Who Is In Charge

Budget passes Senate, goes back to JBC

Senators from both parties verbally patted each other on the back Thursday before passing House Bill 12-1335, the 2012-13 state budget, by an historic 30-5 margin. The House last week approved the budget 64-1. All the no votes were Republicans.

Legislature 2012 logoOf course, the two versions of the bill aren’t identical, so the Joint Budget Committee, acting as a conference committee, will have to come up with a final version to be ratified by both houses. One item that will have to be ironed out is a Senate amendment that took about $6 million intended to be used for state test development and allocated it to economic development efforts. It’s expected the testing money will be restored.

The budget contains relatively good news for education, including a cut of only about $7 million to the state’s higher education system.

While the budget bill sets base funding for school districts, the hold-the-line K-12 funding proposed for 2012-13 also requires passage of the school finance act, House Bill 12-1345. That measure is on ice in the House while lawmakers try to work out differences over the funding of yet another measure, House Bill 12-1238, the controversial early childhood literacy proposal (see this story for background).

The JBC goes to work on budget reconciliation next week, and the literacy bill has a committee hearing scheduled next Wednesday.

Testing bill introduced

Updated April 20 – Senate Bill 12-172, introduced in the legislature this week, would require the State Board of Education to join one of two multistate testing consortia as a governing member, effectively casting Colorado’s lot with one of the projects.

The bill would commit Colorado to use multistate tests for language arts and math instead of the developing its own tests, which is what the State Board of Education has wanted to do, at least up to now.

Colorado is participating in both the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers, but it isn’t a governing member of either. States that join a group’s governing board have a greater say in test development – but they also commit to use that group’s tests. Both are expected to be available in 2015.

The bill doesn’t specify a consortium, nor does it set a deadline for the SBE to decide. The measure’s prime sponsors are Sens. Mike Johnston, D-Denver, and Nancy Spence, R-Centennial. Johnston said Friday that pretty much everyone involve in the discussion favors the PARCC group but that the bill doesn’t mention it because of the standard practice of not naming specific organizations such as vendors in bills. The measure doesn’t yet have a House sponsor.

Senate Ed approves Colorado Mesa upgrade

The Senate Education Committee Thursday gave 7-0 approval to House Bill 12-1324, the measure that would change Colorado Mesa University from a “moderately selective” institution to a “selective” one.

The change means that applicants would need an index score of 92 for automatic admission to Colorado Mesa, rather than the current 85. Index scores are a combination of ACT test scores, grade point average and class rank that state colleges use to determine admission eligibility. Colleges also are allowed to admit some students with lower index scores, a process known as “the window.”

Sen. Evie Hudak, D-Westminster, questioned whether the bill would mean a change in Colorado Mesa’s mission of serving a broad spectrum of Western Slope students. (The institution was changed to university status only last year.)

President Tim Foster said that wasn’t the case and that the change would reflect the university’s changing student body. He said 99 percent of entering students now are above the 85 index level. Raising admissions standards would allow Colorado Mesa to admit students with lower index scores as provisional students. That in turn would allow the school to control course loads and course registration for those students and give them a better chance of success, Foster said.

Colorado Mesa also operates a community college program.

Use the Education Bill Tracker for links to bill texts and status information.

newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

Who Is In Charge

Indianapolis Public Schools board gives superintendent Ferebee raise, bonus

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Indianapolis Public Schools Superintendent Lewis Ferebee is getting a $4,701 raise and a bonus of $28,000.

The board voted unanimously to approve both. The raise is a 2.24 percent salary increase. It is retroactive to July 1, 2017. Ferebee’s total pay this year, including the bonus, retirement contributions and a stipend for a car, will be $286,769. Even though the bonus was paid this year, it is based on his performance last school year.

The board approved a new contract Tuesday that includes a raise for teachers.

The bonus is 80 percent of the total — $35,000 — he could have received under his contract. It is based on goals agreed to by the superintendent and the board.

These are performance criteria used to determine the superintendent’s bonus are below: