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black students

Achievement GapBipartisanshipBlog GuestSchool ChoiceTax Credit Scholarships

Darrell Allison: Access denied, from lunch counters to zip codes

Special to redefinED August 27, 2013
Special to redefinED
Allison

Allison

Editor’s note: This is the second in our series of posts commemorating the 50th anniversary of Dr. King’s “I Have a Dream” speech. Darrell Allison is president of Parents for Educational Freedom in North Carolina.

Is school choice the civil rights issue for the 21st Century? I say it’s always been an issue.

While the battles, faces, and nuances have changed, we are still wrestling with core questions of equality, education as a means of opportunity, and creating a just society.

On Feb. 1, 1960, four young men from North Carolina Agricultural and Technical State University, Ezell Blair, Joseph McNeil, Franklin McCain, and David Richmond, were refused service at a lunch counter in Greensboro, N.C. because of the color of their skin. In response, they turned the nation’s attention to injustice and inequality by remaining in their seats until closing time. The sit-in continued the following day; pretty soon, after significant media attention, sit-ins were happening elsewhere in North Carolina and in cities across the South.MLK snipped

In 2013, four courageous young men followed in their footsteps by bringing attention to educational injustice to the North Carolina legislature. Reps. Marcus Brandon and Ed Hanes (both Democrats), and Brian Brown and Rob Bryan (both Republicans), each took political hits and overcame harsh rhetoric as they jointly sponsored The Opportunity Scholarship Act.

Opportunity Scholarships give students from low-income and working-class families the ability to attend non-public schools that could better meet their needs. The hard reality is, not much has changed since the 1960s when it comes to educational choices. Wealthy parents have always had access to an array of options that many lower-income, mostly minority students do not. This was the justification behind Opportunity Scholarships – to provide the same equality of choice to poor families.

As Dr. King once said, “Injustice anywhere is a threat to justice everywhere … whatever affects one directly, affects all indirectly.” In North Carolina, we have a 30 percentage point achievement gap between non-poor and economically disadvantaged students, a 30 point gap between whites and blacks, and a 24 point gap between whites and Hispanics. If we treat Dr. King’s quote as truth and not a catchy saying, where is the moral outrage?

These statistics reveal a great divide – one that Brown v. Board of Education sought to address in 1954. The landmark case recognized segregation in public education was wrong. However, I contend that Brown v. Board was not simply and narrowly about placing black kids in classrooms with white kids. It was, at its very core, a school choice issue because one of its underlying premises was the quality of education was not the same for minority students compared to their white counterparts.

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August 27, 2013 2 comments
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Blog AdministrationEducation PoliticsParent EmpowermentSchool ChoiceTax Credit ScholarshipsVouchers

Parental school choice spurs surprising reactions from advocates of the poor

John Kirtley August 26, 2013
John Kirtley

As a white person from Iowa, I am always hesitant to write about the racial aspects of ed reform and parental school choice. I feel it is always better to have others with more credibility speak of it. But this weekend I saw two things that compelled me to write.

Kirtley: On the 50th anniversary of Dr. King's great speech, a black U.S. attorney general working for the nation's first black president filed a lawsuit to halt a program that is helping low-income black families in Louisiana choose a better school for their children.

Kirtley: On the 50th anniversary of Dr. King’s great speech, a black U.S. attorney general working for the nation’s first black president filed a lawsuit to halt a program that is helping low-income black families in Louisiana choose a better school for their children.

On Saturday, I read that the U.S. Justice Department is suing the state of Louisiana to block vouchers for students in public school districts that are under old federal desegregation orders. The statewide voucher program, officially called the Louisiana Scholarship Program, lets low-income students in public schools graded C, D or F attend private schools at taxpayer expense. This year, 22 of the 34 school systems under desegregation orders are sending some students to private schools on vouchers.

The Justice Department’s primary argument is that letting students leave for private schools can disrupt the racial balance in public school systems that desegregation orders are meant to protect. Sounds like a good idea, right?

But here’s the thing: according to the Louisiana Department of Education, 86 percent of the children on the program are black. Only 9 percent are white.

