Articles in the Urban Schools category

CUBE elects new leadership at NSBA Annual Conference

The National School Boards Association’s (NSBA) Council of Urban Boards of Education (CUBE) has elected new leaders and members to its Steering Committee.

Van Henri White of New York’s Rochester City School District was elected Chair and Harium Martin-Morris of Washington’s Seattle Public Schools was elected Vice Chair. Minnie Forte-Brown of Durham Public Schools in North Carolina, who served as 2013-14 Chair, is now Immediate Past Chair.

“I am humbled to have this opportunity to advocate and organize on behalf of the urban families, students, and staff of this nation,” said White. “While we have made some significant strides forward, we still have a ways to go to ensure that every child has access to a quality public education. The Council of Urban Boards of Education is committed to that end and we will not rest until that goal is realized for every child.”

White is the President of the Board of Education in Rochester City School District and has served on the school board since 2007. He is also an author, civil rights attorney, and founder of the Center for the Study of Civil and Human Rights Laws.  White is an outspoken advocate for improving school safety, boosting graduation rates, decreasing truancy, and addressing the sources of lead poisoning and the impact it can have on children’s brain development. He is the author of Frustration in America, which examines the impact of racism and responsibility of African-American men and boys and Marching Forward by Looking Back: Fifty Years Since the March on Washington.

Martin-Morris, a former classroom teacher, was elected to the Seattle School Board in 2007 and is a member of the school board’s Audit and Finance Committee. He also is the Chair of the Washington State School Directors Association’s Urban Suburban Task Force. Martin-Morris has served on the CUBE Steering Committee of since 2009.

“While the road ahead is long and hard with many turns, I am excited to take on the role as Vice Chair,” said Martin-Morris.  “We truly are in a battle in this country to provide excellence and equity for all students.”

The following school board members also were elected this year to serve on CUBE’s 16-member Steering Committee:

  • Bruce Alexander (incumbent) of Ohio’s Akron Public Schools;
  • Willetta Milam (incumbent) of Ohio’s Cleveland Municipal School District;
  • Nandi Seko of the U.S. Virgin Island’s Board of Education;
  • JulieMarie Shepherd of Colorado’s Aurora Public Schools;
  • Patsy Taylor of Texas’s Fort Bend Independent School District.

“The leaders of the Council of Urban Boards of Education have strong experience in advancing urban education, and we are proud of their deep commitment to aiding the work of urban school boards so that all students can succeed,” said Thomas J. Gentzel, Executive Director of NSBA.

CUBE supports urban school boards and fosters effective leadership for excellence and equity in public education, with a specific focus on underrepresented students. CUBE provides educational opportunities that engage urban school districts and district leaders, working through their state school boards associations, while addressing challenges in urban centers. CUBE represents nearly 100 urban school districts in 35 states and the U.S. Virgin Islands. The districts that comprise CUBE educate nearly 7.5 million students in over 12,000 schools, with a collective budget of approximately $99 billion.

“Every American citizen should have the opportunity to be a part of the American dream,” said Ruth Veales, the head of this year’s CUBE Nominating Committee and a school board member from Oklahoma City Public Schools. “To achieve this dream, it is imperative that we empower every school with the proper tools to give their students the quality education that they so deserve. The Council of Urban Boards of Education’s new Steering Committee consists of dedicated urban school board leaders throughout our great nation who will aid in our work of ensuring that all students get a quality education, so that they too can be included in the American dream.”

For more information on CUBE, please visit www.nsba.org/cube.

Joetta Sack-Min|April 10th, 2014|Categories: Board governance, CUBE, Leadership, Urban Schools|Tags: , , , , |

NSBA and coalition members preview pushout crisis policy guide

According to research, every student who leaves high school without a diploma costs society hundreds of thousands of dollars over the student’s lifetime in lost income. Despite impressive gains in U.S. graduation rates recently, far too many young people, mainly students of color from educationally and socioeconomically disadvantaged groups and communities, are leaving school without a high school diploma or severely underprepared for college level work.

