OPINION: Importance of Educators of Color for Black & Brown Students

OPINION: Importance of Educators of Color for Black & Brown Students

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.

Betsy DeVos Approves Testing Flexibility Under ESSA for Two More States

Betsy DeVos Approves Testing Flexibility Under ESSA for Two More States

The number of states that can try out new ways to test students under the Every Student Succeeds Act just doubled.

U.S. Secretary of Education Betsy DeVos announced that she had approved Georgia and North Carolina to try out new assessment methods for the 2019-20 school year, joining Louisiana and New Hampshire as states to successfully apply to participate in this pilot.

Georgia’s approach to the pilot is particularly notable, since it will be trying out not one but two assessment systems for the upcoming academic year. One will rely on adaptive assessments, which present students with questions based on their answers to previous ones, instead of relying on a fixed progression of test questions. The other will rely on “real-time” information on student performance. Meanwhile, North Carolina’s pilot system will rely on customized “routes” based on students’ prior answers on formative assessments. (More on formative assessments here.)

Read the full article here. May require an Education Week subscription.

Principals Are Running for Elected Office. Here’s Why

Principals Are Running for Elected Office. Here’s Why

 The final straw broke in November when Aimy Steele got a call from the central office asking her to find space for five more classrooms.

Steele, the principal of Beverly Hills STEM Elementary School in Concord, N.C., about 25 miles from Charlotte, had already moved an English-as-a-second-language class into the library and an after-school program from a portable unit into the cafeteria to comply with a state law mandating lower class sizes in elementary grades.

The mandate, which she said did not come with extra money for new teachers or classrooms—school construction is funded at the county-level—came after financially-strapped districts had shed hundreds of teaching assistants.

“That was kind of the last moment, where I said, ‘this is absolutely ridiculous,’” said Steele, who filed paperwork to run on the Democratic ticket in North Carolina’s 82nd district just a few weeks later. She will face Republican Linda P. Johnson, a nine-term incumbent and chairwoman of the House K-12 education and appropriations committees, in November.

Steele, 39, is among a handful of current and former school leaders—including principals and assistant principals—who are running for local and state offices this year. Their numbers are dwarfed by teacher-candidates, who, fed up with low salaries and cuts to general education funding, marched on state capitols in the spring. (An Education Week analysis found at least 156 teachers had filed to run for state offices this year, with 25 so far winning their party primaries and 42 advancing without a primary challenge.)

Principals Want Bigger Voice in Education Policy

But the small number of principals who are running hope their experience running schools will give them a bigger voice in state education policy and other policy areas that affect education. The school leaders argue that many of the hot-button issues that legislators are wrestling with are school-connected—whether it’s the opioid crisis, the economy, transportation, infrastructure, or healthcare.

Read full article click here, may require ED Week Subscription

VIDEO: High School Graduation Rates and Their Effect on the American Economy

VIDEO: High School Graduation Rates and Their Effect on the American Economy

How does an individual’s decision to drop out of high school affect the rest of us? And, conversely, how does a student graduating from high school benefit all of us?

Those were the questions the Alliance for Excellent Education (All4Ed) sought to answer when it began working on an economic model that would demonstrate the economic impact of a 90 percent high school graduation rate.

Individuals who drop out of high school are far more likely to spend their lives periodically unemployed, on government assistance, or cycling in and out of the prison system than individuals who earn a high school diploma. But individuals are not the only ones affected when they do not graduate.

To quantify how a student’s decision to drop out affects the rest of us, and, conversely, how a student graduating from high school benefits all of us, the Alliance for Excellent Education (All4Ed) released new data demonstrating the economic impact of reaching a 90 percent high school graduation rate. The data is available for the United States as a whole, all fifty states, and roughly 140 metro areas, from Anchorage, Alaska to Winston-Salem, North Carolina and many places in-between.

During a time when future success is so closely linked to educational outcomes, one in six students do not earn their high school diploma. Individuals who drop out of high school are far more likely to spend their lives periodically unemployed, on government assistance, or cycling in and out of the prison system.

But what if the United States were able to achieve a 90 percent high school graduation rate? How would that benefit the nation?

For the Class of 2015, which had a graduation rate of 83.2 percent, a 90 percent graduation rate would have meant an additional 250,000 students would have walked across the Commencement Day stage.

