Vol. XIX Number 4 CHICAGO DECEMBER 2007 INDEPENDENT REPORTING ON URBAN SCHOOLS
¿¿HABLAHABLA INGLES? INGLES? BILINGUALBILINGUAL PROGRAMS PROGRAMS AREARE FALTERING,FALTERING, AA NEW NEW COMMISSION COMMISSION SAYS.SAYS. BUT BUT A A MAJOR MAJOR OVERHAULOVERHAUL MAY MAY BE BE ININ THETHE WORKS.WORKS.
Also: Where grads from ‘The College Challenge’ ended up. PAGE 14
A Publication of the Community Renewal Society www.catalyst-chicago.org FROM THE EDITOR
Rising to meet the challenge
ive years ago, Catalyst Chicago published than Americans who speak Chinese or French—and that puts American the last of a series of reports on the students at a disadvantage in a world struggles and successes of nine African- in which business, and society, are American and Latino graduates working becoming increasingly connected F across national boundaries. toward a college degree. This month, we revisit With that in mind, a new CPS-led “The College Challenge” to find out what commission is on the right track with happened to those students. its goal to shift bilingual education Deputy Editor toward a dual-language approach (in Lorraine Forte Happily, six of the nine have grad- ment that Orr’s staff gave Ray. Stu- which non-English-speaking stu- uated. (One did not finish school and dents, especially African-American dents build literacy in their own lan- two could not be located.) Their sto- and Latino kids from poorer com- guage and also learn English) and ries provide real food for thought as munities, need to believe that they have more English speakers learn a the district continues to roll out its can make it in the larger world and foreign language. High School Transformation Project. succeed at prestigious institutions Having all kids achieve at least While the former students stressed like USC. basic fluency in a foreign language that they had to work hard and stay With better academic preparation might seem like a lofty goal in a dis- focused to reach their goal, another and more support and encourage- trict where many children are still common theme emerged: Support ment from adults, more high school reading below grade level in their made a critical difference. graduates would end up as success own language. But too often, kids in Indeed, one young woman, a for- stories like those we profile—and the CPS are stuck with just the bare mer valedictorian at Orr High who district could catch up with the rest skeleton of a real education, with lit- landed at the University of Southern of the nation in the percentage of tle or no exposure to music, art and California, now says her years at Orr graduates who earn degrees, instead other so-called “extras” that are plen- were the best thing that happened to of lagging behind. tiful in wealthy districts and ought to her. In one sense, that’s surprising, be considered core subjects. One of given the school’s not-so-stellar rep- LEARNING TWO LANGUAGES those is foreign language instruction utation and the young woman’s Almost every year, the media acknowledgment that Orr didn’t pre- reports statistics showing how U.S. PUBLISHER’S NOTE: We are delighted pare her for college-level work. But, students compare to those in other to now bring you freelance writer as Brooke Ray told writer Kristin countries in reading and math. But Alexander Russo’s blog, “District 299: Maun, at Orr “people believed in me one statistic that isn’t reported—one The Chicago Schools Blog.” Since its and what I could accomplish.” that would show a clear gap in favor launch, the blog has become the talk of Chicago’s broad-based school “People [at Orr] believed in me and what I could accomplish.” community. Now you can read it online at www.catalyst-chicago.org. Brooke Ray, Orr High and University of Southern California alumna District 299 brings you unfiltered news and views from people involved That’s an invaluable lesson for of foreign students—is the number in public schools. The viewpoints are a neighborhood high schools. Trans- of children who are studying a sec- mix, and no one minces words. Also, forming these schools shouldn’t ond language. each weekday morning, Russo posts focus solely on bringing in stronger In Europe and other foreign links to education stories in local, and curricula and better teaching. It countries, learning English is either sometimes national, media. should also include efforts to ensure compulsory or widespread, often We encourage you to weigh in. that teachers, counselors, coaches, starting in elementary school. Con- And look for more upgrades to our aides and administrators give kids sequently, it’s far more common to Web site, which we will unveil in the the same sense of self-empower- find foreigners who speak English coming months.
2 Catalyst Chicago December 2007 BILINGUAL EDUCATION A makeover for bilingual ed? PS is not doing an adequate job of preparing English learners to tackle the same work as Ctheir classmates, a new commission says. Meanwhile, these students are facing new assessments under the federal No Child Left Behind Act. COVER STORY: PAGE 6
NEW TEST BRINGS MORE ACCOUNTABILITY Illinois is one of a group of states to adopt a new English proficiency test based on state learning standards. PAGE 10
TEACHING IN TWO LANGUAGES A handful of schools use dual language.The goal: Kids who are fluent in both English and Spanish. PAGE 11
A DOUBLE HURDLE FOR HIGH SCHOOLERS Educators say teens need more support as they learn a new language while trying JOE GALLO to master academic content. PAGE 12 Kindergartner Julissa Ramos, whose first language is Spanish, gets extra help with her vocabulary. At Sawyer Elementary in Gage BILINGUAL TEACHERS SCARCE IN PRESCHOOLS Park most instruction is carried out in English. The pool of potential teachers is small; few Latinos go to college and those who do choose higher-paying professions. PAGE 13 ON THE COVER: Camila Maeses, a 3rd-grader at Whittier Elementary in Pilsen, will receive some instruction in her native Spanish all the way through 6th grade. PHOTO BY JOE GALLO
DEPARTMENTS Notebook 4 Jill Prout, who got Viewpoints 18 her alternative UP CLOSE Page 14 teaching The College Comings & Goings 24 certification through Challenge revisited CPS’ Chicago UPDATES Page 19 ON OUR WEB SITE Teaching Fellows Ren10 still missing Go to the Catalyst Web site, program, works with the mark in some www.catalyst-chicago.org, 3rd-grader Marcus areas for news and resources on Chicago Thomas at Mahalia Alternative school reform, including: Jackson Elementary. certification: Not just Spanish translations See story, page 21. for poor schools Reform history news highlights JOHN BOOZ
www.catalyst-chicago.org December 2007 3 Q&A Notebook with ... TIMELINE Jenné Myers, executive director, Working in the Schools Nov. 10: Test troubles Nov. 12: Certification Nov. 14: Opt-outs For the last 15 years, Working in the A decline in scores on high Just two months after passage The School Board declines to Schools (WITS) has been recruiting school tests prompts Illinois of a new teachers contract vote on a proposal to limit volunteers to read with CPS students. State Board of Education that ensures a $1,750 annual military recruiting in schools. Now, volunteers work with students in officials to say they plan to salary boost to National The previous week, parents 28 schools. The Power Lunch program hire an independent con- Board certified teachers, the of high school students were sends workers from Loop offices to sultant to look into the district announces that more given military opt-out forms nearby schools for lunchtime reading results. CEO Arne Duncan than 660 teachers are on on report card pick-up day, sessions with 2nd- and 3rd-graders. suggests that too many jun- track to obtain certification. allowing parents to refuse Older students are invited into the iors blew off the second day They would join 652 teach- access to their child’s contact workplace for a mentoring program, of the two-day Prairie State ers who already are certified information. CPS says and preschoolers and kindergartners exam. Day two includes a and another 400 who are activists have complained cuddle up with volunteers who read to test of workplace skills; day waiting on their scores. The about aggressive recruiting, them. Writer Jazmenda McNabb sat one includes the ACT, which process can require as many and says 11,767 students down with Executive Director Jenné is needed for college admis- as 400 hours of work over have returned the forms, up Myers to talk about the program. sion. Overall scores declined three years. Board certified from 8,018 earlier this year— in CPS, from 31.2 percent to teachers also get $3,000 but still just 17 percent of stu- How did WITS start? 29.7 percent meeting or from the Chicago Public dents in grades 10 through We started 15 years ago with a basic need exceeding standards. Education Fund. 12. (See Updates, April 2007.) recognized by our two wonderful founders, Joanne Alter and Marion Stone, who walked ELSEWHERE over to Cabrini-Green [a public housing devel- opment on the North Side] and into Byrd Missouri: Merit pay Web listing follows a 10-month Dispatch School saying, “How can we help?” Now we investigation which found the state did not serve 2,500 students with 1,300 volunteers. The Missouri State Teachers Association and always notify school districts about repri- Missouri National Education Association— manded teachers, so some superintend- What is your goal? the state’s two major teachers organiza- ents had unknowingly hired teachers with If you can get a child who, in their free time, tions—might consider linking salaries to histories of misconduct. performance evaluations, according to the will pick up a book instead of an iPod or PlaySta- Nov. 8 Columbia Tribune. But first, the state tion, we have come a long way. It’s teaching the must boost the minimum starting salary for Washington D.C.: Student input child the habits of reading, which hopefully teachers, give teachers a key role in develop- Mayor Adrian Fenty and Schools Chancel- down the road will impact test scores. ing the evaluation used to determine per- lor Michelle Rhee are asking students to formance and ensure teachers have the right help solve problems such as school vio- How do you know whether it’s working? to bargain collectively, the organizations say. lence, crumbling facilities and unqualified We use an extensive evaluation matrix, teachers, the Nov. 4 Washington Post [including] a look at standardized test scores. I reports. In response to student suggestions am trying to persuade my board to use more Ohio: Online shame at a series of youth forums, Rhee promised quantifiable measures: Is the child more apt to The Ohio Department of Education now safer and cleaner schools, better-qualified posts online the names of more than 1,700 teachers, more extracurricular activities read? Are they excited to read? Are they read- teachers, coaches, administrators and oth- and tastier lunches. Rhee says she attends ing at home? The teachers say yes. er licensed educators who have been repri- student events because “when you want to How do you identify students and schools? manded for misconduct since the Office of find out what’s happening in a school or Professional Conduct was created in 1999, classroom, you have to push the adults We look at schools that have 80 percent the Nov. 2 Columbus Dispatch reports. The aside and ask the kids.” and above minority and low-income students. We try to focus on 3rd grade, because they have to take the ISAT. We don’t want them to IN SHORT be intimidated by the test, so we try to instill “It’s an easily game-able system.” the joy and love of reading. Thomas Cook, education and social policy professor at Northwestern University, on How does Workplace Mentoring work? testing standards under No Child Left Behind. States can make tests easier, lower passing It’s an after-school tutoring and mentoring program. Once a week, 4th- and 5th- graders scores and do other things to make it easier for schools to improve under NCLB. Cook, a get on a bus and come downtown to meet vol- member of the Independent Review Panel for NCLB, spoke at a Nov. 7 breakfast unteers. There is a group that goes to the sponsored by Northwestern’s Institute for Policy Research. Chicago Board Options Exchange. Those kids
4 Catalyst Chicago December 2007 ASK CATALYST Why does Chicago Public Schools continue to push for better computers and software while virtually ignoring art, music, phys ed and extracurricular activities? Jill Allison White, parent, Murray Language Academy
Others share your concern. In 2005, a Chicago Community Trust report called atten- tion to uneven arts programming in CPS. In response, the Arts Education Initiative was created and CPS created a new Office of Fine and Performing Arts. Currently, the office is developing a Web site showcasing arts organizations that want to work with CPS schools. Emily Hooper Lansana, CPS theater and literary arts curriculum supervisor, says the office all want to be traders. They put on the jackets, merely offers opportunities to schools—it doesn’t provide the art programs. In CPS, prin- they follow stocks—it’s so cool for them. Before, cipals and local school councils decide whether their school has arts programs, a lab full that was never in their realm of possibilities. of new computers, or both. The district provides some money for resources, which princi- pals can use to purchase technology, and pays for staff to teach art, music and physical How do you screen and train volunteers? education. Principals typically use discretionary money to augment arts programs. The Erikson Institute and the Chicago Public E-mail your question to
Do volunteers ever form deeper relation- ships with a school or kid? FOOTNOTE Those corporate people start to see [a need] and say, “How can we help out here?” Law firm McDermott Will & Emery, which is partnered with Brown School, has installed a new scoreboard and helps with grounds cleanup and landscaping projects. They give students books and gift certificates for cloth- ing. This year, McDermott launched Lawyers in the Classroom, which mentors 8th-graders. LaSalle Bank, UBS, Pepper Construction have all done things at their schools.
