Archives for category: Segregation

A post yesterday reported that Florida is considering eliminating district lines so that students may choose to attend any public school, so long as there is space available and parents provide transportation. Michigan has such a system, and districts spend millions of dollars advertising to “poach” students from other districts because every new student means additional money.

 

As reader Chiara points out, Ohio has the same system, and it has intensified racial and economic segregation.

 

Open enrollment, which allows children to transfer from one school district to another, leads to widespread racial segregation and concentrates poverty in many of Ohio’s urban school districts, including Cleveland and Akron.
That’s one finding of a Beacon Journal study of more than 8,000 Ohio students who left city schools last year for an education in wealthier suburban communities.
The majority of students who participated in Ohio’s oldest school choice program are disproportionately white and middle class. Students attending the schools they left, however, are nearly twice as likely to be minority and seven times more likely to be poor.
The program gives parents the option to enroll children in nearby school districts without changing their home address. By doing so, parents must find their own transportation — an act that in itself narrows who is able to make the change.

 

Where is the NAACP, the Legal Defense Fund, the ACLU? If a state adopts a policy that demonstrably promotes segregation, shouldn’t someone sue them for knowingly enacting a program to segregate children by race and income?

New Jersey State Commissioner of Education David Hespe was appointed by Governor Chris Christie, which suggests that one should have low expectations for starters. But Jersey Jazzman decided to give him the benefit of the doubt, because at least he wasn’t Chris Cerf, who resigned to work for Joel Klein at Rupert Murdoch’s company.

 

But when Hespe approved the expansion of a charter school in Hoboken, claiming that it would have no segregative effect on the public schools, JJ couldn’t believe that Hespe could say this with a straight claim. JJ shows that the charter schools in Hoboken do not serve the same population as those in the public schools: they are whiter and more advantaged. Of course, the expansion of the Hoboken Dual Language School would have a segregative effect! JJ lays out the facts and figures.

 

JJ warns:

 

The charter school community’s claims to the moral high ground are null and void when Hoboken’s charter school expansion is based on the distortions found in Hespe’s letter. He and his department have turned a blind eye to the real and serious effects of the charters on the city’s school district.

 

In doing so, Hespe and his top brass at the NJDOE show they are ideologues, uninterested in a rational assessment of the consequences of their policies. And, again, it’s not just charter schools: PARCC, One Newark, the state superintendents, and all the other issues before this department are not being evaluated with rigorous, evidence-based methods.

 

I had high hopes for David Hespe; they have now been dashed. Hunker down, New Jersey: when it comes to the NJDOE, things won’t get better before they get worse.

 

 

Alabama became the 43rd state to endorse the creation of privately managed, publicly funded charter schools.

In average, charter schools do not get better academic results than public schools and are usually more segregated than public schools.

Dora Taylor, public education activist in Seattle, can’t understand why two elected officials want to split Seattle into two school districts that are likely to intensify racial segregation.

 

For Dora Taylor, this is personal:

 

“I feel very strongly about this bill because my dad had no other choice but to live in the Central District when he was growing up in Seattle because of a city covenant that did not allow African-Americans to live outside of a boundary determined by the city. That meant little opportunity for my dad to grow beyond that border. He was fortunate enough to have a high school coach, at Franklin High School, who saw his talent and with his coach’s help, my dad, Brice Taylor, was one of the first three African-American students to attend the University of Southern California even against the wishes of the college president, but that’s another story.

 

“My dad went on to become the First All American at USC in football and that opened doors for him. Not everyone had that kind of opportunity. That’s why, what I term the Apartheid Bill, hits home for me. Some people find fault in my use of the term “Apartheid” but that is how I perceive it, through my lens.

 

“The Seattle Public School system reverted back to neighborhood schools not long ago which re-segregated our schools. Then with transportation cuts, it became even more difficult for students to attend special programs outside of their neighborhoods.

 

“Now, Representatives Sharon Tomiko Santos and Eric Pettigrew want to split the city in half along racial lines again, through legislation, into two separate school districts, separate but not equal. This is why politicians should not determine education policy. Either they don’t know enough to make an informed decision or they are following through on a donor’s agenda.”

