By Ron Rice, Senior Director, Government Relations at the National Alliance of Public Charter Schools
I have been a Black student, education policymaker, and now an advocate for providing the best educational opportunities for all our children. One reality that I’ve had to face and embrace through each of these stages in my life and career is that the prevalence of leaders of color like me is a major contributor to educational success and whose lack thereof stifles that potential. As a student of color, those examples helped me thrive; and today they inform my advocacy.
This month, my organization, the National Alliance of Public Charter Schools released its highly-anticipated report, “Identity and Charter School Leadership: Profiles of Leaders of Color Building an Effective Staff” which examined the ways that school leaders of color’s experiences and perspectives influence how they build school culture, parent and community relationships, and effective staff. This needed report affirmed what I and many fellow school leaders of color have witnessed first-hand in schools from New Jersey (where I advised the state Department of Education) to Massachusetts, California, Louisiana, Missouri, Wisconsin, and North Carolina, where school leaders of color were studied. The report’s finding is clear: our children of color thrive with diverse and experienced teachers who understand their challenges and have a personal, unwavering dedication to their success.
Most importantly, our report is instructive as well because it sheds light — through the profiles of three public charter school leaders of color from Louisiana, North Carolina, and California — on the principles that can help match our best current and future teachers with our nation’s students. Three of those principles that resonated with my two decades in education policy are:
First, fill our school leadership pipeline with talented educators of color who come from nontraditional backgrounds and fields of study. But how do we dispel the myth that there are not enough qualified and passionate people of color who can and want to fill this educational pipeline? One way to do this comes from Eric Sanchez, co-founder of Henderson Collegiate — a network of three schools serving elementary, middle and high school in Henderson, North Carolina. Instead of only recruiting future educators from traditional education programs, Eric also recruits graduates from university programs focusing on social justice and ethnic studies. And this encouragement doesn’t end once the teachers reach the classroom — we must provide clear pathways for these teachers to pursue school leadership.
Second, school leaders and education policymakers of all colors must be committed to seeing and promoting diversity as an asset, not a deficit; an opportunity, not an obstacle. Imagine how better prepared our children will be for the world of tomorrow if they have been taught the history behind their identity, the language behind their culture, and the geography behind their journey. While nearly all schools struggle with activating this principle for the benefit of our students, our report demonstrates that public charter schools are making substantial progress where traditional public schools haven’t.
Third, achievement and demonstrated success — not myths, preconceptions, and inherited political biases — must be the basis upon which we support the best educational opportunities for all our children. For example, by their design, public charter schools have the flexibility to create and finetune curricula, teaching methods, and optimal outcomes that traditional public schools do not. So, why would we ever consider putting obstacles in any educational paths that are showing real achievement?
Race and identity of both our educators and students is only one factor in the holistic successes we are all working towards. However, it’s also true that all schools across our country in every community have historically not valued students’ diversity and identity as assets to enrich the education they receive. Public charter schools are making real progress to expose this blind spot and make the needed course corrections to ensure the success we’ve seen for some students are the norm for all.
Ron Rice Jr. is a former two term Newark, NJ city councilman, chief advisor to the New Jersey Department of Education, and is currently Senior Director, Government Relations at the National Alliance of Public Charter Schools.
Teaching is a multi-faceted calling for many and an occupation for some, but how can teaching and learning effectiveness be measured without testing?
There must be some way—or ways—to measure what and whether students are learning, and teachers are teaching. Rigor, high standards, curriculum design, learning and teaching styles, and external demands all must be considered in any teaching and learning situation, regardless of location and resources.
As the teaching population becomes more monocultural and the school-aged population becomes more multicultural, teaching materials, beliefs, and techniques tend to rely too heavily on standardized tests and testing materials. In order for education to capitalize on the strengths and talents of learners and the skills and professionalism of their teachers, what kinds of additional progress measures might be employed?
Different kinds of professional development programs and materials may be needed to provide more sufficient and culturally responsive information about the teaching and learning process.
One way of assessing whether students are actively engaged in learning on a high level might be using multidisciplinary and interdisciplinary materials such as those in an original textbook of poems, shorts stories, and essays.
