the charm? (updated)

IBO: Schools up for closure tonight enroll very needy students

A slide from the IBO's report about schools up for closure.

For the third year in a row, the city’s data watchdog has concluded that the schools the city is trying to close serve especially needy students.

In 2010 and 2011, the Independent Budget Office put together longer reports about the city’s school closure proposals on the request of Robert Jackson, chair of the City Council’s education committee. But this year, the office, which has a special mandate to scrutinize the Department of Education’s facts and figures, compiled details about the demographics, performance, and funding of schools on the chopping block on its own. Then it released the statistics in an easy-to-read, stand-alone format.

Among the many people who are receiving the IBO’s 13-slide presentation by email today are the members of the Panel for Educational Policy, who are set to vote on the closure proposals tonight, according to spokesman Doug Turetsky.

“It’s an accessible format so people can see the stats and come to their own conclusions,” he said.

UPDATE: Department of Education officials disputed some of the data in the slides and said the budget office had not given them as much time to review the report before publication as an agreement between the two offices requires.

They urged the IBO not to release the report and then to retract it once it was published because data on at least one slide did not match information the city had provided. The budget office retracted one slide that showed change over time in the number of students with special needs at the schools.

But other slides showed that the schools up for closure enroll more than the average proportion of students who have disabilities, are overage, or are considered English language learners, confirming analyses published elsewhere.

That comparison is central to the argument made often by critics of closures that the schools were set up to fail because they enroll especially needy students. City officials counter, on the other hand, by noting that other schools serve similar student populations with better results.

The tables also confirm that many of the schools slated for closure have been enrolling increasingly high percentages of the city’s most struggling students over the last decade.

At At Grace Dodge Career and Technical Education High School and Samuel Gompers Career and Technical Education High School, 47 percent of students had posted eighth-grade reading scores in the lowest third citywide in 2003. By last year, at least 61 percent of the schools’ students fell into that category.

DOE officials argued that the comparison over time obscures the fact that because average test scores have risen in the last 10 years, the lowest-scoring students now are on average higher-performing than the lowest-scoring students in 2003.

Key findings from the IBO’s presentation:

  • On virtually every measure of performance, from test scores to attendance to graduation rates, the schools on the closure list fell short of citywide averages.
  • All of the high schools enrolled more ninth-graders who were overage for their grade than the citywide average. At two schools, Grace Dodge and Legacy School for Integrated Studies, overage students made up more than half of the freshman class last year.
  • All of the high schools enrolled more ninth-graders with special needs than the citywide average. Two schools, Gompers and Legacy, had more than twice as many ninth-graders in special education than the citywide average.
  • The high schools on the closure list spent more per student than the citywide average last year, particularly on teachers and staff. They spent less than average on equipment and supplies.
  • A smaller proportion of the schools’ funding than average came through the city’s Fair Student Funding formula, which is designed to promote funding equity. They got more in federal funds and other funds from the city.

The budget office’s full, updated presentation is below.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”