Words of caution

Hick: TABOR repeal “a doomed effort”

Gov. John Hickenlooper spoke to the CASE convention on Feb. 6.

Gov. John Hickenlooper told a large audience of school administrators Friday that he “can’t imagine” the Taxpayer’s Bill of Rights being repealed and that instead the state needs to “modify the different parts of the constitution to put them more in harmony.”

Hickenlooper’s message to the annual winter meeting of the Colorado Association of School Executives probably wasn’t quite what some of the group wanted to hear, on TABOR or on other issues.

After the governor had finished his 20-minute speech, Boulder Superintendent Bruce Messinger asked Hickenlooper if he would lead a campaign to repeal TABOR. “We will need the governor to lead that charge.”

“To take on that battle … right now, that would be a doomed effort,”Hickenlooper said. “We’d be better served to look at modifying TABOR. I’m not politic, but at least I’m honest.”

Here are the highlights of what the governor said on other key issues.

School spending: He touted his proposed increase of about $380 million in state funding for 2015-16, but he warned about future years. “We’re at a serious turning point” in the following budget year, 2016-17, Hickenlooper said. For that year required K-12 spending increases “will more than eclipse all the projected new money for every other purpose in the state.”

Reducing the shortfall in K-12 spending “should be a priority for all of us,” he added. “But to create a system where no other part of the state [government] is able to grow is going to be a very great challenge.”

“There are no quick fixes, there is no magic wand out there.”

Testing: “I can’t tell you how many conversations I’ve had over the past 12 months on testing,” the governor told the group.

He didn’t refer to any specific possible changes in testing but broadly cautioned against radical changes. “We are seeing an international jobs war. The key to winning that competition is going to be education, and we’ve got to have some way to measure our success.”

He continued, “I get it – the volume of assessments has taken too much time away from teaching. That’s something we should be able to solve.”

But, he cautioned again, “Streamlining can’t come at the expense of maintaining fairness and consistency across every Colorado community.”

Community dialogue: On both finance and testing Hickenlooper stressed the need for expanded community dialogue across the state. “All of us need to do a better job of listening. … No one’s going to get everything they want.”

How schools are doing: “Despite all the budget cuts … there has been a lot of good news coming out of Colorado schools,” Hickenlooper said, citing achievement gains in districts like Adams 12-Five Star, Denver Public Schools and Edison in El Paso County.

“I think we are beginning to close the opportunity gap in Colorado,” he said. “Colorado is the greatest state … I think our education system is well on its way to being a reflection of that.”

After the governor left, a panel of six superintendents reacted to the speech and discussed other issues.

“I would agree with the governor that I think the repeal of TABOR is a fool’s errand,” said Walt Cooper, superintendent of the Cheyenne Mountain district.

But, as the session closed, Messinger said, “I think we have to be very resistant about accepting this as the new normal.” Changing TABOR “may be impossible, but only if we believe it’s impossible. … We can accept this as the new normal … or we can create the new normal and move a lower tax state into a higher tax state.”

The TABOR amendment requires voter approval for all state and local tax increases. It also sets limits on how much new revenue that state can spend in a given year. Rising state revenues are pushing the state budget toward that ceiling and may require tax refunds as early as the next budget year.

The legislature could submit a ballot measure to voters asking to retain the extra revenues, but it’s considered unlikely that will happen this session.

A second constitutional provision, the Gallagher amendment, sets limits on property tax collections and acts in combination with TABOR to limit local district revenues, shifting the burden of K-12 funding to the state. And a third provision, Amendment 23, requires school spending to increase by inflation and enrollment growth every year.

What superintendents are asking

A large group of Colorado superintendents came together to push for reduction of what’s called the negative factor, the shortfall in K-12 spending that began building after the 2008 recession.

They had some success with that lobbying effort, and this year superintendents are pushing for addition of $70 million to 2015-16 K-12 spending on top of Hickenlooper’s plan. The proposal would allocate $50 million to districts for at-risk students and $20 million to small rural districts.

A statement proposing that idea was signed by 174 superintendents in November, and several dozen of the district leaders gathered at a news conference Thursday to publicize the idea. (Read full statement.)

“This proposal is not only the right thing to do, it is the smart thing to do,” said Westminster Superintendent Pam Swanson said.

Superintendents pose for group portrait at CASE convention.
Superintendents pose for group portrait at CASE convention.

public comment

Chicago sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C. Sullivan High School

Asked and answered

Why Rahm Emanuel and his schools chief believe an elite curriculum can resuscitate neighborhood schools

PHOTO: Steve Hendershot/Chalkbeat
Mayor Rahm Emanuel at Fiske Elementary in Woodlawn

Chicago is doubling down on a big bet that the International Baccalaureate program can be boon to its struggling neighborhood schools. We asked Mayor Rahm Emanuel and schools chief Janice Jackson to explain their calculus in a recent joint interview. Here’s what they told Chalkbeat contributor Steve Hendershot. 

This interview has been lightly edited for clarity and length. 

Chalkbeat: Why does it make sense to you to expand IB’s presence in Chicago?   

Janice Jackson: We’ve made investments in IB schools for a number of reasons: first, believing that schools need high-quality academic programs and a curriculum aligned to that, in order to really raise the bar for students and make sure that they are being presented with grade-level appropriate materials.

But in the case of IB, it’s rigorous and grade-level appropriate, but also takes a global look, which we think is one of the things that students should be focused on.

When we look at our metrics, we’ve already seen a dramatic improvement in schools that have a wall-to-wall IB program [offering only IB and not other curriculum], and we’ve seen that outlined in a few different ways at the high school level. It has resulted in higher graduation rates at some of our neighborhood schools that have adopted wall-to-wall programs.

