Never in American history have education officials closed so many public schools. I don’t know what the total is nationally (if anyone can document the number, let me know), but I do know that mass school closures have never happened in the past. Of course, Rahm Emanuel holds the record for the most public schools closed in a single day: 50. But public schools have been closed across the nation because of the mean-spirited, privatization-loving NCLB and Race to the Top. That federal law and that federal program have held a Sword of Damocles over thousands of public schools, whose only sin was that they enrolled large numbers of children who live in poverty or who are English-language learners or who had low scores because of their disability. The fight goes on in Chicago, where a group of dedicated activists is continuing their hunger strike to save Dyett High School and re-open it as an open-enrollment school with a theme of Global Leadership and Green Technology.
Now the calamity shifts to Baltimore, still reeling from the aftermath of the death of Freddie Gray. School officials have decided to close a much-loved neighborhood school, the Langston Hughes Elementary School. They say it is “too small,” but it has more students than other schools that serve a more advantaged population. It had even more students until school officials announced their plan to close it. That always spurs an exodus, becoming a self-fulfilling prediction. But the fight to save Langston Hughes is not over.
September 11, 2015
LOSING LANGSTON HUGHES
“This is for the kids who die,
Black and white,
For kids will die certainly.
The old and rich will live on awhile,
As always,
Eating blood and gold,
Letting kids die.”
–Langston Hughes, “Kids Who Die”
Thanks to the Black Lives Matter movement, our nation’s historic and continuing segregation and neglect of predominantly Black schools and school districts has gained a new level of attention. We know about schools in Ferguson, Chicago, Detroit and Baltimore. The question we are now faced with is what to do about it, and the search for answers is urgent. This spring, the city of Baltimore broke under the weight of years of police abuse and institutional racism, reflected in part through systematically under-funded schools.
What has changed since the uprising that took place after the funeral of the murdered Freddie Gray? For one West Baltimore community losing a beloved elementary school the answer seems to be, “Not much.”
When Langston Hughes Elementary School was built in 1975, it was celebrated as the foundation of the community’s future, a new investment in a community devastated in the riots of 1968.
This summer, Baltimore City Schools successfully defeated the Langston Hughes Community Action Association’s desperate attempt to keep their school open.
As Baltimore vacates an elementary school, with devastating consequences for West Baltimore families, we are reminded of the words of west-side resident Aisha Snead, who in April told The New York Times, “This is the land that time forgot.”
“They have never invested in the people. In fact, it’s divested. They take every red cent they can from poor Black people and put it into the Inner Harbor.”
Langston Hughes was selected as one of several schools slated for closing in January 2013 despite the fact that the students have been meeting assessment benchmarks; despite the presence of community support and involvement; despite having a well-maintained building in good repair; and despite the deplorable condition of the school the students are being sent into. No one has put forward a coherent and credible reason for this drastic decision other than a political need to reduce the number of school buildings in the city.
Identifying school buildings for closure was a concession made to the state in order to receive facility improvement funds for City Schools. A June 26, 2015, letter from City Schools CEO Gregory Thornton to Baltimore Mayor Stephanie Rawlings-Blake, written after the Park Heights community made it plain they wanted their school to stay open, describes the prevailing rationale succinctly: “Langston Hughes Elementary was identified as a program closure in the original 10-year plan as an opportunity to consolidate programs to reduce City School’s building inventory.”
At a rally this spring to save Langston Hughes, Baltimore Algebra Project coordinator Antwain Jordan reflected on the reason Park Heights resident George Mitchell gives for the fate of the school:
“He believes that they picked this school and these communities because this was a path of least resistance,” Jordan said.
“Essentially, that no one cares. But from my experience in this community in the last weeks and months, that’s the exact opposite of what I see. I see a lot of resistance.… If they thought this was the path of least resistance, then they chose the wrong road.”
But the resistance—some of which has been documented by the Baltimore Brew, the Baltimore Sun and in a video by the Teachers’ Democracy Project was not enough. The phone calls, petitions, cook outs, marches, meetings, and school board testimony were not enough to change a political structure that continues to place a lesser value on some neighborhoods than on others, less value on some children than on others.
