We Can Greet North High’s Rising Grad Rates with Polar Pride–and Still Ask What Those Diplomas Mean
Today in the Continuing Adventures of Minneapolis’ Biggest Buzzkill, we engage in the sad but necessary task of a little graduation-season reality check.
This morning’s Star Tribune carries a heartwarming story about the amazing turnaround at Minneapolis Public Schools’ North High, from which some 50 seniors graduate today. The piece sketches the school’s “comeback” from five years ago, complete with a graph showing the graduation rate’s rise from 44 percent to 82 percent.
Congratulations to those Polars. May their diplomas serve as a formal invitation to bright futures. The world needs bright young people like them more than ever. Let’s agree, as a community, to support them in whatever endeavors come next.
The mellow I feel obliged to harsh? The narrative that has sprung up around the rebirth of the high school—at least as depicted by this city’s newspaper of record—skirts some major potholes. In fact, I’ve been thinking of it all morning as Exhibit A in why, in 2017, regional newspapers need to do like the national ones and realize that public education is not an entry-level, tooth-cutting beat but a hard-edged policy arena in need of watchdogging.
Of the 63 members of the 2017 class who took a state reading exam in 10th grade, seven—or 11 percent—passed. Of the 54 juniors who took the math test the next year, four—or 7.4 percent—passed.
Let’s countersink that nail: Two of 42 North 10th-graders—next year’s presumed grads–last year passed the reading test.
The story takes no note of this. Continue reading
Inside a New Orleans School That’s Found a New Way to Help Graduates with Disabilities Work Toward Independence
There are two really good reasons why you should read my latest story:
- Because Duong and Torian, who served me a mighty fine cup of coffee at their school’s coffeeshop, are heartwarming charmers. That’s Torian in the photo above, and he is just that smiley!
- Because the way that New Orleans has restructured services for students with disabilities has game-changing potential. In short, schools can now concentrate on what each individual young person needs to reach their highest potential without worrying that meeting those needs will drain the budget.
Erin Ecklund Clotfelter is the mother of four: 7-year-old twins who were diagnosed with autism at age 2, a 6-year-old recently diagnosed with ADHD, and a 2-year-old. She lives in Minneapolis’ Northeast neighborhood, where her older sons attend Minneapolis Public Schools (MPS).
Clotfelter is the co-chair of the district’s Special Education Advisory Council, a role she took on just as Minneapolis was beginning the process of inclusion. Like many districts, MPS is working to move students with disabilities out of isolated classrooms and in to the same academic programming and social opportunities as their peers.
Most of the headlines involving this sometimes-controversial push have decried the disproportionate number of African-American, American-Indian and Latino children placed in special education for willful or defiant behavior. But children with intellectual and developmental disabilities are often caught in the belief gap, too.
Read Erin’s interview here. Continue reading
#Optoutsowhite = So true.
A study released this week confirms it: The nationwide movement to boycott annual assessments that reveal the yawning racial disparities in schools is led by wealthy whites whose largest concern is teacher evaluations.
I knew it, but I’m still gobsmacked to learn just how wealthy and just how white. Researchers at Teachers College at Columbia University surveyed more than 1,600 opt-out movement adherents in 47 states. Turns out 92 percent are white and their median family income is $125,000–more than twice the national median.
Nearly half—45 percent–are educators. Two thirds are either teachers or opt out because of the influence of a close teacher friend. No surprise, then, their highest ranked concern is the use of student outcomes in evaluating teachers.
So the people with the means to send their children to the most desirable schools, which are staffed with the most experienced teachers, are seeking to shut down the data pipeline. Which revealed the immoral racial disparities in students’ access to quality teachers.
Oh yeah—and a majority describe themselves as progressives. Continue reading
The Nearly-Million-Dollar Question the Superintendent’s Departure Begs: Who Owns St. Paul Public Schools?
Last fall I got a phone call from Nick Faber, who is the vice president of the St. Paul Federation of Teachers. He wanted to talk about the union’s home-visiting initiative, in which pairs of teachers who have received special training visit their students’ homes.
The power struggle that ended last week with the school board’s decision to buy out Superintendent Valeria Silva’s contract was in full swing at the time. The federation was campaigning hard, under the guise of pursuing equity in the schools, for the pro-union board majority that just fired Silva. The home visiting project was Exhibit A.
Faber and I had a nice talk—he’s a swell, passionate guy–but I confess to being shocked. I don’t think he realized, but the story he wanted to tell me neatly illustrates the scope of the issues Silva was trying to address, as well as the adult resistance to change. Continue reading
When Fidel Jonapa heard his team declared the winner of a design competition late last month, he was momentarily baffled. It had to be a mistake.
The event was a weekend-long contest in which Minnesota’s adult technology entrepreneurs raced for 54 hours to bring startup concepts to life. Jonapa and his classmates were seventh- and eighth-graders at a Minneapolis middle school.
“I was like–what?” Jonapa says. “Why us?”
Teammate Aria Denisen was having a similar reaction. “They announced third place and second place as we were like, ‘Oh well, we did a good job this weekend,” she says. “And then they announced us.”
Adds Jack Sarenpa: “I thought he pulled a Steve-Harvey-at-Miss-Universe moment.”
Want to read the rest of the story? Head on over to Education Post’s cool new longform section.
Last night I made the mistake of jumping into a comments thread about the Opt-Out Movement, the teacher-led campaign to persuade students and parents to refuse to take the annual assessments used to identify academic achievement gaps.
Written by Brooklyn civil rights attorney Charles F. Coleman, the piece laid out why black learners are the ones most hurt by the trend. And correctly pointed out that most of those who opted out last spring were from wealthy white communities.
“To put it plainly: white parents from well-funded and highly performing areas are participating in petulant, poorly conceived protests that are ultimately affecting inner-city blacks at schools that need the funding and measures of accountability to ensure any hope of progress in performance,” Coleman wrote.
“This is one of the more obvious examples of the sort of ‘double bonus’ that privilege can create. The ability to opt out of standardized testing without serious concern for the consequences on parents’ school districts is only buttressed by the notion of having greater availability of alternative options.”
It’s a solid article. Yet within minutes it acquired a comment thread rife with hyperbole and venom. Much of it, a little Facebook backtracking revealed, from white commenters who it’s hard not to imagine neatly illustrate Coleman’s point.