Where do you want WITS to be in the next five years? I would like to see a total presence in the 28 schools. Children would have WITS from early childhood, to Power Lunch, then Workplace Mentoring. They go to the workplace and get the opportunity to dream big and say, “There is a career for me outside of what I see in my neighborhood.” KURT MITCHELL
www.catalyst-chicago.org December 2007 5 COVER STORY BILINGUAL EDUCATION A makeover for bilingual ed? By Sarah Karp Armed with data that illustrate the lagging academic performance of
s the president bilingual students, a CPS commission is considering a new approach: of a Chicago- based company Help children build fluency in their native language as well as English. that conducts business inter- nationally, Clare Muñana looks for interns who advocates, parents, principals canA speak Spanish, take notes and teachers to discuss the FOR MORE INFORMATION in English and then fire off a state of bilingual education in The National Association for Bilingual Education provides memo in both languages. CPS. (The commission is advocacy for English-language learners and bilingual educators. Muñana, president of the funded by The Chicago Com- Contact the group at 1313 L St. NW, Suite 210, Washington, D.C. management consulting firm munity Trust.) 20005 Ph: (202) 898-1829 www.nabe.org Ancora Associates, Inc., and a The commission, armed School Board member, says with data that illustrate how Illinois Resource Center provides training for teachers and she’s not the only executive bilingual programs are short- administrators who work with bilingual children. Contact the searching for personnel with changing English-language organization at 2626 Clearbrook Dr., Arlington Heights, Ill., those language skills. Chicago learners, may be laying the 60005-4626 Ph: (224) 366-8555 www.thecenterweb.org/irc companies competing in the groundwork for a major shift global market are desperate in the goal of bilingual educa- for well-educated employees tion: Instead of pushing chil- she notes, it doesn’t make sense ington D.C.-based National with fluency in more than one dren to learn English as quick- to overlook those children who Association for Bilingual Edu- language. ly as possible, programs already speak a foreign lan- cation, says other districts are Yet Muñana worries that would aim to build students’ guage; schools should help moving toward dual language the district’s schools are failing literacy in their native lan- them continue to develop it. instruction—among them, to produce workers with those guage as well as in English. “Kids do lose their native Fort Worth and other districts skills. So she and fellow board The approach is called dual language if they don’t receive in Texas. Here in Illinois, sev- member Alberto Carrero language. (See related story any instruction in it,” Muñana eral districts, including High- decided to tackle the issue. on the performance of bilin- says. “What I don’t want to see land Park, Evanston and Crys- They spearheaded the forma- gual students on page 8.) is a child who can’t speak Eng- tal Lake, have some form of tion of the Bilingual Education Muñana says it is not just lish well or Spanish well. It is a dual language instruction, and World Language Commis- Spanish-speaking students disservice to them.” according to the Illinois sion, bringing together top- who should be learning two Nancy Villarreal-Adler, the Resource Center, which pro- level CPS officials, community languages, but all children. Still, interim director of the Wash- vides professional develop-
6 Catalyst Chicago December 2007 PHOTO BY JASON REBLANDO JOE GALLO Sawyer Elementary School kindergartners, most of whom are Spanish speakers, listen to a lesson presented in English. Their teacher uses simple language, gestures and songs to help students understand. The approach used in the Southwest Side school is called sheltered instruction. ment for bilingual teachers. of bilingual education is a will suffer, particularly when elsewhere in the state, a high- Muñana also points out politically charged issue that they get to high school. er percentage of CPS parents that a Chicago Council on often becomes intertwined Tamara Witzl, principal of refuse to place their children Global Affairs task force rec- with discussion about Latino Telpochcalli, a dual language in bilingual programs or with- ommended last year that immigration or nationalism school in Pilsen, says brain draw them before they pass school districts in the six- versus assimilation. research shows the value of the proficiency test. county Chicago metro region developing fluency in two lan- Still, it’s unclear whether do more to improve bilingual PRO AND CON guages. She notes that middle- these parents would embrace education and help students Currently, 22 elementary class and wealthy parents of dual language—or instead, veer learn two languages. schools in Chicago offer some English-speaking children toward English immersion. Chief Education Officer type of dual language pro- push their children to learn a A lot of parents and commu- Barbara Eason-Watkins, a gram. (See story on page 11.) second language. Meanwhile, nity members want more Eng- commission member, told the Some 400 have traditional children in bilingual education lish instruction because they group she wants suggestions bilingual or English as a Sec- are pushed into speaking only see learning the language as for major changes in instruc- ond Language programs. one language, she contends, essential to achieving the tion, not just tweaks. Any Advocates say that dual and bilingual programs give American dream, says Juan changes, however, face hur- language programs do a bet- Spanish-speaking students the Rangel, the executive director of dles, such as a shortage of ter job of developing students’ impression that what happens UNO, a Latino community bilingual teachers and possible higher-level thinking skills in their community is bad. organization. “These are fami- resistance from some parents and ability to master difficult “We want to build on what lies that aim to have their young who prefer that their children content. The reason: English they bring to us, not take people succeed,” he says. focus on learning English. learners continue to receive away,” Witzl says. “A big piece The UNO Charter School And the commission will instruction in their native lan- of [bilingual education] is to Network has embraced an have to tread lightly with its guage, in which they have invalidate their culture. They English immersion curricu- recommendations. While more fluency and resources. feel diminished and trashed.” lum. “We want to challenge English learners in CPS speak Without these higher-level Some parents, too, are dis- CPS to look at different mod- 110 languages, about 85 per- skills, advocates add, stu- satisfied with bilingual educa- els for language acquisition,” cent are Latinos, and the state dents’ academic performance tion. Compared to parents Rangel says.
www.catalyst-chicago.org December 2007 7 COVER STORY BILINGUAL EDUCATION
English learners falling short Still, the majority of studies for bilingual class sizes to be driving force behind the creation of the new Commission on show that students given some 10 percent less than the aver- Bilingual Education and World Language is the concern that instruction in their native lan- age class size in the school. AChicago is not doing a good enough job educating its non-Eng- guage do slightly better than But Witzl and other princi- lish-speaking students. those in English immersion pals at dual language schools That concern is well-founded, since English-language learners com- programs, says Timothy Shana- say lack of staff should not be prise 14 percent of the district’s enrollment, or nearly 58,000 students han, a professor at the Univer- a significant barrier. At (85 percent are Spanish speakers). And these figures only include stu- sity of Illinois at Chicago, who Telpochcalli, only about a dents who are currently in bilingual programs, not the thousands that edited a 2006 book that took a third of the staff is bilingual. have transitioned into English-only classes. comprehensive look at studies “It is very doable and very Given the large numbers of English-language learners in the dis- of bilingual education. sound,” Witzl says. trict, the quality of bilingual education affects the overall performance But the benefit is not dra- Another potential barrier is of the district, says Diane Zendejas, the new director of the Office of matic, he notes. “Either way, it how schools would teach chil- Language and Cultural Education. is not going to be a huge disas- dren who are not literate in Under the current guidelines, students should, in a best-case sce- ter,” he says. “You are not con- their own language. Janet Zac- nario, pass a language proficiency test within three years of entering demning the student to total cariello, director of instruction bilingual education, then transition out to English-only classes and per- failure.” for Sawyer Elementary in Gage Park on the far South- form well enough to meet state standards. IS IT DOABLE? CPS officials note that in 2007, transition rates and achievement west Side, considered adopt- showed some improvement. And for the first time, the district met the Some educators question ing dual language when she performance standard set out in the federal No Child Left Behind Act. whether it’s feasible to imple- and other faculty became Still, data from the Illinois State Board of Education show that the ment dual language programs frustrated that English learn- best-case scenario happens too infrequently: on a large scale in a big district ers weren’t succeeding in tra- such as Chicago, given logis- ditional bilingual programs. In 2007, about 45 percent of the 4,500 students who transitioned tics and other barriers. But many of Sawyer’s stu- out of bilingual education in CPS met the three-year benchmark, The longstanding shortage dents come from poorly edu- compared to 70 percent in the rest of the state. of bilingual teachers would cated families and walk in with More than 16 percent of students have been in bilingual education likely be exacerbated by a shift limited Spanish vocabulary, for five years or more, a small percentage for as many as seven years. toward dual language, which Zaccariello says, and so she would require more teachers concluded that dual language In 2006, 71 percent of students who had transitioned out of bilingual who are able to lead classes in instruction wouldn’t work programs two years prior still failed to meet reading standards, and students’ native language. In because students had so few 60 percent failed to meet math standards. That compares to 53 some schools, that would resources in their native lan- percent in reading and 35 percent in math for transitioned students mean finding teachers who guage—and therefore had few elsewhere in the state. (State law requires that districts monitor can lead classes in Arabic or literacy skills to build upon. transitioned students for two years. 2007 data are not yet available.) Bosnian, languages for which Children would reach 5th or
Of the 255 schools subject to NCLB performance standards for it is more difficult to find 6th grade without strong skills English-language learners, 55 did not make adequate yearly progress. teachers. Even schools that in either language. already have bilingual teach- As a solution, the school Clare Muñana, chair of the bilingual commission, says she’s especially ers on board might have trou- adopted an approach called disturbed by the numbers of students who linger in bilingual education. ble finding the additional sheltered instruction, a form “After four or five years in the [bilingual] program, they have lost teachers needed to continue of English immersion that ground in other subjects and they can’t catch up,” Muñana says. “I do with native-language instruc- uses gestures and simple not want these children being held prisoner to this program.” tion throughout the grades. vocabulary to communicate Commission members, many of whom are principals and teachers, Maria Vargas, a former to non-English speakers. Zac- have talked about children coming into 4th and 5th grade speaking board member who chairs a cariello and other teachers say “Spanglish” and unable to write well in either Spanish or English, says legislative advisory committee the approach is working. Beatriz Ponce de León, the commission’s project manager. on education for Chicago’s 2nd Rita Soto, a 2nd-grade “They don’t seem to be grounded,” Ponce de León says. District, spoke at the bilingual teacher, says her incoming CPS researchers are currently trying to figure out how former ELL commission’s first public hear- students now know enough students fare long-term on measures such as the ISAT, dropout rates ing in October and noted the English to allow her to teach at and college performance. serious shortage of bilingual grade level. “I don’t have to A related issue is teaching quality, and some principals and adminis- teachers. In some classes in water things down,” Soto says. trators note that it is extremely difficult to find good bilingual teachers. overcrowded Latino schools, Zendejas plans to work with area colleges of education to find new the student-to-teacher ratio is WHAT NEEDS TO CHANGE teachers. She also wants to provide more professional development. 31 to 1, Vargas said to the group. Witzl notes several changes “This is another area where some have been left out through the “At the minimum, you that would have to take place if years,” Zendejas says. need to monitor compliance,” the district were to adopt dual Sarah Karp Vargas added. State law calls language instead of traditional