The book, Connections: A Collection of Poems, Short Stories, and Essays with Lessons,became part of a study in the Washington, D. C. schools and surrounding Metropolitan areas of Prince George’s County, Maryland, and Alexandria, Virginia, from 1996-2001. (Parks-Lee, 1995)
It addresses some of the challenges Gloria Ladson-Billings pointed out when she quoted Jonathan Kozol, saying that “…Pedagogic problems in our cities are not chiefly matters of injustice, inequality, or segregation, but of insufficient information about teaching strategies.”(Ladson-Billings*, 1994, p. 128)
Both neophyte and experienced teachers participated in a study that provided them with information, materials, and teaching strategies to employ with urban, poor, and predominantly, but not exclusively, African American youth.
The idea for the study originated with a concern that an increasingly middle class or suburban teaching force often seems unable to meet the needs of diverse students who are different from them in class, socioeconomic status, geography, ethnicity, and/or culture.
The Connections materials were intended to help address ways to foster a positive impact upon all children, but particularly upon children of color. In addition, teachers using these materials might also feel more empowered to think creatively and to utilize students’ strengths and talents as they incorporate high and rigorous interdisciplinary and multidisciplinary lessons and higher order thinking skills in order to increase academic achievement.
Effective teachers believe that we must produce and use materials that encourage students to be able to read, to write, to speak, to be creative, to understand, and to interpret what they hear and read. If students can develop these proficiencies, they may experience greater success on standardized tests.
Success breeds success, and if our students are to be involved learners and thinkers, we cannot keep doing the same things the same ways and then blaming students and teachers if standardized test scores are not optimal. There must be more inclusive ways of tapping into and measuring what is taught and what is learned. Standardized tests are but one wayand should not be the onlyway to validate the teaching and learning processes.
There are three domains to teaching, the cognitive, the affective, and the psychomotor. The one that is not easily addressed by standardized testing is the affective domain.
As Sharon M. Draper says, “You must reach a child before you can teach a child.” (Draper, S., November 2002). The challenge comes when trying to measure the affective domain. However, affective success is often reflected in student attendance and behaviors that are involved, on-task, and diligent.
There is often a spirit of collaboration and cooperation between the teacher and the students. Fewer discipline problems are observed when there is a positive classroom community involved.
When diverse students are allowed to utilize their talents and skills, they often become self-motivated, because they feel affirmed, valued, and respected.
*Ladson-Billings, G. (1999). (Notes from speech delivered at Howard University).
The Black Power movement of the late 1960s helped to redefine African American identity and establish a new racial consciousness. As influential as this period was in the study and enhancement of the African Diaspora, this movement spawned the academic discipline known as Black Studies on our college and university campuses.
While there are more than 100 Black Studies degree programs nationwide, it can be confirmed that the beginning of this curriculum evolved from a student strike at San Francisco State University in 1968. Young people there forced the establishment of the Division of Ethnic Studies and departments of Black, Asian, Chicano and Native studies, all accomplished despite the discouragement of then university president and future United States Sen. S.I. Hayakawya.
The Black Student Union
The Black Student Union on campus drafted a political statement, “The Justification for African American Studies,” that would become the main document for the development of the academic departments at more than 60 universities by the early 1970s. Shortly thereafter, Black Studies programs were implemented with inherent reservations from the various campus administrations at UCLA, Cal State Los Angeles, Cal State Long Beach and at Cal State Northridge.
Black students demanded an end to the so-called “liberal-fascist” ideology that was rampant on campus, as well as calling for the immediate preparation of African American youth including secondary school students to have direct participation in the struggles of the Black community and to define themselves as responsible to and for the future successes of that community. Black Studies departments were created in a confrontational environment in a forceful rejection of traditional curricula content.
It was a novel idea that was met with early opposition from the entrenched White faculty and administration already reeling from the Free Speech movement, opposition to the Vietnam War and a general uprising from young adults of all races, religions and creeds. Black students, specifically, wanted to reinforce the position that African Americans must possess the rights to self-determination, liberation and voice opposition to the dominant ideology of “White capitalism” (e.g. world imperialism, White supremacy) that for centuries had excluded persons of color.
The Atlanta University Conferences
Black Studies can be traced back as far back as the Atlanta University Conferences held from 1898 to 1914. This early formulation was under the auspices of W.E.B. DuBois in marking the inauguration of the first scientific study of the conditions of Black people that covered important aspects of life (e.g., health homes, the question of organization, economic development, higher education, voting).
