Posts Tagged ‘at-risk’

What It Takes

Wednesday, November 25th, 2009

With hoopla about grants for Race To the Top, in an effort to turn around high schools in dire need of help; gung-ho proposals about grants for elementary schools; and constant brouhaha over teacher’s union opposition to change, it’s just plain great to see an article about a school that has actually succeeded.

Not only succeeded, it’s in a low-income pocket of my neighborhood on the San Francisco peninsula, known for high-flying salaries and mega-homes and students who expect to go to Stanford, UC Berkeley, or an Ivy League university.  Leroy Anderson Elementary reached the goal of every elementary school with “at risk” students-an Academic Performance Index (API) 800+.

Reading the article “Learning to Teach to Bridge the Achievement Gap” by Phil Yost, New York Times, November 20, 2009, the qualities of a successful school filled the page.  The article covered highly-qualified teachers willing to pursue the achievement goal, dedicated administrators, curriculum changes shown to improve the capabilities of low-performing students, known successful teaching techniques, regular consistent assessment and analysis, and parent inclusion.

Why can’t all elementary schools with low test scores do what Anderson Elementary did, even in California, the land of no money for schools?

Certain requirements are only inferred in Yost’s article which must be present or developed in the effort to close the achievement gap in a school.

First and foremost, a cadre of teachers, who know the goal and stand by it, must agree to stay at the school.  They understand the difficulties to overcome and will not back away or obstruct.  The teachers are expected to be leaders, listened to by the administrators and asked to research and help organize the curriculum changes that will be needed.

Second, the school needs administrators who are determined to see the change through.  They must be partners with the teaching staff in developing and/or preparing for the reading/language arts and math models.  They must not give up when students don’t improve right away.  They must hold off district personnel who want to try the next big thing.  They must be relentless in the consistency of the program, but watch constantly to improve what isn’t effective.

Third, in spite of what one reads about improvement possible even when the funding picture is bleak, it helps to have a district office on the side of the school.  To turn around a school, it’s good to be a small school in a small district, easier for district personnel to keep in mind the issues the school faces.  (Moreland School District has 5 elementary schools and 1 middle school with about 4000 students total.)

When parents at the school need a program, as at Anderson, to learn English and parenting skills to support their children, the district must have helped find the money.  When teachers say they will tutor students after school, the district will find the money.  When the school principal wants professional development time set aside to analyze test data that drives the curriculum, the district doesn’t put her off, but finds the money.

Finally, when Charles Weis, Santa Clara County Superintendent of Schools (where Anderson Elementary is found), makes general statements about knowing which schools need help and how to help them, it’s not good enough.  If he’s on the side of school reform in low-performing, “at risk” schools, is he working with the district superintendents, the teacher’s unions, and school boards to set a time table for change and not back down?

Jonathan Alter in “Teddy’s Rightful Heir” Newsweek, November 9, 2009, suggests that is happening at the federal Department of Education.  “He (President Obama) and Arne Duncan are showing some Chicago muscle….”

Do what it takes.

Buddy, Can You Spare a Dime?

Wednesday, September 16th, 2009

With each article about prisons, I think of “at risk” school kids who could benefit from the millions of dollars spent on building and staffing one more prison facility because California, like many states, has a crazy quilt of laws about prison sentences.

“California Passes Bill Addressing Prisons,” by Solomon Moore, The New York Times, September 13, 2009, is another in the unending line of commentary on the cost of  felonies and misdemeanors, building another prison, overcrowded prison facilities, and court mandates to reduce prison populations.

Make no mistake.  Major criminals should be incarcerated, though FBI statistics in “Violent crime falls sharply…” by Devlin Barrett, Associated Press, San Francisco Chronicle, September 15, 2009, show that killings, for example, decreased 3.9% in 2008.  Still, the laws that send men and women to jail for petty theft or small drug sales, as if they had robbed the federal gold depository or had lorded over a multi-state drug cartel, need reform.

Know why?

CA spends $6000 a year for each of these public school students

CA spends $6000 a year for each of these public school students

Students “at risk” need every dime of help they can get.  And they need every adult who can be rehabilitated to support their children.  In California $7000 a year (in 2009 down to $6000) is allocated per student attending public schools.  At the same time, an average of $49,000 per year is spent for each prison inmate (current prison population-167,000).  However, the bill just signed by Arnold Schwarzenegger will release 16,000 inmates without violent records or serious offenses through changes in parole regulations and early-release rules.

Sound better?  Let’s see…

Studies (see post 6/30) have shown that for an “at risk” student to succeed, attendance is important, adequate safe facilities are necessary, highly-qualified teachers must be hired, adequate books and other resources are required, assessment and time/money for analysis of student academic needs is mandated, tutoring and before or after school programs should be provided, and parent commitment to encourage the student’s achievement must be supported.  Not counting the funds for a district to oversee each school’s budget in order to get every bit of use from each thin dime.  All that for $7000, now $6000 after the recent budget cuts, a year per child in California.