8 Catalyst Chicago December 2007 Taking the ISAT Starting next year, English- language learners will have to take the same achievement test as their English-speaking peers. The move, forced by the federal government’s rejection of the test the state had been using to assess English learners, has educators worried. Minerva Garcia-Sanchez, deputy director of the Office of Language and Cultural Educa- tion, is incredulous. “It is hard enough for native English speak- ers to do well on the ISAT. I am worried about how a student who just came to the country a year ago will do,” she says. The U.S. Department of Education ruled recently that the state would have to change the IMAGE (Illinois Measure of Annual Growth in English). State officials then announced that they will develop a new test, but that meanwhile, English learners would have to take the ISAT. Many principals quibbled with the IMAGE because it is in JOE GALLO English, although the language Maria Catalan, a teacher at Whittier Elementary in Pilsen, reads a book with her 3rd-graders. In this dual is simpler than on the state’s language school, students are taught in both English and Spanish, depending on the subject. regular tests and more pictures and graphics are used. No bilingual education. For one, mendations could range are obvious benefits to the Child Left Behind allows states the district would have to get from changes in state law to individual because they can to develop tests in students’ around state policy, which launching a pilot for a new earn more if they know two native language, but Illinois has mandates an approach that approach. languages, and to society as yet not done so. aims to transition children Officials might also want to because the workforce will be This fall, a group of CPS into English-only classes. look toward curricular changes. more employable.” principals concerned about the There’s also the question Shanahan says many studies Diane Zendajas, the dis- IMAGE test lobbied the district of assessment: Standardized note that English learners trict’s new director for the and won an amendment to the testing is especially difficult might know how to read and Officer of Language and Cul- promotion policy: English for students who are getting speak a second language, but tural Education, is hopeful learners who fall short of meet- virtually no English in the they don’t fully comprehend it. that the commission’s work ing standards in benchmark early years, and with the He says English learners need will elevate the status of grades will still be promoted if recent decision to scrap the intensive vocabulary lessons. bilingual education. Bilin- they have good grades and IMAGE (Illinois Measure of “Everybody needs a daily gual programs are some- attendance, although they will Annual Growth in English), dose of vocabulary, but these times considered remedial, have to go to summer school. English learners will face the students need a double dose,” she says, and the needs of Linda Salinas, principal of more difficult ISAT. he says. “Setting aside time to bilingual students are typi- Hammond School in South Beatriz Ponce de León, do vocabulary is a smart cally not taken into account Lawndale, says that as soon as project manager of the com- move, and it will pay off.” when new curricula or initia- students understand English mission, and Muñana both Shanahan says he under- tives are put in place. well enough to do better on the say the commission is aware stands why officials are investi- “For too long, it has been IMAGE, they are on their way of the various challenges. gating a new approach, given an afterthought,” Zendejas out of bilingual education. The commission plans to the increasingly international says. “I hope this takes us to Occasionally, Salinas has seen hold more focus groups and focus of the business world. the next level.” good students fail to pass public hearings, and gather “There’s no question, achievement tests because they additional research. Once knowing two languages is a Contact Sarah Karp at (312) 673-3882 are focused on learning English. they’ve done so, their recom- good thing,” he says. “There or [email protected].
www.catalyst-chicago.org December 2007 9 COVER STORY BILINGUAL EDUCATION New test, more accountability
Fewer than 25 percent of bilingual students passed English proficiency FOR MORE INFORMATION The WIDA Consortium, which developed the Eng- tests this year. Educators say more scrutiny will mean better education. lish proficiency test now used in Illinois, is based at the Wisconsin Center for Education Research, By Sarah Karp However, English learners could University of Wisconsin-Madison, 1025 W. Johnson end up staying in bilingual programs St., MD #23, Madison, Wis. 53706. (608) 263-4216. or decades, teachers and par- for up to seven years since test scores www.wida.us ents had little formal data about have become the main factor that the English skills of bilingual determines whether and when a stu- Fstudents and how well they dent transitions out, says Office of ACCESS. The law calls for English-lan- were likely to perform when they tran- Language and Cultural Education guage learners to take proficiency sitioned into an English-only class. Director Diane Zendejas. tests to show their progress in learning Now, the state’s two-year-old Eng- State and district policies include English and signal when they were lish proficiency test, called ACCESS, is provisions allowing children to be in ready to leave bilingual programs. providing that missing piece of the bilingual programs for up to six years if In line with that requirement, Illi- puzzle. But the news is mixed. Fewer school officials say a student needs the nois developed learning standards for than a quarter of CPS bilingual stu- extra years of native-language instruc- English learners and began using dents reached benchmark proficiency tion. Zendejas says she will let students ACCESS in 2006. The test was devel- levels this year, according to data from stay in for a seventh year if their scores oped by the nonprofit WIDA (World- the Illinois State Board of Education. warrant it. In 2007, only 34 percent of Class Instructional Design and (The number could be higher since students in their sixth year of bilingual Assessment) Consortium, a group of the state does not have complete data education transitioned out, according 15 states that collaborates on devel- for another 22 percent of CPS students to CPS data. Chicago has consistently oping standards and standards-based who took the test; the district still tran- lagged behind other parts of the state tests for English learners. sitioned most of those students.) when it comes to moving bilingual stu- dents into English-only instruction. WHAT STUDENTS NEED TO KNOW Before ACCESS was adopted, dis- Tim Boals, executive director of LOST IN TRANSITION tricts used one of a number of Eng- the consortium, says older language lish proficiency tests on a state- proficiency tests tended to focus on Chicago is doing a poor job adapting to a new Eng- approved list. Scores on those tests, basic, conversational English and lish proficiency test that is supposed to determine the length of time a student had been “when students left ELL classes, they when a student is ready to exit bilingual education. in bilingual education and the fell on their face.” State guidelines say students should exit only if they teacher’s impression of a student’s The consortium focused on what achieve a composite score of 4 or above on all four ability all factored into the decision students need to know to be success- sections of the test (listening, speaking, reading, about when to transition a student ful in a class taught in English. “We writing). But in Chicago, virtually none of the stu- out of a bilingual program. asked ourselves, ‘What does the lan- dents who transitioned out in 2007 had composite Paula Stewart, bilingual lead guage in math look like? What does the scores reported. CPS disputes the state’s figures and teacher at Juarez High School in language in social studies look like?’” and cites reporting problems with the new test. Pilsen, says relying primarily on a To determine what students need TRANSITIONING STUDENTS WITH A PASSING SCORE, 2007 formal measure of a student’s Eng- to know, the consortium used the lish proficiency is a better way to member states’ learning standards. “If Illinois make transition decisions. She also you are teaching to the standard, you Chicago (excluding Chicago) likes the fact that ACCESS is given should do better on the test,” he says. every year, giving teachers and Accordingly, scores on ACCESS 1% 77% administrators a regular check on should have some correlation to how students are progressing. performance on state exams, such “I like the idea of measuring the as the ISAT, once students are in student to make a decision,” Stewart English-only classes. Maine, one says. “It is good that we are finally member of the consortium, is doing looking at it.” research on the issue and has found The federal No Child Left Behind that there is a correlation. Note: Scores are on a 1-to-6 scale. Source: Illinois State Board of Education Act sparked the closer look that bilin- Robin Lisboa, Illinois State Board gual students are now receiving with Continued on page 13
10 Catalyst Chicago December 2007 Teaching kids in two languages By Sarah Karp tackle high school subjects in English. Sixth-grade teacher Craig Segal points alk into a 5th-grade class at to a poem the class is reading and notes Whittier Elementary in Pilsen that knowing Spanish well sometimes and students are reading about helps students understand English words Wthe U.S. Constitution and the that may have similar origins or roots. establishment of democracy—in Spanish. For example, one student was having At other schools that serve large num- trouble with the word “flourish,” until she bers of English-language learners, the realized the Spanish word “florecer” had the same lesson is almost guaranteed to be in same definition. “It is amazing how much English. Children who need bilingual being biliterate really helps them,” he says. education are placed into separate classes By continuing to learn Spanish, Garcia for English instruction and would receive says, students develop critical thinking some content-area lessons in their native skills in their native language and can language. The goal is to transition into all- transfer those skills to English more easily. English classes as quickly as possible. Without such a base, a student will strug- But Whittier and 21 other schools rely gle all the way through school, Garcia on dual language instruction; the goal is to says. Inadequate bilingual education that have children become fluent in two lan- fails to help students develop these think- guages. At Whittier, students are taught in JOE GALLO ing skills may contribute to high dropout both Spanish and English throughout the A student at Whittier writes a story in Spanish rates in the Latino community, she adds. grades. In some schools, English-speaking about the Day of the Dead. The goal is for “The hardest thing for kids is to walk students learn Spanish, Polish or Chinese, students to gain fluency in English and Spanish. into high school when they haven’t devel- while their classmates learn English. oped the habit of reading with under- Members of the CPS-led Bilingual At Ruben Salazar Bilingual Education standing,” Garcia says. Education and World Language Commis- Center on the Near North Side, students There are challenges to implementing sion are leaning toward endorsing dual also learn Spanish and English, regard- the dual language approach, Garcia language programs as a better alternative less of their native language (76 percent notes. Parents who see learning English to traditional bilingual programs. They of students are Latino and 21 percent are quickly as the key to school success can say that dual language teaching has two African American). The goal is to have be hard to convince. The district has no advantages: Students more readily devel- English-speakers walk into high school dual language middle schools or high op higher-level thinking skills since they able to take at least a second-level Span- schools, so English learners eventually learn social studies, math and other sub- ish class, and for the Spanish-speakers to must function in an English-only envi- jects in the language with which they are do high-level class work in English, says ronment. There are no dual language most familiar; and students also develop teacher Debra Griffith. training programs for teachers. more literacy in their native language, an Garcia, who worked at Inter-Ameri- Mobility is also a difficult issue. When advantage in the workplace. can, is quick to point out that Whittier’s a new English-speaking child shows up in “If you have the opportunity to speak program focuses on maintaining stu- 5th grade not knowing any Spanish, it is two languages, why give one up?” says dents’ native language (two-thirds of stu- hard to get him up to speed with students Whittier Principal Zoila Garcia. dents are native Spanish-speakers). who have been learning the language Parent Virginia Guevara, who has lived “We don’t have a lot of models of Eng- since kindergarten. in Chicago for 20 years, was glad to find lish in this community,” Garcia says. Federal officials recently rejected the Whittier’s program for her son, Alex. “We “What we do is give kids literacy in Span- IMAGE test (Illinois Measure of Annual thought it would be the best for him so he ish and [then] we bring in English, so it is Growth in English), forcing the state to wouldn’t lose his Spanish,” she says. an easy transition.” scrap it and have English learners take At Whittier, kindergarten classes, the ISAT. That decision will hamper stu- ONE CONCEPT, MULTIPLE STRATEGIES reading and math are taught in Spanish. dents, Garcia says. Different schools use different strate- By 3rd grade, students spend half their “I have had students who have been gies for dual language instruction. At Inter- day learning in English, but continue here for a year and learned a lot of English, American Dual Language School in Lake- through the years to get much of their but still do not meet standards,” she says. view, the student body is evenly divided lessons in other subjects in Spanish. Still, “It is really discouraging for that student.” between native speakers of English and Garcia insists that the school provides Spanish, and teaching is done in the two enough English instruction to equip For a list of schools with dual-language languages so students gain fluency in both. graduating 6th-graders with the skills to programs, go to this story online.
