Glenn Iannaccone wraps up his one-year term as Chairman of the Board of Education on Tuesday evening. A new slate of officers--chairman, vice chairman and secretary-- will be voted upon at the same time . "It's been one heck of a year," says the outgoing Republican chairman. "It flew by. I think it was a positive year and we accomplished a lot."
Iannaccone took over chairmanship from Rosa Murray (D) last year after the BOE elections resulted in a shift from a Democratic control to a Republican 5 to 4 majority. According to the BOE bylaws, the majority party holds the chair and vice chair positions while the secretary position is held by the minority party. Currently, Jack Chiaramonte (R) is the vice chair and Susan Hamilton (D) is the secretary.
Among his accomplishments, Iannaccone points to steering the Board through last year's zero percent increase budget. In addition, he worked with two interim superintendent and led the search process for a permanent superintendent. "Dr. Marks was an excellent choice and she's doing a great job." In addition to the BOE chief, Iannaccone says the BOE hired several new members of the central office staff. He referred specifically to Robert Polselli, the Director of IT and Pauline Smith, the Director of Special Education. "Pauline was a big coup," he said.
Iannaccone says that his strength as a leader came from "working well with both sides of the aisle." "We worked as one board in the interest of the students and staff."
BOE Vice Chairman Jack Chiaramonte is considered a likely candidate for chairmanship, since he is the next senior Republican on the Board. Iannaccone says, "My advice to the next chair is to be in control of the meeting. Don't be afraid to use the gavel.”
Monday, November 15, 2010
Wednesday, November 10, 2010
Can a Media Exec. Lead a School System?
Mayor Bloomberg has chosen Cathie Black to be the new chancellor of schools in New York City. Black, the president of Hearst Magazines is a "world class manager", according to Bloomberg.
The decision announced yesterday, however, has left many people scratching their heads. For all of her accomplishments, Black has no experience in education. None.
In fact, there is little to indicate that she has even spent much time in a public school. She herself went to Catholic schools on the South Side of Chicago and her children attend boarding schools in Connecticut. Her predecessor Joel Klein also chosen by Bloomberg did not have direct education experience either, but he had worked for the government as an anit-trust lawyer and was a product of the NYC public school system
In her public debut yesterday, Black acknowledged that she had a lot to learn and had limited experience with unions.
So, the big question is, can someone with no education experience lead something as complex as a school system? Or do the skills one acquires in business and management easily transferable to educational systems? Do students/families equal customers, do profit and loss statments equal test scores and graduation rates?
Do you think Norwalk would benefit with someone in central office who comes from outside of education and has a pure business background?
The decision announced yesterday, however, has left many people scratching their heads. For all of her accomplishments, Black has no experience in education. None.
In fact, there is little to indicate that she has even spent much time in a public school. She herself went to Catholic schools on the South Side of Chicago and her children attend boarding schools in Connecticut. Her predecessor Joel Klein also chosen by Bloomberg did not have direct education experience either, but he had worked for the government as an anit-trust lawyer and was a product of the NYC public school system
In her public debut yesterday, Black acknowledged that she had a lot to learn and had limited experience with unions.
So, the big question is, can someone with no education experience lead something as complex as a school system? Or do the skills one acquires in business and management easily transferable to educational systems? Do students/families equal customers, do profit and loss statments equal test scores and graduation rates?
Do you think Norwalk would benefit with someone in central office who comes from outside of education and has a pure business background?
Fox Run Merits Award
On Tuesday night, Fox Run Elementary School took home a finalist distinction from the Lone Pine Foundation's Fairfield County Academic Gain Award Ceremony. While not the top prize, Principal James Martinez is nonetheless inspired by the recognition. “I’m motivated to work harder for our kids and sustain our improvements. I’m so proud of our teachers and staff .”
Fox Run was one of three elementary schools, including two in Bridgeport, receiving honors for academic improvement. Top prize went to Second Hill Lane School in Stratford. The ceremony took place at the University of Connecticut, Stamford campus and was attended by several hundred people including most of the Fox Run staff, some parents, superintendent Susan Marks, Board of Education members, central office administrators and representatives of the West Norwalk Association.
“I am so proud of Fox Run,” said Superintendent Marks. “It’s an exemplary school that shows us that every child can learn. Norwalk is continuing its legacy with this award,” she said referring to the Jefferson Elementary's win last year, when Silvermine was also selected as a finalist. In past years, Brookside has also been named a finalist. As a finalist, every full-time employee at Fox Run will get $250, part-time employees will receive half that amount. In addition, the school will receive $1,000 to be used at the school’s discretion.
John Reynolds, principal of Jefferson, was selected as this year’s keynote speaker. He thanked Lone Pine for looking at “what is working in schools, not what is broken, but what is working.” He went over strategies his school uses that have improved results like flexible regrouping of students for literacy instruction and the constant use of data to measure results. “At Jefferson we knew that Superman was not coming,. Instead we have looked for the superhero in each of us,” Reynolds concluded.
The Lone Pine Foundation's mission statement says it is “committed to breaking the cycle of poverty through education.” The foundation and Cambridge Education conducted a statistical analysis of test scores and performed site visits at all four schools, which were chosen from all public elementary schools in Fairfield County.
Fox Run was one of three elementary schools, including two in Bridgeport, receiving honors for academic improvement. Top prize went to Second Hill Lane School in Stratford. The ceremony took place at the University of Connecticut, Stamford campus and was attended by several hundred people including most of the Fox Run staff, some parents, superintendent Susan Marks, Board of Education members, central office administrators and representatives of the West Norwalk Association.
“I am so proud of Fox Run,” said Superintendent Marks. “It’s an exemplary school that shows us that every child can learn. Norwalk is continuing its legacy with this award,” she said referring to the Jefferson Elementary's win last year, when Silvermine was also selected as a finalist. In past years, Brookside has also been named a finalist. As a finalist, every full-time employee at Fox Run will get $250, part-time employees will receive half that amount. In addition, the school will receive $1,000 to be used at the school’s discretion.
John Reynolds, principal of Jefferson, was selected as this year’s keynote speaker. He thanked Lone Pine for looking at “what is working in schools, not what is broken, but what is working.” He went over strategies his school uses that have improved results like flexible regrouping of students for literacy instruction and the constant use of data to measure results. “At Jefferson we knew that Superman was not coming,. Instead we have looked for the superhero in each of us,” Reynolds concluded.
The Lone Pine Foundation's mission statement says it is “committed to breaking the cycle of poverty through education.” The foundation and Cambridge Education conducted a statistical analysis of test scores and performed site visits at all four schools, which were chosen from all public elementary schools in Fairfield County.
