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Philadelphia Public School Jo See in ba us ck pa Ju ge n for e de 8! tai ls NOTEBOOK Focus on Segregation & Equity Sección en español Table of contents p. 2 On the web at www.thenotebook.or In a highly segregated system, many racial gaps New District data reveal persistent inequities in resources and achievement SUMMER 2005 VOLUME 12, NO. 4 By Michael Churchill and Paul Socolar The School District, in connection with the city’s long-running desegregation case, has released new data on the conditions of the city’s racially segregated schools. For this and other reasons, the time is ripe to look at race and education in Philadelphia. A school year has passed since the School Reform Commission adopted its “Declaration of Education,” which committed the District to achieving “equity in facilities, programs and resources” in all its schools. The No Child Left Behind Act is producing volumes of statistics Well over a third of students attend the 109 schools that are 90 percent or more of one race. comparing the achievement levels of racial and ethnic groups. And CEO Paul Vallas is implementing an array of new programs, which he argues will “lift all boats.” How much have things changed? One point of comparison is the School District’s data from 1992, which Pennsylvania Commonwealth Court Judge Doris Smith-Ribner cited in her landmark decision calling for action to address glaring racial gaps she found in the District. A review of current data suggests that after 12 years, many of those gaps remain. Here (and in charts on pages 14-15) are some key findings. A highly segregated system Philadelphia’s schools are highly segregated, and the current degree of racial segregation Privatization - Year 4 Edison in line for two more schools by Paul Socolar Three full years into the School District’s experiment with privatization of school management, the Vallas administration this spring showed it is willing to put new schools under outside management as well as to introduce new management models. Looking to benefit from this round of changes is Edison Schools Inc., which is poised to add two elementary schools to its cohort – Hartranft and Huey. But that proposal faced some tough questions from School Reform Commission members in May. The District made a major shift in its own approach to interventions in low-performing schools, closing down its Office of Restructured Schools while launching a new “Creative Action and Results” (CAR) region to work with 11 schools with severe achievement, attendance, and school climate problems. All 11 have failed to meet state targets for “adequate yearly progress” six years in a row. See “Edison” on p. 9 FOCUS ON Segregation & Equity School District enrollment numbers point to the fact that for many students it is rare to find a diverse classroom in Philadelphia. is greater than it was in 1992. At that time the School District was about 22 percent white, 62 percent African American, 10 percent Latino, and 5 percent Asian. In 2004, Philadelphia had 187,000 students in public schools. Overall, African Americans made up 65 percent of the District’s students, Latinos and Whites were each nearly 15 percent, and Asians just over 5 percent. But these overall percentages tell only part of the story. Well over a third of Philadelphia students attend the 109 schools that are 90 percent or more of one race. All but two of those schools are predominantly African American. Only a handful of schools are racially balanced with significant numbers of Whites, African Americans, and Latinos. A total of 142 schools are 70 percent or more African American, 12 schools are more than 70 percent Latino, and six are more than 70 percent White. In 1992, just over half the District’s students attended the 134 schools that were less than 10 percent White. Today, 62 percent of students attend the 166 schools that are less than 10 percent White. These numbers testify to how it is hard for many students to find diverse classrooms or meaningful interracial experiences at school. n Vallas promete docenas de escuelas ‘aceleradas’ para estudiantes de Kinder a octavo grado. “Academias de Alto Desempeño” estilo magnet este otoño; tres selectivos “Centros de Alto Desempeño” están en planes para el otoño de 2006; y se está trabajando en nuevos programas de enriquecimiento para todos los estudiantes de Kinder a octavo grado. Estos programas de enriquecimiento estarán disponibles este verano y durante el semestre de otoño después de las horas de escuela y los sábados. “Tenemos planes de acelerar el desarrollo de nuestros estudiantes más jóvenes”, explicó el CEO Paul Vallas. “Y nuestra meta es que para el 2008 tengamos al menos 15% Racial gaps in achievement persist It is difficult to track changes in achievement over time because standardized testing practices have changed. Nevertheless, it is possible to make some comparisons of achievement gaps between races. In 1992 in grades 1-8, the gap on the citywide reading tests between the percentage of Whites above the national median and the percentage of African Americans above the median was 22 points. Today, African Americans as well as Whites are scoring higher on the current tests (the TerraNova). But the gap between their achievement levels has increased to 27 points. Similarly, the gap between White and African American students’ math scores was 29 points in 1992 and is 31 points today. Looking at the District’s most segregated Photo: Harvey Finkle schools, Judge Smith-Ribner reported that between 1988 and 1991, 32 percent of students in schools with a White population below 10 percent scored better than the national median. On a new test in 1992, only 17 percent did. The analysis conducted by the Public Interest Law Center showed that on the 2004 TerraNova, 27 percent of the students in the predominantly nonwhite schools scored above the national median – better than 1992, but poorer than 1988-91. While achievement has risen across the See “In a highly segregated” on p. 13 Explaining our language In analyzing school segregation and its effects, the Notebook uses as a dividing line whether schools have a population that is more than 10 percent White or less than 10 percent White.The latter group – schools that are therefore 90 percent or more students of color (African American, Latino,Asian) – are called “predominantly nonwhite” schools in this edition.This same dividing line was used by the Court in Philadelphia’s desegregation case. Escuelas magnet para algunos, enriquecimiento para todos por Sheila Simmons Con promesas de “oportunidades académicas de alto desempeño” para los estudiantes de las escuelas elementales públicas de todas las regiones de la ciudad, el Distrito Escolar de Filadelfia ha revelado esta primavera sus planes de crear un sistema de tres niveles con “opciones aceleradas” para los estudiantes de Kinder a octavo grado. Cincuenta escuelas se convertirán en N White 14.2% Latino 14.5% African 65% School data on racial disparities American 14-15 93.3% 86.0% 5 85.4% Teacher quality and inequality 18 de los estudiantes del Distrito matriculados en programas de alto desempeño”. Vallas predijo que el programa tendrá “un efecto transformador en el Distrito”, y añadió que “cuando se siembran programas de excelencia en las escuelas, siempre habrá estudiantes que lograrán un nivel de desempeño mucho más alto que el de competencia”. Nacionalmente los programas magnet a menudo son criticados por sacar a los estudiantes más sobresalientes de las escuelas en la comunidad, dejándolas con una concentración aún mayor de estudiantes en desven“Escuelas” continúa en la p. 10 Magnet schools reaching neighborhoods 20 Equity is essential In Our Opinion The articles and charts in this edition of the Notebook begin to paint a picture of the issues facing students in Philadelphia’s most racially segregated schools. That picture is a deeply troubling one, especially for the 115,000 Philadelphia public school students in schools that are 90 percent or more students of color. The words of Commonwealth Court Judge Doris Smith-Ribner’s 1994 court ruling still ring true: that the right to an education “has not been made available on equal terms to all of the students in Philadelphia’s public schools.” Within Philadelphia, we still have a twotiered school system. It is still revealing to compare schools that have a population more than 10 percent White versus those that are less than 10 percent White. On measure after measure, the students in schools with the fewest White students are at a significant disadvantage. It is true that the District has been seeing rising test scores and an influx of new resources – books, curriculum materials, afterschool and summer programs, programs in high schools, and even new buildings. These are laudable gains, but so far they have not translated into a narrowing of key opportunity gaps for students in predominantly nonwhite schools. Here are some of the types of gaps you will read about in these pages: • In 2003-04, the schools with more than 90 percent students of color averaged twice as many teachers who are not fully certified compared to the schools with more White students. • In 14 predominantly nonwhite schools last year, not a single student was identified as mentally gifted, while at some schools with more Whites, the gifted population is 10 percent or more of the student body. • Fewer high schools that are predominantly nonwhite offer high-level third- and fourthyear foreign language classes than do high schools with more White students. It is no surprise that outcomes for students reflect these and other opportunity gaps. For the past three years on the statewide PSSA exam, the percentage of African American and Latino students scoring proficient or better has consistently lagged 25 to 30 points below the percentage of Whites. Students able to qualify for selective admission magnet schools continue to be disproportionately White. The growing population in the District’s disciplinary schools is disproportionately African American. While the leadership has set equity goals, CEO Paul Vallas’s approach to Philadelphia’s school crisis is to infuse new resources into the system citywide, based on the premise that nearly all Philadelphia schools are needy and have high poverty rates. The gap between city and suburban schools Philadelphia Public School is deep and widening, and inadequate funding is a fundamental obstacle to making needed changes in Philadelphia. But at the same time, the kinds of persistent racial inequality seen within the District are unacceptable. Issues of race and racism in Philadelphia schools must be addressed. Targeted investments are needed in the predominantly nonwhite schools. To level the playing field, the critical priority should be providing superior teachers – and principals – at predominantly nonwhite schools. Teacher quality is probably the single most important factor in improving students’ academic performance. Recent increases in teacher certification and retention rates are encouraging but are no guarantee that inadequately staffed schools will get the quality teachers they need. The modest financial incentives now offered are insufficient to channel qualified, experienced teachers to those schools in the numbers necessary. Bold steps are needed that both increase these financial incentives and improve working conditions by reducing class size, increasing access to mentors, and upgrading facilities for teachers in hard-to-staff schools. Schools with inexperienced staff are getting shortchanged. Investing in staffing at predominantly nonwhite schools is a fundamental issue of fairness. Beyond investing in teacher quality, closing the gaps will require prioritizing smaller class size, smaller schools, stronger early childhood programs, teacher training, and curriculum enrichment in predominantly nonwhite schools. But while the focus should be on working to level the playing field for racially segregated schools, confronting race problems also means paying attention to the race relations in all our schools. Philadelphia is a city with great diversity. Many of our schools are integrated institutions and should be grappling with racial biases and ensuring that integration is grounded on equity. There are opportunities to foster more integration – through the location of new facilities, adjustments to attendance boundaries, or voluntary busing – and thereby help schools prepare students to live in a multicultural society. Race relations are important even at schools that are essentially 100 percent African American: there are staff who need help in developing a level of cultural competency to support their students. Many new teachers arrive ill prepared to relate to the students they need to engage, educate, and empower. At every school and across the city, it is essential to make time and create space for discussion, planning, and action to eradicate the racial inequality that pervades this school system. NOTEBOOK An independent quarterly newspaper – a voice for parents, students, classroom teachers, and others who are working for quality and equality in Philadelphia public schools. Editorial Board: Michael Churchill, Yulanda Essoka, Cristina Gutiérrez, Ajuah Helton, Benjamin Herold, Aylese Kanze, Clarisse Mesa, Ros Purnell, Len Rieser, Deborah Russell-Brown, Sheila Simmons, Toni Bynum Simpkins, Paul Socolar, Eva Travers, Debra Weiner, Ron Whitehorne 2 Editor: Paul Socolar Staff writer: Sheila Simmons Design: Joseph Kemp Cartoonist: Eric Joselyn Editorial assistance: Eileen Abrams, Joseph Blanc, Sandy Socolar Distribution: Beandrea Davis, Lonnia Curtis Intern: Tim McDermott Web volunteer: Barb Smith “Turning the page for change.” Leadership Board: Ajuah Helton, Myrtle L. Naylor, Ros Purnell, Len Rieser, Deborah Toney-Moore, Sharon Tucker, Ron Whitehorne Special thanks to… Our subscribers, advertisers, and volunteers who distribute the Notebook. Funding in part from Bread and Roses Community Fund, CampbellOxholm Foundation, Dolfinger-McMahon Foundation, Douty Foundation, Samuel S. Fels Fund, Allen Hilles Fund, Philadelphia Foundation, William Penn Foundation, Self-Education Foundation, Washington Mutual, and the Henrietta Tower Wurts Memorial. Table of contents Focus on Segregation & Equity 1 14 15 In a highly segregated system, many racial gaps Philadelphia’s most segregated schools In many areas, racial differences persist in School District 15 Segregation in Philadelphia schools: the past 50 years 18 Teacher quality inequitable in Philadelphia’s schools 21 Center City residents to get first dibs on some transfers 17 20 Is the pressure for educational equity still on? Magnets for some, enrichment for all 22 Integrated schools, but segregated classrooms 24 Glimpses at success: great strides in some racially isolated schools 23 26 28 Community voices: some see room for improvement on equity Opinion:Where have all the White kids gone? About this edition Other News & Features 1 Edison in line for two more schools 27 Remembering Miriam Hershberger 4 Selling the ‘Vallas model’: all a big mistake? Departments 2 3 3 3 Notebook editorial 5 Letters to the editors 7 Eye on Special Ed School snapshot 6 1, 10-11 Who ya gonna call? News in brief Activism around the city Español On the web at www.thenotebook.or g About the Notebook The mission of the Philadelphia Public School Notebook is to promote informed public involvement in the Philadelphia public schools and to contribute to the development of a strong, collaborative movement for positive educational change in city schools and for schools that serve all children well.The Notebook celebrated its tenth anniversary as a newspaper in 2004. Philadelphia Public School Notebook is a project of the New Beginnings Nonprofit Incubator of Resources for Human Development. Send inquiries to Philadelphia Public School Notebook, 3721 Midvale Ave., Philadelphia, PA 19129. Phone: 215-951-0330, ext. 107 • Fax: 215-951-0342 Email: [email protected] • Web: www.thenotebook.org PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 The new IDEA: special ed law has a few key changes by Len Rieser It’s known as the Individuals With Disabilities Education Improvement Act of 2004. But is “the new IDEA” really an improvement? Actually, the biggest news about the new federal special education law may be that so much of it stayed the same. Students with disabilities will still be entitled to a free, appropriate public education in the least restrictive setting. Individual- EYE ON SPECIAL EDUCATION ized education plans (IEPs), reviewed annually, will still be required for each student. Families will have the right to hearings and appeals. Here are some key areas where the law has changed. Less paperwork, but potentially stronger programs. In response to “paperwork” concerns, Congress eliminated the requirement that the IEP include short-term objectives, except for the small number of students who – because of complex disabilities – are taught to “alternate standards.” But in doing this, Congress also indicated that the goals of most students with disabilities should be in line with the standards that non-disabled students are expected to reach. Thus, families who want their child to take part in the regular curriculum will find support for their position in the new law. Also, because special education services must now be “based on peer-reviewed research to the extent practicable,” families may have new leverage in demanding quality programs. Transition plans: new deadline, new assessment requirement. Congress eliminated the often-ignored requirement that a