Title IX in My Life--And Yours

A few weeks ago I was talking to my daughter's track coach about the SHARP Title IX conference that took place in Ann Arbor. Yes, she said, she had gotten an email about it. But in the course of our conversation it became clear that she (who was born after Title IX) really didn't understand the impact of Title IX. Two weeks later, it became clear to me that my son didn't either. Maybe that's not surprising, given that he's only twelve, but he did reject it as an interesting topic to write about as a sportswriter for the school newspaper. And then last night, it became clear to me that another mom on my son's baseball team--of a similar age to me--had only the vaguest notion of how her daughter's educational opportunities were affected by Title IX. Yet in the case of the track coach, in the case of my son and his classmates, and in the case of my friend's daughter, Title IX has had a tremendous impact on their opportunities.

Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding.
Many people have never heard of Title IX.  Most people who know about Title IX think it applies only to sports, but athletics is only one of 10 key areas addressed by the law. These areas are: Access to Higher Education, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Sexual Harassment, Standardized Testing and Technology. (From TitleIX.info)

So I thought I'd set down, for the record, some ways in which I am aware that Title IX directly affected my life, and the life of the girls in my hometown. The Title IX blog recently had a post where they described these as the "little moments" of Title IX. We do need to document these! I know I was not alone. Thousands of girls around the country had similar experiences.

1. I went to a middle school that was run separately from the high school, but was physically attached to the high school and was simply in a different wing of the building. There were two gyms in the building. The small gym was in the middle school wing, and the large gym was in the high school. When I was in seventh grade, all of the girls, grades 7-12, had gym in the small gym; all of the boys had gym in the large gym. In eighth grade, the building use changed. The middle schoolers got the small gym; the high schoolers got the large gym. (Also in eighth grade, we got to stop wearing silly one-piece uniforms in gym, but that is besides the Title IX point--although it did definitely affect my enjoyment of gym, which we had four days a week!)

2. In seventh grade, I took home economics (cooking). All of the girls did. It was a requirement. All of the boys took wood shop. I didn't mind cooking, but I didn't want to take sewing. That was the eighth grade home ec. requirement for girls. They wouldn't let me sign up for metal shop though. I was a girl. My father appealed to the assistant principal. Said assistant principal told him it was against the law to let girls take industrial arts. My father asked him to cite the law. When he couldn't find it, my father left--and called the ACLU. The ACLU informed him about Title IX (which at that point was a few years old), and they wrote a letter to the school district threatening further action. They must have also put out a press release, because I remember that the issue made it into the local newspaper. The district changed its policy.

We can't leave aside the part that in the end, I was the only girl in the class, and if my dad hadn't gone to a lot of trouble for me I would have dropped out of industrial arts, because I was somewhat shy. Because the point is that my parents did go to bat for me, and actually, parent advocacy is a huge part of Title IX's success.

We can't leave aside the part that the teacher gave me an "A" for a project that was, objectively, terrible. This was an action I didn't understand until a few years later, when I realized it was his way of being supportive of the fact that I took a risk. And I do think that the industrial arts teachers--and probably the home ec. teachers too--were very supportive. If you think about it, giving students choices doubled their potential audience of students. In fact, when my brother, two years later, took home ec., one-third of the class was boys; and when he took industrial arts, one-third of the class was girls. In other words, because of one apparently small decision, things changed rather quickly.

3. I ran track in high school, but there was no girls' cross country team. When a group of us decided we wanted to start a girls' cross country team, Coach Miller was able to say yes. He was able to say yes because of the Title IX mandate.

4. And after years of advocacy on the part of my friends Denise and Anne, in our twelfth grade year the district agreed to add girls' soccer. We were on the first team. That was because of Title IX. It's not an accident that a couple of years ago the soccer team I helped start won the New York state championships. It's a legacy of Title IX.  (Two years ago I wrote about soccer, Title IX, and the Skyline soccer team here.)

What's your Title IX story? 

Roberto Clemente: It Starts When You Care to Act

By now you have probably heard that Roberto Clemente will stay open for (at least) another year. Over the next year the board will thoroughly evaluate both Roberto Clemente and and Ann Arbor Tech. And that is good news. But that is not the real victory.

The real victory is that a group of students who--for the most part--have never seen the power of community organizing and social action, have now seen how that can make a difference. I was so impressed by the speeches that these kids wrote--and delivered--in front of the school board.