One explanation for why Langston Hughes was supposed to be a “path of least resistance” is that this subversion of democracy would be harder to sell for a school in a somewhat wealthier neighborhood serving even a small percentage of white children.
Abbottston Elementary, a school of a similar size, demographics and assessment history, but located closer to more “desirable” neighborhoods and in close proximity to the recently renovated and, therefore more attractive Waverly Elementary, was saved from the chopping block.
The fight to keep Abbottston open was fueled by interests similar to the residents of Park Heights: saving their neighborhood school. But the neighborhoods are not the same. Saving Abbottston, instead of sending Abbottston’s children into Waverly, also meant keeping Waverly seats open for new and prospective white and middle-class neighbors attracted by the new building. All this is understandable from an individual, parent-as-activist point of view. Yet the case of Abbottston stands as a perfect example of how the political process systematically favors schools with even a small minority of privileged students who bring valuable political connections. The school closing announcements were made simultaneously. Abbottston got a reprieve; Langston Hughes did not.
City leaders are sensitive to the inequity they have created in saving Abbottston and dumping Langston Hughes – a fact reflected in Dr. Thornton’s letter to the mayor cited above when he writes, “… the district remains committed to evaluating the viability of various school closures, including Abbottston,” implying that Abbottston may ultimately be closed as well.
The second reason that Langston Hughes became easy prey is its small size. City Schools documents claim Langston Hughes is closing because its enrollment is too small to support a school. Langston Hughes had an enrollment of 217 children in 2013, and then dropped to 156 the following year after the closing announcement. Last year, Langston Hughes was the seventh smallest school in the city at 176 kids, excluding schools designated for students with disabilities. Five of the ten smallest schools in Baltimore are charter schools. Of the remaining five non-charters, four have been recommended for closing, including Abbottston. The three smallest schools in Baltimore are all charters, and all three – Montessori Middle School (88 students), Independence (127 students), and The Green School (150 students) – have a student population that is over 40 percent white.
The 10th and 11th smallest schools in the city are the highly-celebrated City Neighbors Charter School and City Neighbors Hamilton. These two charters each have an enrollment of 216, one below Langston Hughes’ 2013 number. These small schools also serve a student population more white (43 and 36 percent) and less poor (37.5 and 48.1 percent FARMS-eligible) than most city schools.
One of several reports submitted to the Maryland State Department of Education on June 30, 2015, as part of the ongoing Study of Adequacy of Funding for Education focused on the impact of small schools. The report states, “It is also critical to note that research shows smaller schools and smaller learning environments have an even more pronounced effect on children from low-income families…. Indeed, in addition to improved grades and standardized test scores, low-income elementary-aged students attending small schools have better attendance, fewer behavior problems, and increased participation in extracurricular programs compared to low-income students in larger schools.”
This year, City Schools is closing a small Black elementary school with a student population 96 percent eligible for free and reduced meals because the school is “too small,” while continuing to support smaller and equally small, less poor, schools with the largest percentages of white students in the city.
We do not believe any of these schools should be closed – we believe Langston Hughes should remain open. We do not believe it is the intention of Baltimore City Schools to create separate and unequal schools, but that is what they are doing.
The third reason Langston Hughes was targeted for closing is likely an unmet demand for well-kept, ready-to-use school buildings for charters. During the past school year at least two white-led charter schools expressed interest in taking over the Langston Hughes building once it was vacated. They had received a list of “available buildings” from the facilities department at City Schools. The question of whether such a move would satisfy the system’s stated need to “reduce City Schools’ building inventory” has been delayed as both charters changed course after hearing the outcry from the Park Heights neighborhood. The charter operators’ reaction to the community was politically correct and laudable, but their original plan to move into a turn-key building had to involve some incorrect assumptions about the worth and value of the existing Langston Hughes school community. What the children of the Park Heights community need is the stability and predictability guaranteed by democratic community control. They need their school that serves their neighborhood.
