Shortly after creating its River City Partnership in 2017, The University of Memphis established is creating an urban teacher training track in its College of Education in partnership with Shelby County Schools.
The University of Memphis and Shelby County Schools are creating a partnership aimed at training the next generation of teachers to work in the city’s classrooms.
PHOTO: University of Memphis
Kandi Hill-Clarke is the new dean of the College of Education.
The college announced plans on Thursday to launch its Urban Education Teacher Prep program by fall of 2019 under new dean Kandi Hill-Clarke, a Memphis native recruited home this year from Indiana State University, where she was also dean.
Hill-Clarke is designing the track as part of the university’s new River City Partnership with Shelby County Schools. The goal is to work together to strengthen the pipeline of skilled new teachers who are culturally aware of the needs of urban students. As part of the program, teacher candidates will receive classroom experience and mentoring in some of the district’s highest-needs schools.
“The University of Memphis recognizes the challenges facing the Shelby County region can be addressed through a stronger education system and that must be cultivated from the ground up,” said M. David Rudd, the university’s president. “By collaborating with the Shelby County public school system, we can work together to better train and prepare future educators who are eager to continue to invest in the Memphis community and teach the next generation of students.”
With the partnership, the university is stepping up to the plate to fill the chronic need for more teachers in Memphis. At the start of this school year, for instance, Shelby County Schools was short of at least 175 new teachers, especially in subjects like math, science, and special education.
But it also has the potential to energize the university’s College of Education where, mirroring a national trend, the number of graduates has decreased by about half since 2013.
Source: University of Memphis
This isn’t the first time the university has tried to create an urban teaching track. Three years ago, university leaders attempted to partner with New York-based Relay Graduate School of Education to offer an alternative licensure program that would send its candidates into some of the city’s most challenging classrooms. But the deal fell apart when faculty protested that its own College of Education wasn’t part of those negotiations.
Hill-Clarke says the River City Partnership turns the page on that chapter.
“This initiative is personal and professional for me,” said Hill-Clarke, an alumna of the University of Memphis. “I need and want to see the district, community, and university succeed and do well. … We asked the school district what they needed, and this program is an answer. But it’s also a win for us.”
Superintendent Dorsey Hopson said he hopes the retooled program can produce and equip educators to handle the challenges of a district in which 60 percent of students are considered economically disadvantaged.
“When speaking with the new dean, we talked about how the university was not producing a high number of teachers who were going into our high-needs schools,” Hopson said. “We got to a point where we figured out, what if we reorient the training and the experience and cultural competencies necessary for them to be successful?”
University officials said they need $7.5 million more to launch the program and sustain it for five years. Chief development officer Bobby Prince has been in talks with private funders, and he is optimistic the program could launch with at least 25 students.
In the meantime, the partnership includes several other components that will roll out in 2018. This summer, the university will host a week-long Summer Bridge Program for Shelby County high schoolers interested in learning about urban teaching.
And this fall, a recruitment program called High School Teacher Cadets will begin in three Memphis high schools, which are yet to be selected. Hill-Clarke said Teacher Cadets will mirror Future Teachers of America, a national program that mentors high school students interested in the teaching profession.
“We see this as mutually beneficial,” she said. “The hope is to instill an early love and interest in Memphis high schoolers for teaching, and then connect them to us as a place to further their education after they graduate.”
Another goal is to attract students of color to train in the city’s under-resourced high schools in the hopes that they will return to teach in those same schools.
The River City Partnership is launching during a season of increased scrutiny of the performance of teacher training programs in Tennessee. Not a single public university in the state scored in the top fifth of teacher training programs under a state report card issued in 2016. The University of Memphis scored a 3 on a scale of 1 to 5. The state is to release new report cards in mid-February.
In recent years, Memphis has seen the birth of several non-traditional teacher prep programs such as Memphis Teacher Residency and Relay, which launched in 2015 without the University of Memphis. But Rudd says only the University of Memphis, with a student body of 22,000, has the resources and scale to make a dent in the local teacher shortage.
“I see this as a recognition of the role that an urban public research university should play in this city,” Rudd said. “Undeniably, education is one of the top challenges … in Memphis. I don’t think we can address the problem without the university’s involvement.”
Rock the vote
Not sure how to vote for Detroit school board? Read candidate answers to six key questions
The eight candidates vying for two seats on the Detroit school board include a recent high school grad, a financial analyst, a former district superintendent, a youth sports coach, and religious leaders.
For the most part, they all say they want to help improve the city schools but they have different ways of getting there.