Project-based education research suggests that you need a) meaningful projects; b) hands-on experiences; and c) performance-based presentations. Although this was thrust upon them, this turned out to be a great and meaningful learning experience for those students who decided to participate. Kudos to the parents, teachers/staff, and principal who facilitated this experience (and who spoke up themselves)

I hope that is the lesson these "at-risk" kids take from this. When you see something you want to change, you can advocate, agitate, and organize. And yes, it is worth it. (By the way, sometimes it is worth it even if you feel you will lose.)

From newlabor.org

In their honor, a poem by Marge Piercy: The Low Road.

Satire!

Commentary about teaching the top 10% the way some people recommend we teach the bottom 10%, from the Schools Matter blog. Satire. It puts everything in perspective.

In Praise of Scrip

Since it's the beginning of the year, and I know that pretty soon all those Parent Teacher Organizations and athletic teams are going to be looking for ways to make a little money, I want to shine a spotlight on scrip.
Scrip programs are programs where you buy gift cards at face value for something you would need anyway, but you buy the gift cards from the scrip coordinator at your school or nonprofit. The school buys them at a discount rate, so they get a percentage of the total. So, for example, you know that you are going to be eating out, buying groceries, getting gas, or getting winter coats.

In our example today, let's say that the scrip nets the school 5%.
You order:
$50 in scrip for Lands' End
$50 in scrip for Marathon gas
$50 in scrip for People's Food Coop
$50 in scrip for Applebee's
At the end of the day, you spent $200 on things you would have spent money for anyway--and the school has made $10.

It took me a long time to realize how easy this was to do--and even longer to realize that I should especially be buying scrip for gas! I have to say that I have seen lots of schools and nonprofits try scrip, but very few really apply themselves to selling scrip as if it were worth the time and money.

What does it take to make thousands of dollars for your school?
Well, first of all, it takes a dedicated person or two.

What you need is a dedicated math-nut who loves the job.

The best scrip store manager in town is very likely the scrip store manager at Ann Arbor Open. Ann Arbor Open raised thousands of dollars from scrip last year. I asked Vanessa what it takes, and she said that "what you need is a dedicated math-nut who loves the job."  Seriously, I think that most schools probably do have a math-nut or two available. In other words, there is a technical aspect to the job.

There are two other things that I think are important. First, you need to develop a system to get the scrip orders to the people, and the scrip manager--or his or her assistants--needs to be available at certain times or places. That might mean showing up at school events to sell scrip.

In addition to presence at events, you need to have a P.R. presence--can you download the order forms from the school web site? Are there articles in the school newsletter? Although I was already buying movie scrip (great for kid birthday presents) and grocery scrip, it wasn't until the third or fourth time that I saw "gas station scrip" mentioned in the school newsletter that it occurred to me that I actually buy quite a lot of gas.

Vanessa does some of her promotions by writing poems, and I'm not going to do that today, but I will try a tongue-twister....

Sally Sells Scrip Smashingly at the School Scrip Store.

By the way, Vanessa says that there is no "magic solution." She believes you can be successful with a math-nut, a system, some scrip stock, and some presence/awareness in the school community, but she has generously offered to give advice to those of you who are thinking about dipping your toes into the Sea of Scrip. You can email her at aaoccscrip (at) gmail.com.

Seriously, it is much easier to buy scrip for things I would buy anyway, than it is to sell chocolate.

Try it, you'll like it.

Death Spiral, or Revival?

It's time to turn our attention back to the east side of the county, and Willow Run schools.

Good News
There has been a little bit of good news from WRCS over the past few months. For one thing, they officially fired their superintendent, Doris Hope-Jackson, and that frees them to move on! In addition, according to the Ypsilanti Courier, Holmes Elementary just won an award, the "2010 Robert and Patricia Muth Excellence in Leadership Award from [the] Middle Cities Education Association, a coalition of 33 urban school districts in Michigan. The annual award honors K-12 schools in Michigan's urban school systems that demonstrate leadership in school improvement, specifically improvements that reflect gains in student achievement." And WRCS actually came to agreement with its teachers' union, and the union gave up big concessions. [I'm not sure the big concessions are good news, but having an agreement certainly is.]

The Big Questions
You might recall that Willow Run was asked to file a deficit elimination plan (for I believe the third year in a row), and that the state accepted it, even though it is predicated--once again--on an increase in enrollment (50 students). For more than a decade, WRCS has lost student population every single year. Count Day is coming up this week. The number of kids that show up on Count Day determines the vast majority of the per-pupil funding for the school year for each district. Accurate projections (even if the numbers go down) are key to balancing the school district budget.

Steve Norton, of Michigan Parents for Schools, once wrote in a comment on this blog that chronically losing students leads to lack of funding which leads to losing students which creates a "death spiral" that is hard to break.