www.catalyst-chicago.org December 2007 11 COVER STORY BILINGUAL EDUCATION A double hurdle for high schoolers Teens who are still learning English have a tougher time mastering other academic subjects
By Sarah Karp sion. And Beatriz Ponce de León, project BYTHE NUMBERS manager for the commission, says plans oung children are said to be are in the works for a focus group with sponges, able to quickly pick up In 2006, there were 5,675 high school high school bilingual teachers to find out and become fluent in a new lan- students enrolled in bilingual education; what is happening with programs. guage. But what about the young 870 were in their first year of the program. Paula Stewart, a National Board-certi- Y Here’s how their performance compared man who walks into Sullivan High School fied bilingual lead teacher at Juarez, says two months after coming to Chicago to high school students overall, according the challenges high schools face with from Ethiopia? Or the young woman who to CPS data: bilingual students are not unique. High shows up at Juarez High who is still strug- FRESHMAN ON-TRACK RATE: schools usually don’t have the resources to gling to speak English five years after 65 percent vs. 56 percent deal with any student who can’t read well arriving in the U.S.? or is performing way below grade level. Academic progress is often tougher for GRADUATION RATE: Sometimes Stewart has a student who high school English-language learners, 46 percent vs. 50 percent is struggling, but it’s unclear if the prob- who comprise about 10 percent of all COLLEGE ENROLLMENT: lem stems from language difficulties or bilingual students in CPS. Educators note 46 percent vs. 66 percent other needs. “We just feel like we are that older students face two hurdles: scrambling to figure out what this child learning to speak a new language while COLLEGE ENROLLMENT, GPA AT LEAST 3.5: needs,” she says. also learning high-school-level academic 53 percent vs. 78 percent At times, Stewart will let students con- content. tinue to take classes in their native lan- Even those students who have transi- guage throughout high school, though tioned out of bilingual programs may FOR MORE INFORMATION she warns parents that their child will have trouble mastering subjects taught in The Latino Education Alliance promotes improved graduate without becoming proficient in English, educators say. education and higher graduation rates for Latinos. English. Sometimes, Juarez teachers who “It takes five to seven years for a sec- Executive Director: Bertha Magaña. 750 S. Halsted, speak Spanish will have to modify the ond-language learner to become profi- Rm. 604, Chicago IL 60607 (312) 413-4013, curriculum for students who are still cient,” says Kathy Khoshaba, chairperson www.latinoeducationalliance.org learning English. of the Teaching English to Speakers of A small number of high school English Other Languages/Multilingual Depart- learners were in their first year of bilin- ment at Senn High in Edgewater, where and Cultural Education, says the academ- gual education in 2006, suggesting they 21 percent of students are English learn- ic difficulties faced by English learners were newcomers to the country. Some of ers. “Most of these students don’t have may contribute to high dropout rates these students may have attended school that much time.” among Latinos (who make up 85 percent in their home country, while others are The data available paint a decidedly of bilingual students). As a result, she says refugees from war-torn lands and haven’t mixed picture of how high school English bilingual educators should be at the table been to school in years, says Bertha Mag- learners are faring in CPS. They are more when the district implements new initia- aña, executive director of the Latino Edu- likely than their peers to be on-track to tives aimed at lowering the dropout rate. cation Alliance, which recruits teenagers graduate as freshmen, but those who There’s also a larger issue, Zendejas who have been in the U.S. for a while to remain in bilingual programs are less likely adds: What extra support should the dis- act as peer tutors to newcomers. to graduate and to enroll in four-year col- trict provide for English learners after “High schools all assume that ele- leges, even if they have a high GPA. And in they transition out of bilingual programs? mentaries should have done the work,” one CPS survey, high school English learn- “Do we just stop and say ‘Now we are Magaña says. “But what happens when ers rated teacher support and safety at done?’” she says. “Or do we ask, ‘What there was no elementary school or the their schools lower than their peers did. more do these students need to be suc- elementary school had the student for cessful in the future?’ I am not interested less than a year?” A SEAT AT THE TABLE in looking only at high school, but at col- Overall, Magaña suspects a lack of Eng- Principals and teachers say high lege, too. Shouldn’t that be our goal?” lish skills is not the root cause of school school is where gaps in comprehension There are signs of progress. David failure among English learners, but adds between English learners and their peers Gilligan, chief high school officer for CPS, to it. “If they are not doing well in school, become most apparent. Diane Zendejas, is a member of the CPS-led Bilingual they might not see a point to staying, and the new director of the Office of Language Education and World Language Commis- see more meaning in getting a job.”
12 Catalyst Chicago December 2007 Bilingual teachers scarce in preschools By Debra Williams tor of Erie Neighborhood House, cites hood education and other areas. Residents three reasons for the shortage in commu- can also take classes to help them brush up etting young children ready for nity preschools. for the basic skills test, which they must school by exposing them to lan- For one, the pool of potential teachers pass to get a teaching degree. Gguage, equipping them with reading is small because not enough Latino stu- Most of those in the programs are readiness skills, and instilling a love of dents are attending college, says Estrada. women who have been out of school for exploration and learning is the key to “And the best and brightest are not years and need to improve their basic preparing them for school success. choosing the [teaching] profession skills, Garcia notes. But that task is more difficult for because of the pay.” The partner universities provide youngsters whose native language is not Finally, Latino college students who do instruction at El Valor in the evenings and English—primarily Spanish-speaking become teachers typically opt to work for on Saturdays, and also provide child care. students, who are the vast majority of the district for monetary reasons: Salaries Vincent Allocco, the executive director non-English speakers in Chicago— for CPS and community preschool pro- of El Valor, says the program started when because of the lack of bilingual preschool grams are comparable, but community Northern Illinois University approached teachers. The problem is particularly preschool staff work longer hours. the organization about creating an early acute in preschool programs operated by In CPS, “they work nine and a half childhood education program called community organizations that partner months. We work year-round,” says Touch the Future. with Chicago Public Schools. Estrada. Since then, the organization has part- “We don’t have numbers, but we hear nered with the University of Illinois at from programs about the difficulties of RECRUITING FROM WITHIN Chicago, Chicago State University, Daley recruiting certified bilingual and bicul- Thus far, Erie House’s solution has College, Kendall College, Governors State tural teachers,” says Maricela Garcia, the been to ‘grow their own’ by encouraging University, Southern Illinois University, executive director of the advocacy group staff to obtain training and a degree in National-Louis University and Olive-Har- Latinos United. early childhood education. vey College to provide instruction for a CPS principals have an easier time “We have one bilingual person in degree in other areas such as business, attracting those candidates who have the every classroom,” Estrada explains. “That speech therapy and counseling. Partici- necessary language skills and the certifi- doesn’t mean that every lead teacher is pants receive a reduced tuition rate. cation in early childhood education. bilingual, but somebody—an assistant Currently, 17 people are in an early “I was very fortunate. I have enough teacher, an aide—is bilingual. And cur- childhood education bachelor’s degree teachers in my school,” says Jose Barrera, rently, 80 percent of our staff is working program and 15 are in a program to help the principal of Columbia Explorers towards some kind of degree.” them pass the basic skills test to gain Academy, a well-regarded neighborhood Garcia applauds the move. She advo- admission into an Illinois teacher prepa- elementary school in Brighton Park. cates a model currently being used at El ration program. Advertising open positions has paid off, Valor, a nonprofit group in Pilsen. For the Allocco says the organization hopes he adds. “I guarantee people will come last 15 years, El Valor has taken groups of to provide a way for residents to earn a and work here.” people from the community and helped master’s degree in early childhood edu- Ricardo Estrada, the executive direc- them obtain their degrees in early child- cation soon.
