Education & School News, Notes

News, Opportunities, Deadlines, Trends of the Schools and of Education in the Hyde Park-Kenwood Area and Chicago

A service of the Hyde Park-Kenwood Community Conference Schools Committee and the Conference's website www.hydepark.org.
Help support our work: Join the Conference!
Join the Schools Committee-contact chairman: Nancy Baum.

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Related site pages
Note: News of/from individual schools: News of Schools, Kenwood, Canter.
Discussions of relations of students and business and gulf between youth and adults in Hyde Park are in Community/Business and Students/Youth, Kenwood, and News of Schools/Kenwood pages. Discussion of students and the 2005 robberies/batteries is in the Robberies and Community Safety pages. Charter school discussion is in UC and Schools.

To Schools Committee page
To Education Resources
To After school and other Kids offering
To access to HPKCC Youth Programs Database in PDF (fall 2007) A major project of the School Committee
To Schools Directory with missions, descriptions, vitae
To LSC meeting schedule, council rosters, elections
To School and Student Award and Recognitions
To Renaissance 2010 and now-abandoned Mid South plans description, discussions, controversy. CPS 2010 website: www.ren2010.cps.k12.il.us.feedback.asp
 To Schools Tests and Rankings- citywide 2005 results, scores/ analysis. What does the 2006 surge mean?
To News of and from various schools
To Kenwood Academy page
To Murray controversies; 7th-8th Grade restoration issue
To Murray-Nichols additions Dedication.
To University of Chicago school research and initiatives, teacher opportunities, charter schools
To Chicago Metro History Fair page
To Chicago Academic Games League Program of HPKCC
 To Tracking Community Trends I (-Schools. What the schools face and need for improvement)

Here:

Bulletins. Chicago Schools Oversight bill 363 passed.

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2008 wrap up. From a year-end wrap up by Gary Ossewaarde, whose views it expresses.

Arne Duncan, CPS CEO was chosen for Education Secretary by President-Elect Barack Obama. Duncan is a life-long Hyde Parker and long active in both public and private education. The response was enthusiastic although with reservations about the policies of CPS toward support or closings of schools, especially in low-income neighborhoods and hostility toward Local School Councils and other forms of local input or control.
Concern was expressed about local schools lagging in repairs and upkeep. The 53rd TIF joined with CPS in funding major repairs to Canter Middle School, although the needed expansion is still not in sight. Kenwood Academy received a very extensive Disabilities upgrade. Award-winning Ray School remained uncertain as to when repairs will be made. CPS is sending teams around to all the schools.
UC Laboratory Schools launched major planning and fundraising for the schools and their expansion, nursery to high.
Kenwood Academy: lunch privileges now depend on performance, about 350 of 1700 can go off campus. There is still controversy as to whether Kenwood is turning around and the strong parts maintaining position or improving.
Akiba-Schechter dedicated a new playground sponsored by Bill Coleman and Carol Groover and Jewish Funders.
Principal changes: Gregory Mason succeeded Michael Keno as Principal at Murray Language Academy.
Ongoing concerns for schools and their supporters are continued devolution of responsibilities upon them by CPS to raise funds for everything from supplies, to after school programs, to training, to repairs.

Hyde Park-Kenwood Community Conference Schools Committee put on line a comprehensive listing of after school and related activity providers. The Committee also held banquets with speakers for outgoing and incoming local school councils and their principals. Among information furnished was that on grant writing and finding funds and donations and how to improve further as LSCs.

Stimulus funidng: Illinois will get about $3 billion for schools and other educational funding out of $100 billion for the same. The state has appropriated in order to get this $9 million for tacking all Illinois students thsrough their school years.

Being involved in our schools and taking advantage of resources out there (See After School page)

Events/Meetings/Requirements/

Don't miss your local school council meeting- revised schedules. See the LSCs page.

The next meeting of the HPKCC Schools Committee is June 15, 2008, 7 pm, United Church, 1448 E. 53rd, Blackstone entry. Discussion and planning continue on a forum and After School Matters (network between schools and program providers). Get involved in the meetings of the HPKCC Schools Committee! Chair Nancy Baum.

June 6, Saturday, 1 pm. See UC-middle schools Winning Words teams perform and compete at Max Palevsky Theater, 1212 E. 59th St. Civic Knowledge Project.

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Free Special Education Rights Seminars are offered by Family Resource Center on Disabilities. Saturdays 10-1, First Mondays 10-1 (except holidays etc.) Information on special education rights for public and private schools; step-by-step instruction on preparing for evaluation, IEP meetings/annual reviews, access to student records, mediation, due process hearings; basic training on negotiating with school districts for appropriate services; free materials. Pre registration required at 312 939-3513. At 20 E. Jackson Blvd., Room 300, 60604. There is also a course for parent leaders and trainers.0.

Teachers and principals: Gear up now to take advantage of Free things for Schools, link-up partners helping to fund schools, and more. Deadline is December 1 each year. Contact CPS Dept. of External Resources.

 

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Involvement

Attend, get involved in local school councils of your children's or a nearby Local School Council, and that of the nearby high school. Applications for lsc members are now being accepted, see above.

World Exchange international is looking for HP families to host foreign students, July 12-end of the month.Full choice, spending money, health insurance. Vernica Kirkland at vksuccess@yahoo.com.

Chicago Metro History Education Center, which hosts the History Fair starting in Januarys, seeks all kinds of volunteers. Call Pauline Kochanski at 312 255-3607, www.uic.edu/orgs/cmhec. March-April 2009- needs judges!

Black Star Project seeks a thousand mentors to talk to classes in Hyde Park, Bronzeville and other schools.

Neighborhood Capital Budget Group's Schools Task Force holds monthly meetings and seminars on how your school can get the bang for our education buck and budget-making improved top to bottom. Visit their site.

Neighborhood Capital Budget Group has manuals on assessing school needs and getting them met. To see CPS assessments done, go to http://www.cps.k12.il.us/Operations/assessments.html. NCGB is also involved in a network called Capital Planning Commission.

Chicago Coalition for Community Schools.

The Metropolitan Planning Council has a group working on schools issues: A+. It includes a list serve. 877-APLUSIL, www.aplusillinois.org. Chicago Community Trust, Civic Federation, Business for the Pubic Interest, and others also have committees that seek public participation.

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CPS Budget hearings

Registrations, enrollment informationals and Open Houses

January 25, 9 am-2 pm. St. Thomas Apostle School open houdr also Feb 18, 25, April 125, May 20 8:45-2:45 pm. And March 1, 9-2.

UC Charter Schools applications now available. See/get and open houses on the various campuses at http://www.uei-schools.org, 773 834-2865.

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Scholarships, enrollments, contests, concerts, dramas, fairs etc.

Get started now for high school and college/post college kids to get in gear for scholarships and internships. Examples: University of Chicago full-tuition scholarships for 20 CPS students. City of Chicago internships, high school through college grads- contact ward offices for information as the alderman have a certain number of nominations. (Include resume of studies and interests.) Did you know that a third of CPS college scholarships go begging?- Generous Chicagoans contribute to these scholarships, some in seven figures. A recommended search and info engine: http://www.scholarshiphelp.org

Non-CPS 8th grade applicants to CPS schools having lotteries must take a test, usually in March. Call 773 553-2150 for information.
Get ready for next year's CPS high school magnet programs and magnet schools. Apply by c December 17 yearly for both elementary and high schools. Get the "Education Opportunities" Directory (at schools, libraries, park district offices, aldermanic offices), call 773 553-2060 or go to www.chicagomagnetprograms.org. The high school applications are at high schools, elementary via the previous website.

Middle/Jr. High kids: Start thinking now about college; if you're in CPS enroll in the GEARUP program (Gaining Early Awareness and Readiness for Undergraduate Programs). In its six years (just renewed) it has been shown to make a real difference. Your cluster of schools will be teamed with a college or university (U of C is one). The program includes tutoring, trips to college campus, adventure education, training in resume-application-financial aid, and career exposure.

Illinois Mathematics and Science Academy has a monthly quiz contest for kids- win IPod or computer. CyberQuiz4Kids. Quizzes online at imsa.edu.

AT&T children's art programs "Creative Kids". Under 12. See your art in the 2007 Yellow Pages. rhdforteachers.com.

October 24, 2006 South Side Parents hosted a schools fair for parents. 30 schools and administrators and 100 parents and attended the event at St. Paul and the Redeemer. Several of the schools were small, alternative preschools. Angele Gaylord and Josephine Sanders co-led the program, which will be expanded next year.

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Tip: If you or someone you know is invited to participate in Principal For A Day do so! Or contact CPS to find out how to volunteer. (Running for and being elected to a local school council next time is one way to get an invite--but the latter is important and rewarding in itself.) And there are so many ways to volunteer, mentor, and donate--including towards books ($ is better than actual tomes) in the schools. It happens at the end of October.

Requirements for LSC membership include for "parent rep", having a child enrolled in the school and for "community" residing within the school's attendance area. Start thinking about it now. Top

Scholarship and Internship Fair sp. by Congr. Davis at Malcolm X College, 10 am-2 pm. 1900 W. Van Buren 2nd Floor. 773 533-7520.

PBS "My City Now" Project has a contest for schools. Make a 3-minute video about your city and you can win a computer editing system, fully equipped, and ave the video shown on line at the local PBS website. In addition, have workshops given, get tour of local PBS station, and more. Joseph Lee, community outreach coordinator, 312 788-0231.

University of Chicago Graham School offers the Saturday Scholars Program for high school students. several courses, may repeat October through December 2006. $400. Gleacher Center, 450 N. Cityfront Plaza Dr. http://grahamschool.uchicago.edu/saturdayscholars.

After School Matters youth program, a collaboration of CPD and CPS is reving up in several schools despite federal funding cutbacks.

Some Appeals

Church of St. Paul and Redeemer seeks volunteer tutors for 1st and 2nd graders. Wednesdays, 3:14-4:15 starting in January. Linda Thisted, 773 947-9243.

Black Star Project, Black Data Processors Association encourages schools, families, students to participate in its High School Computer Competition. Students learn html, web page design, flow charting, Java, other applications. Starts January, 2005. www.bdpa-chicago.org. 312 842-3527. Now seeking 100 student motivators to inspire and expose students to college and career options, healthy and positive lives, and a visible life plan. blackstar1000@ameritech.net.

There are so many ways to volunteer in/assist the schools. On the corporate side, Hyde Park Bank has jumped in full-feet into mentoring at and helping Bret Harte School and VH1 cable entertainment company has given band instruments to Shoesmith.

The Civic Knowledge Project Teacher Re certification CPDUs- 10. Open to teachers living in zip codes 60615, 37, 59, 53, 19, 16 for tuition reimbursement, else $185. Ask for the next time.

"What do you think?" Hyde Parker Rod Sawyer has interned with Public Radio in its Chicago Matters series. Here is a synopsis of his segment. Any comments? Rod has had and may still have kids in local public schools.

The No Child Left Behind law gives parents the option of exercising school choice in certain circumstances. For instance, they can move their children from failing schools to better ones. Parents in Chicago's Hyde Park neighborhood exercise school choice in a different way. They often move their kids from good schools to even better ones. Some parents even change schools to avoid specific teachers or enroll their kids in special enrichment programs.

Ear to the Ground’s Rod Sawyer reveals some of the strategies he and some other Hyde Park parents are using to get the best educational experience for their children.

The entire segment can be downloaded to media player from http://www.chicagopublicradio.org/programs/specials/chicagomatters/etg.asp

Rod was mentored by Chicago Public Radio Reporter Jason DeRose. Top

 

Willie Pickens, Jazz musician, educator, activist and supporter extraordinaire

Jazz pianist Willie Pickens has been identified with Hyde Park for decades (since 1959), and raised three children here in the public schools, where he also taught for decades. Daughter Bethany is a noted singer and pianist. Son Bob is a high-ranking officer in Chicago Public Schools. More than once a year, Willie gives concerts at his church, Hyde Park Union Church, to raise funds for the Hyde Park Food Pantry, homeless, and the church and its programs and he participates in Neighbors' Eve. October 26, 2006, he and Bethany will perform at the Hyde Park Chamber of Commerce dinner at the Quadrangle Club. Perhaps he will play from his newest CD, "Jazz Spirit."

He started playing piano at age 5, his mother and sister being pianists. After serving in the Army in the early 1950s, he earned a degree in music education at University of Wisconsin, Milwaukee. After graduation, he expanded his work of the clubs such as the Pershing Lounge at 64th and Cottage and th Crown Propeller on 63rd, later at the Underground Wonder Bar (then Domino) on Walton. He reflects that the jazz scene was vibrant on both sides of town. He thought of working his way east to New York, but slowly gravitated to Hyde Park, taking his first teaching job at Lindbloom High in 1966. Later, he formed the first jazz band at Kenwood Academy and directed the All-City High School Band. The public schools are still his great love, and he says the local schools are the best thing in Hyde Park.

In 1992, post retirement, he was able to tour five years, especially in Europe and Japan, with the Elvin Jones Jazz Machine after Jones left the John Coltrane Quartet. In New York, they played the Bottom Line, joined by Wynton Marsalis. Top

Bulletins

Illinois gets its first big installment from stimulus (ARRA), Duncan spells out what state must track, do.

Parents of special needs kids will now have the right to observe their child's present or perspective classroom, under passed HB628.

CPS is dropping the "pay for grades" program. But still, kids were promised and will be disappointed.

A new study out says, documents that the majority of charter schools are underperforming cf traditional. Visit http://pureparents.org/index.php?blog/show/Over_3000_new.

Sec. of Ed. Duncan is launching a nationwide tour of public forums and meetings to gather information on the future direction of education in America.

