school segregation

University of Memphis runs the most segregated elementary school in the city. Will its middle school be more diverse?

PHOTO: Stan Carroll/The Commercial Appeal
In this 2016 photo, students play tubanos during music class at the University of Memphis Campus School. The university wants to add a middle school.

The University of Memphis is proposing to operate a middle school along with its existing elementary school while boosting student diversity in its programs.

The university’s elementary, Campus School, has the highest percentage of white students in the city, at 66 percent in 2017, and the lowest percentage of students living in poverty, 8 percent the same year. By comparison, about 8 percent of students in Shelby County Schools are white, and 59 percent live in poverty.

That especially matters in Memphis, where schools are more segregated than they were in 1971, when a judge used the racial makeup of schools to order desegregation. A growing body of research shows that segregated schools especially disadvantage students of color.

Remy Debes, a member of the middle school’s steering committee and a philosophy professor, presented the university’s plans for a new middle school to Shelby County Schools board members on Tuesday.

“My wife is Indian and we have biracial children and we have lots of concerns about the diversity inside Campus School. It’s not that it’s horrendous, but it’s not representative of Memphis,” Debes said. “So, the goal here has been from the get-go: How do we create a school that looks more like Memphis?”

PHOTO: Caroline Bauman
The University of Memphis campus.

But the university’s strategies to diversify its proposed middle school have not been tried at the elementary school, prompting questions from some school board members, who have the final say if the Shelby County Schools will contract with the university.

“I understand what your intent is behind the model, but it’s hard for me to understand that if that’s not currently reflected in how Campus School is,” said board chair Shante Avant. “It’d be interesting for me to learn from your committee what your plan is for that. Because if you don’t currently have a student body that is reflective of what you’re saying you want the school to be, how would you get there?”

“Campus Elementary was much more diverse when I was there in the 70s and 80s than it is now,” added school board member Michelle Robinson McKissack. “Be intentional. At that time, that first wave post-integration, they were intentionally trying to make sure they would do that.”

The university announced in March it would explore opening a middle school to build off the successes of Campus School, which often ranks among Memphis’ highest-performing on state tests. The school would be housed in the former St. Anne Catholic School near Highland Street and Spottswood Avenue.

So far, the university plans for a third of students to be children of faculty and staff, a third would come from the neighborhoods in a two-mile radius from the East Memphis school, and a third come be from the rest of the county.

The proposed middle school would give priority to students living in a two-mile radius of the campus and use the university’s existing bus service shown by the blue line. Source: University of Memphis

Until recently, Campus School was the only school with a contract in Shelby County Compared to charter schools, contract schools have more say in how they choose students. That allows University of Memphis to give priority to children of faculty and staff. But federal law prohibits explicit race quotas for student enrollment.


Related: Memphis’ only program for adults to get high school diploma gets lifeline from district leaders


Still, other schools, like the recently opened charter school Crosstown High, have attracted applicants who vary in academic standing, race, and class through community outreach campaigns.

Although Campus School is also open to university service staff who don’t make as much money as faculty, Debes said there’s room to grow in advertising the opportunity to them.

“And that’s one of the things we will work to try to disseminate information about the school — not just to the community and the county but the university faculty and staff,” he said.

“I hope that you will be very targeted in making those families aware that this is out there as an option for them,” McKissack said.

To attend the proposed middle school, students would have to meet three requirements:

  • Satisfactory behavior
  • Fewer than 15 unexcused absences, tardies, or early dismissals
  • On or above grade level scores on the state’s TNReady test or MAPS, a national test on student growth.

Some school board members took issue with some of the admission requirements, saying they are too narrow to attract the diverse student body they are seeking. Debes said that’s why the school would accept teacher recommendations to explain why a student doesn’t meet one of the requirements.

“We recognize that there are lots of brilliant children out there who are looking like they’re falling below grade level precisely because their learning styles are different,” he said. “We have to make sure the parents and families understand that just because you don’t meet those three criteria on official record, doesn’t mean there’s not a chance for your kid to get into that school.”

“I don’t know if a teacher is going to give a letter for a child who has (a poor grade) in conduct,” said board member Stephanie Love.

Debes said the university would look to Shelby County Schools for advice on reaching out to families in the area. But he also doesn’t want nearby schools — such as the sought-after Maxine Smith STEAM Academy — to think the university is poaching their smartest students.

Other details about the makeup of the school include a “project-based learning” curriculum focused on science, technology, engineering, and math where students take fewer tests and do more group work based on solving real-world problems. Funding for the school would be based on Shelby County Schools’ “student-based budgeting” model that is based on student need rather than a fixed amount for every student.

A contract is expected to be discussed during the board’s Nov. 27 work session, with a vote scheduled for Dec. 4.

snow fallout

From stalled buses to canceled programs, New York City schools are bearing brunt of snow storm

PHOTO: Guillermo Murcia / Getty Images
A school bus on Dekalb avenue in Fort Greene Brooklyn during a snow storm.

