We Need Long Term Planning for Charters

The Tennessean has an op-ed by Harry Allen, an executive with Avenue Bank and board president of Purpose Preparatory charter school. He calls for a long-term plan for the future of our district in regards to charters. I think we sometimes get lost in the details about being pro/anti charter and forget to plan for the long term.

Charter schools are here to stay in Nashville. Thousands of students are served in charter schools throughout Nashville, and if you think that all of them are magically going to disappear, you need to rethink that notion.

Mr. Allen starts out with a great opening sentence:

The most successful organizations adapt to the changing environment around them in order to overcome challenges and remain effective.

Mr. Allen goes on to discuss findings of a study that was recently released in partnership with the Tennessee Charter School Association.

The study’s key findings include:

Charter schools in 2013-14 academically outperformed district-managed schools and are funded at similar levels, which means charters yielded a higher return on investment for taxpayers and families.

Though MNPS today is a choice-based system, the MNPS infrastructure — buildings, services and associated cost structure — reflects the past for which it was designed, one with limited parental choice.

It recommends an updated system that accounts for a future that includes a mix of district- and charter-managed public schools.

The majority of district financial expenses are variable in the long term and should be adjusted to reflect anticipated shifts in enrollment.

(Yes, commenters, how dare the Tennessee Charter School Association commission a study about charter schools. I know, it’s crazy that an organization would research a topic that they work in. While I am on the topic of studies, let’s not accept with open arms the Comptroller study on the ASD while saying the Comptroller study on MNPS was conducted by biased individuals. Hint: the same people did both studies. They are both flawed or both acceptable.)

Anyways, Mr. Allen goes on to quote Dr. Register as his conclusion.

“It is clear that shifts in student enrollment will require adjustments to our budgets that can only be made over multiple years,” he (Register) recently said. “Planning for these adjustments requires a long-term and collaborative approach that is responsive to parent demand and student enrollment decisions. We should take the time and make the effort to formulate the long-range impact.”

Dr. Register is spot-on — it’s imperative that MNPS adjust to the changing times. All organizations, whether for-profit or nonprofits, must occasionally adjust their planning to remain competitive. In this case, our city’s future depends on it.

Check out the oped, and let’s do some meaningful work in this area. We can spend hours every week in a doomsday scenario, or we can spend hours every week trying to come to a solution that will help lead our district into a prosperous future.

I would rather help lead our district into a prosperous future.

Wouldn’t you?


 

Why Fix the BEP?

I’ve written recently about the growing state revenue collections and the corresponding request (in the form of a lawsuit) from school districts that the BEP (state school funding formula) be adequately funded – to the tune of some $500 million in new money.

But, some might ask: Why even fix the BEP? It’s a complex formula and besides, don’t our schools already have enough money?

The short answer is no. No, Tennessee schools do not have enough money.

I have gone so far as to suggest the BEP is broken and to explain the reasons for its current inadequacy.

Now, more evidence suggesting the need to fix the BEP. Essentially, it’s this: Since 2008, Tennessee’s “effort” in terms of percentage of state revenue devoted to school funding has fallen. I’ll show you a hand graph on that from the Education Law Center:

Source: "Is School Funding Fair?" by the Education Law Center

While an number of states began making improvements after 2011, Tennessee was not among them. Recent investments may have returned Tennessee to pre-recession funding levels, but not by much.

And then, there’s a recent report from Rutgers that suggests that when it comes to school funding, Tennessee gets an “F.”

From the Commercial Appeal:

The annual report card out of Rutgers University that grades states on how they fund public education shows Tennessee at the “bottom of the barrel” in fairness. Besides being one of 16 states earning an F for percentage of state resources allocated to K-12 education, family incomes of children attending its public schools on average are half that of children in private schools or being home-schooled.

“That’s a warning signal,” says David Sciarra, executive director of the Education Law Center.

“It becomes difficult to get the kind of forward-thinking reform in legislation if you have more affluent families not invested in this system,” he said.

The study looks at “fairness” in funding, including whether states allow more resources for districts with high numbers of students in poverty. Tennessee earned a B in the category, but Sciarra says even that is misleading.

“Because spending is so low, it really does not amount to much,” he said.

So, why fix the BEP? Because school funding in Tennessee is both inequitable and inadequate. Of course, making the needed investments would normally be a heavy lift, but with recent rosy revenue news, fixing the BEP (and improving the future for our students and entire state) requires only a little hard work and some political will.

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

My First Year Teaching

I made it!

I completed my first year of teaching. It was an eye opening experience that has helped mold my views in education in a variety of areas.

