By Angela W. Daliet
I just finished an on camera interview with Sheldon Fox of ABC26 News regarding a disturbing story of a 6-year-old being handcuffed to his desk by a security guard at Sarah T. Reed Elementary, a Recovery School District school, earlier this week. Though you can catch some of my comments on the story on ABC26 News at 10pm tonight, there is too much to be said for them to cover it all. This story is too important to be relegated to a 15 or 30 second spot on the evening news.
The parents of the first grade student weren’t even told about the incident and discovered it only after the child complained of sore wrists! Where is the accountability by the school, teacher and security guard to the community and parents? You won’t find that type of accountability in standardized test scores, for sure.
Here are some other very important points to make note of:
- Our city’s public school children are the most at-risk within our community and the RSD serves the most severe of these students (though I use the word “serves” loosely). No one “chooses” an RSD school, these are the schools of last resort.
- They have the largest number of children with special needs, as well as students that won’t or can’t conform to the mostly rigid, strict curriculum and environmental policies of charter schools.
- These schools are ill-equipped. They have under qualified, inexperienced teachers trying to bring these students up to grade level while also dealing with constant, sometimes severe, behavior issues.
- These schools and their teachers are under resourced and underpaid.
Now when we talk about the issues, we are labeled as anti-RSD or anti-charter, but the fact remains that the state took over most local schools to rid itself of these issues and educate our children. However, one system simply replaced another without clear plans, interventions and resources to fix the systemic problems that existed before. We now have a public school “system” where the handful of schools that are performing adequately either “choose” their students through selective admissions processes, or the improvements are based on unrealistic and unsustainable reform measures such as teachers and principals working long hours on little pay with no family attachments.
Then there are the rest of the kids, students like this one that was handcuffed to a desk for a school day last week. I leave you with one last thought and two questions. Until we admit the issues, flaws and inequities that exist in this “system” and fix them by putting a good school in every neighborhood that serves that community’s kids, we will continue to fail more generations of New Orleanians. My questions are these: Why don’t we value teachers in this country by hiring the best, giving them adequate training and resources, supporting them and paying them what they deserve? And why are we not holding the state accountable for not educating and serving our children?
Guest blogger Alexander J. Hancock from
Institute for Quality and Equity in Education at Loyola University shares his thoughts on the UCLA study that looks at re-segregation trends in charter schools.
(Cross-posted at the blog of the Loyola Institute for Quality and Equity in Education)
Over at ‘A Quality Education Blog’, Sara [Sands] had a thoughtful post yesterday on charter schools and segregation, which I’m going to piggy-back on today by writing about the January 2010 report published by the Civil Rights Project at UCLA on re-segregation trends in charter schools. Some time has passed since the report was first published, so you’ve got to ask if there’s really any reason to keep talking about it. My answer to that is a resounding “yes”. I think that all too often studies like this are published, they create a mini-firestorm, bloggers and reporters and policy wonks talk about them for a couple of weeks, and then they disappear. I don’t think that’s a good thing. Instead, I think it’s good to revisit controversial issues after the firestorm has died down a bit, so that we can examine the issues with a slightly clearer focus, and determine to what extent they apply to our work as we move forward.
At the center of this study is the finding that charter schools are more segregated than their traditional counterparts. This is notable because of the great political success of the charter school movement. Between 2000 and 2008, charter school enrollment increased by 172%. In Louisiana, the increase was 556%, largely due to the post-Katrina charter school movement in New Orleans.
Enrollment patterns reveal two disconcerting trends. First, there’s the disproportionate representation of White and Black students in charter schools. In 2008, while White students made up 56% of traditional school students, they comprised only 39% of students in charter schools. Conversely, Black students were over-represented in charter schools, making up 16% of traditional school students and 32% of students in charter schools.
Second, in addition to disproportionate racial composition in the two types of schools, charters are more segregated than traditional schools. In 2008, 70% of Black charter school students attended schools that were 90-100% Black (which the report terms “intensely segregated” school settings”), fully twice the proportion of Black students in intensely segregated settings in traditional schools. (The study also reports a similarly heightened level of economic segregation in charter schools.)