These graduates would collectively have earned $3.1 billion ANNUALLY in additional income.

That additional income isn’t going under the mattress. It’s being spent in local grocery stores, restaurants, and other businesses, powering national, state, and local economies.

And these new graduates are also contributing more in the form of tax dollars—roughly $664 million collectively by the midpoint of their careers. That tax revenue will go toward public schools, roads, and a variety of other public goods.

In total, the collective spending power of these new graduates will lead to greater opportunities for the nation, including $5.7 billion in economic growth and more than 14,000 new jobs created…

Read the full article here.

Betsy DeVos Approves ESSA Plans for Alaska and Iowa

Betsy DeVos Approves ESSA Plans for Alaska and Iowa

Education Week logoU.S. Secretary of Education Betsy DeVos has given the thumbs up to two more state Every Student Succeeds Act plans: Alaska and Iowa.

That brings the total number of states with approved plans to 44, plus the District of Columbia and Puerto Rico. Still waiting for the OK: California, Florida, Nebraska, North Carolina, Oklahoma, and Utah.

Alaska is working local interim tests into its accountability system, as a measure of school quality or student success for elementary schools. The state will also consider chronic absenteeism and literacy by 3rd grade. High schools will be measured on chronic absenteeism, “on track” freshmen, and how many students are eligible for “Alaska Performance Scholarships,” which are based on GPA, completion of a certain curriculum, and achieving a certain score on tests such as the ACT. The state also makes it clear it can’t ‘”coerce” a parent to make a child take standardized tests…

Read the full article here: May require an Education Week subscription.

Source: Education Week Politics K-12

DeVos gets pushback on attempt to preempt state consumer protection

DeVos gets pushback on attempt to preempt state consumer protection

By Charlene Crowell

Beginning with a controversial nomination that ended in a tie-breaking Senate confirmation vote and continuing throughout her tenure as Education Secretary, Betsy DeVos has faced unceasing criticism. While Administration officials would be inclined to give her the benefit of the doubt, many across the country would argue that she is not serving the public’s interests.

A recent interview on CBS’ 60 Minutes provided an opportunity to address the nonstop criticism before a national audience. Instead, it prompted a new wave of critiques from viewers and news outlets alike.

More important than these recent headlines, however, is the Department’s attempt to stop states from holding student loan servicers and collectors accountable. Claiming that state consumer protection laws “undermine” federal regulator requirements, a non-binding memo is yet another assault on the 44 million Americans who together struggle with a still-growing $1.5 trillion in student debt.

It was about this time last year that Secretary DeVos withdrew three memos that would have required loan servicers, in their renegotiated contracts, to provide more intensive “high touch” servicing for borrowers threatened with default. Then late in the summer of 2017, she withdrew inter-agency working agreements between the Department and the Consumer Financial Protection Bureau (CFPB) commonly known as Memorandums of Understanding (MOUs). Prior to her joining the Education Department, these same MOUs led to a series of major enforcement actions against for-profit colleges like Corinthian and ITT Tech, as well as the nation’s largest student loan servicer, Navient.

With rollbacks in oversight and enforcement, the Education Secretary must think the department is doing a great job serving student loan borrowers that states should just butt out.  A new departmental memo claims as much.

In response, Massachusetts Attorney General Martha Healey, who filed a lawsuit earlier this month that alleged overcharges to students by the Pennsylvania Higher Education Assistance Agency was just as direct as she was quick to speak up.

“Secretary DeVos can write as many love letters to the loan servicing industry as she wants, I won’t be shutting down my investigations or stand by while these companies rip off students and families,” Healey said in a statement to The Intercept. “The last thing we need is to give this industry a free pass while a million students a year are defaulting on federal loans.”

Thank goodness for state AGs like Healey. Federal enforcement of consumer protection is currently at a real low.

When Mick Mulvaney was named Acting CFPB Director, a change of direction from consumer enforcement to education and information was promptly announced with a series of more changes. In Mulvaney’s view, CFPB would no longer use aggressive enforcement to hold financial service providers accountable. On his watch, consumers have basically been told not to expect much from CFPB, while businesses have been catered to and even asked to advise Mulvaney and company of what appropriate regulation looks like.

