Nov 29, 2011
School closings to be announced by CPS on Thursday—expected to be unprecedented in scope — are the first under a new state school facilities planning law, intended to bring transparency and accountability to decisions over school buildings.
But does the school district’s new guidelines for school actions, which must be finalized by November 30, abide by the spirit of the law? Many of its proponents – and some of its legislative sponsors – say no.
Meanwhile community groups continue to call on CPS to work with communities to improve struggling schools, rather than imposing top-down strategies that have no record of success.
“I don’t see them as being really ready to adhere to SB 630,” said State Representative Esther Golar, a member of the legislative task force which developed the bill. The legislation “was intended to require CPS to work as partner with parents, teachers, and the community.”
She adds: “That’s something they haven’t been doing….And they’re still saying we’re going to run the schools the way we want to, and you don’t have any say-so.”
“It’s the same failed policies,” said Dwayne Truss, co-chair of the Austin Community Action Council, established by CPS. “They just want to open up buildings for more charter schools.”
The guidelines for actions are so broad that they leave nearly a quarter of CPS schools open to action, circumventing SB 630′s attempt to encourage transparency in school closing decisions and limit the administration’s ability to act in an arbitrary manner, supporters of the law say.
The guidelines are “too vague,” said Golar.
By using school performance and probationary status as the basic standard for school actions, CPS relies on statistically questionable measurements – and risks exposing its own failure to meet obligations to schools on probation, said Don Moore of Designs for Change.
The number of schools on probation, now amounting to 42 percent of CPS schools, mainly reflects “erratic changes in the CPS probation policy from year to year,” said Moore. “A large number of Chicago’s probation schools are scoring very well and carrying out good practices,” he said.
Probation standards are currently set to include nearly all schools with significant low-income enrollment, he said. Schools making steady progress can end up on probation if they slip a couple of points one year. Due to complex (and controversial) “trend” score calculations, some schools on probation actually have higher scores than schools that aren’t.
Nor does the performance policy account for many challenges faced by neighborhood schools. Truss points to two Austin schools: Louis Armstrong Elementary and Plato contract school, located nearby. Armstrong has 27 percent of its students getting special education, versus 11.4 percent at Plato; the mobility rates are 24.6 percent versus 8.5. “And Armstrong takes in third graders that Plato doesn’t want,” he said — just in time for tests.
Charter schools, most of which have scores comparable to neighborhood schools, are exempt from the district’s performance policy.
Schools on probation neglected
Moore underscores a common complaint by critics of the guidelines: “CPS has consistently failed to carry out its own obligations under the probation policy.”
“The schools on probation, what help have they received from CPS?” asked State Reprentative Cynthia Soto, who co-chairs the facilities task force, talking with the Tribune.
At a recent hearing on the school action guidelines held by CPS on the West Side, parents at Marconi Elementary argued CPS has never addressed the problems which led to probation for the school, Catalyst reported.
“The school’s air conditioning is broken, they don’t have a gym, there’s no computer lab, no science lab, ceilings are falling in – there are a lot of issues,” said West Side activist Carol Johnson, who works with Truss in the Progressive Action Coalition for Education. “CPS officials did a walk-through, they have a list of everything that parents said they needed, but they haven’t done anything.”
“If you’re going to turn around a school and then put in resources, that doesn’t seem right,” she said. “If you’re going to give resources, do it before you close the school.”
CPS has failed to follow the mandates of state law governing probation – a possible ground for opposing school closings based on probationary status, said Moore.
State law requires that schools placed on probation – under which control over school improvement plans, budgets, and principal hiring is taken from local school councils and given to the central administration – must get a plan from the school district outlining specific steps to be taken to correct identified shortcomings, with specific expenditures in the school budget targeting educational and operational deficiencies.
Supporters of schools facing closing could file freedom of information requests for documentation that these steps have been taken, Moore suggests. CPS failure to comply would constitute grounds for independent hearing officers to determine that the district hasn’t met legal requirements to close the school.