While these trends are seen at the national, state, and metro-area levels, we should be careful to remember that most charters are located in low-performing urban districts, which often have predominantly minority and high-poverty student populations. For example, by my count, 66% of all of Louisiana’s charter schools are located in the City of New Orleans, either under the RSD, the OPSB, or BESE. The student population under those three governing boards is over 90% Black (per the Cowen Institute’s 2010 “State of Public Education in New Orleans”). So it shouldn’t be much of a surprise that, when looking at Louisiana, or even the New Orleans metro, charters serve disproportionately more Black students because they are disproportionately concentrated in a school district that serves a very high minority population. Even still, the number of minority students in intensely segregated schools is high enough that it should give us pause and make us ask if there’s a better way to do things.
I fear, however, that people will look at this data and think, “Well, charter schools are bad. We should get rid of them.” Or, just as bad, they’ll think that the people producing (and reproducing) the data are simply anti-charter and refuse to work with anyone who supports charters. That is not, I believe, a productive use of this data. The success of the chartering movement is due in part to the fact that, with their autonomy and short-term authorization, charter schools allow us to assess what works and what does not. When a charter is successful, its methods can supposedly be replicated. When one is unsuccessful, it can be closed (or, rather, denied reauthorization). The UCLA report mentions, by name, several charter schools that are highly proactive in ensuring a diverse, non-segregated environment. So perhaps, instead of engaging in a discussion of whether or not charter schools are successful and whether or not they should exist, we should instead look at which charter schools are successful and how they achieve that success. So in this case, we could look at charter schools that buck the trend — or districts that have charter schools whose demographics reflect the racial and socioeconomic composition of the traditional schools — and work to replicate that, in both charter and traditional public schools.
Perhaps that way we can build integrated school systems that serve all children equally, in New Orleans and across the country.
As a public school advocate and parent of 3 kids in New Orleans’ public schools, the secretary’s remarks that Katrina was the “best thing to happen to public education in New Orleans” is incredibly offensive and quite frankly off the mark. And to say that it took Katrina to wake up the community is even more absurd.
New Orleanians have long understood and maintained that our poor public schools are our city’s primary ailment. It did not take the loss of our family members, possessions, homes, neighborhoods and schools to make us realize this.
We are the ones that have not been educated by these schools and who have advocated for years to have a system that provides a quality education to every student in the city, no matter their address or race. If our community of public school parents had some power and access to local, state and national leaders, we would have explained to you and your peers long before August 29, 2005 that our needs weren’t being served and that we must do better together.
The assumption now is that we, the community, are being heard, but I have to challenge that new leadership is just listening to their new friends (who aren’t necessarily New Orleanians and definitely not utilizing the public education system).
So, here’s my question to Mr. Duncan: If, as a national leader in education, you believe wholeheartedly that what is happening in New Orleans is working and will bring a full success story for New Orleans, how do we, the community, bend your ear to the problems and issues being exacerbated and swept under the rug that were ignored by leadership for years before Hurricane Katrina?
Please don’t tell me we have to lose everything again to get you to listen.
Read a transcript of Secretary Duncan’s comments here.
SOSNOLA’s 2010 Student & Family Workshop Series
Last year we held our very first Shindig Fundraiser & Community Celebration and part of what made that event so important and successful was the student presentation at the center of it. We were able to help a talented and inspiring group of young students from New Orleans public schools put together their own very personal production and present it to the over 200 parents, teachers, school, city and state leaders and officials who attended our event.
The students—calling themselves Young Minds—beautifully presented their original spoken word, song and expressive dance that spoke volumes about their hopes, visions and experiences regarding public education in the city.
When we were planning our inaugural fundraising event we knew we wanted it to be all about the kids and we wanted to do something that gave them the opportunity to express their dreams and desires for their education, and to address the ever-changing New Orleans public school landscape.
So we came up with the idea of hosting a student and family workshop series that would help participants identify and articulate those dreams and desires with the conclusion of the workshop being a platform for that expression at the Shindig. Our goal was to help empower students and their families to be leaders and advocates for themselves and their vision for the future of public schools.
At times the workshops were tough, but the result was beyond anyone’s expectations. Overall, 39 students representing 12 different public middle and high schools completed the series of workshops. Students were guided in numerous trust and team building exercises to develop camaraderie, overcome social and communication barriers and create a unifying collaborative around their visions. Along the way, participants built their own skill sets and learned valuable lessons around respectfulness, teamwork, leadership, visioning, compromising, accountability, and collaboration. They boldly took the risk of articulating their ideas to peers, families, teachers, principals, and the community. And, we believe these students will become the next generation of local leaders for better public schools.
