Who Is In Charge

CSAP “rights” bill meets expected fate

Impassioned testimony and pre-hearing lobbying by the sponsor didn’t dissuade the House State Affairs Committee, which on Thursday killed House Bill 12-1049, the testing opt-out bill. Four committee Democrats supported the bill, but the five Republicans voted no.

Pencil on test paperState Affairs is traditionally the “kill” committee where majority leaders send a bill they oppose, so the bill’s fate probably was preordained.

“I know why the bill was sent to State Affairs. I think we all do,” said committee member Rep. Nancy Todd, D-Aurora, who gave an emotional plea for members to at least pass the bill to the House floor. A retired teacher, Todd also complained about the culture of testing and its effects on some students. “I’ve had children throw up on their tests.”

As originally proposed by Rep. Judy Solano, D-Brighton, HB 12-1049 contained provisions forbidding schools from penalizing students for not taking statewide tests and prohibiting the Department of Education from lowering a school’s performance rating because of testing no-shows, as is done now.

Thursday, the committee approved a Solano amendment that created an explicit parent right to take kids out of state tests, now known as TCAPs. (It’s not uncommon for committees to approve amendments to doomed bills.)

Solano pitched the bill as parents’ rights measure in the spirit of U.S. Supreme Court rulings on that subject. A parade of witnesses, mostly mothers and a couple of teachers, provided emotional testimony about problems their children have suffered because they didn’t take state tests.

The lone opposition witness was Jo O’Brien, assistant education commissioner in charge of testing. The State Board of Education voted yesterday to oppose the bill, with Chair Bob Schaffer, D-4th District, the only dissenter.

Solano, a retired teacher who’s serving in her last session because of term limits, has made a legislative career of criticizing standardized testing, but she’s had little success in her crusade.

Her “big” testing bill this year – House Bill 12-1091 – would eliminate CSAP writing tests and one set of high school tests. She got a similar bill through the full House in 2010. But this year the bill has also been assigned to State Affairs.

Other dead bills

The Democratic-controlled Senate Finance Committee killed two Republican bills that proposed to change the operations of the Public Employees’ Retirement Association, the pension provider for thousands of retired and active Colorado teachers and other civil servants.

Senate Bill 12-119 would have required the PERA board to adjust benefits in order to maintain the solvency of the system. Senate Bill 12-082 proposed to rise the retirement age for future PERA members to match those of the Social Security system.

Many legislative Republicans have a variety of ideological and financial beefs with the way PERA does business, and several other GOP bills on PERA are pending. None are expected to pass.

Atmosphere sunnier – if long-winded – in Senate Ed

The Senate Education Committee spent three hours Thursday afternoon on four bills, passing three of them on 7-0 votes.

The most interesting is Senate Bill 12-045, the “reverse transfer” bill. The measure would allow students who’ve earned community college credits (but not enough to earn an associate’s degree) and four-year college credits (but not enough to earn a bachelor’s degree) to retroactively combine those credits to qualify for an associate’s.

The bill is touted as a way to increase the number of Coloradans with post-secondary degrees. An extensive amendment approved by the committee Thursday made key changes in the bill. The new version would require students to initiate the process of combining credits. The original proposal required colleges to do the work, a system opposed by some institutions. The amended bill also allows individuals colleges to develop partnerships to achieve the same goal. (Metro State has been working on its own program with community colleges.)

The committee also approved Senate Bill 12-067, which requires all charter school boards to be incorporated as non-profits. The intent of the bill is to prevent for-profit charter school operators from contracting directly with school districts, or from setting up “captive” boards. Under the bill charters would have to be stand-alone non-profits to enter into charters with districts. Charter boards could contract with for-profits to run schools.

The wouldn’t change any existing charters in the state, and districts could continue to contract with for-profit operators to run what are called contract schools.

The bill comes out of recommendations by a study committee that recommended improvements in how charters operate and how districts authorize charters. Both the Colorado League of Charter Schools and the Colorado Association of School Boards support the bill.

Sen. Keith King, R-Colorado Springs
Sen. Keith King, R-Colorado Springs / File photo
The committee discussed, but didn’t vote on, Senate Bill 12-106, which proposes to allow accredited early colleges to grant associate’s degrees and would add early colleges to the list of institutions that have a guaranteed transfer of core course credits to community and four-year colleges.

