#BacktoMNPS Problems

The first day back to school is always an exciting time! But for MNPS, there are some problems lingering over it.

Overton

MNPS announced late last week that Overton High School would start two days late because construction was not completed at the school. News came out today that Overton may push back the first day again. I was at Overton late this summer, and there were literally no exterior walls on parts of the building. A plan of action should have been put into place earlier. On July 26th, someone tweeted school board member Will Pinkston about the delays at Overton. He responded, “Don’t like it, call the charters.”

Lead in the water

Friday news dumps are used to avoid the media. MNPS used a Friday news dump to let the city know about the results of the lead testing. As one would expect, there was lead found in numerous buildings across the district. Here’s part of the report:

With results in for 138 buildings, 119 buildings had no lead levels above the public drinking water standard.  Of the more than 4,000 samples taken during the past three weeks, only 38 showed lead levels above the standard of public water systems (15 parts per billion) – that is just less than one percent of the total tested. All 38 of those sample locations, which are in 19 schools, have been disconnected and taken out of service until repairs can be made and water retested.

Hunters Lane

A family filed suit last week alleging Hunters Lane violated Title IX. From The Tennessean:

According to the lawsuit, the girl was “subjected to unwelcome sexual contact by a male student” April 17 in an unlocked classroom while another student recorded it on video.

“This practice was so widespread within the Defendant’s school system that the students nicknamed the activity ‘exposing’ the individual involved,” the lawsuit says. The videos prompt ridicule as they are circulated around the school and internet, the lawsuit says.

The lawsuit says when the school learned of the video, it violated Title IX by suspending the 15-year-old girl and doled out no discipline intended to stop the spread of the video. The two other students involved were also suspended, according to the lawsuit.

Teacher Shortage

It’s a yearly problem felt across the country. WKRN reports that MNPS is short 140 teachers. Most of shortages are for math and special education. We need our leadership, both central office and school board, to focus on ways to retain our teachers.

Metro Schools says it has about an 80 percent retention rate. That means in a school district with about 6,000 teachers, about 1,200 teachers leave each year. Half of those teachers leave after only a year or two of teaching.

LEAD Public Schools released the news that their CEO, Chris Reynolds, was resigning days before the start of the new school year. Without missing a beat, Will Pinkston wrote an open letter attacking the school and paid for it to be advertised on Facebook. In his letter, Pinkston wrote,  “I am writing to demand a detail explanation of the reasons behind Reynold’s departure.”

Parent and blogger TC Weber had the perfect response detailing the scores of people that have left MNPS in just the past few weeks. According to Pinkston, the loss of MNPS staff is nonsense.

I agree with TC.  Let’s spend the necessary time and effort to make our school system better before we go off attacking others.

For more on education politics and policy in Tennessee, follow @TNEdReport and @zbarnes.


 

Teacher Turnover in MNPS

It is a problem. A big one. The Tennessean reports:

Over 50 percent of the teachers leaving Metro Nashville Public Schools are within their first three years of teaching, according to district officials.

The article notes the district is taking some steps to address this:

Due to the high turnover, district leaders said they hope to expand retention initiatives in the coming year by making mandatory a new teacher introductory program, as well as ensuring all new teachers have a seasoned mentors to guide them.

Those are both important. Mentoring can be a great way to help new teachers navigate their first years in a very challenging profession.

School Board member Amy Frogge also raised the issue of teacher pay. It’s certainly worth examining.

As I noted earlier this week, teachers in Nashville aren’t paid as well as their counterparts in similar urban districts, like Louisville. They also face a city with a rising cost of living.

This fact should be of concern:

The salary to live comfortably in Louisville is $49,000. Teachers in Louisville hit that pay rate by year 5. A teacher in Nashville isn’t making $49,000 even after 10 years of experience. The pay scale in Nashville simply isn’t moving up quickly enough.

Teach your heart out in MNPS for 10 years and you still don’t make $50,000 a year. Is it any wonder teachers leave early on to pursue other, more financially rewarding careers?

No, it’s not all about money. But when teachers in Nashville can’t even earn enough to live comfortably in the city, we have a problem. When teachers in Nashville earn $15,000 less than teachers in Louisville after 20 years of experience, we have a problem.

