Tennessee

Report: For Memphians, ASD’s sullied image rooted in city’s racial history

PHOTO: Jim Webber/Commercial Appeal
Caldwell-Guthrie Elementary School student Jonisha Simms (center) listens as parents and members of the school's neighborhood advisory council protest in December in front of the Shelby County Schools' administration building over the charter matching process established by the Achievement School District.

The Achievement School District has learned that justifying controversial school turnaround tactics with ambitious promises about student test scores in Memphis has done little to endear the state-run district to a community with a highly charged racial history, a new report says.

And the resulting negative perception has added yet another barrier to the ASD’s goal of turning around the state’s lowest performing schools, most of which are in Memphis, say researchers charged with providing an impartial assessment of the district’s work.

In a report released Monday, researchers said the ASD’s intense focus on improving student outcomes has come at the expense of effectively engaging the Memphis community and has failed to recognize the city’s unique racial history, including segregation, desegregation, white flight and the recent secession of six municipalities from Shelby County Schools.

“There is little doubt that many schools in Memphis are in dire need of improvement; but there is also little doubt that a long history of racial discrimination, violence, and a ‘by any means necessary’ effort to keep the suburban and city schools separate has provided Memphians with ample reasons to question the intentions of outsiders promising improvement,” said the report by the Tennessee Consortium on Research, Evaluation and Development, a research and policy center housed at Vanderbilt University’s Peabody College of Education.

Created in 2010 as part of Tennessee’s Race to the Top plan, the ASD has authority under state law to wrest the worst schools from local district control and implement intensive turnaround strategies. It now oversees 29 schools, mostly in Memphis and formerly run by the local school district, and has assigned the majority to charter networks to operate.

The report says the culture of Memphis and structure of the state-run ASD collide in an unprecedented way in American education, raising concerns about power, financial profit and paternalism from much of the community that the district aims to serve — and making the ASD’s task of turning around neighborhood schools a formidable one.

"This is a really tough environment to make this work, which doesn’t mean it’s not possible, and that it’s not worth trying."Joshua Glazer, researcher

“Unlike most charter schools, it is not a voluntary option that exists alongside traditional schools, and unlike the New Orleans Recovery School District it has not replaced the existing district. Rather, the ASD must coexist in a complex, interdependent relationship with a local system whose ties to the community entail a complex mix of historical, social, and economic factors,” write authors Joshua Glazer and Cori Egan.

In an interview with Chalkbeat, Glazer emphasized that the ASD’s work is valuable — but challenging.

“This is a really tough environment to make this work, which doesn’t mean it’s not possible, and that it’s not worth trying,” Glazer said. “But they’re redefining local in a country that gets really worked up about local control. And they’re promising results that are really hard to deliver. And they’re doing it in this place with a deep, deep history of division.”

ASD Superintendent Malika Anderson agreed with the report’s conclusion that a broader community coalition is critical to the long-term sustainability of school turnaround work.

“Each year we have sought feedback on our engagement efforts and made improvements, which this report acknowledges and makes crystal clear,” she said. “The report itself demonstrates (the) close partnership between the ASD and researchers and an effort to learn and get better.”

The report says the ASD’s unified pursuit of an ambitious learning agenda, as well as its newest structure designed to give parents greater voice through its neighborhood advisory councils, have not generally worked and even have contributed to a perception of a system aimed at hostile school takeovers to benefit private interests. “It is remarkable how diametrically opposed the perspectives of ASD detractors are from those of supporters,” the report says.

The report, called The Tennessee Achievement School District: Race, History, and the Dilemma of Public Engagement, was funded by the Walton Family Foundation and Spencer Foundation, and was commissioned by the Tennessee Department of Education.

The report is the second in the last few months to highlight challenges the ASD faces. In December, Vanderbilt released a study showing that the ASD has had less of a positive impact on student test scores than have Innovation Zones, or “iZones,” run by local districts.

Last year, the same team of researchers lauded the ASD’s unified sense of mission shared with its charter school operators but cautioned that their focus on testing might cause leaders to lose sight of nuances that cannot be measured by tests — a warning they reiterate in this year’s report.

Here are some takeaways by researchers in this week’s report:

The ASD sought to redefine “local education” — but has yet to convince most Memphians.

The state-run district aimed to remove school boards and bureaucracy from the school improvement equation and instead focus on individual schools. But some community members have resented the loss of democratic input.

Detractors also have resented the presumption that Memphis can “be fixed” by outsiders and and are indignant at the implication that students will be better served by young (and often white) college graduates than by experienced local teachers (who are often black.)

"(The iZone) didn’t have to do a whole lot of professional development on cultures."Tomeka Hart, former school board member

Tomeka Hart, a former Memphis City Schools board member, told researchers that ASD leaders were at a disadvantage from the outset. “The people in the iZone have been here, they know this community. They didn’t have to do a whole lot of professional development on cultures,” said Hart, who was involved in creating the ASD as a member of the state’s Race to the Top team.