Thursday, November 4, 2010
Fox Run Named Finalist for Lone Pine Award
A version of this story appears in TheDailyNorwalk.com.
Fox Run Elementary School has been recognized by an area foundation for its academic improvement. It is one of four elementary schools, including two in Bridgeport and one in Stratford, in the running for the fourth annual Fairfield County Academic Gain Award handed out by the Lone Pine Foundation of Greenwich.
“This is a validation of our hard work,” says principal James Martinez. The winner will be announced on Tuesday, Nov. 9, during a ceremony at the University of Connecticut in Stamford.
For the 2008-09 school year, Fox Run was a school “in need of improvement,” according to No Child Left Behind standards. This year, however, the school made “Adequate Yearly Progress,” through a designation called “safe harbor,” by posting over 10 percent improvement among its minority and economically disadvantaged students. The most striking gains across the grades and subgroups were made in reading, says Martinez. “We focused on literacy. It’s key, without it, you can’t access other subjects.”
“We did it very creatively,” says Martinez, explaining the school’s progress. He had all of his teachers trained in “Readers Workshop” -- a reading methodology that provides children with reading books, individual conferencing and independent reading time. “I provided my staff as many professional development opportunities as I could,” says Martinez.
Assistant Principal Elisa Nelson ran A.M. Academy, a before-school program that provided struggling readers with extra support. The school also ran a Fluency Academy to give English Language Learners additional help with reading. Martinez said he recruited parent volunteers to give one-on-one reading and math help to students.
As a result of federal assistance through the Title I program, Fox Run had a full-time reading specialist. The school lost its Title I funding this year, reducing the specialist position to part- time. “I’m worried about sustaining our improvement without the extra support this year.”
Martinez, who has been principal for two years, believes that school climate has an effect on student learning. “I try be very positive and visible. I’m in the classrooms every day. When you have a good relationship with your staff, parents, and kids, there is energy in the building.”
The Lone Pine Foundation conducted site visits at all four schools, which were chosen from all public elementary schools in Fairfield County. Every full-time employee at the winning school will get $500, and runner-up schools will receive a lump sum of $1,000.
Fox Run Elementary School has been recognized by an area foundation for its academic improvement. It is one of four elementary schools, including two in Bridgeport and one in Stratford, in the running for the fourth annual Fairfield County Academic Gain Award handed out by the Lone Pine Foundation of Greenwich.
“This is a validation of our hard work,” says principal James Martinez. The winner will be announced on Tuesday, Nov. 9, during a ceremony at the University of Connecticut in Stamford.
For the 2008-09 school year, Fox Run was a school “in need of improvement,” according to No Child Left Behind standards. This year, however, the school made “Adequate Yearly Progress,” through a designation called “safe harbor,” by posting over 10 percent improvement among its minority and economically disadvantaged students. The most striking gains across the grades and subgroups were made in reading, says Martinez. “We focused on literacy. It’s key, without it, you can’t access other subjects.”
“We did it very creatively,” says Martinez, explaining the school’s progress. He had all of his teachers trained in “Readers Workshop” -- a reading methodology that provides children with reading books, individual conferencing and independent reading time. “I provided my staff as many professional development opportunities as I could,” says Martinez.
Assistant Principal Elisa Nelson ran A.M. Academy, a before-school program that provided struggling readers with extra support. The school also ran a Fluency Academy to give English Language Learners additional help with reading. Martinez said he recruited parent volunteers to give one-on-one reading and math help to students.
As a result of federal assistance through the Title I program, Fox Run had a full-time reading specialist. The school lost its Title I funding this year, reducing the specialist position to part- time. “I’m worried about sustaining our improvement without the extra support this year.”
Martinez, who has been principal for two years, believes that school climate has an effect on student learning. “I try be very positive and visible. I’m in the classrooms every day. When you have a good relationship with your staff, parents, and kids, there is energy in the building.”
The Lone Pine Foundation conducted site visits at all four schools, which were chosen from all public elementary schools in Fairfield County. Every full-time employee at the winning school will get $500, and runner-up schools will receive a lump sum of $1,000.
Wednesday, November 3, 2010
Students Get Green Light for Texting in Class
A version of this story appears in TheDailyNorwalk.com.
Most teachers don’t want their students texting in class, but not Eva Bartush. The eighth grade science teacher at Nathan Hale Middle School has figured out a way her students can text and learn. Bartush is an early adopter of “clickers,” a new technology beginning to appear in classrooms across Norwalk schools. To see how, view the accompanying video in which Bartush's student teacher, Vanessa Cum, uses the clickers to review a lab from the day before.
Here’s how they work: After going over a concept, a teacher asks her class questions, either short answer or multiple choice, to see if they understood the lesson. Each student in the class has a clicker that looks like a small remote control with letters and numbers to type in answers. The answers are then sorted and graphed, by clicker number not name, on a SMARTboard, the classroom's computerized whiteboard. The teacher gets immediate feedback on the success of her lesson.
“The best part is that you know instantly whether your kids are understanding concepts or if you are totally off and have to re-teach the material in a different way,” says Bartush. “Usually, you’d have to wait to grade papers to find out which kids understood the material.”
Another positive, according to Bartush, is the clickers require every student to be engaged, “When I use the clickers, I’m expecting an answer from every kid, not just the smart ones who have their hands up.” The software also allows teachers to create their own questions and multi-media lessons, adds Bartush.
In addition to daily lessons, Bartush uses the clickers for multiple choice sections on tests. The clickers provide Bartush with a way to give tests in different versions, to prevent cheating, or to modify tests for special needs students.
Importantly, the kids love using the clickers, says Bartush, which she offers them about three times a week. "They’re cool,” says eighth grader Alex Cardone. “You don’t have to wait to see if you got an answer right and no one can cheat off of you.”
Director of Technology, Robert Polselli, shares the enthusiasm. “They are a powerful tool,” he says. “Teachers have instant data, they save time correcting and the kids love it.” Currently, Poselli says that clickers, which run $2,400 a set, have been introduced in seven schools, mostly middle and high schools for math and science classes. He plans to have at least one set of clickers in all the schools by the end of the year.
Most teachers don’t want their students texting in class, but not Eva Bartush. The eighth grade science teacher at Nathan Hale Middle School has figured out a way her students can text and learn. Bartush is an early adopter of “clickers,” a new technology beginning to appear in classrooms across Norwalk schools. To see how, view the accompanying video in which Bartush's student teacher, Vanessa Cum, uses the clickers to review a lab from the day before.
Here’s how they work: After going over a concept, a teacher asks her class questions, either short answer or multiple choice, to see if they understood the lesson. Each student in the class has a clicker that looks like a small remote control with letters and numbers to type in answers. The answers are then sorted and graphed, by clicker number not name, on a SMARTboard, the classroom's computerized whiteboard. The teacher gets immediate feedback on the success of her lesson.