plan for the student’s transition to adult life be developed at age 14. Now, a transition plan is required when the school writes the IEP that will be in effect when the child turns 16. But Congress also made clear that the plan must be based on actual assessments of the child’s needs in such areas as postsecondary education, employment, and independent living skills – a new requirement that may prove helpful. More opportunities to resolve complaints, but more complex procedures. If a family asks for a “due process hearing,” the school must first hold a meeting to discuss the family’s concern (a “resolution session”). Some disputes will likely be resolved this way. Mediation services will also be available, and agreements reached in “resolution sessions” and mediation meetings will be enforceable in court. At the same time, the procedures for requesting hearings have become more complex, and an extra 30 days has been built into the timelines to give the school an opportunity to resolve the problem. Protections against disability-based discrimination in school discipline, but some relaxation of the rules. The new law keeps many protections, including the “manifestation determination” (a decision on whether the student’s behavior was related to the disability), and limitations on when a child may be transferred to another school for disciplinary reasons. But Congress also changed the wording of many of these requirements in ways that may make it easier to move students to alternative schools. We will not know the exact meaning of some of the changes until the government issues new regulations – and perhaps not even then, since the courts may have to weigh in on some points. Stronger teacher preparation. All special education teachers must now have full special education certification; an emergency or temporary certificate isn’t enough. Special education teachers must also have a strong background in their subject matter. For example, most special education teachers of “core” subjects – such as English or math – at the middle- or highschool level will now need to be certified in at least one of those subjects, and “highly qualified” in any other subjects that they teach. Teachers who teach only students with complex disabilities must meet different requirements, but must still demonstrate academic competence. Stronger focus on disadvantaged groups. The new law contains provisions to support children who are homeless, in foster homes, or otherwise highly mobile. The law also requires more data on the overidentification of children of color, as well as on suspension and expulsion rates for children with disabilities (broken down by racial and ethnic group). There’s lots more information on the Internet. Useful sites include www.ncset.org/idea.asp and www.ed.gov (the U. S. Department of Education; go to the “Office of Special Education and Rehabilitative Services”). The U. S. Department of Education is also holding public meetings in New York (June 24) and Washington, D.C. (July 12) to gather input on proposed new federal special education regulations. Len Rieser is co-director of the Education Law Center. SUMMER 2005 Photo: YUC Mastbaum sophomore Blair Scott was one of the emcees for a public action hosted May 18 by the Youth United for Change chapter at Mastbaum, where students won commitments to change discipline practices at the school. An agreed upon platform – signed by Principal Wendy Shapiro and District high school administrator Reuben Yarmus – commits the school to adopt peer mediators in the Dean’s office, professional development around effective discipline, teacher evaluations on discipline-handling, a Friday “dress down” day, and an in-school suspension program, for which the District announced it was allocating $40,000. Letters to the editors ‘Business model’ has failed schools To the editors: At the turn of the twentieth century, the purpose of education was widely understood to prepare people for participation as citizens in the United States of America. A new public high school somewhere in this country was being opened each day. This led to the development of the United States as the wealthiest, most powerful, most educated nation on the planet. Somewhere along the line our mission for education changed. Instead of developing citizens, we began to develop employees. Instead of focusing on neighborhood schools, we developed the factory model of education – warehousing our students into giant buildings, taking them away from neighborhoods, focusing on cost containment rather than on education. The SRC recognizes that method has not worked. It now seeks to build smaller neighborhood schools. The Commission is correct, but the cost of failure due to following the business model cannot be calculated. In the meantime, the SRC is still bent on following the business model, instilling competition and privatizing our schools. The SRC in staff professional development has insisted we become data-driven. The data over the past three years of privatization in Philadelphia show that District-run schools have generally improved test scores more than privately managed schools, even though the privately managed schools all receive extra funding. How long will citizens allow this to continue? Keith Newman Philadelphia [email protected] AYP Game: a great resource To the editors: I had the good fortune of receiving a copy of your poster Making AYP: The Game. This publication is without a doubt the best overview of Adequate Yearly Progress requirements and implications for educators throughout Pennsylvania. I believe this is a resource that needs to be provided for all teachers within the middle school of which I am principal. This overview will certainly help our teachers establish a clear focus and instructional goals to ensure success for all students. Dr. Francis X. Antonelli, Principal Heights Terrace Elementary/Middle School, Hazleton, PA es to the military. But we have the right to “opt out” – to refuse to have the school release that information. The Global Women’s Strike and Payday have launched a grassroots campaign to inform students and parents of the right to opt out, and to demand that money going to war and prisons go instead to caregivers, youth and communities. Our schools, libraries, public services and communities are suffering from lack of resources, while billions are spent on war and occupation. The military is stepping up its recruitment effort and putting the squeeze on students because massive opposition to the war and occupation in Iraq has meant that young people are not enlisting, even during a period of economic hardship. No one wants to see their son’s or daughter’s life wasted as cannon fodder. Students and parents are organizing in different ways across the country against recruitment and militarization of schools, and for resources and community control: • Students in Montclair, N.J., got 80 percent of their parents to opt out. • In a Latino neighborhood in Los Angeles, a demonstration of parents and community members blocked the car of retired General Tommy Franks when they learned that he was speaking to fifth-grade students. • Students in many Philadelphia schools are organizing optout efforts. We invite you to be in touch with us at 215-848-1120. A “toolkit” on opting out can be found at www.youthandthemilitary.org. Let us know what you are doing and get involved! Pat Albright Global Women’s Strike Philadelphia [email protected] Editors’ note: “Making AYP: The Game,” which appeared in the Notebook’s Winter 2004-05 edition, was a combined effort of the Notebook and Research for Action (RFA), as part of RFA’s Learning from Philadelphia’s School Reform Project. Copies of a free, glossy wall poster of the game produced by RFA can be obtained by visiting www.researchforaction.org, or writing Research for Action, 3701 Chestnut St., Philadelphia, PA 19104. Opting out of military recruitment To the editors: Bush’s No Child Left Behind Act requires schools that get federal funds to give students’ home phone numbers and address- What’s YOUR opinion? We want to know! Write a letter to Philadelphia Public School Notebook at: 3721 Midvale Avenue, Philadelphia, PA 19129 Fax: 215-951-0342 Email: [email protected] Web: www.thenotebook.org/contact PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 3 Selling the ‘Vallas model’: all a big mistake? n A consultant’s apology for overstating his firm’s relationship to Vallas left some questions unanswered. By Sheila Simmons and Paul Socolar In a school district buzzing with educational entrepreneurs test-marketing their brands of educational products, perhaps it was only a matter of time before one of them hit upon the bright idea to try to “brand” and market Paul Vallas himself, Philadelphia’s prominent and much-heralded CEO. But that bright idea turned into a fiasco this spring, when the branding scheme surfaced on the web – apparently without having first obtained Vallas’s permission for the site, designed to market “The Vallas model” of school reform. After inquiries from a Notebook reporter, the web pages marketing Vallas’s reform approach were disavowed by all parties and were quickly taken down. District spokesperson Cecelia Cummings said the District had threatened legal action if the website was not taken down immediately. She asserted that Vallas had not authorized the use of his name or the marketing of his reform model and had no financial involvement. Then the culprit apologized, saying it was all a big “mistake.” But what makes this marketing snafu intriguing is that this “culprit” was not just any two-bit salesman, but a consulting firm with connections to Vallas and to Princeton Review, a key District service provider. The website touting Vallas belonged to Solomon Consulting Services, Inc., or SCS, a Chicago-based company offering services to school districts looking to boost student achievement. SCS is headed by Gary Solomon. Solomon 4 is also the lead consultant in Philadelphia for Princeton Review, one of the District’s largest educational services contractors, providing $6 million in services to the District this year. And Solomon also has a key role in St. Louis, where he was hired to lead the transition team of that district’s recently appointed schools chief, Creg Williams, a key administrator under Vallas in both Philadelphia and Chicago. SCS’s “senior advisor,” according to a published report, is Phil Hansen, Princeton Review’s national director for urban schools, former chief accountability officer for the Chicago schools and a key advisor to Vallas – so trusted that Vallas recently turned to him for management support in the School District’s accountability office, despite his work for a major private contractor monitored by that office. Both Solomon and Hansen continue to represent Princeton Review with the District. describing the creation of the SCS site. SolTyra said its work with SCS began “when some of the most successful leaders in educational A new SCS site (www.solomonconsultinginc.com) with no direct references to Vallas, team members, or clients was posted a few days later. The “exclusive rights” page was “a mistake,” Solomon said in a May interview, and was never approved by Vallas. He insisted the web design was one of “about 25 concepts” that SolTyra pitched, and he vetoed. He said the web design was also supposed to be located “behind a firewall and was completely secure on [the SolTyra] design site.” After inquiries from a reporter, the web pages marketing Vallas’s reform approach were disavowed by all parties and taken down. reform came together to form a for-profit enterprise upon the exclusive rights to Paul Vallas’ model.” This web page about exclusive rights to the “Vallas model” on the SolTyra site also disappeared from the web shortly after a Notebook interview with Solomon, as did references to a purported SolTyra marketing contract with four Philadelphia public schools. Tracing the birth of an idea To date, nobody has shed light on what See “Selling” on p. 5 Bogus claims Before it was taken down on April 28, the SCS website was full of stories about the successes of Paul Vallas. The site referred to both the Chicago Public Schools and the School District of Philadelphia as “our clients” and displayed charts of rising test scores in both cities under Vallas’s leadership, even though Solomon subsequently admitted his firm had no contracts with those districts. The SCS site also listed a “Team” that read like a “who’s who” of close Vallas associates from Chicago and Philadelphia, several of whom since have said they never authorized Solomon’s use of their names. But most surprising was the claim published by Solomon’s Chicago-based web design firm, SolTyra Inc., in a promotional web page PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 Selling the ‘Vallas model’ continued from p. 4 conversations took place among Vallas’s associates about marketing the “Vallas model.” Nor is it clear why the concept developed into a full-fledged Solomon Consulting Services website that had over 20 positive articles about Vallas, including recently published stories from the national media. Pressed to explain the SCS website’s highlighting of Vallas, Solomon stated, “As I understand it, Paul [Vallas] is the first to admit that he encourages members of his team to take credit for the reform that happens in the districts that he’s worked.” Staff at web designer SolTyra did not respond to requests for comment on the website. Princeton Review, meanwhile, offered a prepared statement on the incident. “It seems that SCS inadvertently exposed an internal proposal to the outside world,” company officials wrote. “As we understand it, the site was a work-inprogress, and overstated a relationship with the School District of Philadelphia and its CEO. We understand that there is no business relationship between the District and Vallas and SCS.” The company added, “We have nothing but respect for Gary [Solomon] and Phil [Hansen] and, to the best of our knowledge, nothing about their venture should affect our relationship with the district.” In a follow-up interview, Vallas stressed his discomfort with an unauthorized use of his name, but seemed ready to put the marketing snafu by Solomon – a five-year veteran with Princeton Review in Chicago – behind him. “He made an apology that I have accepted,” Vallas said. “I am comfortable continuing a professional relationship with Gary Solomon.” But Vallas offers little insight into origins of the marketing of the Vallas model on the SCS website. “We have no idea,” District spokesperson Cummings said. SUMMER 2005 Standards for contractors But does the incident have any implications for Princeton Review or others doing business with the District or wanting to take credit for District accomplishments? With questions being asked about the relationship between Vallas and key personnel representing Princeton Review in Philadelphia, some District insiders reported a lack of competitive bidding on Princeton Review’s contracts. As the privatization of educational services has surged in Philadelphia since the state takeover, the need to develop and monitor performance standards for contractors and to provide the public with information have been areas of public concern. Vallas said there is a process for contractors who want to publish claims of success in Philadelphia, requiring them to first contact the District and have their claims validated. He added, “Princeton Review has been made to adhere to the same requirements for contract consideration as all other vendors.” He noted a contract bid by the company in 2003 that was denied. “The District’s relationship with Princeton Review is based on performance and the ability to deliver quality programs that benefit District students,” the CEO asserted. He said the company’s extended day math programs had brought strong academic gains. Vallas also observed that the company’s first contract with the District, for $160,000, predated his arrival in Philadelphia. Princeton Review’s current $6 million in contracts cover the summer school program, afterschool curriculum, test preparation, and also small schools transition services at four schools. The securing of this latter contract came under public criticism earlier this year from small schools advocates in Philadelphia because organizations such as the Big Picture Company and KnowledgeWorks that are known specifically for their small schools expertise were not tapped by the District. Alex Molnar, a professor at Arizona State University who monitors business involvement in education, warned of a growing need to grapple with unscrupulous marketing practices. “We have plenty of examples of for-profit firms bending the boundaries of ethics in public education, by importing practices from the business community, which are standard practices in the business community,” he said. “And what is happening is we have a whole industry being created which relies almost entirely on public funds, which is largely operating outside of effective public oversight,” Molnar concluded. Contact Notebook education writer Sheila Simmons at [email protected] or editor Paul Socolar at [email protected]. Who ya gonna call? School District of Philadelphia State Senators Paul Vallas (Chief Executive Officer): 215-299-7823 Vincent J. Fumo (D): 215-468-3866 Christine Tartaglione (D): 215-533-0440 School Reform Commission Shirley M. Kitchen (D): 215-457-9033 James E. Nevels: 215-299-7916 Michael J. Stack (D): 215-281-2539 Martin Bednarek: 215-299-3597 Vincent Hughes (D): 215-471-0490 Sandra Dungee Glenn: 215-299-7799 Anthony Hardy Williams (D): 215-492-2980 James P. Gallagher: 215-299-2917 State Representatives Daniel J. Whelan: 215-299-7660 Louise Williams Bishop (D): 215-879-6625 U.S. Congress Thomas Blackwell (D): 215-748-7808 Senator Arlen Specter (R): 215-597-7200 Alan L. Butkovitz (D): 215-335-2521 Senator Rick Santorum (R): 215-864-6900 Mark B. Cohen (D): 215-924-0895 Rep. Chaka Fattah (D): 215-387-6404 Angel Cruz (D): 215-291-5643 Rep. Robert Brady (D): 215-389-4627 Lawrence H. Curry (D): 215-572-5210 Rep. Allyson Y. Schwartz (D):215-742-8140 Robert C. Donatucci (D): 215-468-1515 City of Philadelphia Dwight Evans (D): 215-549-0220 Mayor John Street (D): 215-686-2181 Harold James (D): 215-462-3308 City Council Members-At-Large Babette Josephs (D): 215-893-1515 (elected citywide) William F. Keller (D): 215-271-9190 David Cohen (D): 215-686-3446 George T. Kenney, Jr. (R): 215-934-5144 W. Wilson Goode, Jr. (D): 215-686-3414 Marie A. Lederer (D): 215-426-6604 Jack Kelly (R): 215-686-3452 Kathy Manderino (D): 215-482-8726 James F. Kenney (D): 215-686-3450 Michael P. McGeehan (D): 215-333-9760 Juan Ramos (D): 215-686-3420 John Myers (D): 215-849-6896 Blondell Reynolds Brown (D): 215-686-3438 Dennis M. O’Brien (R): 215-632-5150 Frank Rizzo (R): 215-686-3440 Frank L. Oliver (D): 215-684-3738 District City Council Members John M. Perzel (R): 215-331-2600 Frank DiCicco (D): 215-686-3458 William W. Rieger (D): 215-223-1501 Anna Verna (D): 215-686-3412 James R. Roebuck (D): 215-724-2227 Jannie L. Blackwell (D): 215-686-3418 John J. Taylor (R): 215-425-0901 Michael A. Nutter (D): 215-686-3416 W. Curtis Thomas (D): 215-232-1210 Darrell L. Clarke (D): 215-686-3442 LeAnna Washington (D): 215-242-0472 Joan L. Krajewski (D): 215-686-3444 Ronald G. Waters (D): 215-748-6712 Richard Mariano (D): 215-686-3448 Jewell Williams (D): 215-229-9594 Donna Reed Miller (D): 215-686-3424 Rosita C. Youngblood (D): 215-849-6426 Marian B. Tasco (D): 215-686-3454 To find out which District City Council member, State Senator, Brian J. O’Neill (R): 215-686-3422 and State Representative represents you, call the League of Commonwealth of Pennsylvania Women Voters at 1-800-692-7281, ext. 10. Governor Edward Rendell (D): 717-787-2500 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 5 A participatory model for small high schools Educator and small schools advocate Dennis Littky called for participation in transforming the city’s persistently low-performing high schools during his April appearance at the Philadelphia Education Fund. Littky highlighted the celebrated Metropolitan Regional Career and Technical Center (The Met) he co-founded in 1996, in Providence, R.I. The Met is a cluster of progressive small public high schools whose participatory model is being replicated nationwide through a series of schools overseen by Littky’s organization, the Big Picture Company. “Philadelphia,” Littky urged, “is as good a place as any to start a school based on The Met Center model. Anyone and everyone can be involved.” Tim Jenkins, who will be the principal of a Big Picture Company school set to open this fall in Camden, accompanied Littky. Littky said that normally, students describe school as boring, and even more disturbing, society knows it. The Met provides students with what they feel is a more relevant life experience, Littky said. Rather than evaluating students by tests, Met schools emphasize development of real-life skills with internships, portfolios, and oral presentations. At The Met, there are no bells, no police presence, and no violence, Littky said. Littky credited the Met’s 15 to 1 student/ advisor ratio that allows students to be in situations where they are known. Advisors stay with the same group of students for all four years. A staff of specialists helps students with learning disabilities. At the heavily low-income-student school in Providence, which serves mostly students of color, 100 percent of graduates have been accepted into colleges, with 80 percent going on to attend. –Tim McDermott News In Brief 6 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 Activists pursue limits on sales of handguns In recent months, community groups and elected officials concerned about gun-related violence in Philadelphia and its effect on school children have been taking aim at gun trafficking in Pennsylvania. Community and antiviolence groups in April participated in a motorcade and walking procession that concluded at Colosimo’s Gun Shop, at 9th and Spring Garden streets, which data show is the leading seller of guns recovered from Philadelphia crime scenes. Sponsored by the Philadelphia Area Interfaith Peace Network, the event included participants from CeaseFire PA, Mothers in Charge and the Philadelphia chapter of the NAACP. Antiviolence activists contend the city remains a hot market for gun-selling, drawing buyers from New York and New Jersey. Groups like Eastern Pennsylvania Organizing Project (EPOP) have been trying to amass support from the region’s clergy for legislation that would limit handgun purchases in Pennsylvania to one per month. Pennsylvania State Rep. John Myers (DPhila.) has introduced such legislation in Harrisburg. Meanwhile, EPOP leader Fran McFadden said organizers have been meeting with local fewer barriers to education, and for English elected officials to encourage the city to purlanguage learners, there are more opportunisue additional federal fundties for learning. ing for the police presence Meanwhile, the number of CTIVISM around schools. families who have contacted She said the city had been ELC to speak with a “real particularly hard-hit by the lawyer” for advice on “everyTHE CITY inability to fill vacant posithing from residency problems tions that must be held for about 100 local to graduation requirements, special education police officers on active military duty. to charter schools, teacher-quality issues to “Homeland security starts at home,” Title 1 dollars,” now counts well over 100,000. McFadden offered. “The safety of our children “What we’ve done is fought for those popis at stake.” ulations of kids and made a difference in ensuring that the system set up to protect those kids Contact EPOP at 215-634-8922. is respected, and the special services needed by them to learn and reach higher levels are made available,” Janet Stotland, ELC co-director, said during a recent interview. The nonprofit legal advocacy organization, The Education Law Center (ELC) is markin Center City, has offices in Philadelits 30th anniversary with a Center City celbased ing phia, Harrisburg, and Pittsburgh. ebration. But the most telling measure of the ELC’s 30th anniversary celebration will center’s milestone may be the tens of thoutake place Thursday, June 9, at 5:30 p.m., at sands of lives made stronger by the legal batMontgomery, McCracken, Walker, and tles ELC has won for vulnerable children. 123 South Broad Street. foster children no longer have to Rhodes, Today, The evening’s agenda includes honors for wait two months to enroll in a new school, and rights advocates the Landsman Famwith Down syndrome can disability kindergarteners ily, local student groups Philadelphia Student attend regular kindergarten, where they’ve Union and Youth United for Change, and finalbeen found to thrive. Stotland and Len Rieser, the organization’s children with disabilities, there are ly For Around A Education Law Center celebrates milestone co-directors. For more information, go to www.elc-pa.org or call 215-238-6970. Parents, staff protest child care center closings Saying the all-day services have proven to be a saving grace for working parents who can’t afford quality, private child care and for teen mothers struggling to stay in school, dozens of clients and staff members in May spoke out against a District plan to phase out its 45 Comprehensive Early Learning Centers. As some parents and staff picketed outside the School Administration building, others pleaded in emotional testimony to the School Reform Commission to vote down a District proposal to suspend a section of the school code that prohibits closing of the centers. “We believe Comprehensive Early Learning Centers are a winner,” said Sharon Ward, director of child care policy for Philadelphia Citizens for Children and Youth. Pointing to studies documenting the effectiveness of these services, Ward added, “The School District operates the finest early child care in the city.” Vallas stated that the centers, serving 1,400 children, are costing $19,000 per child and that centers are losing children to private providers. The District seeks to get out of the expensive infant and toddler business, while expanding its school-day services to three- and four-yearolds, which would allow it to provide services to an additional 2,000 children, Vallas said. Vallas said its replacement program, called Bright Futures, was modeled after the Head Start program. It will serve 3,400 children, employ certified staff, and contain a parenting component. The 200 or so infants and toddlers now served will be directed to private providers, with reimbursement from the state, Vallas said. About 200 employees will be displaced by the closings. What the Bright Futures program won’t do, See “Activism” on p. 9 SUMMER 2005 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 7 8 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 Edison in line for more continued from p. 1 The CAR region will use a “case study” approach, tailoring specific interventions for each particular school, District officials said. Temple University is facing a diminished role as the District moved to place two Temple “partnership schools” (Ferguson and Meade) in its new CAR Region. Two of the other six Temple-led schools (Wanamaker and Elverson) are closing this year. Elverson will be reopening as a military high school. In offering two more schools to Edison, the Vallas administration gave the controversial for-profit school manager a boost at a time when the company was being buffeted by new scandals and a flurry of contract terminations nationally affecting at least 20 Edison schools. It has been an especially rough year for Edison in Chester, where the company is pulling SUMMER 2005 out of its eight schools at the end of the school year. One Edison principal was dismissed over a cheating revelation and another, at Chester High School, is being investigated for a possible sex crime. Elsewhere, two Michigan districts with clusters of Edison schools, Inkster and Flint, are not renewing their contracts with the company, according to news reports. Schools in York, Rochester, Miami, Worcester, MA, and Springfield, IL are also reported to be ending their contracts with Edison. In Philadelphia, Edison has seen diminishing revenues from its contract with the District. The District’s education management organizations, or EMOs, are paid based on the number of students served. One Edison school – Stoddart-Fleisher – will be closing this year, and overall enrollment at Edison’s 20 schools is down by 15 percent since 2002, according to District data. An SRC vote on the resolution for Edison to manage Huey and Hartranft was postponed May 18 so that commissioners could review more information. Commissioner Sandra Dungee Glenn said she is “skeptical about the value-added that the EMOs have brought.” “Are we seeing gains in their schools that would justify the resources we’re spending?” Glenn asked. Edison and other EMOs receive $750 extra per student. Explaining his recommendation to tap Edison, Chief Academic Officer Gregory Thornton noted that both schools had been under the Office of Restructured Schools and said their lack of progress called for ongoing support, including “an intensive focus in the area of literacy.” According to Thornton, Edison “had the structures for this particular case. If it was a straight middle school, I probably wouldn’t have done Edison.” PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG Thornton said he saw Victory, Edison and Universal as the three EMOs so far that are making “substantive gains – gains parallel to the District’s.” But he added, “From a researcher’s standpoint, it’s really too soon to say who are the winners and who are the losers.” Activism continued from p. 7 affected parents argued, is open at 6:30 a.m. and stay open until 6 p.m., extended hours that allow parents a schedule that accommodates both work and school. Before voting on the phase-out, the School Reform Commission sought more information on the impact of the shorter hours, as well as on the locations of the District's current and planned centers. 9 Escuelas magnet para algunos, enriquecimiento para todos continúa de la p. 1 taja, que tienen mayor probabilidad de manifestar serias batallas académicas y de comportamiento. Durante la década de 1990, los programas estilo magnet del Distrito estuvieron bajo escrutinio en el caso legal sobre desegregación del Distrito Escolar, en el que la Juez Doris Smith-Ribner encontró que había poca representación de estudiantes afroamericanos Las escuelas tipo magnet ganaron popularidad en las décadas de 1970 y 1980 como un instrumento de desegregación. y latinos en ese tipo de escuelas. Por lo tanto, algunos observadores dudan que los beneficios de estos nuevos programas vayan a ser compartidos equitativamente. Vallas ve la iniciativa como una expansión drástica a las opciones para los estudiantes que ayudará a reducir el éxodo de las escuelas públicas de Filadelfia. Las iniciativas de escuelas especializadas tipo magnet, que estarán en cada una de las regiones, abarcarán una tercera parte de las escuelas de Kinder a octavo grado del Distrito. “Cuando la marea sube, levanta todos los barcos”, comentó él. “Lo que hace atractiva a una escuela para quienes tienen medios económicos para matricular a sus hijos en otras instituciones son las mismas cosas que van a lograr que las escuelas sean mejores para los demás estudiantes que no tienen esas opciones”, dijo. Las escuelas magnet y la clasificación Las escuelas tipo magnet ganaron popularidad en las décadas de 1970 y 1980 como un instrumento de desegregación que podía atraer “como un imán” a estudiantes de otros vecindarios por concentrarse en temas únicos o especializaciones académicas específicas. Sin embargo, por los criterios de admisión o el simple hecho de que solamente atraen a algunos estudiantes, las escuelas magnet representan un tipo de “clasificación” de estudiantes – es decir, clasificar a los estudiantes en diferentes rutas académicas en base a la habilidad o motivación percibida. “Muchos estudios demuestran que este tipo de clasificación afecta negativamente a todos, excepto a los estudiantes de mayor desem- peño”, señaló la ex-funcionaria de igualdad del Distrito Escolar Katherine Conner, “porque la experiencia de aquellos que no están en ese nivel de excelencia es que las expectativas de los maestros son mucho más bajas. Como los maestros esperan menos de ellos, el contenido académico es de mucho menos desafío, y por lo tanto no les dan suficiente tiempo para hacer el trabajo. Además, las evaluaciones de los maestros no son suficientemente específicas”. Aunque reconoce que su organización, la Unión de Estudiantes de Filadelfia, no tiene una postura oficial sobre las escuelas magnet, el director ejecutivo Eric Braxton comentó que “Hace mucho tiempo que estamos preocupados porque el enfoque sobre las escuelas magnet no hace nada para mejorar la calidad de educación para todos los estudiantes”. Actualmente, la mayoría de las 30 escuelas magnet o escuelas con criterios selectivos de admisión en el Distrito son escuelas superiores. Los estudios de investigación sobre las escuelas superiores magnet que hizo la profesora Ruth Curran Neild de la Universidad de Pensilvania encontraron que, aunque las escuelas superiores magnet de Filadelfia tenían diversidad racial, el movimiento de estudiantes sí resultó en un mayor grado de aislamiento racial y segregación económica en la mayoría de las escuelas superiores de la comunidad. En Filadelfia, el impacto de la clasificación se intensifica cuando los estudiantes salen de la escuela elemental, y muchos estudiantes buscan entrar en escuelas intermedias magnet tales como la Masterman. Al expandir drásticamente su programa de escuelas elementales magnet, la iniciativa del Distrito crea la posibilidad de que haya más clasificación en etapas cada vez más tempranas de la vida de los estudiantes. Criterios de admisión Los funcionarios del Distrito dicen que los criterios selectivos de admisión solamente se institucionarán en los tres nuevos “Centros de Alto Desempeño” para los grados Kinder a octavo, que se enfocarán en matemáticas y ciencia, artes plásticas y de representación, y en aeronáutica y ciencias aeroespaciales. Estas tres escuelas darán servicio a los estudiantes de los vecindarios aledaños, quienes serán seleccionados “en base a múltiples criterios, que incluyen el desempeño académico, la creatividad, y el interés, talento y compromiso que hayan demostrado”, y también ofrecerán matrícula a “estudiantes de toda la ciudad mientras haya cabida”, de acuerdo a la descripción del programa que ofrece el Distrito. Vallas dijo que las políticas de admisión Foto: Harvey Finkle 'Tenemos planes de acelerar el desarrollo de nuestros estudiantes más jóvenes', explicó el CEO Paul Vallas. que actualmente están en vigencia en cada una de las 50 escuelas Academia – ya sea por vivir en la comunidad, por lotería o por criterios selectivos de admisión – no van a cambiar por el momento. Las 50 “Academias de Alto Desempeño” para estudiantes de grados elementales e intermedios reflejarán uno de cinco diferentes modelos: • 15 escuelas Emerging