During one Saturday’s sessions at the National School Boards Association’s (NSBA) 2014 Annual Conference, entitled “Using Data and Community Partnerships to End the School Pushout Crisis,” speakers touched on the pushout crisis—when students leave school before graduation because of a system and community that is not committed to their success. In the session, experts previewed a policy guide for school board members on not only how to identify the warning signs for students at risk of dropping out but also how to engage various community partners in developing opportunities and support strategies.

The session is a joint endeavor of NSBA’s Council of Urban Boards of Education, National Black Caucus, National Hispanic Caucus, and National Caucus of American Indian/Alaska Native.

Presented by Patte Barth, Director of NSBA’s Center for Public Education; Judith Browne-Dianis, Co-Director of the Advancement Project; and Sandra Kwasa, Director of Board Development for the Illinois Association of School Boards, the session was aimed at explaining the evidence on the pushout crisis and illustrating the role of individualized learning plans, often called Personal Opportunity Plans (POPs), and community school designs as a way to deliver more personalized and tailored resources directly to students.

The guide, to be released later this month, will provide school board members with a blueprint for better-coordinated support and opportunity systems for children and families, in partnership with key stakeholders, so all children can benefit from a POP. School board members can help lead a policy vision for public schools, in partnership with community partners, school administrators, and teachers unions, placing student learning and growth at the center of communities, from cradle to career.

Alexis Rice|April 5th, 2014|Categories: Leadership, NSBA Annual Conference 2014, School Boards, Urban Schools|Tags: , , |

NSBA Executive Director tours successful schools, community partnerships in Cleveland

The National School Boards Association (NSBA) Executive Director Thomas J. Gentzel saw firsthand the successes of an urban school district during a tour of  high-performing schools in Cleveland last month.

Gentzel met with Cleveland Municipal School District (CMSD) CEO Eric Gordon and CMSD Board Chair Denise Link in addition to CMSD board members Willetta Milam and Robert Heard. Milam also sits on the steering committee for NSBA’s Council for Urban Boards of Education.

Gentzel was particularly impressed with the school district’s emphasis on student achievement and its innovative programs.

“I toured schools in an urban district that clearly is achieving significant gains in student achievement, thanks to a reform plan that enjoys broad community and political support,” said Gentzel. “I was especially impressed with the district leadership’s commitment to being held accountable in very public ways for their work.”

One school even had a “countdown clock” for student achievement, he added.

Other exceptional programs included dual-language elementary programs, a partnership with Cleveland State University, and the district’s pioneering partnership with the Rock and Roll Hall of Fame and Museum.

Gentzel toured the museum with Ohio School Board Association Executive Director Rick Lewis to learn more about its curriculum, which integrates rock n’ roll into prek-12 lessons, from business to technology to English/language arts. A lesson might ask students to build a persuasive argument for their favorite band to be admitted to the Rock and Roll Hall of Fame or teach business and contract management skills.

Lewis, for one, noted that  “a feeling of excitement and optimism for the future flourishes throughout the CMSD.”

“The Board of Education and community have collaborated to create several standout schools and programs that offer assurances for higher student achievement,” he said. “As you walk through the halls of these schools, you can’t help but feel the contagious spirit of faith and energy. The results of their transformational plan show that excellence is possible even in an urban district with enormous socio-economic challenges.”

Gentzel toured two top-performing schools, Buhrer Dual Language School and Campus International School on the campus of Cleveland State University.

Buhrer Dual Language School is a K-8 school with the first dual language education program in Ohio. All classes are taught in English and Spanish, and Buhrer students become proficient in both.  Students earn high school credit in Algebra I and Spanish I.

Situated on Cleveland State University’s downtown campus, Campus International School, is the only International Baccalaureate candidate school in the CMSD and prepares students in grades K-6 for international citizenship with a rigorous and comprehensive global curriculum. Each year the school adds a grade level until it will become a K-12 school.

“Our Board members and our CEO appreciated the opportunity to meet with Tom to discuss our school district’s ongoing transformation plan and our efforts to increase the number of high-performing schools in Cleveland,” said Link.