ACCESS continued from page 10 that students score a 4 on the ACCESS to beyond conversational English. be transitioned from a bilingual program. “Technical vocabulary will be covered of Education division administrator for Boals notes that a child who scores a 4 in the classroom,” Shanahan says. English-language learners, says having still is not fully proficient in English and But Nancy Villarreal-Adler, interim the test aligned to standards has should get additional support. director of the National Association for changed what happens in the classroom. Timothy Shanahan, a professor of Bilingual Education, says any state that is Having standards for English learners education at the University of Illinois at using standards to help set its bilingual cur- also helps college and university educa- Chicago who edited a book on studies of riculum is heading in the right direction. tion schools know what bilingual teach- bilingual education, says he is not so sure Before NCLB, she says, English learn- ers should be teaching. proficiency tests that focus on classroom ers were in the shadows of education. “It has helped not just bilingual teach- vocabulary will produce better results. If “These children did not count,” Villar- ers, but also mainstream teachers to they are teaching very specific vocabu- real-Adler says. “No one was accountable understand where the child is and what lary, such as “rhombus,” it might even be for them and what happens when no one the child needs to be learning,” she says. a waste of time. What students need, he is accountable? People don’t make much On a scale from 1 to 6, Illinois requires says, is higher-level vocabulary that goes of an effort.”
www.catalyst-chicago.org December 2007 13 Up Close
The College Challenge revisited Support, perseverance are key
Grads find it’s not easy to stay on track in college, but Brooke Ray encouragement from adults can make the difference HARD WORK PAYS OFF
By Kristin Maun hat does it take to get a college education? Six years ago, Catalyst Chicago began to examine that com- Wplex question in “The College Challenge,” a series of periodic reports on the struggles of nine black and Latino students from Chicago Public Schools who were aiming to earn a college degree. Associate Editor Debra Williams profiled the nine as they coped with the myriad challenges of making the transition from high school to college: difficulty finding financial aid, inadequate academic preparation and social adjustment. Since 2001, the district has taken steps to boost college admissions, creating a Department of Postsecondary Edu- cation and dispatching college coaches to a dozen schools to motivate students to apply for postsecondary education and help them through the process. Earlier this year, the dis- PHOTO COURTESY OF BROOKE RAY trict released data showing that college attendance now THEN: After graduating from Orr High stands at 48 percent. (See “College-going rates inch higher,” School in Humboldt Park, Brooke Ray was May 2007.) accepted to her dream college: the Univer- Yet once in college, students face a tougher hurdle: gradu- sity of Southern California. But the transi- ation. Just 45 percent of CPS graduates who enroll in a four- tion to college was a shock. Though she year college end up with a bachelor’s degree within six years, had been Orr’s valedictorian, Ray struggled compared to 64 percent nationally, according to a 2006 study in college, and her freshman GPA fell to 2.8. Finding the money was a struggle, too. She from the Consortium on Chicago School Research. had financial aid, took out loans and got With this report, Catalyst checks in with five of the nine support from her mother, but still had to students to find out whether they graduated and if so, what take part-time jobs to pay the hefty $36,000 made the difference in helping them surmount the hurdles. annual tuition, room and board. Although the students Catalyst was able to locate and inter- view each stressed that hard work and perseverance were NOW: Despite the heavy financial burden, important to their success, another critical factor emerged: Ray graduated from the University of support from outside, whether from a parent, a high-school Southern California in 2005 with a major mentor or the university they attended. in international relations and a minor in business. Although her high school class- PHOTOS BY JOHN BOOZ es did not prepare her for university-level
14 Catalyst Chicago December 2007 The others Catalyst Chicago was unable to reach all the work, Ray maintained a B-average GPA Vernon Payne by studying hard and asking for help from students featured in the College Challenge her professors and teaching assistants. ART, TOUGH LOVE LIGHT A SPARK series. Angela Serrano, who graduated from Ray also says she relied on the emo- Hubbard High, enrolled at Morton Community tional support of her high school teachers College and wanted to be a veterinarian, and and administrators to keep going when Lekena Figueroa-Forman, who graduated things got rough. “I think attending Orr from Lane Tech, enrolled at Northeastern Illinois High School was the best thing that ever University and wanted to be a history teacher, happened to me,” she says. “There are could not be found. Based on public records people that believed in me and what I and interviews with college administrators and Catalyst could accomplish.” other acquaintances, found out Hard work in the real world and skills what’s happened to two others: she learned in an after-school program AARON PRICE: FROM STUDENT TO PRISONER also paid off. Kenwood Academy graduate Aaron Price made Ray says she had to work two or three a promising start to college and career. With jobs at a time to pay her bills, including help from his family, Price amassed some stints in USC’s admissions office and $65,000 in scholarships; he graduated in the top architecture department and outside jobs 10 percent of his class. But the auspicious start in modeling and event planning. “It was ended abruptly and Price did not achieve his hard to find an academic balance as well dream: In his sophomore year at Morehouse as work and have a social life,” she says. College in Atlanta, Price was convicted of aggra- But after graduation, a full resume and vated assault and aggravated battery for attack- the connections she made through ing another student with a baseball bat. Price employers and the USC alumni associa- was expelled from Morehouse and sentenced to tion quickly led to a job she loves: director THEN: Vernon Payne had little academic serve 10 years in a Fulton County, Ga., prison. In of product development for eForce direction as a student at Morgan Park August, he was paroled to a halfway house. Media, Inc., a marketing company. Ray High School. He was a talented artist but a manages the design and marketing of the mediocre student who admitted he did JAMES SNOWDEN: AN ACADEMIC ATHLETE company’s Web site using skills she only enough schoolwork to get by. Recog- At Chicago Vocational Career Academy, learned in high school and college. nizing his talent, his family and teachers James Snowden was an honor roll student and Ray first learned about Web design encouraged him to enroll at Columbia a talented athlete in track, basketball and foot- through Tech 37, a city-sponsored after- College—known for its arts programs—to ball. In 2002, he graduated as valedictorian and school program that teaches high school study fine art. At first, he was disorganized won enough money to pay for about 70 per- juniors and seniors to troubleshoot com- and rarely showed up for class. When Cat- cent of his tuition at the University of Chicago. puter equipment, use new technology alyst last spoke with him in 2002, he Still, Snowden was concerned he would not be and create “Webliographies” to help peo- vowed to make school a priority. prepared for the rigors of an undergraduate ple find information on the Internet. She curriculum. To smooth his transition into col- saw the program as a link to her future. “I NOW: Although he had a rocky start, Payne lege-level courses, he participated in the Chica- knew that computers interested me. I graduated from Columbia College in 2006 go Academic Achievement Program during the knew that there would be a life in technol- with a bachelor’s degree in fine arts. summer before his freshman year at the Uni- ogy and there would be a demand for it.” Freshman year and the beginning of his versity of Chicago. In June 2006, Snowden In January, Ray will begin classes for sophomore year were the toughest, Payne graduated from the U of C with a major in law, computer programming and Web design says. “That’s when I had my worst grades. letters and society. While there, he played foot- to continue to build her skills. Ultimately, But eventually I got the hang of college life.” ball as a wide receiver and a defensive back. she wants to start a marketing company to The second semester of his freshman build Web sites for small businesses, a year, Payne rarely showed up for class dream she has had since high school. “I was and ended up failing the only two classes classes he had failed before she would always a business-minded person and I he was taking. He says anxiety kept him help pay his tuition in the future. always knew I would own my own business from concentrating and admits he had The threat worked. Payne got organ- one day,” she says. poor organizational skills. ized and studied hard. Ultimately, he Now, Ray encourages other CPS stu- But pressure from family, friends and graduated with a 2.9 GPA. dents to do what she did: Get a job as teachers to do better helped get him on “I didn’t believe in myself, especially in soon as possible and start learning about track. And his mother ended up laying the beginning,” he says. potential careers. The part-time jobs she down the law: She said she would no longer (Students at Columbia College, an held and the connections she made pay for his education if he didn’t try harder. open-admissions school in the South through them taught her more than she He considered dropping out and Loop, often lack the academic back- learned in the classroom, she says. “It’s returning to school later. But if he did, his ground needed to succeed at a more com- life experiences and interactions that pre- mother, who was footing his tuition, told petitive institution. The school offers pro- pare you for the real world.” him he would have to pay her back for the grams to help freshmen who need an
www.catalyst-chicago.org December 2007 15 UP CLOSE THE COLLEGE CHALLENGE
extra boost, including the Conaway score, the Scholars Teach and Reach now that dream is just dying. The teachers Achievement Project for students who are (STAR) scholarship program for aspiring around me are killing that spirit.” first-generation college students, come teachers took a chance on him. STAR pro- His answer to that challenge is to pur- from low-income families or are disabled; vides financial aid and mentoring for stu- sue a graduate degree in school adminis- and the Bridge summer program for dents, and the support paid off: Ramirez tration. Then, Ramirez says, he’ll have incoming freshmen who lack the aca- became a model college student—STAR more power to fix a school by hiring teach- demic skills needed for college work.) requires students to maintain at least a 3.25 ers who care about the kids and by imple- Once he committed to school, Payne GPA each year, but Ramirez had a 3.8 upon menting a Native American approach to took classes in everything from perform- graduation—and was a volunteer at Pulas- discipline that is similar to the concept of ance art to ceramics. He discovered a pas- ki Elementary in Logan Square. restorative justice—asking kids to make sion for printmaking and painting and restitution when they do something developed confidence in himself. NOW: After graduating in 2003, Ramirez wrong instead of kicking them out of “I had an identity crisis because I did- is now living his longtime dream: He’s school via suspension or expulsion. n’t know who I was,” he says. “The whole teaching 7th- and 8th-grade math and Even with the difficulties, Ramirez has experience of college helped me realize 8th-grade reading at Eberhart Elemen- never considered quitting his job. “When who I really am.” tary in Chicago Lawn, where he started I was going to school, I would often ask While still a student, Payne started in 2004. But after several years in the myself what I would do if I wasn’t teach- working at an art supply and frame store classroom, Ramirez says flat-out, “I don’t ing,” he says. “And I still can’t answer that in Morgan Park. He is now a manager and think any school prepares you for the question. I have to keep teaching.” loves his job. “I order, I frame, I do it all. I actual teaching experience [and] the worked my way up from the bottom all issues these kids are bringing into the the way up,” he says proudly. classroom,” he says, noting that his stu- Ana Salinas Payne has set up a Web site to sell his dents have dealt with significant prob- A ROLE MODEL FOR STUDENTS artwork, www.vernonpayne.com. He also lems such as abuse and rape. has plans to launch his own business, an “How do I expect these kids to learn online art supply store. Down the road, he how to add integers when they’re going hopes to pursue a graduate degree in art. through so much personal trauma His advice to other students: Work hard. inside?” he adds. “You got to want it,” Payne says. “If you don’t Ramirez says he achieved success in want it, it’s not going to come to you.” college, despite poor preparation in high school, because he discovered his ethnic identity as a Native American. “I joined Adam Ramirez ethnic dancing and from that I met many WHAT HE DIDN’T LEARN IN COLLEGE people connected to their roots,” he says. “I found who I was as an indigenous per- son and that made all the difference in the world.” Now, Ramirez advises high school stu- dents to study their ancestry, like he did, to find the self-awareness they need to suc- ceed. “If you don’t know your past, you’re not going to know your future,” he says. In October, an Eberhart student was THEN: At Juarez High School in Pilsen, Ana murdered and Ramirez turned to his Salinas earned good grades and took Native American roots to help students Advanced Placement classes. So it came as cope. He used the tradition of “talking cir- a big surprise to her when she failed a pre- cles” to allow students to discuss the loss calculus class during her first semester at and the consequences of decision-mak- Loyola University and then had to take a ing. He also read to them from “It Doesn’t remedial math course. Despite inadequate Have to Be This Way,” a book by writer preparation in high school, Salinas had a and former East Los Angeles gang mem- passion for numbers and was determined ber Luis Rodriguez on the devastating to succeed. With support and hard work, consequences of gang violence and the she got good grades—even in math. THEN: In 2002, Adam Ramirez was a senior importance of making good choices. at Roosevelt University earning top grades Ramirez says he has been disappoint- NOW: Today, Ana Salinas teaches math to and about to earn a degree in elementary ed because of a perceived lack of compas- 7th-graders at Ruiz Elementary in Pilsen, education—a substantial accomplishment sion for students among his colleagues. the same grammar school she attended. after struggling at Hubbard High in West “My goal was to keep these kids out of She is now working toward a master’s Lawn. Despite low grades and a low ACT gangs,” he says. “I was so enthusiastic. But degree in bilingual education and plans