By 1915, Carter G. Woodson had founded the Association for the Study of Negro Life and History (ASNLH) in marking a brave new era for Black curriculum. The group was founded to promote historical research, publish books on Black life and history, promote the study of Black history through clubs and schools and, in a noble effort, to foster harmony between the races by interpreting one history to the other. It was during this period that the Historically Black Colleges and Universities (HCBUs) began to respond to scholarly activities in history and social science.
It had become abundantly clear more than 100 years ago that Black education should conform to the social conditions of Black people. Black colleges began to add courses in Black history to their curricula. This effort corresponded with a call by Black college students for a culturally relevant curriculum, the same theme that occurred some 50 years later when mainstream support for Black Studies grew, particularly when more African American students were admitted into predominantly White institutions.
For the past 50 years, Black Studies has been evolving as a result of the social movement that opposed institutional racism in higher education. As more Black families were moving into the middle class, young people in many sectors either saw education as oppressive or liberating. Many African Americans began to consider Black Studies and Black education as having a “special assignment” to challenge and call out White mainstream knowledge for its deficiencies and racial corruption.
Pan Africa movement
Black Studies in large part grew out of Pan Africanism, which had its origins as a movement of intellectual protest against ill-treatment of Blacks all over the world. This movement was initiated by Black persons in the America and in the West Indies whose ancestors came from Africa. There are similarities between Black Studies and Pan Africanism in that the latter movement was created because Black people all over the world were tired of being mired with the “slave mentality” that had been connected with them from their African ancestors.
The advent of Pan Africanism was the result of Black people deciding that they were better than how they were treated, and if they banded together in a practical standpoint, they could possibly change the world. Far more than an “en vogue” application of the Civil Rights Movement, Pan Africanism and the resulting Black Studies was an emotional, cultural, psychological and ideological movement that would allow African Americans to feel secure while striving for long-sought political, economic and psychological power vis a vis other races or world regions.
At its origin, Black Studies offered a clear and precise application of the African American experience, because many of the traditional history books for decades presented Black people as a hapless, helpless lot always mired in despair. It was only then that African Americans would study in detail persons like Anthony Johnson one of the original 20 Africans who arrived in Jamestown in 1619 and would later become a successful entrepreneur, or Denmark Vessey, who fought to liberate his people from slavery by organizing 9,000 slaves and freemen to revolt in Charleston, S.C. In 1822. there was also Dr. Rebecca Lee Crumpler who in 1864 became the first Black woman to earn a medical degree. This area of study helped to forge a pathway for each succeeding generation to learn that African Americans have always been innovators, fighters and intelligent persons well capable of succeeding in any endeavor.
Development of Black scholars
Black Studies is not exclusively reserved for Black scholars. There are a number of scholars from a variety of backgrounds who have done important work looking at the Black Diaspora. From the African American point of view, however, a primary reason for the implementation of Black Studies was to develop a critical mass of Black scholars. The significant presence today of African American academicians is due in large part to the existence of a longstanding tradition within Black Studies that offers a route into academia for an untold number of Black scholars.
The subject of Black Studies is interdisciplinary in nature. The subject draws in academics from a range of disciplines, including history, literature, education studies, sociology, theology, health studies, and some subjects as unexpected as sexuality and criminology. A strong tenant within Black Studies is the exposure to a range of ideas and discussions that can forge meaningful connections that can be built on the future. Had it not been for the Black Studies agenda, there are historic figures and contemporary individuals who may have never been encountered and whose work was and is relevant to contemporary dynamics within the Black community.
Women’s studies, as well, are an important aspect of Black Studies. In “Out Of The Revolution: The Development of Africana Studies” (2000), authors Delores P. Aldridge and Carlene Young attest that while the emergence of Black feminism was an offshoot of White feminism, the two groups are far apart in terms of battling sexism and striving for equality in a White-male-dominated world.
“During American slavery, Africana women were as harshly treated physically and mentally as were their male counterparts, thereby invalidating the alignment of Africana women and White women as equals in the struggle. The endless chores of the Africana woman awaited her both in and outside the home. Africana men and women have been equal partners in the struggle against oppression from early on. Thus, they could not afford division based on sex. In the African American slave experience, Africana men and women were viewed the same by the slave owners, thereby negating traditional (African and European) notions of male or female roles.”