I am a special education teacher at a North Nashville middle school. Our fifth graders come into fifth grade already behind. It’s our job to catch them up during the middle school years before we send them off to high school. That shows me that we have dropped the ball along the way to middle school. We have come to a point where it’s okay that students come in to middle school behind. That shouldn’t be okay.

There are bad teachers and they should not be in the classroom. There isn’t more I can say about this. Every career field has bad workers, and the teaching profession is no different.

The TEAM evaluation made me a better teacher. The rubric was really helpful in my growth as a teacher. The feedback I received from my principal and assistant principal really helped. I knew what my principal expected from me and I met those expectations. I was glad that I was being held accountable.

(Don’t get me started on teacher prep programs.)

In regards to TCAP testing, I did not see the scary testing chamber where we take the fun out of education and force the students to bubble in answer sheets for days at the time. We hit the standards that needed to be hit during the year, and we cycled back through a review when we got closer to TCAP. We still taught new concepts, read new books, started new projects, and had fun. Schools decide their climate, and my climate was not like any of the scary stories that I read online. Assessments are an important tool in the education of our students. They are needed to make sure that I am doing what I am supposed to as a teacher. I am glad that the accountability is there.

 

I did a lot this school year:

I’ve broken up fights.

I’ve had to stop students from harming themselves.

I had to use our school’s resources to get a student clothing so he didn’t have to wear the same clothes every day.

I have given a legislative update to teachers.

One of our students was shot in the head while standing in the doorway to his home.

Student’s parents have been murdered.

I have seen a mother cry tears of joy that her son was receiving a quality education.

I have seen parents beam with pride about how well their student is doing in life.

A parent has yelled at me.

I’ve read all the Common Core State Standards for 7th grade.

I have taken to twitter to get someone to donate books to my class.

I have been sick. A lot.

I have given a tour to a school board member.

I have written an op-ed in the Tennessean about our school board.

I have gotten pushback from school board members about my op-ed.

After my op-ed, people inside my school told me to watch what I say in public about my school board.

I have been mad, frustrated, sad, happy, joyful, excited, and angry.

I have seen a student do better by getting more special education services.

I have seen a student grow by reducing the amount of special education services.

I have read a loud many different types of texts.

I’ve made others cry when describing students at my school.

I’ve become frustrated when teachers tell me it’s okay that students are behind because everyone else in behind.

I got students to read and enjoy books.

I’ve heard a teacher say that you can only teach a student for so long before you need to give up and help the other kids.

I have seen teachers work mornings, nights, and weekends so that our students could succeed. One teacher would teach during the day, tutor after school multiple days, tutor on Saturday, and teach Sunday school the next day.

 

No matter where our students grow up, they can all learn and succeed in our education system. I have seen students come into our school that are so behind. We have failed that child along the way. Someone dropped the ball and that makes me really sad. But we need to accept blame for dropping the ball.

 

Everyone wants to blame someone else for a child being behind:

“They came from charter.”

“They are special ed.”

“They come from a bad part of town.”

Before that student left for a charter, they were most likely in a zoned school first. All students can learn, including students with disabilities. No matter where you come from, you are able to learn at the hands of great teachers.

We want to blame everyone but ourselves. I’ve made mistakes this year, but I know that I will come back next year and fix those mistakes. I will admit that there are problems that still need to be fixed in my teaching method, in my personality, and in the school system as a whole. Sugarcoating issues in life doesn’t make it better. I would rather be honest about education than to sugarcoat and lie about the state of our education system.

Getting the facts straight on Individualized Education Accounts

This is a guest post by Jonathan Butcher, a Senior Fellow on Education Reform at the Beacon Center of Tennessee. He serves as the Education Director for the Goldwater Institute.

Tennessee lawmakers brought hope to thousands of children with special needs by passing SB27/HB138 and creating Individualized Education Accounts. With an account, the state deposits a child’s portion of the school funding formula into a private bank account that parents use to buy educational products and services for their child. These accounts are already available to students in Arizona, Florida, and Mississippi, and existing research demonstrates that participating families are highly satisfied with the new accounts and children have more access to flexible learning opportunities.

Here are the facts about Tennessee’s new options for children with autism, that may be deaf or blind, or who have other cognitive or physical needs:

1. Quality educational choices. Individualized Education Accounts provide students with special needs the chance to attend a school that specializes in helping children that struggle in a traditional classroom. It also allows their parents to find other services such as personal tutors or educational therapists. While some have labeled these accounts as vouchers, they are different in that they give families access to more educational opportunities than vouchers might.

