Dueling pathways

McQueen’s plan would interrupt Hopson’s for improving one Memphis school

PHOTO: Laura Faith Kebede
Principal Antonio Harvey watches after kindergarteners in a 2017 graduation ceremony at Hawkins Mill Elementary School in Memphis.

When Superintendent Dorsey Hopson allotted extra funding last year for more than a dozen low-performing Memphis schools, the idea was to provide more resources and a chance for improvement before making any decisions about closing them.

After all, Shelby County Schools has learned a lot about how to improve academics at struggling schools through its own Innovation Zone, a school turnaround program that invests significant resources and even lengthens the school day to try to change a school’s trajectory.

But a new state intervention plan outlined this month by Education Commissioner Candice McQueen would stop Hopson’s “critical focus” plan in its tracks for one school.

McQueen is recommending that the district close Hawkins Mill Elementary because of low test performance and enrollment, a decision reinforced by a recent school visit from state officials.

Her recommendation comes just as Hawkins Mill Principal Antonio Harvey is in the first year of rolling out a school improvement plan that includes several new hires, team projects, and a STEM specialty for science, technology, engineering, and math.

School board member Stephanie Love, whose district includes the Frayser school, said the state should focus on how to support the work already happening there.

“They have a plan in place. The school year is not over,” Love told Chalkbeat. “Before this recent test, the school was improving. Yes, it did dip with the new test, but the whole district dipped.”

The divergent plans set the stage for another potential showdown between local and state officials over the best way to address a chronically underperforming school. While the state is seeking to work more collaboratively with local leaders, McQueen’s plan shows that the state will get a greater say in interventions already in place.

Shelby County’s school board is scheduled to revisit parts of the state’s plan on Tuesday evening after discussing it last week for the first time.

Memphis public schools have had an especially rocky relationship with the State Department of Education since 2012 when Tennessee’s turnaround district launched and began taking over schools in the state’s bottom 5 percent and assigning them to charter operators to turn around.

PHOTO: Laura Faith Kebede
Candice McQueen

But the state’s new accountability plan, developed in response to a 2015 federal education law, is meant to empower local districts with time and resources to improve academics. That would slow down state’s heavy-handed method that has been the norm for the last six years.

In most ways, the state is staying true to its new commitment. Across Tennessee, only one school — American Way Middle, also in Memphis — is on track for charter conversion through the state-run Achievement School District, compared to five the state recommended in 2015. And for the first time in the ASD’s history, the state is giving Shelby County Schools the option of bringing on its own charter operator for American Way instead of relying on the ASD.

As for Hawkins Mill, there are a lot of unknowns under Tennessee’s new era of school improvement. It’s unclear if Hopson’s critical focus plan meets the state’s standard of a “recognized, evidence-based intervention” that allows for more leeway from the state. And it’s unclear how much progress Hawkins Mill has made so far. Last week, district officials were not immediately able to provide data from the school’s ongoing assessments that are designed to show growth prior to students taking state tests this spring.

(Under Hopson’s critical focus plan, in order to avoid closure in three years, Hawkins Mill and others would need to score between a 3 and 5 on the district’s new grading system for schools and increase enrollment to at least 70 percent capacity.)

Either way, since McQueen’s recommendations were mostly based on data up until last school year, any progress at Hawkins Mill this year would not carry as much weight. Plus, the school already had been considered for state takeover in 2015. One major factor is that the school has had the same principal for more than three years — generally enough time to chart a change in a school’s trajectory, according to Antonio Burt, who oversees school improvement initiatives for the district.

State spokeswoman Sara Gast cited multiple factors for the department’s recommendation, “including two cycles on the Priority school list, data that indicates it will be on the Priority school list again in 2018, discussions with the district, and the school’s enrollment.”

“We continue to affirm this recommendation,” she said.

Sarah Carpenter, executive director of parent advocacy group Memphis Lift, said the school has had enough time.

“It is time for Hawkins Mill to close because for years, it has failed to educate our students. Some I know have left the elementary school not knowing how to read,” she said in a statement. “More money will not turn around this failing school, and we can’t allow bad schools to stay open when it costs our kids their education.”

But the decision to close has to come from the school board, since the state only has the power to recommend that action. Some school board members already have indicated they would rather move Hawkins Mill to the iZone than close it. Hopson wants to stay the course under his critical focus plan.

Either way, school board chairwoman Shante Avant said last week it would be wrong for the district to go back on its “promise” to schools like Hawkins Mill.

“I think it’s our responsibility as a board,” she said, “if that’s what we said that’s the track we’re going on, that we continue to provide those kinds of resources.”

The district will hold a community meeting at Hawkins Mill at 6 p.m. on March 8 to review the state’s recommendation.

Speaking Up

Letters to J.B.: Here’s what 10 Illinois educators said governor-elect Pritzker should prioritize

PHOTO: Keri Wiginton/Chicago Tribune/MCT via Getty Images

As governor-elect and national early childhood education advocate J.B. Pritzker assembles his transition team and builds out his early agenda, we asked educators to weigh in with items he should consider.

Here are 10 of their responses, which range from pleas for more staffing to more counseling and mental health services. Letters have been edited only for clarity and length. Got something to add? Use the comment section below or tell us on Twitter using #PritzkerEdu.