Valuable study for both genders
Such study has proved valuable to African American students of both genders. Aldridge and Young state that Black Studies has empowered the Black student in noting that this academic challenge was a direct response to the mandate for change at all levels that characterized the Civil Rights Movement and the social rebellions of the 1930s, ’40s and ’50s.
At the modern HCBU campuses, most have established courses in Black Studies, but few have departments dedicated to the field. Only Howard and Clark Atlanta universities offer a Master of Arts in Black Studies. Howard is the only HBCU to offer a doctoral program in African Studies; eight traditionally White institutions (including Princeton and Yale) also offer a Ph. D in African Studies.
Why don’t more HBCUs offer a diploma in Black Studies? The problem is money.
“A program in African American Studies is very difficult to sustain in good times, and it’s near impossible in tough times,” said Dr. Johnny Taylor, president and CEO of the Thurgood Marshall College Fund. “However, some of the majority institutions have been able to get someone to underwrite less popular programs.”
The University of Wisconsin-Madison offers bachelor’s, master’s, and doctoral degrees in Black Studies, much to the disappointment of Dr. Mayibuye Monanabela who is among the founders of the Africana Studies department at Tennessee State University. He said getting students to major in Black Studies is often difficult primarily because, outside of teaching, there are not many well-paying trades that would require such professional acumen.
“We (HBCUs) should be doing better,” Monanabela said. “When students are ready to sign-up for a major, they ask ‘What can I do with a degree in Africana Studies?’“
Dr. David H. Jackson Jr., chair of the department of history and political science (which includes Black Studies) at Florida A&M University, believes the current attitude toward Black Studies among African American students could be an obstacle in the field’s development.
“If I looked at FAMU and the country in general from the 1980s and early ’90s in terms of an aggressive attitude toward embracing Black culture, I don’t see that as much now,” he said. As well, some Black students at predominantly White institutions may have the assumption that students at an HBCU tend to be “Africa-centered” or “radical,” and that belief could contribute to an apathy about the subject, which is in direct contrast with the roots of Black Studies programs.
Looking toward the future
HCBUs faced internal challenges in developing these programs as an older generation of administrators may have been reluctant to establish such a curriculum, because of the association with “militancy” and for fear of losing support from outside communities. Also, some HBCUs felt that because they were Black institutions, they were not obligated to dedicate a department to the subject because “just being a Black school was sufficient.”
At Princeton, Black Studies has proven to be a popular and successful program. Dr. Eddie Glaude Jr., chair of the Center for African American Studies at the New Jersey campus, believes the burgeoning interest in Black Studies may provide ground for a degree program.
“I think we’re seeing a new phase in the presence of Black Studies in higher education,” Glaude said. “We need to find an institutional configuration that reflects the complexity and nuance of the field. We haven’t changed our name to ‘Diaspora studies,’ and we have insisted that in order to mark that, as a field, Black Studies should be thought of more broadly.”
People of African ancestry have a long history and tradition in practically every region of the world. This history has been hallmarked by a number of struggles for recognition and against discrimination. In the present context of global uncertainty and the political reshaping of nation states Black Studies can play an essential role in the examination of the world’s Black population and the challenges that lie ahead.
This article originally appeared in Our Weekly News.
Dr. Elizabeth Primas, NNPA ESSA Awareness Campaign Program Manager
It is not uncommon for military programs to be adopted for use in civilian life. Schools in Virginia Beach, VA, that have some of the highest percentages of military children in the country, are doing an incredible job helping those students cope with the added stresses of having parents in the military. Other schools and communities can learn from Virginia Beach City Public Schools.
I recently spent a day with families and educators from Shelton Park Elementary School. About 70 percent of the students there were children with a parent in the military or a defense contractor. There is a large population of special forces personnel in Virginia Beach and at any moment, a parent can be called on for deployment to a warzone. Their families often do not know to where they are deployed, which compounds stress and anxiety.