What about charter performance?
The school action guidelines include a range of factors, and Golar said the legislative task force has written CPS raising a number of questions and concerns.
Some of these include: how do they measure student safety? Are there any specific criteria for “co-locating” schools, or is that decision entirely up to the whim of CPS? Will school actions result in smaller class sizes? Why was the previous policy of exempting schools with new principals dropped?
And a big one for her: why are charters and turnarounds not subject to the same performance requirements?
Golar has been pushing for accountability for charters since she was elected in 2006. “Charter schools have the same issues traditional schools have, yet they don’t have the same performance measures,” she said. “They have all these computer labs, longer school days, better books, all the things parents are asking for, and with all that, they’re still failing.”
It’s quite possible for students from closing schools to end up at charters that are performing no better, CTU has argued.
A neighborhood agenda
There’s an alternative. Instead of disinvesting from and closing neighborhood schools, community organizations recently proposed an agenda to invest in and improve them.
It’s a comprehensive program – the proposal for college preparation and readiness begins with pre-school for all and full-day kindergarten in every school. It’s based on the successes of community organizations that have worked in schools for years.
The agenda proposes that all neighborhood schools follow the community school model. It includes programs like parent mentors in the classroom, smaller class sizes, arts education and recess, restorative justice and mental health services, local teacher development and improved bilingual education. It stresses partnerships with community groups and community governance, including local school councils with decision-making power at every school, and support and training for LSCs.
In Bronzeville, community groups have worked for two years on a plan for Dyett High School and five elementary schools that feed into it. Dyett would become a Community High School of Green Technology and Leadership, and the elementary schools would focus variously on math, science, engineering, languages and global citizenship.
There would be curriculum alignment throughout the “village,” says Jitu Brown of the Kenwood Oakland Community Organization, along with health centers, a social worker and nurse, social-emotional and leadership programming, restorative justice, safety patrols, and pre-K for all.
The groups have called for a moratorium on school closings in Bronzeville, which has been hard hit by closings over the past decade, and which has a large number of schools which meet the new criteria.
“We’ve had ten years of closings, consolidations, and turnarounds, and they have not helped our students,” said Andrea Lee of Grand Boulevard Federation.
Brown points out that Dyett was under-resourced when it was turned into a high school to serve students who couldn’t get into the new King College Prep; a couple years later it was “completely destabilized” when Englewood High was closed and students were sent to Dyett.
“We have to defend ourselves against our own school district,” which is “setting up our schools to fail,” he said.
“We’re looking at schools being constantly destabilized with models that just don’t work – just moving children around – and no accountability when they don’t work,” he said.
There’s evidence that the alternative strategy works. Logan Square Neighborhood Association’s community schools are nationally acclaimed, and in a high-poverty, high-crime area on the Southwest Side, Brighton Park Neighborhood Council has worked for eight years in schools and seen steady improvement in achievement levels.
BPNC’s full-service community schools provide afterschool academic support for struggling kids and homework help for others, followed by two hours of enrichment activity – music, art, drama, sports, “everything you can think of,” said Patrick Brosnan.
There’s ESL, GED, citizenship, and computer classes for parents, aimed at assisting them in supporting their children in school. There’s parent and student leadership development.
Each school has a resource coordinator and a social worker. Funding comes from the federal 21st Century Community Learning Centers program and other public and private sources.
“It’s building ownership over the school and trying to promote the school as a center of the community,” Brosnan said. “We’ve seen tremendous results in schools that have a lot of challenges.”
Soto has announced the legislature’s Chicago Educational Facilities Task Force will hold a hearing on CPS school actions on Thursday, December 1 at 10 a.m. at the Bilandic Building, 160 N. LaSalle.
The Chicago Teachers Union is holding a teach-in on stopping school closings for teachers, parents, and community groups on Saturday, December 3 from 10 a.m. to 2 p.m. at King College Prep, 4445 S. Drexel.