Scholars: Este modelo, creado por el Distrito, le permite a los maestros observar las mejores prácticas, están enfocadas en los puntos fuertes del estudiante, y funcionan en base al currículo central del Distrito. Utilizará los acuerdos de colaboración con la comunidad e incorporará varios programas de enriquecimiento. • 10 escuelas de Bachillerato Internacional (International Baccalaureate, IB): Estas escuelas tienen un enfoque internacional, se concentran en las relaciones de los estudiantes con su propia identidad nacional y las tradiciones culturales de los demás. Los estudiantes comienzan a aprender un idioma extranjero a los 7 años. • 10 escuelas Montessori: Los estudiantes en una escuela Montessori aprenden del ambiente y de sus compañeros mientras los maestros les guían a “investigar y explorar”. Los estudiantes diseñan contratos para equilibrar el trabajo y aprenden a manejar el tiempo y educar su carácter. • 10 escuelas SpringBoard: Modelo diseñado por el College Board en base a sus “Estándares para tener éxito en la Universidad”. Estas escuelas ponen énfasis en las matemáticas, lectura y escritura para participar en programas avanzados (Advanced Placement, AP) que preparan al estudiante para tener éxito en sus estudios universitarios. • 5 escuelas University Lab: Estas escuelas aprovechan los recursos académicos de universidades que colaboran en el programa. Su currículo abarca mucho más que las materias básicas, a diferencia de las escuelas que actualmente tienen programas de colaboración con universidades. Las primeras 13 escuelas anfitrionas del programa Emerging Scholars se anunciaron en marzo. Vallas dijo que lo colocó estratégicamente en escuelas que ya se habían identificado para desegregación, para así permitir que el Distrito aprovechara las rutas de autobús ya existentes. Las escuelas para el programa Emerging Scholars también se seleccionaron en base a cuán aptas son para cumplir con las exigencias del programa y a su ubicación geográfica. Las escuelas elementales pueden solicitar ser anfitrionas de una Academia mediante uno de los otros cuatro modelos. Las escuelas seleccionadas para el programa Emerging Scholars son escuelas cuyas puntuaciones en los exámenes PSSA de matemáticas y lectura fueron entre un poco y bastante más altas que el promedio del Distrito. Aunque las escuelas del programa Emerging Scholars tienen una diversidad geográfica y racial casi igual a la del Distrito, la mayoría de las 13 escuelas tienen un promedio de estudiantes de bajos recursos mucho menor que el del Distrito – una diferencia de 20% o más. La escuela Kearny, que tiene 80% de estudiantes de bajos recursos, es la única en que el porcentaje de pobreza es casi igual o excede el promedio del Distrito, que es 71%. Enriquecimiento para todos Vallas dijo que a partir de este verano, todos los estudiantes de Kinder a octavo grado tendrán la oportunidad de beneficiarse del programa de $4 millones del Distrito “Oportunidades de Alto Desempeño”, disponible después de la escuela, los sábados y durante el verano. Según explica el Distrito, el programa consistirá de una hora de enseñanza académica y una hora de enriquecimiento diseñadas con el propósito de preparar a los estudiantes “de desempeño académico promedio” para enfrentar los conceptos matemáticos de mayor nivel; y un programa internacional y creativo de resolución de problemas que utilizará desde construcción mecánica hasta interpretación literaria. 10 Traducción por Mildred S. Martínez. PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 ¿Se está haciendo presión todavía para la igualdad racial? n Suspendida la supervisión de las cortes; el impulso para la igualdad puede provenir del Distrito o de la comunidad. Por Paul Socolar y Len Rieser Mejorar las escuelas públicas es el “problema de derechos civiles del siglo XXI”, dijo el CEO Paul Vallas poco después de llegar a Filadelfia. Muchos residentes de Filadelfia están de acuerdo, y señalan el contraste entre las condiciones de las escuelas en la ciudad (donde la mayoría de los estudiantes son de color), y las condiciones en los suburbios (donde la mayoría de los estudiantes son blancos). Sin embargo, existe otro problema de derechos civiles – dentro de las escuelas de la ciudad. En una decisión que fue causa de noticia cuando se emitió en 1994, la Juez de la Corte estatal Doris Smith-Ribner encontró que el Distrito Escolar en sí era “un ambiente escolar racialmente segregado en el que no todos los estudiantes reciben las mismas oportunidades educativas”. Las víctimas, escribió la Juez SmithRibner, eran los estudiantes afroamericanos y latinos, especialmente en las escuelas con una mayoría de estudiantes de color. Estos niños, encontró ella, no tenían “acceso igual a... los maestros más cualificados y de más experiencia, las mismas facilidades y planteles, acceso igual a cursos avanzados o de admisión especial, asignación equitativa de recursos, o al compromiso para eliminar los desequilibrios raciales en las escuelas al mayor grado posible”. Por gran parte de la década pasada, la juez fue una participante clave del sistema de escuelas públicas de Filadelfia y usó sus poderes para ponerle presión al Distrito en asuntos de igualdad racial. Pero ahora que el caso sobre desegregación se aproxima a su final, ¿qué otras fuerzas en pro de la igualdad en el Distrito o en la comunidad asegurarán que los esfuerzos para proporcionar oportunidades iguales de educación continúen? Impacto de la corte En 1994, la Juez Smith-Ribner actuó rápidamente para preparar un plan de reforma. El nuevo superintendente, David Hornbeck, anunció que aceptaba con gusto la supervisión de la corte. Por muchos años, el Distrito visitó frecuentemente la corte para reportar los pasos que se estaban tomando para resolver las desigualdades raciales. Michael Churchill, el abogado director del Centro de Leyes de Interés Público en Filadelfia que representó a grupos comunitarios en el caso, notó que “La corte logró que el Distrito se asegurara de que las escuelas racialmente aisladas no fueran las últimas en obtener programas de día completo para Kinder, tecnologías de computadoras y otros recursos. Algunas de las desigualdades importantes se redujeron bajo la supervisión de la corte”. Sin embargo, la presión que ejercía la decisión de la corte no duró mucho. Cuando la juez tomó la decisión no usual de ordenar que el estado pagara por las mejoras en las escuelas predominantemente no blancas del Distrito, la Corte Suprema de Pensilvania revocó su orden. Por no tener más fondos del estado, mantuvo el Distrito, ya no podría reducir el tamaño de las clases, aumentar el adiestramiento de maestros ni asumir otros gastos fuertes necesarios para eliminar por completo las diferencias que la Juez Smith-Ribner había identificado. Los recursos necesarios para lograr tanto la igualdad como la calidad ya no estarían disponibles, y la reforma comenzó a demorarse. Hornbeck renunció a su puesto en el 2000, y 18 tumultuosos meses después, el estado tomó las riendas del Distrito. Se creó la Comisión para la Reforma Escolar y llegó el CEO Paul Vallas, trayendo consigo nuevas agendas para mejorar las escuelas. Las órdenes SUMMER 2005 Foto: Harvey Finkle La diferencia en recursos disponibles para las escuelas de la ciudad y de los suburbios es grandísima. Dentro de Filadelfia, algunas escuelas están en una situación aún peor. de la Juez Smith-Ribner ya no eran el centro de atención, y el Distrito buscó finalizar el caso. En un compromiso logrado el año pasado, las partes acordaron que el caso se mantendría abierto por tres años más. Durante este tiempo, el Distrito habría de reportar sus actividades una vez al año, enfocándose en si estaba eliminando o no las diferencias raciales en desempeño y en si estaba o no repartiendo los recursos de manera justa, pero la corte no tomaría ninguna acción. (La mayoría de los datos en esta edición provienen del primer reporte que dio el Distrito.) A menos que una de las partes convenza a la corte de lo contrario, el caso terminará en 2007. Ahora que se suspendió la supervisión del Distrito por parte de la corte, los que están preocupados por la desigualdad racial están buscando otras maneras para poder fiscalizar el sistema. Hay otro caso federal pendiente y separado que alega que el estado ha gastado fondos de manera discriminatoria, pero también está suspendido mientras las partes reexaminan las tendencias más recientes de gasto de fondos en todo el estado. el Distrito responda a asuntos de igualdad, actualmente tiene solamente dos empleados. El enfoque de Vallas ha sido mejorar a nivel de sistema, tratando de evitar lo que él describe como “una dinámica en la que las comunidades con escuelas relativamente pobres y de pocos fondos se pelean entre sí, cuando el problema estriba en un asunto de mayor importancia: cuán inadecuadas son las fórmulas para la asignación de fondos a las escuelas”. Vallas explicó que, “Yo actúo en base a la premisa de que todas nuestras escuelas tienen deficiencias – se ha descubierto que todas nuestras escuelas tienen problemas en cuanto a la condición física de los edificios, la contratación de personal, la inversión en el currículo, instrucción y desarrollo profesional, y a las actividades extracurriculares”. En relación a otros dos grandes asuntos de igualdad que enfrenta el Distrito – cómo rectificar el inmenso desequilibrio racial en la distribución de maestros cualificados y dónde ubicar los $1,500 millones en escuelas nuevas para resolver las desigualdades raciales y reducir la segregación – no está claro si hay o no presión dentro del mismo Distrito para lograr igualdad. La “Declaración de Educación” del Distrito Escolar, adoptada en 2004, establece un conjunto claro de metas para la igualdad en el sistema. Agenda de igualdad del Distrito La “Declaración de Educación” del Distrito Escolar, adoptada por la Comisión para la Reforma Escolar en 2004, establece un conjunto claro de metas para la igualdad en el sistema, y el CEO Vallas declaró que los presupuestos y evaluaciones de programa del Distrito están ahora alineadas con esas metas. Las “metas objetivo” para igualdad de la Declaración incluyen: • “La desigualdad en base a raza, origen étnico, sexo y estatus socioeconómico será menos de 10 por ciento en todas las medidas académicas”. • “El 100% de las escuelas tendrán igualdad en facilidades, programas y recursos”. • “El 100% de los maestros y paraprofesionales del Distrito estarán altamente cualificados para ejercer sus puestos”. El Distrito tiene una Oficina de Responsabilidad que supervisa si está cumpliendo sus metas. La Oficina de Igualdad Educativa, que supuestamente tiene que asegurar que Grupos externos de defensa La escasez de maestros de alta calidad en las escuelas de mucha pobreza y predominantemente no blancas es uno de los problemas de igualdad que en años recientes ha contado con una defensa prominente por parte de las organizaciones comunitarias. Otro problema es el cambio que hizo el Distrito de parte de sus fondos Título I, pasándolos de escuelas de alta pobreza a escuelas de menos pobreza. Carol Hemingway, presidente de la junta de Philadelphia ACORN, identificó la igualdad en maestros como un problema clave de igualdad para los padres de las escuelas de bajos ingresos y predominantemente no blancas. ACORN empezó recientemente a desarrollar una campaña “Grow-Your-Own” (Prepara los tuyos) en Filadelfia, mediante la cual se ayuda al personal no docente de las escuelas (como los NTA y paraprofesionales) a prepararse para ser maestros. PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG La campaña Teacher Equity Campaign (Campaña para la igualdad de maestros) ha presionado al Distrito para que proporcione mejores incentivos a los maestros si aceptan trabajos en escuelas de mucha pobreza. Un poco de presión también puede provenir de la Ley Que Ningún Niño Quede Atrás (conocida como NCLB), que ordena mayor calidad de los maestros, reportes de progreso para cada grupo racial y étnico, y que se apoye más la participación de los padres. Hemingway dice, “La Ley NCLB tiene muchos defectos, pero algo bueno que tiene y que mucha gente no está captando es la participación de los padres. Los Distritos no pueden seguir impidiendo la participación de los padres... [ellos] van a tener que hacerlo”. Pero, a diferencia de los reportes requeridos bajo la resolución de la Juez Smith-Ribner, la ley no requiere ningún tipo de reporte sobre las diferencias raciales en la distribución de maestros o de recursos financieros, ni tampoco sobre si las facilidades y cursos ofrecidos son de igual calidad en las escuelas cuya matrícula de estudiantes de color es grande. De acuerdo con Churchill, el peor problema es la falta de fondos en todo el Distrito en comparación con los distritos suburbanos con matrícula predominantemente blanca. Las deferencias cruciales en desempeño académico dentro del Distrito no se pueden arreglar, observó, porque tomaría demasiado dinero reducir el tamaño de las clases, contratar y retener maestros con cualificaciones comparables a las de los maestros de los distritos suburbanos, y proporcionar suficiente tutoría, asesoramiento y apoyo para los estudiantes. Churchill sostuvo que la opinión pública durante los años de labor del pasado gobernador favorecía mucho la igualdad en asignación de fondos, pero que la legislatura de Pensilvania bloqueó todas las redistribuciones reales, y Pensilvania sigue siendo uno de los peores estados del país en cuanto a la igualdad de financiamiento de escuelas. “Hasta que los estudiantes, padres, abuelos, empleados y contribuyentes que solventan el costo de este sistema educativo racialmente polarizado y deficiente, verdaderamente amenacen a los legisladores con verdaderas consecuencias, no parece que habrá ningún cambio”, dijo él. Paul Socolar es el editor del Notebook y se le puede escribir a [email protected]. Len Rieser es co-director del Centro de Derechos Educativas. Traducción por Mildred S. Martínez. 11 12 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 In a highly segregated system, many racial gaps remain continued from p. 1 board, the progress has not been robust enough to diminish the gaps affecting students of color. Resource gaps in nonwhite schools In some key areas, the District’s resources now appear to be distributed more equitably than at the time of Judge Smith-Ribner’s decision. While achievement has risen, progress has not been robust enough to diminish gaps affecting students of color. Major initiatives of the Vallas administration – such as class size reduction, new curriculum materials and textbooks, extended day and summer school programs, services to address school climate, and technology improvements – appear to benefit students across the board. A long-standing problem has been the almost complete absence of high-quality, advanced courses in neighborhood high schools. A lack of Advanced Placement (AP) courses, lab sciences, and foreign languages has traditionally forced students seeking quality courses to leave those schools. Change is occurring, including a significant expansion of the college-level AP courses, but racial disparities in course offerings are still apparent (see p. 14). Progress has also not been sufficient to overcome the vast difference in numbers of students identified for participation in “gifted” programs in the predominantly nonwhite schools versus the rest of the schools (see p. 15). Surprisingly, despite an emphasis on early childhood education as a way of equalizing experiences for children in low-income neighborhoods, none of the three new early childhood centers are planned for schools that are SUMMER 2005 predominantly nonwhite. The two biggest resource gaps between the predominantly nonwhite schools and the rest of the District are hard to quantify, but they appear to be substantial. The first is in the District’s school buildings. An analysis conducted for the District in the mid-1990s concluded that the facilities in the most intensely segregated parts of the city were older and in poorer condition. Repair efforts have improved the condition of many schools, but there is no up-to-date comprehensive survey. The District’s $1.5 billion capital plan should provide major relief for older schools, but with the project list still in flux, it is too early to say if that plan will provide equal benefits to predominantly nonwhite schools. The second key resource gap is the shortage of experienced, qualified teachers. Study after study has shown predominantly nonwhite schools have less experienced teachers, fewer certified teachers, and higher turnover. A 2003 study conducted by Research for Action found that over a three-year period, gaps in the percentage of uncertified teachers between the District’s predominantly nonwhite schools and schools with more White students had actually widened. A recent analysis updating these trends found that gaps in certification, turnover rates, and teacher experience persist (see p. 18). that 154 of the District’s schools had “school councils” – shared decision-making bodies that allow parents and teachers to have a voice at the school level. But at a majority of predominantly nonwhite schools there are no school councils. There has been no concerted effort to foster new councils for several years, and it is unclear to what degree existing councils actually function. Elsewhere, the District reported in 2003 that only 137 schools had functioning Home and School Associations. The recent creation of the Office of Language Access Services and Community Outreach may strengthen schools’ connections with families whose first language is not English. Funding gaps