School Turnarounds Prompt Community Backlash

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  • LOS ANGELES (AP) — The federal government’s push for drastic reforms at chronically low achieving schools has led to takeovers by charter operators, overhauls of staff and curriculum, and even school shutdowns across the country.

    It’s also generated a growing backlash among the mostly low-income, minority communities where some see the reforms as not only disruptive in struggling neighborhoods, but also as civil rights violations since turnaround efforts primarily affect black and Latino students.

    “Our concern is that these reforms have further destabilized our communities,” said Jitu Brown, education organizer of Chicago’s Kenwood-Oakwood Community Organization. “It’s clear there’s a different set of rules for African-American and Latino children than for their white counterparts.”

    The U.S. Department of Education‘s civil rights office has opened investigations into 33 complaints from parents and community members, representing 29 school districts ranging from big city systems such as Chicago, Detroit and Washington D.C. to smaller cities including Wichita and Ambler, Penn., said spokesman Daren Briscoe. Two additional complaints are under evaluation, and more cities, including Los Angeles, are preparing their filings.

    Last week, Secretary Arne Duncan fielded complaints at a public forum in Washington. The forum was attended by some 250 people who boarded buses, vans and planes from around the country to demand a moratorium on school closings and present a reform model that calls for more community input, among other items.

    The recurrent theme is that communities are fed up with substandard education, but want solutions that will not create upheaval at the schools, which are often seen as pillars of stability in neighborhoods where social fabric is fragile.

    Instead of focusing on dramatically changing the structure of a school, officials should invest in improving teaching, learning, equipment, and community engagement, which happens more often at schools in white, affluent neighborhoods, Brown said.

    “But the response of the school district is to throw a grenade into our schools,” Brown said.

    Reformers say civil rights complaints are misguided because school failure disproportionately impacts minorities in the first place. Turnarounds are efforts to improve that, said Michael Petrilli, executive vice president of the Thomas B. Fordham Institute, an education think tank.

    However, he noted that turnarounds are often a “Band-Aid solution. Most of the turnarounds aren’t going to succeed because the school continues to exist in a dysfunctional school system. Radical change at the district may be what’s needed.”

    Federal officials said they are open to working with communities to lessen the impact of turnarounds.

    “On the ground, these policies can have an impact we don’t see,” Briscoe said. “But there’s no promise that we’ll be able to satisfy all people.”

    Overhauling the nation’s 5,000 lowest-performing schools is a cornerstone of the Obama administration’s education policy. To do that, the federal government revamped the existing School Improvement Grant program, boosting it from a $125 million annual initiative in 2007 to $535 million for the current school year.

    Under the renewed program, which launched in 2010 with a onetime $3.5 billion infusion, districts receive grants to institute one of four school jumpstart models. They can turn the school over to a charter or other operator, replace at least half of the staff and principal, transform the school with a new principal and learning strategy, or simply close the school. Improvement schools can receive up to $2 million annually for three years.

    Results have been mixed.

    In Chicago, where the nation’s third largest school system has undertaken one of the more extensive turnaround programs, a study of 36 schools by the University of Chicago found some improvement in academic achievement in elementary and middle schools but not until the second or third year of either a principal or staff replacement or a charter conversion.

    “They’re closing the gap but it’s taking some time to do so,” said Marisa de la Torre, who directed the study.

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