Some candidates say the district should close some of its smaller schools that aren’t fully enrolled. Others say they believe there are ways to raise the $500 million the district says it needs to bring its buildings up to modern standards.
Some candidates are open to collaborating with charter schools on things like enrollment and transportation. Others have concerns about collaborating with schools that compete directly with the district for students and staff.
Chalkbeat and Citizen Detroit surveyed school board candidates on six important issues facing the district. Seven of the eight candidates submitted written answers, either this week or last month in the lead-up to our school board candidate forum.
Scroll down to read their answers, which have been published verbatim, though they have been edited for clarity, spelling, grammar, and syntax. Read all of the candidates’ answers or click only on the names of the candidates you’re considering to see their answers.
Two seats are up for election this year. Deborah Hunter-Harvill is the only incumbent running for re-election. All seats on the seven-member Detroit school board represent the whole city, not smaller districts.
Colorado voters face an important education decision this November: whether to approve a major statewide tax increase for schools. This request represents the third time in recent years that Colorado voters have been asked to put more money into schools.
Proponents of the measure say Colorado schools can’t keep doing more with less and need new revenue to do right by students. Opponents say that raising taxes will hurt the state’s economic prosperity without necessarily improving student outcomes.
Here’s what you need to know to make a decision:
What does Amendment 73 do?
This measure would create a graduated income tax for people earning more than $150,000 a year and would raise the state corporate tax rate. It also would change the assessment rate — the portion of your property value that is taxed — for commercial and residential property.
Altogether, these changes are projected to raise an additional $1.6 billion a year for preschool through 12th-grade education. That’s in addition to the roughly $9.7 billion in federal, state, and local money that Colorado will spend this year on schools.
The amendment raises the base amount Colorado is required to spend on each student, and it also dedicates money to preschool spots, full-day kindergarten, students with disabilities, those learning English, and those identified as gifted and talented.
Why is this on the ballot?
Colorado’s Taxpayer’s Bill of Rights requires that all tax increases be approved by voters. As for this particular tax increase, Colorado funds its schools below the national average, and since the Great Recession, state lawmakers have diverted to other areas billions of dollars constitutionally due to education.
Proponents of the measure believe the only way to adequately fund Colorado schools is to tap into an additional revenue source, like these tax increases.
Opponents counter that administrative spending has grown faster than student population and teacher salaries, and that the state and school districts could free up money for classrooms by setting new priorities.
I see amendments and propositions on my ballot. What’s the difference?
Propositions become laws and can be changed by the legislature. Amendments become part of the state constitution and can only be changed by another vote of the people. Amendments need the approval of 55 percent of voters to pass, a higher bar than propositions that only require a simple majority.
How will the money be spent? What guarantees do we have that it will reach the classroom?
Amendment 73 requires that new money “supplement and not supplant” existing funding. That means the legislature cannot redirect current spending on education and replace it with this new funding source. The amendment says the legislature should adopt a new formula for distributing money to districts that takes into account student and district characteristics, but it doesn’t lay out exactly what that should look like.
In the meantime, Amendment 73 describes specific uses for $866 million in new revenue:
Base spending per student will go up from $6,769 to $7,300, a 7.8 percent increase
Funding for full-day kindergarten. Right now, districts get a little more than half a student’s worth of funding for each kindergarten student.
An 8.3 percent increase for preschoool, bringing the total to $131 million
A 6.8 percent increase for special education, bringing the total to $296.1 million
An 80 percent increase for gifted and talented programs, bringing the total to $22.5 million
A 93 percent increase for English language learners, bringing the total to $41.6 million
The extra money that districts currently receive for students with disabilities, those learning English and those identified as gifted accounts for a fraction of the additional cost of educating them, particularly in the case of students with more significant disabilities. Districts have to use tracking codes to account for this money and ensure it goes to its intended purpose. In some districts, additional money might translate into better services for these students, while others might use the additional dedicated funding to free up other money.
That leaves $738.6 million that can be spent on public education as determined by the legislature. Once that money lands in school district coffers, they have broad discretion over how to spend it. This is by design and part of an effort to get buy-in from around the state. Many school boards have passed non-binding resolutions promising to spend the money on teacher pay, more mental health supports for students, and lower class sizes.
In turn, opponents have criticized the lack of specificity as a blank check that won’t necessarily increase teacher salaries or improve student outcomes.