 

 

Joetta Sack-Min|April 2nd, 2014|Categories: Assessment, Curriculum, Dropout Prevention, Governance, High Schools, Urban Schools|Tags: , |

National survey of high schools shows wide discipline disparities

 

A comprehensive survey of more than 72,000 K-12 schools serving 85 percent of the country has found that nearly one out of every five black male students received at least one out-of-school suspension during the 2009-10 school year — a rate three and a half times that of their peers.

The report, released this week by the Discipline Disparities Collaborative, headquartered at Indiana University, added more data to support the $200 million, five-year “My Brother’s Keeper” project, which was announced by President Obama last month to address the multiple problems facing young black men. At the same time, it highlighted what a number of forward-thinking schools and school districts across the country are doing to reduce the number of students they suspend and expel.

“When you suspend a student, what you’re basically saying is, ‘You’re not entitled to receive instruction,’” said Ramiro Rubalcaba, principal of Azuza High School northeast of Los Angeles, who spoke Thursday at news conference on the report.

Years ago, when he was a high school administrator in the Los Angeles Unified School District, Rubalcaba was a self-described “skeptic” of disciplinary alternatives who once suspended 600 students in one year. But over several years at LAUSD’s Garfield High School and now at Azuza, Rubalcaba has helped change disciplinary policies, resulting in a sharp drop in the number of out-of-school suspensions. Last school year at Azusa High School, for example, there were more than 70-out-of-school suspensions: So far this school year there have been three.

“Schools have the power to change these rates of suspension and expulsion,” said Russell Skiba, director of Indiana University’s Equity Project, of which the collaborative is a part. He and other experts emphasized that the higher suspension rate of black students – as well as Hispanics, disabled students, Native American students, and LGBT students – is not because of higher rates of infractions by these groups. “The research simply does not support this belief,” he said.

NSBA is taking a leading role in the effort to reform school disciplinary procedures and reduce out-of-school suspensions. Last March NSBA  and its Council of Urban Boards of Education (CUBE) — along with its Black, Hispanic, and American Indian/Alaska Native caucuses — issued Addressing the Out of School Suspension Crisis: A Policy Guide for School Board Members.

“School boards must take the lead in ensuring that out-of-school suspension is used as a last resort in addressing violations of school codes of conduct,” NSBA Executive Director Thomas J. Gentzel, said in the report. He also noted that school boards were already in the forefront of addressing these issues.

The collaborative’s report made several points about school discipline reform. The first is that improving schooling overall does not necessarily lead to a reduction in disciplinary disparities. Indeed, as Dan Losen, director UCLA’s Center for Civil Rights Remedies said at the news conference releasing the report, “You can’t close the achievement gap unless you close the discipline gap.”

NSBA’s National Black Caucus of School Board Members hosted a webinar in November 2013 titled Dismantling the School to Prison Pipeline. On April 7, at NSBA’s Annual Conference in New Orleans, the caucus will also be hosting a breakout session titled We Can Do Better: Reforming School Discipline and Accountability. The session will highlight the work of Buffalo (N.Y.) Public Schools and the Broward County Public Schools in Florida.

Lawrence Hardy|March 14th, 2014|Categories: CUBE, Discipline, Dropout Prevention, Educational Research, High Schools, School Reform, School Security, Uncategorized, Urban Schools|Tags: , |

NSBA encouraging school districts to weigh in EPA fluorescent lighting proposed regulations

The Environmental Protection Agency (EPA) is considering requiring school districts to remove a group of harmful chemicals—Polychlorinated Biphenyls (PCBs)—from facilities. PCBs are commonly found in old fluorescent lighting fixtures in public buildings built before 1980, including schools. This proposed regulation could pose significant financial and operational challenges to schools, which would be responsible to identify, inspect and upgrade light fixtures that were installed prior to 1980 to ensure PCBs are eliminated.