Leaving behind the comparison to Louisville, one big problem is teacher pay relative to cost of living:

Imagine working for 25 years in the same profession, earning an advanced degree in your field, and making $7000 less than the “comfortable living” salary for your city? That’s what’s happening in MNPS.

Another part of the problem with teacher pay in Nashville can be attributed to a state government that has historically kept teacher pay relatively low. In fact, teachers in Tennessee earn roughly 30% less than similarly educated professionals.

Certainly, a number of factors contribute to high teacher turnover among early career teachers. Teaching is a difficult job and doing it well requires resources and support. Teacher pay is certainly a part of the equation. Adding mentors and mandating an introductory program may help, but addressing pay is also essential. As the Tennessean article notes:

Last year, the district faced more than 100 vacancies by the end of July and with about a week until school started. That was higher than in previous years, given the district has averaged about 40 teacher vacancies at the beginning of the school year.

It’s difficult to sign people up for a challenging job that pays 30% less than other professions requiring similar preparation. It’s clearly challenging to keep people in those jobs once they’ve taken them.

How long will MNPS’s relatively low pay for teachers be sustainable?

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Not Nearly Enough

How much are MNPS teachers paid relative to their peers in similar districts? This was a question I attempted to answer two years ago. The results then were discouraging. They clearly indicated MNPS needed to do much more in terms of compensation for educators.

The question of the adequacy (or, rather, inadequacy) of MNPS teacher compensation is relevant again in light of a recently published study in Business Insider. Here’s the key finding:

It takes a salary of $70,150 to live in Nashville today.

Here’s how they came up with that number:

Live comfortably factors include housing, groceries, utilities and health insurance premiums. Monthly costs were totaled and multiplied by 12 to get the annual dollar cost of necessities in each city. This dollar amount for necessities was then doubled to find the actual annual income needed to live comfortably in the city, assuming a person is following the 50-30-20 budgeting guideline, which requires an income double the cost of necessities. This study also compared the amount of income needed in each city to each city’s actual median pretax household income, according to the latest U.S. Census Bureau data. The amount of money specified for savings is equal to 20 percent of the total income needed, and the amount specified for discretionary spending is equal to 30 percent of the total income needed.

And, I’m going to point out again:

It takes a salary of $70,150 to live in Nashville today.

So, how are Nashville’s teachers doing in the “live comfortably” index? Not so good.

Teachers in Nashville will receive a 3% raise this year, so that’s positive. Getting to that point did take some back and forth between the School Board and Mayor Barry, but it got done. However, it’s not nearly enough to get them to a “comfortable” salary. Or even one that is competitive with similar cities.

In my 2015 analysis, I compared Nashville to a number of similar cities. For this case, we’ll look at Louisville, Kentucky. It’s roughly the same size, has slightly more students, and is just a few hours away. A teacher graduating from MTSU or Western Kentucky could reasonably look at jobs in Nashville and Louisville and be close to friends and family in either city.

Teachers in Nashville start at $42,100 with a bachelor’s degree. In Louisville, they start at $42,700. So, starting pay in Nashville is competitive. But, let’s look longer term. That same teacher after 10 years in Nashville will earn $47,000. In Louisville, it’s $54,974.

Oh, and let me note this: The salary to live comfortably in Louisville is $49,000. Teachers in Louisville hit that pay rate by year 5. A teacher in Nashville isn’t making $49,000 even after 10 years of experience. The pay scale in Nashville simply isn’t moving up quickly enough.

So, what about after 20 years? A Nashville teacher with a bachelor’s degree and 20 years experience makes $56,000. In Louisville, that teacher makes $71,000. A teacher working in Louisville with 20 years experience earns $22,000 more a year than that city’s “comfortable living” salary. In fact, they earn more than Nashville’s “comfortable” salary.

How about the top of the pay scale? At year 25, a Nashville teacher earns $57,000. In Louisville, it’s just over $72,000.

Some may note that teachers often earn advance degrees over the course of their career and that boosts pay. That’s true. So, a teacher with a master’s degree working in Nashville earns $62,600 at the top of the scale. In Louisville, it’s $78,000.