“The workshops were a wonderful opportunity for students to showcase their talents,” says 2009 participating parent LeMechele Freeman. “It encouraged them to explore self-expression in a supportive environment and the experience boosted my children’s self-esteem.” Freeman recently joined SOSNOLA’s 2010 Volunteer Steering Committee and has taken a leadership role in helping to plan this year’s workshops and Shindig.
This coming Saturday, January 23 marks the first workshop for our 2010 series “Finding Our Voices”. We’re excited about working with a new group of student and family participants, and about the organic growth of the workshops as students from last year will join us in mentoring this year’s participants. The workshops will again promote teamwork, visionary thinking, activism, and community leadership. Along with our partners, we’ll provide critical training, resources, motivation and support that builds the capacity of workshop participants and empowers them to identify, articulate and deliver their vision for the future of local public education in a unique and personal way.
If you would like to sponsor a student for a workshop, please join us tomorrow for a cocktail hour fundraiser at the W Hotel’s Zoë Lounge, 333 Poydras Street, from 5:30-7:30 p.m., or contact Angela Daliet at 504-416-3146 or email email@example.com to make a donation.
$7 sponsors on student for one workshop. $70 sponsors one student for the full series of workshops.
SOSNOLA’s New Orleans Citizen Year-End Exam
(Worth 50 points)
1. Explain the differences between a Louisiana traditional public school and a Louisiana charter school. (Must give a minimum of three differences)
(Worth 50 points)
2. Explain the roles of the Louisiana Board of Elementary and Secondary Education (BESE), Orleans Parish School Board (OPSB) and Recovery School District (RSD). (Must include list of all schools within each entity’s jurisdiction)
Would you pass this test? Most citizens would fail miserably.
Is it really important that you develop a better understanding of the local public education system and its current reforms? If you don’t, you will continue to be a part of the problem rather than the solution.
Should you care? If you want to live in a safe city that provides ample economic opportunity for you and your family, then yes, you absolutely should care.
Local public schools affect each and every New Orleanian. Rampant murders, soaring poverty, excessive juvenile delinquents, inflated insurance rates, and unstable property values are only a few factors affecting residents that are directly related to our city’s poor public schools. Until citizens make this connection and participate in improving public schools, the problems will only get worse. In order to ensure real improvements are implemented that truly increase student outcomes for all children, at a minimum, each of us must gain a better understanding of our public schools. Only then will citizens be able to intelligently participate in the conversation of where our public schools need to be.
Don’t assume you know without learning the facts.
There are important internal conversations going on between and amongst powerful local and state leaders regarding the future of public education in New Orleans, including which entity is better equipped to control the city’s public schools—the OPSB or the RSD—and whether or not New Orleans public schools are on the right path for real improvements around equity, quality, and accountability. Without knowledgeable residents contributing their thoughts and experience into these discussions, decision-makers will develop long-term plans for our public schools without a clue as to how these schools can and should serve the needs of New Orleanians.
So, get schooled on schools! Learn the facts below and continue to ask questions until you can pass SOSNOLA’s Year-End Citizen Exam.
OPSB, BESE AND RSD
Before Hurricane Katrina, the OPSB controlled 129 schools and BESE oversaw 2 charter schools. Following the storm, the state redefined “failing schools” and expanded their authority for a certain period of time over such schools in large, poor districts through legislation aimed at taking over most public schools in New Orleans. The new law required these schools be operated by the state’s latent “Recovery School District” for an initial period of 5 years, and stripped OPSB of the ability to open any new schools. The RSD gained control of 112 former OPSB schools and their buildings (not all have reopened) leaving 17 schools under direct control of the local district with BESE still operating their 2 charter schools. Currently there are 90 public schools open in New Orleans (54 charter and 36 traditional).
LOUISIANA BOARD OF ELEMENTARY AND SECONDARY EDUCATION
• Is the administrative policy-making body for all state public elementary and secondary schools
• Is governed by a board of 11 directors (8 elected from state BESE districts and 3 governor appointed members-at-large) representing 8 districts
• Sets key education initiatives, education agenda and curriculum for all public schools in the state
• Serves as the governing authority for 2 local public charter schools
LOUISIANA RECOVERY SCHOOL DISTRICT
• Serves as the governing authority for 40 public charter schools (see below for explanation)
• Directly operates 31 traditional public schools (2 of which are “alternative” schools managed through a third party contract), managing budgeting, payroll, staffing, academic performance, reporting, etc.