2. Constitutional. In 2014, the Arizona Supreme Court ruled that an account system similar to Tennessee’s was constitutional. The court upheld an opinion from Arizona Appeals Court Judge Jon W. Thompson, in which he wrote, “The specified object of the [accounts] is the beneficiary families, not private or sectarian schools. Parents can use the funds deposited in the [account] to customize an education that meets their children’s unique educational needs.

3. Transparent. The accounts protect against financial fraud and require that parents measure student progress. When families receive an account for their student, the state deposits funds onto the debit card that accompanies the account on a quarterly basis. If the Tennessee Department of Education finds that a parent has intentionally or unintentionally misused the card, the department and state board of education must develop rules to resolve the discrepancy that may include withholding the next quarterly deposit, as is the current practice in Arizona. Parents must also keep receipts proving that their purchases are for qualifying services. Arizona and Florida have developed rules for the accounts in those states. The account handbook for Arizona is available here, and Florida’s handbook is here. In addition, students using an account in Tennessee must take a nationally norm referenced test annually. Parents will have ready access to information about how well their children are learning.

4. Cost savings. According to the U.S. Department of Education, Tennessee taxpayers spend approximately $9,000 per student in traditional schools. However, students using an Individualized Education Account will be funded at $6,500. Beacon Center research finds that each account could save local school districts an average $1,000, even after fixed costs are considered.

Individualized Education Accounts hold tremendous promise for children across Tennessee. Research from Arizona and Florida provides evidence that families take advantage of the option to customize their child’s education and that families are highly satisfied with their accounts. Tennessee families can look forward to the same success for their children.

My Time at the State Capitol

I spent Tuesday and Wednesday in the halls of Legislative Plaza at the State Capitol. I also visited the capitol a few weeks ago with members of the Tennessee Reading Association’s Advocacy Committee. Unlike some, I highly enjoy my time on the hill. Here are a few of my takeaways.

There were a lot more people in the education committees then there were in 2012 when I last worked on the hill. As many already know, more and more people are concerned about education in Tennessee. That means there are more advocates and stakeholders when it comes to education. While many people crammed into education committee rooms, other committees sat almost empty. This really shows you how important education is in Tennessee. A lot of time, energy, and lobbying are taking place in the education world.

I spoke to numerous people about Dr. Candice McQueen, the newly appointed Commissioner of Education. Everyone I spoke with only had praise for Dr. McQueen. With Commissioner McQueen at the helm of the department, I believe these next four years will be systematically different than the last four years. Commissioner McQueen was already highly revered in the education world before she became Commissioner, and I believe she will leave the Department of Education in an even higher regard. From the looks of social media, Commissioner McQueen is traveling around the state at every chance she gets. I like that.

With the Tennessee Reading Association, we visited with the education committee chairs. Each chair, Representative John Fogerty, Representative Harry Brooks, and Senator Dolores Gresham, were very receptive on our message of staying on course to retain high standards. While we were advocating for Common Core, we understood that the standards would most likely change names. I think everyone agrees that Common Core will go away, but with a high quality Tennessee State Standards left in Common Core’s place. Too much money has been spent on teacher training to just get rid of the standards all together.

Legislators are already reviewing comments that stakeholders are making through the Tennessee Education Standards Review. https://apps.tn.gov/tcas/ I hope that everyone will go online and take part in this review process. They need to hear from teachers!

If you don’t know who your legislators are, go to this site to find out. http://www.capitol.tn.gov/legislators/ It’s important that you know who represents you at the state capitol. When contacting your member, tell your legislator that you are a constituent and a teacher.

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


 

Education Forum Announced by TNEdReport & Hillsboro PTSO

The Tennessee Education Report and the Hillsboro PTSO are happy to announce a mayoral forum will be held at Hillsboro High School on Thursday, April 2nd, at 6:30 PM. The debate will be moderated by Steve Cavendish, News Editor for the Nashville Scene. The forum will focus on the future of Nashville’s education and will include questions submitted by the Hillsboro High School Student Government. We invite all students, teachers, families, and community members to this event.

“We hope this forum will provide a great setting for our mayoral candidates to really go in depth on how they see the future of Nashville’s education,” said Zack Barnes, co-founder of Tennessee Education Report and a middle school teacher at Metro Nashville Public Schools. “Many people, including teachers, are wanting to know more about the candidate’s views on education, and we think this will be the perfect place to share them.”

“The Hillsboro High School PTSO is thrilled to be co-hosting this important Mayoral Forum with the Tennessee Education Report at Hillsboro,” said Hillsboro PTSO Co-President Carey Morgan. “We believe education is a bedrock issue for Nashville, and we are looking forward to hearing where our candidates stand on the issues surrounding education, including the state of our facilities.”