The National Education Policy Center regularly reviews reports from think tanks and advocacy groups. In this report, its scholars review an effort by charter school advocates to defend charter schools against critics. The conclusion: charters promote privatization and segregation.

“National Charter School Report Misleading and Superficial, Review Finds”

Contact:
Gary Miron, (269) 599-7965, gary.miron@wmich.edu
Daniel Quinn, (517) 203-2940, dquinn@greatlakescenter.org

EAST LANSING, Mich. (Feb. 23, 2015) — A report from the National Alliance for Public Charter Schools (NAPCS) attempted to “separate fact from fiction” about charter schools. The report addressed 21 “myths” regarding charter schools, which were quickly rejected. However, an academic review of the report finds that it perpetuated its own myths and fictions about charter schools rather than adding to the discourse surrounding school choice.

The report, Separating Fact and Fiction: What You Need to Know about Charter Schools, was assembled by NAPCS with no author identified. Gary Miron, Western Michigan University, William J. Mathis, University of Colorado Boulder, and Kevin G. Welner, University of Colorado Boulder, reviewed the report for the Think Twice think tank review project of the National Education Policy Center (NEPC) with funding from the Great Lakes Center for Education Research and Practice.

Succinctly, the original report addressed various claims about charter schools in such areas as financial equality of charter schools, lower teacher qualifications, student selection demographics, academic outcomes, segregation, and innovation.

Yet, the reviewers found that the report’s main purpose appears to be the “repetition or ‘spinning’ of claims voiced by advocacy groups and think tanks that promote privatization and school choice.” Furthermore, the reviewers found that it relied almost exclusively on advocacy documents rather than more careful and balanced empirical research, and provides only a superficial examination of any “criticisms” regarding charter schools.l

The review is organized in a format that lists each of the criticisms identified, and then provides a short commentary based on the extant research literature. Where the original document overlooked research evidence, the reviewers provide readers with a valuable tool to examine charter school criticisms.

Additionally, the reviewers find that the report fails to redirect the sector toward its original ideals, “Charter schools were originally designed to be a new form of public school. They were supposed to be small, locally run, innovative and highly accountable. They were supposed to be open to all and were expected to provide new freedoms to teachers to creatively innovate and serve their communities.”

Instead, the reviewers point out the most disappointing non-myth that comes out of the research: “In reality, the main outcomes of charter schools have been to promote privatization and accelerated the stratification and re-segregation of schools.”

The reviewers conclude, this report is unlikely to be of any use to “the discerning policy-maker” and fails to engage the important underlying issues.

Read the full review at:
http://www.greatlakescenter.org
Find Separating Fact and Fiction on the web:
http://www.publiccharters.org/publications/separating-fact-fiction-public-charter-schools/
Think Twice, a project of the National Education Policy Center, provides the public, policymakers and the press with timely, academically sound reviews of selected publications. The project is made possible by funding from the Great Lakes Center for Education Research and Practice.
The review can also be found on the NEPC website:
http://nepc.colorado.edu

Daniel S. Katz of Serin Hall University explains here why the New York Times is wrong about the value of annual standardized testing.

The editorial acknowled that there is too much testing, but failed to acknowledge that this condition is the result of federal mandates. It credits the high-stakes testing regime with higher achievement but doesn’t recognize that test scores increased faster before NCLB.

It is hard to believe that the Néw York Times editorial board is so out of touch with parents, students, teachers, and the realities of school.

This video, shown on PBS, documents a wonderful story: Two high schools in Birmingham, Alabama, collaborate to produce “To Kill a Mockingbird.” One high school is all-black, the other is all-white. We are reminded that desegregation peaked in the 1980s, according to the UCLA Civil Rights Project.