PACs, parent advisory councils seem to be becoming gaining in importance, but CPS seems to be trying to make them uniform and under a very tight leash. Herald report May 6, 2009 by Daschell M. Phillips. Parents want say in creation of formal PAC bylaws.

To improve its compliance with the No Child Left Behind Act (NCLB), Chicago Public Schools is taking steps to create formalized bylaws for parent advisory councils. The first part of the NCLB local educational agency policy states: A local educati9onal agency may receive funds under this part only if such agency implements programs, activities, and procedures for the involvement of parents in programs assisted under this part consistent with this section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children."

Jose Alvarez, executive director at the Chicago Public Schools (CPS) Office of Local School Council and Community Relations, said CPS is formalizing the parent advisory council (PAC) bylaws so there will be uniformity in the rules and regulations in the case of an audit. He said a 13-member parent advisory board was formed to visit PAC meetings, gather information and get parents feedback as they create the formal bylaws.

Local PAC members who have attended these meetings said CPS has not done a good job involving parents in the process. Alice Hill, parent of a Fenger High School student, vice chair to the national PAC and a member of the Kenwood-based Peer Parent Education Network, or PPEN, said CPS is trying to undermine parents' abilities to manage themselves.

In the first draft of the bylaws Hill said CPS changed the terms of office from two years to one and removed the opportunity for community members to join the PAC board. "CPS came to the PAC meetings with ideas to see how they felt - that's not getting parents involved," said Hill. "We are to be in on decision-making process, not vote on what they decide to bring before us."

Sheila Wesonga, parent of a Kenwood Academy student and PAC member, said if CPS wouldn't have left parents out of the decision making process they would have realized a more tailored approach to creating the bylaws is needed. She said that by creating a parent advisory board, CPS eradicated local involvement.

"One size fits all is not something I agree with," said Wesonga. "What works at one school may not work at another school. I'd rather give each school a template to look at and each can apply their own bylaws." Although they are not pleased with the process so far, the parents said they understand that this is just the beginning. "We're still working - we know the process isn't over," said Wesonga.

Why the Freshman On Track program at Kenwood is so important

Students love Kenwood program. April 29 2009 Herald. By Daschell M. Phillips.

The Freshman On-Track program at Kenwood Academy held its second and third quarter achievement breakfast last Tuesday, awarding more than 100 students. Parents sat proudly... in the school's King room... Thanks to the ... program, their children beat the odds and made the honor roll for the second and/or third quarter this year.

As Freshman On-Track Coordinator Michelle Jackson called out the name of each student and passed them a certificate, parents clapped, took pictures and recorded the special moment. Students also cheered each other on during the ceremony. Although this is not graduation day, the parents whose children have met or exceeded standards for their grade level feel thankful.

"I have an older daughter who came here in 7th grade and each year her friends dropped out one by one and she also didn't graduate," said Adrienne Pinkney, who attended the honors breakfast with her youngest daughter Kamille. "If this program was here back then they probably wouldn't have dropped out. I applaud Principal [Elizabeth] Kirby for bringing this program in because if you don't reach them as freshmen then you lose them."

according to a five-year collaborative research project with the Chicago Public schools (CPS) Graduation Pathways Office and the Consortium on Chicago School Research, which was released last yer, half the students who enter a CPS high school don't graduate. "There are 100,000 -- a small city -- of students who have dropped out," said Carmita Vaughan, chief of staff of the Office of High Schools and High School Programs. "If we can intervene early in the process's, then we can get them back."

After monitoring the outcome, the team recognized ... patterns that revealed which students were at-risk of dropping out: Students who are over age when they enter high school, students who miss more than 20 days of school their freshman year, students who fail two or more core classes in their freshman year adn student who have fewer than five credits by the end of their freshman year.

Based on their finding the team recommended that the school board adopt several retention programs including the Freshman On-Track program -- formally the Step Up program -- which includes a four week summer program for students between 8th an 9th grade and credit recovery programs.

All incoming freshmen at Kenwood, 5015 S. Blackstone Ave., are a part of the Freshman On-Track program, which is led by Jackson and Freshman On-Track Facilitator Inez Jones. There are currently 444 freshmen in the program. Jackson said the three components of the program are prevention, intervention and credit recovery.

The honors ceremony is a part of the prevention process for freshmen, whose first experience with their new high school began with Freshman Connection, an 8-week program that prepares incoming freshmen for high school. "The program helps them become familiar with their teachers and the high school schedule," said Jackson.

She said the freshmen also have a three-day event during the school year when they go to on a tour of colleges in the city such as University of Chicago, Northeastern University, University of Illinois and Roosevelt University "so they can begin to get a taste of what college is like." "we are the first school to take our freshmen on college tours, Jackson said. "The exposure makes them begin to think maybe I can go to college."

Jackson said she and Davis blanket the freshmen with support as soon as they come in the door. She said the program provides the students with tutoring, study support, help students understand the quarterly and class credit systems and instructions on how to check the online grade book.

There is also a 10-week program where teachers meet with small groups after school to teach study skills. The Freshman On-Track program also recruits several teachers to come in during winter and spring break to help students who are behind on their work complete make up assignments.

According to teh most recent numbers given tot he Herald by press time, the percentage of freshmen that have not failed more than one core class has risen steadily through the Freshman On-Track program. The percentage has risen from 60.6 percent in 2004 to 75.6 percent in 2007. Many of the students at the honors event said it was not a chore to visit the Freshman On-Track office to see how they are progressing. Marrisail Bailey said that he stops by the office every day during his lunch break. "They keep me on track by letting me know what classes I am not doing well in and what I need to do to bring my grades up," said Bailey, wlho attends the TLC after school tutoring prog dram to help keep his math grades up.

Desean Lee said that his grades are good but he likes to visit Jackson because she's nice and cool and he can relate to her because "she keeps it real." Jamara Bell said in addition to visiting the Freshman On-Track office, she constantly hears the school's motto "Our Mission is College" being announced on the intercom and that motivates her to continue to work hard. "Ms. Jackson helps me keep my grades up and is helping me make plans for next year," said Bell, who is thinking about joining the volleyball or softball team.

Kamille Pinkney said it's easy to talk to Jackson and Davis because it's not like talking to a teacher. "They help me keep my grades up and stay focused," said Pinkney, who quit the basketball team so that she could keep her grades up.

Jackson was surprise to hear that the students appreciate her tough love, but she, the students and several parents noticed that this quarter's honors event was not as full as the last one.

"The students are work with the most are not in this room," Jackson said. "Although they are not doing their best, they are doing okay because they are still here."

The CPS has been shown to be poor and vague in its reporting-- see PURE and foia on CPS in Schools home.

Date: Monday, April 20, 2009, 11:21 AM


As detailed below, Illinois is among the 1st of three states to have itsapplication approved for the first portion of State Fiscal Stabilization Fundsunder the American Recovery and Reinvestment Act.U.S. Department of EducationOffice of Communications & Outreach, Press Office400 Maryland Ave., S.W.Washington,
D.C. 20202FOR RELEASE: Monday, April 20, 2009CONTACT: Sandra Abrevaya, (202) 401-1576sandra.abrevaya@ed.govNEARLY $1.4 BILLION IN RECOVERY FUNDS NOW AVAILABLE FOR ILLINOIS TO SAVE JOBSAND DRIVE REFORMApplication for Part 1 of Illinois' State Stabilization Funds ApprovedToday U.S. Secretary of Education Arne Duncan today announced that nearly$1.4 billion is now available for Illinois under the American Recovery and Reinvestment Act (ARRA) of 2009. This funding will lay the foundation for ageneration of education reform and help save thousands of teaching jobs at riskof state and local budget cuts. "The real impact of the nearly $2 billion Illinois has received sofar will be determined not at the federal level, but at the local level indistricts across the state," Duncan said. "We will be watching to see if Illinois state leaders, superintendents, principals and teachers seize this critical opportunity to turn around whole systems and schools." Illinois is receiving $1.4 billion today per the State's successfulcompletion of Part 1 of the State Stabilization Application, which was madeavailable April 1. Eighty two percent of these funds are to be distributed to public elementary, secondary, and higher education institutions, with theremaining 18 percent to be available for education, school modernization, publicsafety, or other government services. Illinois, California and South Dakota arethe first three states to successfully complete applications and be approved for the first round of state stabilization funding. Illinois will be eligible to apply for another $678 million in state stabilization funds this fall. To date, Illinois has received nearly $500 million in educationstimulus funds-- representing a
combination of funding for Title I, IDEA,Vocational Rehabilitation grants, Independent Living grants, Impact Aid dollarsand Homeless Education grants. On April 1, Illinois received more than $210million in Title I funding and more than $270 million in IDEA funding. Thisamount represents 50 percent of the total Title I and IDEA funding for which Illinois is eligible. On April 1, Illinois also received more than $10 millionin Vocational Rehab funds and nearly $2 million in Independent Living funds. OnApril 10, the state received more than $624,000 in Impact Aid Funding and $2.6million in Homeless Education grants. In order to receive today's funds, Illinois provided assurancesthat they will collect, publish, analyze and act on basic information regardingthe quality of classroom teachers, annual student improvements, collegereadiness, the effectiveness of state standards and assessments, progress
onremoving charter caps, and interventions in turning around underperformingschools. Illinois is also required by the U.S. Department of Education to reportthe number of jobs saved through Recovery Act funding, the amount of state and local tax increases averted, and how funds are used.

At a UC Outreach forum April 2009, two principals highlighted the university's efforts to improve education in the community. Success at a four-year college is th main goal of the university's four charter schools, said Shayne Evans, director of the University of Chicago Charter School - Woodlawn Campus. The charters are outperforming other local schools in scores adn placement in selective-enrollment high schools, he said, but he warned against complacency. "We have god schools so far.. but good is the enemy of great," he said.

Elizabeth Kirby, principal of Kenwood Academy, said the university has been a close collaborator, sponsoring special programs in the school and sending in tutors to help students adn teachers. Rev. Marrice Coverson, who heads the Institute for Positive Living, an after-school literacy program in Bronzeville,said she felt the university could do more to engage students outside its charter system. Kirby said a university tutor was a personal lifeline to her when she was beginning her teaching career at Kenwood. Duel Richardson, director of neighborhood relations and education in the Office of Civic Engagement said that the university also reaches out to youth through the Office of Special Programs adn College Preparation, founded by the late coach and teacher Larry Hawkins. Top

Major news items not with their own feature pages

The controversy over Renaissance 2010, Mid South and related plans continues. See 2010 page.

Latest

As one of many personnel conundrums, in 2007 the Board faced a crisis shortage of principals, due in part to retirement of baby boomers and imminent end to a retirement sweetener.

2005- a year of unusual change?
First, many local schools changed principals (including into 2006) - Dyett, Harte, Hyde Park, Kenwood, Murray, Reavis, Shoesmith.
Five Renaissance 2010 schools opened in Bronzeville; U of C opened its 2nd charter and planned for more. But some Catholic schools were closed.
Price and Robinson split the student constituency, one taking below 4th, the other 4th and up. Robinson made considerable strides.
Transfer students created considerable strains.
The great east-west divide in Hyde Park over test scores in different Hyde Park schools grew, but Kozminski continued moving up and out of the declining group. Harte moved closer to elite Ray and Murray.
A new focus is being planning on math in local schools. Teacher development moved ahead smartly while local school councils tackled parent involvement with notable successes. AVID program to challenge middle achievers was sweeping the area, along with other approaches to students. Area schools are deeply committed to improving prospects for all their students. Top

2006 started with a huge 300 million plus deficit. Arne Duncan has ideas to close the gap to about 77 million, which he is campaigning to have the state close by waiving CPS pension contribution. The cuts will especially hit special, gifted and remedial education programs and result in 1000-2000 teacher cuts.

State Budget. Illinois made modest increases in school funding and introduced preschool funding for as young as 3, priority need-based. But a new initiative covers salaries in all districts so class size can be lowered. There is also a $41 m program to boost learning programs and that help struggling families pay college costs.

On President-elect Obama's nomination of CPS CEO and Hyde Parker Arne Duncan for U.S. Secretary of Education Arne Duncan

Congratulations from the HPKCC Schools Committee, our ally PURE and others (some mixed with cautions), from the December 24 2008 Herald. By Daschell M. Philips

At a press conference last Tuesday, President-elect Barack Obama chose Chicago Board of Education CEO and Hyde Park native Arne Duncan as secretary of education.

Duncan has been the CEO of Chicago Public Schools (CPS) for about seven years and a Hyde Parker all his life. His father Starkey Duncan was a psychology professor at the University of Chicago. Duncan attended the University of Chicago Laboratory Schools, and then graduated magna cum laude from harvard University with a degree in sociology in 1987. he also played professional basketball in Australia with the Eastside Spectres of the national Basketball League and often meets with Obama to play basketball.

Once he returned to the U.S., Duncan spent a great deal of his free time tutoring and playing basketball with children at his mother Susan Morton's after school program, Susan Duncan Children's Center for African American Youth at Jackie Robinson Elementary School, 4225. S. Lake Park Ave.

In 1992 Duncan became the director of the Ariel Education Initiative, a program to enhance educational opportunities for children, and in 1996 he was part of a network that funded and supported Ariel Community Academy, 1119 E. 46th St. In 1998 he joined CPS. He became deputy chief of staff for former Schools CEO Paul Vallas in 1999. Mayor Richard M. Daley appointed Duncan to serve as CEO of CPS in 2001.

Over the past seven year Duncan has managed the third largest school district in the United States, which includes 655 schools, 408,600 students and 44, 417 employees. Several local education advocate organizations said they wish Duncan well during his tenure in Washington.