16 Catalyst Chicago December 2007 to earn a master’s degree in mathematics. “When I first started teaching, I her. “It helped me network and meet peo- Both degrees will make her a hot com- thought that was it—I was done,” Salinas ple, like other scholars,” she says. modity in the teaching field. says. “I still love teaching, but I feel that I While Golden Apple provided emo- Salinas, who graduated from Loyola need to do more.” tional support, Dungey knew to reach out University with a 3.0 GPA in 2003, earned to get the academic support she needed a bachelor’s degree in education with a at NIU. Whenever Dungey struggled, she concentration in mathematics. Support Danielle Dungey went to the university’s writing center to from her mother and former teachers CAREER EXPOSURE WOULD HAVE HELPED have her papers proofread, or made an (who had encouraged her to pursue a appointment to talk with her professors. teaching career) kept Salinas on track Dungey now is teaching history to personally as well as academically. juniors and seniors at Eisenhower High “I kept talking to my old teachers from School in south suburban Blue Island. high school,” says Salinas, who thought at She felt academically prepared for teach- times that she might not be smart ing, and remembered from her own high enough to graduate. “It kept inspiring me school classes what made learning fun. to complete my studies.” But she wasn’t ready for the challenge of One of those teachers is Dana Butler, teaching unmotivated students. now principal of Ruiz Elementary. Dungey says she tries to inspire her stu- “We see people from all walks of life dents and give them the same passion for [become teachers], but I think it’s an added education that she had by offering extra- bonus when you can have someone from credit options and giving a motivational your own community,” Butler says. Salinas’ speech at the end of each class. “If you’re success shows the students that a college not smiling, I encourage you to put a smile diploma is achievable for them, too. on your face. Live every day to the fullest Salinas sees herself as a role model for with no regrets. And always remember life students, but the transition from Ruiz is what you make of it,” she says. student to Ruiz teacher has been difficult. It’s also her job, Dungey says, to pre- Although her former teachers now are THEN: When Catalyst last spoke with Dan- pare her students for college by teaching peers, Salinas is hesitant to call them by nielle Dungey in 2002, she was in her third them to be responsible. For one, she does their first names. “I still feel like a stu- year at Northern Illinois University, won- not accept late assignments. “I tell them I dent,” she says. dering whether she should have chosen do this because when you go to college, Ruiz teachers, however, have had no another major besides history. The professors aren’t going to go to your dorm difficulty accepting Salinas as a colleague. prospect of higher pay lured her to consid- and knock on your door to ask if you’re Theresa Kevorkian, an 8th-grade teacher, er other careers—she planned to become a coming to class,” she says. says she is thrilled to see Salinas grow teacher—but she worried that changing Beyond the classroom, Dungey assists from an insightful teenager into a talent- that plan would mean losing her grants students who want to go to college the ed educator. and scholarships. “I wish I could have been same way her high school teachers helped “She’s an amazing math teacher,” exposed to other careers,” she says now. her: by nominating them for scholarships. Kevorkian says. “She knows how to break “There are so many careers out there I did- Dungey also has earned a master’s it down—she’s effective. The kids are n’t even know about.” degree in school leadership from Concor- focused, she gives them a real strong dia University. She wants to become a foundation and they end up really under- NOW: Dungey ultimately stuck with her dean of discipline and sees it as a way to standing the language of math.” major, and her decision to become a work in educational policy while still Salinas says her difficulties with math teacher, because she already had dedicat- inspiring young people. in college made her a better teacher. “I ed so much time and money to that “There’s always a good and a bad did struggle, and I saw what did work for career path. In 2004, she graduated from choice, and the choices you make affect me, and that’s what I work into my class- NIU with her teacher’s certification as you,” Dungey says. “I want them to room,” she says. “I’m one of those visual well as her bachelor’s degree. understand that there are consequences learners. You have to show me. I have to By the time she began having doubts to everything they do.” understand the reasons behind it. And about her career path, Dungey says, “I She also wants students to understand that’s how I teach my students.” was already a junior and had already that there is potential in everything, too. Salinas is earning a master’s in bilin- started my [major] program and I just “I’d love it if they remembered, 20 to 30 gual education from Concordia Universi- didn’t want to quit. There were so many years from now, everything I taught them ty, where she maintains a 4.0 GPA and is people who had invested in me.” about history,” Dungey says. “But if they scheduled to graduate in December. She Outside support, from peers and adult don’t remember anything else, I want plans to apply to the Illinois Institute of mentors, made a critical difference for them to remember they can do anything Technology to earn another master’s in Dungey. The Golden Apple Foundation, if they want to.” mathematics. She also wants to write an organization that provides scholarships children’s math books. for teachers, created a support system for Contact Kristin Maun at [email protected].
www.catalyst-chicago.org December 2007 17 Viewpoints
LETTERS TO THE EDITOR School violence report needs context
applaud Catalyst Chicago’s coverage of dreds of new students arriving from across atmosphere at the school is attributable to school violence in its October 2007 the West Side, across gang territories and the efforts of Sean Stalling, the principal, issue. Having spent many years in and cultural divides, Manley has paid a signifi- and the support work of Umoja Student Iaround schools on the West Side, how- cant, if predictable, price in school safety. Development Corporation (an organiza- ever, I think you failed to provide some While CPS has provided additional tion housed in Manley and committed to critical context. resources in the face of this demographic providing counseling, programs and sup- You mention in a sidebar that Manley shift, and the new principal has worked to port to help prepare students for college). High School was ranked the most violent find creative ways to respond to an inher- The leadership at the school has worked high school last year, with 24 violent inci- ently difficult situation, the environment at tirelessly to develop relationships with its dents per 100 students. In addition, Catalyst Manley initially went from stable to scary. expanded student body, and to help reported that while overall violent incidents In light of this situation, and others like incoming freshmen find a constructive dropped by 10 percent, a third of schools it playing out across the city, CPS is now place. These efforts to build social support experienced a 20 percent or more increase looking to find ways to shut down failing into the daily schedule and life of students in the rate of serious fights. What you failed schools without dislocating students. If this are paying off—as they were prior to the to do was offer analysis or perspective on works (and such efforts are notoriously dif- surge in enrollment—and they underscore what might explain these trends. ficult), it will not only benefit the students the overall theme of last month’s issue: In the case of Manley, the level of school and families who are able to stay in one Building relationships with students is and violence is at an all-time high, having near- place, but also will ameliorate the situation should be at the core of school safety. ly doubled since 2003. The recent spike at neighborhood schools such as Manley. Robin M. Steans stems in large part from the fact that when It is also worth noting that despite a Trustee, Steans Family Foundation CPS closed Austin High and Collins High, it continued influx of freshmen from closed redirected freshmen to Manley (which at schools, the climate at Manley has dramat- EDITOR’S NOTE: For stories on the impact the time was underutilized). With hun- ically improved this year. The calmer of school closings, see Catalyst, March 2006. Collaboration is ‘the real story’ in AlbanyPark he education reform leaders of the a collaboration that holds the potential to to learn from our experiences in Albany Albany Park Neighborhood Council be a powerful transformation in the culture Park so that they can figure out ways to feel that the article “Tying Schools of education in one Chicago neighbor- support this type of collaboration in this TTogether at the Roots” (Neighbor- hood. And it is the story of how this process neighborhood, and beyond. hoods, Nov. 2007) fell short of truly com- has been started despite many obstacles GAPEC Leadership Team, Albany Park municating the mission and the work that schools encounter on a daily basis. that is being done by a local group of edu- Though not reflected in the article, we Principal Eileen O’Toole, teacher Karoline Sharp, cation leaders through the Greater have found that the teacher dialogues dur- parent Veronica Solis—Albany Park Multicultural Albany Park Education Coalition. ing the shared professional development Academy; Principal Carl Dasko, parent Claudia Gutierrez—Bateman Elementary; Principal As the leaders who have been involved time pushed the conversations beyond fin- Debbie Ward, Cleveland Elementary; Assistant in crafting this initiative, we felt it was nec- ger-pointing and began addressing the Principal Wilma Newchurch, teacher Dan August, essary to accurately convey to Catalyst root causes of challenges faced in our program coordinator Mary Ann Brandt— Chicago readers what we see as the valu- schools and crafting creative solutions to Thurgood Marshall Middle School; Principal able story to tell about our initiative. The improve student achievement. Also, while Alejandra Alvarez, teachers Joel Piotrowski and real story here, which was watered down by frequent top-down initiatives from CPS are Scott Doolittle—Roosevelt High; Principal Roger attempts to capture controversy, is the sto- a backdrop, and sometimes a struggle in Johnson, teachers Jaime Perez and Naseem ry of a group of school teachers, principals, our work to educate our students, we are Umar—Volta Elementary; Principal Gil Sanchez, parents and students who are establishing pleased that Chicago Public Schools has parent Maria Elena—North River Elementary learning communities that extend beyond been supportive of the coalition’s work to their own school buildings. It is the story of date. It is our hope that CPS will continue Viewpoints continued on page 23
18 Catalyst Chicago December 2007 Updates Ren10 still missing the mark in some communities
Neighborhoods on the South Side have lost out so far in the Still waiting for better schools Chicago Public Schools has yet to place new Renaissance 2010 schools in 10 priority areas, including top-ranked South Shore. Soon after Renaissance was launched, CPS and IFF (formerly district’s signature program to the Illinois Facilities Fund) identified 25 priority communities where the need for higher-per- forming schools is greatest. Some of those areas still may get a school; five of the schools create better new schools. approved recently have yet to be assigned a site.