“The best part is that you know instantly whether your kids are understanding concepts or if you are totally off and have to re-teach the material in a different way,” says Bartush. “Usually, you’d have to wait to grade papers to find out which kids understood the material.”
Another positive, according to Bartush, is the clickers require every student to be engaged, “When I use the clickers, I’m expecting an answer from every kid, not just the smart ones who have their hands up.” The software also allows teachers to create their own questions and multi-media lessons, adds Bartush.
In addition to daily lessons, Bartush uses the clickers for multiple choice sections on tests. The clickers provide Bartush with a way to give tests in different versions, to prevent cheating, or to modify tests for special needs students.
Importantly, the kids love using the clickers, says Bartush, which she offers them about three times a week. "They’re cool,” says eighth grader Alex Cardone. “You don’t have to wait to see if you got an answer right and no one can cheat off of you.”
Director of Technology, Robert Polselli, shares the enthusiasm. “They are a powerful tool,” he says. “Teachers have instant data, they save time correcting and the kids love it.” Currently, Poselli says that clickers, which run $2,400 a set, have been introduced in seven schools, mostly middle and high schools for math and science classes. He plans to have at least one set of clickers in all the schools by the end of the year.
Monday, November 1, 2010
REd Apples Highlights Key Issues for Candidates
The following is an opinion piece by Lisa Thomson of REd Apples, a community coalition that supports education reform in Norwalk. REd Apples along withe the League of Women Voters sponsored last week's education debate for Norwalk's legislative candidates.
I want to thank all the State Senate and House candidates for participating in the Education Debate last Thursday night.
While our city, state and country for that matter, face many challenges with the economy, hopefully the debate highlighted the need for a well- managed and high performing educational system. As one of the largest cities in the state, if elected, candidates should consider the following:
• Education accounts for nearly two-thirds of Norwalk’s City Budget
• Everyone in the city contributes their tax dollars to the budget whether they have children in the school system or not and therefore has a vested interest in its operation
• Connecticut has the largest achievement gap in the country, and as a district, Norwalk has been on the NCLB list for many years
• Students who do not graduate with the necessary skills for either college or a trade, drive up our city and state unemployment rolls
• It becomes harder to attract businesses that need skilled labor to Norwalk or the Greater Norwalk Area
• Norwalk’s desirability as a place to live is greatly impacted by the effectiveness of its school system
I do not envy the tough choices that our politicians will have to make regarding how best to balance a state budget of uncontrolled spending versus investing in education for the next generation, so as ensure that Connecticut has a future economy. Hopefully, they can find a thoughtful, collective, non-partisan, pragmatic, and strategic path when it comes to funding and leading legislative reform in Connecticut.
Two education funding initiatives that should be near and dear to all residents of Norwalk are: Race to The Top federal funding, designed to positively drive the operational changes needed in our school system and the blatantly unfair and partisan ECS (Education Cost Sharing) formula in Connecticut which returns only .08 cents on the dollar back to Norwalk.
The future vibrancy of our city requires businesses that want to invest in a City with an educated employment base and families who want to send their children to the local schools. I hope that our politicians keep that in mind when they get to Hartford.
Thank you to everyone who participated Thursday night and good luck to the candidates.
Sincerely,
Lisa Thomson
redapplesnorwalk.org
This post reflects the views of the author and not NorwalkNet.
I want to thank all the State Senate and House candidates for participating in the Education Debate last Thursday night.
While our city, state and country for that matter, face many challenges with the economy, hopefully the debate highlighted the need for a well- managed and high performing educational system. As one of the largest cities in the state, if elected, candidates should consider the following:
• Education accounts for nearly two-thirds of Norwalk’s City Budget
• Everyone in the city contributes their tax dollars to the budget whether they have children in the school system or not and therefore has a vested interest in its operation
• Connecticut has the largest achievement gap in the country, and as a district, Norwalk has been on the NCLB list for many years
• Students who do not graduate with the necessary skills for either college or a trade, drive up our city and state unemployment rolls
• It becomes harder to attract businesses that need skilled labor to Norwalk or the Greater Norwalk Area
• Norwalk’s desirability as a place to live is greatly impacted by the effectiveness of its school system
I do not envy the tough choices that our politicians will have to make regarding how best to balance a state budget of uncontrolled spending versus investing in education for the next generation, so as ensure that Connecticut has a future economy. Hopefully, they can find a thoughtful, collective, non-partisan, pragmatic, and strategic path when it comes to funding and leading legislative reform in Connecticut.
Two education funding initiatives that should be near and dear to all residents of Norwalk are: Race to The Top federal funding, designed to positively drive the operational changes needed in our school system and the blatantly unfair and partisan ECS (Education Cost Sharing) formula in Connecticut which returns only .08 cents on the dollar back to Norwalk.
The future vibrancy of our city requires businesses that want to invest in a City with an educated employment base and families who want to send their children to the local schools. I hope that our politicians keep that in mind when they get to Hartford.
Thank you to everyone who participated Thursday night and good luck to the candidates.
Sincerely,
Lisa Thomson
redapplesnorwalk.org
This post reflects the views of the author and not NorwalkNet.
Thursday, October 28, 2010
Candidates Face Off at Education Debate
Incumbent State Senator Bob Duff (D) and Republican opponent Artie Kassimis squared off on education related issues during a debate at City Hall on Thursday night. Organized by the League of Women Voters of Norwalk and REd Apples of Norwalk, the two hour forum was attended by all of Norwalk’s legislative candidates who focused on state funding of schools, the achievement gap, Race to the Top, charter schools and teacher merit pay.
Throughout the debate, Duff called education a “priority” that is linked with the long term success of the state. “Employers want an educated workforce,” he said. Kassimis focused on the state’s fiscal problems n repeatedly mentioning the state’s $3.4 billion deficit. “We have to tighten our belt. They [the Democrats] continue to sign bills that cost money. Who is going to pay for them?” he said.
Kassimis questioned why Norwalk was not receiving more money through the Educational Cost Sharing formula by which school districts in the state are allotted money per pupil. “Why is Norwalk not getting more money. We only get 8 cent on the dollar of what we send to Hartford,” he said. Kassimis faulted Duff for allowing Meriden, the town represented by Senator Thomas Gaffey, chair of the Senate’s appropriations committee to receives five times the funding that Norwalk receives despite being much smaller in size. Kassimis incorrectly referred to Duff as the vice chair of the appropriations committee. While not vice chair, Duff is a member of the committee.
“The formula is completely flawed,” said Kassimis. “Norwalk is being punished.”