A unique program in Virginia Beach public schools includes 28 Military Family Life Counselors, who work closely with schools’ staff and families to support students. One mother we spoke with, talked about the fears her five-year-old daughter had while her father was deployed. After a particularly bad night, the mother let the school staff and the assigned counselor know that her daughter was going through a very difficult time. However, mom was able to send her daughter to school knowing that the school community would play an active role in engaging with her to help her work through her fears. The Virginia Beach counselors, funded under a program by the U.S. Department of Defense, are licensed and specialize in child and youth behavioral issues.
It’s not just supporting students through the stress of having a parent deployed where Virginia Beach schools excel in supporting this population of students. A reportfrom The Lexington Institute looks at how schools and districts with high percentages of military families are supporting students, who, on average, move every 2-3 years to far and distant places. Uprooting and moving so often is disruptive to a child’s educational progress, and it can stall their academic achievement.
However, moving is not the only thing that can disrupt educational progress. Low teacher retention, frequent absenteeism, and unsafe school environments are all factors that can also inhibit academic progress.
The Every Student Succeeds Act, a federal education law, requires schools and districts to have a well-rounded curriculum. Too many schools have eliminated music, art, drama, and essential academic courses like social studies and science to give more instruction time to reading and math. Math and reading are critical, but these other subjects enrich the learning experience and help make a well-rounded, whole human being.
From the very beginning, students at Shelton Park Elementary School are exposed to art, music, leadership strategies. The well-rounded curriculum combined with support from the military counselors creates a school environment that can – and should – be modeled across the country.
As a lifetime educator, I am inspired to see how Virginia Beach Public Schools are supporting military children. They are truly a model to be emulated by anyschool, because every kid—military or not-deserves this kind of high-quality support and instruction.
Dr. Elizabeth Primas is the ESSA Program Manager for the National Newspapers Publishers Association.
The African-American community’s fight for quality education requires constant dedication and reflection on successful strategies to educate our children. Donald Hense and the Friendship Charter Network is an example of success worthy of recognition.
Hense is the founder and board chairman of the Friendship Charter Network, the largest African-American-led charter school network in America. Hense’s accomplishment is significant, because, while over 80 percent of charter school students are Black or Latino, fewer than 10 percent of charter schools are founded and led by Blacks or Latinos, according to a study by the Brookings Institute.
Three-quarters of the students enrolled in Friendship schools in D.C. are from Wards 7 and 8, the city’s two poorest areas, and nearly all are African-American. Their achievement is reflected in their continuous improvement on standardized tests. Most recently, Hense and his team celebrated, when five of Friendship’s 12 D.C. schools were rated Tier 1 by the Public Charter School Board – the highest of three ratings a charter school can earn.
As a native of St. Louis and graduate of Morehouse College and Stanford University, Hense has long understood the power of a quality education. But for years he had no interest in working in K-12 education. He was serving as executive director of Friendship House Association, a non-profit serving low-income families in Washington D.C., when he was approached by an executive from a local charter operator about using Friendship House to charter a school. After some reflection, he agreed to transfer his experience fighting intergenerational poverty to the fight for quality public education.
Hense made history as the first African American to win a grant from New Schools Venture Fund, which supports charter school founders. Friendship was among the first group of schools chartered by the D.C. Public Charter School Board in 1998. Twenty years later, it has12 campuses for students in grades Pre-K3 to 12 in D.C., an online school, and schools in Baton Rouge, La., Baltimore, Md., and Little Rock and Pine Bluff, Arkansas.
Hense is proud of Friendship and of education reform efforts in Washington, but he is not ready to celebrate. “We declared victory too soon,” he says. “Fifteen years of education reform is not an institution.”
To Hense, the fight to reform school systems serving African-American students should include more leaders of color. For years, he held a monthly meeting of black charter school leaders in D.C. to talk about their experiences and discuss lessons learned, but it “fizzled out” after young leaders lost interest. “We brought in second and third generation [leaders] and forgot to show them that [African-Americans] need to work together to get things done,” he says. “New [leaders] have to participate in black organizations.”
In spite of a few setbacks, Hense is still dedicated to supporting African-Americans interested in opening their own charter schools. The greatest obstacle to their success, he believes, is lack of experience in management. A potential founder needs “a good plan and a good board of directors. It’s best to go in [to the charter application process] with a strong [management] team.”