By John Myers New Renaissance school hicago Public Schools is closing in School approved on its goal of opening 100 new for opening by 2009 schools under Renaissance 2010, Priority community Cbut almost half of the communities identified as most in need of high-per- forming schools have yet to get them. LEFT OUT OF REN10 After the fourth round of new schools These 10 communities—most approved recently under the district’s on the predominantly black controversial program, 10 of the 25 “pri- South Side—are among 25 ority communities” identified in a 2004 identified as in need of better report by the IFF (formerly the Illinois schools. So far, however, that Facilities Fund) have yet to get the new need has gone unmet. schooling options they need. The IFF, which provides below-market East Garfield Park rate loans and real estate consulting for Near South Side nonprofits in low-income communities, Riverdale created the report in collaboration with Roseland CPS. Neighborhoods were ranked South Chicago according to their need for better educa- tional options, based on school perform- South Shore ance and overcrowding. CPS has used the Washington Park ranking as a roadmap for Renaissance. West Elsdon Most of the still-unserved communi- West Lawn ties are predominantly black South Side West Pullman neighborhoods. Some of the communi- ties still may get one of the schools For the list of communities receiving two or more approved recently. CPS has yet to choose Renaissance schools, go to www.catalyst-chicago.org. a site for five schools approved in this Note: Some schools share a single campus year’s round; they could go anywhere, Source: Chicago Public Schools district officials say.
www.catalyst-chicago.org December 2007 19 UPDATES
“We scoured the city with the RFP really have in the schools that are coming “The only reason we’re not in more [request for proposals] distribution,” says into our neighborhoods?” neighborhoods is that we can’t find facili- Jaime Guzman, director of external rela- Some community leaders, however, ties,” says Purvis, noting the difficulties tions for Chicago’s New Schools Depart- don’t necessarily want the new schools Chicago International faces when search- ment. “But we’re still trying to figure out the district may offer up. ing for affordable buildings zoned for who has the capacity [to build successful “We need a [high]-performing school schools. “We want to be where there’s a schools] down there.” because kids have to travel great dis- need for a high-performing school.” To date, 54 new Renaissance schools tances to get to better schools,” says Les- The group’s go-anywhere mentality are up and running. Another 24 are tine Byars, executive director of the Coali- has been unique among charter opera- scheduled to open in 2008 and 2009. tion for Improved Education in South tors, though the latest round of new Although some of the new schools have Shore. “But we need quality people com- schools suggests that’s changing. Noble shown promising results, it’s unclear as ing in rather than just another cookie- Street will branch out from the city’s West yet whether Renaissance 2010 will pro- cutter [replicated charter] school.” Side to Greater Grand Crossing on the vide significantly better school options South Shore tops the list of needy South Side next year. for a substantial number of students. communities. The community nearly got Most charters have deep ties to partic- a Renaissance school in 2005 when ular communities: United Neighborhood WHAT COMMUNITIES WANT Chicago International was cleared to Organization runs five charters in heavily In gathering new school proposals this open a charter elementary there. But the Latino areas on the Southwest and North- year, CPS specifically requested ideas that proposed building—an aging Catholic west sides of town, and plans to open would serve the 13 communities that had school—proved too costly for the charter three more in Archer Heights next year. yet to be assigned a Renaissance school. to rent. Instead, it found another facility The tendency for charters to clump Just three of the proposals fit the bill; the across Stony Island Avenue, and now together explains, in part, why some district says it received no proposals tar- serves the Avalon Park neighborhood. communities have yet to get Renaissance geting the 10 other areas. Byars wasn’t bothered. South Shore schools. Up against a state cap on new The three proposals are for Kwame needs selective-enrollment schools, not charters, the district has been meeting Nkrumah Academy, a contract elemen- charters, she says, if it wants to keep the demand for charter schools by granting tary school for Pullman; a new charter community’s top students enrolled at additional campuses to existing, and high school in Greater Grand Crossing home. generally territorial, operators. operated by Noble Street Charter; and a That’s shortsighted, says Elizabeth Availability of school buildings is another key factor, officials say. Several “The process for establishing the schools doesn’t always feel Renaissance schools have gone into the mid-south communities where public community-based.What voice do we really have?” housing demolition has lead to a pletho- ra of empty school buildings. Jay Travis, executive director, Kenwood-Oakland Community Organization The district, short on cash for school construction, has favored new school new charter elementary in West Garfield Delaney Purvis, executive director for operators with enough money to build or Park operated by LEARN charter school. Chicago International. Selective enroll- rent their own schools. This year, CPS has Madeline Talbott, head organizer for ment schools serve only a sliver of the identified a group that has the money Chicago ACORN, says she believes the neighborhood’s best students, whereas and wants to build in one of the far South district has focused on getting new charters open their doors to all, she says. Side priority communities. schools into gentrifying neighborhoods Even without Renaissance schools, Iva Carruthers, one of the principal and done little to ensure poorer commu- meaningful reform is happening in com- designers behind the Nkrumah elemen- nities get the schools they need. munities such as South Shore, say district tary planned for Pullman, says the school’s “We’re organizers. We understand how officials. placement depended primarily on where to do this. We go in first and organize the The area’s high school was converted Trinity United Church of Christ, a large, invitation,” she says. “CPS does the same to four small schools in 2002, but with well-known church, was able to find land. thing. If it was a community they cared mixed results. The district plans to erect “[I]t’s not like we sat at a map and said, about that needed a school, they would three new buildings to house South ‘Pullman needs a school,’” she says. go in and organize it.” Shore’s small high schools and two ele- The school will anchor a 40-acre hous- CPS needs to talk with residents to get mentary schools as part of its $1 billion ing and business development project that a better idea of what kind of schools they Modern Schools construction initiative. has been 30 years in the making, says Car- want, says Jay Travis, executive director of Byars expects the building spree to ruthers. Nkrumah, named after Ghana’s the Kenwood-Oakland Community create room for selective-enrollment first president, will offer a rigorous, Africa- Organization, who also sees gentrifica- schools, since old schools would become centered curriculum designed to put stu- tion as the catalyst for new schools vacant and the new buildings might dents on a college-bound path, she says. “The process for establishing the house more than one school. schools doesn’t always feel community- But new space could open the door for To contact John Myers, call (312) 673-3874 or send based,” Travis says. “What voice do we charters, too. an e-mail to [email protected].
20 Catalyst Chicago December 2007 Not just for poor schools anymore Teachers trained through alternative certification programs can now teach anywhere they like
By Debra Williams
he district’s alternative certification initiative has changed dramatically over the last three years: Some pro- Tgrams that worked with CPS have ceased operating or been scrapped, and prospective teachers no longer receive tuition subsidies. But perhaps the most significant shift has been in the district’s mission for the initiative, which CEO Arne Duncan has lauded for bringing experienced career- changers into the classroom. CPS’ origi- nal goal was to use the programs to bring teachers with expertise in high-needs subjects such as math, science, special education and foreign languages into the poorest, hardest-to-staff schools. Now, the district is no longer steering graduates into those schools—and that means some of the city’s highest-per- forming schools, including Walter Payton and Jones College Prep, are snapping up graduates. (A majority of alternative cer- tification teachers still wind up in low- performing schools, CPS data show.) The shift illustrates CPS’ new philoso- phy: Get the most qualified teachers into the system, regardless of which school they end up in, to benefit the district as a JOHN BOOZ whole. A similar philosophy is taking hold Jill Prout, who earned her teaching certification through CPS’ Chicago Teaching Fellows in other urban districts, says one expert. program, gets an enthusiastic response from her 3rd-graders at Mahalia Jackson Elementary. “These teachers are really sharp,” says Jones College Prep Principal Donald want,” she adds. “We don’t say ‘Walter “The school had four or five math Fraynd, who hired two science teachers Payton, no, you can’t have them.’” vacancies,” says Slavin. “Should I say to from alternative certification programs Previously, new teachers who trained Lane, ‘No, you can’t have anybody?’ “ last year. Other new graduates have land- through alternative certification programs Nationally, other districts also are ed at Andrew Jackson Language Elemen- offered at partner colleges and universities beginning to shift in this direction, says tary, Michele Clark Preparatory Magnet promised to teach in the poorest schools Timothy Daly, head of the New Teacher High, Kenwood Academy and Northside for at least three years; in exchange, CPS Project in New York City. Districts initially College Prep. paid a portion of their tuition. required alternative-certification teachers “We are putting teachers into the mar- to go into a subset of schools, mainly ketplace and giving our principals a A NATIONAL SHIFT high-needs schools. But when principals greater selection from which to choose Like poorer schools, high-performing from less-needy schools wanted to know [their faculty],” says Nancy Slavin, direc- schools also need teachers in subjects why they couldn’t hire these teachers, dis- tor of teacher recruitment, who shares such as math and science, Slavin notes. tricts didn’t have a good answer, he says. oversight for alternative certification and For example, Lane Tech High, which Also, Daly says, teachers who are notes that “99 percent of these teachers hired seven math teachers, took a hit told they can only teach in certain go to high-needs schools.” when 1,800 teachers retired last year dis- schools resent it and are less likely to “But principals can select who they trictwide, she says. stay on the job.
www.catalyst-chicago.org December 2007 21 UPDATES
Programs cut, added says. “It is not our mission to be a farm Three years ago, prospective teachers looking for a fast track to the classroom in CPS could for resource-rich schools.” choose from among 14 alternative certification programs. Now there are only seven. A NEW WAY TO MENTOR GONE ARE: The district revamped alternative certi- Golden Apple Teacher Education.This well-regarded pioneer certification program was run fication in 2005, splitting oversight by the Golden Apple Foundation from 1998 until 2007.But it was losing money and its between Slavin and Amanda Rivera, direc- funders believed CPS, as the chief beneficiary, should pick up the full cost of the program, tor of professional development. (See Cat- says Foundation President and CEO Dominic Belmonte. Now Golden Apple serves as a alyst, Sept. 2004.) consultant to the Chicago Fellows Program and provides support for fellows during the Under the reorganization, Slavin was summer. “We couldn’t get the funding to do what we think needed to be done,” says put in charge of managing the programs Belmonte. “We still have our hand in it, but in a different way.” and working with partner universities, University of Illinois Middle Math and Science Alternative Certification. This program was and the number of training programs created to address the shortage of teachers in these subjects. But, says Celina Sima, associate subsequently was cut to seven from 14. dean for academic affairs at the University of Illinois at Chicago, “We found we are One of those programs is the Chicago addressing the math and science teacher shortage quite well through our traditional Teaching Fellows, a revamped version of teacher education program.” CPS’ First Class program. Chicago Teach- ing Fellows turned out 100 of the 350 new Elementary teacher certification at Governors State University. The program no longer teachers last year. (See sidebar.) meshed with CPS, says Kathy Gillespie, recruitment coordinator at Governors State. The Mentoring, too, has undergone district wanted programs to offer a master’s degree; at the time, the school did not. And the changes. Previously, each new teacher university had no economic incentive—CPS paid tuition for students, but that already was was mentored by a colleague at the covered by a grant, she says. “It was an amicable and mutual dissolution,” Gillespie says. school assigned through the district’s Chicago State University’s alternative program for physical education teachers. This program GOLDEN program. Now, teachers can fell by the wayside when the person who oversaw it retired. A university administrator says take advantage of the two full-time men- Chicago State is contemplating whether to revive the program and try again to work with CPS. tors now working system-wide to coach new teachers who ask for additional help The First Class Special Education Teacher Preparation Program, known as FACE. FACE or are referred by a principal or universi- operated six alternative certification programs to train special education teachers through ty. About 30 new teachers have asked for six different universities, including Roosevelt and UIC. But the graduates worked as CPS the help so far, so each mentor works cadres at a lower salary without benefits because the Illinois State Board of Education had with about 15 rookies. not approved an alternative certification program for special education teachers, says Cleo The additional help is paid for with a Aquino, manager of CPS’ teacher pipeline programs. Since then, FACE has been folded into $1.3 million Transition to Teaching feder- Chicago Teaching Fellows. Graduates get the salary and benefits of a first-year teacher. al grant designed to help prepare career ADDED IN THE LAST YEAR ARE: changers to teach in high-needs districts. As for the subsidized tuition, CPS is sav- Chicago Teaching Fellows. Created by CPS, this program, which turned out 100 of the 350 ing more than $250,000 a year since scrap- new alternative certification teachers last year, is a partnership with National Louis ping it. Instead, the district offers an inter- University and the well-regarded New Teacher Project based in Santa Cruz, Calif. est-free loan for four years in exchange for Bilingual Transitions to Teaching.This program is funded by the U.S. Department of a four-year teaching commitment. Education and administered through the Illinois State Board of Education. Sometime this month, results of a In addition, four programs survived the cuts: The Academy for Urban School Leadership, Urban three-year study of alternative certifica- Impact through Education, the Associated Colleges of Illinois program and Teach for America. tion programs will be released. Researchers from the University of Illi- nois at Chicago and Learning Points Associates, a nonprofit education organi- “Basically, we tell teachers now, ‘We seen as being a viable route to bring qual- zation that works on teacher quality have prepared you. Now it is your job to ity teachers into the system, regardless of issues, surveyed teachers to find out what find a job.’ We found that most still end where they teach,” Singla says. they liked about their program, what they up in the low-income schools,” he says. But Dominic Belmonte, head of the didn’t like, whether they thought they Veenay Singla, senior associate at the Golden Apple Foundation, a pioneer in were prepared well and how prepared Chicago Public Education Fund, which alternative certification programs in Illi- they actually were. The study also will funds CPS’ alternative certification pro- nois, has mixed feelings look at test scores and whether alterna- grams and focuses on putting quality “I am a believer in the market place, tive certification teachers have the same teachers in underperforming schools, but our mission has always been to try impact on student learning as teachers says she is comfortable with the district’s to bring quality education to deserving from traditional education programs. new stance. children. Our teachers have always had “The culture has shifted so that alter- to commit to work for five years in To contact Debra Williams, call (312) 673-3873 or native certification programs are now schools with the most need,” Belmonte send an e-mail to [email protected].