“I have never been vice chairman of the committee, “ said Duff who focused of his bipartisan work to bring funds to Norwalk. While Kassimis said that funding has decreased in the last 10 years, Duff said that the amount of state funding to Norwalk increased 24% in the first four years of his term, before the recession. “We have to continue to fight for Norwalk on a bipartisan basis,” he said.
Early childhood education was cited by both candidates as the primary way to reduce the achievement gap. Both candidates support lifting the cap on charter school in the state. “Some children have different needs and learn better in different environments,” said Duff, explaining that while he supports charter schools they are are not a “silver bullet.”
Kassimis said he was not in favor of tying student test scores to merit pay for teachers, which is a central component of the Obama Administration’s education reform agenda. “This will pit teachers against each other,” said Kassimis. “Teachers are not doing this for the money, they are doing it for the kids. We lose the purpose of teaching if we base it on money.” Duff, however, said merit pay can be “done well”, based on a collaborative model, as is the case in New Haven.
Both candidates addressed the state’s rejected Race to the Top application. Kassimis said he supported the grant’s general goal to raise standards, but says that the stat is now burdened with $17 million of expenses to pay for increased high school graduation requirements. “Who is going to pay for the additional teachers?” he asked, also noting that the application did not address how to further early childhood education.
Throughout the debate, Duff called education a “priority” that is linked with the long term success of the state. “Employers want an educated workforce,” he said. Kassimis focused on the state’s fiscal problems n repeatedly mentioning the state’s $3.4 billion deficit. “We have to tighten our belt. They [the Democrats] continue to sign bills that cost money. Who is going to pay for them?” he said.
Kassimis questioned why Norwalk was not receiving more money through the Educational Cost Sharing formula by which school districts in the state are allotted money per pupil. “Why is Norwalk not getting more money. We only get 8 cent on the dollar of what we send to Hartford,” he said. Kassimis faulted Duff for allowing Meriden, the town represented by Senator Thomas Gaffey, chair of the Senate’s appropriations committee to receives five times the funding that Norwalk receives despite being much smaller in size. Kassimis incorrectly referred to Duff as the vice chair of the appropriations committee. While not vice chair, Duff is a member of the committee.
“The formula is completely flawed,” said Kassimis. “Norwalk is being punished.”
“I have never been vice chairman of the committee, “ said Duff who focused of his bipartisan work to bring funds to Norwalk. While Kassimis said that funding has decreased in the last 10 years, Duff said that the amount of state funding to Norwalk increased 24% in the first four years of his term, before the recession. “We have to continue to fight for Norwalk on a bipartisan basis,” he said.
Early childhood education was cited by both candidates as the primary way to reduce the achievement gap. Both candidates support lifting the cap on charter school in the state. “Some children have different needs and learn better in different environments,” said Duff, explaining that while he supports charter schools they are are not a “silver bullet.”
Kassimis said he was not in favor of tying student test scores to merit pay for teachers, which is a central component of the Obama Administration’s education reform agenda. “This will pit teachers against each other,” said Kassimis. “Teachers are not doing this for the money, they are doing it for the kids. We lose the purpose of teaching if we base it on money.” Duff, however, said merit pay can be “done well”, based on a collaborative model, as is the case in New Haven.
Both candidates addressed the state’s rejected Race to the Top application. Kassimis said he supported the grant’s general goal to raise standards, but says that the stat is now burdened with $17 million of expenses to pay for increased high school graduation requirements. “Who is going to pay for the additional teachers?” he asked, also noting that the application did not address how to further early childhood education.
“I will not apologize for supporting Race to the Top,” said Duff. “The bill was about higher standards in math, science and world languages. We must march forward.”
After the first round of debate, six of Norwalk’s legislative candidates shared the stage. Chris Perone (D) & opponent Joanne Romano (R) of 137 District, Larry Cafero (R) & Anna Duleep (D) of the142rd District: Peggy Reeves (D) & Gail Lavielle (R) of the 143rd district discussed charter schools, the achievement gap, student achievement, and state funding to schools.
Regarding the achievement gap, Lavielle discussed the importance of early childhood learning and the necessity of making sure that children are reading by third grade. Reeves concurred suggesting that the state have universal preschool. Duleep, a Harvard graduate, talked about the importance of high expectations for minority students. “We need to challenge stereotypes and have high standards,” she said. Her opponent Larry Cafero said that parent involvement is the key to success. Romano cautioned about “constantly putting kids into categories.” Perone talked about the importance to making education a focus of the executive branch.
When asked about the first thing that they would do for education if elected, almost all of them said they try and bring more money to the city. “We have to reformulate the ECS formula,” said Romano referring to the formula by which districts receive state funding. Cafero went as far as to say that the decision about the ECS formula should be taken out of the legislature. “Let’s create a group outside of politics.” The Republican candidates, ?
On the topic of funding, the debate ended with Duleep questioning why Larry Cafero’s law firm, Brown, Rudnick, of Hartford, a top tier firm in Hartford continues to serve as expulsion officers for the Norwalk Board of Education. “We are spending $40,000 on expulsion hearings. We cannot afford that caliber of law firm. Isn’t there a less expensive alternative?” asked Duleep citing a study by the BOE finance committee.
“There are budgeted legal feels. I am doing a credible job and am entitled to be compensated,” said Cafero.
After the first round of debate, six of Norwalk’s legislative candidates shared the stage. Chris Perone (D) & opponent Joanne Romano (R) of 137 District, Larry Cafero (R) & Anna Duleep (D) of the142rd District: Peggy Reeves (D) & Gail Lavielle (R) of the 143rd district discussed charter schools, the achievement gap, student achievement, and state funding to schools.
Regarding the achievement gap, Lavielle discussed the importance of early childhood learning and the necessity of making sure that children are reading by third grade. Reeves concurred suggesting that the state have universal preschool. Duleep, a Harvard graduate, talked about the importance of high expectations for minority students. “We need to challenge stereotypes and have high standards,” she said. Her opponent Larry Cafero said that parent involvement is the key to success. Romano cautioned about “constantly putting kids into categories.” Perone talked about the importance to making education a focus of the executive branch.
When asked about the first thing that they would do for education if elected, almost all of them said they try and bring more money to the city. “We have to reformulate the ECS formula,” said Romano referring to the formula by which districts receive state funding. Cafero went as far as to say that the decision about the ECS formula should be taken out of the legislature. “Let’s create a group outside of politics.” The Republican candidates, ?
On the topic of funding, the debate ended with Duleep questioning why Larry Cafero’s law firm, Brown, Rudnick, of Hartford, a top tier firm in Hartford continues to serve as expulsion officers for the Norwalk Board of Education. “We are spending $40,000 on expulsion hearings. We cannot afford that caliber of law firm. Isn’t there a less expensive alternative?” asked Duleep citing a study by the BOE finance committee.