The National School Boards Association; AASA, the School Superintendents Association; and the Association of School Business Officials International are collaborating to make sure that the full impact of this proposed regulation is recorded as part of the discussion; we kindly request your assistance. Please take this short survey about district facilities and PCBs by March 17, 2014. Results of the survey will be forwarded to EPA for their consideration.

Alexis Rice|March 7th, 2014|Categories: Policy Formation, Rural Schools, School Buildings, Urban Schools|Tags: , , , , , |

NSBA featured in major media on school choice concerns

After Republicans introduced legislation that would allow states to send up to $24 billion in federal funding toward school choice programs, National School Boards Association (NSBA) Executive Director Thomas J. Gentzel offered a reality check on the performance of charter schools, vouchers, and other measures. Gentzel appeared on Fox News and was quoted in The Washington Post and The New York Times stories on the measure.

“We certainly haven’t seen any consistent evidence anywhere in the country that these kinds of programs are effective or producing better results,” said Gentzel, who appeared on a segment during Fox News’ Special Report with Bret Baier on the Senate proposal, introduced this week by Sen. Lamar Alexander (R-Tenn.). Rep. Tim Scott (R-S.C.) has introduced legislation in the House that also would include some students with disabilities and use funds from the Individuals with Disabilities Education Act (IDEA). Watch the video segment.

In the New York Times article, Gentzel countered proponents of school choice who claim that traditional public schools have not improved fast enough, and that low-income families should have other choices.

“The big issue is really that lack of accountability,” Gentzel told the Times. “Frankly, our view is every child should have access to a great public school where they live.”

In The Washington Post, Gentzel discussed Alexander’s proposal, the “Scholarships for Kids Act,” which would allow states to create $2,100 scholarships from existing federal K-12 programs, including Title I, to “follow” 11 million children whose families meet the federal to any public or private school of their parents’ choice. The total cost would be $24 billion—41 percent of the current federal education allotment.

“School choice is a well-funded and politically powerful movement seeking to privatize much of American education,” he told the Post. “We’re not against public charters, and there are some that are well-motivated. . . . But our goal is that public schools be schools of choice. We need to invest and support public schools, not divert money and attention from them to what amounts, in many cases, to experiments.”

Reginald Felton, NSBA’s Interim Associate Executive Director for Federal Advocacy and Public Policy, also told Governing magazine that Title I would inevitably face cuts under Lamar’s plan, along with other programs that benefit disadvantaged children. For states that would choose not to opt into the proposed program, that means less money is available for their most vulnerable populations, he said.

“It’s hard for us to believe that a $24 billion reallocation could exist without drastically reducing funding for Title I students,” he told Governing.

The Ohio Schools Boards Association (OSBA) recently showcased how funding to choice programs hurts neighborhood public schools. In its December newsletter, OSBA notes, “Ohio Department of Education data shows traditional public schools will lose more than $870 million in state funding to charter schools in fiscal year (FY) 2014. That’s an increase of 5.4 percent over FY 2013, when approximately $824 million was transferred from traditional public schools to charters. This increase comes amid ongoing reports of charter school mismanagement, conflicts of interest and felony indictments and convictions.”

According to CREDO (Center for Research on Educational Outcomes) research on charters, states that empower multiple authorizing agencies are more likely to report the weakest academic results for charter schools. Local governance – enacted by local school boards – offers transparency and accountability along with a direct focus on student achievement versus profit.

In 2008, 64 percent of Ohio’s charter schools were on academic watch or emergency status, compared to 9 percent of traditional public schools, according to “The Regulation of Charter Schools” in the Jan./Feb. issue of American School Board Journal.

While the state changed its regulations in 2008, ASBJ cites the case of Hope Academy Cathedral, a K-8 charter school in Cleveland, as an example of the loopholes that exist in Ohio’s charter law. The school was ordered to close in 2011 after repeatedly being rated as in “academic emergency.”

Less than two months later, a new K-8 charter — Woodland Academy — opened in the same building, with 15 returning staff members, the same authorizer, and the same for-profit management firm, wrote ASBJ Senior Editor Del Stover. In its first year of operation, the new charter school also was judged to be in academic emergency.