Imagine working for 25 years in the same profession, earning an advanced degree in your field, and making $7000 less than the “comfortable living” salary for your city? That’s what’s happening in MNPS.

One more note: If Nashville teachers want to come closer to the comfortable living salary, they could make their home in Nashville and commute to Williamson County, where teachers at the top of the scale with a bachelor’s degree earn just over $61,000 — or $4000 more than Nashville teachers. Got a master’s degree? You can earn just over $65,000 at the top of Williamson County’s scale.

Attracting and retaining teachers will become increasingly more difficult if MNPS doesn’t do more to address the inadequacy of it’s salaries. The system was not paying competitively relative to its peers two years ago, and Nashville’s rapid growth has come with a rising cost of living. Does Nashville value it’s teachers enough to pay them a comfortable salary? Or, will Nashville let cities like Louisville continue to best them in teacher compensation?

For more on education politics and policy in Tennessee, follow @TNEdReport


 

MNPS Hosts Early Childhood Summit

From a press release:

Metro Schools brought together early childhood educators, community partners and businesses to connect and collaborate at MNPS’ Excellence in Early Education Summit 2017 on June 21.

Attendees learned about MNPS’ pre-K program developments throughout this past year, and the program’s work towards building quality pre-K across Davidson County.

The summit also highlighted the milestones met through the federal Preschool Development Grant – Expansion (PDG-E), which has provided MNPS the opportunity to expand access to high quality pre-school programs by adding new classrooms and strengthening the quality of existing classrooms.

Dr. Shawn Joseph and Mayor Megan Barry provided remarks during the summit focused on the importance of building a strong learning foundation to support and develop Nashville’s youngest learners. Dr. Elizabeth Alves, assistant commissioner for the Office of Early Learning and Literacy at the Tennessee Department of Education (TDOE), provided the keynote and discussed the importance of quality pre-K programs throughout Tennessee.

MNPS Pre-K community partners participated in a round table discussion, including: Conexión Américas, Global Education Center, KinderCare, Nashville Public Library, MNPS Pre-K Comprehensive Services, MNPS Plant the Seed, MNPS Pre-K Coaching and Instructional Support, The Headstart Program (Metro Action Commission), United Way of Metropolitan Nashville and Vanderbilt Peabody Research Institute. During their presentations, they provided attendees with an overview of their organization, and discussed their work through the PDG-E grant and the impact they have had on Metro’s pre-K program and students.

This is the second Excellence in Early Education Summit hosted by Metro Schools. The event was sponsored by the Tennessee Department of Education with Preschool Development Grant-Expansion Funds.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Amy Frogge on Charters and Segregation

MNPS Board Member Amy Frogge posted last week about charter schools and re-segregation.

Here’s what she had to say:

“Research is clear that segregation by both race and poverty result in weaker opportunities and student outcomes. And the benefits just aren’t for students of color: White students also gain from diversity in the classroom.”

But after years of integration, Southern schools are re-segregating. Why?

“The rise of more segregated charters, paired with the persistence of private schools, are contributing to a reversal of the gains in integration made in the 1960s and 1970s. . . . Black and Latino students comprise disproportionately higher shares of charter school enrollment. [In the South], black and Latino students in charters . . . have relatively little contact with white students . . . .”

What’s the solution for this problem? According to this article: Greater local control of school districts, avoiding the splintering of school districts, “choice” programs (among traditional schools) that foster diversity and include free transportation, and housing policies that “locate subsidized housing in good quality school districts.”

READ MORE from the article she cites. What are your thoughts? Let us know in the comments!

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Amy Frogge on Poverty and Schools

MNPS Board Member Amy Frogge offers these thoughts in a recent Facebook post:

Yesterday’s post about Rocketship generated a lot of conversation and fabulous articles to share. Those conversations made me aware of the need to refocus our efforts on the real root of the problem in Nashville’s schools: childhood POVERTY, which is increasing in local schools and across the nation. Addressing the impact of poverty on children is something I think we can all get behind.