Now for each person spending the year in prison, food must be provided; health care, a safe facility, rehabilitation services should be allocated; and prison guards and administrators must be paid to run the facility. Done at $49,000 a year per inmate.

Rarely is a word printed about any funded services to guide inmates ready to be released into programs that will help them return to their family responsibilities.  In fact, the local public school is held responsible for guiding parents: providing counseling, direction to family health services, and parent education so they can support their children’s academic success.  Again, unless the school receives a grant or qualifies for Title I monies, all those services are included in the $7000, now $6000, per child per year.

Rethink priorities.

Along with the entire financial mess that California has brought upon itself, how different groups in this state are supported financially must be carefully reviewed.

In the article “California’s costly budget decisions,” by Larry N. Gerston, San Francisco Chronicle, September 14, 2009, we are reminded that budget-cutting at the expense of students, who with education get jobs and enter professions, leaves them to drop out.  How many will think the only way to get money is to rob, sell drugs, or steal cars, eventually landing in prison at $49,000 a year?  Instead, how about spending “the fraction it might take to keep them in school?”

In addition, wouldn’t it be better to spend money on community colleges, half-way houses, drug and alcohol rehabilitation facilities for no other reason than to provide paroled adults with skills to help their children succeed in school.

Sanity must return to California’s finances.  What teacher wants to grovel, asking, buddy, can you spare a dime?

Who Will Race to the Top?

Friday, July 31st, 2009

Race to Top money provides short-term grants for teacher professional development, teacher pay, standards-based assessment, and accountability for struggling schools.

Colorado is running a full-court press to compete for the Obama administration’s Race to the Top money for education reform.  The state’s Lt. Governor, Barbara O’Brien, says Colorado is well positioned to bring in some RTT money.

Colorado needs RTT and budget reform to meet kid needs

Colorado’s legislature, through its interim School Finance Committee, is also trying to revise its long-term strategy for funding public schools. The current school finance formula focuses on equity and adequacy based generally on district size. The state provides extra money to low-property-tax districts to “equalize” funding with high-property-tax districts.

The question remains: Is any of this funding adequate to achieve a “world class” public education system?

Colorado uses ‘categoricals’ for special-needs funds

The state uses “categorical grants” for special education, vocational education, gifted and talented programs, transportation, expelled and at-risk students, and English language proficiency. The current school finance bill, SB09-256, provides $230 million-plus in categorical funding for 2009-2010.

Does funding through categoricals meets the learning needs of kids?

Colorado just gets by ‘on the cheap’

According to State Senator Chris Romer, D-Denver and co-founder of the nonprofit Great Education Colorado, the state gets by “on the cheap” for education funding.  Colorado’s large middle- to upper-middle-class population provides a setting for middle-class kids who are “prepared for school” and have lots of resources at home. This advantage helps kids learn, despite the state’s near-bottom-of-the-nation financing for public schools.  The state is rated “average” in school performance across the nation.

But this low funding hurts kids in poorer homes who don’t have the same learning edge.

Poor kids struggle, unprepared for school

More than 65,000 Colorado kids under 5 years old live in extreme poverty, according to the Colorado Children’s Campaign. This number is growing faster than the national average. Eventually these children, and many other poor kids, end up in the state’s dropout statistics.

Most public school districts in the United States use free and reduced lunch as a “proxy” or predictor for at-risk kids. Dr. Alex Medler of the Children’s Campaign acknowledges that poverty is the largest umbrella indicator for at-risk kids.

Precise indicators exist to determine school funding and education reform

In Colorado, if a ninth-grade student has one or more F’s on a semester report card, there’s a 9 in 10 chance the child will drop out. Similarly, if a high school kid has 20 or more absences in a quarter, the child is at least 60% more likely to drop out. Fifty percent of dropouts have had at least one suspension in four years.

Student centered funding gives new approach to school finance

The School Finance Committee, concerned about dropout levels and under-performing public high schools, is looking at a student-centered funding system as a possible replacement for the current method.

Student-centered funding “drives funds to schools, with additional weights for school-based decisions.”   Schools will receive more money for English language learners, low performers, kids with lots of absences, etc.

The goal of student-centered funding is to give local schools more flexibility in dealing with diverse student populations. The system also can more closely connect budgeting with standards and assessment, providing more accountability.

Of course, any school-finance change begs the question of reform if it ends up that not enough money is in the system to begin with.  While the state is trying for school finance reform, Race to Top can provide the short term resources to give students a chance at excellence.