Ultimately, the real story behind why City Schools picked Langston Hughes for closing is, we strongly suspect, an amalgam of the first three reasons cited above with an additional factor that binds them together – the opaque and well-financed “development plans” for the Pimlico and Park Heights areas. Do plans for a “redeveloped” neighborhood include a school building with which to attract a charter operator to serve a gentrifying population? If so, then an empty Langston Hughes building would be highly convenient. In other cities, charters and gentrification have often gone hand-in-hand.
School closures are a national phenomenon. The stated reasons for closing Baltimore schools are the same reasons being used to close schools in cities across the country. But as groups such as the National Opportunity to Learn Campaign have pointed out, “You can’t improve schools by closing them.” Schools deemed to be “underutilized” are not empty. School closings disrupt whole communities. Children pushed from closing schools generally do not end up in better schools, and school districts often realize no significant financial benefit from closing schools.
We believe no one has set out to underserve our lowest-income, lowest-wealth Black families. It just happens, repeatedly, because our structures of institutional racism and neglect continue to churn until someone decides to stop them. The Black Lives Matter movement has risen as both a cry of anger and a hopeful challenge to these structures. Mayor Rawlings-Blake, Dr. Thornton, and the Baltimore City School Board have turned away from this movement and from the Park Heights community in a way that is disheartening for those of us who want to believe our leaders learned something from April. We want our public schools to have something to do with democracy. We know there are more schools that will be next on the block. We are demanding more than disinvestment and neglect, and we are particularly suspicious of school closings in areas with plans for gentrification. We want more than “input” regarding decisions that have already been made behind closed doors. There are other, more sustainable, and publicly controlled options for on-going use of our anchoring neighborhood buildings and institutions. We need active community control of our schools.
Helen Atkinson, Director, Teachers’ Democracy Project, democracyproject@icloud.com
Ben Dalbey, Parent of two Baltimore City school children, bendalbey@yahoo.com
“..despite having a well-maintained building in good repair; and despite the deplorable condition of the school the students are being sent into.”
Despite … or because of?
Are they closing, or consolidating? I don’t have the numbers in front of me, but districts have been merging since the advent of American public schooling. I don’t know any instance where large districts split into smaller ones to better serve the community or for ease of community involvement. My theory is it’s easier for the .gov to control a few than many, but I’m a wacky conspiracy nut.
I don’t know if you-all have seen this. It’s an art show about the effects of closing a school:
I sometimes think they just don’t get it- that if you consider public schools contract service providers that can just be replaced by another service provider you’ll never understand how really CENTRAL they are in some places. Where I live the public schools are the one thing (most of us) have in common. They’re something you can talk to anyone about – a common experience.
“Mean spirited…” Really?
We have closed 5 schools in the past 19 years, and are getting ready to close another school. And NOTHING pushed those decisions other than demographics. The schools to be closed were not picked because of performance issue, but purely because enrollment has gone down almost 25% over the last decades.
And I know why at least some of the schools in Chicago (My son works there) were closed – for the same reason schools are closed all over the nation: Demographics. Families have not been as large as previous decades, simple as that. I have 7 siblings. But only 2 children…
While family size may be going down, there are more families in Chicago (and other large cities). So the number of children is about the same.
Also, the Raise Your Hand Coalition did extensive research into the claims about “underutilization” and found them to be bunk. The closed schools were actually more crowded than most of the charter schools in the city. “Underutilized” is based on the idea that all rooms should have at least 30 students at all times. Including special ed rooms, music rooms, art rooms, etc. Check their research on their website.
But you’re right, it is about demographics – getting rid of those black and brown people, that is.
Why resort to guesswork when we have the US Census (all data gleaned from this link, click “Browse data sets for Chicago (city)” to see 2000 and 2010 data: http://quickfacts.census.gov/qfd/states/17/1714000.html)?
Chicago’s 0-17 population decreased by 18% between 2000 and 2010 (from 759,840 to 621,630), that coming on top of huge population losses between 1980 and 2000. Barring something completely unforeseen, Chicago’s school-age population will never come close to whatever its peak was in the 50s and 60s (although estimates show that it did increase by 0.1% between 2010 and 2013!). Baltimore has seen a similarly large loss of population.