 

The video shows high school students working together to present the play. The video devotes more time to the historical setting of the book, the realities of life in Birmingham and the segregated South than to the production. This is not a disadvantage but a strength because the play and the novel are set in time. The video includes film footage of the segregated South in the 1930s (which the book portrays) and the 1950s (when the book was written and the civil rights movement was on the march). It includes film footage of civil rights protests in Birmingham, when the police loosed dogs on black demonstrators. It interviews black and white adults about life under segregation. It includes clips from the film that starred Gregory Peck and home-made films from local families. It interviews the actors who appeared in the 1962 film and the students who appear in the play today. It raises the irony of white families who trusted black servants to raise their children yet would not allow black children to attend the local schools or universities.

 

It is a must-see, partly for the ideas of the play, but mostly for its realistic portrayal of segregation then and now and for the reactions of today’s students. It is an important story about our history, our past and our present.

Yohuru Williams, a professor of history at Fairfield University, marks the 50th anniversary of the death of Malcolm X by revisiting the cultural and racial biases that robbed him of his dreams.

Williams argues that black students today are labeled and stigmatized by test scores as surely as Malcolm was labeled and disparaged because of his race.

Williams writes:

“It is the kind of racial determinism that many students of color have become accustomed to. Proponents of high stakes testing resurrect such determinism, presumably without the racial overtones, by reducing students, their hopes and dreams for the future, to test scores. Effectively, they close the door to the hope of achievement through hard work and academic engagement…..

“In shrinking students’ lives to test scores, the opportunity for them to dream and achieve beyond the arbitrary measures of intelligence offered by standardized tests will be lost. Coupled with punitive disciplinary policies, high stakes tests narrow the pathways to success for poor and minority youth even as they come neatly wrapped in the language of colorblind assessment.

“More significantly, testing will continue to feed, not eradicate the real great civil rights issue of our time; the growing school to prison pipeline, which like a malignant cancer, continues to eat away at the fabric of many inner cities by robbing students of their future…..”

“Rather than acknowledging the potential dangers posed by the adoption of high stakes assessments, testing’s proponents press forward heralding such evaluations as the best hope for a level playing field. In the same way that segregation laws limited opportunity under Jim Crow, high stakes testing has become one of the primary instruments of exclusion in support of what legal scholar Michelle Alexander has termed the New Jim Crow…..

“We are saddled with an education system that transforms believers in fairness and equality into staunch critics of a system that reduces the hopes and dreams of future generations to a score.”

I sent this to each Senate Committee member:

 

 

Dear Sen. xxxx

 
I am a TN educator and I’d like to ask that you consider some facts about public education reform in TN generally and the proliferation of charter schools in particular.

 

The testing & accountability measures in TN were written by ALEC and by for-profit entities that have an interest in privatizing public education.

 

The value-added model (TN version is TVASS), marketed as an indicator of teacher quality, is junk science according to the American Statistical Association and by a majority of independent researchers: The lit review is here:

 

http://vamboozled.com/recommended-reading/value-added-models/

 

How can an education system improve if Congress allows junk science to dictate the direction of our education system? Test scores are designed to sort & rank. Testing is not learning- it’s a tool that teachers know when & how to use. Congress doesn’t dictate to any other profession how to use the tools of their profession. Why should teaching be any different?

 

All around the country VAM & standardized test scores are being misused to close schools, disperse, destabilize poor communities, sort out high needs (e.g. expensive children in SPED or at-risk) and privatize. The Dept of Education is now promoting VAM junk-science for colleges of Education.

 

Accountability has been in short supply for TN’s charter authorizer Achievement School District (ASD) and for outside consultants sucking up our tax dollars for invalid teacher evaluations and useless standardized tests(e.g., TEAM/TAP was developed by convicted felon Michael Milken & his brother and has no valid research line to support it’s claims)

 

Here are some persistent problems with charter schools & education privatizaion that deserve greater accountability and compliance.

 

1. Increased Segregation

 

• The vast majority of high-poverty charters fail due to racial & socio-economic segregation. The high-poverty model has not met with success at a national level.

 

• The most comprehensive study of charter schools completed to date found that only 17% of charter schools outperformed comparable traditional pubic schools.83% of public schools are better than charters. New Orleans Charter Schools have the lowest ACT scores in the country.