Is it possible that WRCS can push back against a more-than-decade-long trend and increase enrollment this year? We will know later this week, but my sources in the district say "I doubt it."

The Bad News
You might also remember that Willow Run High School was in the bottom 5% of high schools in the state. That's not good, but that's not the bad news part. [Well, really it is the ultimate bad news part; no school wants to be designated Persistently Lowest Achieving.] What I mean is, that's not the bad news I am discussing here. Every high school in that bottom 5% had a chance to compete for additional grant funds that would allow the district to remake the high school. There were four choices:

*turnaround model--replace the principal and 50% of the staff, change governance structure
*transformation model--replace the principal, change instructional methods
*restart model--close the school and reopen it under the guidance of a charter school operator
*close the school

Now, in fairness to Willow Run, the competition for the grants was relatively stiff. According to the Michigan Department of Education Frequently Asked Questions document, in the first round of funding, 108 schools were eligible; 84 schools applied; and only 28 schools would be funded.

But according to my sources in the district, it didn't help that Willow Run applied for a model that required the replacement of the principal, and proposed. . . keeping the principal. Does that make any sense? NO. It's not rocket science, it's grant writing. MDE says, "The award of a grant was based primarily on the merit of the grant application." Typically, you need to meet the grant requirements in order to get the grant. Or really, why bother spending all that time writing the grant?

It doesn't make me too hopeful.
Count day, later this week, will give us some more information.

The Online Learning Question

In my last post I expressed some concerns about online learning. John Sowash asked why, and I started to respond, but my answer got too long. Better to just put it in its own post!

He also references a post I haven't read yet, but you might want to look at:

Clayton Christenson, author of Disrupting Class, put up a new post recently in which he says that online learning is continuing to expand rapidly in the K-12 sector: http://bit.ly/bXoMeH

Regarding the role of online learning: I think it is fabulous for people who can't learn any other way--for instance, kids in northern Alaska wouldn't have good access to advanced science classes without online learning. Soldiers on duty around the world can now pursue college courses. And I imagine that online learning works really well for highly motivated students in any location. (Those students, of course, can probably learn under most conditions, so they may not be a good sample.) If you are motivated to (for example) learn Portuguese, and you live in northern Michigan, then an online course may be the best way to go (or the next best, after being an exchange student).
On the other hand--my daughter's friend had the experience this year of signing up for an online course to replace her 10th grade English class. She told my daughter she wouldn't do it again. Even though she is a high-performing student, she found that she was not motivated enough to do the work regularly.
Most of the studies of online learning, to date, have been done with highly motivated students. I predict that as you open the doors to less motivated students, you will see diminishing returns. It's a lot harder to identify, and motivate, slacker students in an online class. It may also be hard for students who find material difficult to get the additional help they need.

As for this prediction:

I believe that a hybrid model will emerge as the most effective solution. Students will go to school 2-3 days a week and work from home the other days. This will save districts a tremendous amount of money in heating, electricity, busing, and janitorial services.

From a parent's perspective: I have no doubt that there is a lot of interest on the part of school administrators for the very cost-saving reasons that you mention. Nonetheless, as the parent of three children, two of whom are teenagers, this makes me feel very queasy. Don't we already know that the most likely time for kids to get in trouble is after school, before parents are home from work? Aren't most high schools even afraid to create "open campuses" (students can leave school during open blocks) instead of "closed campuses" (students are restricted from leaving) for fear of the students getting into trouble? If I were to leave my kids home all day while I was at work, five days a week, year round, I would spend the whole day worrying about them.  How would I ensure that they were doing their work, and not (best case scenario) sleeping until noon? Worst case scenario? Alcohol, weed, sex... As far as I am concerned, that old quote, "Idle hands are the devil's workshop" has a lot of currency--even though I don't believe in the devil!

And let's think about the costs to families: Am I then responsible for making sure that each child in my house has a computer? That the house has a working printer? That I have a reasonable-speed cable or DSL connection? Essentially, that is a transfer of costs to me--and that may not be feasible for poorer families.

Last, but not least, there is a philosophical question: do we want kids tied to the computer all day? I have one child who loves it, and would probably learn well that way, one child who is agnostic about it, and one child who hates time on the computer.


I'm not saying that these problems are unsolvable. I'm just saying that they haven't yet been solved.

