Movers and shakers

The Mind Trust shaped Indy’s charter scene. Now founder David Harris is going national.

PHOTO: Dylan Peers McCoy
Brandon Brown (left) will replace David Harris (right) as CEO of The Mind Trust, an Indianapolis non-profit that has helped shape the city's education landscape.

Eleven years after founding a nonprofit that has dramatically reshaped Indianapolis schools, David Harris is stepping down to help launch an as yet unexplained national education group.

Harris is leaving his role as CEO of The Mind Trust, the most influential nonprofit in Indianapolis education, in April. He will be replaced by Brandon Brown, currently the nonprofit’s senior vice president of education innovation.

Harris’s impact on Indianapolis education has been immense but controversial. When charter schools came to Indiana in 2001, he led the office that oversaw the schools for Mayor Bart Peterson. In 2006, Peterson and Harris founded The Mind Trust with the aim of transforming the city’s education landscape. In the years since, the group has recruited education organizations to come to Indianapolis, incubated more than a dozen charter and innovation schools, given fellowships to more than 25 education leaders, and helped establish a new approach to partnerships between Indianapolis Public Schools and charter schools.

“David Harris is one of the most thoughtful and pragmatic education leaders in the nation,” Neerav Kingsland, who leads K-12 education work for the Arnold Foundation, wrote in an email. “The partnership between Indianapolis Public Schools and The Mind Trust serves as a model of how school districts and non-profits can work together to get more kids into great schools.”

Now, Harris is moving on from the city he helped shape to the national stage, although he still plans to live in Indianapolis. The national group is in the early stages of development, said Harris, who declined to provide more details about his co-founders or their plans. A release from The Mind Trust said the new organization aims to “help cities around the country build the right conditions for education change.”

It’s unclear how the new group would fit in with similar national efforts to promote Indianapolis’ strategy for improving schools. A group called Education Cities, for example, was started as a project of The Mind Trust to create similar local groups across the country.

Harris said that Indianapolis has made enormous progress on education, but many children still do not have access to great schools.

“I think there’s kind of a recognition in our community that didn’t even exist 20 years ago, and I don’t think was prevalent 11 and a half years ago, that the best way to produce result for kids is to empower educators in the building,” Harris said.

In Harris’s time at the helm of The Mind Trust, schools in Indianapolis have gone through significant changes. In addition to its support for charter schools, the group has helped launch a common enrollment system that allows parents to apply for district and charter schools in one place, and recruited several education oriented groups to support training and advocacy for educators and families in the city, including Teach for America, TNTP (formerly The New Teacher Project), and Stand for Children.

But perhaps the most remarkable change that The Mind Trust helped bring about was the creation of innovation schools. In 2011, a Mind Trust report called for principals to have more control over spending and daily operations. A year later, the newly hired superintendent Lewis Ferebee embraced a similar idea, and in the years since, the district has created 16 innovation schools, which are managed by charter operators or nonprofits but are still under the district umbrella.

The Mind Trust’s role in Indianapolis has inspired significant backlash from some local parents and activists, who say the group’s outsize influence is pushing the district in the wrong direction.

“I honestly think that if The Mind Trust … hadn’t been in Indianapolis over the past 10 or 11 years, that IPS would not be decimated and flailing like it is now,” said Chrissy Smith, a parent and member of the IPS Community Coalition, a local group that is critical of the current administration. “We would not see innovation schools coming in. We would not see the proliferation of charter schools.”

When Harris leaves, The Mind Trust will be led by Brown, who has been with The Mind Trust since 2015. He previously led Mayor Greg Ballard’s Office of Education Innovation, which oversaw 38 schools serving nearly 15,000 students, according to The Mind Trust.

“We believe it’s critically important to have real, school level autonomy. We think it’s critical that you have an exceptional school leader in charge of that school,” Brown said. “Then it’s important to rigorously hold the school accountable for results.”

This year, about 6,300 students attend innovation schools in Indianapolis Public Schools, and nearly 10,000 students who live in the district attend charter schools.

“Lots of people have had their hands in this, but David has been the leader and the driving force without question,” said Bart Peterson, who is the board chair for The Mind Trust. “We’ve really created an environment that I think is second to none in the country.”

Sticker shock

In Illinois, child care costs eclipse rent, making it one of least affordable states  

The average annual cost of child care now outpaces what families spend on a year of rent in Illinois, according to a new report that examines child care costs nationwide.

Illinois is one of the 15 least affordable states in the country, according to the report from the Virginia-based nonprofit Child Care Aware of America. The nonprofit examined costs across the United States and adjusted them for median income and cost of living.

“Families are seeing that child care is a significant portion of the bill they have to pay,” rivaling the cost of college tuition, rent, and even sometimes mortgage payments in some areas of the country, said Dionne Dobbins, senior director of research at Child Care Aware.  

The average annual cost of center-based care for an infant in Illinois has reached $13,474 — which is a staggering 52 percent of the median income of a single-parent family in the state and nearly 15 percent of the state’s median married couple’s income.

That figure put it 13th among the least affordable states, which were ranked by the percentage of a single-parent family’s income spent on child care. Massachusetts topped out at nearly 65 percent of a single-parent family’s median income for center-based infant care.