have grown wider Finally, the disparity in resources for Philadelphia’s students of color becomes even clearer when comparing school spending in Philadelphia with that in surrounding suburban areas. In 1992 the suburban schools were spending $690 more per student than Philadelphia, or approximately 10 percent more. In 2002-03, the difference had risen to $1,867 – more than 20 percent above what Philadelphia spends (see p.15). Closing this gap would require an infusion of well over $300 million into District schools. Even that would not bring the system into parity with the top 20 percent of the suburban districts, which spend from $3,800 to $7,962 more per student than Philadelphia. Michael Churchill is chief counsel of the Public Interest Law Center of Philadelphia. Notebook editor Paul Socolar can be reached at [email protected]. Parental involvement still lagging At the most recent hearing in the School District’s desegregation case in March 2004, Judge Smith-Ribner singled out parental involvement as an area “of great concern.” “I’ve not seen the progress that I would like to have seen by this point,” the Judge noted. “I have believed consistently that without the parents’ involvement and engagement, our children will not achieve and succeed as they can.” Information about the extent of parental involvement is sparse. One District report showed PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 13 Philadelphia’s most segregated schools One school is more than 90 percent White: Bridesburg One school is more than 90 percent Latino: Sheppard 107 schools are more than 90 percent African American: Alcorn Allen Anderson Arthur Audenried HS Barry Bartram HS Beeber Blaine Blankenburg Bluford Bryant Cassidy Cleveland Comegys Daroff Day Dick Dobbins HS Douglass Drew Duckrey Dunbar Edmonds, F.S. Ellwood Emlen Fitler FitzSimons Franklin HS Fulton Germantown HS Gideon Gillespie Gompers Gratz HS Hamilton Harrington Harrison Harrity Heston Hill, L. P. Hill-Freedman Houston Howe Huey Kearny Kelley, W. D. Kelly, J. B. Kenderton King HS Kinsey Lamberton Lea Leeds Leidy Lewis Lingelbach Locke Logan Longstreth Mann McCloskey McDaniel McMichael Meade Mitchell Morris Overbrook Elementary Overbrook HS Parkway Pastorius Peirce, Thomas M. Peirce, William Penn HS Pennell Pennypacker Penrose Pickett Pratt Prince Hall Reynolds Rhoads Rhodes, E. Washington Roosevelt Rowen Sayre Shaw Shoemaker Smith Spring Garden Stanton, E. M. Stanton, M. H. Steel Stoddart-Fleisher Strawberry Mansion HS Sulzberger Tilden Turner University City HS Vaux Wagner Washington, Martha West Philadelphia HS Whittier Wilson Wister Wright In addition to these highly segregated schools, 59 additional schools are racially diverse but less than 10 percent White. Latino, White and Asian students are highly concentrated in some schools In many areas, racial differe Percentage of of total student enrollment by race, 2003-04 Total District enrollment: 186,925 White 14.2% Latino 14.5% African Americans are in the majority; Latinos have replaced Whites as the second-largest constituency in the School District. Philadelphia PSSA reading scores Percentage of students scoring advanced and proficient by race, 2002-04 Philadelphia PSSA math scores Percentage of students scoring advanced and proficient by race, 2002-04 70% 70% 60 60 50 50 40 40 30 30 20 20 10% 10% 2002 2003 2004 African American White 2002 Latino 2003 2004 Asian PSSA reading and math scores have climbed since 2002, but the racial gaps remain. Number of high schools offering Advanced Placement courses Number of Advanced Placement courses offered per school 40 44 or or more more 17% courses: 17% courses: 35 30 Schools with the highest percentage of White students: Bridesburg – 93% A. S. Jenks – 87% Adaire – 84% Hackett – 72% Mayfair – 72% 0 14 Native American .2% African American 65% Schools with the highest percentage of Latino students: Sheppard – 92% De Burgos – 87% Munoz-Marin – 87% Hunter – 83% McKinley – 83% Schools with the highest percentage of Asian students: Kirkbride – 62% Key – 47% McCall – 43% Southwark – 39% Taggart – 31% Asian 5.3% (4 (4 of of 23 23 schools) schools) 44 or or more more 33or or courses: courses: fewer fewer 53% course course s: s:53% (9 (9 of of 17 17 47% 47% schools) schools) 25 20 15 10 5 2002-03: 17 2003-04: 40* 33 or or fewer fewer cours cour 83% 83% High High Schools Schools with with 10% 10% High High or or more Schools more Schools with with less less White White students students *excludes 6 schools that White White students students offered only online courses Most high schools now offer college-level Advanced Placement courses, but the schools with few White students typically offer fewer AP courses. All data for this report were supplied by the School District of Philadelphia and are for the 2003-04 school year, unless otherwise noted. Figures are for public schools in the School District of Philadelphia and exclude charter schools. Data analysis by Aylese Kanze, Michael Churchill, and Paul Socolar PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • ences persist in School District Percent of Philadelphia students who attend schools where their race is a majority African Americans (at 17183% schools) Percentage of Philadelphia students by racial group who attend schools with 90% or more students of their own race 57%(at 107 African Americans (at 2435% schools) Whites Latinos Asians 5% (at (at 21 schools) 44% 1 school) 100% 1 school) Latinos 1%(at 1 school) Asians 0%(at 0 schools) Many Latino and White students, as well as most African American students, attend schools where their race is a majority. A majority of African American students attend schools in which at least 90% of the students are African American. Population in discipline schools in 2003-04, by race (2246 students total) Percentage of students by race at District’s three largest magnet schools, 2003-04 100% (Central, Girls, Masterman) White 7% Asian 1% Latino 14% The District’s “alternative” discipline schools have a higher percentage of African American students than the system as a whole. Schools where more than half of students are “proficient” in reading and math 7%(11 1968 – Pennsylvania Human Relations Commission (PHRC) begins an attempt to desegregate Philadelphia public schools. PHRC says 70 percent of District’s 269 schools are 90 percent or more of one race. District suggests a plan where once a week elementary school students from “uniracial” black and white schools meet with one another. 1969 – Federal government tells Pennsylvania it must desegregate all public schools and colleges. 1972-73 – In desegregation case brought by the PHRC, Commonwealth Court and Pennsylvania Supreme Court find District in violation of state Human Relations Act for maintaining a segregated school system. 1977 – Philadelphia Inquirer reports “235 of the city’s 280 schools are considered racially imbalanced.” Commonwealth Court orders implementation of plan for voluntary busing and creation of magnet schools. African Asian 19% American 39% White 35% 1978 – PHRC and District reach agreement that all school faculties will be racially balanced. The racial mix of the District’s three largest magnet schools is very different from the District as a whole. Schools with a certified school council of 167 schools) 29% (27 of 92 schools) 1959 – Philadelphia Board of Education adopts a “nondiscrimination” policy. 1976 – PHRC’s plan to bus 53,659 students is rejected by District. Latino 6% African American 79% 1954 – Brown v. Board of Education decision – U.S. Supreme Court rules that segregated schools are “inherently unequal” and therefore unconstitutional. 1967 – Police Commissioner Frank Rizzo orders an attack against African American students demonstrating to have “Black Studies” added to curriculum of Philadelphia public schools. schools) 1%(at Whites Segregation in Philadelphia schools: Timeline of the past 50 years 49% (82 of 166 schools) 75% 1980 – PHRC goes back to Commonwealth Court, asserting insufficient progress by District. 1982 – Commonwealth Court announces that magnet school and other voluntary steps are insufficient. However, court refuses to order busing of students. 1983 – A “Modified Desegregation Plan” is announced, which emphasizes improvements at racially isolated schools. 1993 – Six community groups intervene in lawsuit between PHRC and District, arguing that District has not kept its promise to provide an equal education to all students. Commonwealth Court Judge Doris SmithRibner denies PHRC request for mandatory busing between 11 pairs of schools. 1994 – Judge Smith-Ribner rules that District is still failing to provide an equal opportunity to Black and Hispanic students. She appoints expert task force to Schools with less than 10% Schools with 10% or more review District’s programs and then orders District to White students White students submit improvement plans for her approval. (72of 96 schools ) Few of the District’s predominantly nonwhite schools score high on state tests. Fewer of the District’s predominantly nonwhite schools have a school council allowing parents to participate in governance. Schools where only 0 - 5 students have been identified as “gifted” Total per pupil spending, 2002-2003 for districts in Philadelphia five-county region Schools with 10% or more Schools with less than 10% White students White students Source: PA Department of Education 70 60 Philadelphia $9,299 40 Suburban district $11,166 median 30 20 10 0 Schools that are Schools that are less than 10% 10% or more White (71) White (11) At many predominantly nonwhite schools, only a small number of students are identified as “gifted.” WWW.THENOTEBOOK.ORG • SUMMER 2005 Lower Merion (top spending $17, 261 1999 – In another case seeking additional funding for Philadelphia schools, Pennsylvania Supreme Court [gap=$1,867 per student]declares courts have no power to enforce state constitutional requirement of “a thorough and efficient system of public education.” Case is dismissed. [gap=$7,962 per student] PAdistrict) While there are inequities within the city, funding gaps between Philadelphia and most surrounding suburbs are substantial. 0 $5,000 $10,000 1997 – Judge Smith-Ribner orders state to pay $40 million the first year for improvements in racially isolated schools. 1998 – State Supreme Court holds that Commonwealth Court has no power to order state to pay for any improvements. 80 50 1995 – Commonwealth Court approves District plans to place more experienced teachers in racially isolated schools, expand community involvement, start full-day kindergarten, reduce class size, and improve curriculum. $15,000 $20,000 2004 – Judge Smith-Ribner approves agreement under which the court will take no further action for three years. During this period, CEO Paul Vallas will be expected to implement his own plan to address continuing problems. –compiled by Tim McDermott 15 16 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 Is the pressure for educational equity still on? Court monitoring suspended; momentum for equity rests with District and community by Paul Socolar and Len Rieser Improving public schools is the “civil rights issue of the 21st century,” CEO Paul Vallas stated soon after arriving in Philadelphia. Many Philadelphians agree, pointing to the contrast between conditions in the city’s schools, where students of color are a majority, and conditions in the mostly White suburbs. But there is another civil rights issue – within the city’s schools. In a decision that made headlines when it was released in 1994, Commonwealth Court Judge Doris SmithRibner found that the School District itself was “a racially segregated school environment where all of the students do not receive equal educational opportunities.” The victims, Judge Smith-Ribner wrote, were Black and Latino students, especially those in schools that serve mostly students of color. These children, she found, did not have “equal access to ... the best qualified and most experienced teachers, equal physical facilities and plants, equal access to advanced or spe- cial admissions academic course offerings, equal allocation of resources, or a commitment to eliminating racial imbalances in the schools to the extent feasible.” Through much of the past decade, the judge was a key player in the Philadelphia public school system who used her powers to press the District on issues of racial equity. But with the desegregation case now winding to a close, what other forces for equity in the District or in the community will ensure that efforts to provide equal educational opportunity continue? case, noted, “The court caused the District to make sure racially isolated schools would not be last in getting full-day kindergartens, computer technology, and other resources. Some important inequalities were reduced under court oversight.” But the pressure created by the court decision did not last. When the judge took the unusual step of ordering the state to pay for improvements in the District’s predominantly nonwhite schools, the Pennsylvania Supreme Court quickly overturned her order. Without more state money, the District maintained, it could The court’s impact not reduce class size, increase Commonwealth Court In 1994, Judge Smith-Ribner Judge Doris Smith-Ribner teacher training and undertake moved swiftly to put together a reform plan. other costly steps necessary to fully close the A new Superintendent, David Hornbeck, gaps that Judge Smith-Ribner had identified. announced that he welcomed the court’s overThe resources necessary for both equality and sight. For several years, the District made frequality were missing, and reform began to stall. quent visits to court to report on steps being In 2000, Hornbeck resigned, and 18 tumultaken to address racial gaps. tuous months later, the state took over the DisMichael Churchill, chief counsel of the trict. A School Reform Commission was crePublic Interest Law Center of Philadelphia, ated and CEO Paul Vallas arrived, with new who represented community groups in the school improvement agendas. Judge Smith- Ribner’s orders were no longer front and center, and the District sought to end the case. In a compromise reached last year, the parties agreed that the case would stay open for three years. During this time, the District will report once a year on its activities, focusing The ‘Declaration of Education,’ adopted in 2004, lays out a set of clear equity goals for the system. on whether it is closing the racial achievement gap and on whether it is distributing resources fairly, but there will be no court action. (Most of the data in this edition are from the District’s first report.) Unless a party convinces the court to reopen it, the case will end in 2007. With the court monitoring of the District suspended, those concerned about racial equality are looking for other ways to hold the system accountable. A separate, federal case alleging discriminatory spending by the state is still pending, but it too is in suspension as the parties re-examine the most recent statewide spending patterns. District’s equity agenda The School District’s “Declaration of Education,” adopted by the School Reform Commission in 2004, lays out a set of clear equity goals for the system, and CEO Vallas stated that the District’s budgets and program evaluations are now all aligned with those goals. The Declaration’s “target goals” for equity include: • “Disparity based on race, ethnicity, gender and socioeconomic status will be less than 10 percentage points on all academic measures.” • “100% of schools will have equity in facilities, programs and resources.” • “100% of District teachers and paraprofessionals will be highly qualified for their positions.” The District has an Office of Accountability to monitor whether it is meeting its goals. The Office of Educational Equity, which is supposed to ensure that the District responds to equity issues, currently has a staff of only two. Vallas’s focus has been on systemwide improvement, trying to avoid what he described as “a dynamic that has communities with relatively poor and underfunded schools fighting each other, when the problem lies in the larger issue of the inadequacies of school funding formulas.” Vallas explained, “I proceed from the premise that all of our schools have deficiencies – all of our schools have been found lacking when it comes to physical conditions of the buildings, staffing, investment in curriculum, instruction and professional development, and extracurricular activities.” On two big equity issues facing the District – how to rectify the huge racial imbalance in the distribution of qualified teachers, and where to place the $1.5 billion of new schools on the drawing boards in order to address racial disparities and diminish segregation – it is not clear what pressure there is for equity from within the District. SUMMER 2005 Outside advocacy groups The shortage of high-quality teachers in high-poverty, predominantly nonwhite schools is among the equity issues about which there has been high-profile advocacy by community organizations in recent years. Another is the District’s shifting of some of its Title I funding from high-poverty to lower-poverty schools. Carol Hemingway, board president of Philadelphia ACORN, identified teacher qualSee “Pressure” on p. 19 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 17 Teacher quality inequitable in Philadelphia’s schools by Benjamin Herold age, 97.1 percent of teachers in Philadelphia’s 10 percent or more White schools were certiSchools that have a student population with fied in any subject in 1999-00 compared to 9110 percent or more White students are more 92 percent of teachers in predominantly nonlikely to have certified white schools. and experienced teachThe data used in the A N A LY S I S ers and low teacher analysis count “internturnover than schools whose student bodies certified” teachers as certified. “Intern-certihave fewer White students, a new analysis of fied” teachers, who may not have classroom data on Philadelphia teachers shows. experience and/or coursework in teaching methThis work, conducted by Elizabeth Farley ods, have passed the PRAXIS licensing exams at the University of Pennsylvania’s Graduate and have enrolled in an approved teacher eduSchool of Education, updates a prior analysis cation program. in Once and For All: Placing a Qualified Teacher in Every Philadelphia Classroom, a Teacher turnover and experience 2003 report published by Research for Action High teacher turnover is a problem across (RFA), as well as a March 2005 RFA report the District, but it is most pronounced in titled Quest for Quality. Philadelphia’s predominantly nonwhite schools. Those reports, based on a data set on the On average, more than a fifth of the teachteaching workforce provided by the District’s ers departed from these schools at the end of Office of Human Resources, provided statisti- the 2002-03 school year, the most recent year cal analysis of how poverty and race impact for which Farley had data on turnover. In comteacher certification and experience in Philadel- parison, slightly less than 14 percent of teachphia schools. ers departed from schools whose student bodies were at least 10 percent White (Table 2). Teacher certification The teacher quality data show that the mix On average, in the 91 Philadelphia schools of experience levels among teaching staffs in where 10 percent or more of the student body is Philadelphia schools varies according to the racial White, 93 percent of teachers were certified in composition of the student body (Table 3). any subject in 2003-04, the most recent year In 2003-04 in the District’s schools that had for which data were available. 