Autism Updates

I've been meaning to do this for a while, but a facebook plea from a friend whose son has autism to "learn as much as you can" reminded me to post some of these links.
First, some analysis of the proposed changes in the new DSM (Diagnostic and Statistical Manual) to include Asperger's as part of the autism spectrum and not its own diagnosis--what does it mean?
From Nestor Lopez-Duran
From the New York Times (Roy Grinker op-ed piece)

Second,

Food and Autism
Discussion of enzyme supplementation (one theory for autism is a "leaky gut" theory). This study was plagued by small sample size, though--and statistical power can be really important. Anecdotally, several of my friends whose kids have autism have felt that diet changes have helped their kids. Do the studies measure the things that seem different to my friends?

Twins and Autism: Genetics or Environment?

Third,
The New York Times has a series of Voices on Autism
and
Last, but not least, MSU researchers are doing a comprehensive review of autism services in Michigan. They are calling it the ASD-Michigan study.

Want to know what I think? Probably the only teaching certificate area I would tell someone to get a teaching certificate in these days in Michigan are the special education specialties related to autism. That looks like a growth industry.

Thanks to Nestor Lopez-Duran (child-psych.org) and David Goodman for the links.

Unintended Consequences

I know you've all been waiting for this post. 
At the end of the 1985 reorganization, several schools were closed: Bader, Clinton, Freeman, Lakewood, Newport, and Stone schools. In addition, the K-6 elementary schools became K-5 schools; the 7-9 middle schools became 6-8 schools; and the grade 10-12 schools became 9-12 schools. In addition, the Open School got a School Of Its Own, at Bach.
Now, back in the day--pre-proposal A--decision-making did not take into account the number of students in the district the way that it does today. Of course, overall the size of the district population mattered, but ten students here or there did not make any significant difference. In fact, the five-year forecasts the 1985 committee used showed the elementary school population growing slightly, and the middle and high school populations decreasing slightly. The 1984 total head count was 13,772 students, and the Committee on Excellence used a 1990 projected head count of 12,741 students.
After the decision was made to close the schools, the district had to decide what to do with them, and the decision was made to sell some, and keep others.
Bader (which is in Ann Arbor Hills) was bought by a preschool, the Ann Arbor Hills Child Development Center.
The district held onto Freeman (which is in the Dixboro area), and gave a long-term lease to Go Like The Wind Christian Montessori. Side note: Rec & Ed soccer games are still sometimes played there.
Clinton (which is halfway between Stone School and Bryant, and which abuts Clinton Park) was bought by the Jewish Community Center, and both the JCC preschool and the Hebrew Day School are located there.
The district held onto Lakewood School (on the west side of Ann Arbor near Dolph Park), and reopened it in 2001--at which point it got some fairly extensive renovations. After being closed for 15 years, it probably needed them.
Newport School (on Newport Road) was sold and became the Rudolph Steiner School.
Stone School (at the corner of Stone School and Packard) has been used by the district for various things over the years--for Rec & Ed, for the New School (an alternative high school), and now for another alternative high school, Stone School.
When you close a school, who are potential buyers? For whom is a building like a school perfectly suited? Why, for another school. 
One of the unintended consequences is that, in selling schools to other schools, the district set up competition for itself. This doesn't seem to have been anticipated at all, and in fact--pre-proposal A--what mattered most was whether the community would support the schools, and not the exact number of students in the public schools.

So, for instance, the Rudolph Steiner School started in 1980 with a handful of students, and grew slowly until 1986, when it was able to occupy Newport School. By 1999, the Steiner School had 298 students--the vast majority in their K-8 lower school (313 students K-12, 2009).
In 1985, the Hebrew Day School was in very inadequate space, and had under 50 students. By 1999, the Hebrew Day School had over 100 students (87 students K-5, 2009).
Go Like the Wind Christian Montessori school, which only opened in 1987, had over 100 students by 1999 (101 students K-8, 2009). 
And Ann Arbor Hills Child Development Center goes through age 8, with a K-2 primary school program that in 1999 had 35 students (33 students K-2, 2009).

Of course, not all of those 500 or so students live in Ann Arbor, but probably about 75% of them do. (That is an unscientific number, based largely on the people I know who send their children to these schools.) In addition, at least three of these schools have feeder preschools, so children who get started there are likely to stay there.
Certainly, all this was an unintended consequence.

All of this didn't matter so much then, but it matters a lot more now, when per-pupil counts matter so much--and I feel that in some sense, we gave these schools the freedom to expand. Sure, they might have found space anyway (several of the charters have), but we made it easy for them. Obviously, excess capacity can be a drag on the system. However, there were estimated savings at the time--have they come to pass? I don't know, but if you include the per-pupil costs, I think the closings probably haven't saved money.