“There are budgeted legal feels. I am doing a credible job and am entitled to be compensated,” said Cafero.
Wednesday, October 27, 2010
Feds Focus on Bullying
The US Dept of Education released a 10-page letter today reminding school districts and colleges across the country, including Norwalk Public Schools, that they have a legal obligation to prevent bullying. You can read the letter here . Next year the White House will hold a one day session on bullying hosted by the President.
The letter warns administrators that bullying which involves race, gender, sexual orientation or religion violates several Federal laws. School systems that don’t address bullying may lose their Federal funding.
The letter comes in the wake of national stories that several teenagers have committed suicide because they were bullied in school. For example Jamarcus "Marcus" Bell, 14, a freshman in Fishers Indiana, hanged himself last week after years of being tormented. Closer to home, a gay Rutgers student committed suicide last month after being outted by his roommate. A new survey released Tuesday found that half of U.S. high schoolers say they have bullied or teased someone at least once in the past year -- while nearly half say they have been bullied themselves.
Clearly it’s the responsibility of schools not only to keep children safe but also to provide an environment where students are going to able to learn.
The Obama Administration’s letter puts schools on notice – and rightfully so. In any large school district, including here in Norwalk
In New Jersey
Do you think CT schools need to do the same? Is our district doing all it can to prevent bullying?
Monday, October 25, 2010
Movie Review: "Waiting for Superman"
I finally saw "Waiting for Superman", a heartbreaking documentary about the troubled, in some cases failing, state of public education in America. As someone who has written about education for the past couple of years, I was excited when the film came to the Garden Cinemas last week. I asked my childhood friend--a Teach for America Alum and former Ponus Ridge Middle School teacher to join me.
David Guggenheim, the film's director and co-writer , chronicles the stories of five adorable children from Harlem, Washington D.C., Los Angeles, the Bronx and Redwood City, CA who dream of going to college and a better life. The film paints a bleak picture of their neighborhood schools. Even if they even graduate, chances are they'll be several grade levels behind children in other schools and unprepared for college. In all the cases, the hardworking and caring families decide to apply to charter schools lotteries, where the chances of getting in are something like 50 out of 500. Predictably, at the end of the film there are a series of nail biting supspense scenes about who gets in and who doesn't. The film ends with a questionable assumption--all's well if you get into a charter school.
The movie is peppered with stats in a series of animated scenes about the flatlining of math and reading scores, high dropout rates resulting in "drop out factories", and America's standing in education compared with other countries. The film blames administrative bureaucracy and school unions for getting us into this mess. Like much of the education reform movement, the film both vilifies and celebrates teachers. Teachers' unions, according to the documentary, protect incompetent teachers, in some cases passing them from school to school, resulting in what is labeled a "Dance of the Lemons". There are several scenes in the film where Randi Weingarten, President of the American Federation of Teachers, looks villanous and is presented as the roadblock for change. On the other hand, the film also cites research showing that teacher quality is the most important factor in student success.
If there are good guys in this story, they are charter school operators and "reformers" like Geoffrey Canada, founder of the Harlem Children's zone and Michelle Rhee, the former chancellor of the D.C. public schools who rebel against the status quo and rail against bureaucracy.
The strength of this film lies in its illustrating, through real life stories, a public education system in need of repair and in some cases, a complete overhaul. However, its analysis of solutions lacks depth. Like much of the reform movment, the film places too much emphasis on charter schools which employ non-union teachers and are answerable to the state, not to local school districts. Studies have shown that charters are not the silver bullet -- less than 20 percent of charters outperform district schools. Not to mention that charter schools serve only a small minority of our nation's students. How can charters really be the answer to our problems? They do act as a laboratory for ideas, like extended day and early childhood learning, but then again so do many non-charter schools. The importance of teacher quality is not news to anyone, including parents and kids--it's a truth immemorial. The question is how to cultivate and support good teaching. It seems unwise to demonize unions, they must be part of any meaningful change.
So does "Waiting for Superman" apply to Norwalk"? I think so. Thankfully, we are not in as dire a situation as Harlem or Washington D.C., but I don't believe we are doing all that we can to have student's reach their full potential or to get to college. At the last Board meeting, I was reminded that only 30 percent of Norwalk's 10th graders reach "goal" in math. That's deeply troubling. However unlike the film, I don't believe that any one Canada/Rhee-like figure can save us (though I secretly hope Susan Marks is Wonder Woman) nor do I think that a charter school is the only way to a superior education. It'll take a village of school leaders, parents, taxpayers, students themselves and fairly-treated unions to roll up their sleeves and engage in complex problem solving.
Did you see the film? What did you think?
David Guggenheim, the film's director and co-writer , chronicles the stories of five adorable children from Harlem, Washington D.C., Los Angeles, the Bronx and Redwood City, CA who dream of going to college and a better life. The film paints a bleak picture of their neighborhood schools. Even if they even graduate, chances are they'll be several grade levels behind children in other schools and unprepared for college. In all the cases, the hardworking and caring families decide to apply to charter schools lotteries, where the chances of getting in are something like 50 out of 500. Predictably, at the end of the film there are a series of nail biting supspense scenes about who gets in and who doesn't. The film ends with a questionable assumption--all's well if you get into a charter school.
The movie is peppered with stats in a series of animated scenes about the flatlining of math and reading scores, high dropout rates resulting in "drop out factories", and America's standing in education compared with other countries. The film blames administrative bureaucracy and school unions for getting us into this mess. Like much of the education reform movement, the film both vilifies and celebrates teachers. Teachers' unions, according to the documentary, protect incompetent teachers, in some cases passing them from school to school, resulting in what is labeled a "Dance of the Lemons". There are several scenes in the film where Randi Weingarten, President of the American Federation of Teachers, looks villanous and is presented as the roadblock for change. On the other hand, the film also cites research showing that teacher quality is the most important factor in student success.
If there are good guys in this story, they are charter school operators and "reformers" like Geoffrey Canada, founder of the Harlem Children's zone and Michelle Rhee, the former chancellor of the D.C. public schools who rebel against the status quo and rail against bureaucracy.
The strength of this film lies in its illustrating, through real life stories, a public education system in need of repair and in some cases, a complete overhaul. However, its analysis of solutions lacks depth. Like much of the reform movment, the film places too much emphasis on charter schools which employ non-union teachers and are answerable to the state, not to local school districts. Studies have shown that charters are not the silver bullet -- less than 20 percent of charters outperform district schools. Not to mention that charter schools serve only a small minority of our nation's students. How can charters really be the answer to our problems? They do act as a laboratory for ideas, like extended day and early childhood learning, but then again so do many non-charter schools. The importance of teacher quality is not news to anyone, including parents and kids--it's a truth immemorial. The question is how to cultivate and support good teaching. It seems unwise to demonize unions, they must be part of any meaningful change.