10 percent or more White students, an average In comparison, only 85 to 86 percent of of only 7 percent of the teachers were new (i.e. teachers in Philadelphia’s 173 predominantly See “Teacher quality” on p. 19 nonwhite schools (less than 10 percent White) were certified (Table 1). These disparities in teacher certification are evident since the 1999-00 school year, the earliest year for which Farley had data. Following general District trends, the percentages of certified teachers were higher for all types of schools in the earlier years. On aver- What do ‘Mixed Minority’ and ‘Racially Isolated’ mean? The three tables included on these pages adopt categories and definitions used by Judge Doris Smith-Ribner in the School District desegregation court case.“Mixed minority” schools are those with student populations that are more than 90 percent nonwhite, but do not have more than 90 percent of any one race. “Racially isolated” schools are those with student populations that include more than 90 percent of one race. In considering “racially isolated schools,” Philadelphia’s lone school with a student population that is more than 90 percent White was excluded. In the article,“racially isolated” and “mixed minority” schools are collectively referred to as “predominantly nonwhite schools” – or 18 TABLE 1: Mean percentage of teachers certified in any area at Philadelphia schools, 2003-2004 TABLE 1: Mean percentage of teachers certified in any 100.0%area at Philadelphia schools, 2003-2004 93.3% 100.0% 90.0% 90.0% 80.0% 86.0% 86.0% 85.4% 93.3% 85.4% 80.0% 70.0% 70.0% 60.0% 60.0% 50.0% "Racially Isolated" s (N=115) "Racially Isolated" s "Mixed Minority" scho (N=115) (N=58) "Mixed Minority" scho 10% or more White (N=58) schools (N=91) 10% or more White schools (N=91) 50.0% TABLE 2: Mean percentage of teachers leaving 50% their school after 2002-2003 TABLE 2: Mean percentage of teachers leaving their school after 2002-2003 50% 40% 40% 30% 22.1% 30% 20.5% 20% 22.1% 20.5% 13.8% 20% 10% 13.8% 10% "Racially Isolated" s (N=115) "Racially Isolated" s "Mixed Minority" scho (N=115) (N=58) "Mixed Minority" scho 10% or more White (N=58) schools (N=91) 10% or more White schools (N=91) 0% 0% TABLE 3: Teacher experience balances at Philadelphia schools, 2003-04 TABLE 3: Teacher experience at80% Philadelphia 0% 20% 40% balances 60% 100% schools, 2003-04 20% 40% 60% 80% 100% "Racially0%Isolated" 12.9% 20.6% 66.6% schools (N=115) "Racially Isolated" 12.9% 20.6% 66.6% schools (N=115) "Mixed Minority" 15.0% 19.5% 65.5% schools (N=58) "Mixed Minority" 15.0% 19.5% 65.5% schools (N=58) 10% or more 7.3% White 14.8% 77.8% schools (N=91) 10% or more 7.3% White 14.8% 77.8% schools (N=91) % new to District in 03-04 % % % % % entering 2nd, 3rd, or 4th new to District in 03-04 entering 5th year or more entering 2nd, 3rd, or 4th entering 5th year or more PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG year of teachi of teaching in year of teachi of teaching in SUMMER 2005 0% Pressure for equity resources, or on whether facilities and course offerings are of equal quality in schools serving large numbers of students of color. 0% 20% 40% 60% 80% 100% ity as a key equity issue among parents of stuAccording to Churchill, the overarching dents in low-income and predominantly nonproblem is the underfunding of the entire Dis"Racially Isolated" white schools. ACORN recently initiated an trict compared to the predominantly White 12.9% 20.6% 66.6% effort to develop a Philadelphia-based “Growsuburban districts. Crucial gaps in achieveschools (N=115) Your-Own” campaign to help school-based ment within the District cannot be fixed, he non-teaching personnel such as NTAs and observed, because it will take so much money "Mixed Minority" paraprofessionals to become teachers. to reduce class size, to hire and retain compa15.0% 19.5% 65.5% schools (N=58) A citywide Teacher Equity Campaign has rably qualified teachers with the suburban dispressed the District to provide stronger incentricts, and to provide sufficient tutoring, guidtives for teachers to take jobs in high-poverance, and supports for students. 10% or more 7.3% White ty schools. Churchill argued that public opinion in the 14.8% 77.8% schools (N=91) Some pressure may come from the No last governor’s race was strongly in favor of Child Left Behind Act, which mandates highmore equal funding, but the Pennsylvania leger teacher quality, progress reporting for each islature blocked any real redistribution, and % new to District in 03-04 racial and ethnic group, and increased support Pennsylvania remains one of the worst states % entering 2nd, 3rd, or 4th year of teaching in District in 03-04 for parental involvement. Says Hemingway, in the country for school funding equity. “Until % entering 5th year or more of teaching “There in District in 03-04 are so many things wrong with NCLB, students, parents, grandparents, employers, and but one good thing that most people are not taxpayers who will bear the cost of this racialBenjamin Herold is a senior research assisgrasping is its parent involvement piece. Disly polarized and failing education system realtant at Research for Action, a nonprofit edutricts can’t dismiss parent involvement any ly threaten legislators with consequences, it continued from p. 18 cation research firm that is leading a consormore...[they] have to do it.” does not look like change will occur,” he said. had taught in Philadelphia for less than a year), tium of scholars in “Learning from But, unlike the reports required under Judge Notebook editor Paul Socolar can be and more than three-quarters had five or more Philadelphia’s School Reform,” a research and Smith-Ribner’s settlement, the law doesn’t of experience. In comparison, an averawareness project examining Philadelany reporting on racial disparities in years public require reached at [email protected]. Len Rieser age of about 13 to 15 percent of teachers in phia’s current wave of education reform. the distribution of teachers or financial is co-director of the Education Law Center. predominantly nonwhite schools were new, and only two-thirds had five or more years of experience. In sum, even small differences in the racial makeup of student bodies appear to be associated with significant variations in the qualifications and turnover rates of schools’ teaching staffs. As District administrators craft initiatives to comply with federal mandates to provide highly qualified teachers in every classroom, these findings suggest that they will need to pay special attention to providing credentialed and experienced staff in schools where racial segregation of students of color is most extreme. TABLE 3: Teacher experience balances at Philadelphia continued from p. 17 schools, 2003-04 Teacher quality SUMMER 2005 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 19 Magnets for some, enrichment for all n Vallas promises dozens of accelerated school options for K-8 students. Past magnet initiatives have raised equity issues. by Sheila Simmons Promising “high achievement academic opportunities” to elementary public school students in every region of the city, the Philadelphia School District has unveiled plans this spring for a three-tiered approach to providing “accelerated options” for its K-8 students. Fifty schools are to be converted into magnet “High Achievement Academies” by fall; three selective magnet “High Achievement Centers” are planned for fall 2006; and new enrichment programs open to all K-8 students are in the works for this summer and in the fall through extended day and Saturday programs. “We plan to accelerate the development of our younger students,” CEO Paul Vallas explained. “And our goal is to have at least 15 percent of the District’s students enrolled in high-achievement programs by 2008.” Vallas predicted that the program will have “a transforming effect on the District,” adding, “When you seed schools with programs of excellence, there are some kids who will improve far beyond the proficiency level.” Nationally, magnet programs are often criticized for skimming students who are the system’s “cream of the crop” from neighborhood schools, leaving those schools with an even greater concentration of disadvantaged students and the ones most likely to exhibit serious academic and behavioral struggles. In the 1990s, District magnet programs were under scrutiny in the School District’s desegregation 20 court case, with Commonwealth Court Judge Doris Smith-Ribner finding underrepresentation of African American and Latino students in such schools. And so some observers are skeptical about whether the benefits of the new programs will be equitably shared. Vallas sees the initiative as a dramatic expansion of options for students that will help stem the exodus of students from Philadelphia public schools. The magnet initiatives, targeted for every region, will encompass one-third of the District’s K-8 schools. “A rising tide lifts all boats,” he commented. “The things that make the schools more attractive for the people with the economic means to go somewhere else are the same things that are going to make the schools better for children who don’t have those choices,” he stated. Magnets and tracking Magnet schools were popularized in the 1970s and 1980s as a desegregation instrument that could attract students “like a magnet” from outside neighborhoods because of the schools’ unique themes and academic thrusts. But because of admissions criteria or simply the fact that only some students seek them out, magnet schools do represent a type of “tracking” of students – sorting of students into different academic paths based on perceived ability or motivation. “A lot of studies demonstrate that tracking creates a downward spiral for all but the very top track of students,” former School District equity official Katherine Conner pointed out, “because those who are not in the top track experience lots of lower expec- tations from their teachers, which translates into less challenging content, less time for students to answer, and less specific feedback.” While noting that his organization, Philadelphia Student Union, does not have an official position on magnet schools, executive director Eric Braxton comPhoto: Harvey Finkle mented, “We’ve Students in grades K-8 at 50 schools will see new “High Achievement Academies” been concerned set up next fall. for a long time that the focus on magnet schools doesn’t do anyprospect of more tracking at an earlier point thing about improving the quality of educain students’ lives. tion for all students.” Currently, most of the District’s 30 “magAdmissions criteria net” schools or schools with selective admisDistrict officials say selective admissions sions criteria are high schools. criteria will be instituted only at the three new Research on magnet high schools by UniK-8 “High Achievement Centers,” which will versity of Pennsylvania professor Ruth Curfocus on mathematics and science, fine and ran Neild found that while Philadelphia’s magperforming arts, and aeronautics and aerospace. net high schools themselves were racially These three schools will serve students from diverse, the movement of students did result the surrounding neighborhoods, selected in a greater degree of racial isolation and eco“based on multiple criteria, including past acanomic segregation in most neighborhood high demic performance, creativity, and demonschools. strated interest, talent and commitment,” and In Philadelphia, the impact of tracking picks also will be open to “students from across the up as students transition into the middle years, city as space is available,” according to a Disand many students seek out magnet middle trict description of the program. schools such as Masterman. By dramatically Vallas said the admissions policies currently expanding its magnet elementary school proin place at each of the 50 Academy schools – gram, the District’s initiative creates the See “Magnets” on p. 21 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 Magnets for some continued from p. 20 whether neighborhood enrollment, lottery, or selective admissions criteria – will for now remain unchanged. The 50 “High Achievement Academies” serving elementary and middle grade students will each reflect one of five different models: • 15 Emerging Scholars schools: This model, created by the District, allows teachers to observe best practices, are centered on a stu- dent’s unique strengths, and driven by the District’s core curriculum. It will utilize community partnerships and incorporate a number of enrichment programs. • 10 International Baccalaureate schools: These schools provide an international focus to students, centered on students’ relationships to their own national identity and the cultural traditions of others. Students begin studying a foreign language by age 7. • 10 Montessori schools: With teachers guiding student “research and exploration,” Montessori children learn from the environment and each other. Students design contracts to balance work and learn time management and character education. • 10 SpringBoard schools: A model designed by the College Board around its “Standards for College Success,” these schools stress math, reading, and writing standards to prepare for participation in college preparatory Advanced Placement programs. • Five University Lab schools: Lab schools tap the academic resources of university part- schools as an option for them,” the initiative should boost the number of families and businesses that become stakeholders in the city’s public schools. District school choice provisions allow students to transfer to other neighborhood schools as space allows, with lotteries held at schools where there are more applicants than seats. A number of Center City schools are popular: Greenfield, Meredith, McCall, and Bache-Martin are among the District’s most sought-after elementary school placements, turning away hundreds of prospective students each year. Vallas commented, “What we will do after this year is look at the make-up: who’s coming in and who’s not; has there been a significant change in the breakdown of where the children are coming from? And then we’ll make the appropriate adjustment.” But some education advocates remain worried about the broader effect on opportunities to enter choice schools for those who do not live in Center City. A number of parents of students at Masterman, a selective admission magnet school at 16th and Spring Garden streets, were concerned about their children’s opportunities as well. During a May press briefing, Vallas acknowledged there had been a push in Cen- ter City to establish a set-aside for neighborhood residents at Masterman. “But we haven’t signed off on that, and I don’t anticipate that we will,” he said. “Now, maybe two, three years from now, when we have three ‘Mastermans,’ that might be a consideration.” Heller said two letters clarifying that the Center City initiative’s priority enrollment rule would not affect Masterman and other special admissions schools were mailed to Masterman parents after an initial letter about the Center City region caused complaints. Meanwhile, District officials stressed that they welcome proposals from business and community leaders in other neighborhoods interested in replicating Center City’s special schools region. Aside from expanding the selection of public schools for residents living in the Center City region, the initiative – boosted with a recent $250,000 state grant – also provides free marketing and websites for a number of the region’s schools. Center City