If roughly 90 percent of the kids on the program are black, I don’t really understand how them moving to private schools that would better serve them would worsen segregation in the public schools. Are they leaving schools that are mostly white? If so, should they be forced to stay there even though they aren’t being well served? How would you explain that to their parents?

On the 50th anniversary of Dr. King’s great speech, a black attorney general working for a black president filed a lawsuit to halt a program that is helping low-income black families in Louisiana choose a better school for their children. This law was not just backed by Republican Gov. Bobby Jindal,  but was sponsored and supported by numerous black Democratic legislators. Half of the Senate Democratic caucus and a quarter of the House Democratic caucus in the Louisiana legislature backed the initial expansion of the program from its New Orleans origins.

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August 26, 2013 0 comment
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Know Your HistoryParental ChoiceReligious EducationSchool Choice

MLK and God’s schools

John E. Coons August 26, 2013
John E. Coons
Coons

Coons

Editor’s note: This is the first in a series of posts we’re running this week to commemorate the 50th anniversary of Dr. King’s “I Have a Dream” speech.

I grew up in a Minnesota city of 100,000 with – in my time – one black family. My introduction to the reality of public school segregation came in 1962 as – now at Northwestern in Chicago – I agreed to probe the public schools of the district on behalf of the U.S. Commissioner of Education. The racial separation was there as expected, but there was one big surprise; I was astonished to find enormous disparities, not only in taxable local wealth – hence spending – among the hundreds of Illinois districts, but even in individual school-by-school spending within the Chicago district itself. I wrote about both problems, sprinkling research with “action” including marches and demonstration both in Chicago and in Selma (prior to the main event there).MLK snipped

My interest in deseg politics had already provoked a law review article on the risks of anti-trust liability for King et al. who were planning boycotts of private discriminators. On the strength of that essay, Jack Greenberg, then director of the NAACP Inc. Fund, invited me to meet with King and his lieutenants at dinner in Chicago to discuss the question. We spoke at length – mostly about boycotts but also about schools. By that time I was already into the prospects for increasing desegregation in Chicago, partly through well-designed school choice.

I won’t pretend that I recall the details of that evening. What I can say is King’s mind was at very least open to and interested in subsidies for the exercise of parental authority – which clearly he valued as a primary religious instrument. I took my older boys next evening to hear him at a South Side church and, possibly, to follow up on our conversation, but he had to cancel. We heard sermons from his colleagues, some to become and remain famous. I did not meet King again.

King’s “Dream” speech does not engage specific public policy issues – on schools or anything else. Essentially a sermon, it is a condemnation of the sins of segregation and an appeal to the believer to hear scripture, with its call for indiscriminate love of neighbor, as the life-task of all who recognize the reality of divine love for us – his image and likeness. It is purely and simply a religious appeal that declares the good society to be one that rests upon benign principles that we humans did not invent but which bind us. I don’t know King’s specific understanding of or attitude toward non-believers, but this document clearly rests the realization of the good society upon its recognition of our divine source and its implication of the full equality of all persons.

Given that premise and the Supreme Court’s insistence upon the “wall of segregation” in the public schools, plus – on the other hand – the right of parents to choose a private religious education, the logic is rather plain.

Private schools live on tuition, and many American families couldn’t afford to enroll then or now. If low-income families were to exercise this basic human right and parental responsibility enjoyed by the rest of us, government would have to restructure schooling to insure access to an education grounded upon, and suffused with, an authority higher than the state. Given the economic plight of so many black parents, the only question would be how to design the system to secure parental choice without racial segregation by private educators.

And that possibility was to be the principal crutch of “civil rights” organizations in hesitating about subsidized choice.

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August 26, 2013 0 comment
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Achievement GapParental ChoiceProgressives and ed reformSchool Choice

Dr. King, the Dream & educational progress

Ron Matus August 23, 2013
Ron Matus

Fifty years ago next week, Dr. Martin Luther King Jr. delivered his “I Have A Dream” speech to 250,000 people in Washington D.C. It remains one of the greatest speeches in American history, offering a sweeping vision of hope and equal opportunity in the midst of so much fear and turbulence.

MLK snippedMany of us will reflect on how far we have come, and how far we have to go, since Dr. King energized millions with his words – and there’s no doubt education will be part of those discussions. To that end, we’re running a series of posts next week on the Dream and our schools.