A recent analysis from EdChoice found that since 1992, teacher salaries in Colorado had fallen even as per-student funding and the number of administrators had increased. Colorado Department of Education records show that instructional staff — teachers, counselors, speech language pathologists, school nurses — increased by 14 percent between 2006 and 2016 while administrative staff increased by 34 percent. School administrators argue these positions are necessary to support the work that teachers do and keep districts in compliance with a host of new state and federal regulations. In smaller districts, administrators often wear multiple hats. When we ask teachers about this issue, some of them share the concern that too much money gets spent on central administration, even as they also believe schools need more money overall.
You can look up how much your district spends here.
What does it mean when people say Colorado schools are ‘underfunded’? Compared to what? How underfunded?
Back in 2000, after previous years of budget cuts, Colorado voters passed a constitutional amendment that requires school funding to increase by population plus inflation. But starting with the Great Recession, Colorado lawmakers have not allocated all the money required by that amendment. Over the past 10 years, Colorado schools have missed out on $7.5 billion the law requires them to receive. The courts have upheld this budget maneuver. Money from Amendment 73 could not be reallocated during the next downturn, protecting schools but potentially creating other budget problems for the state.
Colorado also gets low marks on equity. Colorado spends much less money on education than most states with similar levels of wealth and economic activity. Per-student spending varies widely around the state, with rich districts often getting more state money than poor ones. Some districts have convinced voters to approve local property tax increases, while other have not — or have such low tax bases that voters would need to take on large increases to generate much benefit. The additional funding from these local tax increases varies from $32 to $5,024 per student.
Amendment 73 wouldn’t change these structural problems with school funding. It would give state lawmakers more money with which to level the playing field. Right now, sending more money to some districts would require reducing funding to others, creating a political minefield.
Will I pay more in income taxes if Amendment 73 passes?
People who earn up to $150,000 a year will keep paying the same 4.63 percent state income tax rate they do now. Those earning more will pay a sliding increase starting at 5 percent for income from $150,001 to $200,000 up to 8.25 percent for income over $500,000. Someone with taxable income of $200,000 would pay an extra $185 a year, while someone with $1 million in taxable income would pay an extra $24,395, according to a fiscal analysis by the state.
The increases will affect about 8 percent of individual and joint income tax filers. Amendment 73 does not include a provision to adjust the income threshold for inflation, so it’s possible that more taxpayers will pay these higher rates in the future.
This change would generate most of the new revenue under Amendment 73.
What’s the effect on corporate taxes?
Amendment 73 would raise the corporate income tax rate from 4.63 percent to 6 percent. You can see how that compares to other states’ corporate income tax rates here. The average corporate income taxpayer would owe an additional $14,139, according to state fiscal analysts.
Would Amendment 73 raise my property taxes?
This is a complicated question. Amendment 73 does not raise property tax rates anywhere in the state. But if it passes, residential property owners will pay more in 2019 than they otherwise would have, while owners of non-residential property will pay less.
Amendment 73 fixes the assessment rate at 7 percent for residential and 24 percent for non-residential property. That’s lower than it is now, but other constitutional provisions would have pushed the residential rate even lower in 2019.
Exactly how much more or less you pay will depend on your property value, real estate trends in your community, and local tax rates.
This represents a partial fix to a complicated fiscal problem that has bedeviled Colorado lawmakers and the administrators of rural taxing entities — school districts, fire protection districts, and others — for years.
In Colorado, your property is assessed at close to market value, but your local tax rate only applies to a portion of that value. That’s the assessment rate. Another constitutional provision known as the Gallagher Amendment ensures that non-residential property owners always pay a larger share of property taxes than homeowners. Since 1982, when the Gallagher Amendment was approved by voters, property values along Colorado’s developed Front Range have skyrocketed, putting the assessment ratios between residential and other property seriously out of whack. Those ratios apply statewide, and many rural communities have seen their already sparse tax base hollowed out.
In the case of schools, that’s meant the state government has had to backfill more and more money that used to be generated by local taxes. Amendment 73 includes a provision to hold the assessment rates steady just for schools for two reasons. One is that it provides property tax relief to ranchers and farmers, which the measure’s backers hope bolsters support in parts of the state that are traditionally more hostile to tax increases. The other is that it ensures the new tax revenue generated by the amendment doesn’t just backfill an ever-deepening hole in rural districts.
Starting this year, 12.59 percent of marijuana tax revenue is also set aside for the regular education budget. That’s about $20 million a year at current rates. Marijuana money is also set aside for various grant programs including one that schools can use to help pay for health professionals such as counselors or nurses. As the state collects more marijuana revenue, the amounts set aside for the grant programs has increased.
However, the marijuana money available to schools represents a tiny fraction of total education spending, and most of it can’t be spent on basic needs like teacher salaries or classroom materials.