Fortunately, there are positive examples of young, African-American charter school founders to emulate. In 2017, Dominique Lee of BRICK Avon Academy in Newark, New Jersey won a Promise Neighborhood grant from the U.S. Education Department. Dominque aims to use the grant to educate 3,000 students in Newark over the next few years, making BRICK the state’s third-largest CMO and the only one led by a person of color.
Hense recommends that other African Americans interested in starting charter schools apply for funding fromthe New Schools Venture Fund or for charter school design grants from Friends of Choice in Urban Schools (FOCUS), if they are in D.C.
At 75, Hense says he is not done. The Friendship Education Fund continues to identify opportunities to replicate their model around the country. Friendship’s goal is to bring what Hense and his team learned in Washington to the countless districts struggling to grow African-American student achievement. As DCPS welcomes a new chancellor with experience championing school choice, there may be new opportunities in D.C. as well.
This article is a part of The ‘Reinventing America’s Schools’ series. This series highlights Change Makers from our community who are walking reflections of what’s possible when we place Accountability and Autonomy at the forefront.
By Curtis Valentine, Reinventing America’s Schools, Guest Contributor
Lakisha Young is no stranger to education reform. A former Teach For America corps member and founding member of a KIPP Charter School, Young knows the power parents can wield when they demand educational options for their children. The daughter of a single mother who enrolled her in a traditional public school, a Catholic school, and later a private high school, Young expected to have the same power to make choices for her children when she became a mother.
A single mother of three, Young is satisfied with the choices she’s made: Her sons attend a charter school, and her daughter attends a selective high school. However, successfully securing places in these schools was no easy feat. Young knows firsthand the aggravation of dealing with the Oakland school lottery. She also understands the anxiety parents feel not knowing whether their children will have to enroll in a low-performing neighborhood school should there not be enough seats available at quality schools. Her personal experience led her to organize other parents and teach them how to advocate for their children.
In 2016, Young founded the Oakland Reach, which she describes as a “parent-run, parent-led group committed to empowering families from the most underserved communities to demand high-quality schools for children in Oakland.” Since then, the organization has informed more than 4,000 parents on the state of Oakland schools and trained over 300 parents in advocacy through its Oakland Family Advocacy Fellowship.
“If you’re black and low-income in Oakland, you have to fight for the right to a good school,” Young says. Two-thirds of black students in Oakland attend a school rated below the state average and only 1% attend a school rated above the state average (For more information visit the Oakland Reach website.) So Young looks for “parents willing to speak truth to power—and kinda trouble makers.”
Oakland Unified School District, faced with fiscal problems and too many half-empty schools, is closing school buildings to save money. Young and Oakland Reach decided to ask the district to give preference in high quality schools to students whose schools are closed. They dubbed this policy “The Opportunity Ticket,” worked tirelessly to advocate for it, and won a victory when the school board voted unanimously for it.
“Having to choose a school and having access are two different things,” Young explains. The Opportunity Ticket will give more low-income families access to the district’s best schools.
Oakland Reach wants all parents to have the same opportunities Young had, when she enrolled her sons in a public charter school. Today, more than 31% of Oakland’s public school students attend charters. Young fought to have her sons enroll in a school that, on average, graduates 86% of its students on time, compared to 75% in traditional public schools. Young’s sons and their classmates are also more likely to be accepted to college. In Oakland, 34% of African-American and Latino charter graduates are accepted to college, exceeding the district average of 15%. (For more information visit http://library.ccsa.org/OUSD%20Charter%20Report%202017.pdf)
Young is part of a wave of black women leading parent advocacy organizations around the country, including Aretta Baldon in Atlanta, Maya Martin Cadogan in Washington D.C., and Sarah Carpenter in Memphis. To Young, parents most impacted by failing schools have not been at the decision-making table. “We are at the table now,” she says. “Parents bring a certain level of urgency [because] we don’t have an out. All black mommas needed were resources. Black mommas have been fighting for their kids since fighting to keep kids from being enslaved.”
Philanthropic investments in parent-led organizations like Oakland Reach have shifted the landscape for black women in leadership. “The missing components were resources to fight,” Young says. “There hasn’t been enough resources put behind black mommas and black daddies. This is new, this is like putting on a new suit … for us and for funders. People with resources trusting us.”
