Indiana

Closing John Marshall, absorbing students into Arlington may be IPS' next move

Closing John Marshall High School may be the key to keeping Arlington High School alive.

That was the plan that got the most support today from the Indianapolis Public School Board as district leaders discussed the schools’ future. IPS could merge the two East Side schools into Arlington High School’s building as early as next school year if district leaders can get the state to follow their plan for removing Arlington from state takeover.

The idea had strong support, but board members were also cautious.

“I know how traumatic school closings are to communities,” board member Diane Arnold said. “I worry about what that impact is. I think it’s a good idea, but is there a way for us to make it a win-win?”

Arlington was severed from school district control in 2012 after receiving six straight years of F grades from the state based on low test scores and turned over to be managed by Tindley Schools (formerly EdPower), an Indianapolis-based charter school network.

Earlier this summer, Tindley officials shocked the Indiana State Board of Education by asking to be released from their contract to run the school, saying the state was not providing enough money. The move raised questions about whether state takeover can be effectively managed.

IPS would like to have Arlington back, but it needs the blessing of a skeptical state board.

Superintendent Lewis Ferebee and school board members spent much of this morning considering how to craft a transition plan for Arlington to pitch the state when it takes up the question in October.

Closing John Marshall was the idea that got the most attention. Both schools serve grades 7 to 12 and Arlington can hold more than 2,000 students. John Marshall’s nearly 1,000 students could be merged with Arlington’s roughly 400 students at Arlington’s recently renovated East side building about five miles away. But details need to be worked out.

“I love the idea of combining John Marshall and Arlington,” IPS board member Caitlin Hannon said. “If I were the state board, my reaction would be (wondering) what’s the actual plan for making it successful.”

John Marshall also has experienced troublingly low academic performance. It narrowly avoided state takeover in 2012, and instead was assigned a “lead partner” to help improve the school. The partner is an outside group, The New Teacher Project, which helped Broad Ripple High School improve its performance after a similar stretch of F grades.

Other options for Arlington the board discussed included closing the school and reassigning its students to other schools or using a new state law that allows the district to partner with a different charter school management group to run the school.

Ferebee said working with a charter school operator to run Arlington High School could also work. So far, he said, one has expressed interest: Lighthouse Academies, which runs three local charter schools.

The idea to merge John Marshall and Arlington had the broadest support among board members, who considered ideas like a complete overhaul that would involve changing the school’s name, making the academic offerings technology- and career-focused, or eventually creating a magnet program there.

“I’d love to do it with a bang,” board member Gayle Cosby said. “I’d like it to be a grand reopening … powerful and positive.”

Ferebee said keeping the building open as-is with so few students would be difficult.

“There’s a small student population and a massive facility there,” Ferebee said. “That’s the challenge Tindley is in right now.”

If John Marshall closed, board members said they would likely shelve the building, which they said has fallen into disrepair with asbestos and mold issues, or lease it to another group such as a charter school operator.

But closing John Marshall, board members said, would not be taken lightly.

Board member Sam Odle said it would take careful planning and execution to make a merger successful.

“Consolidating is a good idea but how do we execute it in a way that’s going to be seen as an improvement?” Odle said. “Call it the Eastside Career Academy. Something new is not combining the old.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”