From: A non-profit employee who works with schools in the city and suburbs

Letter to J.B.: I work with a number of students from the City of Chicago and sadly most of them lack basic skills. Most of the students lack the ability to read and write properly, and perform below grade level. It is alarming how many students don’t have critical-thinking and analytical skills. The lack of education in low-income and minority population will hurt our city and state in years to come.

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From: A youth organizer at Morrill Elementary, a K-8 school on Chicago’s Southwest Side

Letter to J.B.: Morrill School has suffered from constant turnover due to an unstable Chicago Public Schools environment that cares more about upholding its own self-interest than the people it should be serving. We need representatives that will advocate for what communities say they need!

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From: A music teacher at a Chicago charter school

Letter to J.B.: I work at a charter school and I don’t think we are doing the best we can for our kids. Our school’s policies are too harsh and dehumanizing.

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From: A Chicago charter school social worker

Letter to J.B.: We’ve cut mental health services throughout the city and that has crippled us. Parents have a hard time getting jobs and having enough money to supply basic needs.

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From: A Chicago principal

Letter to J.B.: My school is 100 percent free- and reduced-price lunch-eligible, or low-income population. We are a middle years International Baccalaureate school. Our children were once were the lowest performing in the area and now we are a Level 1-plus school. Our school was on the closing list back in 2005 when I took over.

But now we are an investment school. Teachers are dedicated and work hard. We need funding for a new teacher to keep classes small and additional funds to purchase multiple resources to continue and strengthen overall academics. We have a vested interest in educating all of our children!

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From: A teacher at A.N. Pritzker Elementary in Chicago’s Wicker Park neighborhood

Letter to J.B.: Great kids. Great staff. No librarian. Extremely poor special education services. No substitute teachers. No time for planning. No time for anyone to provide mental health services for those in need.

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From: A teacher at Whitney Young High School on Chicago’s Near West Side

Letter to J.B.: Every teacher knows that well over 90 percent of the students with academic problems have serious problems at home and in their neighborhoods. In the suburbs, social worker and psychologist staffing levels are often five to 10 times what they are here in the city, where kids are dealing with way more challenges, not less. If you’re looking for bang for your buck, fund psychologists and social workers!

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From: A teacher in the Galesburg CUSD 205

Letter to J.B.: Our school is diverse in all definitions of the word. We have a diverse population in terms of race, money, and ability. We currently don’t have the money to keep all of the schools in our district open and are in the process of closing some of the buildings in order to get the others up to code and comfortable; many of our schools don’t even have air conditioning.

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From: A teacher at Kiefer School, a Peoria school that educates children with severe behavioral and learning challenges

Letter to J.B.: We work with students with behavioral and mental challenges who need more help getting mental health services. We’ve had children deflected from being hospitalized due to no beds being available.

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From: A teacher at Unity Junior High School in Cicero

Letter to J.B.: People often think that our school is “bad,” but the truth is, we have so many staff and students that work hard every day to bring positive change.

Who's In Charge

Who’s in charge of rethinking Manual High School’s ‘offensive’ mascot?

PHOTO: Scott Elliott/Chalkbeat
Manual High School is one of three Indianapolis schools managed by Charter Schools USA.

As other schools in Indiana and across the nation have renounced controversial team names and mascots in recent years, Emmerich Manual High School in Indianapolis has held onto the Redskins.

One of the reasons why the school hasn’t given it up, officials said during a state board of education meeting this week, is because it’s unclear whose responsibility it would be to change the disparaging name.

Is it the obligation of the district, Indianapolis Public Schools, which owns the building and granted the nickname more than 100 years ago?

Is it the duty of the charter operator, Charter Schools USA, which currently runs the school?

Or is it the responsibility of the state, which took Manual out of the district’s hands in 2011, assuming control after years of failing grades?

“I don’t care who’s responsible for it,” said Indiana State Board of Education member Gordon Hendry, as he acknowledged the uncertainty. “I think it’s high time that that mascot be retired.”

The mascot debate resurfaced Wednesday as state officials considered the future of Manual and Howe high schools, which are approaching the end of their state takeover. Charter School USA’s contracts to run the schools, in addition to Emma Donnan Middle School, are slated to expire in 2020, so the schools could return to IPS, become charter schools, or close.

Manual is only one of two Indiana schools still holding onto the Redskins name, a slur against Native Americans. In recent years, Goshen High School and North Side High School in Fort Wayne have changed their mascots in painful processes in which some people pushed back against getting rid of a name that they felt was integral to the identity of their communities.

Knox Community High School in northern Indiana also still bears the Redskins name and logo.

“The term Redskins can be absolutely offensive,” said Jon Hage, president and CEO of Charter Schools USA. “We’ve had no power or authority to do anything about that.”

He suggested that the state board needs to start the process, and that the community should have input on the decision.

An Indianapolis Public Schools official told Chalkbeat the district didn’t have clear answers yet on its role in addressing the issue.

Even if the state board initiates conversations, however, member Steve Yager emphasized that he does not want the state to make the decision on the mascot.

“We don’t have to weigh in on that,” Yager said. “I feel like that’s a local decision.”