And in the "this might be too far-fetched to consider" category, I will add one more possible unintended consequence: the building of Skyline High School and the building of the Ann Arbor Preschool and Family Center. Regarding Skyline, I say this because, today, we still have significant excess capacity at the middle school level. (Remember, this was also true in 1985, and one of the proposals that wasn't implemented included closing a middle school.) At the time, putting sixth graders in the middle schools kept the middle schools at essentially the same size, and adding the ninth graders to the high schools put Huron and Pioneer essentially at capacity. I say that the building of Skyline as an unintended consequence "might be too far-fetched to consider" for two reasons: first, the estimates of student enrollment only went out five years, and the estimates were essentially flat. This turned out not to be the case, at least ten years out, when the fall head count had grown by 1500 students. The other reason is that educational trends can be like bulldozers, and the trend to move to having ninth graders in high schools reached its ascendancy many years ago. I don't think there would be much traction for moving ninth graders back to middle school--at least, I never heard it entertained as a serious suggestion during the whole time that building a new high school was discussed.

In a similar vein, it seems to me that the building of the AAPS preschool center admits the importance of having feeder preschools to the K-12 AAPS program--something these private schools figured out years ago. Yet, at the point at which this was identified as a need, there was no obvious building for locating all of the preschool programs.
[As to what I think about the excess middle school capacity--I think that there is a lot of demand for K-8 schooling, and one of the middle schools could become a K-8 school. But that is a subject for a different post.]

Last, but not least--the planners did not (and I would say, probably could not) have anticipated the ascendancy of charter schools. Charter schools have undoubtedly had an impact on some of the schools' enrollment, particularly in the elementary schools. The Committee on Excellence had a goal of ensuring that all elementary schools have enrollments over 300. In 2009, three elementary schools fell short of that (I'll give Abbott a pass at 297), with Pittsfield School having the lowest enrollment--and my understanding is that at least some of the reason that Pittsfield is so small is due to the fact that charters have attracted many "potentially Pittsfield" students.

So--unintended consequences--is this what you thought I would say?

P.S. Because this is the last post I will write on this for a while (at least I think it is), I just want to say that I believe the Committee on Excellence did a really good job with the information at hand, and the reason is that the process was good. The process was used to the advantage of the school district. The process involved a citizens' committee gathering input from the larger community, bringing a proposal to the School Board, with the administration serving as support for the committee. Read about that process in the report itself. That was then, this was now--let's learn from our past. And if you see any of the members of the Committee around town (some have passed on, but some are still here), you can thank them, because I'm posting the list of members:
1. Mary Austin
2. Ronald Bishop
3. Vincent Carillot
4. Patricia Chapman
5. Susan Doud
6. Cheryl Garnett
7. Leonard Gay
8. George Goodman
9. Charles Kieffer
10. Norma McCuiston
11. R. Griffith McDonald
12. Bettye McDonald
13. Melinda Morris
14. Merrill Nemiroff
15. Duane Renken
16. Ingrid Sheldon
17. Joann Sims
18. Estelle Titiev
19. James Wanty
20. Ronald Woods

Desegregation Outcomes

The primary focus of the 1985 reorganization was integrating the schools--in particular, integrating the black and white populations. The Asian, Latino, and Middle Eastern populations were much smaller than they are today.
I was interested in the immediate impacts of this reoganization, but unfortunately I did not have time to dig through the microfiche and find the 1986 enrollment numbers. As a result, this post takes a much longer view of this reorganization. On the one hand, this is somewhat unfair, since the committee that developed the reorganization was only able to estimate out about five years. In taking the long view, I also need to recognize that there have been some (relatively minor, with the exception of the re-opening of Lakewood and the opening of Skyline) changes to the individual school boundaries over the years.
[By the way, his post gets a little numbers-heavy. I think the numbers tell the story, but if you don't, skip to the end. Also, for the purposes of counting here, I count Ann Arbor Open as an elementary school.]

At the time of the report (1985), the AAPS African-American population was 17% of the total schools population, and the state considered a school out of balance if the African-American population was + or - 15% points compared to the district average, which is how the state recommended a 2-32% guideline for Ann Arbor. The Committee on Excellence chose a more restrictive +/- 5-15% range.

If we look at the racial makeup of the schools today, the African-American population average is still between 12 and 27%, the goal of the committee. In September 2009 it was at 14.5%. Some individual schools are much higher or lower.  Angell School, for instance, has an African-American population of only 3.6%, and in total, the following schools fall below 12%: 9 elementary schools (give Logan a pass at 11.8%), 2 middle schools, and Community High School.