Most of the decline, both in Chicago and Baltimore, isn’t occurring in gentrifying neighborhoods; it’s occurring in the most isolated, crime-ridden, impoverished, and segregated areas. Everyone who has the means to leave has; no one who has the means to avoid moving there does; huge numbers of African Americans have moved to the south suburbs and then on to the South, where there’s less racism and more economic opportunity (no, seriously!).
It isn’t realistic to expect there to be no consolidation or closures in the face of such a steep drop in population and enrollment. Few things are more wasteful than operating school buildings at half capacity.
Tim,
We can always count on you for a negative comment. Why don’t you lend a hand to the good people in Baltimore who are trying to save the Langston Hughes school? You will feel better about yourself.
Diane, I don’t mean to appear unsympathetic. In fact, as I think I’ve said before, I experienced an elementary school closing when I was a child. I truly feel bad for the affected families.
Can we agree that there should be a relationship between the school-aged population of a district and its capacity? Clark County needs to expand. Baltimore and Chicago need to contract. And these parents claim in their letter isn’t true: it costs quite a bit of money to keep a school building open.
As mentioned before, where I work we have closed 5 buildings since I started, and are on the verge of closing # 6. And yes, parents will have issues. For some, this is the 3rd generation going to the neighborhood school.
But when you start a referendum to increase property tax to cover the extra expenses, it gets voted down.
At the same time, truckloads of money are spent to modernize a 100 yr old high school. And no one wants to close it, because of the history – but enough money is spent to build three complete new buildings!
Yeah, the population of black families have gone down in Chicago. They tore down all the public housing and did not replace the housing stock as promised. Then they built high end apartments and slowly raised surrounding rents. H-m-m-m. I wonder why a lot of low income families have left the city? It is a pattern that has been repeated around the city. Throw in an abundance of charter schools to leach students from already under resourced public schools that then lose more funding and you have set the perfect scenario for privatizing education and gentrifying the city at the same time. All you have to do is look at the patterns of school closings, charter openings and gentrifying neighborhoods. It’s all one vicious circle. Our own governor has a charter school named after him.
The same “low enrollment” rational was used in Sacramento back in 2013.
Despite great opposition from parents and other community members, the “Broadie” Superintendent Jonathan Raymond closed 7 elementary schools in the Sacramento City Unified School District. The claim was that the schools were underutilized and the district needed to save money. All the schools were in predominately low-income and racial minority neighborhoods with large ELL populations. The families could walk their children to school.
As in Baltimore, there were schools in other neighborhoods with similar student populations that were allowed to remain open. The underutilization “low enrollment” numbers cited by the district were pure nonsense. No doubt, there’s a consulting firm that has the template for the “underutilization study.”
The lawsuit, brought by affected families and funded with donations, failed because the judge ruled that the school district was already too far along in the school closure to reverse course.
That, too, was nonsense but there wasn’t the money to continue the litigation.
School closings anyone? After all, for years we’ve been told they are for the “good of the children.” Like so many other odious ‘reforms,’ this one carries a MADE IN CHICAGO label. The trick of the ruling class’s attack on all public schools was that they began during the 1990s by attacking inner city schools as “failures” based on “metrics” (standardized test scores) that guaranteed they would have the “data” to prove that the schools (among those, where I was teaching before I was blacklisted after February 1999) had “failed.” After that straight jacket was in place, they were able to beat the drum about the so-called “achievement gap” with all those (by now, known to be fraudulent) claims that some “reform” would “close the achievement gap.” Let’s not forget, however, that none of these frauds would have gotten out of the gate, so to speak, without the support of the “four Ps” that still populate the world of apologetics for corporate “reform” — pundits, professors, preachers, and politicians. Hence, it is necessary for us to name each of these, just as we had to call out their opportunistic ancestors (during slavery, for example) and point out, over and over and over and over, that they are as much a part of the problem as are the chief architects of these monstrosities: Barack Obama, Arne Duncan, and their media, corporate, and other allies.
In addition to the video linked in this essay, folks might want to check out this short video about the impact of school closures in Baltimore: http://www.just-cities.org/?p=89
Thanks, Ben, for the link. Quite revealing.