Most people don’t understand that when we talk about “good” or “bad” schools, we are really just talking about the types of students in the school. Schools that serve children who come to school well fed, with access to good health care, from homes with books and plenty of resources, who have had the chance to attend high quality preschools, who attend wonderful summer camps, and who benefit from after-school enrichment activities are typically deemed “good” schools. (Think Williamson County.) Schools with large populations of high needs students are often deemed “bad” schools. (The larger the population of high needs students, the worse the school is often rated.) While there are certainly exceptions, most schools have committed teachers and good leadership. And while there is much work to be done at the district and state level to create and effectively implement a consistent vision to improve education in Nashville, as well as to provide adequate resources and the proper supports for our schools, there is also much good to celebrate in local schools.

I’m personally trying to address the issue of poverty by supporting community schools (that provide extra supports for children in need), by trying to focus on equity at the board level, by advocating for pre-k and whole child education for ALL children, and by sending my own children to Title I schools. (Research shows that socioeconomic diversity in schools helps improve outcomes for students.)

This is a great article about how education policy can exacerbate, or alternatively- lessen, the impact of poverty on learning. It concludes: “poor children need access to the same kind of deeply human present and multidimensional future that we all wish for our own children. That should be our rallying cry. That should be our highest aim.” We must want for all children what we want for our own.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

The Value of Teachers

Blogger and former educator Mary Holden writes about the value of teachers. More specifically, she notes that we just don’t seem to value teaching very much.

The entire post is worth a read.

Here, she publishes her prepared remarks to the MNPS School Board relative to teacher salaries:

Good evening! My name is Mary Holden, and I am a MNPS parent and a former teacher. Thank you all for coming out to support our teachers. They are our most treasured resource, and we need to treat them accordingly.

But I am not here to argue for to thank you for a 3% raise. 3% is next to nothing. I’m here to argue for a much bigger increase.

One way to determine what a society values is to look at how and what we spend money on.

Our school board believed it was important to attract the best Director of Schools here to Nashville, so they set a salary of $285,000, a 7% increase from the previous Director’s salary. So teachers deserve at least the same: a 7% increase. But wait. The new Director believed it was important to bring in the “best” people to lead the district in our executive positions, and to do so meant they needed to be paid more. So all our executives were given an initial salary that was 25% more than what those previous positions were paid. Were questions raised by the board about this salary increase? No, because this is what was valued by our Director of Schools – that the people in these positions are the “best” and therefore deserve to be paid more money.

Well you know who is the “best,” in my opinion? Our teachers!

So I ask you all, who do we really value? Our executives – who do work hard, I’m sure, OR our teachers? You know, the people who we, as parents, send our precious children to every single day. The people who work their butts off to create engaging lessons, spend extra time with students making sure they learned a new concept, spend hours assessing student work and looking at data, spend money from their own pockets for supplies, and spend countless hours making themselves into better teachers through planning and professional development. THEY are the best. They are the people I value. And I know you all feel the same way. And so, we need to treat them like we value them. They are more than worthy of a sizable increase in their pitiful salaries. I know this from experience.

When I first moved to Nashville, I had been teaching in California for 12 years. I left California making $85,000, and when I got hired in MNPS, I was making $55,000. That’s a decrease of $30,000. Now, I know it costs less to live here than it does in San Diego; however, the price of housing here in Nashville has risen – the cost of living here has increased, and teacher salaries have NOT risen along with it. In fact, one thing I found troubling the year I taught in MNPS was the number of teachers I met who had to work a second job! Here were teachers, working so incredibly hard for their students, who could not live on their teacher salaries and had to seek additional employment in their free time. Free time, ha! We stress out our teachers to the point where they have no time for themselves. And it does not need to be this way. Not if we truly value them and the work they do.

I’m here to say that if we truly value our teachers – which we should – then that needs to show in their pay. They deserve a 25% increase. In fact, I suggest we help pay for that increase by giving our executives a salary cut. The bottom line is this: yes, it’s great that teachers are getting a 3% raise. Any raise is a good thing, generally speaking. But if you are asking me to celebrate that 3%, I say no way. 3% is nowhere near good enough. And if we value teachers, and we want them to be able to live a decent life and be able to buy a home in the city in which they teach, we need to put our money where our mouth is. Otherwise, they’re going to keep on quitting. Our teachers deserve much more than you are giving them.

Teachers, the only reason you are getting this raise is because of you and MNEA’s organizing efforts! iIf you haven’t already done so, join MNEA and fight for what you are worth!