In Illinois, care for toddlers and older children before and after school also consumed a greater percentage of a family’s income compared with other states. Illinois ranked 14th for toddler care as a percentage of median income, with an average cost of $11,982 for full-time toddler care at a center.

The state was among least affordable for the cost of three months of summer care.

 

Illinois offers a child care subsidy intended to offset the costs of care for low-income working families, but that program has been rocked by shifting eligibility requirements and compliance issues. Participation in the program has dropped by a third since 2015, when Gov. Bruce Rauner’s administration changed eligibility requirements.

Dobbins said that, across the United States, child care subsidy programs are under pressure as states tighten compliance and lower reimbursement rates. In some states like Illinois, rising minimum wages have rendered some families ineligible for subsidies or staring down co-pays that they can’t afford.

Dobbins said that nationally, only one in six children eligible for subsidized child care actually ends up using it.

 

words of advice

Here’s advice from a social worker on how schools can support transgender students right now

PHOTO: Getty Images
A flag for transgender and gender noncomforming people is held up at a rally for LGBTQ rights at Washington Square Park.

Soon after news broke that the Trump administration could further roll back civil rights protections for transgender students, one New York City teacher sent an email blast to her fellow educators.

She was searching for materials to use in biology class that reflect people of different gender identities, but couldn’t find anything.

Many city educators may similarly grapple with how to support transgender students after it was reported that the Trump administration is considering whether to narrowly define gender based on a person’s biology at birth — a move that could have implications for how sex discrimination complaints in schools are handled under federal Title IX.

Olin Winn-Ritzenberg — a social worker at the Lesbian, Gay, Bisexual and Transgender Community Center — has some tips for navigating the questions and emotions this latest proposal might surface. He runs a support group for transgender teens and their peers who want to be allies, and says the most important advice is to just be willing to talk and listen.

“I don’t think it’s the kind of thing that you want to wait until somebody is in crisis,” he said. “By bringing it up ourselves, we’re modeling support.”

Here’s what he had to say about recognizing transgender students, the protections that New York City and state offer, and some mistakes to avoid.

This interview has been edited for length and clarity.

What are your tips for how to explain the news to students and young people?

If it’s news like this, that’s hard to maybe pin down what it exactly means (this was a memo, and does it have teeth? What does it mean?) I would look to them for the feeling of it. That’s what’s really important and a lot of what’s going on is just fear mongering, and a denial of trans existence. And that is something our young people will be able to speak to, to no end, and that they’re not strangers to — especially under this administration.

I would want to help ground things and offer some reassurance that a memo doesn’t have teeth and that we can look to our local New York City and state protections — that we’re lucky to live in a place that has such strong protections, especially for students.

What kinds of protections should New York City students expect to have in schools?

A student in New York City could expect to use the facilities that align with their identity, and could expect to possibly see all-gender facilities in their schools — as there are more and more of those being converted. They can expect to be able to file or register a complaint of discrimination against other students or even staff, and can expect to have an LGBT liaison within the Department of Education. They can expect to have their name and pronoun respected and utilized, and come up with a plan with a staff member around, if they’re transitioning socially or in any form at school, how they would like to be supported and how that looks in each unique situation.

It doesn’t always happen. But the fact that we do have it in policy means that there’s a means to pursuing it and that the institution is on the side of the trans or gender non-conforming student and would help to rectify any situation that’s feeling unsafe or unsupportive.

How can teachers and adults show support for their transgender students right now?

I don’t think it’s the kind of thing that you want to wait until somebody is in crisis. It shouldn’t be necessarily on any student to bring it up. By bringing it up ourselves, we’re modeling support. Even though this is a memo and we’re all waiting to see what they’re going to try to do with it, we know the intentions behind it…

I think we can speak directly to that and not make the debate about, ‘Is there or isn’t there a trans experience?’ That’s maybe one of the most powerful things. Yes, we exist. And if you’re an ally: ‘I’m a witness. You exist. You’re valid and as valid as anybody else.’

What would that validation look like in a school setting, say, if you’re a math teacher?

I think that making things visible is powerful. So if there’s a public bulletin board in a hallway and it says, ‘We stand with our trans staff and students,’ and then people have an opportunity to sign it.

I really think it can be an individualized response by a school depending on that school’s culture and if there is leadership by students, say, ‘We would like to be vocal and explicit in our support. You come up with the idea.’ Or, not to put it on them but say, ‘We’d love to be guided or get input from you on how to do that,’ so it is, wherever possible youth and trans-led.

Say, ‘What do you need and what can we provide?’

What should teachers and adults avoid saying or doing at a time like this?

I think a common, misguided mistake — that’s not necessarily hateful, but is really harmful nonetheless — is propping up a debate that’s going to hinge on ‘Do trans people exist?’ Or, ‘Defend or argue against sex being a binary, scientific, biological basis to view narrowly.’  

If a teacher wanted to engage with this but the assignment were more like, ‘What are your thoughts,’ there is so much education that needs to be done first — and that can put a person’s very identity and being up for debate in a classroom setting.

Another really bad thing would be just to ignore it because people are maybe scared of going there or don’t know what to do.