We asked our bloggers to consider a scenario described by education leader Howard Fuller: On Feb. 1, 1960, four black students sit down at a lunch counter in Greensboro, N.C. and are denied service. They spark the lunch counter movement, helping to focus the nation’s conscience on racial segregation. Now, four black students sit down at a lunch counter and they’re welcomed like other diners. But they can’t read the menu.

What do racial achievement gaps say about the state of Dr. King’s dream? How does our current education system expand or contract his vision of social justice and equal opportunity? Is there reason to be hopeful when it comes to school choice, educational quality and the academic success of low-income and minority children? Please join us, beginning Monday, to read what some of our bloggers have to say. And please add your thoughts to the discussion.

August 23, 2013 0 comment
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Brown v. Board
Charter SchoolsEducation ReportingSchool Choice

Context matters: racial segregation in American schools

Patrick R. Gibbons August 13, 2013
Patrick R. Gibbons

BrownBill Maxwell, a highly regarded African-American columnist with the Tampa Bay Times, has used a new Hechinger Report to argue that charter schools are introducing a second wave of “white flight” in public education. His argument tracks the work of the Civil Rights Project at UCLA, which has called charter schools a “civil rights failure” and echoes the assertion of University of Minnesota researcher Myron Orfield that charters are “an accelerant to the normal segregation of public schools.”

Some of these findings are certainly cause for concern. But racial integration in American education is rooted in nearly a half-century of social policy and federal court intervention, which makes isolated conclusions about the new role of charter schools problematic. Yes, it could be that charter schools cause more racial segregation. It is also possible something else could explain the racial demographics. It could be, for example, that charter school enrollment merely reflects the racial makeup of the neighborhoods in which they operate.

In that sense, examining the racial ratios in charter schools is but one part of a much larger equation.

Maxwell’s column was inspired by an article in the Hechinger Report that began with an anecdote about a very white elementary charter school south of St. Paul/Minneapolis, Minn. The charter school, Seven Hills Classical Academy, was 82 percent white while the surrounding Bloomington Public School District averaged 57 percent white.

However, the school district obscures the vast range within the public schools themselves. Among Bloomington public elementary schools alone, the ratio of white enrollment ranged from 15 percent to 81 percent. In other words, there are also public schools with similar degrees of racial segregation.

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August 13, 2013 0 comment
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Achievement GapBlog AdministrationEducation and Public PolicyEducation ResearchSchool Choice

From the Silver State to the Sunshine State: A look at how far you’ve come

Patrick R. Gibbons July 30, 2013
Patrick R. Gibbons
(books on tape and caffeine are highly recommended for long road trips in western states!)

(books on tape and caffeine are highly recommended for long road trips in western states!)

After 2,500 miles through high deserts, forested mountains, windswept prairies, and boggy woodlands – and 190 gallons of gas and one flat tire – I’ve reached my education destination. For the past five years in Nevada, I made a consistent pitch to my colleagues and lawmakers and the governor: “Copy Florida.” Now I live here in Tampa.

Resident Floridians may not realize how well their state actually performs on the education front. You may not even recognize the similarities between Nevada and Florida.

Yes, Nevada and Florida have a very different geography and climate. For one thing, Nevada is the driest state in the U.S., and Florida will receive twice as much rain in July as Nevada gets in an entire year. Florida’s tropical climate is thick with forests, swamps and beautiful beaches. Meanwhile, Nevada occupies the Great Basin and Mohave Desert; a dry desolate place known for prickly Joshua trees, barren mountains and temperatures that soar above 120 degrees.

The landscapes aside, Nevada and Florida share similar public education students and challenges. Both states have a student population that is majority minority today.  Student poverty rates and disability rates are also comparable, though Nevada has a larger English language learner population. Nevada and Florida also spend about the same amount per pupil. Interestingly, both states are vacation and retirement destinations with more tourists than residents.

Not surprisingly, education attainment rates were once very similar.

Data from the U.S. Department of Education’s National Assessment of Educational Progress (NAEP) reading exam shows that Nevada and Florida had virtually indistinguishable achievement rates just 15 years ago. That has changed dramatically. While Nevada in the past few years has started to catch up with Florida on math, the Sunshine State has soared past the Silver State in reading. NAEP’s 4th grade reading scores are also a good barometer for education success and graduation rates.

