Big questions

Brooklyn parent council dives into debate on how to integrate middle schools

PHOTO: Christina Veiga
The District 15 Community Education Council on Tuesday debated a plan to integrate middle schools.

In December, City Councilman Brad Lander announced a proposal to reserve a percentage of seats in all District 15 middle schools specifically for low-income students.

Now comes the hard part: hashing out the details of what could ultimately become one of the city’s first district-wide school integration plans.

Lander has asked the district’s Community Education Council, made up of local parents, to cast a vote in support of his idea. But District 15 CEC members made it clear at a meeting on Tuesday that many concerns will have to be addressed before any plan moves forward.

Among the questions raised: What percentage of seats should be reserved for low-income students? Should there also be a ceiling on the percentage of poor students schools can serve? Could transportation be provided to make it easier on families to travel beyond their neighborhood schools?

Ultimately, those details could be the easiest to agree on. Larger questions — such as how to measure whether the initiative is a success and what diversity plans mean for the schools’ screening policies — could prove even more controversial.

“You can make the change and I’m just wondering, then what?” asked CEC member Marci Aronovitz, who nonetheless called the proposal “reasonable.”

District 15 middle schools are well poised for integration, with a student body that is roughly half black or Hispanic, 16 percent Asian and almost 30 percent white. The district’s choice policy, which allows students to apply to any middle school they choose, also increases the opportunity for students to leave their own neighborhoods.

Yet schools in the area are deeply stratified by race and class, with white students mainly attending the district’s three most selective schools — M.S. 51, M.S. 447 and New Voices School of Academic and Creative Arts — and poor students concentrated in others.

The city Department of Education has already allowed 19 schools in Brooklyn and Manhattan to implement “set-asides” for low-income students under its Diversity in Admissions program, which was opened to all city schools last spring.

Even with a suggested 40 percent set-aside, the impact in District 15 is likely to be modest. According to projections shared by Councilman Lander’s office, about 230 more poor students would be enrolled in the district’s three wealthiest schools — M.S. 51, M.S. 447 and M.S. 839. Two of those schools — M.S. 447 and M.S. 839 — have already joined the city’s Diversity in Admissions program and will implement set-asides in the next school year.

Council members agreed that outreach will be crucial if the plan is to work. Without a diverse set of student applicants, the set-asides might not matter.

“How can we really make sure that we can get the word out to the parents?” asked CEC president Naila Rosario.

Superintendent Anita Skop, who recently launched a committee to discuss diversity issues district-wide, said it will also be important to focus on what happens inside schools. To ensure not just numerical diversity but also a culture of inclusion, Skop said she is taking a hard look at issues such as curriculum used in the classroom.

“How do we teach history? Whose story gets told?” she asked. “The way we teach history has to be more inclusive, more diverse. That’s something I, as a superintendent, can encourage.”

Community voices

Memphians weigh in on Hopson’s investment plan for struggling schools

PHOTO: Marta W. Aldrich
Superintendent Dorsey Hopson speaks Monday night to about 175 educators, parents and students gathered to learn about Shelby County Schools' plan to make new investments in struggling schools

After years of closing struggling schools, Shelby County Schools is changing course and preparing to make investments in them, beginning with 19 schools that are challenged by academics, enrollment, aging buildings and intergenerational poverty.

This May, 11 of those schools will receive “treatment plans” tailored to their needs and based on learnings from the Innovation Zone, the district’s 5-year-old school turnaround initiative. The other eight schools already are part of a plan announced last fall to consolidate them into three new buildings.

Superintendent Dorsey Hopson and Chief of Schools Sharon Griffin talked up the new dynamic Monday night during a community meeting attended by about 175 educators, parents and students. In his proposed budget for next school year, Hopson has set aside $5.9 million to pay for supports for the 11 schools dubbed “critical focus” schools. 


Here’s the framework for the changes and which schools will be impacted.


Monday’s gathering was first in which Memphians got to publicly weigh in on the district’s new game plan. Here’s what several stakeholders had to say:

Quinterious Martin

Quinterious Martin, 10th-grader at Westwood High School:

“It really helped me to hear that the label of ‘critical’ is going to help us out, not pull us down. I was worried when I first heard our school would be on the list of critical schools, but I get it now. The point is to help the schools out, not make them feel worse. To me, one thing Westwood really needs is more classes to get us ready for our future careers, like welding or mechanics. My commitment tonight was to always improve in what I do.”

Deborah Calvin, a teacher at Springdale Elementary School:

“I enjoyed the presentation tonight. I think it’s so important to know everyone is on the same page. The plan will only be successful if everyone in the community is aware of what the goals are. I think they made it really clear tonight that just more money doesn’t help turn a school. It takes a lot of community support. We really need more parent involvement at Springdale. Children need support when they go home. They need someone to sit down with them and work through homework or read.”