 

• Many families now believe- as do virtually all leading colleges & universities- that racial, ethnic, & income diversity enriches classrooms.

 

• The main problem with American schools in not their teachers or their unions, but poverty & economic segregation.

 

Reference:

 

Kahlenberg (2013). From all walks of life: New hopes for school integration. American Educator. Winter 2012-2013, pp. 2 – 40.

 

2. Sanctioned Discrimination or Whose Choice?

 

• The first choice of most parents is to send their child to a high-quality neighborhood school; it is unclear how this bill supports that choice. In fact, we have seen how the rapid expansion of the charter sector has undermined neighborhood schools, drawing resources from them and at the same time expecting them to serve our most at-risk students. –

 

• Charters take public money yet have the legal status of private schools.

 

• Charter organizations have gone to court to protect themselves from educating & retaining ALL children.

 

• Charters discriminate against children with disabilities, children who do not test well, or who do not fit into inflexible discipline policies. Such children may be admitted to bolster enrollment but are expelled or counseled out after BEP funds are distributed, Public schools lose $6,000/child and face class overloads near testing time.

 

• Charters advertise ‘choice’ but overwhelmingly exclude parent voice.

 

• Parents have no legal recourse to challenge harmful charter school practices. Charters may legally ignore the key aspect of parent involvement: school level decision- making.

 

• Parents and the public are consistently misled about the community desires for a charter school. Charter waitlists cannot be confirmed and many records are slipshod.

 

• In New Orleans where all public schools have disappeared, the most difficult to teach children have been abandoned.

 

References:

Green, P. C., III, Baker, B. D., & Oluwole, J. O. (2013) Having it both ways: How charter schools try to obtain funding of public schools and the autonomy of private schools. Emory Law Journal, Vol. 63.303.

 

Parents Across America (PAA) http://parentsacrossamerica.org/parents-america-hr2218-%e2%80%9cempowering-parents-quality-charter-schools-act%e2%80%9d/#sthash.Ch0TKntq.dpuf

 

Welner, K. G. & Miron, G., (2014). Wait,wait. Don’t mislead me! Nine reasons to be skeptical about charter waitlist numbers. National Education Policy Center, University of Colorado, Boulder. http://nepc.colorado.edu/publication/charter-waitlists

 

Gabor, A. (2013) The great charter tryout. The Investigative Fund. http://www.theinvestigativefund.org/investigations/politicsandgovernment/1848/

 

What we support:

 

More community schools just like the highly successful Pond Gap in Knoxviile, TN.

 

To improve the schools we have, rather than shutting down or turning around traditional schools to make way for more charter schools.

 

All charter schools to have neighborhood boundaries and accept all children from within those boundaries whose parents choose to enroll their child at the charter school. Charter school enrollment processes should be consistent with and as simple as those of neighborhood public schools.

 

Charter schools should be held accountable for their enrollment, discipline, transfer, and other practices.

 

Charter schools and all other schools receiving public funds must be equally transparent and accountable to the public.

 

Finally, TN has a shameful 45% child poverty rate. My state has one of the highest rates of low wage & minimum wage jobs in the country. Our public schools in TN need resources- not privatization- to compensate for failed political & economic policies.

 

Thank-you for your work & consideration,

 

 

Joan Grim

Marie Corfield, education activist and blogger in Néw Jersey, has an amazing story to tell about her state.

The big surprise: Two moms sued to desegregate their local public school and won, a decade before the Supreme Court’s Brown decision of 1954.

“The state is home to many firsts. The light bulb, phonograph and motion picture projector were all invented here. The first baseball game was played here. The first Miss America pageant was held here in Atlantic City, home to the world’s longest boardwalk and Monopoly’s street names. The first Indian Reservation was founded here. The first drive-in theatre was opened here. Modern paleontology began here.”

And there’s so much more that the Garden State can be proud of. Did you know that Néw Jersey has one of the best school systems in the nation? Massachusetts, Néw Jersey, and Connecticut are our three top states, as judged by the National Assessment of Educational Progress. Strange that all three have governors who decided they know how to reform their state school systems. They should take care not to “fix” what is not broken.

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