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


 

 

 

Interview with Beacon Center’s Justin Owen

Below is an interview with Justin Owen, President and CEO of Beacon Center of Tennessee. The Beacon Center is helping push voucher legislation in Tennessee.

 

Some of our readers may not know much about the Beacon Center of Tennessee. Can you tell us about your organization?

Most people refer to the Beacon Center as a “free market think tank,” but what that really means is that we come up with ideas to empower Tennessee to reclaim control of their lives, and we put those ideas into action so that those Tennesseans can freely pursue their version of the American Dream.

During the past legislative session, your organization helped push a measure to create a voucher program in Tennessee. Are you bringing about the same legislation this year? Can you tell us about it?

Beacon supported legislation last year that would provide a voucher, or opportunity scholarship, to low-income children zoned for districts containing failing schools. We believe that parents, not ZIP codes, should decide what school their child attends. We owe it to Tennessee families to ensure that each child in our state gets the best education, tailored to his or her unique needs, and we will support similar legislation to do just that in 2015.

Many of our readers are public school teachers. Why should teachers be in favor of sending money away from public schools to private schools?

Teachers consistently point to the need for higher per-pupil funding and smaller class sizes. Opportunity scholarships will give them both. As a recent Beacon study [http://www.beacontn.org/wp-content/uploads/fiscal-impacts_web.pdf] shows, only a portion of the amount we already spend would follow a child via a scholarship. The rest would remain with that public school to be reinvested in those children. Some districts – like Memphis and Nashville – would not only cover the fixed costs, but save an additional $1,300 to $1,500 for every child that leaves. And while there will be no mass exodus of children from the system (as most families will continue to choose the public school option for their children), those who do leave with a scholarship will reduce classroom sizes, allowing teacher to increase their focus on those who choose to stay in the school.

Is using a voucher system been proven effective?

Yes, studies show that both children who use vouchers and those who choose to remain in their public school benefit. Nine of 10 random assignment studies show gains among opportunity scholarship students. And of 23 studies conducted on vouchers’ impact of public school students, 22 found positive gains in their performance as well. Not one single study has ever found a negative impact on voucher students or those who remain in public schools. Thus, these programs represent a rising tide that lifts all boats.

Besides vouchers, what other education initiations does the Beacon Center promote?

Beacon sees opportunity scholarships as another tool in the education toolbox, and part of a broader movement to empower parents with more choice in education. Our focus is on advancing the various options parents have at their fingertips.

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


 

 

Teacher Prep Programs Will Get New Evaluation System

The U.S. Department of Education has put forth a new plan to evaluate teacher prep programs. The new plan is about making sure teacher prep programs are producing quality teachers, not just a lot of new teachers.

The biggest part of this new plan is allow more public information about the teacher prep programs. In Tennessee, this is already happening. Recently, the state of Tennessee released information on the state’s teacher prep programs.

From the DOE’s press release:

The proposal would require states to report annually on the performance of teacher preparation programs – including alternative certification programs – based on a combination of:

  • Employment outcomes: New teacher placement and three-year retention rates in high-need schools and in all schools.
  • New teacher and employer feedback: Surveys on the effectiveness of preparation.
  • Student learning outcomes: Impact of new teachers as measured by student growth, teacher evaluation, or both.
  • Assurance of specialized accreditation or evidence that a program produces high-quality candidates.

I think providing teacher and employer feedback for teacher preparation programs is great for a few reasons. If a teacher gets out of a program and finds that it was lacking, there should be a way to let others know the program is lacking. The same goes for school districts. If they are receiving top-notch teachers from a school, let others know!

It also means that universities could gain or lose applicants to their universities based on their ranking. Especially for those teachers who want to go back to graduate school to further their education. The rankings from individual school could sway students to go else ware.

From the executive summary of the 2014 Report Card on the Effectiveness of Teaching Training Programs:
Screen Shot 2014-12-13 at 10.49.28 AM

Out of the five programs that are consistently outperforming other programs, only two of those come from traditional teacher training programs. I think it’s time for higher education programs to step up their game to produce only the best teachers.

The Sweet Sixteen

Round 1 of Education Commissioner Madness is over and Round 2 — The Sweet Sixteen — is well underway.

The Round of 16 includes former legislator Gloria Johnson, Deputy Commissioner of Education Kathleen Airhart, and Williamson County Superintendent Mike Looney, who edged out Tullahoma’s Dan Lawson with a late surge.

The Sweet Sixteen also features PET’s JC Bowman and TEA’s Jim Wrye.

Head on over to Bluff City Ed and vote NOW for who should advance to the Elite Eight.

For more on education issues in Memphis, follow @BluffCityEd

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