Catherine Starks, parent at Trezevant High School:

“Honestly, I think this is just going through the motions and something to keep parents quiet. Some schools may be getting the supports they need, but not all of them are. Trezevant is one that is not. … We need good leadership and we need someone to be advocates for our kids. I want to see the kids at our school get the support they need from the principal, the guidance counselor, the superintendent. Trezevant has had negative everything, but now we need some positive attention. And we really need the community to step up.”

Neshellda Johnson and daughter Rhyan

Neshellda Johnson, fourth-grade teacher at Hawkins Mill Elementary School:

“Hawkins Mill has been in the bottom 5 percent for awhile and has been targeted (for takeover) by the state for about four consecutive years. …  It’s refreshing to see that, instead of putting us on the chopping block, the district is looking to actually invest in us and give us the tools we need so we can continue to have growth. … I’m looking to the district for academic supports with regards to reading, more teachers assistants, more time for teaching and less time for testing, and more after-school and summer enrichment programs. And in addition to supports for our students, I’m hopeful there will be supports offered for our parents. We have a need for mental health and counseling services in our area.”

You can view the district’s full presentation from Monday night below:

Vision quest

Colorado lawmakers want to reimagine the state’s schools. Here’s how.

PHOTO: Nicholas Garcia
Students at Merino Elementary School work during class.

What should Colorado schools look like in 2030, and how should the state pay for them?

Those are two big questions a bipartisan coalition of state lawmakers hope to answer in the next several years.

State Reps. Millie Hamner and Bob Rankin, as well as eight lawmakers with deep experience shaping education policy, are asking their colleagues this spring to approve a bill that would create a legislative process for rethinking the state’s entire public education system.

“Right now, there’s dissatisfaction with our system,” said Rankin, a Carbondale Republican and member of the state’s budget committee. “We’re sort of average. We’re average in the U.S. We’re average in the world. That’s not good enough for Colorado.”

The bill’s sponsors have two outcomes in mind: Create a vision for improving and modernizing Colorado schools and change the way the state pays for them. The plan, they think, could create enough support to convince voters to send more money to schools as needed.

“We realize it’s time to have a conversation with the state of Colorado around what is it that they want for their kids, how can we achieve that and how can we fund it,” said Hamner, a Frisco Democrat and vice-chair of the state’s budget committee, noting two recent failed attempts at the ballot to raise statewide taxes for schools.

The discussion over the future of Colorado’s schools comes as states are being handed more control over education policy. The nation’s new education law, the Every Student Succeeds Act, has fewer requirements than previous iterations of the federal law.

And soon, Colorado will no longer be bound by agreements it made with the Obama administration. The state may re-evaluate and perhaps repeal some of the policies it enacted during the last decade in an effort to win federal money.

“We’ve all been working hard, but I’m not convinced we’ve been working toward the same direction — the right direction,” Hamner said.

House Bill 1287 would create a series of committees to craft a vision and strategic plan for the state’s schools.

Already, it is being met with caution by some district-level school board members who hold dear their constitutionally protected local control.

“I can see the noble desire to invest in a vision and strategic plan. But many school districts have already done this locally,” said Doug Lidiak, a member of the Greeley school board. “I worry the outcome is more education bills coming from our state legislature.”

The idea faces other challenges: educators who feel taxed by a slew of mandates and are wary of change; school leaders already dealing with with tightening school budgets; and growing inequalities between schools on the Front Range and in the more rural parts of the state.

“Whatever comes out of this process needs to take into consideration the various differences of districts in size and geography,” said Kerrie Dallman, president of the Colorado Education Association, the state’s largest teachers union.

Some education lobbyists at the Capitol have also voiced concern that the process laid out in the bill is too bureaucratic and could take too long to address urgent needs.

The bill would create a series of committees.

The first legislative steering committee would be made up of a dozen state lawmakers, including the chairs of the House and Senate education committees and two members of the Joint Budget Committee.

A second executive advisory board would be made up of the state education commissioner, two members of the State Board of Education, representatives from the early childhood leadership commission and higher education department. The governor would also have a representative on the advisory board.

The third committee would be made up of teachers, parents, school board members, education policy advocates, representatives of the business community and others. These individuals would be appointed by the legislative steering committee.

The work would be done in four stages.

In the first phase, the committees would take stock of Colorado’s current education landscape and create a process to solicit input on what the state’s schools should look like. The second phase would collect that input. The vision and plan would be drafted in the third phase. And lawmakers would consider any legislation necessary to make the vision and plan a reality in the fourth phase.

The bill also requires the committees to meet periodically after the vision and plan are adopted to monitor how the plan is being carried out across the state.

Rankin, the House Republican, said Colorado’s education system could benefit from short-term fixes, but that it was important to take the long view, too.

“If you fight a lot of tactical battles, it ought to fit into your overall strategy,” he said. “We’re trying to build something the public can buy in to.”