I noted last week that the Tennessee State Board of Education finally did the right thing and adjusted the state minimum pay scale by four percent.

Still, this isn’t enough. With the adjustment, the most a Tennessee district is required to pay a teacher with a bachelor’s degree and more than 10 years of experience is $40,595.

Take a moment and read all Mary has to say about teacher pay. Ask yourself: Do we value our teachers?

For more on education politics and policy in Tennessee, follow @TNEdReport


 

The NeverEnding Story

Another day, more stories of districts reporting to families that TNReady scores won’t be back in time to be factored into student grades. I first reported that Williamson County sent word that scores would not be back according to the original timeline. Next, it was MNPS telling parents that TNReady scores won’t be back until June, meaning they won’t be factored into report cards.

Now, two more middle Tennessee districts have sent notices about TNReady results not being ready in time.

Here’s the notice from Clarksville-Montgomery County:

The TNReady materials from CMCSS have been returned to Questar. Tennessee has noted that they will be unable to provide the district with the test results until after the end of May. Based on CMCSS Administrative Policy INS-A023, effective April 17, 2015 in alignment with HB 36 SB 285 Amendment (005744), Clarksville Montgomery County School System will not include students’ state assessment scores in their final spring semester grades if the state assessment scores are not received by the district at least five instructional days before the end of the academic year. As we will not be receiving the scores until the end of May the scores will not be included in students’ grades for this year. The second semester average for elementary and middle will be 50% 3rd 9 weeks and 50% 4th 9 weeks. The second semester grades for high school will be 40% 3rd 9 weeks, 40% 4th 9 weeks, and 20% final exam.

And one from Wilson County Schools:

Good Afternoon!

The end of a school year always brings about a flurry of activity and excitement, but I wanted to take a moment to update you on report cards for the spring semester.

A couple of weeks ago, we announced that report cards would be available, VIA Skyward, on Tuesday May 30th. Unfortunately, it’s unclear whether the district will be able to meet that date, due to a shipping delay that was beyond our control. While our district met all of the required deadlines to ensure that our raw scores would be returned by May 22nd, the state vendor responsible for picking up the completed materials arrived several days later than scheduled. This has affected a number of large districts across the state, including Wilson County.

The TN Department of Education is aware of these delays. They’ve assured us that they’re working with the vendor to “find a remedy” for the school districts impacted. Our hope is that a solution WILL be found, and our raw scores will be returned on time. Having said that, we thought it was important to make you aware of what’s happened, in the event that report cards have to be delayed for a week.

You may remember, TNReady scores came back later than expected for the fall semester, causing report cards to be delayed. While school districts have the authority to exclude TNReady scores that are returned more than 5 days late, it is the position of Wilson County Schools that the scores be included for this semester, as they were in the fall. This is not a decision that was taken lightly. Many conversations have taken place with teachers and principals about this issue, and the overwhelming consensus is that we include the scores on report cards. Students have worked incredibly hard all year to show of their skills, and we’re eager to see just how well they did!

Thank you for remaining patient, as we work through the process. We’ll keep you updated, as we receive additional information from the state. If you have any questions, feel free to submit those to “Let’s Talk” at the following link: http://www.k12insight.com/Lets-Talk/embed.aspx?k=WK9F4DLT. You can also reach out to me directly, using the information below.

Sincerely,
Jennifer Johnson

Here’s what the Department of Education has to say about the importance of state assessments:

Our state tests serve multiple objectives:

  • They provide feedback about students’ academic progress and how it aligns with grade-level expectations, providing parents and teachers a big-picture perspective about how a student is progressing compared to peers across the district and state, including a student’s strengths and growth opportunities.
  • This builds confidence and transparency about students’ readiness for college and the workforce among Tennessee universities and employers and holds us accountable to serving all students fairly.
  • Assessments help educators strengthen instruction and reflect on their practice, and allow us to highlight schools where students are excelling, so we can learn from those who are doing well.
  • State assessments also help inform decisions at the state level and help state and district leaders determine how to allocate resources, better invest in schools, and identify where we may need to offer additional support.

All of this sounds pretty important. But, not important enough to get it right. Last year, TNReady was a complete disaster. For the past four years, there have been problems with scores being either not available or not clearly communicated.