So does "Waiting for Superman" apply to Norwalk"? I think so. Thankfully, we are not in as dire a situation as Harlem or Washington D.C., but I don't believe we are doing all that we can to have student's reach their full potential or to get to college. At the last Board meeting, I was reminded that only 30 percent of Norwalk's 10th graders reach "goal" in math. That's deeply troubling. However unlike the film, I don't believe that any one Canada/Rhee-like figure can save us (though I secretly hope Susan Marks is Wonder Woman) nor do I think that a charter school is the only way to a superior education. It'll take a village of school leaders, parents, taxpayers, students themselves and fairly-treated unions to roll up their sleeves and engage in complex problem solving.
Did you see the film? What did you think?
Thursday, October 21, 2010
Education Debate Next Thursday
The League of Women Voters of Norwalk and Red Apples, a education reform-minded community coalition , have organized a debate, specifically on the topic of education, for several local state legislative candidates. A member of the League will serve as moderator.
Here are the details: Thursday, October 28th from 6:30 pm – 9 pm in the Community Room at City Hall, 125 East Avenue.
Here's who's coming: State Senate: Duff (D) & Kassimis (R), State House: 137th--Perone (D) & Romano (R), 142nd--Cafero (R) & Duleep (D) and 143rd-- Reeves (D) & Lavielle (R).
What kind of questions would you ask these folks?
Invitation to Forum[1]
Here are the details: Thursday, October 28th from 6:30 pm – 9 pm in the Community Room at City Hall, 125 East Avenue.
Here's who's coming: State Senate: Duff (D) & Kassimis (R), State House: 137th--Perone (D) & Romano (R), 142nd--Cafero (R) & Duleep (D) and 143rd-- Reeves (D) & Lavielle (R).
What kind of questions would you ask these folks?
Invitation to Forum[1]
Tuesday, October 19, 2010
Sup Focuses on AP Exam Results
A version of this story appears on TheDailyNorwalk.com
Half of Norwalk students who took Advanced Placement exams in high school last year passed them. But Superintendent Susan Marks would like to see that number closer to 70 percent. “A lot of things have to add up in our system for kids to be taking and performing well on AP exams,” says Marks who thinks participation in AP courses and passing rates of the exam are important measures for the school system.
Advanced Placement classes, available in a variety of subjects, are considered college level classes. High school students often receive college credit if they pass the AP exam taken at the end of a course. Taken mainly by seniors and some juniors, the exams are graded 1 to 5. Typically, 3 and above is considered passing. Earlier this week, 44 Norwalk students--33 from Norwalk High and 11 from Brien McMahon-- were designated as AP Scholars, meaning they scored at least 3 on three AP exams.
The Central Office has not been tracking AP test data, but Marks plans to change that and says she’ll present information on last year’s AP exam results and SAT scores to the Board before the end of the year.
In addition to raising the number of students who pass the exam, Marks wants to increase the number of students taking the exam, especially minority students. According to data by the College Board, overall as well as minority participation has increased over the years. For example, in 2009-2010, 359 Norwalk students took AP exams compared to 206 in 2005-2006. “I’d like to see every senior take at least one AP class,” says Marks.
In 2009-2010, 36 percent of those who took the exam were minority students-- 11 percent more Blacks and 23 percent more Hispanics took the exam than in 08-09. Marks is encouraged by the upward trend but hopes for improvement. “That still doesn’t match the diversity in our schools. We need to make sure that we are taking away any barriers and low level classes that prevent minority kids from taking these classes,” she says.
Marks intends to drill down on the AP test results. She has requested a list of scores per school and by subject matter. “We need to find out which teachers are preparing their kids to take the test and which teachers need more training,” says Marks. She has reached out to the College Board representatives in CT and set up meetings with them for the high school staff.
In addition, Marks is adding a line item in next year’s budget that will pay for all tenth graders to take the PSAT. Marks says the PSATs are a predictive measure of how a student will do on the SAT and a good tool to focus study. “I want to get the kids started on taking these tests. Usually, each time they take them they get better,” says Marks.
“We expect our kids to be ready for college, “ says Marks. “We have to help them get there.”
Half of Norwalk students who took Advanced Placement exams in high school last year passed them. But Superintendent Susan Marks would like to see that number closer to 70 percent. “A lot of things have to add up in our system for kids to be taking and performing well on AP exams,” says Marks who thinks participation in AP courses and passing rates of the exam are important measures for the school system.
Advanced Placement classes, available in a variety of subjects, are considered college level classes. High school students often receive college credit if they pass the AP exam taken at the end of a course. Taken mainly by seniors and some juniors, the exams are graded 1 to 5. Typically, 3 and above is considered passing. Earlier this week, 44 Norwalk students--33 from Norwalk High and 11 from Brien McMahon-- were designated as AP Scholars, meaning they scored at least 3 on three AP exams.
The Central Office has not been tracking AP test data, but Marks plans to change that and says she’ll present information on last year’s AP exam results and SAT scores to the Board before the end of the year.
In addition to raising the number of students who pass the exam, Marks wants to increase the number of students taking the exam, especially minority students. According to data by the College Board, overall as well as minority participation has increased over the years. For example, in 2009-2010, 359 Norwalk students took AP exams compared to 206 in 2005-2006. “I’d like to see every senior take at least one AP class,” says Marks.
In 2009-2010, 36 percent of those who took the exam were minority students-- 11 percent more Blacks and 23 percent more Hispanics took the exam than in 08-09. Marks is encouraged by the upward trend but hopes for improvement. “That still doesn’t match the diversity in our schools. We need to make sure that we are taking away any barriers and low level classes that prevent minority kids from taking these classes,” she says.
Marks intends to drill down on the AP test results. She has requested a list of scores per school and by subject matter. “We need to find out which teachers are preparing their kids to take the test and which teachers need more training,” says Marks. She has reached out to the College Board representatives in CT and set up meetings with them for the high school staff.
In addition, Marks is adding a line item in next year’s budget that will pay for all tenth graders to take the PSAT. Marks says the PSATs are a predictive measure of how a student will do on the SAT and a good tool to focus study. “I want to get the kids started on taking these tests. Usually, each time they take them they get better,” says Marks.
“We expect our kids to be ready for college, “ says Marks. “We have to help them get there.”