Parents, students, and teachers are dealing with the fallout of Thursday’s snowstorm, which stranded yellow buses for hours, created brutal commutes, and forced teachers to stay late for parent conferences.

Just before 9 a.m. Friday, schools Chancellor Richard Carranza announced all after-school programs would be cancelled, sending families scrambling to make arrangements. And perhaps anticipating yet another wave of yellow-bus related problems, all field trips involving buses were also cancelled.

Some parents and educators took to social media to vent about the city’s response.

Emergency responders were dispatched to free five children with special needs who had been trapped on a school bus for 10 hours, according to City Councilman Ben Kallos. Traveling from Manhattan to the Bronx, students didn’t make it home until “well after midnight,” Kallos said in a statement. The councilman has sponsored legislation to require GPS tracking on yellow buses after the school year began with horror stories about long, circuitous routes. Many riders are children with special needs who travel to programs outside their neighborhoods.

The education department did not immediately respond to questions about the timing of their decision to cancel after-school programs.

Mayor Bill de Blasio said the city would conduct a”full operational review of what happened,” referring to the city’s response to the storm. “We have to figure out how to make adjustments when we have only a few hours but this was—I hate to use this hackneyed phrase—but this was kind of a perfect storm: late information, right up on rush hour, and then a particularly fast, heavy kind of snow.”

The politics of snow-related closures are challenging, forcing city leaders to balance concerns about safety with the needs of working families, who may struggle to make arrangements for emergency childcare.

Snow-day related cancellations have bedeviled previous chancellors; in one famous incident, former Chancellor Carmen Fariña and de Blasio kept schools open despite a forecast of 10 inches of snow. The next day, Fariña proclaimed it was “a beautiful day.”

Still, the de Blasio administration is much more likely to cancel school in response to snow than his predecessor, Michael Bloomberg.

Christina Veiga contributed.

 

Mapping a Turnaround

This is what the State Board of Education hopes to order Adams 14 to do

PHOTO: Hyoung Chang/The Denver Post
Javier Abrego, superintendent of Adams 14 School District on April 17, 2018.

In Colorado’s first-ever attempt to give away management of a school district, state officials Thursday provided a preview of what the final order requiring Adams 14 to give up district management could include.

The State Board of Education is expected to approve its final directives to the district later this month.

Thursday, after expressing a lack of trust in district officials who pleaded their case, the state board asked the Attorney General’s office for advice and help in drafting a final order detailing how the district is to cede authority, and in what areas.

Colorado has never ordered an external organization to take over full management of an entire district.

Among details discussed Thursday, Adams 14 will be required to hire an external manager for at least four years. The district will have 90 days to finalize a contract with an external manager. If it doesn’t, or if the contract doesn’t meet the state’s guidelines, the state may pull the district’s accreditation, which would trigger dissolution of Adams 14.

State board chair Angelika Schroeder said no one wants to have to resort to that measure.

But districts should know, the state board does have “a few more tools in our toolbox,” she said.

In addition, if they get legal clearance, state board members would like to explicitly require the district:

  • To give up hiring and firing authority, at least for at-will employees who are administrators, but not teachers, to the external manager.
    When State Board member Steve Durham questioned the Adams 14 school board President Connie Quintana about this point on Wednesday, she made it clear she was not interested in giving up this authority.
  • To give up instructional, curricular, and teacher training decisions to the external manager.
  • To allow the new external manager to decide if there is value in continuing the existing work with nonprofit Beyond Textbooks.
    District officials have proposed they continue this work and are expanding Beyond Textbooks resources to more schools this year. The state review panel also suggested keeping the Beyond Textbooks partnership, mostly to give teachers continuity instead of switching strategies again.
  • To require Adams 14 to seek an outside manager that uses research-based strategies and has experience working in that role and with similar students.
  • To task the external manager with helping the district improve community engagement.
  • To be more open about their progress.
    The state board wants to be able to keep track of how things are going. State board member Rebecca McClellan said she would like the state board and the department’s progress monitor to be able to do unannounced site visits. Board member Jane Goff asked for brief weekly reports.
  • To allow the external manager to decide if the high school requires additional management or other support.
  • To allow state education officials, and/or the state board, to review the final contract between the district and its selected manager, to review for compliance with the final order.

Facing the potential for losing near total control over his district, Superintendent Javier Abrego Thursday afternoon thanked the state board for “honoring our request.”

The district had accepted the recommendation of external management and brought forward its own proposal — but with the district retaining more authority.

Asked about the ways in which the state board went above and beyond the district’s proposal, such as giving the outside manager the authority to hire and fire administrative staff, Abrego did not seem concerned.

“That has not been determined yet,” he said. “That will all be negotiated.”

The state board asked that the final order include clear instructions about next steps if the district failed to comply with the state’s order.