architects and business owners have volunteered their talents towards enhancing the schools. The initiative seeks to furnish schools with admissions counselors, who can pitch their schools’ merits to parents, host tours, and discuss the curriculum. Center City residents to get first dibs on some transfers By Sheila Simmons Philadelphia School District CEO Paul Vallas said the District will monitor the demographic make-up of students participating in a new initiative that expands school options for families living in Center City. Students living in the newly established Center City Academic Region – from Poplar Street to Washington Avenue and river to river – beginning in fall 2006 will have priority when applying to any of the dozen neighborhood schools in that region, once students in the receiving school’s own neighborhood catchment area have been accommodated. Alice Heller, executive director of the Center City Academic Region, described the plan as providing a “secondary catchment area” for Center City schools. District and Center City leaders downplay the concern that the new rule could lessen the number of good school options available to the rest of the city’s large population of low-income students and students of color. Center City District’s Paul Levy said the expanded choice is part of a broader initiative aimed at stemming a continued loss of Center City families due to the quality of schools. He added that by reaching families of all racial backgrounds “who have not seen the public SUMMER 2005 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG ners. They differ from current university partnership schools in offering curriculum beyond the core subject matter. The first 13 host schools for Emerging Scholars programs were announced in March. Vallas said he strategically placed them in schools already targeted for desegregation, thereby allowing the District to take advantage of existing busing routes. Emerging Scholars schools were also selected on the basis of their fitness to meet program demands and on geographic location. Elementary schools can apply to host an Academy using one of the other four models. The schools selected for the Emerging Scholars program scored from slightly to substantially higher than the District average on PSSA math and reading tests. While the Emerging Scholars schools do approximate the District’s geographic and racial diversity, a majority of the 13 schools have far fewer than the District’s average of low-income students – by 20 percentage points or more. Kearny, with 80 percent of its students lowincome, is the only one whose poverty rate approaches or exceeds the District average of 71 percent low-income. Enrichment for all Vallas said that starting this summer, all K8 students will have a chance to benefit from the District’s $4 million afterschool, Saturday, and summertime “High Achievement Opportunities.” The program consists of a one-hour academic program and a one-hour enrichment program, designed to prepare “academically average” students for higher-level math concepts; and an international, creative problem-solving program utilizing everything from mechanical building to literary interpretation, according to the District. Contact Notebook education writer Sheila Simmons at [email protected]. 21 Integrated schools, but segregated classrooms By Ros Purnell For more than 30 years, Philadelphia has grappled with ways to desegregate its schools. But little attention has been paid to the patterns of segregation within integrated schools. While students themselves introduce some degree of social segregation into schools, academic tracking of students into different classes based on perceived ability results in further racial separation. Often the perceptions guiding schools’ deci- sions about tracking students are influenced by “stereotyping and racism,” observed veteran guidance counselor Doris Shirley. “We’re all guilty of that,” she noted. Critics say tracking causes separate and unequal spaces to emerge within integrated public schools, and children conclude from this segregation that students with different color skin have and deserve different levels of education – that some are therefore inherently smarter. Racial separation within schools often begins at the elementary school level with the grouping of students based on their reading levels. There are no districtwide data on that, but the District does have data on students identified as gifted through IQ testing. These children typically get pulled out of their regular classrooms for special enrichment activities in a small class setting. Over 8,000 African American students in Philadelphia are classified as mentally gifted, just 48 percent of students so classified. African American students comprise 65 percent of Philadelphia’s school population. At the high school level, further evidence 22 of segregated tracks is provided by comparing participation in college-level Advanced Placement (AP) courses in schools that are well integrated. Central High School’s White enrollment is only a few percentage points higher than its African American student population. Yet 219 White Central students took AP exams last year, and only 53 African American students did. Similarly, George Washington High School’s African American enrollment is only slightly smaller than the percentage of White students. But there only seven African Americans took AP tests, compared to 186 White students. Since tracking is based on the belief that teaching can be more effective when it is addressed to relatively homogeneous groups of students, assignments of students to tracks and, hence to classrooms should in theory be based on objective measures such as students’ scores on aptitude tests. But even if the decisions actually are fair and objective, a danger in tracking is that, with higher expectations often generating higher achievement and lower expectations generating the opposite, the practice often sentences poor children and children of color to learning environments that are unlikely to develop their potential. As a classroom teacher, Debbie Bambino of Philadelphia challenged the rationale for sorting students into academic tracks in an online journal on the topic: “As a teacher, I now question why bright kids must be separated to succeed . . . The research says that differentiation is the way to go, not homogeneity.” But she noted, “It’s easier to separate kids than to differentiate our instruction so all our kids can join in the conversation.” Raymond Gunn, a doctoral candidate and researcher who mentors students at Philadel- phia’s Bodine High School, is aware of how some students respond to segregated environments. Bodine is majority African American, and many of Bodine’s students are low-income and come from neighborhood schools. Gunn’s observations indicate that African American girls excel at Bodine; but with rare exceptions, African American boys “are at the bottom [academically].” The fallout of negative bias, according to Gunn, most acutely impacts African Ameri- Critics say tracking causes separate and unequal spaces to emerge within integrated public schools. can boys. They are stereotyped as “not interested in academics,” and there is an “undercurrent of unsociability” – not outright antagonism, but “coolness” from peers. Closing the achievement gap between White students and students of color will require identifying features of segregated classrooms that contribute to the gap in the first place. PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG A 2004 paper by Jean Yonemura Wing of the University of California at Berkeley, describing research at Berkeley High School, identifies several alterable features that contribute to the achievement gap: • Curriculum choices that permit (and often encourage) some students to leave high school unprepared for college or living-wage jobs; • “Mass-production” organization of schools and rules that sort students into large “batches” and deprive students of supportive relationships with adults; • A school climate that treats racial disparities as normal; • An absence of advocates and networks within and outside of school, similar to the supports that advantaged students have. Wing noted that the most academically successful low-income students or students of color require stable relationships with school personnel who believe that giving students “extra” support is reasonable and normal, and does not reflect deficits in a student’s background. Nurturing these relationships can do much to address the negative impact of segregated classrooms. Doris Shirley stressed that African American teachers can be particularly instrumental in inspiring, motivating, and informing students See “Integrated schools” on p. 23 SUMMER 2005 Community voices: some see room for improvement on equity issues by Deborah Russell-Brown The Notebook asked parents and community activists of diverse backgrounds with connections to the School District’s predominantly nonwhite schools to talk about any differences in the level of support for those schools versus schools with more White students – and about what can be done to improve school equity districtwide. Here are some of the responses. Lisette Agosto Cintrón Education Campaign Director, ASPIRA I see differences in schools with majority Latinos, African Americans and other bilingual kids. The District needs to increase parent and community involvement, and there’s been positive change in that direction, especially since [Chief Academic Officer] Dr. Thornton arrived. The District started a community roundtable for organizations representing different ethnic groups. I’ve raised the issue of finding publishers that sell textbooks geared to Puerto Rican history. The goal is to get action out of this. The most important thing? Fix the mess that is called bilingual education. Integrated schools continued from p. 22 of opportunities to pursue the higher track. Bambino speaks passionately about another possible strategy: ending the harmful effects of tracking by grouping students in diverse, desegregated groups. She said, “In a classroom where multiple perspectives are valued and students are assessed in multiple formats, everyone improves. I’ve seen it. I know how powerful a mixed ability classroom can be.” Ros Purnell is chair of the Notebook’s editorial board. SUMMER 2005 Carol Hemingway President, Pennsylvania ACORN ACORN did a bus tour two years ago that still has many people shaking their heads. We took Paul Vallas with us to Gillespie Middle School, [in North Philadelphia], and then to Baldi Middle School in the Northeast. The differences were startling. Gillespie had … an aging building, barred windows and locked doors. Even the library was locked…. Baldi was modern with a lot of resources. ACORN put that in front of Paul Vallas and demanded action. But the challenge is not to get lost in the race issue. School equity means organizing parents to pressure the District to hire good, qualified teachers to come into low-performing schools and stay there. ACORN is pushing the District to develop teaching talent from within its own ranks … a Grow-Your-Own project. This would be about developing non-traditionaltrack teachers who have a vested interest in our communities and a willingness to learn. [Too many teachers] get in their cars and drive home. getting the right things to motivate them – things like sports, extracurricular activities, clubs. Activities that make them want to learn. Suggestions to improve my son’s school would be more computers. Foster parent, Webster Elementary There’s a difference in schools with majority nonwhite versus white schools. Just look at a playground during lunch or dismissal. In schools with large numbers of Latinos and African Americans... the kids are running around screaming … and the attitude seems to be, “That’s expected of certain cultures.” Safety, security and developing discipline should begin with a strong show of authority – both on the teacher’s part – and by placing a police car outside every schoolyard each morning and afternoon. The District is not responding to fos- ter kids, and many nonwhite schools have a large proportion of them. Karin Bivins Education Director, NAACP To increase the quality of the school climate and environment, the District must demand all principals, in every community, write “serious incident reports” every time a student breaks a rule or makes a threat. This is not about trying to avoid looking bad. Too many of us tolerate nonsense. [In terms of resources,] a District survey could determine how many books, computers, librarians, counselors, etc., are available in the whole District. Then we should give lower-performing schools additional supports. Deborah Russell-Brown is an activist and member of the Notebook editorial board. Sue Ann Ramirez Parent, two sixth graders, McKinley School My children attend a school that’s half Latino, half African American. I feel comfortable with where my kids’ school is in terms of providing resources. I do not feel that kids who attend schools with a greater majority of White kids get more resources. I would like to see the District expand the kinds of books they offer to kids and get more material on Spanish-speaking culture. Julio Lopez Parent, seventh grade, Vaux Middle School There is definitely a difference … the education is completely different. I can’t tell you about the [mostly] White schools. My kid and my friends, all their kids are in Latino and Black schools, but it looks like our kids aren’t PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 23 Glimpses at success: great strides in some racially isolated schools n Edmonds, Kearny are among several predominantly nonwhite schools in Philadelphia showing strong student achievement. by Liza Herzog Over the past decade since Pennsylvania Commonwealth Court Judge Doris Smith-Ribner’s ruling demanding improvements in what she called the “substandard quality of education in racially isolated minority schools,” much of the focus on the District’s most racially segregated schools has been negative. Attention has been drawn to those schools that are floundering. All but three of the 70 low-performing schools targeted for privatization and other management changes in the 2002 takeover were 90 percent or more students of color. Yet we do not hear much about the schools that have made great strides in “closing the gap” and are fostering high achievement among African American, Latino, and Asian students. Eight predominantly nonwhite neighborhood schools – F.S. Edmonds, Emlen, Heston, Howe, Kearny, Lingelbach, Wagner Middle, and Welsh – continue to defy the trends by getting more than half their students to proficiency in both reading and math on state tests. What are these schools doing right? What makes them ‘make it’? Two principals provided glimpses at what is different about these two schools, both with 98 percent or greater African American population, that continue to outperform most of their counterparts. While racially segregated schools as a whole struggle with insufficient funding and less-skilled teaching staffs, these two schools appear to be able to leverage resources to create supportive, encouraging environments for teaching and learning. 