"We congratulate Arne Duncan on this important nomination," said Julie Woestehoff, Hyde Park resident and founder of Parents for Responsible Educati9on (PURE). "He is a thoughtful, intelligent person who will bring a lot to the position, including the benefit of a variety of lessons learned in Chicago." Woestehoff said while PURE is concerned about some of the programs Duncan carried out in CPS, particularly high-stakes testing and Renaissance 2010, she is sure that he and Obama will work together to provide a balanced approach to school reform that will "lead the nation to improved education for every child."

Members of the Hyde Park-Kenwood Community Conference (HP-K CC) said they are proud that their fellow Hyde Parker has been appointed to the nation's highest education post. "This is a a big task and we stand ready to support and work with our new secretary of education," said Nancy Baum, HP-K CC chairwoman of the schools committee, in a written statement on behalf of the conference.

Greg Washington, president of the Grand Boulevard Federation, spoke on behalf of the organization's education committee about Duncan's appointment. "We wish him the best in D.C.," said Washington whose organization --like PURE--has mixed reviews about Duncan's performance as CEO. "We hope he doesn't forget about us."

Jitu Brown, education organizer for the Mid South Education Association, shared his memories of the association's relationship with Duncan. "When Arne first became CEO of the board his first public appearance was as keynote speaker at our annual convention in 2001," said Brown. Brown said Duncan's professionalism when working with the association's Voices for Youth in Chicago Education, which is a youth-led group of teens from across the city who gathered to research, identify and work toward lowering the city's high school dropout rate, helped the teens realize they were being taken seriously and inspired them to work hard to produce great work. "We are very hopeful that we can continue to work in the spirit of community voices and that we can be heard on local and national levels," said Brown.

Duncan's sisters, Sarah Duncan, said the family is very proud of his accomplishments. "We are thrilled. This is an amazing opportunity," said Sarah Duncan. She said that the family, which includes Duncan's wife Karen and his two children, plan to get together to celebrate Duncan's appointment over the holidays.

Ald. Preckwinkle in December 24 Herald: Congrats due to Arne Duncan on his appointment (and praise for high school principals)

Congratulations to Arne Duncan on his recent Cabinet appointment to be the next secretary of education. Chief Executive of Chicago Public Schools (CPS) Arne Duncan will be a strong advocate for public education and a champion of urban schools. President-elect Barack Obama and arne Duncan have a chance to create real reform of the education system, and are committed to seeing every child attend an excellent school.

Arne Duncan has more than 15 years experience in urban public education. His firsts endeavor in education was with the Ariel Education Initiative, a program that aims to create opportunities for children on Chicago's South Side. In 2001, after only three years in Chicago Public Schools, he became the chief executive officer of CPS. Arne Duncan also serves on 12 education boards, a list which includes Ariel Education Initiative, Scholarship Chicago, Junior Achievement, Chicago Cares, and Harvard Collage.

This country needs a secretary of education who has headed a major urban school district, and is as dedicated to education as Arne Duncan. He is unique among urban superintendents. His tenure has been long and not troubled by the bitter infighting that has cut short the careers of so many superintendents. He has made controversial decisions but has never denigrated his opponents.

Chicago Public Schools has sen a lot of improvements under Arne Duncan's leadership. He has closed poor-performing schools so he wil not have to add ritual humiliation to accountability in order to maintain a reputation for having higher standards. Duncan's effort towards revamping and restructuring struggling CPS schools has led to improvements in meeting state education standards, an increase in the number of students taking advance placement classes, an increase in first-day attendance and a decreases in teacher vacancies.

Our community high schools have had some improvements under Arne Duncan's guidance and the stewardship of our high school principles Liz Kirby (Kenwood Academy), Jacquelyn Lemon (Dyett High School), and Jeff Wright (King College Prep.) Under Kirby's guidance, Kenwood's boys no longer fall behind girl students, and the school excels in subjects that include biology, Latin and Chinese. Dyett's graduation rate has doubled, and King College Prep. has made a transformation in recent years.

The secretary of education's principal responsibility is to distribute federal aid to education and to enforce regulation. One of the great tasks that lie before Duncan will be to rethink education initiatives such as Bush's "No Child Left Behind," which penalized a lot of schools for poor performance. He can be a great cheerleader for big city schools, pointing the way to meaningful change.

Dr. Barbara Eason-Watkins, appointed to chief education Officer by Arne Duncan in 2001, may be appointed to become the next chief executive officer of CPS. Like Duncan, Eason-Watkins is dedicated to education having spent nearly 30 years working in schools, 27 of which were in CPS. She has received several educational leadership awards such as the Whitman Award for Excellence in Educational Leadership and the Phi Delta Kappa Educator of the Year Award. While Arne Duncan is serving in the White House, CPS schools wil also be under strong leadership.

 

A contrary view by Fritz Kaegi: Kenwood Academy suffered under Arne- but see article on Kenwood forging ahead in Kenwood page.

As a Hyde Parker and Obama supporter, I'm delighted and proud to have so many from our neighborhood set off to Washington to lead our country. But as a graduate of Kenwood Academy, I know that while Arne Duncan (secretary of education-designate) ran the Chicago Public Schools he has presided over a very sad deterioration of my old high school.

Kenwood used to be broadly representative of our neighborhood's demographics and stood as an example to the rest of Chicago as a successful, integrated public school. Since it was founded in the late '60s until early in this decade, it was among the best high schools in the city (public or private), averaging five national merit semi-finalists per year. Many kids left excellent schools like Lab to attend Kenwood instead.

Arne Duncan took over the CPS in June 2001. Since then, Kenwood has not had a single national merit semi-finalist who took the qualifying exam under his administration. The school has become almost segregated: In a school of 1,700 students, you can count the number of white students in each grade on one hand. Hyde Parkers send their kids halfway across the city for 90-minute commutes instead of sending them to Kenwood.

Yes, there were some bad principals, new school choices emerged, great teachers retired, Kenwood often got unfair bad publicity. And yes, racist parents are still out there. There's a lot of blame to go around. (Good luck finding anyone to actually take some responsibility.) It's not like this was the first time this happened in our neighborhood (Hyde Park High, anyone?). And Kenwood today has a fine principal, Elizabeth Kirby, who is trying to turn things around.

but Arne was the boss, and had factors under his control. What really get me is this one: The principal that started Kenwood's decline, Careda Taylor, got promoted ever higher under Arne. Today, unbelievably, she is the person Arne selected to be the CPS's deputy CEO. Her role:? Responsibility for "all" of Chicago's high schools (maybe Arne can take her to Washington, too).

Let's hope our next batch of leaders, be they from Hyde Park or not, can do better by the public schools that represent our neighborhood.

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LSC elections for the most part went smoothly in 2008, with some change made. See LSC page. Also, Kenwood is now a transformation school with substantial funds from the Gates Foundation for curriculum revision.

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Legislators', aldermanic education goals for 2006

Reps. Currie and Jones and Sen. Raoul will continue to push for Bill 750 changing school funding in Illinois. Rep. Currie will continue to advocated reform in the juvenile justice system (as a separate department) while Jones will work for help to grandparents raising kids. Ald. Hairston will push for public school reforms and youth activities--in both schools and parks. She wants to add a third Triathlon team to Jackson Park. News Index. Top

The spillover effects continue to be highly unfortunate from closings, especially for Hyde Park High, according to Ald. Hairston. The numbers ballooned to 330 in 2005-6, enough to cause serious incidents. (Boundaries were changed so technically the numbers were claimed to be not disproportionate. Why do so many go to just a few schools? Why are the failing schools not fixed?) The principal and many of the teachers in HP High left--after there had been a lot of progress. There are supposed to be no more coming this year...

Educators and parents decried a lack of South Side multi-sensory learning centers past the 6th grade (such as at Ray School) for students who cannot be successfully mainstreamed. Meanwhile, CPS cut $25 million form special education--what are parents to do?

Mayor Daley announced a program to build and rebuild many schools. You can tell that a billion is not much, since in the 5th Ward only Bouchet is mentioned. South Shore High in another ward will be rebuilt. Civic organizations complained about the funding, the Mayor said "How long must the children wait?" Top News Index

The feds in early December said CPS has not achieved integration. After decades of U.S. silence on CPS desegregation, The U.S. Justice Dept. has filed opposition to releasing CPS from the latest of its 24 yo. desegregation plans. "CPS cannot meet its burden" and prove it is in compliance by the end of 2005. Why? 1) CPS offered no African-American or Latino children transfer right into largely all-white schools--but when ordered to do so by courts, found some seats, 2) CPS has lacked efforts to integrate faculty and principal rosters, 3) insufficient spending for extra academic help for children in racially isolated schools, 4) weak access to special education, gifted and magnet programs for students learning English. CPS of course disagrees, asserting that consequences of segregation in CPS are gone, integration is fostered by the magnet and gifted programs and some voluntary transfers, and that any non compliance is due to the fiscal crisis and not intentional discrimination. Hearings began in May, 2006 before Judge Charles Kocoras. This will be over the 2004 CPS-US Consent Decree to the 1980 settlement, approved by Judge Kocoras, who questioned whether integration in a school district 10% white, 38% Latino and about 50% African-American. Courts, starting explicitly with the 1991 Oklahoma City decision, began releasing districts from court-ordered desegregation plans if "all practicable steps" had been taken, and held that districts do not have a responsibility to reverse segregation caused by housing patterns. Soon after the 2004 consent, the Justice Dept. started taking Chicago to court over alleged violations. News Index. Top

Chicago students said by Tribune to trail on reading and math among big cities. John Easton, a member of the National Assessment board and director of the University of Chicago Consortium on Chicago School Research said, "The good news is there is progress, but it's sobering how low some of these scores are." In results released Dec. 1, the most disappointing results are reported to be among African-American students, versus in other urban districts led by New York and contrary to what some interpretations of other tests have said. Some other cities have their own jaw-droppers, such as Atlanta's gap for low-income students generally and Washington DC's for minority students.
This test is the National Report Card, a sample of 680,00 pupils nationwide, 8,000 in Chicago. It tests in key subjects, and is highly regarded. Note that the measures below are of a high bar--"proficient." What state tests measure is closer to the percentage at the lower "basic" standard.

  • 11% of 8th graders are proficient in math (29 nationally, 20 other big cities)
  • 12% of 4th graders are proficient in reading (30 nationally, 19 other big cities)

Chicago students did show slight progress from the last national comparison in 2003 and Latino reading is up sharply--in fact, Latino 8th graders exceeded both national and other big city performance. News Index. Top

A 1-page report card of each pupil's high school is being sent this month to parents, is on CPS website and available in the school. The card measures student outcomes, academic progress, participation in school activities and more. These include 5-year graduation rates, graduates who advance to college or employment, students in advanced placement classes, absenteeism, teacher qualifications, and school cleanliness--17 categories in all, selected by focus groups. Excluded is police enforcement activity instead having a student survey on how safe the school is. This is part of the high school revitalization initiative. The state's report card is different, stressing academic progress, demographics, teacher characteristics.

Chicago ranked 10th of 11 big cities in 4th grade math, 7th in 8th grade math, 8th in 4th grade reading and 6th (the middle) in 8th grade math.

Supt. Duncan said he is very concerned about the lag of African-American students and the flat scores of 4th graders across the board. "It dramatically demonstrates the need for more preschool and full-day kindergarten. Teachers' Union president Marilyn Stewart pointed to instability in the African-Americans' schools and homes. According to the Tribune, she especially cites African American schools having been hit hard by recent school closings, with pupils being shuffled from building to building, and so many of the homes are single-parent. News Index. Top

 

Katherine Volk named replacement for retiring Area 14 Instructional Officer Virginia Vaske. Volk was Pershing Magnet Principal. Pershing is part of Area 15, and retiring Virginia Vaske recommended Volk. The instructional officer offers support and training opportunities to the staff of the schools, but Vaske has made the position in Area 15 unique. The area focuses on professional development and Balanced Literacy- using the whole array of language arts to build skill in writing, reading and speaking. Character building, cultural and historical context, and enjoyment matter as well as societal and career readiness.Volk lives in the South Loop.

What neighbors said about schools at a HPKCC forum on Hyde Park, October 2005

Changes wanted
· Table 1 (Need) Police courts and (?) in schools and community
· Table 2. More local kids at Kenwood High School
· Table 4. Youth involvement

Comments
SCHOOLS AND TEENAGERS (7)
· …I really believe that Kenwood Academy High School should be a “magnet” school. A high school that sits in the Hyde Park Kenwood community should be the best in the city of Chicago.
· Lack of youth involvement/embracement
· Control of the high school students who are “acting out”
· How to engage Kenwood Academy
· Noisy, foul-mouthed teenagers who have no sense of shame
· HP/Kenwood children who are arrested have to participate in major community service activities.
· Reorganize (?) school boundary.

COMMUNITY IMPROVEMENT (1 of 7)
· ….the sad state of Blackstone Library…didn’t make it to the list on the wall.

On February 23, HPKCC Schools Committee held a gala honoring LSCs. Certificates were given to all current members in the Hyde Park area, Arne Duncan and others spoke, people were urged to run, and we heard the Kenwood Academy Jazz Band and Tenors of Distinction. The committee next held a learning dinner with principals and LSC chairs. Next is a forum and fair March 28, 2007, "After School Matter to Hydepark-Kenwood." Neighborhood Club, 7 pm. We're busy contacting providers and schools, if you are a provider of after school (or other hours) programs for kids and youth, contact Nancy Baum at 773 288-5464 or nbbaum@sbcglobal.net.

