Category Archives: Urban Schools

Ed News Colorado reported last Friday that a new Denver Public Schools policy has started to reap some small dividends: Fewer Denver teachers unable to find jobs on their own were placed into the city’s highest-poverty and lowest-achieving schools for 2010-11, according to district figures. That’s a reversal of what’s occurred for at least three years, when the poorest schools were more likely to be assigned teachers who either did not apply to be there or were not chosen for hiring by the principal. Because of collective bargaining agreements and standard bureaucratic practices in most larger urban school districts (81 out of the nation’s 100 largest district, Education Week reports), the reality for some time has been that the unwanted teachers get shuffled around and force-placed in the poorest schools with the neediest students. A much bigger problem for Denver than the surrounding suburban districts, this “dance of the lemons” is not exactly a formula for closing the academic achievement gap. The new Denver Public Schools policy makes it more difficult for forced placement of teachers into high-poverty schools and prohibits forced placement into low-performing schools. In addition to easing the effects on high-need schools, it looks like the policy […]

It’s almost too obvious to say, but worth repeating to those who don’t want to listen: Not all public charter schools are good. But nearly all are offering families a viable education alternative, and many are outperforming their traditional counterparts — some by a significant amount. Like KIPP (Knowledge is Power Program). A new study conducted for KIPP by Mathematica shows exactly that. KIPP charter schools are making a positive impact on the primarily poor and minority student populations they serve. The examination of academic progress at 22 KIPP middle schools yielded some glowing results, including: Nearly all 22 schools have significant positive effects on student math performance over three years, mostly in the second and third year Most schools have significant positive effects on student reading performance over the second and third years, not as many in the first year “Estimated impacts are frequently large enough to substantially reduce race- and income-based achievement gaps within three years of entering KIPP.” Most KIPP schools have more students held back a grade (largely because they don’t practice social promotion) but have no higher levels of student attrition than their public school counterparts Perhaps most interesting of all is the way this […]

About a month ago I brought your attention to the remarkable story from the New Jersey legislature, in which a liberal Democrat committee chairman moved a voucher bill hearing outside after union members hogged all the seats and refused to give up any to children supporting the bill. Well, today the Wall Street Journal has the latest news on this legislation, and it’s not all good for school choice supporters: A bill that would give poor children in New Jersey scholarships to attend private schools is bottled up in the Democratic-controlled Legislature even though it has the backing of prominent members of the party.

Budget times are tougher than usual for school district coffers all over. I get that. So what’s the solution? For some interest groups entrenched in the status quo (read: teachers unions), laying off teachers with less seniority is preferred to all teachers giving up their lavish health care plan for a more reasonable one. At least that’s the case in Milwaukee. A long story in this week’s Journal-Sentinel (H/T Eduwonk) explains: “The reality is we cannot sustain the current system without major structural change,” [Milwaukee School Board President Michael] Bonds said. “We could literally save hundreds of jobs with the stroke of a pen if teachers switched to the lower-cost health-care plan.” The teachers union has countered that the board is bargaining in public by offering jobs in exchange for health-care concessions.

Last night my Education Policy Center friends went to see the Colorado premiere of The Lottery. Ben DeGrow has written up a review over at Ed News Colorado. While it was past my bedtime and I didn’t get to stay up and watch the film, the story about kids like me who live in Harlem and whose parents hope and pray that they win the lottery to get into a successful charter school is something I look forward to watching. If you don’t get what I mean, this trailer should help you see it: What are you waiting for? Find a theater near you to go see The Lottery, and then get involved in fighting for the cause. You could do it as a favor for your all-time favorite junior blogger, but the four kids who are the stars of the film are even better reasons!

Little Eddie’s Florida-thon blogging continues. And today’s edition could be the most exciting yet. From Matt Ladner and Greg Forster (both writing on Jay Greene’s blog) comes word of a new research study by David Figlio and Cassandra Hart, who conclude: We find evidence that public schools subject to more competitive pressure from private schools raised their test scores the most following the introduction of Florida’s voucher program, and that the gains in test scores appear to generalize to students ineligible to participate in the voucher program. In other words, the competition of school choice through tuition tax credits helps to lift the boat of academic performance even for public school students who come from families with incomes too great to take advantage of a scholarship. Wow! Forster notes that top-notch empirical studies are 18-0 in showing positive competitive effects from school choice programs, then calls out detractors for their weak attack on the findings:

Years after changing the way they pay teachers with ProComp, Denver Public Schools finally has the first round of research in showing how well it has worked. Ed News Colorado yesterday reported on the University of Colorado evaluation: – Student growth on state reading and math exams was higher after the implementation of ProComp in 2005-06. Researchers used a measure similar to the Colorado Growth Model to analyze DPS test results from 2002-03 through 2008-09. They found all teachers’ median growth percentiles – essentially, how much teachers are moving students – increased about 4 points after ProComp. – Teachers hired after ProComp appear to outperform those hired before ProComp. Teachers hired after Dec. 31, 2005 are required to join ProComp; it is voluntary for those already employed by DPS. Those hired under ProComp demonstrate higher first-year achievement, between 2 to 4 points in median growth percentiles, and the differences persist through the first three years. – High-poverty schools with high levels of ProComp participation are seeing fewer teachers leave. Retention rates in schools designated “hard to serve,” which yields a $2,344 annual bonus, are still not as high as retention rates in more affluent schools. But those high-poverty schools where […]

While we certainly have our challenges and plenty of room to grow, Colorado is a state blessed with a healthy variety of public school choice. Among the growing number of options are innovation schools, made possible by a bipartisan 2008 state law. Colorado was the first state to implement innovation schools — something I have written about numerous times here. The idea is to provide greater freedom from burdensome state regulations, district policies and collective bargaining provisions by allowing individual schools to formulate proposals that give them greater autonomy and flexibility over decisions surrounding personnel, program and budget. Of course, even the best education reform ideas encounter problems being put into action. As Education News Colorado reported last week, Colorado’s first three innovation schools (all based in the city of Denver — Manual High School, Montclair Elementary, & Cole Arts and Science Academy) have sought and received a formal legal opinion that school district officials are violating the Innovation Schools Act by refusing to relinquish control over key areas of budget and personnel.

This is the education story of the month you may have heard nothing about. In light of having recently seen the movie The Cartel, the scene seems especially poignant. In fact, if a sequel were to be made to The Cartel, you certainly can imagine this being a part of it. The scene is last Thursday in Trenton, New Jersey, at the State Capitol — where a senate education committee hearing was scheduled for the bill S1872, which would create a 5-year pilot scholarship tax credit program. Cue Lori Drummer, writing for the Big Government blog:

Several weeks ago I very briefly highlighted a School Reform News piece written by my Education Policy Center friend Ben DeGrow on an innovative public charter school network in California that may someday soon come to Colorado. The name? Rocketship Education. It couldn’t be more cool, makes me think about becoming an astronaut someday. Even better, the school is helping needy students in San Jose learn a lot using a unique hybrid model to divide instruction between the traditional classroom and the online “Learning Lab.” Rocketship schools are able to save money and resources for other key priorities in the process. Well, Rocketship CEO John Danner is coming to Denver this Friday to speak at the Donnell-Kay Foundation’s Hot Lunch event. Before making his trip, Mr. Danner joined Ben DeGrow for a new iVoices podcast (click the link or the play button below) to discuss what sets his schools apart, his vision for education reform and possible future plans for Rocketship Education (maybe coming to Colorado?):