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More on Charter School Segregation

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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.


“Finding Our Voices”

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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 to make a donation.

$7 sponsors on student for one workshop. $70 sponsors one student for the full series of workshops.

Learn more about “Finding Our Voices”.

Get Schooled on Schools Part II

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Did you take SOSNOLA’s Citizen Year-End Exam in our last blog entry? Well, how did you do?

In case you needed a little help remembering which schools fall under which governing entities, here’s an organizational chart we created that outlines public schools and agencies:

Get Schooled on Schools: Informed Citizens Make Smart Decisions

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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.

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).

•    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

•    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

•    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

Thoughts on Leadership

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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.

Written by SOSNOLA

December 2, 2009 at 1:58 PM

Four Years, One School, Thirty-Five Thousand Students

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Last week was the first day of school for students attending Langston Hughes Academy Charter School—the city’s first newly constructed school facility since Hurricane Katrina.IMG_7457

Hughes’ campus, on Trafalgar near the Fairgrounds, encompasses 96,000 square feet and was built to Leadership in Energy and Environmental Design (LEED) standards, meeting new federal regulations such as handicap accessibility in restrooms, energy efficiency and spacious 900-square-foot classrooms equipped with expansive windows. Hughes is a school of the future with a modern, green design, innovative technology-ready classrooms (some with computerized blackboards), special education areas, a media center, full cafeteria and kitchen, and gymnasium.

Great. The nearly 500 students who were able to get into this public tuition-free school will receive the type of learning environment they deserve.

But no doubt, just across town a student bends over a marred desk in a dingy classroom housed in a broken down old building, holes in the floor, the room barely cooled by an outdated a/c unit. How long will it take before this young boy or girl has the opportunity to spend the day learning in a modern, innovative facility? Will he or she ever have such an opportunity?

A recent article posted on presents a case in stark contrast to Hughes. Martin Berhman Elementary, a school in operation since December 2005, is struggling with a facility that’s in serious disrepair. Ramsey Green, a representative of the Recovery School District is quoted as saying, “We have so many needs, and we have a limited amount of money.” The article Recovery School District Called To Action For Repair begins:

The Algiers Charter School Association is taking the Recovery School District to task for the deplorable conditions at one elementary school.

Martin Berhman Elementary School needs a new roof, and school leaders said recent rains have made a bad situation even worse.

The school is one of the best-performing schools in the Recovery District, but some said its building is among the worst.

Members of the Algiers Charter Association said repairs to the school can’t happen soon enough.

“I would say we need it yesterday,” said Dr. Andrew Thomas-Reynolds, of the Algiers Charter Association. “It’s been raining. That has been causing grave concern for our students here.”

At Martin Berhman Elementary School, when it rains, it literally pours into the classrooms. The school needs a new roof and has for a while, officials said.

“We were scheduled to have the temporary roof completed in July, but for whatever reason, that has been prolonged,” Thomas-Reynolds said. “What we are hoping is that we can get some resolution from the Recovery School District timely.”

An extensive amount of moisture in the building has caused or exacerbated other problems, like mold and mildew. The paint peeling, walls crumbling and floors beginning to buckle in some places are all problems that the Algiers Charter Association said it does not want swept under the rug.

There are even termites in the building.

395001aWith so many schools, like Berhman, needing extensive repairs, we have to ask is the best way to build an equitable system to spend $20-30 million of limited funds on new facilities that will take years to complete, as most students continue to attend and attempt to learn in sub-standard facilities? If the answer is yes, then we must challenge ourselves to figure out how to speed up the process. If no, then we must develop better alternatives.

It took four years to build Hughes, one of the five FEMA financed “quick start” schools and the first to open. But it met with a number of construction delays and missteps, right up until the week before the first day of school when the front steps had to be rebuilt to code. What does that say about the prospect of the other 93 schools being constructed or renovated anytime soon, or in a timely and acceptable manner?

For comprehensive data on Langston Hughes Academy Charter School, Martin Berhman Elementary School, or any New Orleans public school visit Public Schools of New Orleans School Close-Ups.

Rebuilding Hynes

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It makes sense that SOSNOLA’s very first blog would be about Hynes Elementary School.HynesFleurdeLis

After all, executive director Angela Daliet is a Hynes parent. And the need to get Hynes re-opened after Hurricane Katrina so families could return knowing their children had a school to attend, laid the foundation for Save Our Schools NOLA.

She organized the community and pushed the district to get the school up and running in a temporary location for the 2006-07 school year after learning Hynes would potentially remained shuttered beyond 2010.  Her work on this project highlights SOSNOLA’s core value that in order to ensure equal access to better schools, citizens must be informed, organized and allowed to participate in decisions that affect their school and community

Now four years later, despite promises from the city and plans laid out in the School Facilities Master Plan that listed Hynes as a “quick start school”, the original campus remains a bleak, empty swath of land.

At an Orleans Parish School Board Property Meeting held yesterday at the school’s second temporary location on Gentilly Blvd (at the old St. James Major School), a formidable crowd gathered to hear a report from project design manager Jules Legarde (of CSRS/Jacobs Firm) on the status of rebuilding; and have their concerns addressed and questions answered. Teachers, school officials, students, parents and community members filled the gymnasium anticipating another revision to the projected completion date, now July 2011.

Which still seems a long way off.

One young 6th grade student asked if her 8th-grade graduation will be held at the new school. No one could answer for certain.

Angela’s efforts to reopen Hynes began in September 2005 when her youngest son was entering pre-kindergarten … he’ll be a 5th grader by fall 2011. Her oldest son will have long graduated, and her middle son won’t be far behind.

A Lakeview resident who had attended Hynes back in 1956 called the school the “nucleus” of the neighborhood and vital to drawing young professionals back to the area.

Principal Michelle Douglas spoke highly of the school and the city’s efforts, thanking the board for bring the Property Meeting to the school; then ended her remarks with a stern request for an immediate lease extension on the current building.

Watch a video on of reporter Susan Edwards’ coverage of the event.

Written by SOSNOLA

August 15, 2009 at 5:53 PM