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CPS in March 2006 announced a $24.5 million federal Striving Readers grant for reading programs in middle schools at 32 schools. Funds will be used for intervention teachers, after-school tutoring, special teacher training, tech support and instructional materials. The program ratchets up a 13-school pilot in which 12 schools outpaced all other middle schools--and impressive enough to garner Chicago the largest grant. One focus is to integrate reading and teachers teaching reading techniques across the curriculum. 2006 will see 16 schools, 2007 32 schools serving 3,500 pupils. Similar programs are already in place system wide for lower and upper grades. News Index. Top

CPS in March 2006 gave final approval to the University of Chicago-sponsored Woodlawn High charter School. It will be located in Wadsworth School, 6420 S. University. Set for 160 seats in its first year (50 in 6th and 100 in 9th), it already has over 500 applications. News Index. Top

March 22 Bret Harte LSC launched its principal selection process. More about in LSC page.
News Index, Top.

Chicago Coalition for the Homeless faults CPS Ren. 2010 closures for effects on homeless kids, sues.

Hyde Park Herald, January 18, 2006. By Erin Meyer

Too many homeless children are being forced to change schools too often, according to the Chicago Coalition for the Homeless (CCH). With Chicago Public Schools poised to announce the next set of schools slated for closure under Renaissance 2010, CCH appeared in court Jan. 10 vis-a-vis the Chicago Board of Education charging that the school closing policy violates the rights of homeless children. "As Ren 2010 moves forward, this policy could cause damages to potentially thousands of homeless children," said Rene Heybach of the CCH Law Project. "We want this case to go to trial."

The Board of Education filed a motion to dismiss the case. Defense lawyer Deborah Harvey argued that the federal No Child Left Behind Act gives the board full authority to close under-performing and under-utilized schools without any parental support.

But the case is not about the board's authority to close schools, according to Heybach. It is about opening the school closing policy up to public scrutiny and minimizing negative impacts to children. "It is one thing to have authority to close schools. It is another thing to close a school no matter what," she said.

Circuit Court Judge Julia M. Nowicki supported Heybach's argument. "I see the issue as planning before you close a school," said the judge as she flipped through pages of litigation against the board. Nowicki will decide whether or not CCH has a case by Jan. 27.

If the case goes to trial, the negative impact of school closings on all Chicago Public School students, both homeless and non-homeless, may be re-examined.

Kenwood-Oakland Community Organization board president Jim Brown has been calling on CPS to include parents and the community in the school closing policy for m ore than a year. He said the coalition's lawsuit is critical because most school closures occur in low-income communities. ...

Heybach said the existing policy is especially disruptive to homeless children moved again and again in conjunction with the demolition of public housing. ...In 2000, the board settled the first homeless children case by agreeing to allow the children to remain in their schools of origin and include parents in the planning process. ..."CPS did no planning and never involved parents in the planning process," Heybach said [so] the Law Project went to court again in the case of Salaverez v. Edwards on behalf of about 230 homeless children. ...CPS spokesperson Peter Cunningham says "Whether a child is homeless or not is irrelevant (to creating new schools under 2010.) CPS served 9,000 homeless students last year. News Index. Top

Hmmm dept. Teacher length of service in Illinois to today is just half what it was 10 years ago (was 15).

Some think CPS goofed in its holiday schedule, making parents scramble for childcare in a week everyone else was expected to be at work.

Ballroom dancing is a new addition to public schools, thanks to Board President Michael Scott.

Virginia Vaske, Area 15 Instructional Officer and former Murray Principal, will retire at the end of the 2005-06 school year. She reports that several schools in her area have a chance to get off the state academic probation list--especially Kozminski and Canter, and maybe Reavis, which faces sanctions.

Kozminski, Canter on probation, Reavis faces sanctions based on failure to attain adequate yearly progress ISAT tests for two years. Area 15 Officer Virginia Vaske says it will be several years before Reavis can make enough yearly progress to get off probation. Kozminski has been making about 6 percent gains over the past 3 years and appears poised to make the grade in 2006. Its programs have been revamped with comprehensive literacy, Everyday Math an vocabulary study.

CPS will again seek the maximum property tax increase.

HPKCC Schools Committee meets November 16 7 pm, Hyde Park Union Church, 1448 E. 53rd. To the focus of the Schools Committee.

The November 2, 2005 Herald carried an appeal by Schools Committee member and Canter LSC member Zoe Mikva read at the BOE meeting appealing to the Board of Education to fulfil its promise to finish the gym so kids can stop having meals at their desks. She cited lax construction oversight and failure of anyone in the chain of command to listen.

U of C Center for Urban School Improvement in summer 2005 received $5 M from the MacArthur Foundation for its UC and CPS teacher training and the rev-up of its charter school and 20-school network. See in UC and the Schools.

No new Renaissance 2010 sites were offered on the South Side this year and groups interested were unable to find non-CPS property in time, so none will open (i.e. by De LaSalle, IIT...) CPS has concentrated on the overcrowded West Side this year but will assist for the South Side as population goes up. Previously five groups submitted Renaissance or charter proposals for mid-South CPS locations and are to open: DuSable (including 3 small schools) , Donoghue, Raymond, Douglas, and Hartigan.The U of C, which is opening Donoghue Charter this fall and plans more, may open its future 6-12 "near" the University as a Renaissance School.

First results from the 2005 Iowa tests of elementary students appear to show strong gains for kids and schools at the bottom of performance--in fact, steady drop of students in the lowest quartile of meeting national performance standards. Math, however, continues to slip slightly. The problem is that CPS is not, says it lacks the resources to, apply the best of what has proven out to all schools--in fact, some schools are going back to larger class size due to staff and other budget cuts. The Iowa test may be dropped, esp. if the Illinois test results can be returned to schools soon enough to be used in school and summer school assignment. The gains for poorest performing do not seem to have come to schools in HPK deemed not bad enough for probation. Other scores see-sawed. See Test Scores and Rankings page for specifics.

Early ISAT reports are good in reading and composite city wide and for the neighborhood Area 15 schools. ISAT scores determine "Adequate Yearly Progress." The local exceptions are Reavis and Shoesmith. The former went down to a composite of 27 on a sharp drop in math scores (3rd gr. from 38 to 28.5, 5th from 22.4 to 12.1.). Shoesmith composite dropped 5 percent to 47.7, just above the 47.5 percent marker for probation. Canter shot up over 10 to a composite of 76.6, Ray went up slightly to 73.3, Bret Harte also shot up 10 points to 72.3 pushed by reading improvements of 20 percent to 72.0. Kozminski improved by 6.6 points from 38 to 45, closing in on getting off probation (it has a new approach to reading and will implement one for math this year.)

Starting in 2006 all students 3rd through 8th grade will take ISAT and Illinois has dropped the IOWA skills test.

Studies continue to confirm that the best predictor (determinant?) of test scores is family income.

Multi billionaire Bill Gates and his wife Melinda announced major schools grants May 19. $11.2 million will improve the 90 CPS high schools and build new ones. Only $2.3 will go directly to CPS while the remaining c$8 million will be disbursed to 5 organizations including locally PURE (Parents United for Responsible Education) and the U of C Center for Urban School Improvement. The Gates have given schools in Chicago over 42 million since 2001. Boosting graduation rates via school transformation is the key goal of the planning and programs. CPS says the funds will be spread across the whole set of schools and not focus just on the "low performing" as much of Renaissance 2010 does. The $2.3 CPS component, to be used this summer, is for planning the changes. The U of C will use its $6 million to open 2 new charter schools fall of 2006, bringing to 4 the number of its projected 5 or 6. In addition, it will be aiding 7 high schools and up to 12 elementary South Side Schools. PURE's $200,000 component will gauge status of parent participation via 45,000 surveys to 92 schools city wide according to the Chicago Tribune. Other recipients are the Nobel Network of Charter Schools on the near northwest side , Perspectives Charter School on the Near South side and New Leaders for New Schools (a principal incubator). The Gates Foundation took into account a citywide CPS survey of students, teachers and principals on what it would take to turn around middle and high schools. News

Knowles of Center for Urban School Improvement hopes to identify a site for the first high school in summer 2005--one close enough for students to take advantage of University of Chicago resources. He also said he has no interest in taking over an existing high school such as probationed Dyett Academic Center on 51st.

May 28 the House and the Senate passed the plan described below. The governor will sign.

The deal announced May 26 had the state giving a $315 (200 for general assistance) million increase (the largest in over a decade) to schools statewide. This is between talked-of $134 m and a casino-financed $440 earlier proposed by the Governor. What the increase is for Chicago is unknown, CPS saying it needs up to $175 M more and laying off 156 administrators and reducing principals' raises from 4% to 2%. Chicago's per-student (a gross measure at best) would be up only $200 from $4,964 to $5,164. The state increase is financed by another deferral of funding of state pension plans (which includes for teachers outside Chicago), which funds are among the most underfunded among the states. No reports or statements so far on effects on CPS budget or cuts.

CPS chief Arne Duncan blitzkrieged the state and legislature for 3 days in May 2005, presenting the case of districts statewide for funding relief and reform. Following the big rally at the Thompson Bldg. May 16, busloads went to Springfield for the May 18 focus day rally and visitation to legislators and the governor, preceded by a zoom around the state by Duncan. Duncan and Board President Michael W. Scott held little hope that a tax transformation bill (SB750) will be passed, according to the Tribune, because not only is this difficult but the governor [although weakened] says he will veto any income tax increase. News

State Senator Kwame Raoul (D-13, this area) pushed Senate Bill 750 in 2006, which failed. This bill would have increased funding statewide through a state income tax increase from 5 to 8 percent and taxing untaxed services. Per pupil funding could be increased from $4,964 to $6,092 while providing a major cut in property taxes. Illinois is currently 49th in the nation in funding education. The national average proportion sponsored by state government is close to what the Illinois Constitution mandates, 51%, vs. current 31%. (Center for Tax and Budget Responsibility) Illinois also has the greatest disparity between per pupil between counties. Odds for a change became poorer as it was found difficult to not have total tax increases for citizens both in some districts and for classes of citizens. A consensus has not yet been built for such a remedy. Several A mass rally-statewide lobbying days were held in Springfield.

On another front, Raoul and others pushed the mandatory school age from 7 and do other things for early childhood learning. News

A financial crisis is looming, CPS told Chicagoans. CPS says it needs $175 m from the state for 05-06; state leaders talked about $134 m for the whole state, with $16 for Chicago, Gov. Blageovich's plan would have provided $440 m statewide through gambling expansion. In the end the state dealt a $300 m increase statewide- breakdown for Chicago was not published as of May 27. At the March Bd of Ed meeting, Budget Director Pedro Martinez said, "We feel we are in a budget crisis right now... if you look a the entire state, CPS is not alone. We see other school districts that are struggling right now. As just one instance, social services, not just arts, have been gutted in public schools.

In Feb. 2006, CPS sought from the state $100 m new money unencumbered and $77 m pass on this year's pension fund contribution. Several point out that the latter would result in higher costs later. Supt. Duncan continues to point to the state's failure to meet the average state funding of schools - 49%-(about what the Illinois Constitution calls for) and the consequence of huge discrepancies in what is spent per pupil in different-even nearby-parts of the state and metropolitan area. Illinois now averages $5,164 vs. Advisory Board recommendation of $6,405. Duncan says it's the poor kids who get left out, systematically. Real district spending per pupil varies from $24,000 in Roundout to $4,438 in Tazewell Co. In Chicago, LSCs systematically have to pay for basics from their discretionary funds due to CPS shortfalls.

Superintendent Duncan wrote in the May 11 Herald asking for support at the May 2005 action days in Springfield, but little was gained for the schools. He wrote:

...Illinois schools need at least $600 million more...but current proposals fall far short of that amount. Moreover, Illinois schools received no money from the state this year for new schools and repairs [prev. levels were $500m.]

Ultimately, Illinois also needs statewide education funding reform to fix a broken school funding system that leaves some school districts with up to $18,00 per child each year while others spend less that $5,000 per child.... Illinois ranks 49th in the nation in the amount of school funding provided by the state. Illinois schools get just 36 percent of their funds from Springfield, well below the national average of 50 percent.

Others point out problems with just giving more money. Legislators say there needs to be a solution every part of the state can sign on to.

Bret Harte, Canter, Reavis join bus-sharing, joining Kozminski and 120 schools already in it. These schools will be in the program in which buses first take students to early-starting schools, then another set to later-starting. Thus, starting times are driven by money-saving bus scheduling rather than needs and preferences of the school, community, or child-development. Meanwhile, nearly every school is being told to cut staff and that basic services such as internet linkage (e.g. at Ray) will have to be paid for by the school from now on. CPS is talking of going to per-pupil lump sum instead of staff-based funding- see below.

Ariel, Harte, Murray, and Ray join 81 other citywide schools in being recognized for success with more autonomy. Some principals citywide are ecstatic at being able to shed some of the bureaucratic burdens, others including Bret Harte's Michael Keno and Murray's Catherine Konopasek say there will be little difference and they like the support the school receives from downtown. Changes available are setting their own calendar and even withdrawing from area instructional office oversight (unlikely to be opted by any of the schools- and what would replace it?) and from CPS curriculum initiatives, central professional staff development.
The move is another swing of the pendulum toward some decentralization after a strong reaction to the last decentralization in the early lsc days. Worries will be expressed over whether this increases, at least conceptually, the gap between the succeeding schools and those struggling, both in HPK and in the city.

The Kenwood LSC in June, 2005 picked then-Assistant Principal Elizabeth Kirby as principal to replace Arthur Slater, who is now High School Instructional Officer for Area 23, which will now include Kenwood. Kirby has served at the school for 6 years. The vote was swift and unanimous and followed an open interview forum. Kirby intends to build on her selection by Kenwood students as Motivator of the Year (of which she is very proud), telling the Herald that the students need to take more rigorous courses and do much better.

Katherine Konosapek resigned as Murray Principal over the summer. Michael Keno, then principal at Bret Harte and former assistant principal at Murray, was selected as replacement. Read about this, and a look at Keno's successes and style, in News of Schools.