On the other end of the spectrum, Roberto Clemente's African-American population is 82.3%--but I should note that this was true back in 1984, and I guess because Clemente and Community were and are magnet schools, the committee was unable to address the numbers through redistricting--though they did say they hoped to reduce the achievement gap. (In fact, lawsuits against the schools, and Proposal 2, have limited options on this front even more.

So, aside from Clemente, the schools that are over the 27% number today comprise a much smaller number: Mitchell, Scarlett, and Stone.

[In 2002, by comparison, 8 elementary schools and Community High School were below 12% (Not including Forsythe, at 11.7%). No elementary schools were above 27%, but Scarlett, Clemente, and Stone were above 27%.]

If we look at the 2009 African-American AAPS population percentages, however, we only get part of the story. 
For while the African-American school population has shrunk slightly as a percentage of the school population, the Asian, Latino, and Middle Eastern populations have increased greatly. Where the fall 2009 headcount counts African-American students as 14.5% of the population, the Asian population comprises 14.2% of the population.
So, using a broader lens, let's take a look at Angell School again:

3.6% African American

32% Asian, 

4.2% Middle Eastern, 

5.8% Multi-ethnic, 

.3% Native American, 

.6% Other, 

4.9% Latino/Hispanic, and 

48.5% White. 

In other words--even though Angell doesn't meet the criteria of 12-27% African American, it clearly is diverse.
You might be surprised to know that the district, on average, is now 52.8% White. If I were to say that a range of 42-62% White was acceptable as a range for desegregation, these schools would be below 42% White: 7 elementary schools (at 41.9% I will give Thurston a pass), Scarlett Middle School, and Clemente and Stone high schools. These schools would be above 62%: 4 elementary schools, Forsythe Middle School, and Community High School.

And if we were to set up a committee to strive for racial balance today, we would find that the Asian AAPS population is highly concentrated in some schools, and barely present in others. Using that same 12-27% range, there are 10 elementary schools, 2 middle schools, and 3 high schools that that come in under 12% Asian population, and there are 5 elementary schools that are over the 27% number.

It is worth noting, however, that the 1985 reorganization had at its core, not 1, but 2 significant goals related to racial integration. One goal was "the elimination of racial isolation," which was considered an important value in and of itself. Although I hesitate to call that the "primary goal," it was in fact the driving force behind the reorganization. And although the reorganization was not, and is not, perfect--from the point of view of eliminating racial isolation, I think the work of the committee stands on its own, and 25 years later, it stands pretty well.

At the time, the Committee on Excellence of Education noted that

On a district wide basis, the academic performance of minorities lags far behind that of the majority population. Minorities are significantly overrepresented in lower curricular paths and significantly underrepresented in advanced courses of study. Disproportionately high numbers of minorities are the subject of disciplinary action. . . Measured by the critical index of progress toward educational opportunity, the Ann Arbor School District, in this regard, is in crisis.

The second goal, then, was the goal of reducing the achievement gap. Twenty-five years later. . . countless policy papers later. . . many efforts later (and whether these efforts have been wrong or inadequate--or both--we'll leave for another time). . . this goal remains elusive, and has not been achieved.

Money, News, and AAPS

During school break, David Jesse had an article in annarbor.com about the money the Ann Arbor Public Schools are spending on contractors. Leaving aside the 33% increase in spending, there is this:

The largest new expenditure was a $55,000 contract given to former Ann Arbor News reporter Casey Hans to create a district newspaper and write stories for it. Other smaller contracts - some awarded to former district employees - were given for professional development.
Roberts said money for Hans’ contract came from backing down on the district’s advertising buys and transferring some money into the communications budget from another district budget.

[N.B.: That is just the cost of the contract. I imagine that printing and mailing increase the total cost to the $100,000 range.]

On the one hand, I understand the problem. AAPS is not the only group struggling to figure out what to do in the wake of the Ann Arbor News closing. Many nonprofits are struggling to figure out how to get their message out to people. I know a handful of people who read annarbor.com on-line regularly, and another group who read the Ann Arbor Chronicle, but most of the people I know have taken to reading them occasionally, if at all, and relying on WEMU and WUOM for their local news.  I recently read a blog post (sorry, can't remember where) that talked about the loss of the Ann Arbor News as the loss of a common, community document. In other words, although we still have news sources, we are not all relying on the same news sources, and so our understandings of "news" is fragmented. All of which poses a problem for the school district and a whole slew of other nonprofits and businesses. I understand this newsletter as an attempt to provide consistent messaging and information to a larger group of people. Added to that, I've been a paid newsletter editor, and I know it can be time consuming.