While Young celebrates the voice of black women, she recognizes that the Opportunity Ticket was successful thanks to an alliance with upper middle-class parents. “You need multiple stakeholders at the table,” she says. “Passing the Opportunity Ticket took a coalition of white allied parents and a focus on quality and equity for all kids.”
In a city looking for stability after 13 superintendents in 20 years, Oakland Reach has become a steady source of support for parents. Young is excited about the future and quite surprised that what was once just an idea has become a refuge for parents. She describes how overcome she was when one mother told her, “If I want to learn more about being better advocate for my kids…everybody is telling me that I need to be part of Oakland Reach.”
“I didn’t know what was possible” with Reach, Young admits. “I was moving with sheer will, I’d be fighting this fight — with Oakland Reach or not. I did not expect it to get to this point. I’m not shocked, though. This is what happens when you get fired up parents together.”
Next Stop? Young is in search of “What tables [parents] need to be sitting at in Sacramento.” Watch out state capitol, here she comes!
This article is a part of The ‘Reinventing America’s Schools’ series. This series highlights Change Makers from our community who are walking reflections of what’s possible when we place Accountability and Autonomy at the forefront.
The experts, both from the federal and district level, provided education officials and state lawmakers with independent information on how each state could improve their plans and implementation. However, what they discovered in Florida’s ESSA plan was not encouraging.
In September 2018, Florida received final approval from the U.S. Department of Education (DOE) for its ESSA State Plan. Florida was the last state in the nation to receive such approval, as state and federal education officials squabbled for months over the state’s proposed plan.
The Florida plan was originally submitted to the DOEin September 2017, but officials failed to include the waiver requests for the specific portions of the law to which it objected.
Federal officials sent the plan back to Florida Department of Education, saying they couldn’t pick and choose which aspects of the law to follow, and that they needed to submit waivers for the areas where they would like to be granted exceptions.
Florida submitted a revised ESSA plan to the DOE in April 2018 in an effort to comply with their requests and included a separate federal school rating system—one that factors in English-language learner proficiency and subgroup performance—which would work alongside the state’s existing A-F grading methodology to target struggling schools.
The primary areas of difference between Florida’s education officials and those within the DOE had to do with the Florida’s proposed approach to provisions regarding English-language learners and demographic-based subgroups — and federal officials weren’t the only ones saying that Florida’s plan left a lot to be desired. Civil rights groups repeatedly raised the alarmas well, asking Education Secretary Betsy DeVos to rejectFlorida’s ESSA plan.
In a November 2017 letter to Education Secretary Betsy DeVos, more than a dozen civil rights groups said they had “significant concerns” regarding the plan, which they believed failed “to serve the interests of marginalized students in the state” and “to comply with the requirements of the law.”
According to Dr. Rosa Castro Feinberg, who serves on the committee for LULAC Florida, an advocacy group serving all Hispanic nationality groups, Florida’s “current plan includes features that contradict common sense, expert opinion, popular will, and the intent of the ESSA. Contrary to the purposes of the ESSA, the Florida plan denies attention to struggling subgroups of students. Without attention, there can be no correction.”
A year later, with Florida now implementing a revised state accountability plan, the peer reviewers convened by the Collaborative had similar (and additional) concerns.
While noting that “empowering local leaders is a core component of successful school turnaround,” the peer reviewers worried that “too much autonomy, without sufficient state supports, may not help the students and schools in most need.”
This, the peer reviewers believe, reflects a “lack of commitment to closing achievement gaps by not addressing subgroup performance or English learner proficiency in the state’s accountability system,” meaning “districts and schools are less likely to focus on these populations as they plan and implement school improvement strategies.” The same concern and fear raised by civil rights groups a year earlier.
The peer reviewers did applaud Florida for its “overall clear, student-focused vision around high standards, college and career readiness, and rigorous accountability and improvement,” and “clearly defined and easy-to-understand A-F grading system, which places a strong emphasis on academic growth and accelerated coursework.”
However, the peer reviewers recommended that the state rework its accountability system to incorporate student subgroups and English-language learner proficiency. They also noted that Florida’s use of dual accountability systems “raises issues with school improvement implementation as it can cause confusion about which schools are being identified and how to prioritize efforts.”