Monday, October 18, 2010
Special Ed Parents Launch Lecture Series
Norwalk’s Special Education Parent Action Committee launches a monthly lecture series, starting this Wednesday, designed to educate parents. “Parents of special needs children need knowledge so they can advocate for their children,” says Natalie Alonso, president of the PAC, which is working with the school district’s special education department. Alonso says approximately15 percent of NPS students are identified as special needs. “I believe that number is going to go up in the future,” says Alonso, mother of two children at Cranbury Elementary School.
Alonso is excited about the future of Special Education in Norwalk, especially because of the district’s new leadership. Smith started as the district’s new Director of Special Education in July. “Pauline is on board. She is the key element we were missing. She is approachable and collaborative. She's also very knowledgeable and knows the law.” Alonso is also optimistic about the district’s new superintendent, Susan Marks. “I have a renewed hope and excitement about our schools. This is our time to turn things around.”
The October 20 lecture will feature an overview of Special Education services presented by Pauline Smith, the recently hired department director. On November 10, theConnecticut Parent Advocacy Center(CPAC), gives a talk about children’s Individualized Education Program (IEP). Other speakers planned include a developmental psychologist, a family therapist and a reading specialist. Visit the website for the spearkers' schedule for the rest of the school year.
“We are trying to educate parents on what are the questions to ask: What are the best practices for including children with special needs in the classroom? What does good co-teaching look like? How do you address the needs of a child with autism?,” Alonso says.
Started in June 2009, the Special Education PAC was created as a result of the CREC report. It offered a critical assessment of the special education department and highlighted communication problems as a major area in need of improvement. Last year, the newly formed group created a parent handbook and sent out a parent survey. “The lecture series came about because of what we read on the parent surveys,” says Alonso. Next, the PAC is working to expand its membership.
All lectures are free and open to the public:
October 20, 2010, Wednesday,7:00 to 9:00 pm- NORWALK PUBLIC SCHOOLS SPECIAL EDUCATION DEPARTMENT. This is an opportunity for Norwalk parents to MEET AND GREET some of the central office staff in charge of special education services in Norwalk. Department staff will give an overview of services. The forum will take place at Norwalk City Hall, 125 East Ave., Norwalk and is sponsored by Norwalk Public Schools- www.portal.norwalkps.org. Questions? (203) 854-4126. The forum is free and open to the public.
November 10, 2010, Wednesday, 7:00 to 9:00pm- CONNECTICUT PARENT ADVOCACY CENTER at cpac@cpacinc.org will present on DEVELOPING THE IEP. Training will focus on how parents can be actively & effectively involved in the development of their child’s Individualized Education Program (IEP). Participants will learn the key components of an IEP and will become familiar with the new Connecticut IEP forms. Registration is required. Please contact CPAC at (800) 445-2722 or Norwalk Public Schools at (203) 854-4126. The forum will take place at Norwalk City Hall, 125 East Ave., Community Room, Norwalk and is co-sponsored by Norwalk Public Schools www.portal.norwalkps.org and Connecticut Association for Children and Adults with Learning Disabilities-CACLD- www.cacld.org. January 19, 2011, Wednesday, 7:00 to 9:00pm- TODD KELLOGG, MA, LMFT at toddkellogg@positivefamilybehavior.com will discuss SOCIAL SKILLS DEVELOPMENT FOR CHILDREN WITH LEARNING DIFFERENCES: MAKING AND KEEPING FRIENDSHIPS. Mr. Kellogg is a licensed Marriage and Family Therapist in private practice at Positive Family Behavior, LLC in Trumbull. He specializes in providing structural family and behavioral therapy to resolve challenging behaviors in children both at home and at school, to build partners between home and school and to increase parenting skills. Mr. Kellogg also worked at the Greenwich Autism Program (GAP). While at GAP, he developed a series of social skills groups for children with Aspergers and high-functioning Autism.
February 16, 2011, Wednesday, 7:00 to 9:00pm - MICHAEL WEISS, PH.D., Consulting Developmental Psychologist, Adjunct Professor at Fairfield University, will present THIRTEEN ELEMENTS THAT INFLUENCE BEHAVIOR, an in-depth look at factors that influence children's behavioral growth and development. He will discuss these factors in a context of elements that should be reflected in a child's Individual Education Plan (IEP). The over-arching point of this discussion is that an integrated set of services, therapies and approaches to education, along with a thoughtful set of behavioral strategies, is what promotes a child's self-control and ability to relate well to others. This discussion will be framed around children with diverse diagnoses ranging from AD/HD to autism spectrum disorders. The forum will take place at Norwalk City Hall, 125 East Avenue, Community Room, Norwalk. Registration highly recommended: rsvp@spednetwilton.org or 203-563-9994. Co-sponsored by SPED*NET Wilton, .www.spednetwilton.org.
March 16, 2011, Wednesday, 7:00 to 9:00pm- SHARON McCLOSKEY, Director, Constellation School Based Therapy at www.constellationhs.com will discuss issues involving OCCUPATIONAL AND PHYSICAL THERAPY.
April 13, 2011, Wednesday, 7:00 to 9:00pm- MUNCIE KARDOS, will discuss TRANSITIONS options for public school students ages 18-21. Included will be a discussion of the range of options for students who have completed their high school program and will be transitioning into adult services when they leave public education.
May, 11, 2011 Wednesday, 7:00 to 9:00pm- DR. MARGIE GILLIS will present FROM BRAIN SCAN TO LESSON PLAN: READING RESEARCH INFORMING INSTRUCTION. Dr. Gillis received a Doctorate of Education from The University of Louisville in Special Education and a MEd from the University of Connecticut where she studied with Isabelle Liberman, the scientist who discovered the role of phonemic awareness in learning to read. She was the Co-Principal Investigator of a first grade professional development research project, Mastering Reading Instruction, at Haskins Labs in New Haven www.haskins.yale.edu. In this applied research initiative she directed Haskins Literacy Specialists as they mentored and trained first grade teachers in districts throughout Connecticut. Dr. Gillis is a Senior Scientist at Haskins Laboratories and the President of Literacy How, Inc. www.literacyhow.com, promoting the science of teaching reading through comprehensive professional development, coaching and classroom support. In this work she directs PreK through middle school professional development projects. She is cofounder and vice-president of Smart Kids with Learning Disabilities and the Northeast Regional Representative of the International Dyslexia Association www.connbida.org. The forum will take place at Norwalk City Hall, 125 East Ave., Community Room, Norwalk and is co-sponsored by Norwalk Public Schools-www.portal.norwalkps.org, SPED*NET Wilton- www.spednetwilton.org, Smart Kids with Learning Disabilities- www.smartkidswithld.org and CACLD- www.cacld.org. Registration highly recommended: rsvp@spednetwilton.org or 203-563-9994.