And more important, at the elementary level, we’ve seen an improvement in standardized test scores for students that have access to a full IB program. So there’s demonstrated success that we can point to.

But the thing that I personally appreciate as an educator is the training that comes along with that. The teachers become a part of a network of highly accomplished teachers and they receive this training that is world-class. And then our students right here in Chicago and our neighborhoods get the benefit of that.

Rahm Emanuel: There’s two things I would say. One, for the parent’s side, what we’re trying to do is create what I call IB neighborhoods. So if you want to go to the Lincoln Park neighborhood or the Back of the Yards neighborhood, you can now go there and have your children in an IB literally from first grade to 12th grade, and there’s a continuum, there are feeder schools. Rather than parents moving out to the suburbs, they have one of the most sought-after academic programs. We have more people trying to apply, both principals and parents, to get the IB.

Second, I want to echo something Janice said and then underline it — the teachers love it because it frees them up to be the educators that they chose to be. The students get a rigorous education and the teachers get liberated to be educators. So that’s why I think it works.

Chalkbeat: That’s something I heard from IB’s parent organization as well — freedom from teaching to the test.

Emanuel: Listen, there’s a number of teachers I talk to regularly, and they’ll tell you that the moment their school went IB, the creative juices, the creativity, the collective energy that happened. It’s not an accident. Parents are flocking to it, parents are seeking it and principals get it because it sparks something. And then obviously our students are the beneficiaries of that.

The University of Chicago study from 2012 indicated that IB’s great postsecondary outcomes don’t depend on whether students actually earn the IB Diploma. Still, Chicago lags there — in the year of the study only 20 percent of CPS students earned the IB Diploma compared with 70 percent nationwide. Is that a number you’re focused on improving?

Jackson: Definitely the IB Diploma is the North Star. But if we could just take a step back, the plan that the mayor announced a couple of weeks ago around creating these IB programs which includes feeder schools that would feed into our high school programs is our effort to better prepare kids for the rigor of the IB program at the high school level.

So in many of our schools, when we launched, we started with the Middle Years Program, but now more and more we’re seeing the need to start at the primary level. So we’re looking to expose students a lot earlier, believing that that will make the IB diploma program more accessible to them.

Emanuel: I know a family with twins where one child got accepted to one of the top selective-enrollment schools in the city and the other one did not, but got accepted to the IB. They’ve now graduated. And first, the IB was more rigorous than the selective-enrollment academically. And second, both twins went to the University of Wisconsin and in their freshman year, the IB child was cruising.

I don’t want to over-color this because they’re both succeeding, but the adjustment to college was harder for the child who came out of one of the top selective-enrollment schools. That only underscores what the original U of C study in 2012 told us.

I want to underscore one other piece of data. When we started this, the goal was to make the International Baccalaureate not a backup to the selective enrollment, but a competitive, qualitative choice. In the district’s GoCPS enrollment portal, almost a quarter of the kids that got into our best selective-enrollment schools — 23 percent pick IB or artistic schools.

It’s becoming a true qualitative choice and competitor to the selective-enrollment schools. I think that’s good for the city. It’s good for parents, it’s good for the students and it picks up everybody else’s game.

Jackson: Let me add one thing from the teacher’s perspective. As we traveled throughout the city to host roundtables with teachers, [we heard that] teachers don’t want to spend a bunch of time developing curriculum, spending their whole weekend pulling out assessments and lessons for the students.

With the IB program, a lot of that work has been done for them. It’s research-based and it has a history of success, so it gives them more time to spend assessing their kids, working directly with them and allowing for that freedom and creativity, and we know all kids thrive in that type of an environment.

Chalkbeat: Do you think IB’s teacher training and framework pay dividends beyond the IB classes themselves? I’ve heard the idea that there’s a noticeable effect schoolwide.

Jackson: Yeah, it is definitely one of the outcomes. Because if you start with the Middle Years Program, if the teacher is implementing it with fidelity, they’re going to start to push on those intermediate grades and those primary grades to make sure that the students are prepared. And so it’s one of those cases where we raise the bar and students rise to the occasion, and it starts to really push throughout the building.

The other piece that I would say you really see in a lot of our schools with IB programs is that [students] are focused on global thinking. That’s something that all of us want our children to be thinking about, but quite frankly, it’s not happening in every single school. In our IB schools, the kids talk about not only their coursework and the content, but they talk about their place in the world, which I think is one of the unique features of the IB curriculum.

Chalkbeat: This is an interesting moment for IB within CPS because just as you’ve introduced the idea that a child can study IB from pre-K through the Diploma Program, the mayor — an IB champion — announces he’s leaving office. How can a parent because sure that IB will still be available 10 years down the road when their child is ready for the Diploma Program?

Emanuel: Two things. One, parents want it. Principals, teachers want it. We have basically 10 to 11 percent of the kids in CPS in IB. That’s a built-in constituency. Look, somebody else will have their own interests, et cetera, but I don’t believe they’re going to walk back from this because you have a built-in constituency of principals, teachers and parents who want this.

You’re going to have a fight on your hands. There’s plenty of fights to go around when you’re mayor, and you’ve got to pick the ones you want. This is not one I would recommend because I know the parents that are invested in this — and the teachers and the principals. There’d be holy hell to pay if you try to mess with it. Yeah. That’s the cleanest way I could say. And I think I know something about politics.

Jackson: I wholeheartedly agree with and support this approach. As long as I’m there, I’m going to continue to push for expansion and make sure this vision around these IB cluster neighborhoods comes to fruition.

I really do think if you look at the maps that we put out a couple of weeks ago and where we have added programs under Mayor Emanuel’s tenure, you can really see not only the expansion of programs, but really equity in distribution. We have prioritized some of our neighborhoods that needed this programmatic investment and the schools are better off as a result of this.