Meanwhile, 150+ have signed a petition to have Reavis principal Michael Johnson replaced. Reports show there have been some kind of personality conflicts and Reavis scores have certainly nose dived over the first year of Johnson's tenure and the last year of his predecessor. CPS spokespersons including Area 15 instructional officer Virginia Vaske say Johnson has done nothing wrong, but communication has to be improved and so does the school. One would think there is something seriously the matter when teachers go into public dispute with their principal. Note, there has been substantial improvement since.

Hyde Park Herald, August 24, 2005. By Kiratiana E. Freelon

A petition submitted to the Herald of more than 150 Reavis parents and teachers recently demanded the removal of Principal Michael Johnson --one year into his four-year contract. At an Aug. 15 meeting organized by Rainbow/PUSH Coalition, parents, students and teachers blamed Johnson for the school's low morale and hostile educational and working environment, said Reavis teacher Suzanne Armstrong. PUSH spokesman Tannis Williamson said the meeting was held to assist Reavis with its issues that may interfere with its quality of education...

[While Armstrong says] "Johnson has been incapable and or unwilling to fulfill his duties as principal in an adequate manner," [but Virginia Vaske says Johnson has done nothing wrong and will complete his contract but expects communication to improve and the council has not yet completed its evaluation. When adults bicker, the students lose.] Johnson said "Everything that I am working to do has been under the auspices of the Chicago Public Schools policy. Nothing has been done that has been illegal, immoral or harmful to children."

[Two other Reavis teachers have met twice with Vaske and continue to insist on removal: "There is mismanagement, disrespect, chaos and cruelty going on," [says Joyce Cheatem, a 16-year teacher at Reavis. Specifics include repeatedly calling police on teachers and parents, and not meeting with the teachers together. Parents cited various snubs and felt they were treated like criminals rather than welcomed.]

At the recent HPKCC Schools Forum, Arne Duncan said no HP or K school will close--they aren't lagging enough. But many believe there will be effects as resources are used also by new schools. See complete reports in Schools Committee page and 2010 page.

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Hyde Park and surrounding areas will suffer teacher and other cuts. Local schools were impacted by the $175 million CPS shortfall when it came to making their 2005-06 budgets, due April 1. The budgets must conform to CPS's projected enrollment for the school, with allotted number of teachers prescribed by that projection. Kozminski Principal Lionel Bordelon told the Herald he thought enrollments are projected low in general, a practice justified by CPS spokesperson Mike Vaughan in light of the deficit. In fact, CPS budget office said area schools are over entitled and their enrollments will decline. Virginia Vaske, Area 15 Instructional Officer, confirmed her estimate at the time of the HPKCC March 14 Schools Forum that all by 1 of 22 elementary schools in her area (HP, Bronzeville, Woodlawn--only Murray in HP was not then in Area 15) lose teaching positions. Bordelon said Kozminski will lose 4. Bret Harte and Ray will lose a Spanish teacher each; Harte will only have a part-time gym teacher. Even if enrollments in the fall are higher than expected, Bordelon said, the teachers and good replacements will be elsewhere. An added kicker is that schools discretionary funds are also cut plus schools must now may for more out those funds, including $10 per computer to get tech support and $2 for Internet hookup. This means thousands for cash-strapped poorer schools. Murray will lose no staff because it will add 30 students.

Ray School parent Norberto Zas wrote a letter to the Herald April 6 explaining how this would hurt his family and the school, noting the irony of CEO Arne Duncan saying schools must improve so people will have a reason to want to support them, and then making these narrowing cuts. [Ray kept its Spanish teacher for now.]

Meanwhile, a combination of budget related staff cuts for next fall and over a thousand teachers cut (and conceivably blackballed) by principals under new powers has led to turmoil in some schools.

Hyde Park Herald, April 27, 2005. By Kiratiana E. Freelon

Ray School parents recently initiated a school-wide effort to lobby the state for better school funding through Senate Bill 750. If passed, SB 750 would boost money for education in Illinois through increased income taxes and an expansion of the sales taxes for services. Illinois now ranks 49th among states in its contribution to education.

"[Ray School is] under some serious financial constraints," said Ray School Parents and Teachers Association Vice-President Deb Smith. "The PTA realizes that more needs to be done." Ray parents recently sent e-mails and letters to parents asking them to support Senate Bill 750 by writing the governor and their state legislators. The Ray PTA will also sponsor house parries where parents will come together to write letters.

...state Sen. Kwame Raoul (D-13) has already vowed to support SB 750, Smith said. But the Ray PTA has yet to decide if they will attend the May 18 Springfield rally, "Day for Illinois Children," where thousands of parents, community members and education advocates will demand that legislators support SB 750. The rally, sponsored by Better Funding or Better Schools coalition, will culminate CPS's efforts to convince the state government to provide an extra $600 million for Illinois schools this year.

Although CPS has yet to openly support SB 750, it recently initiated a school funding campaign that includes a website fundourschoolsil.com, a rally May 16 at 12 p.m. at the State of Illinois building, a letter writing campaign, and a thee-day bus tour of Illinois' largest school districts by Schools Chief Arne Duncan. CPS will also send at least 15 busses to the May 18 rally, one with Duncan aboard. At last week's report card pickup, CPS parents were asked to sign a letter asking the governor to provide Illinois schools with the extra funding.

If the state doesn't come through with more money, Ray might have to cut teachers and programs for next year, according t CPW spokesperson Mike Vaughn. "If you have to cut millions of dollars and 90 percent of expenses are at schools there is no way to spare them," Vaughn said.

Several Hyde Park schools recently cut teachers for next year's budget last month due to CPS' stricter staff allocations amid its $175 million budget deficit. Although Ray was spared its Spanish teacher, CPS still saddled the school with more expenses, like a controversial technology fee.

News

(See more in Gates grant above) The University of Chicago is planning a charter school in the former Donoghue school (or at least its attendance area if the building doesn't work out). The public was invited to a planning session December 11 at Abraham Lincoln Center, 3858 S. Cottage Grove. Grace Dawson, Hyde Parker and former principal and principal-teaching professor at NIU/Inner Cities urged attendance: "this community has the opportunity to be involved in the planning of this new charter school. We can plan programs for special needs students as well as exemplary programs for regular education students and for the gifted students. We can also discuss how this charter school can become the "hub" of the community. The University of Chicago will have the opportunity to prove it can meet the educational needs of a wide range of children living in Bronzeville." News

Alderman Preckwinkle was to have addressed the November 8 TIF Advisory Council about allocating available tax increment to planning an addition for Canter Middle School. However, the TIF meeting was cancelled. At Murray's October LSC meeting, Preckwinkle opposed restoration of grades 7 and 8 at Murray. Murray issues continue to simmer, especially restoration of 7th and 8th grades. News

Preckwinkle blames city for 53rd Street TIF delays including Canter addition

Hyde Park Herald, January 19, 2005. By Kiratiana E. Freelon

Ald. Toni Preckwinkle (4th) announced at the Tax Increment Finance (TIF) advisory council meeting last week that plans to bundle the funding of a Hyde Park parking lot and Canter Middle School addition might have to be nixed due to the reluctance of the city's Department of Planning and Development Commissioner Denise Casalino to greenlight the parking lot project.

According to Preckwinkle, Alicia Berg, the former commissioner of the planning department, promised that the city would own and operate the parking lot. Since that promise, however, the latest commissioner, Denise Casalino, is reluctant to agree to the project.

"I'm not sure the present one will honor the parking garage," Preckwinkle said. Calls for comment from the city went unreturned.

The current fate of the parking lot will also affect Canter Middle School, 4959 S. Blackstone Ave. When the TIF began Preckwinkle wanted to combine the bond financing for the two projects. But without the support of the city, that may not be possible. "We're going to have to clearly uncouple them," Preckwinkle said.

The next step is to determine what the city's final position is on the garage, Preckwinkle said. Then she will proceed with planning for the garage with or without the support of the city. When Preckwinkle formed the TIF, its main goal was to accumulate funds for a parking lot and later, a Canter middle school addition.

"In a year it will be clear how to fund the garage and then we can figure out what to do with the school," she said.

Marilyn Krogh, chair of the local school council at Canter, was still optimistic that the school would get an addition. "The Canter expansion is a long-term process. We'd like to see it within five years," Krogh said.

Reavis is now on probation and must improve this year or face CPS takeover beyond what might come from 2010. Most Hyde Park and Kenwood schools showed improvement. The News of Schools carries a feature on the program and experiences of Reavis's new principal. News

Kenwood Academy, considered by many the key to the area's school future, outscored the entire South Side and is in many ways advancing on state averages. See News of Schools.

Meanwhile, stepped- up police patrols at Kenwood dismissal hours dismissals seems to have stemmed violence, but not rival gang recruitment. See News of Schools for assessment. 57th Street remains a line of separation between Kenwood and Hyde Park high schools. Gang recruitment is a class one felony in Illinois. The principal and 21st Police District Commander Adrienne Stanley are firmly asking all Kenwood students to go straight home after school. One parent said that despite the subsidence of incidents, "I would still like to see the community seize this opportunity to address the growing concern in terms of the violence."

Kenwood students (and only a very few of them) had only some involvement in instances of teens attacking and robbing adults and elementary students. Yet Kenwood was heavily condemned. Kenwood took steps to make sure there is no recurrence. News

Far, far fewer transfers have occurred under the provisions of No Child Left behind than feared or hoped. Last year, so many schools were on watch lists, probation, etc. for lack of Adequate Yearly Progress that 27,000 pupils were eligible to transfer , with CPS able to find less than a thousands spaces in qualifying 'better' schools--indeed, no neighborhood high school with space performed well enough to be designated to receive transfer students. (With elementary schools, there were many excused schools, starting with the many full to packed schools.) In fact well under half the found spaces for transferees were actually utilized by parents.

In 2003-04, of 270,000 eligible to transfer just 1,097 applied, perhaps partly because of early confusion and difficulty in reaching low-income families. Still, half- 528- of those enrolled in their chosen school, eroded to 451 by the end of the school year.

In 2004-05, a much-reduced 175,000 were eligible. A relatively much larger, but still- small percentage of eligible- 5,983? applied. 438 won the lottery in the tiny number of spaces open-438. Only half of those- 200- in the end enrolled, leaving 238 spots denied to other applicants. Attrition has reduced the actual enrollees to 138 of nearly 6,000. Officials were appalled that so many who wanted to transfer could not, but even more that so few chose to. Why?

The most obvious factors appear to be the sheer inconvenience of the process including school-shopping, inconvenience and logistics of daily early getting up and travel etc., fear for the kids in new gang territories and unfamiliar surroundings, not wanting to separate siblings. (It' all to evident the damage that frequent school change has on students, especially low-income.) Explanations for not applying could include apathy and the the gain/difference in most other schools was not seen as very much, the furor over 2010, unwelcoming attitudes at some receiving schools (where incoming parents were unlikely to have much involvement or influence. Lack of firm deadlines and clear procedures--to be "fixed" by next year--may partly account for the high number of no-shows at enrollment.

Note that the program, according to No Child Left Behind, provides that transfer opportunities go first to those of the lowest income, who must be given free lunch. The dilemma is that unless more parents find countervailing value in transfer and do so, the slots have to go to better-off. Still, the evidence now shows that students who do transfer to schools that really are better do benefit greatly--or is this a result of culled selection of the motivated? Another problem of the way the program runs now is that scarce resources including teachers are diverted to receiving schools-- when the students don't enroll, the resources tend to be wasted, as reallocation is against rules.

CPS administrator of No Child Left Behind mandates is Xavier Botra, who promises a tighter administration next year.

News

CPS has had recent problems effectively garnering and managing grant funds and programs (some private), including for internet installation. This while the budget crunch hits home. Federal fund cutbacks, especially for after school, have also hurt.

Now, school building plans are on hold except for repairs due to a state dry-up of funds.

Dawson Skills Center, 39th and State, will, after a protest, continue its present popular programs as the new ACE-Tech charter trades apprenticeship school instead takes off in the formerly-closed Mary Terrell school bldg. at 54th and State. News

Some elementary schools selected new principals in 2004 summer, some with controversy. Reavis selected Mike Johnson, former principal of North Kenwood-Oakland Charter School who has a strong background in justice and delinquency as well as year-long training with New Leaders for New Schools. His goal is to "help teachers to help children." (A challenge to his election was ruled unfounded by CPS.) See News of Schools for his program.
Meanwhile, Hales Franciscan has a dynamic new principal, John Young, former principal of Lyons Township High School.

Illinois lagged at 48th in the School Breakfast Program. 675,000 participated in the federally-funded low-income lunch program, but only 188,000 in the breakfast program while 487,000 eligible did not for the second year in a row. 4,389 sh cools offered the lunch but only 2,608 the breakfast., less than 60 percent. or 27 students per 100 receiving lunch vs. Missouri half. Illinois, New York Florida and California make up 42 percent not participating and letting $165 million (42 percent ) go unused. Large numbers of children are sitting through the morning unfed or underfed. It's not that the money isn't available--it is from the feds and the General Assembly. Illinois Hunger coalition is working for a legislative mandate.

Meanwhile, the legislature has stepped up to the plate in rejuvenating KidStart after school and IllinoisKidCare and Family Care programs--but it's slow slogging against federal cutbacks (including elimination of Community Block Grants for literacy and other programs and the dire financial straits of many school districts.

Teeth problems are the no. 1 cause of school absences and schoolchildren illness and misery. Illinois now requires screening to enter kindergarten, 2nd and 6th grade entry. Tooth disease.