This year, the state is not providing quick scores to districts — those are the scores used to factor into a student’s final grade. Instead, the districts were to receive the raw data and choose a method of tabulating quick scores. An analysis of the various methods indicates a significant difference in scores depending on the calculation used:

The cube root method yielded on average a quick score, the score that goes for a grade, of 4.46 points higher. In other words, a student scoring basic with a raw score of 30 or higher would, on average, receive an extra 4.46% on their final quick score grade, which goes on their report card. A student who scored a 70 last year could expect to receive a 74 under the new quick score calculation.

The additional points do drop as one goes up the raw score scale, however. For the average basic student grades 3-8 with a raw score between 30 and 47, they would receive an extra 5.41 extra points under the new method.

The average proficient student grades 3-8 with a raw score between 48 and 60 would get 4.32 extra points under the new method.

The average advanced student grades 3-8 with a raw score of between 61 and 67 would receive an extra 1.97 extra points under the new method.

The difference varies much more widely for below basic students, but the difference can be as much as 25 points in some cases.

So, for those districts using quick scores in report cards, there could be a wide variance across districts depending on the method chosen. It seems to me, districts should have already communicated to families how they will calculate quick scores with some justification for that choice. Alternatively, the state could have (should have?) mandated a method so that there is score consistency across the state.

Of course, since a number of districts now won’t have data back in a timely fashion, there may not be many districts using quick scores at all this year.

Here’s the key point: Last year’s TNReady was a debacle. That means this year is really the first year we’ve done TNReady. Instead of jerking districts (and their students) around, the state should have waived use of TNReady scores to evaluate teachers and grade students this year. Doing so would have provided insight into the time it takes to get scores back to districts and allowed for possible changes in administration for next year. Instead, the plan was rushed with a new vendor. Now, we’re where we’ve been year after year: The school year is ending, and there’s a problem with test data.

One more thing: Despite this being the first year of a successful administration of a new test and despite the gap in test results — TCAP in 2015, no results in 2016, TNReady in 2017 — the scores from TNReady will still factor into teacher evaluation.

A word of caution to districts during the 2017-18 testing cycle: The state’s track record with deadlines and score results is not so great. Maybe when they promise you scores will be ready according to a certain timeline, you should be making plans for that timeline not being met.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

374 Charter Parents: Attacks Against Our Schools Must Stop

A Tennessean editorial by 374 Nashville parents demand that attacks on charter schools stop. The editorial, which was delivered as an open letter to Director of Schools Shawn Joseph and Board Chair Anna Shepherd, includes parents from 19 charter schools in Nashville.

The signees make their intent clear:

We are coming together to say that the attacks against our schools must stop.

Many parents in Nashville exercise school choice by moving into zones of high-performing schools or by entering the lottery and hoping for seats in choice schools. As parents of students attending public charter schools, we are no different. Our zoned schools were not able to meet the needs of our children, so we found schools that do. Yet we find ourselves and our schools on the receiving end of constant accusations and attacks.

In education, we know that we must meet the individual needs of our students. The same is true for parents. They want to pick a school that meets the needs of their child and family. That could be a zoned school, charter school, magnet school, or a private school. They know what’s best for their child. We shouldn’t fault anyone for that.

We must all come together to make our district better. That includes charter schools, magnet schools, and zoned schools. All are responsible for making collaboration key for our students. I’ve even seen collaboration between private schools and MNPS.

Division may gain you retweets, but it won’t help our students. Collaboration will.

In this age when too many elected officials delight in drawing divisions rather than doing the hard work of solving problems, we hope you will reject that path and instead come together to focus on the opportunities and challenges in all of our city’s public schools.

We urge you to cease these attacks on our schools and show the city of Nashville that you are a productive, student-centered board focused on making every MNPS school excellent.

Contrary to the picture some board members paint, we are intelligent, engaged, determined parents who want a better life for our children. All parents want what is best for their children, and we are no different. Our children are thriving. They are working hard and learning every day. They are encouraged at school to dream big, and they are receiving the education they need to reach those dreams.