On the other hand, is this the solution? First, newsletters by their very nature are public relations pieces. They are not "news" in any critical sense. Public relations pieces are not necessarily bad, and they can be informational, but if you take a look at this new newsletter online, you will see that it has a lot of "good news" of the sort that can already be found in the This Week bulletin. At least this first issue is more "puff" than "information." [Seriously. The top article? Eberwhite teachers reach out to tutor young students at Parkhurst.]
We already have a communications manager at the school district. Supposedly, we have a budget crisis. It becomes really hard to believe what the district is saying. If we "need" to cut school staff and we "need" to cut what people get paid, and we "need" to protect classroom resources most of all, and we "couldn't" fund a grantwriter unless the funding came from a new/foundation source, then why the hell are we funding a new school newsletter? Really, we should be cutting the communications budget by at least 20%, not holding it neutral or increasing it. How will this newsletter protect and improve student outcomes? And why doesn't it even have any real news in it?

Oh, shoot. Now we're back to that transparency thing.

Retirement

When I was in my early twenties, I got my dream job at a small nonprofit, and I stayed there for 14 years. My dream job, that is, except that the pay was kind of low and there was no retirement fund. We weren't always sure the jobs would be funded year to year--some of the funding came from grants. There were, however, generous vacation, sick time, and health insurance benefits. The job was extremely interesting. And who needs a retirement fund in your twenties? In general, the people I worked with didn't seem to need that. We were (for the most part) young, and when several years later the organization ended up setting up retirement funds where the organization would match up to 2% of our salary, we thought we had hit the jackpot. Most of us contributed 2% of our own money. I looked at that fund the other day. It recently crossed the $10,000 mark, which I thought was funny (in an ironic way--as in, who could live on that?). And then I looked at this fact from Harper's Index (January 2010).
Percentage of all US 401(k) accounts that are worth less than $10,000: 46%.

And now, I work in a big organization. Big enough to offer retirement, vesting, matching funds, etc. And one thing that I have found is that there are a lot of people in this organization who started working there in their twenties and thirties. They are vested now. They chose to work there, because they craved stability. They knew they wanted the retirement fund (even in their twenties).

And look--you can be a nurse, or an accountant, or a computer programmer, in a lot of settings--public sector, private sector; private entrepreneurial start-up, medium-sized office, large public setting. Some people will choose that larger, public setting because of the stability and benefits it offers. In trade, they might give something up... a more interesting job... more money... or frequent changes of organization (because if you stay until you "vest," you are going to want to stay a while longer as well).  Do you know anyone whose parents encouraged them to go work for the post office, the government, the schools?
Would you prefer a $50,000 salary now and no (or very limited) retirement benefits, or a $40,000 annual salary now, with retirement benefits? I look around my organization now, and I see a lot of people who chose the latter.

Most school employees fall into that second category. They're consciously choosing stability over the risks of starting a small business. And when they were looking for a job, or considering careers, they probably skipped over the ad for the small nonprofit. When they chose their jobs, they were, in fact, considering a wage and benefits package that included retirement benefits. They are not separate from the decision. They are a part of the decision.
If and when retirement benefits cease to be part of the package for teachers, custodians, or anyone else (see the interesting comments and discussion in this post) then we might see some changes in the makeup of the employees. And generally, what that means is that the "best and brightest" will leave, because they have more options and/or more go-get-'em. That, in my opinion, will not benefit the schools. Retirement benefits may be dragging schools down financially, but have you considered that they also might be dragging schools up in quality?

Not everyone can live on a 401(k) worth $10,000, and some people know that--even in their twenties.

Special Education Resources

The New York Times has had a series of articles related to how parents can access necessary special education resources for children who need them.

What to Do if You Suspect Learning Disability
Excerpt: If your child is having difficulty in school, don’t delay in arranging a meeting with your child’s teacher and the school principal. At this meeting, explain your concerns about your child’s uneven academic performance. ...If the school seems to be dragging its feet, make a written request to the school’s director of special education saying that you would like a comprehensive assessment. And provide reasonable evidence to support your request.

Resources for Parents of Students with Learning Disabilities
Excerpt: A directory of the [state parent information] centers is on the Technical Assistance Alliance for Parent Centers’ Web site. The staff at these federally financed programs can help parents navigate the entire special ed process. More specifics of the law are at wrightslaw.com.

Nudging Schools to Help Students with Learning Disabilities
Excerpt: More than 6 percent of school-age children — almost three million students — are receiving special education services because of learning disabilities, according to the Learning Disabilities Association of America. The cost of such special services can easily total thousands of dollars a year per child. But the Learning Disabilities Association suggests that when learning disabilities are left untreated, the overall cost to society may be far higher.