A dental collaboration

Ronald McDonald House Charities and the University of Chicago Hospitals Zoller Dental Clinic, with LaRabida Children's Hospital and the Berman and Hannah Friend Family Health Center bring oral health care services directly to disadvantaged and disabled children via the Ronald McDonald Care Mobile Program. (Dental screenings are now required for entering kindergarten, second, and sixth grades under a state program initiated by Lt. Gov. Patrick Quinn. Tooth decay is the no. 1 chronic illness in children and of school absences--5 times for common than asthma and 7 time more than hay fever.

The care mobile is an office with 2 fully-equipped exam rooms, digital X-ray, chair lift, medical records, computers, tvs, VCRS for education. Gives exams, cleanings, fluoride treatments, sealants, X-rays, filings, extractions, and info about accessible clinics. Ronald McDonalds bought the van and will provide some funding, Zoller will provide the major funding for the program yearly. News

The Illinois Early Childhood Education Block Grant Program was ranked among the top three in the nation in the National Institute for Early Education Research 2004 Yearbook. Governor Blagojevich has increased funding $60 million over the past two years, expanding the program to 16,000 more at-risk children. News

Chicago public schools cited as "rising stars"

79 schools posted major test score gains led by Woodlawn Community Academy (a charter) with double-digit gains. The school attributed this to its "scripted" program, Direct Instruction. This year the number of rising star elementary schools rose from 48 to 71. 8 high schools were so recognized in 2003 and in 2004. News

As Schools and legislators work on reving up a statewide movement for funding reform, the Grand Boulevard federation released a survey saying the area schools lack resources but there are other hurdles just as serious.

Many put poor parental involvement and community support at the top of the list, followed by negative peer pressure and lack of parenting workshops and health and social counselors. The results were developed by GBF education organizer Andrea Lee, who held focus groups and interviews with parents, educators and students from 26 schools on the South Side. Results were presented to the Chicago Urban League. GBF hopes to develop an education plan. Among the more surprising results, Lee said, was that kids like uniforms and heightened security. Parents resent entrance exam requirements for high quality schools and want educational opportunity opened to all.

The director of CPS community relations, Phillip Hampton, agreed with a reporter that money isn't being spent on the resources such as counseling that could turn schools around: "The resources are going in another direction."

Sen. Raoul's bill to raise school start age from 7 to 5 squeaks through state Senate

Senate Bill 409 now goes to the House elementary and secondary education committee. If passed, failure to enroll makes one a negligent parent. Raoul thinks it will help kids in disadvantaged neighborhoods without costing. The state superintendent as well as Duncan supports; the State Board has not taken a stand. Home education groups oppose it as eroding authority of parents to decide.

Also passed and signed in 2005: stepped up requirements in math and social sciences. Some say this only brings Illinois up to the standard of most other states.

News

 

Schools trends

Visit Tracking Community Trends, use the Schools Discussion link to reach the summary discussion on school trends, difficulties, what is needed to succeed, and what parents should look for in choosing a school.

Hannah Hayes asks in the Herald, Schools: right or privilege, and who has it?

In her commentary in the November 9, 2005 Hyde Park Herald, Hannah Hayes says the No Child Left Behind may embed "choice" leading to charter schools and vouchers, but it "leaves neighborhood schools in a vacuum with lingering prospect of failure, also written into the NCLB legislation." Parents will of course look at all the options, including the ones CPS throws around, but "if y0u have choices when it comes to education, to some extent you are probably privileged. And once upon a time, we believed in this country that education was a right, not a privilege."

Many can't afford to live in a choice district to start with, including especially those that are good (outstanding) in Hyde Park, she says. She also notes that (ironically?) many Hyde Park parents vie to get their kids out--if in public schools, Whitney Young and the like. And many parents, especially disadvantaged, either don't know how critical it is to have the the child score well in fifth grade and get the paper in by December in 6th grade or do not have the means and time to give attention to help that happen.

She asks why this is accepted and why we accept that there are only a few good schools to go around?

She says of Zoe Mikva's letter to the school board on the Canter gym, "We shouldn't have to be trucking up to the school board to beg for a decent building. A gym, lunchroom, auditorium are basic needs, not a privilege. We need to look not at the choices CPS dangles to us but what it takes to make our facilities satisfactory to Hyde Parkers.

How about saying we don't want to look at our "options" in CPS, we want a quality neighborhood school. "Our children don't need to be victims of a free-market educational system.

On Charters. 1. Jane Averill wrote a counter to charters saying the U of C should spend its money on existing schools. In some of the articles, letters and coverage above, some of the proposed negatives of charters are elaborated, as well as how the U of C is putting resources (personal, financial, and programmatic) into existing schools and how what is being done in the charters is being fed directly into existing public and private schools.

Hyde Park Herald March 8, 2006

It is interesting to me and very sad that the University of Chicago is putting its education efforts into opening new charter schools that will serve very small numbers of students rather than put some of its enormous resources into saving and rebuilding schools slated to be closed. Would it be cynical of me to suggest that U. of C. finds the non-union atmosphere of charter schools more attractive?

It is clear to most people in education that No Child Left Behind scapegoats teachers for lack of student progress, particularly in inner-city schools. The Chicago Board of Education is taking advantage of this scapegoating by closing "failing" schools and setting up non-union charter schools.

There is no evidence to presume that charter schools are more effective in teaching. They are more cost-effective, however, since there are no pensions to fund, medical benefits can be reduced or eliminated, and teachers have no job protection, including limits to the number of hours they have to work.

Chicago Public Schools continues this scapegoating of teachers by claiming that teacher pensions are the cause of the current budget crisis. They are now trying to skip payments to the fund to help with the budget shortfall.

The idea that pensions are the main drain on the budget is ludicrous and demoralizing. The cause of the crisis is inadequate and unequal funding of education by the state, putting Illinois dead last in the country for school funding. The federal government has made it worse with further education spending cuts, particularly to poor schools. U. of C. would do better to help improve existing schools and work to reorganize how education is funded in Illinois rather than set up alternatives of questionable benefit to the people of Chicago.

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2. Julie Woestehoff says no evidence choice improves schools. Herald December 20 2006

(Woestehoff is with Parents United for Responsible Education.) What a shame that the Civic Committee chose to weigh down its otherwise solid school funding reform proposal with controversy by making it conditional on removing the charter school cap. There is no evidence that "choice" and "competition" improve schools. The claim that Chicago's charters outperform traditional neighborhood schools is based on an unreliable, internal Chicago Public Schools report, which does not adjust its results for race, income, English proficiency, or learning disabilities, although CPS charters serve fewer at-risk students.

Meanwhile, Chicago continues to shut down community schools and scatter children across the city to provide buildings for new Renaissance 2010 programs. They have ignored calls from parents, teachers, the community and lawmakers for a moratorium on school closings until the impact of multiple school transfers on children can be studied.

Fair, adequate school funding is a critical step in improving all schools. Our children have waited far too long for the state to step up to its responsibility to provide a high-quality education for every child. It is truly disappointing that the Civic Committee proposes to hold school funding hostage to their own hobbyhorse.

Top More on charters in UC and Schools.

After helping raise Harte scores and performance (marshalling resources such as from UC), Michael Keno moves on to head Murray.

An essay by Rod Sawyer: Being more like Mike (as in Keno)- lessons to be applied

Following impressive score gains under his leadership at Bret Harte (to comparable to Ray) and hosting a major professional development inservice by U of C, Michael Keno returned in the summer of 2005 to Murray, where he was assistant principal 8 years before. (See below in the alpha news listing under Harte). Following is an essay by Rod Sawyer in the August 24 Herald, in which he holds up Keno and Harte as models for school improvement and illumines realities, trends and opportunities.

If a sports beverage company wants to choose the educational equivalent of a superstar, I'd nominate Michael Keno of Bret Harte Elementary. I am not surprised by the report last month in the Herald pertaining to Harte's achievement of raising reading scores from just round half to almost 70 percent at or above grade level. I remember a conversation I had with Keno years ago when one of my kids attended another school. I said to him that we were trying to stay ahead of his school. He immediately let me know we had th wrong target. He said that he is trying to catch up to Cydney Fields of Ray School. It appears that he has arrived.

I thought it more remarkable in that Keno did it educating an overwhelming African-American population. So goes the myth that blacks don't value education.... Keno and his teachers did more than raise test scores; they raised the income levels of the parents of those kids. Harte averaged over the past three years a 5 percent increase in reading levels, and it corresponded to roughly a 5 percent drop in the student poverty level per year.... this suggests.... the ability to gain the confidence of middle-income parents to attend a non-magnet, overwhelmingly black, public school. For that, I'd be willing to lobby for Keno a shoe contract, a statue outside of the school and some rings, in addition to his own restaurant.

The other story here is a familiar one. As incomes rise, so do grades. In that respect, Air-Keno did not violate the rules of education and more than Air Jordan defied the laws of gravity at basketball. Like all great players, they knew how to take advantage of them. But Keno's success raises some interesting questions... the statistic between income and academic achievement is relatively straightforward....

As we begin another school year, we will also continue the debate on school funding. Should we be discussing school finance reform only in terms of more dollars for schools? At local school council meetings all over Chicago, principals bemoan the lack of funding, as CEO Arne Duncan shaves budgets closer than and ice sculpture. What Harte achieved is actually counter to some avenues of school funding because higher poverty levels yield more federal dollars. The incentive is not to have more middle-income students, but to have smarter, poverty-level students. Harte will not be rewarded financially for its achievement in this regard.

As we discuss school finance reform in isolation of economics, it does help explain why current measures of reform efforts fail, wherein rich Peter is asked to pay for poor Paul. People do not want to pay for what they believe is someone else's problem. I think it's time to link economic stimulus packages to educational objectives. Teachers object to linking pay to performance, and their reticence is understood when the achievement-to-family income link is so strong. Corporations and businesses may have a better incentive: they'll spend more time with former students than teachers or schools, either as employers or as providers of gods and services. Partnering educational reforms with economic investment may be a less charged, more successful way to give parents monetary resources that show up in achievement scores of schools. This link should work with a different psychology in the sense that there will be a perception of businesses leaving money on the table in terms of incentives, instead of voters' perceptions that it is being taken from their pockets in the form of taxes.

Until then, I recommend the model to go by is the Harte way. Keno proves that you can build a great school from whatever exists today. Some schools get to start from scratch, but is that really a test of how good an educational structure and team is? I would expect a principal of a new school that failed to be fired. Maybe I should expect a little more heat on a principal that barely moves the scale over a period of years. Honestly, I'd like them to be more like Mike.

At the March 14 2005HPKCC forum (Reports: see Schools Committee page) on the state of schools in Hyde Park and Kenwood, 5 areas of major concern were raised. These discussed at follow up meetings and forums.

  • What might be the impact Renaissance 2010 for our area schools,
  • inadequate funding by the State of Illinois (Illinois ranks 49th of 50 in school funding),
  • uneven administration of No Child Left Behind,
  • sanctions on the schools, and
  • partnerships among schools.

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The University of Chicago is expanding its teacher/program development and tutoring programs throughout Area 15. An English teaching workshop at Bret Harte was a July 2005 start. More below.

Cutting through hurdles to student and parent accountability and training, attendance and getting right folks in Schools and Services talking, working together.

Alderman Hairston has been getting service providers, school administrators and teachers, others working together to get things moving on these issues and other services. She says there needs to be legislative provisions to ensure this, as well as changes in CPS rules. Attendance and behavioral issues are targeted. CPS is to come with a plan.

CPS is adapting, considering reforms to deal with problems of absenteeism and non compliance with immunization requirements (which put schools in danger of probation and cost CPS state and federal funds).

One problem being addressed is to allow grandparents to access medical and other records so the kids can get immunized. On the other hand, change is sought in current policy that gives kids living with a relative other than parents a bye on immunization. CPS is also working to reduce the number of permissible absences from 20+ to 9.

Controversy over changes to the minority transfer rights into mostly white schools. CPS says it reached an agreement with the Justice Department to change the defining percentages for schools from which minority students may transfer into more white schools and how white the schools must be to have to receive the transfers. This, CPS says, is to implement a realistic policy in place of a higher standard that was never implemented (i.e. was flouted?). Reform advocate groups such as PURE and Cross-City Campaign for Urban School Reform are crying foul, saying there are few schools that are more than 30% white in the city. Others say that the assumption that minority students learn better with white students is presumptuous and the transfer rules are one-way. In any case, last year CPS said the whitest schools had no transfer openings--and the Justice Department called CPS to account, leading to discovery up to 15 seats in December and then to the latest accommodation. Of 308 transfer slots found in all schools in 2004-05, only 178 students actually transferred. For 2005-06, 505 slots have been found. We shall see how many actually transfer--and what the busing cost is.

LSC leaders reported at the July HPKCC Schools Committee meeting that parental involvement is increasing at schools such as Canter, Harte, Murray, Ray, Shoesmith, Shoesmith is getting key help from Harte, Harte from U of C. Still, there is little networking and collaboration between LSCs, and it's hard to get people to serve.

No Child Left Behind may be modified

In April, 2005, U.S. Education Secretary Margaret Spellings met with state education chiefs and agreed to "consider" some modifications to help states and districts meet the NCLB goal of all students performing at "grade level" by 2014. These changes are likely to include allowing up to 3% rather than up to 1% of to take a test modified for special education students (142 Illinois districts failed to make satisfactory progress in 2004 solely because of their special ed students) , tracking students' improvements rather than grade year-to-year improvements, allowing short-term students to be excluded in grading the school's performance, and offering more tutoring ahead of the often-futile "transfer out" choice. Criticisms of the flexibility include: the great bulk of disabled students will still have to take the standard test while schools may be held to less accountability to help disabled students progress (according to the Ottawa district that is suing the feds), NCLB is said to conflict with Americans with Disabilities' requirement for individual plans for special ed students, and the approach of state-by-state modification without a clear way to decide and referee leaves the door open for inconsistency, favoritism or even politics.