So, if the Department of Education is not going to work with CFPB to resolve complaints and CFPB is not interested in consumer enforcement, why try to tie the hands of states who only seek to protect their own residents?

Whitney Barkley-Denney, a policy counsel with the Center for Responsible Lending, addressed the impacts to consumers of color.  “Due to racial disparities in income and wealth, the consumers hardest hit by these debts are consumers of color. While the federal government continues to find ways to placate these companies, states are ready and willing to serve the best interests of borrowers and taxpayers.”

The National Governors Association (NGA) agrees with Barkley-Denney.

In a related statement, the NGA said, “Last week’s declaration on student loan servicing from the U.S. Department of Education seeks to preempt bipartisan state laws, regulations and ‘borrower bills of rights’ currently in place and under consideration in more than 15 states…. States have stepped up to fill the void left, we believe, by the absence of federal protections for student loan borrowers, from potential abusive practices by companies servicing student loans.”

Randi Weingarten, President of the American Federation of Teachers was even more candid.

“With this move, she [Secretary DeVos] has castrated any state legislators and attorneys general from providing meaningful oversight of student loan services, yet she continues to fail to do so herself,” said Weingarten.

In 2017, a CFPB report showed that during the past five years, more than 50,000 student loan complaints were filed. Additionally, more than 10,000 other related debt collection complaints were filed on both private and federal student loans.

Where these complaints originate is equally eye-opening.  In just one year, from 2016 to 2017, the growth in the number of student loan complaints exceeded 100 percent in 11 states: Georgia, Indiana, Louisiana, Mississippi, Montana, North Carolina, South Carolina, Pennsylvania, Texas, Washington State and West Virginia.

It’s enough to make one wonder, ‘Who is our federal government actually serving?’

The post DeVos gets pushback on attempt to preempt state consumer protection appeared first on The Westside Gazette.

Inside the ESSA Plans: What Are States Doing About Goals and Timelines?

Inside the ESSA Plans: What Are States Doing About Goals and Timelines?

By Stephen Sawchuk, Alyson Klein, and Andrew UjifusaEducation Week logo

EDUCATION WEEK — This week, Education Week is bringing its trademark analysis to the remaining state plans for fulfilling requirements of the Every Student Succeeds law. On Monday, we had a look at the states’ proposed “school quality” indicators, €”the required but nonacademic portion of each state’s plan to judge schools. Today, we’re going to take a look at states’ goals for raising student achievement and their timelines for doing so in the plans awaiting federal approval.

One thing we’ll keep stressing again and again this week: how far federal policy has moved since the days of the No Child Left Behind Act (ESSA’s predecessor). Read on.

So, what kinds of goals are states setting?

Some states chose fixed goals that aim for all students, and all subgroups of vulnerable students, such as those qualifying for subsidized school lunches or English-language learners, to reach the same target (such as 80 percent proficiency). What’s nice about this kind of goal is that it sets the same endpoint, making it easier to see over time how achievement gaps are expected to close. States in this category include: Arkansas, Hawaii, Kansas, Mississippi, (grades 3-8 only), Ohio, Minnesota, New York, Rhode island, South Dakota, Virginia, West Virginia, and Wyoming.

Read the full article here: May require an Education Week subscription.

Source: Education Week Politics K-12

Black students hit hard by for-profit college debt

Black students hit hard by for-profit college debt

By Charlene Crowell, (Communications Deputy Director, Center for Responsible Lending)

AMSTERDAM NEWS — Mounting student debt is a nagging problem for most families these days. As the cost of higher education rises, borrowing to cover those costs often becomes a family concern across multiple generations including the student, parents, and even grandparents or other relatives.

Today’s 21st Century jobs usually demand higher education and specialized skills to earn one’s way into the middle class. In households where educational loans are inevitable, it becomes an important family decision to determine which institutions are actually worth the debt incurred. Equally important is the institution’s likelihood of its students graduating.

Higher education institutions that do not provide its students and graduates with requisite skills and knowledge become money pits that lead to deeper debt and likely loan defaults.

New research by the Center for Responsible Lending (CRL) analyzed student debt on a state-by-state basis. An interactive map of CRL’s findings reveal on a state basis each of the 50 states’ total undergraduate population, for-profit enrollment, and the top for-profit schools by enrollment for both four-year and two-year institutions.

