,” an online event connecting our readers with reporters for a day of discussions about the new federal law, the Every Student Succeeds Act. In this livestream, hosted by Broadcast Correspondent Lisa Stark, veteran reporters Catherine Gewertz and Alyson Klein provide key takeaways from the day’s discussions.
About Education Week: Education Week is America’s most trusted source of independent K-12 education news, analysis, and opinion. Our work serves to raise the level of understanding and discourse about education among school and district leaders, policymakers, researchers, teachers, and the public. Published by the nonprofit organization Editorial Projects in Education, Education Week has been providing award-winning coverage of the field for over 35 years.
THE CENTER FOR PUBLIC EDUCATION — This post is from blogger Jillian Luchner, who is a Policy Associate with the Afterschool Alliance. The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to affordable, high-quality afterschool programs.
The passage of the Every Student Succeeds Act (ESSA), the long-awaited successor to No Child Left Behind, creates a unique framework for school boards, teachers, administrators and communities to work together to make sure all children have access to high-quality, well-rounded education.
At the NSBA’s January 19 forum, “Public Education Agenda for America’s Success,” panelists discussed how the new law, new administration, and new Congress would affect education across the nation. Despite some level of uncertainty, panelists spoke to how school boards and local – even family level -decision making could be expected to play a larger role than in the recent past. When asked specifically about what school boards might do, much of the panelists’ conversation focused on the regular school day, but panelist Gerard Robinson of the American Enterprise Institute noted that afterschool programs are a time-tested, research-based part of the solution that should not be overlooked.
Afterschool and summer programs across the nation have a strong history of supporting school systems’ efforts to provide students with a well-rounded education that puts them on the path to wellness and success. These out-of-school-time programs provide students with educational opportunities, enrichment activities, access to physical activity and nutritious meals and snacks, as well as opportunities to build leadership and social connections. Notably, afterschool programs do all that during what’s sometimes called “prime time for juvenile crime” – the afternoon hours when children are most likely to be either perpetrators or victims of crime and when working parents worry most about their children’s safety.
Research shows that students who regularly attend quality afterschool programs improve their academics, have better school attendance and are more likely to graduate. Moreover, , the Afterschool Alliance’s recurring, nationally representative parent survey, consistently finds that parents strongly support afterschool programs. In the 2014 survey, the most recent, 89 percent of parents with a child in a program reported being satisfied with the program. In addition, 84 percent of all parents supported public funding for afterschool, while more than 7 in 10 said they think afterschool programs reduce the chance that their child will participate in risky behavior. Additionally, 80 percent of parents report that their children’s programs offer students opportunities for physical activity, and three in four parents are happy with the healthy snacks their student’s program provides. Despite high demand, for every child enrolled in an afterschool program, the parents of two more children say they would sign their children up, but cannot either because a program isn’t available or because it isn’t affordable.
District school boards often play an important role in leveraging resources to expand access to afterschool and summer opportunities. Afterschool and summer programs are frequently operated as a partnership among community nonprofits and school districts, with funding from federal, state and local sources as well as businesses, foundations, parent fees and other contributions. The average 21st Century Community Learning Center (a federally funded program that supports competitive grants in every state) has nine partner organizations with which it coordinates, which contribute in financial and in-kind support.
Across the nation, school system partnerships with afterschool programs have expanded opportunities for students while helping districts meet their goals for student success and family involvement.
The Pittsburgh, Pennsylvania Public School System has an out-of-school-time office that works with 80 different district partners to oversee summer programming for thousands of district students. Using research-based systems of support, the office coordinates closely with out-of-school time providers in the district and supports data, quality and systems-building to meet the city’s goals of graduation and college- and career-ready students.
In the early 1990s, the Corbin Independent School District (Kentucky) created the Redhound Enrichment afterschool program after conducting a community needs assessment in the district. Originally focused on providing a much-needed safe place for children in the afternoon hours, the program subsequently expanded its offerings to include more academic components, with the support of a 21st Century Community Learning Center grant. Twenty-five years later, the program is still in operation, employing a project-based learning model to provide a mix of academic supports, hands-on activities, physical activity and opportunities to primary and secondary students.
In Redwood City, CA the district builds partnerships with non-profit and private providers including youth centers, parks and recreation, Boys and Girls Clubs and the YMCA to offer afterschool opportunities. The programs give children opportunities for academic support, developing new skills and relationship building as well as other opportunities. Parent surveys show 97% satisfaction with the programs.
Such efforts are the tip of the iceberg, as afterschool programs across the nation work with school districts to promote student success.
With the Every Student Succeeds Act going into full implementation this year, now is a perfect time for districts to coordinate more closely with afterschool and summer learning programs. Final state plans are due to the federal Department of Education in either April or September and many state drafts (see our map) are out now. As part of that process, school districts will engage parents and other community stakeholders to consider how to meet state goals for improving graduation rates, academic achievement and student engagement and reducing chronic absenteeism.
Afterschool and summer programs are well-poised to help meet all these goals, and the 50 statewide afterschool networks stand ready to help connect school districts with afterschool and summer learning programs in their communities.
Jillian joined the Afterschool Alliance team as a Policy Associate in 2015. Her work involves tracking trends in afterschool policy and programs at the state and federal level and communicating successful and innovative approaches toward supporting youth during out-of-school time. Jillian worked for years as a teacher and afterschool educator in the Washington D.C. region. She also served as an AmeriCorps VISTA and community development director in California’s Central Valley. She holds undergraduate degrees in Economics and Geology and a Master’s in Public Policy specializing in education from the University of Maryland at College Park.
The newspaper reports Davis Magnet International Baccalaureate World School is in Jackson, Miss, and is a predominantly black public elementary school. The president of the school’s Parent-Teacher Association told the Jackson Public Schools Board of Trustees on Tuesday night (Oct. 17) that “school stakeholders” voted to change the school’s name to Barack Obama Magnet IB. The report did not say who the stakeholders were.
“Jefferson Davis, although infamous in his own right, would probably not be too happy about a diverse school promoting the education of the very individuals he fought to keep enslaved being named after him,” the PTA president told the board, according to the report.
By Rushern Baker (County Executive, Prince Georges County, Md.)