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Failing at High School: Ald. Preckwinkle asks, where are the schools and programs, especially to reach the majority.

From Herald Alderman's Report, January 5, 2005

I would like to challenge the educators of the 4th Ward to focus on our young people between the ages of 14 and 18. All this fall I have heard presentations about new schools for children attending pre-kindergarten through the second or third grade. Some of these proposals are first rate. The improvements in our elementary schools are deeply encouraging, both in existing and proposed schools. More and more often we can look at our younger students, including many from very poor families, and say with pride, "The kids can read."

However, literally no one has come to my office to say we have a great proposal for kids who are succeeding in high school. The increasingly competitive world of high school admissions is talking a toll at the south end of the 4th Ward. Parents are noticing that it is easier for their children to get a place at a good college than a highly rated, selective high school. North of 47th Street, the majority of high school age students simply are not in school and if they showed up to register, the system could not accommodate them. In order to move into the subsidized units included in our new mixed income housing developments, parents of children over the age of 16 must get them enrolled in school. Finding slots for these children is a major challenge for their parents and the social services charged with assisting them.

I am increasingly uncomfortable with calling students, who have not been offered a safe, viable high school alternative in their community, "drop outs." What exactly have they dropped out f? Where exactly do we expect them to drop back in?

We need quality neighborhood high schools on the South side. The myriad of small schools called for by the Civic Committee, funded by foundations and envisioned by the public schools, may serve a subsection of the student population very well and may serve some students who would never thrive at at large high school. However, we have too many students to serve to stop at schools serving two, three, or four hundred students.

Important players in the education community have told me that it is impolitic to seek funding for any initiative that is not a small, autonomous high school. I think that it is ill advised to ignore the fact that the majority of our young people are enrolled in neighborhood schools if they are enrolled in high schools at all. Many of the schools' parents want to use both in the city and in the suburbs even while they do not meet the fashionable definition of a small school.

The current focus has diverted attention away from the majority of our students and from the vast disparities in funding public education. That is politically useful for those who do not wish to fully fund public education. Top

Poor Illinois high school requirements blamed, letter writer backs governor's higher standards

Sharon Brinkman wrote in the May 4 Hyde Park Herald, "This year, Illinois high schools will award diplomas to students who in 40 other states would not qualify for high school diplomas. These students will have taken only three years of English, two years of math, or one year of science. They won't have take algebra or geometry, and they won't have taken a course that develops writing skills. These students will have high school diplomas, but they won't be ready for college or the workforce, and they won't be able to compete with their peers from other states. [She gives New York's requirements, adding up to 22 credits vs Illinois' 16 amounting to 900 fewer hours of class time over 4 years. Also, Illinois testing is among the lowest end of states.] Governor Blagojevich has proposed increasing high school graduation requirements by adding a year of English, a year of math, a year of science and by requiring two additional credits to graduate. The plan would also require students to take algebra and geometry and would require that at least two courses be "writing-intensive." In light of the recent addition of a writing section to the SAT, the added emphasis is on writing is especially relevant at this time...

Another says Arne Duncan should focus on education and treating people right. In the June 1 Herald Jo Taylor, Lab School music teacher, said, "How do tax dollars from the state change the morale in the schools or the values some administrators place on their teachers? ....nor will this [money] change the fact that when there are not substitutes hired for classes, these same non-teachers...become the classroom teachers for the day.. Will this money be used to clean the school classrooms so these non-teachers don't have to clean on a daily basis because no one else does it? I do believe we have a lack of integrity in many of the administrators.. Who is helping the new teachers so they don't become totally discouraged? "

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Alderman Hairston tells initiatives, goals for schools in 2005

from her Herald report, January 5, 2005

Last year, we formed a group of our 5th Ward principals to work on the problems facing local schools. While each school has its own set of specific issues, there are concerns that they all share. Working together with them we will support each other, share expertise and lobby for the resources we need.

Last year also we marked the third anniversary of our 5th Grade Boys Reading Inspires Development Growth and Excellence (BRIDGE) Book Club. The goal of the book club is to get boys to read for leisure. The boys read recreational books without being judged or graded and analyze the books from their own perspective. There are book clubs in five 5th Ward elementary schools. The program is solely funded by contribution. The local yacht clubs, Borders and Afrocentric Bookstores and N'Digo magapaper are a few of the local businesses and organizations that support the program. We need more local and corporate support to get involved in this successful project.

We are developing school- and community-based after-school initiatives to provide free athletic programming. working with renowned Chicago sports education activist Larry Hawkins and young triathlon mentor Bernard Lyles, we are developing offerings geared to get children active in grades 5 to 8 who do not typically get involve in sports. Lyles' Tri-Masters program has operated in Chicago since 1990 and serves to develop discipline, focus and commitment while instilling values in young people.

But we can't do it alone. We need concerned residents to invest their time, resources and energy. We must develop the talents of our own communities to find solutions.

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State Rep. Barbara Currie told UC Democrats cuts to property tax reliance as a cause of troubled schools: "How well you can provide for a school depends on how rich the neighborhood is."

Area 15 instructors, administrators in intensive program by UC Center for Urban School Improvement to match Bret Harte's gains.

The 110 from 22 schools convened at Ray School July 13 to engage in literacy professional development in Area 15/Urban School Improvement Summer Leadership Institute Reading Essentials. Held up as example was Bret Harte's (1556 E. 56th St.) improvement in ISAT scores in the past 3 years from under 50 percent to nearly 70% meeting state standards. For this achievement, Harte has been named a "Rising Star" school by CPS.

In the workshop, every school was to develop its own literacy plan. The object was also for all the schools of the Area to be coached by USI and share professional development area wide, something that has not been done before. Local schools include Canter, Harte, Kozminski, Ray, Reavis, and Shoesmith. (Murray is in Area 17.) Harte principal Michael Keno attributes the school's improvement to the program developed by UCI. Top

Herald reports how South Side schools and communities fare according to a recent study for CPS that may determine how these schools and communities fit in the 2010 plan. Really telling: If except in Hyde Park-Kenwood schools are "not performing" and yet they don't make the 25 communities furthest behind, where is the rest of the south and west side?
Illinois Facilities Fund website.

Hyde Park avoids list
Study ranks communities in need of performing schools
By KIRATIANA E. FREELON & MIKE STEVENS

Despite the apparent focus of Renaissance 2010 to improve schools in the Mid-South communities of Grand Boulevard, Oakland, Douglas and Kenwood, a recent study of Chicago public schools revealed that those communities don’t have the greatest need for performing schools.

Throughout 77 communities more than 200,000 CPS students do not have access to “performing schools” according to an untouted study released in November by the non-profit Illinois Facilities Fund (IFF).
CPS officials confirmed last week that the initial study, bolstered by additional analysis, will serve to guide Mayor Richard M. Daley’s ambitious plan to open 100 new schools by 2010.

The year-long study gauged the need in Chicago communities for “performing” public schools, based on academic performance, use of available building space and student population.

But no community in the Mid-South Side makes the study’s “top 25” list of communities that need performing high schools and elementary schools.

Yet, the Mid-South has already seen many of the school closures and reopenings affiliated with the Mayor’s new school reform plan; seven “renaissance” schools will open in the area next fall.

“After at least four years of shutting schools down in [the Mid-South area], it forces us to ask CPS why did you really shut down these schools,” said Andrea Lee, who monitors school issues for the Neighborhood Capital Budget Group, a civic watchdog organization.

The Mid-South’s primary challenge revolves around the future, New Schools Chief Officer Greg Richmond said said.
“We know there will be consistent steady growth [in the Mid-South] and we need plan ahead for that growth,” Richmond said.

Richmond added that the Mid-South will still be included in the Renaissance 2010 plan.

The study results, which can be found at www.iff.org, indicate many South Side neighborhoods including the Near South Side, South Shore, Washington Park and Greater Grand Crossing have no performing elementary or high schools. With plenty of space available for all its students in performing schools, Hyde Park is an oasis of quality education on the South Side.

Under Renaissance 2010, private companies will apply to open roughly two thirds of the new schools, many of which will be housed in existing school buildings.

“We’d like CPS to prioritize [Renaissance 2010] applications that locate schools in the community areas most in need for school options,” said Susan Cahn, IFF’s director of research.

Richmond said the study will help pinpoint parts of the city that most need new schools. To gauge academic performance, the study uses CPS’ benchmarks where 40 percent or more elementary students meet state standards on the Illinois State Achievement Test (ISAT) and 30 percent or more high school students meet state standards on the Prairie State Achievement Exam (PSAE).

More than 45 percent or 145,000 CPS elementary students need better performing schools, according to the report. Twenty five community areas, mainly on the West and South Sides, account for more than 90 percent of elementary kids in need of a performing school.

The study’s picture of high schools worsens. Eighty-five percent of high school students, nearly 88,000 students, need better performing schools.

After CPS finishes analyzing the study, it will attempt to reinvent these troubled schools on a “community-by-community basis,” Richmond said. This likely will not resemble the controversial, but now scuttled Mid-South plan, a school transformation proposal touted early last year, Richmond said.

“It’s not practical, possible or desirable to replicate [the Mid-South plan],” he said.
The IFF quietly released the independent study last November, but it was largely ignored amid other breaking school news, save a lone article in the Chicago Sun-Times. Getting the results out through community meetings is next, Cahn said. “We want as many people involved in education reform as possible to see these results,” Cahn said.
IFF will then likely recalibrate the study to target particular community areas and specific indicators, such as space utilization or potential for growth, to identify neighborhoods that consistently top the list of schools in need of performing schools.

“We want to feel really solid that those are the right [communities],” Richmond said.
By considering how many students use which buildings and how that relates to education planning, the 48-page report is one of the first times that education planning has been linked to facility planning, Lee said.
“Overall, I applaud IFF. I think it’s about time that CPS starts using all of its data to figure out better how to plan,” Lee said.

With these results, the IFF report calls on communities to become involved in the planning process for any changes to area public schools.

“[This] is the first step in a long process of change. To complete the process successfully, the next step is to create a new community planning model,” the report states. Later this month, the Neighborhood Capital Budget Group is expected to finalize its community planning model which used the West Town neighborhood as a model, Lee said.

Top 10 communities in Chicago in need of performing schools based on current and potential enrollment, demographics and space utilization (Hyde park is 67th out of 77)

Elementary: South Shore, Grand Crossing, Austin, Washington Park, Brighton Park, Riverdale, Pullman, W Garfield Pk, W. Englewood, E Garfield Park

High: Austin, West Ridge, Brighton, S Lawndale, Humboldt Park, Gage Park, Portage Park, Ashburn, Chicago Lawn

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Disputed study finds HP schools overfunded-and will change to a set amount per pupil do any better?

Hyde Park Herald, March 16, 2005. By Kiratiana E. Freelon

A study in the February issue of Catalyst magazine revealed that Hyde Park public schools are funded at higher than average rates among public schools. Hyde Park ranked fifth among Chicago's 77 neighborhoods in funding from Chicago Public Schools.

Veronica Anderson, editor of Catalyst Chicago, said that the goal of t he study was to identify patterns of funding inequity between schools. "If schools are not getting their fair share of additional funds, its going to be tough to do what they need to do," Anderson said.

CPS currently disperses school funds using a staffing formula based on school enrollment. The more students a school enrolls the more staff (teachers and support staff) it receives. The number of special education and English as a second language students increase a school's budget.

To determine equitable funding for a school, Catalyst calculated the average CPS per-pupil expenditure for elementary schools and high schools, $3,149 and $3,746 respectively. This number does not include money for special education, preschool, building and lunchroom operations and transportation. Using the per-pupil expenditure figure and corresponding averages for poverty, bilingual education, and vocational education, Catalyst found how much money a school would be allocated under per-pupil budgeting and then compared it to the school's actual budget. A one-to-one ration indicates that a school is equitably funded and anything higher than one means it is overfunded.

On average schools in Hyde Park and Kenwood were overfunded by 24 an seven percent respectively. Catalyst found that overcrowded schools many of which are located in predominately Latino neighborhoods, tend to be underfunded. However, schools with selective enrollment and special magnet programs, which tend to attract children from middle class families, are overfunded. Magnet schools, magnet cluster schools, gifted programs and special language programs receive more staff, said Virginia Vaske, Area 15 instructional officer. Those schools and programs also attract more expensive teachers, Catalyst noted.

Most Hyde Park schools have special programs that provide them with extra staff members. Kozminski Academy, 936 E. 54th St., a magnet cluster and International CPS scholar school, receives 36 percent more than what the Catalyst considers equitable funding.

Hyde Park magnet school Murray Language Academy, 5335 S. Kenwood Ave., receives 28 percent more than its fair share. Murray Principal Katherine Konopasek said she is content with the money she has. But she thinks school funding should be increased for all schools. "We need to raise the bar for all of our schools," Konopasek said. "Let's not look at taking from some schools."

Pedro Martinez, director of the CPs budget said he found several holes in the Catalyst study. He argued that it only took slices of the CPS budget, which does no lead to an accurate view of school funding. "Taking a slice of anything [and] you are never going to get a complete picture," he said.

His office just completed an analysis of school funding and found that a school's enrollment and number of poverty and special education students affect per-pupil spending the most. He said that his office will publicize its data at the end of the month . The data will be used to gradually convert the CPS funding formula to one where schools receive a set amount of money per student, creating more equity and transparency, Martinez said.