Thursday, October 14, 2010
CT Teacher of the Year Named
The State Dept of Education has named Kristen Ann Record, a physics teacher at Stratford’s Bunnell High School, as CT's 2011 Teacher of the Year.
Record, 33, who has taught Physics for 10 year has also received a Presidential Award of Excellence in Mathematics and Science and the General Electric STAR Teaching Award. She is an expert in the science of renewable energy and has done research at Harvard University and at the National Renewable Energy Academies in Golden, Colorado as U.S. Department of Energy Teacher Scientist Fellow during the summer months. She has also conducted numerous professional development presentations on science teaching and on the science of renewable “green” energy systems.
Record had the opportunity to continue her career as a research scientist after earning her B.S. in Physics from Fairfield University and her Ed.M degree from Harvard University, but chose teaching after completing a semester student teaching. “It has been said that I was destined to be a teacher,” says Record, “teaching is in my DNA.” She is the daughter of two public school teachers.
In a press release State Education Commissioner Mark K. McQuillan and Governor M. Jodi Rell praised Record for here accomplishments.
Connecticut’s Teacher of the Year is selected from over 50,000 public school teachers in the state and will represent professional educators in forums and advisory committees that affect education policy and public awareness of the successes and the challenges that schools face today.
Connecticut’s Teacher of the Year will travel to Washington D. C. in the spring to meet with the President and U.S. Secretary of Education. Connecticut’s Teacher of the Year will automatically become a candidate for National Teacher of the Year, which will be announced by President Obama in June, 2011.
Check out the News 12 story about her.
Record, 33, who has taught Physics for 10 year has also received a Presidential Award of Excellence in Mathematics and Science and the General Electric STAR Teaching Award. She is an expert in the science of renewable energy and has done research at Harvard University and at the National Renewable Energy Academies in Golden, Colorado as U.S. Department of Energy Teacher Scientist Fellow during the summer months. She has also conducted numerous professional development presentations on science teaching and on the science of renewable “green” energy systems.
Record had the opportunity to continue her career as a research scientist after earning her B.S. in Physics from Fairfield University and her Ed.M degree from Harvard University, but chose teaching after completing a semester student teaching. “It has been said that I was destined to be a teacher,” says Record, “teaching is in my DNA.” She is the daughter of two public school teachers.
In a press release State Education Commissioner Mark K. McQuillan and Governor M. Jodi Rell praised Record for here accomplishments.
Connecticut’s Teacher of the Year is selected from over 50,000 public school teachers in the state and will represent professional educators in forums and advisory committees that affect education policy and public awareness of the successes and the challenges that schools face today.
Connecticut’s Teacher of the Year will travel to Washington D. C. in the spring to meet with the President and U.S. Secretary of Education. Connecticut’s Teacher of the Year will automatically become a candidate for National Teacher of the Year, which will be announced by President Obama in June, 2011.
Check out the News 12 story about her.
Tuesday, October 12, 2010
Updated: Racial Disparities in Discipline Trouble Feds
The Obama Administration is planning to make racial disparities in school discipline a priority, reports Education Week’s Mary Ann Zehr.
“Regrettably, students of color are receiving different and harsher disciplinary punishments than whites for the same or similar infractions, and they are disproportionately impacted by zero-tolerance policies—a fact that only serves to exacerbate already deeply entrenched disparities in many communities,” Thomas E. Perez, the assistant attorney general for civil rights at the U.S. Department of Justice, recently said at a Sept. 27th conference on school discipline and civil rights, according to a transcript of his speech.
In his speech, Perez cites a recent study by the Southern Poverty Law Center:
The Administration intends to “release guidance” on school discipline this winter, Zehr reports, to make sure that districts are in compliance with civil rights laws. The guidance will focus on how to address “disparate impact”--when a particular group is disproportionately affected by a policy though no intention of discrimination may exist.
Zehr reports that some fear a crackdown on discipline disparities by race may make administrators "worry about the numbers" more than discrimination, if they fear they could be hauled into court or face cuts in federal aid.
Does "disparate impact" play out in Norwalk? If so, is it addressed? Stay tuned for the local angle.
Update: Connecticut is not immune to the national trend. Data from the State Dept. of Education shows that for the 2004-2005 school year (the latest date that I could find race based statistics) shows that Black and Hispanic students were disproportionately disciplined. For example African American made of 42.5% of general ed students who were suspended or expelled while they only made up 14% of the student body. In contrast White students make up 66.7% of the district but only 30.5% of students suspended.
Are minority students getting in trouble more or just being singled out more often?
“Regrettably, students of color are receiving different and harsher disciplinary punishments than whites for the same or similar infractions, and they are disproportionately impacted by zero-tolerance policies—a fact that only serves to exacerbate already deeply entrenched disparities in many communities,” Thomas E. Perez, the assistant attorney general for civil rights at the U.S. Department of Justice, recently said at a Sept. 27th conference on school discipline and civil rights, according to a transcript of his speech.
In his speech, Perez cites a recent study by the Southern Poverty Law Center:
The numbers tell the story. While blacks make up 17 percent of the student population, they are 37 percent of the students penalized by out-of-school suspensions and 43 percent of the students expelled. Black boys account for 9 percent of the nation’s student population, but comprise 24 percent of students suspended out of school and 30 percent of students expelled. A study written by participants in this room and released just two weeks ago by the Southern Poverty Law Center found that black male middle school students are suspended at three times the rate of their white counterparts. For middle school girls, while they are suspended less frequently than males, black girls were more than four times as likely to be suspended as white girls.Secretary of Education, Arne Duncan, also spoke at the conference. Duncan said he was “deeply troubled by rising discipline rates and disparities in discipline” in the nation’s schools. He told conference attendees that the Obama administration has already launched five compliance reviews on school discipline.
The Administration intends to “release guidance” on school discipline this winter, Zehr reports, to make sure that districts are in compliance with civil rights laws. The guidance will focus on how to address “disparate impact”--when a particular group is disproportionately affected by a policy though no intention of discrimination may exist.
Zehr reports that some fear a crackdown on discipline disparities by race may make administrators "worry about the numbers" more than discrimination, if they fear they could be hauled into court or face cuts in federal aid.
Does "disparate impact" play out in Norwalk? If so, is it addressed? Stay tuned for the local angle.
Update: Connecticut is not immune to the national trend. Data from the State Dept. of Education shows that for the 2004-2005 school year (the latest date that I could find race based statistics) shows that Black and Hispanic students were disproportionately disciplined. For example African American made of 42.5% of general ed students who were suspended or expelled while they only made up 14% of the student body. In contrast White students make up 66.7% of the district but only 30.5% of students suspended.
Are minority students getting in trouble more or just being singled out more often?
Subscribe to:
Posts (Atom)
Posts