Colorado has only five early college programs, which are kind of a hybrid high school and community college. Bill sponsor Sen. Keith King, R-Colorado Springs, is the administrator of Colorado Springs Early Colleges, a charter school overseen by the state Charter School Institute. King, who’s not running for reelection this year, is a tireless evangelist for the concept and says he wants to replicate it in Douglas County and Fort Collins.

He spoke passionately Thursday about his proposals, and lined up students from his school to testify in favor.

Geri Anderson, an executive of the community college system, praised King’s long record of work and commitment to students, but she opposed the bill. Matt Gianneschi, deputy director of the Department of Higher Education, said his agency has no position on the bill but noted that early colleges would have to undergo a long and expensive outside accreditation process in order to offer associate’s degrees.

The committee also spent more than an hour wandering in the semantic weeds of Senate Bill 12-036, a relatively minor measure that would beef up state law requiring parent consent for students to take certain kinds of surveys. The committee approved an amendment the clarify that parent consent isn’t required for taking academic tests.

For the record

The House gave unanimous final approval to House Bill 12-1201, which provides a midyear increase in school funding, and House Bill 12-1090, which requires that the Oct. 1 student enrollment count be moved if it conflicts with a religious holiday.

public comment

Chicago sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C. Sullivan High School

Asked and answered

Why Rahm Emanuel and his schools chief believe an elite curriculum can resuscitate neighborhood schools

PHOTO: Steve Hendershot/Chalkbeat
Mayor Rahm Emanuel at Fiske Elementary in Woodlawn

Chicago is doubling down on a big bet that the International Baccalaureate program can be boon to its struggling neighborhood schools. We asked Mayor Rahm Emanuel and schools chief Janice Jackson to explain their calculus in a recent joint interview. Here’s what they told Chalkbeat contributor Steve Hendershot. 

This interview has been lightly edited for clarity and length. 

Chalkbeat: Why does it make sense to you to expand IB’s presence in Chicago?   

Janice Jackson: We’ve made investments in IB schools for a number of reasons: first, believing that schools need high-quality academic programs and a curriculum aligned to that, in order to really raise the bar for students and make sure that they are being presented with grade-level appropriate materials.

But in the case of IB, it’s rigorous and grade-level appropriate, but also takes a global look, which we think is one of the things that students should be focused on.

When we look at our metrics, we’ve already seen a dramatic improvement in schools that have a wall-to-wall IB program [offering only IB and not other curriculum], and we’ve seen that outlined in a few different ways at the high school level. It has resulted in higher graduation rates at some of our neighborhood schools that have adopted wall-to-wall programs.

And more important, at the elementary level, we’ve seen an improvement in standardized test scores for students that have access to a full IB program. So there’s demonstrated success that we can point to.

But the thing that I personally appreciate as an educator is the training that comes along with that. The teachers become a part of a network of highly accomplished teachers and they receive this training that is world-class. And then our students right here in Chicago and our neighborhoods get the benefit of that.

Rahm Emanuel: There’s two things I would say. One, for the parent’s side, what we’re trying to do is create what I call IB neighborhoods. So if you want to go to the Lincoln Park neighborhood or the Back of the Yards neighborhood, you can now go there and have your children in an IB literally from first grade to 12th grade, and there’s a continuum, there are feeder schools. Rather than parents moving out to the suburbs, they have one of the most sought-after academic programs. We have more people trying to apply, both principals and parents, to get the IB.

Second, I want to echo something Janice said and then underline it — the teachers love it because it frees them up to be the educators that they chose to be. The students get a rigorous education and the teachers get liberated to be educators. So that’s why I think it works.

Chalkbeat: That’s something I heard from IB’s parent organization as well — freedom from teaching to the test.

Emanuel: Listen, there’s a number of teachers I talk to regularly, and they’ll tell you that the moment their school went IB, the creative juices, the creativity, the collective energy that happened. It’s not an accident. Parents are flocking to it, parents are seeking it and principals get it because it sparks something. And then obviously our students are the beneficiaries of that.

The University of Chicago study from 2012 indicated that IB’s great postsecondary outcomes don’t depend on whether students actually earn the IB Diploma. Still, Chicago lags there — in the year of the study only 20 percent of CPS students earned the IB Diploma compared with 70 percent nationwide. Is that a number you’re focused on improving?