24 F. S. Edmonds School Sharon Finzimer considers herself lucky. As principal of F. S. Edmonds Elementary School in East Mount Airy, she has benefited from a host of academic and social supports and interventions for her 653 students in grades K-6, with half of her students coming from low-income families. Edmonds is in its third year of an intensive Saturday reading program managed by Options Publishing that serves about 25 second graders from October through June. Students in need of focused literacy supports use Fast ForWord (FFW), a software program that helps improve auditory processing skills; Finzimer noted that unlike other schools, at Edmonds, FFW is run by both the resource room teacher and classroom teacher. Partnerships with local universities include Arcadia University’s math-science practicum, with 50 student teachers doing student pullouts and tutorials. Edmonds partners with Arcadia in other ways – via B2EST (Building Behavioral Support Teams), an expanded, 27-hour professional and paraprofessional development opportunity for all staff over the course of three Saturdays. Kim Dean runs B2EST at Edmonds. “[Professional development] sessions are targeted toward positive climate – we implement strategies to reduce disruptive behaviors. Schoolwide, we help kids build social skills and put classroom systems in place,” said Dean. Healthy minds demand healthy bodies – and the Food Trust delivers farm-fresh, organically grown food right to Edmonds classrooms. Staff is also strong. “We have a staff to die for – high teacher attendance, high-quality instruction, caring,” said Finzimer. “Nobody put in for a voluntary transfer.” The community continues to bring extensive resources to the school. Reformation Church, long a community pillar, runs beforeand after-school programming in the school building between 7 a.m. and 6 p.m., and offers on-site daycare. People Organized for the Restoration of Temple Stadium (PORTS) raised $50,000 for Edmonds. The District matched it, resulting in a state-of-the-art playground. Alvin Williams, Jr., a Toronto Raptors basketball star and an Edmonds alumnus, contributed $59,000 to go toward 39 iMac computers. All these offerings seem to have paid off. The school recently became the first in the District to be nominated for the National School Change Award, because of its increase in TerraNova scores at every grade level. Students have made equally significant gains on the PSSA – over the past three years, fifth graders at Edmonds scoring at or above proficient jumped from 18 to 59 percent in reading and from 15 to 52 percent in math. Kearny School Kearny is no stranger to honors either. A small school at 6th and Fairmount serving 325 students in grades K-5, Kearny will add a sixth grade this fall. Its population is 99 percent African American, with four-fifths of the students considered high-poverty. Through skillful use of discretionary funding, class size is also kept small; average class size is 20 in kindergarten and 16 in the first grade. The school’s high teacher retention rate – about 95 percent of teachers have more than five years tenure – and quality faculty are essential to the school’s success. Knowing the students well helps teaching staff identify students who may need extra help early and guide their progress over the years. “The key is to identify children – those who are below grade level – at a very early age, as early as kindergarten, before they fall too far behind,” said Principal Eileen Spagnola. “When we see red flags go up, it’s important that we start the CSAP process [Comprehensive Student Assistance Process, an early intervention PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG program for struggling students], and that strategies are put in place early for these kids – mentoring, tutoring, Fast ForWord, afterschool programming. After 60 days, we revisit [the fit]. We work with them and work with them to continuously build their academic skills.” A series of professional development institutes in math, science, and English language arts – supported by Annenberg Foundation through the Philadelphia Education Fund – has helped teachers over the years to act more as facilitators than as traditional lecturers. Spagnola’s staff learned how to teach hands-on methods, critical thinking skills, and do more cooperative learning. Collaboration with local higher education institutions fortifies Kearny’s community bond. For example, the school partnered with St. Joseph’s University on GeoKids, a program aimed at enhancing science literacy. Not only is Kearny a star among its peers, but it continues to outshine itself. Over the past three years, fifth graders at Kearny have made great gains on the PSSA, with a 28 percentage point increase in students scoring at or above proficient. In 2004, 69 percent of fifth graders scored at or above proficient in reading, outperforming students statewide by 6 percentage points. Edmonds and Kearny lend hope that, despite the inequities in educational opportunities described elsewhere in this issue, more highachieving racially isolated schools can emerge in Philadelphia. With a relentless focus on getting all students to read on grade level, dedicated principals, collaborative staff teams, and a sense of connection to a larger community, these schools may be able to teach others something about how to use resources in smart and effective ways to improve achievement. Liza Herzog is a senior researcher with the Philadelphia Education Fund. SUMMER 2005 SUMMER 2005 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 25 Where have all the White kids gone? n White public school population has declined for decades. cation. The decline of the city’s public schools is frequently cited as a key reason for White and middle-class flight from the city to the subby Ron Whitehorne urbs and for the failure of the city to attract or An entrenched, two-tier educational caste retain new middle-class residents. What is less system has evolved in the Philadelphia region acknowledged is that this decline has coincidin which Whites increasingly go to private ed with the ebbing of White political support schools or well-resourced suburban public for the city’s public schools, rise in support for schools, and the city’s underfunded public vouchers, and resistance to efforts to desegreschools serve a predominantly nonwhite, poor gate the schools. population. Whites, depending on their economic status, This is a large part of what school segrega- can exercise a number of options. Some Whites tion means today in Philadelphia and other leave the city altogether to take advantage of betcities around the country. In spite of years of ter schools in the suburbs (in the 1990s, the city legal efforts to desegregate education, the school lost 181,444 Whites). Many institutional forces experience for children today remains separate contribute to White flight. The real estate indusand unequal. try, for example, promotes the idea that the subAs of the 2003-04 school year, fewer than urbs have a near-monopoly on good education. 15 percent of the students in the Philadelphia Others, frequently those who lack the means public schools were White, to move, turn to the Catholic a decline that has continued O P I N I O N school system, which for unabated since the 1960s. generations has provided an During this same period, the White popula- affordable (for some) alternative to public tion of the city has also continually dropped, schools, not simply for Catholics but for the reswith Whites losing their majority status in the idents of White ethnic neighborhoods generallast census. However, the drop in White public ly. The overall consequence, if not the intent, of school enrollment is much more drastic. Whites the Church’s role has been strong institutional make up 42 percent of the city’s population. support for segregation, in spite of the existence In some part this is because the city’s White of some schools that are relatively diverse. The population is aging, causing a lower percentage effect of the Catholic system can be seen at a of school-age children relative to nonwhites. school like St. Bridget School, a mostly White More fundamentally, the low numbers of elementary school in East Falls, sitting just a Whites in public education reflect the growing block from Mifflin School, which is only 10 perrejection of public schools by the majority of cent White. Philadelphia’s White families with school-age Other Whites send their children to neighchildren. As of 2000, over half of White chil- borhood public schools that are predominantly dren as opposed to roughly 1 of 10 African White or pursue admission to magnet schools American children were enrolled in private that are disproportionately White. For some, schools (see table). charter schools have become another option for While it is not easy to document, it seems those seeking a largely White setting. The charclear that race is a major factor in the decisions ter school population has a higher concentrathat Whites make about their children’s edu- tion of Whites than regular public schools, and 26 Hallinan notes that in surveys, most Whites don’t object to sending their own children to a school that is racially integrated. “However, when you begin asking White parents how they would feel about certain percentages of Black children in schools or classrooms you begin to get the perception that their tolerance for the presence of Black children in their children’s classrooms is relatively low,” she adds. five charter schools in the city are more than 75 percent White, with most Whites in charters going to one of these schools. Whites typically have no difficulty with their children attending school with some children of color, but in racially changing areas, they may balk when the numbers reach what Philadelphia school enrollment in 2000 sociologist Maureen Hallinan calls All races White African American “the tipping point.” schools 42,162 143,084 Public 229,867 in the State UniWriting Ohio Private schools 68,637 43,876 17,157 versity Law Review in 1998, HalTotal 298,504 86,040 160,241 linan argues: “To the White mothSource: U.S. Census er, the school is integrated if it has 10 percent or fewer Black students. It is viewed This explains why Whites have no difficulas becoming threatening when that number rises ty with neighborhood schools that have a small to 20 percent and it is intolerable if it reaches number of African American or Latino students 40 percent. At that point, the school rapidly but many have adamantly oppose busing plans becomes all Black.” continued on p. 27 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005 White kids gone? continued from p. 26 that would create a more equitable racial mix. It also illuminates why in racially changing neighborhoods, schools become all Black well before the neighborhood does. White parents tend to assume that a school with substantial numbers of African Americans will hurt their child’s educational progress, an assumption not supported by research. It should be noted, however, that over half the White children in the District attend schools in which Whites are not in the majority. This indicates there has been some real acceptance of integration among Whites in the public school system. The terrible costs of segregation for Black It seems clear that race is a major factor in the decisions that Whites make about their children’s education children are clear enough. But what about for White students, the apparent beneficiaries of our system of de facto segregation? Whites are clearly privileged in the sense that the majority-White schools many attend generally have more resources, more experienced teachers, and higher expectations than their nonwhite counterparts. But these advantages are relative, particularly for less affluent working class Whites. Neighborhood schools in Port Richmond or Mayfair may have better educational outcomes than schools in West Philly or Kensington, but they still have class sizes among the highest in the state and low rates of proficiency in reading and math. If Whites, instead of focusing on protecting their privileges within the city’s public schools or promoting support for private education, were willing to join with people of color and fight for quality, desegregated education, the likelihood is we would have better schools for all. In this sense, White children also pay a price for segregation. There are also the less tangible but equally important costs that racial isolation imposes. White children who have little interaction and few relationships with children of color are more susceptible to stereotyped racial thinking and are poorly equipped to participate in building a multiracial, democratic society. It is ironic that as we “celebrate” the anniversary of the historic Brown v. Board of Education Supreme Court decision which ruled that the doctrine of separate and unequal was unconstitutional, our schools are as separate and unequal as ever, and the legal and political challenges to segregation with few exceptions have been shelved. The working assumption of policy makers today is to focus on making improvements in the segregated schools. Reform forces in the Black community for the most part concluded long ago that because of White resistance to desegregation, community control of schools in some form was a more effective strategy. Even White progressives have shown little willingness to challenge the prevailing consensus. But if we want genuine education reform, desegregation needs to be part of the agenda. Reformers should think through what meaningful steps could be undertaken to begin this process. Given the need for equity in resources and the changed demographics, an effective desegregation plan would have to be metropolitan in scope. Separate but equal was a dangerous myth in the 1890s when it was first elaborated and it is no less so today. The author, a retired teacher and member of the Notebook editorial board, thanks Yulanda Essoka for research assistance for this article. Remembering Miriam Hershberger by Becky Horner The School District has lost one of its finest ESOL teachers, Miriam Hershberger. On March 10, as Miriam walked to Southwark School, she was struck and killed in a tragic accident. Miriam was a legendary teacher – one of a kind. I first met Miriam Hershberger when I participated in a workshop, and she was the facilitator. Miriam presented a way of doing Shared Writing that used the students’ names as references for the consonant sounds. She kept a list of her students’ names next to her writing easel. We pretended to be her first graders, and she modeled how to stretch out the sounds, slowly, all the while encouraging us with that 1000watt smile of hers. A year later, I found myself in Miriam’s classroom – taking her place while she took a sabbatical. A sabbatical – sounds restful, doesn’t it? Not for Miriam. She packed her bags and moved to Cambodia for a year to better learn Khmer. After all, Khmer was the language of the majority of her students and their families, the door she could enter to better know their culture and their lives. And Miriam knew her students. She had extensive portfolios on each student that showed growth and progress over the course of the years. Miriam knew the strengths and weaknesses of every child in detail – and, most importantly, she knew what each child needed to get to the next level. Miriam also collected the students’ writings. Miriam’s classroom was an oasis filled with books for Guided Reading, tubs of books for author studies, and so many children’s books in Chinese, Vietnamese, even Khmer! Her collection put most school libraries to shame. She had written countless successful grants, which afforded her this literary treasure trove. Miriam was so dedicated to her students, whom she loved. She came to school early every day and stayed late every day. She made very big deals about each festival or holiday which her students celebrated and shared this joy with the rest of the school. During the year that I tried to fill Miriam’s shoes, I was called upon by the Philadelphia Folklore Project to write a grant so that Chimroeun Yin could continue teaching Cambodian dance in that South Philadelphia neighborhood. Corresponding by email, Miriam and I together wrote a successful grant, which allowed Chimroeun’s connection to Southwark’s Cambodian students to flourish for many more years. Miriam had a rich and diverse cross-cultural experience as an educator, which began with student teaching in Puerto Rico and took her to Thailand and Vietnam. But we will remember her for her 17 years of dedicated service at Southwark Elementary. Miriam exemplified the highest ideals of an ESOL teacher. She never stopped thinking of her students and of what she could do to make sure they succeeded. She encouraged the classroom teachers to collaborate with her and provided great support to her colleagues. In her quiet, private way Miriam made a real difference in the lives of her students. Becky Horner is an ESOL teacher at Richmond Elementary. This is an excerpt from a presentation April 16 at the Spring PennTESOL Conference, Community College of Philadelphia. YOUR AD COULD BE HERE Over 50,000 copies are distributed four times a year. Call the Notebook for ad rates: 215-951-0330, ext. 107 SUMMER 2005 PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG 27 About this edition This edition of the Philadelphia Public School Notebook, an independent quarterly newspaper committed to quality and equity in public education, was produced in partnership with two organizations: the Public Interest Law Center of Philadelphia and the Education Law Center. ELC, PILCOP, and the Public School Notebook acknowledge the support of the William Penn Foundation, which helped make possible the analysis and publication of data reported in this edition. Public Interest Law Center of Philadelphia The Public Interest Law Center of Philadelphia represents parents, children, and organizations in impact litigation designed to create quality education for all. It brought the original PARC suit, which opened schools to students with disabilities, and the Gaskin statewide class action litigation to increase the inclusion of disabled students. It represents the community intervenors in the Philadelphia desegregation case and helped create the Close the Gap Coalition for equal funding. It provides data analysis for community groups on the scope of funding disparities around the state, and is counsel in federal litigation challenging Pennsylvania funding disparities. It files numerous due process cases each year to help parents achieve effective inclusive education. 28 Public Interest Law Center of Philadelphia 125 S. 9th Street, Suite 700 • Philadelphia, PA 19107 215-627-7100 (phone) • 215-627-3183 (fax) www.pilcop.org • [email protected] (email) Education Law Center-PA The Education Law Center-PA is a nonprofit legal advocacy organization dedicated to ensuring that all of Pennsylvania’s children have access to a quality public education. ELC offers information and help to parents, students, and community organizations on issues of equal educational opportunity for poor students and students of color; rights of students with disabilities and English language learners; fairness in school discipline; education of children in foster care and juvenile justice placements; school finance equity; and other issues and problems affecting Pennsylvania’s schoolchildren. ELC was founded in 1975 and has offices in Philadelphia and Pittsburgh. Education Law Center-PA 1315 Walnut St., 4th Floor • Philadelphia, PA 19107-4717 (215) 238-6970 (phone) • (215) 772-3125 (fax) • (215) 789-2498 (TTY) www.elc-pa.org • [email protected] (email) Education Law Center-PA 1901 Law & Finance Bldg. • 429 Fourth Avenue • Pittsburgh, PA 15219 (412) 391-5225 • (412) 391-4496 (fax) • (412) 467-8940 (TTY) (same web address) PHILADELPHIA PUBLIC SCHOOL NOTEBOOK • WWW.THENOTEBOOK.ORG SUMMER 2005