While each of us has a story of why we chose our public charter school instead of our zoned school, we wish every Nashville school well and are thankful for the hard work of this board and the progress you have made over the past year. We ask that you continue that progress by focusing your positive energy on all of our city’s public schools instead of singling out a few.

These 374 parents are public school parents, and they are fed up with the attacks on the schools they decided to send their kids to. We spend too much time shaming parents for picking charter schools or private schools. Shouldn’t we be asking why these families are picking private and charter schools? Let’s find that answer, and then let’s move to make the changes that are needed.

I’ve heard from parents who transferred their student with learning differences to a private school to only get shamed from their friends. The same has been heard from a parent who found that a charter school served their student with learning differences better than their zoned school. As a special education teacher, I can’t fault any parents for picking what is best for their child.

Let’s listen to all public school parents, not just those from zoned and magnet schools.

You can read the editorial and all 374 signees here.

Update (5:50pm): School board member Will Pinkston has responded to the editorial:

Let’s see: 9,718 students in Nashville charter schools. Which means there are 9,344 parents who didn’t sign on to the big letter. Sad!

When hundreds of parents come to the school board with an issue, it shouldn’t be dismissed by a school board member in a Trump-like tweet. That’s not the leadership that our city deserves.

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

 

MNPS Responds To Large Number Of Bus Driver Complaints

Jason Gonzales at the Tennessean has a report out today that shows that there have been almost 400 complaints on MNPS bus drivers from August to January. These complaints range from not picking up students at the correct bus stop to some very serious accusations.

One case in the six-month span included an allegation against a bus driver of inappropriate communication with a student.

“Mom wants to report what she thinks may be suspicious activity between her 17-year-old daughter and her bus driver ‘Mr. Q.’ Mom says the driver bought her daughter a cell phone. Mom has the phone and found text messages between the two saying: ‘I’m thinking about you’ and ‘what are you doing,'” the January complaint reads.

“Also, she says that the driver has given her daughter money.”

MNPS doesn’t track the resolutions to these complaints so there is no information on if theses accusations were dealt with. Another accusation seems to read like the bus driver was okay with students fighting.

“(Parent) states when her son was on the bus in the afternoon route … three male students told her son they were going to jump him. The driver told the students, ‘whatever you do off the bus is up to you.’ Parent states after students got off the bus they jumped her son and busted his head. She feels the driver encouraged the students to jump her son, and didn’t do anything to prevent the incident,” a parent complaint to Metro Schools file in September says.

The board and district must act quickly in finding a solution to this problem and investigate all complaints. If bus drivers are having inappropriate relationships with students and encouraging violence, the punishment should be swift and harsh.

Thousands of students ride the bus each and every day. Their safety should be the top priority. This will now be the district’s top priority thanks to the reporting of Jason Gonzales. It shouldn’t have taken this long.

Palacios said the request of records for bus driver complaints “has been enlightening and identified as a serious priority” by the district. The management tool to monitor how resolutions came about from complaints would also be able to monitor discipline trends and how many drivers were disciplined, she said.

You can read the full article here.

Update (10:20am)

School board member Will Pinkston responded to the story on twitter.

Uncharacteristically good reporting by . I’ve been complaining about stuff like this since 2014. I’m glad is under new management. The new team is fixing broken processes and creating new processes where none existed. Logical follow-up reporting would be: Jesse Register systematically cut wages and hours bus drivers, causing many of the most experienced drivers to go elsewhere and leaving the remaining drivers overworked and stressed out. He left behind a mess.

The blame Register excuse is getting old from the school board. Jesse Register left Metro Nashville Public Schools on June 30, 2015. MNPS has been without Register for 633 days. The fault from this falls squarely on MNPS and the school board. Acknowledge the issue, fix it, and move on to the next set of issues facing our school system. Don’t spend time blaming others when you have the power to make changes yourself but failed to do so.

Blaming the problems of now on a leader who left 633 days ago is poor leadership.

Update (11:55am)

Nashville school board member Pinkston has responded via twitter:

Sounds like the nitwits are coming unglued and trying to blame the bus driver stuff on me. Let’s be clear about who did what and when. Let’s not forget who attacked for meeting with bus drivers to discuss their poor working conditions.

 

For more on education politics and policy in Tennessee, follow @TNEdReport