 

 

Urban districts making gains on test scores

NSBA’s Center for Public Education’s Senior Policy Analyst Jim Hull wrote this analysis on the National Center for Education Statistics’ Trial Urban District Assessment results released this week:

On Wednesday, the National Center for Education Statistics (NCES) released the sixth installment of the Trial Urban District Assessment (TUDA), which reports on the performance of fourth- and eighth-graders on NAEP reading and mathematics in 21 participating urban districts. Results show that our nation’s urban districts have made gains that have outpaced the average public school— yet students in large urban districts still perform significantly below the average student nationwide.

It is important to point out that the gains being made are not shared by all urban districts. Some urban districts have made more dramatic gains than others. For example, Washington, DC made impressive gains both recently and in the long term. In three of the four grades and subjects that NEAP assessed, DC students acquired nearly an additional two years worth of learning than a decade ago. Large gains were also made in Atlanta, Boston, Chicago, Los Angeles, and San Diego since 2003. However, out of these large gaining districts, only San Diego performed as well as the national average in at least one grade and subject area. Charlotte, on the other hand, has made moderate gains but still outperformed the national average on all assessments except for 8th grade reading. Austin outperformed the national average as well in 4th grade math and Hillsborough (FL) outperformed the national average in 4th grade reading.

Despite significant gains made by some districts, the report also indicates the gains made by urban districts may be subsiding. Fewer participating districts made significant gains between 2011 and 2013 than between 2009 and 2011. Taken together, schools in large cities continued to improve between 2011 and 2013, just not as strongly as in previous years. In order to meet or even beat the national average, students attending schools in large urban districts had to literally outdo themselves.

Unfortunately, there is no silver bullet on how to accelerate such gains. Some of the highest gaining districts were governed by elected school boards while others were under mayoral control. Some have charter schools while others do not. Some instituted high-stakes teacher evaluation systems while others have not. Some are in states that have implemented the Common Core State Standards while others are not. From this report alone it is not possible to determine what attributed to dramatic gains. What school boards need to do is examine what changes high gaining districts may have made and determine if such changes would be beneficial to their districts

The Findings

4th Grade Reading

  • Washington (5 points) and Los Angeles (4 points) were the only surveyed districts to make significant gains on their reading scores between 2011 and 2013. During this same time period there was no significant increase in scores nationally.
    • Houston was the only district to see a significant decrease in scores (-5 points) between 2011 and 2013.
  • Atlanta (18 points) and Washington (17 points) made the greatest gains from 2003 to 2013. Such increases are roughly equivalent to about a year and half worth of learning.
    • Cleveland was the only district to post a significant decline (-6 points) between 2003 and 2013.
  • Austin, Charlotte, Florida’s Hillsborough County, and San Diego scored higher than the average for large cities* (cities of populations of 250,000 or more).
  • The percentage of students in large cities scoring at or above the Proficient achievement level increased from 19 percent in 2003 to 26 percent in 2013.
  • The percentage of students scoring at or above proficient varied dramatically among urban districts from 40 percent in Hillsborough County and Charlotte to just 7 percent in Detroit.

8th Grade Reading

  • Five districts significantly increased their scores from 2011 to 2013, with Washington, DC posting the greatest gains with an 8 point improvement. During this same time period, students nationally increased their scores by just 2 points.
    • From 2003 to 2013, only Atlanta (15 points), Los Angeles (15 points) and San Diego (10 points) made significant gains in their performance.
    • Cleveland was the only district to post a significant decline in their scores (-2 points) between 2003 and 2013.
  • Austin, Boston, Charlotte, Hillsborough County, and Houston scored higher than the average for large cities. No district had a significant decrease in scores between 2011 and 2013.
  • Just as in the fourth grade, the percent of students in large cities scoring at or above the Proficient achievement level increased from 19 percent in 2003 to 26 percent in 2013.
  • The range of students scoring at or above proficient was nearly as wide as it was at the fourth-grade level. Charlotte had the highest percentage at 36 percent while Detroit once again had the lowest at just 9 percent.