These reading achievement levels are also striking when we zero in on low-income students who are on free or reduced-price lunch (FRL). In the charts below, we compare Nevada and Florida’s FRL students on the NAEP 4th grade reading exam. In this way we examine only the attainment for the most disadvantaged students in both states.

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July 30, 2013 0 comment
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Blog AdministrationCharter SchoolsEducation PoliticsHomeschoolingSchool ChoiceTax Credit ScholarshipsTeacher QualityTechnology and InnovationTesting and AccountabilityVouchers

Florida roundup: School grades, charter schools, Space of Mind & more

Ron Matus July 15, 2013
Ron Matus

Charter schools. What happened to the Ben Gamla charter school in Pinellas is a “study in bad charter school governance.” Choice Words. Parents try to figure out what to do now that a struggling charter school in Deland is closing. Daytona Beach News Journal. Ditto for the parents of a charter school in Lutz. Tampa Tribune. After 22 years in traditional public schools, a local principal is hired to lead the city of Cape Coral charter school system. Fort Myers News Press.

florida roundup logoHomeschooling. The Palm Beach Post takes a look at Space of Mind, a pricey but fascinating home-school school that insists it’s not a school.

Tax credit scholarships. The number of parents seeking them grows in Highlands and beyond. Highlands Today.

School grades. Education Commissioner Tony Bennett is recommending another year of a “safety net” provision so grades don’t drop more than one letter grade. Tampa Bay Times, Miami Herald, Palm Beach Post, Orlando Sentinel, Florida Times Union, Tampa Tribune, TCPalm.com, Associated Press. Other states are watching the goings-on. Miami Herald. Another story on how everyone is expecting grades to drop. Sarasota Herald Tribune.

VPK. Needs to be more focus on pre-K for poor kids. Pensacola News Journal.

Common Core. The Tallahassee Democrat offers an overview of the big challenges and potential payoffs ahead.

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July 15, 2013 0 comment
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Blog AdministrationParental ChoiceSchool ChoiceTeacher Quality

More school choice, better teacher quality

Special to redefinED June 26, 2013
Special to redefinED
Merrifield: More school choice could make a teacher's job less Herculean.

Merrifield: More school choice could make a teacher’s job less Herculean. (Image from teacherportal.com)

Editor’s note: John Merrifield is an economics professor at the University of Texas at San Antonio whose primary academic interest is school system reform studies. He’s also editor of the Journal of School Choice, initiator of the annual School Choice and Reform International Academic Conference, and author of the critically acclaimed “The School Choice Wars.”

A recent Wall Street Journal article about a National Council on Teacher Quality report on widespread deficiencies in teacher training programs is the latest example of hand-wringing about teacher ineffectiveness. Without discounting completely the need to address this issue along with others in the teaching profession – such as low pay, tenure, high turnover, poor materials, and the tendency to draw the lowest ability students –  allow me to suggest the root of our teaching skill problem is actually the public school system’s monopoly on public funding.

The current system generates classroom composition that is so heterogeneous in student ability and life experience that only an extraordinarily rare teaching talent achieves significant academic progress for a high percentage of students in public school classrooms. Policies like mainstreaming a lot of special needs children will make teacher and public luck, in the form of unusually homogenous classrooms, increasingly rare.

Data reveal a few schools at the top and bottom that perform well or poorly with all students, respectively. But the truth is, teachers are quite effective with certain students and not effective with others – something that is often concealed by comprehensive test score averages. In 2011, I analyzed this fact in Texas, which has test score data disaggregated into several student sub-groups, and is especially important in Texas because of its diversity: large black and Hispanic populations and considerable variation in urban and rural settings. We found schools that taught black students well, and Hispanic students poorly, and vice versa. Other schools did well with low-achieving students, but not well with high achieving students, and vice versa.

Many would like to believe schools do an equally good job, regardless of race, ethnic background, students’ average ability level, or socio-economic status. Sadly this is not the case, and the differences are significant. Each school typically does better than others with different groups because teachers have strengths and weaknesses, even when they are not hired for them.

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June 26, 2013 1 comment
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