Elizabeth Primas is an educator who spent more than 40 years working to improve education for children. She is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow her on Twitter @elizabethprimas.
Allendale County’s school district sits in South Carolina’s Lowcountry, in an impoverished, rural region near the coast known as the “corridor of shame” for the chronic poor quality of its education system. Until recently, three of the district’s four schools were considered among the lowest performing in the state.
But after an assist beginning more than a year ago from the state—which is working to rebrand the area as the “corridor of opportunity”—two of those schools made it off the state’s list of the lowest performers….
Read full articlehere. May require subscription to Education Week.
A program meant to diversify New York City’s infamously segregated specialized high schools failed to admit representative numbers of black and Hispanic students this school year, figures released last week by district officials show.
The Discovery program, hyped as a desegregation tool for elite schools, mostly benefited Asian students despite the fact that those students already account for a majority of enrollment.
In contrast, black and Hispanic children, who account for about 67 percent …
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For the past several years, students at Dulce Elementary School, on the Jicarilla Apache Nation reservation in New Mexico, faced the threat of school closure. The only elementary school in the district, if it closed students would have to rise before dawn for a long bus ride over bumpy, dusty roads to the closest schools, more than 30 or 40 miles away.
But rather than punishing the students and their tribal community by closing the only elementary school for miles, New Mexico’s new governor and secretary of education will amend the Every Student Succeeds Act (ESSA), scrap the A-F school grading system and replace the policy of labeling schools as ‘failing’ in favor of actually supporting schools in need and celebrating successes of schools doing well or making progress.
“The proposed changes to New Mexico’s ESSA plan will ensure that the state and local school districts are measuring things that are important and highlight what is good about a school as well as what needs improvement,” Parr-Sanchez says. “Before, the state ESSA plan merely highlighted shortcomings of schools, with no offer of how to support.
All three schools in the Dulce Independent Public School District on the Jicarilla Apache Nation will finally receive the funding they so desperately need, have applied for, and have been denied under the punitive measures of the previous education secretary, which focused on test scores. Now the district will receive support on things like family engagement and attendance and the emphasis on test scores will be reduced.
Don’t Flunk Schools, Support Them
Beyond the Apache reservation, support will extend throughout the state to the many schools who need assistance. Last year, more than two thirds of the New Mexico’s schools received Ds or Fs; in Santa Fe, 56 percent of schools received the lowest grades.
NEA-New Mexico and other public education advocates called for legislators to recognize that slapping bad grades on a school and threatening them with closure or privatization was not the solution; students at these schools needed better supports.
The new governor, Democrat Michelle Lujan Grisham, ran on making big revisions to the ESSA plan put in place by her predecessor. Those included getting rid of teacher evaluation through test scores, the A through F system for grading schools, and PARCC tests.
NEA-New Mexico members overwhelmingly supported Grisham in the election and from “Day One,” says Parr-Sanchez, “Grisham has worked to change the bad and harmful practices of her predecessor. From Day One, she ended PARCC testing and the grading and labeling of schools in need,” Sanchez says. “This is why elections are so important for educators.”
Accountability to Come Through New Indicators
The shift does not mean that “there are no consequences for underperformance,” said Karen Trujillo, New Mexico’s new secretary of education. “With high levels of support must come high levels of accountability.”
The state is planning to launch a “New Mexico Spotlight Dashboard” in fall 2019, will celebrate the success of the highest performing schools, identify schools that the department will support with federal grant money, and provide families with an opportunity to learn more about their local schools.
“We believe that when schools struggle academically, the system is failing the school, not the other way around,” says education secretary Trujillo.
Based on indicators of academic performance and school climate rather than test score data alone, the New Mexico Education Department will collaborate with districts, schools, and communities to determine what resources are needed to support schools on their path to student success.
Trujillo says the dashboard will give more nuanced information about schools not offered with a simple A-F grade.
Recognizing that there is much more to a school’s story than test scores, the proposed amendments shift points for elementary and middle schools from test scores to educational climate. For high schools, the amendments increase the points for improvements in graduation rates to emphasize an improvement-oriented approach.
“This shift in philosophy will allow the education department to allocate federal resources where they can make the most impact and help every student succeed,” says Trujillo.