4th Grade Math

  • Washington, DC (7 points), Chicago (7 points), Los Angeles (5 points), and Atlanta (5 points) were the only districts to significantly increase their scores from 2011 to 2013. During this same time period, the national average rose by 1 point.
  • Washington, D.C. made the greatest gains from 2003 to 2013 by increasing their score 24 points which equates to nearly two and half years of learning. Boston and Atlanta had the next highest gains with 17 points. Such increases are roughly equivalent to about a year and half worth of learning.
    • Charlotte, Cleveland, Houston, and New York City made no significant improvements during this time period.
  • Six urban districts scored higher than the 2013 average for students attending schools in large cities. In 2011, eight districts outperformed the national average.
  • The percentage of students in large cities scoring at or above the Proficient achievement level increased from 20 percent in 2003 to 33 percent in 2013.
  • The percentage of students scoring at or above Proficient varied dramatically among urban districts, from 50 percent in Charlotte to just 4 percent in Detroit.

8th Grade Math

  • Three districts (Washington, Fresno, and Charlotte significantly increased their scores from 2011 to 2013. On the other hand, Cleveland was the only district to see a significant decline in their scores (-6 points) during this time period.
  • From 2003 to 2013, 7 out of 10 districts made significant gains in their performance, with Atlanta (23 points) and Boston (22 points) all making gains roughly equivalent to two years’ worth of additional learning.
    • Charlotte, Cleveland, and New York City were the only districts that didn’t make significant progress during this time period.
  • Four urban districts (Austin, Charlotte, Hillsborough County, and Kentucky’s Jefferson County scored higher than the 2013 average for students attending schools in large cities.
  • The percentage of students in large cities scoring at or above the proficient achievement level increased from 16 percent in 2003 to 27 percent in 2013.
  • The percentage of students scoring at or above proficient varied just as it did at the fourth grade level. Charlotte had the highest percentage at 40 percent, while Detroit once again had the lowest percentage at just 3 percent.

*All cities in the nation with populations of 250,000 or more.

2013TUDATable1

TUDA Table 2

For more information on NAEP check out: The Proficiency Debate: How NAEP Achievement Levels are Defined

Alexis Rice|December 20th, 2013|Categories: Assessment, Center for Public Education, Center for Public Education Update, Student Achievement, Urban Schools|Tags: , , , , , |

NSBA’s National Black Caucus hosts Dec. 5 webinar on school-to-prison pipeline

The National Black Caucus of School Board Members (NBC) will present a webinar on the “school to prison pipeline,” a disturbing national trend where children are funneled out of public schools and into the juvenile and criminal justice systems. The webinar will be held from 3 to 4:30 p.m. EST on Thursday, Dec. 5, 2013.NBCclip_image001

Many of these children have learning disabilities or histories of poverty, abuse or neglect, and would benefit from additional educational and counseling services. Instead, they are isolated, punished and pushed out, according to the NBC.  The unintended consequences of “zero-tolerance” policies have led to the criminalization of minor infractions of school rules.  Students of color are especially vulnerable to push-out trends and the discriminatory application of discipline.

This webinar will outline the history of zero tolerance policies and how they led to the creation of the school-to-prison pipeline. It will also examine the impact that the school-to-prison pipeline is having on students, school districts, cities, and states throughout the country. And finally, the work that school districts are doing to address this issue will be highlighted and discussed.

NBC is presenting the event with the Advancement Project, a multi-generational civil rights organization. NBC is one of three caucuses within the National School Boards Association (NSBA) that is devoted to promoting and advancing equitable educational access and opportunities for African-American children.

Participants may attend the event online through this weblink, or by calling (619) 550-0003. The access code and meeting ID is 692-228-865.

 

Joetta Sack-Min|December 2nd, 2013|Categories: Bullying, Conferences and Events, Discipline, Diversity, Dropout Prevention, Multimedia and Webinars, Policy Formation, Urban Schools|Tags: |

‘Freedom Writers’ author gives board members a glimpse into her classroom

Erin Gruwell said she’s an ordinary person.