DESPAIR

A social worker friend of mine who works with low-income families wrote recently on Facebook,
Today was a bad day. There is so much despair out there. I think I need a new career.

Another social worker commented to her,
I know what you mean. This is the worst I've seen it in 30 years. 

And a friend who is a principal of a school in southeastern Michigan, a school with a high number of children living in poverty, told me,
The economic stresses on these families are unbelievable. Their instability in housing and jobs keeps them moving all the time. We enroll new kids in the school, and have kids leave the school, every week because of the instability.
And if a school has 30% turnover from the beginning to the end of the year, is it fair to measure kids' progress the way that we do in a school with 5% turnover?

When I was teaching, I remember kids coming up to me and saying, "There is too much chaos in my house (housing issues, immigration fears, lack of employment, etc.) and I just can't do my homework." For some kids, just making it to school is the miracle.

I know a lot of people are worried about those families. We think less often about the front-line workers--by which I mean, in this case, social workers and school staff--who confront increasing need and decreasing resources. I worry about the front-line staff. It is really hard to hear the public discussions around education and social services, to hear that teachers or social workers "get paid too much," to have pay and benefits rolled back, and not to acknowledge that it is hard to be the social worker or teacher working with the kids or families who need so much more, who deserve so much more, and who don't get what they need.

Sure, in our area there is a surfeit of teachers and social workers--so maybe they are replaceable, but is it a good thing to set up a system where teachers and social workers get burned out because there is so much need for their services and so little value placed upon them?

My friend was writing about the despair among her clients, but what I hear from her is the despair that things will get better. We alone cannot control the economy (of course, we can each do our small part), but when we value the work of front-line staff, we can improve their feelings about their work.

The Thinking Teacher

One column I have really been enjoying at AnnArbor.com is the column that Jeff Kass is writing. I find myself almost always having a reaction--I can't write about all of them, although maybe occasionally I will. In any case, you can find the updated list here.

The best teachers continue to process and reflect on their work, with the goal of improving it. That's one thing that burned-out teachers don't do. In fact, one way to get un-burned-out is to place increased and renewed emphasis on reflection. (Don't think that this is only true of teachers. The best engineers, writers, managers, electricians and gardeners all reflect on their work, with a goal of making their end results better.)

If you like Jeff Kass's writing, and you want to know more about the "inner lives" of reflective teachers, then you will also like the writing over at Teacher, Revised (linked on the right, as well).

Autism: News and Notes

"No mom, he's not autistic or anything. He just has an anger management problem."

That was the beginning of a conversation I had with my son a couple of years ago. Thanks to the openness of a couple of families who had had children in his class, he seemed to have a moderately good grasp (for an elementary school student) of what autism is, and what Down Syndrome is. Anger management? That was different entirely (and it was probably more disruptive to the class too).

I don't have a very sophisticated understanding of autism, although I do have increased interest now that a close relative has been evaluated and found to be "on the autism spectrum." Nationally, special education services are mandated, but they are undoubtedly better in some districts--and some states--than others. Friends of mine who have moved from California and Massachusetts tell me that special education services which are standard there are hard to come by here. And parents of children with special needs who have some control over their destiny (e.g., middle and upper class people) will choose their school districts based on the special education services available.

When we talk about autism, a few things are clear. Autism treatments have been subject to a lot of controversy. The autistic spectrum covers a wide range of behaviors and actions. And the prevalence of autism seems to be going up--whether that is because of better diagnoses, or an actual increase, I don't know.

In any case, I thought it would be good to write about some local resources. I have no personal experience with them.
First, for several months I have had on the right-hand sidebar a link to a Child Psychology Research Blog. In fact, I linked to it in this post for an article on the prevalence of autism, as well as the links for autism and autism treatments. What I value about this blog is the way that the author(s) explain(s) scientific findings in easy-to-understand language. Well, it turns out that Dr. Nestor Lopez-Duran has recently moved to Ann Arbor--and that despite the very large number of entries around autism and autism causes and treatment, his own research is on mood disorders in children and adolescents. Side note: If you find a notice that he is speaking locally, he'll probably be worth going to hear.

Second, Eastern Michigan University is opening an Autism Collaborative Center. It is opening in the former Fletcher School Building (in case you wonder whether, or how, closed school buildings can be repurposed--here is one positive example). You can find more information at www.accemu.org.

Third, the University of Michigan has a well-established Autism and Communication Disorders Center. You can find more information about them at www.umaccweb.com.