Jackson: Definitely the IB Diploma is the North Star. But if we could just take a step back, the plan that the mayor announced a couple of weeks ago around creating these IB programs which includes feeder schools that would feed into our high school programs is our effort to better prepare kids for the rigor of the IB program at the high school level.

So in many of our schools, when we launched, we started with the Middle Years Program, but now more and more we’re seeing the need to start at the primary level. So we’re looking to expose students a lot earlier, believing that that will make the IB diploma program more accessible to them.

Emanuel: I know a family with twins where one child got accepted to one of the top selective-enrollment schools in the city and the other one did not, but got accepted to the IB. They’ve now graduated. And first, the IB was more rigorous than the selective-enrollment academically. And second, both twins went to the University of Wisconsin and in their freshman year, the IB child was cruising.

I don’t want to over-color this because they’re both succeeding, but the adjustment to college was harder for the child who came out of one of the top selective-enrollment schools. That only underscores what the original U of C study in 2012 told us.

I want to underscore one other piece of data. When we started this, the goal was to make the International Baccalaureate not a backup to the selective enrollment, but a competitive, qualitative choice. In the district’s GoCPS enrollment portal, almost a quarter of the kids that got into our best selective-enrollment schools — 23 percent pick IB or artistic schools.

It’s becoming a true qualitative choice and competitor to the selective-enrollment schools. I think that’s good for the city. It’s good for parents, it’s good for the students and it picks up everybody else’s game.

Jackson: Let me add one thing from the teacher’s perspective. As we traveled throughout the city to host roundtables with teachers, [we heard that] teachers don’t want to spend a bunch of time developing curriculum, spending their whole weekend pulling out assessments and lessons for the students.

With the IB program, a lot of that work has been done for them. It’s research-based and it has a history of success, so it gives them more time to spend assessing their kids, working directly with them and allowing for that freedom and creativity, and we know all kids thrive in that type of an environment.

Chalkbeat: Do you think IB’s teacher training and framework pay dividends beyond the IB classes themselves? I’ve heard the idea that there’s a noticeable effect schoolwide.

Jackson: Yeah, it is definitely one of the outcomes. Because if you start with the Middle Years Program, if the teacher is implementing it with fidelity, they’re going to start to push on those intermediate grades and those primary grades to make sure that the students are prepared. And so it’s one of those cases where we raise the bar and students rise to the occasion, and it starts to really push throughout the building.

The other piece that I would say you really see in a lot of our schools with IB programs is that [students] are focused on global thinking. That’s something that all of us want our children to be thinking about, but quite frankly, it’s not happening in every single school. In our IB schools, the kids talk about not only their coursework and the content, but they talk about their place in the world, which I think is one of the unique features of the IB curriculum.

Chalkbeat: This is an interesting moment for IB within CPS because just as you’ve introduced the idea that a child can study IB from pre-K through the Diploma Program, the mayor — an IB champion — announces he’s leaving office. How can a parent because sure that IB will still be available 10 years down the road when their child is ready for the Diploma Program?

Emanuel: Two things. One, parents want it. Principals, teachers want it. We have basically 10 to 11 percent of the kids in CPS in IB. That’s a built-in constituency. Look, somebody else will have their own interests, et cetera, but I don’t believe they’re going to walk back from this because you have a built-in constituency of principals, teachers and parents who want this.

You’re going to have a fight on your hands. There’s plenty of fights to go around when you’re mayor, and you’ve got to pick the ones you want. This is not one I would recommend because I know the parents that are invested in this — and the teachers and the principals. There’d be holy hell to pay if you try to mess with it. Yeah. That’s the cleanest way I could say. And I think I know something about politics.

Jackson: I wholeheartedly agree with and support this approach. As long as I’m there, I’m going to continue to push for expansion and make sure this vision around these IB cluster neighborhoods comes to fruition.

I really do think if you look at the maps that we put out a couple of weeks ago and where we have added programs under Mayor Emanuel’s tenure, you can really see not only the expansion of programs, but really equity in distribution. We have prioritized some of our neighborhoods that needed this programmatic investment and the schools are better off as a result of this.