That may be so, but this “ordinary person” brought the crowd to tears as the final speaker of NSBA’s Council of Urban Boards of Education (CUBE) annual meeting in San Antonio, Texas, on Saturday.

Gruwell gave urban board members attending the meeting a glimpse into her classroom and the work she was able to accomplish with 150 California poor and disadvantaged high school students who had been written off by basically everyone.

Gruwell told the story of her classroom and those students in her book, The Freedom Writers Diary, which was made into a movie released in 2007 called “Freedom Writers.”

When the students proved to be difficult for the new teacher to reach, she began to reconsider how college prepared her for her profession. “I was taught to teach to a test. Every kid walked in to my class and said, ‘don’t teach to a test, teach to me.’ Every kid has a different story.”

She was further discouraged by her principal, who told her that she was teaching the lowest performing students in the district. When he told her he hoped they dropped out before they took the year’s standardized tests, she thought, “Where are these kids going to go? They are not invisible and they can’t just disappear.”

Gruwell looked over her English syllabus and chose a few books that she thought would resonate with these students, including the Odyssey and Anne Frank: Diary of a Young Girl.

Her students began writing their own stories, triggering the events chronicled in the book and the movie. “Each kid said they were tired of being poor, tired of being called dumb,” Gruwell said. “Each kid knew what it felt like to be hungry. To try to turn on lights and the electricity has been shut off. To dread Christmas or a birthday. Each kid regardless of where they lived knew what it felt like was to be poor.”

Gruwell showed a scene from the movie where a young man reads from his diary about being homeless and finding a home in Gruwell’s class – a scene that brought many in the audience to tears.

“Home is what a lot of your kids don’t have,” said Gruwell. “I hope that when you go back to your communities, those classrooms and schools will become their homes. We have to be families. We might not be the biological parents, but we must fight for them. We have to give them hope, to take risks, fall, and get back up again.”

 

Kathleen Vail|October 5th, 2013|Categories: CUBE, CUBE Annual Conference2013, Homeless People, Urban Schools|Tags: , |

Haycock: Narrowing gap starts with data

Kati Haycock had some good news and some bad news for urban school board members. The good news: Reading and math scores for elementary school students are up for all students, and the racial achievement gaps are narrowing.

The bad news: High school achievement is flat, and American students still aren’t faring well in international comparisons.

Haycock, the president of The Education Trust, was a keynote speaker at NSBA’s Council of Urban Boards of Education (CUBE) annual meeting in San Antonio, Texas, on Saturday.

America tells two stories about itself. First, we are the land of opportunity: Work hard and you can be anything you want to be. Second, each generation can ensure that its children will have a better life. “These are powerful and pervasive stories,” Haycock said, “but they are fast slipping away. Inequality has been rising fast.”

Everyone acknowledges that gaps exist before children show up at school. But once they get there, she said, “we give the kids less of everything. When they don’t do well on tests, we blame the kids, the parents, the culture. We don’t talk about what we did.”

She pointed out that on a macro level, more and better education is not the only thing that needs to happen to reverse the achievement gap and our societal inequality. “But on an individual level, quality education is the only way up. What we do in education is important to our economy and democracy.”

She encouraged conference-goers to consider the choices that are made in schools that widen achievement gaps, including allowing minority and poor students to be taught by less experienced and ineffective teachers. Another problem is teachers who have low expectations for their students, and teachers who don’t know what and how to teach their students.

Haycock recommended school board members start with collecting data so they can correct the inequalities of teaching assignments. She advocated for the Common Core State Standards as a way to help teachers increase rigor and expectations. She also suggested learning from other schools and districts that have been successful in narrowing the achievement gap.

“It’s not a long list,” Haycock said of her suggested solutions, “but there are hard things on it.”

 

Kathleen Vail|October 5th, 2013|Categories: Board governance, Common Core State Standards, CUBE Annual Conference2013, Governance, Urban Schools|Tags: |
Page 1 of 1112345...10...Last »