Over the years, the ASD has tried to allay concerns about lack of community input by overhauling their “matching” process, in which they select which low-performing schools will join their district and be matched with a charter operator. But their latest attempt — which included considerably more community members in the process — did not achieve its goals, the report said.

“Viewed from the perspective of the ASD, the (neighborhood advisory councils) proved unwieldy and unpredictable. … Moreover, accusations questioning the integrity and legitimacy of the process, depicted in the local press, seemed to generate additional controversy and resentment,” the report said. “In short, the plan (…) to defuse community backlash has yet to materialize.”

Community reaction to the ASD is inextricably tied to Memphis’ racial history.

Though disagreement on any major change in a city’s educational system is expected, researchers stressed “it would be a mistake to dismiss local concerns about the ASD as just another example of the tug and pull of American education politics.”

From desegregation in the 1950s and ’60s to busing students and white flight in the 1970s, the researchers traced a history of black students in Memphis City Schools being siphoned from the rest of the school populace. The heated conversations around the recent de-merger of six municipalities also had hints of racially charged motivations, researchers said.

The ASD’s takeover of schools in Shelby County with little parent involvement and an influx of young, white teachers “has been as much symbolic as practical,” feeding racial tension, the report said.

“To get buy-in from the community, they took some of the school leaders that were in that particular community in those schools and leveraged them as part of ASD’s ground staff. These were black faces, black voices, and black leaders, which was a very strategic move,” said LaShundra Richmond, deputy director of the Tennessee Black Alliance for Educational Options, who worked with the ASD to build community support. “But,” she told researchers, “there wasn’t any true partnership. The conversations and relationships didn’t continue. They lost the momentum and the trust that they had built.”

There’s also mistrust created by how the ASD has impacted Shelby County Schools.

Several critics noted the ASD’s adverse financial implications for Memphis’ local district, which already is under financial strain.

“Other community members expressed skepticism about the agenda behind the philanthropic investments that have played a key role in establishing and supporting the ASD,” the report said. “They suspect that the real purpose is to discredit the local system and to promote charter schools.’

But officials with Shelby County Schools agree that the ASD has improved public education in Memphis.

“Many people in Memphis view the iZone and the ASD as competing programs that vie for schools and bragging rights,” Glazer and Egan write.

Sharon Griffin, regional director of Shelby County Schools’ iZone school turnaround initiative, told researchers that “the ASD has caused us to really look in proactive ways how to better support schools. So, thank you for the pressure, because it’s making us take a hard look at what we thought we were doing right,” she said. 

The ASD created “a double-edged” sword by publicly focusing on test scores above all else — and not showing as dramatic results as the public expected.  

Because the ASD focused so much on how it would raise test scores, its failure to make a significant positive impact on scores, as described in the recent Vanderbilt study on school turnaround efforts in Tennessee, illegitimized the district in the eyes of the public. By only publicly focusing on one measure, district officials effectively put all of their eggs in one basket (although the ASD’s framework also tries to address related issues such as attendance and discipline.)

“Local districts are also under pressure to improve, but their legitimacy is grounded in far more than test scores,” according to the report.

ASD officials recognize the pitfall on their student outcome focus. “I think that with the ASD the perception in the community may be that we’ve over-promised what we can do in terms of the impact on student outcomes,” an ASD staff member told researchers. “I think there is this narrative now that the ASD said it was going to come in and transform these schools—that’s really not happening.”

The ASD’s “unambiguous line of authority and clear mission have enabled it to focus on a remarkably coherent set of goals.” But that’s come at a steep price: an adversarial relationship with the community it hopes to serve.

By avoiding the establishment of a school board or the bureaucracy of most urban school districts, the ASD has streamlined decision making, but to the detriment of community trust. The lack of local political institutions has caused many Memphians to believe their schools are being taken over by outside — not local — forces, and that the ASD is benefiting private interests, not the public’s.The ASD’s recent attempts to include the community last fall via neighborhood advisory councils did little to allay community members fears of outside meddling, and might even have exacerbated them.

Despite the challenges, the ASD will remain part of the state’s educational landscape.

“The immediate survival of the ASD does not appear to be threatened by these dynamics,” according to the report. “The ASD is enshrined in state law, and the governor and many members of the state legislature see it as an important component of the state’s education strategy.” Indeed, of 22 bills aimed at curtailing the ASD during last year’s legislative session, all but two were tabled. This year, bills to limit or abolish the ASD have been blocked before being even debated.

Memphis reporter Laura Faith Kebede contributed to this report.

 

Editor’s note: This story has been updated to include an expanded response from the ASD, with additional details and context throughout.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.