Graduation rates over represented

According to a report in the February 3, 2005 (University of) Chicago Chronicle, Graduation rates, "one of the most important indicators of students' success in later life) the actual graduation rate is measurably lower than reported, although slowly improving. This is from a study led by Elaine Allensworth of the Consortium on Chicago School Research. 54 percent of those entering as freshmen graduating (vs 48 percent in 1991) is more significant than 71 percent of senior class. Internal discrepancies also abound, not just between but in groups similar in makeup, in different schools and different similar neighborhoods. The overall rate is only 30 percent among African American boys. And the overall rate is 9 percent higher at Morgan Park than at Kenwood serving similar constituencies. Doing especially well nearby? new school Chicago Military Academy Bronzeville.

In May, 2005, a study was reported by city newspapers to say that the number of CPS grads who go to college is overstated by as much as a third. Some from CPS says there is an undercount.

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Chicago Catalyst notes (Dec. '04) that HPK are among the highest in the city having National Board Certified teachers. Certification by the National Board for Professional Teaching Standards requires spending a year or more compiling a portfolio of instructional practices and taking exams. Catalyst says research shows a major difference in effectiveness at raising scores for certified teachers. The process is highly rigorous and work-demanding. Recently joining the certified is Michelle Webb of Ray School. Top

Controversy was stirred by requirements that some schools make room for students from failing schools while others were exempted and other schools had to let students transfer out or lost funds due to the way the board counts students and allocates funds for impoverished students.

Letter to the Tribune, March 19, 2004. Board of Education makes work hard for LSCs

While the Chicago Board of Education is making every effort to persuade people to run as candidates for their Local School Councils through the use of public service announcements, fliers and posters, it is troubling to advocates of reform that recent decisions of the board will make it increasingly difficult for LSCs to carry out their responsibilities....

For example, by raising the bar on standardized tests in both elementary and secondary schools, it is estimated that the number of schools on probation will increase from 82 to nearly 300. The impact on LSCs will be devastating since decisions made by LSCs in probationary schools will be on an advisory basis only, eliminating LSC control over discretionary funds which can be used to purchase practically anything including textbooks, school supplies, musical instruments, lab equipment, computers and the hiring of teachers and security personnel.

The board has also eroded the most important responsibility of LSCs, which is the hiring of the principal. By restricting their choices to a pool of candidates the board deems qualified, it will be the board and not the LSCs that will ultimately determine who the educational leaders of the schools will be. In regard to schools on probation, these schools will have even less discretion when it comes to the selection of a principal. By micromanaging the selection of principals the board is clearly standing in the way of school reform, which was intended to transfer power to the members of the community and the teachers who knew their school best.

In addition, the recent decision to make it much more difficult for schools to remove truant students from its enrollment could have the unintended effect of undermining the schools and their LSCs. At first glance, the decision to get these individuals back into schools seems praiseworthy. However, this policy will have a negative effect since these are not stellar students and going to school on a daily basis is not one of their major priorities. As a result, their continued presence in the schools when they decide to show up will disrupt the school environment and hinder the educational progress of other students. Many educators cringe at the prospect of these students, some of them as old as 18 and 19, sharing a classroom with freshmen. Clearly, these ar not the type of role models you want polluting the young minds of impressionable students who are just starting their high school careers. Undoubtedly, attendance figures will go down, failure rates will go up, and scores on standardized test will decline resulting in more probationary schools and diminished powers for the LSCs. In some cases, schools may even be closed with the LSCs eliminated altogether.

Indeed, it seems hypocritical for the board to hype the need for LSC candidates while at the same time pursuing policies that will emasculate the LSCs. What is desperately needed is a serious reevaluation of board policies so that empowered LSCs, and not a well-meaning, but distant bureaucracy, can be allowed to do what they are supposed to do, namely to run their schools and make the decisions that will transform their schools into safe, secure and sound educational environments.

Larry Vigon, LSC teacher representative, Chicago

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Of schools improvement and pathetic funding and "bumper sticker solutions." Hannah Hayes

Hyde Park Herald, March 9, 2005.

..."It will be a great day when the schools get all the money they need and the air force has to hold a bake sale to buy a bomber." [sticker seen on a car in Hyde Park.] Twice in one day someone had suggested a bake sale to support one program or another in our public school...

...We have taken for granted that our public schools are underfunded and so deep in trouble that the problem itself is a cliche. At the risk of sounding like a broken record, let me remind you of our state's pathetic contribution to the public school system. Illinois ranks 48th out of the 50 states in terms of the money spent on education, and it is dead last in the per-pupil spending gap between the lowest and highest poverty areas. It supports only 36 percent o the education budget, despite a state constitution that mandates the state take primary responsibility for education.

What I hear a lot of is that you cannot solve problems by throwing money at the schools. I agree, as I said I don't think there are simple solutions to complex problems, and the troubles of the public school system in this country are many. But you have to admit that money for things like garbage pickup for public schools, security and crossing guards--not to mention more teachers when class sizes ar 38-plus kids--would be a good thing.

Last month's Catalyst, an independent news magazine published by the Community Renewal Society that analyzes education policy, attempted a school-by-school analysis of per-pupil spending in the Chicago Public Schools. Their analysis concluded that nearly half of Chicago's schools got either more or less than their fair share.

I don't pretend to understand the complexities of budgeting for a school system the size of Chicago; in fact the article even quoted the CPS budget director saying he hadn't a clue what it cost to educate a child. (The figures range from $2,250 to $8,582, according to Catalyst. The Board of education is seeking to address this inequality, an the Renaissance 2010 schools will pilot this approach. Currently charter schools are funded at 75% of the district's average base education costs. Understandably, they want more--don't we all? The Board of Education raised t ht amount in November in conjunction with plans for approved Renaissance 2010 schools. What t concerns me is that we are about to see the rest of us scrambling for crumbs.

Of course, seeking parity across the board for all spending per student is noble, just as the alleged premise behind No Child Left Behind Act sought to address racial and economic disparities in education. But what that also did was to lay the blame on teachers and schools for failing, and again seemed to pit schools against each other.

School Reform in 1989 was a great thing for communities like Hyde Park, and our local school councils have been successful an active. It is not the case in every school in the district. While the establishment of LSCs was an empowering thing, in a way it narrowed or focus to concentrating on our piece of the pie.

Next Monday, March 14 at 7 p.m., the Hyde Park-Kenwood Community Conference is sponsoring an Educational Forum at the Hyde Park Neighborhood Club. The LSCs, PTAs an principals of all of Hyde Park and Kenwood schools have been invited. While the agenda may be vague at the moment, it would be a good thing to focus on what our common problems and issues are, instead of looking at who gets more funding, and whose test scores are better.

Let's take the power of the LSCs a step further and see what we can do as a community. I doubt we'll walk away with a bumper sticker solution, but we may walk away with a little more knowledge and determination to make sure our schools do not become cliche--bake sales are not on the agenda.

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Why many parents change schools in the upper elementary grades. It's the bottleneck and complications of finding "good" seventh and eighth grade positions and not wanting their children to make repeated changes at these crucial ages. This makes retention hard for good schools without a 7th-8th grade program. (In this case, it also points out how hard it is for HP public schools to compete with the private schools, esp. U of C Lab School: some say HPK's social settlement, as it were, to maintain an "interracial community of high standards" is now built on private schools. But the attracting schools are not all private.) When a Murray parent representative and newly elected LSC president announced she had to suddenly accept a 5th grade position for her child a lab school, she told the Herald that since she expected her daughter to change schools in the coming years, she felt she had to take advantage of the acceptance now, rather than compete with everyone looking to get their children into competitive 7th and 8th grade magnet programs. Several parents, according to the Herald August 18, 2004, cited children leaving in earlier grades as a growing trend at Murray. There are very few spots in good 7th and 8th grade programs, so it is best to enroll one's child in a magnet school with 7th and 8th grade at an earlier grade... Another parent rep. was lost in 2004 when his 5th grade son transferred to Sheridan, a public school with a 7th and 8th grade program.

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Alderman Toni Preckwinkle (4th) wrote a strong editorial in the November 19. 2004 Hyde Park Herald blaming Washington, right-wing zealots, and the No Child Left Behind Act for adding to instead of helping solve a crisis in public education. Alderman Preckwinkle (4th) separately says that housing and new infrastructure alone cannot do the job: "Communities are tied together by schools."

Alderman Leslie Hairston says that a key bar to kid's and school's progress is that families, esp. low income, are being moved around and transferring too much. And retaining residents is as important to schools as to neighborhoods.

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Are we just "teaching to the test"? Do scores show that schools are slipping, failing to improve at the rate of other parts of the state, or succeeding where kids from advantaged homes and where the resources are, or that the tests are being ratcheted up? See below in Test Scores...and Measures of Success. Increasingly, staff is lockstepped: pressured from CPS for all teachers in every department to teach the same lessons at the same time the same way and to teach to the "goal" not the student. Everything is "assessment" and "procedures" ("right" steps-and-paperwork) driven. And the federal standard for "making adequate yearly progress" (non-fail) in 40% of certain grades in the school passing state reading and math tests--and that percentage goes up as the decade progresses. Other hoops include progress by various groups in terms of the 40%.

And what's the result? A Tribune article December 19 alleges that "errors fill testing data, putting conclusions in doubt." One conclusion reported for the 2003 testing season is that Illinois elementary schools show improving test scores- 60% this year, the most in the five years of the ISAT. But nearly 60% high schools slipped on a separate test for 11th graders. For the latter, experts cite educator resistance and student apathy at "yet another test." Some schools were reported in the article to be resorting to "desperate measures" while state Superintendent of Education Robert Schiller calls for drastic reform, including toughening Illinois graduation requirements, "among the weakest in the nation," including having an exit exam and geometry and biology required to graduate. December 13 the State Board of Education proposed that starting in 2008-9 students must pass algebra I and biology or chemistry to graduate. The next year, students would have to take three instead of two years of math to include geometry, and two of science to include biology and chemistry or physics. For 2011 the rule would include passing the Prairie State test. (State standards have to be approved by the legislature.) Another report says rules and lax standards are partly responsible for a disproportion of "poorer" teachers teaching the disadvantaged in Illinois.

The state announced 44% of schools failed to meet at least one standard, but many schools are contesting and appealing. A Tribune analysis of a sample of undisputed results showed that globally 86.5 and 87.8 percent of elementary schools passed the reading and math, with 83.4 and 76.5 in high schools, but in Chicago only 46-48 of elementary schools and a shocking 17.8 in reading and 23.3 in math in Chicago high schools passed. Statewide in high schools the number of schools posting declines on the Prairie State test rose from 50.5 to 57.7. A similar measure for elementary schools shows a major improvement over 2002. Still, Chicago Schools chief Arne Duncan points out that this year's is the biggest ISAT jump ever and the improvement is larger than the rest of the state. Note: no area schools had "best scores" in terms of percentage tested that exceeded standards.

Is the problem in high school results student apathy, non-relationship of the tests to graduation and college admission, or the size, makeup and more of high schools themselves? Or something else?

Illinois in 2005 is the only state to drop writing and social science components from its ISAT tests. Just as the college-entry SAT emphasizes writing skills. Experts quoted in a Tribune article March 11, 2005 say that we do teach to tests--under today's high-pressure for proof of performance, out of need is out of mind. The overemphasis on testing and comparative scores is part of the problem, the narrow focus of No Child Left Behind is another. But, many experts, especially in the writing-skills camp, cited say that the testing for writing just dropped was inadequate, rewarding rote rather than mastery or critical thinking and persuasion. Others wonder whether the schools aren't contributing to the seeming fading of civic knowledge and virtue in our country. State legislators are expected to make a push to restore at least some writing (cut to save $6 million). As of March 11, The Senate committee voted to do so, the House committee to this point has not approved.

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Feb. 2005 Catalyst, an independent news magazine published by the Community Renewal Society that analyzes education policy, attempted a school-by-school analysis of per-pupil spending in the Chicago Public Schools. Their analysis concluded that nearly half of Chicago's schools got either more or less than their fair share.

 

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The direction and viability of Kenwood Academy- and confidence of parents in the school, is considered by many, including HPKCC, vital to the community. Disagreements over the Future of Kenwood plan, which seeks to downsize the school as a neighborhood and local pupil-attractive school, disputes over receiving failing children and other out of area students, and over security (especially gang), closed-campus, and uniform issues have been vigorous. Kenwood also is seen as needing more resources and facilities than the recent increased provisions from CPS afford. See more on this in From the Schools- Kenwood. Some staff is said to want more vigorous goal-setting from the principal. Also, the school suffers (as system wide) from lockstepping: pressure from CPS for all teachers in every department to teach the same lessons at the same time the same way and to teach to the "goal" not the student. Everything is "assessment" and "procedures" (steps-and-paperwork) driven. On the other hand, many teachers are enthusiastic about the new collegial meetings crossing grades and departments. Scores are up and outperforming other schools, nearly at state average.

Beatings and other assaults by and upon Kenwood students is a serious issue that needs addressing many residents feel.

Conversion of Canter into a different kind of middle school, drawing graduates from a the succeeding set of local schools, is nearly complete and the wrinkles ironed out, except for needed new facilities. CPS has secured much funding, and the 53rd St. TIF may help fund an addition- this will be a major community issue. Meanwhile, an attempt is underway by some Murray parents to revive last year's attempt to pull Murray, one of the highest achieving schools, out of Canter Middle School. Very few Murray parents sent their children to Murray last year.

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The above issues, along with the disparity between two sets of local schools, have hit a raw nerve judging from a flood of articles to the Herald. There is much feeling that the federal "No child left behind" law is seriously flawed and perhaps has a bias against public schools. So says schools second-in-command and Hyde Parker David Pickens. Others see the new realities as increasing disparities in resources and respect for West Hyde Parkers and residents of nearby communities. But see above for benefits schools have been receiving. Top

To learn more about problems with education in Chicago, get the recent Report from the Education Committee of the Civic Committee of the Commercial Club of Chicago, "Left Behind." 21 S. Clark, Suite 3120, 60603. 312 853-1200. Top

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