• Is overseen by Superintendent Paul Vallas
• Has no local public board, but rather directly reports to State Superintendent and BESE
• Has control over all closed public schools and their buildings
ORLEANS PARISH SCHOOL BOARD
• Serves as the governing authority for 12 public charter schools
• Directly operates 5 traditional public schools (2 of which are “alternative” schools managed through a third party contract), managing budgeting, payroll, staffing, academic performance, reporting, etc.
• Serves as the traditional public school governing authority of New Orleans
• Is represented by 7 districts with each district represented by an elected board member that serves a 4-year term
• The board sets policy for district schools
• Board meetings and activity are open to public review
Louisiana’s purpose for the creation of charter schools is to provide the framework and mechanism for educational experimentation for improving academic achievement by which positive results will be broadly repeated or replicated and negative results identified and eliminated. There are 54 charter schools operating under OPSB, BESE and RSD.
The following are key concepts of local charter schools:
• Authorized by OPSB or BESE for initial 5 years and subsequent renewals every 10 years
• Revocation or non-renewal occurs by majority vote of chartering authority only if the school, its officers or employees do any of the following: violate charter agreement; fail to meet agreed upon academic results; fiscally mismanage resources; or breach applicable laws
• Formed and overseen by a nonprofit corporation’s appointed board of directors with a requirement that 3 or more persons must hold a valid current Louisiana teaching certificate; no other experience, qualifications, or affiliations necessary (unless school imposes additional regulations upon itself)
• Operate independently with public federal and state funding exempt from most traditional public school laws and regulations
• Most are required to have open admission enrollment policy (any student from any neighborhood with any capability or history may attend) though several do have enrollment requirements
Keith G.C. Twitchell, president of Committee for a Better New Orleans/Metropolitan Area Committee (CBNO/MAC) has been in leadership positions ranging from CBNO/MAC to being an Eagle Scout to being captain of Krewe du Vieux. SOSNOLA’s executive director Angela Daliet, a CBNO/MAC Bryan Bell Metropolitan Leadership Forum graduate (of a 10-week workshop series for emerging community leaders to gain a better understanding of the major issues facing New Orleans), recently had the privilege of listening to Keith’s take on leadership. Here he graciously shares some of his lessons and observations.
Thoughts on Leadership
By Keith G.C. Twitchell, Guest Blogger
Leadership is not something that I think is easily defined. Even though any dictionary will have a nice little definition of leadership, I don’t think it can be so easily encapsulated.
- There are many styles and forms of leadership.
- Leadership is often shaped by circumstances and events, as we saw in post-Katrina New Orleans.
Leadership is working tirelessly to achieve consensus – and taking the lead in moving forward anyway whenever consensus cannot be reached – and taking the bullets that will inevitably fly from those whose views are different from the direction you take.
Leadership is a lot less about exercising power than it is about aiding others in finding their power.
Leadership is about sharing the credit and accepting the blame. I remember reading an article some years ago contrasting the way Japanese corporations and American corporations operated. The memorable line was that “In Japan, when there is a problem, they try to fix the problem; in America, when there is a problem, they try to fix the blame.”
Leadership is about listening first, then speaking the truths you hear. It is knowing when to ask and when to tell.
Leadership requires seeing both the forest and the trees, and understanding the role and contribution of each tree in the forest. In California, the redwood trees are magnificent, huge, the most amazing vegetation you will ever see. Yet redwood trees have very shallow roots, and they only remain upright because their roots interlock, holding each other up. Cut down a couple redwoods in a stand and the rest will fall too.
Leadership is about staying calm and focused right up to the point where getting really angry is the only tactic left.
Leadership is about always remembering what the objective is, regardless of the emotions, the conflicts, the flying bullets, the opposition, and the fear; and always acting in a way that enhances the chances of achieving the objective.
Lastly, leadership comes down to two things, both of which are words that are so overused these days that they are in danger of becoming meaningless; but I think they are still at the heart of leadership: vision and accountability.
- Leaders have a vision, whether it is for their neighborhood, their company or their country.
- Leaders take the risk of articulating their vision, and commit to enrolling others in that vision.
- Leaders nurture the growth of their vision, willing to let go of certain details, to allow others to expand upon it and embellish it, but always making sure that its core integrity is maintained, and being responsible for defending that core integrity when necessary.
- And leaders are always focused on the path to realizing that vision, not necessarily seeing the entire path right now, but leading the way to taking the immediate next steps while searching constantly – and collaboratively – for the rest of the path.
Accountability is simply saying that whatever happened here, I am responsible for it.
To summarize, leadership without vision is purely power-seeking, and vision without leadership is no more than daydreaming.