Entitled “The State of For-Profit Colleges,” the report concludes that investing in a for-profit education is almost always a risky proposition. Undergraduate borrowing by state showed that the percentage of students that borrow from the federal government generally ranged between 40 to 60 percent for public colleges, compared to 50 to 80 percent at for-profit institutions.

Additionally, both public and private, not-for-profit institutions, on average, lead to better results at a lower cost of debt, better earnings following graduation, and the fewest loan defaults.

“In many cases, for-profit students are nontraditional students, making sacrifices and struggling to manage family and work obligations to make better lives for their families,” noted Robin Howarth, a CRL senior researcher. “For-profit colleges target them with aggressive marketing, persuading them to invest heavily in futures that will never come to pass.”

CRL also found that women and Blacks suffer disparate impacts, particularly at for-profit institutions, where they are disproportionately enrolled in most states.

For example, enrollment at Mississippi’s for-profit colleges was 78 percent female and nearly 66 percent Black. Other states with high Black enrollment at for-profits included Georgia (57 percent), Louisiana (55 percent), Maryland (58 percent) and North Carolina (54 percent).

Focus group interviews further substantiated these figures, and recounted poignant, real life experiences.

Brianna, a 31-year-old Black female completed a Medical Assistant (MA) certificate at the now-defunct Everest University. Once she completed her MA certificate and passed the certification test, she found she could only find a job in her field of study that paid $12 per hour, much less than the $35,000-$45,000 salary that Everest told her would be her starting salary as a medical assistant.

She was also left with $21,000 in student debt. As a result, she has struggled since matriculation with low credit scores and cramped housing conditions for herself and three children. For her, public schools, according to Brianna, are “better in the long run” due to their lower cost despite having more requirements for attendance.

Betsy DeVos’ Team Tells New York, Three Other States They Have ESSA Work to Do

Betsy DeVos’ Team Tells New York, Three Other States They Have ESSA Work to Do

EDUCATION WEEK — Minnesota, New York, Virginia, and West Virginia have some work to do on their plans to implement the Every Student Succeeds Act, according to the U.S. Department of Education.

All four states, who were among the 34 that turned in their plans this fall, were flagged for issues with accountability, helping low-performing schools improve, and other areas. So far, ten other states that turned in their plans this fall — Alabama, Alaska, Georgia, Kansas, Maryland, Montana, North Carolina, South Dakota, Utah, and Wyoming—have received feedback from the feds. Puerto Rico has also gotten a response on its plan. (Check out our summaries of their feedback here and here.)

Plus, sixteen states and the District of Columbia, all of which submitted plans in the spring, have gotten the all-clear from U.S. Secretary of Education Betsy DeVos. Colorado, which asked for extra time on its application, is the only spring state still waiting for approval.

So what problems did the department find in this latest round of states? Here’s a quick look. Click on the state’s name for a link to the feds’ letter…

Read the full article here: May require an Education Week subscription.

Want more analysis of ESSA plans? Edweek has you covered here.

Betsy DeVos: Rethinking K-12 Education Is About More Than Private School Choice

Betsy DeVos: Rethinking K-12 Education Is About More Than Private School Choice

Washington — A charter network that puts a premium on social-emotional learning. Public school districts that have improved their graduation rates through a focus on personalized learning and technology. A faith-based organization that exposes students to work-based learning experiences while they earn a high school diploma.

These are all educational institutions that U.S. Secretary of Education Betsy DeVos highlighted Tuesday in a wide-ranging summit about how to “Rethink K-12 Education.” Also on hand: representatives from other charter networks, home schools, religious schools, and public school districts that have tried out new models, such as museum schools.

“This is not a conversation about school choice,” DeVos told reporters after the event wrapped up at U.S. Department of Education headquarters. “This is a conversation about doing what’s right for individual students. And it’s pretty clear from all of the participants today that we have innovation going on in traditional public schools. We have innovation going on in private schools and charter schools and home schools. And the focus really of the conversation is doing what’s right for students and looking for new ways to break down barriers to those opportunities for students.”

Big prevailing themes of the day included empowering children to take charge of their own learning, preparing teachers to offer students a more customized approach, and helping charters and other schools that offer a different approach to partner with traditional public schools…

Read the full story here: May require an Education Week subscription.