22 Catalyst Chicago December 2007 Catalyst Chicago is an independent publication created to document, LETTERS TO THE EDITOR continued from page 18 analyze and support school improvement efforts in Chicago’s public schools.
PUBLISHER & FOUNDER MARKETING DIRECTOR Pre-k does focus on quality Linda Lenz Venita Griffin EDITOR-IN-CHIEF PHOTOGRAPHERS s advocates for early childhood competent educators and includes rig- Veronica Anderson John Booz, Joe Gallo, Jason Reblando education and care throughout orous evaluation to ensure that public DEPUTY EDITOR AIllinois, we were glad to see David dollars are effectively spent. Lorraine Forte EDITORIAL BOARD Vivian Loseth, chair Kirp’s interview by Cindy Richards in As Preschool for All enters the CONSULTING EDITOR Barbara Radner, vice chair the November 2007 Q&A column. We third year of a five-year roll out, we Cindy Richards Carlos Azcoitia agree with David Kirp that low-quali- continue to advocate for increased DATA & RESEARCH EDITOR Leticia Barrera ty early childhood programs are not funding, awareness and accessibility John Myers Keri Blackwell the best use of scarce resources. We so that our state can meet the need Ray Boyer ASSOCIATE EDITORS Warren Chapman wish to address the mischaracteriza- for quality early childhood education Sarah Karp tion of Illinois’ early childhood edu- for all children. Joan Dameron Crisler Debra Williams Marvin Hoffman cation policies as “promoting quanti- Harriet Meyer, president PRESENTATION EDITOR Carol Johnson ty over quality.” Ounce of Prevention Fund Christine Wachter Hawa Jones Our organizations are dedicated to John Paul Jones SPRINGFIELD CORRESPONDENT promoting quality early education that Jerry Stermer, president Tim King Voices for Illinois Children Aaron Chambers Robert Lee will prepare all children to succeed in Peter Martinez kindergarten and beyond. With the CONTRIBUTING EDITORS Maria Whelan, president and CEO Curtis Lawrence, Jody Temkin, Julia McEvoy passage of Preschool for All, Illinois Action for Children Alexander Russo Tanya Brown Merriman leads the nation in its commitment to Dea Meyer COPY EDITOR provide evidence-based early child- Editor’s note: The introduction to the Penny Bender Sebring Charles Whitaker Maria Vargas hood learning opportunities to our interview should have made clear that Sara Spurlark INTERNS children. Preschool for All requires par- the characterization of Illinois Steve Zemelman Kristin Maun, Jazmenda McNabb ent involvement, research-based pro- programs was Kirp’s, not that of gram models that employ certified and Catalyst Chicago. Catalyst Chicago is published by the Community Renewal Society—Dr. Calvin S. Morris, executive director. Issues are published monthly except January, June, July and August. Copyright 2007. All rights reserved. The opinions expressed in Catalyst are not necessarily those of CRS. Catalyst is a trademark of the Community Renewal Society. WHAT’S ADDRESS: 332 S. Michigan Ave., Suite 500, Chicago, Ill. 60604 WEB SITE: www.catalyst-chicago.org PHONE: (312) 427-4830, Circulation (312) 673-3826 FAX: (312) 427-6130 E-MAIL: [email protected] HOT? ADVERTISING: (312) 673-3867 OUR SUPPORTERS: Catalyst is made possible by grants from The Chicago Community Trust, Lloyd A. Fry Foundation, The Joyce WHAT’S Foundation, John D. & Catherine T. MacArthur Foundation, McDougal Family Foundation, Oppenheimer Family Foundation, Polk Bros. Foundation, Prince Charitable Trusts and The Spencer Foundation, and by subscriptions and contributions from individual supporters. NOW? SUBSCRIPTIONS AND SERVICES Call (312) 673-3826 or sign up at www.catalyst-chicago.org . E-MAIL SUBSCRIPTIONS Free. Receive a table of contents when issues are To find out, check out Alexander Russo’s posted to the Web, plus breaking news and special alerts from time to time. EN ESPANOL E-mail subscriptions: Receive links to translated articles “District 299: The Chicago Schools Blog.” when they are posted to the Web. ON THE WEB Back issues, a timeline history of school reform, citywide edu- You can now find it on the home page cation statistics, school improvement resources, phone directories and more. of the revamped Catalyst Chicago Web site: “CITY VOICES” Deputy Editor Lorraine Forte hosts this public affairs pro- gram at 6:30 a.m. the second Sunday of the month on WNUA-FM, 95.5.
LETTERS TO THE EDITOR www.catalyst-chicago.org Include the writer’s full name, title and contact information for verifica- tion. Letters should be limited to 200 words and may be edited for space and clarity. Send them to the attention of the Editor.
www.catalyst-chicago.org December 2007 23 COMINGS & GOINGS To submit items for Comings & Goings, e-mail
MIDDLE SCHOOLERS DEBATE Twenty 3120 S. Kostner Ave. The clinic will provide 3222 W. Division St. The center provides instruction students from six schools—ALCOTT, BRIGHTON pediatrics, primary care and health education and resources to help children ages 3 to 18 build PARK, KELLOGG, SMYSER, OWEN SCHOLASTIC and services for students and residents of North literacy and critical thinking skills. It was funded by a LINCOLN—participated in the first After-School All- Lawndale and Little Village. The center was grant from the McCormick Tribune Foundation. Stars Chicago Middle School Urban Debate on Nov. opened in conjunction with the Little Village 17.After-School All-Stars (an organization that Community Development Corp. and funded by a TEACHERS COUNCIL Twenty-four teachers supports after-school programs), the CPS Office of $400,000 grant from CITGO. who won the CPS DRIVE (Delivering Results Extended Learning Opportunities, the CPS Office through Innovative and Visionary Education) of High School Programs, the National Association PRINCIPAL CONTRACTS GAIL BAKER, interim Award will receive $2,500 each, plus $1,000 for of Urban Debate Leagues, and the Chicago principal at Ronald Brown, has been awarded a full their school and membership on the Teacher Debate League sponsored the competition. contract. Contracts for DARLENE POLLARD at Leadership Advisory Council, which meets with Additional debates are scheduled for Dec. 15 and Carnegie, SUZANNE VELASQUEZ-SHEEHY at CEO Arne Duncan four times each year. Winners Feb. 2; the championship competition will be Clissold, JORONDA CRAWFORD at Foster Park and are: KELLY HINDS, Stock; NIKKI KRIEGER, March 8. For more information, go to SHIRLEY DILLARD at McNair have been renewed. Nettelhorst; CHUCK LEATHERWOOD, Sayre; WENDY www.cpsafterschool.org/OASCSPmanual.06.pdf JACKSON, Yates; LILLI REYES, Talcott; CHARLENE and see pages 18-19. AT CLARK STREET JODI DODDS KINNER, CLAY, Rudolph Learning Center; RUDOLPH acting director of the Office of Elementary COUTAIN, Lawndale; NAYRAM ADADEVOH, SCIENCE INITIATIVE The district’s new Science Literacy, has been named director of the Office of Williams Prep; DELFINO GUERRERO, Castellanos; Resource Center, geared toward kindergarten to Literacy. ... CHANDRA JAMES, former elementary JUDITH O’HARE, Blair Early Childhood Center; 5th-grade CPS teachers, will provide teacher science manager, has been named acting director ALEXANDRA COFFEE, Claremont Academy; guides, supplies and materials (such as beakers, of the Office of Mathematics and Science. MICHAEL BROWNSTEING, Mollison; BRANDI seeds and bugs) free each quarter to approximately WHITFIELD-LEWIS, Johns; CATHERINE TANNER, 100 teachers. Teachers will have to complete TEACHING ARCHITECTURE The Pershing East Magnet; KIMBERLY OWENS, Keller professional development. For more information, Architecture Handbook: a Student Guide to Regional Gifted; RONA SIMMONS, Ninos Heroes; visit http://cmsi.cps.k12.il.us/ and search keywords Understanding Buildings, a new curriculum SHERRI BRADFORD, Owens; DAVID RIVERA, Kelvyn “Science Resource Center.” developed by the Chicago Architecture Park High; CAROL WILLIAMS, Marshall High; Foundation in conjunction with architects and TIMOTHY RUBY, Community Links High; KIMBERLY MAGNET MAKEOVER Ten of the district’s teachers, will serve as the official curriculum for ENCK, Harlan High; JEANNE WALKER, EXCEL lowest-performing schools will be turned into CPS 10th-graders enrolled in drafting courses. Academy; VIRGINIA HILTZ, Andrew Jackson; and magnet schools—five of them focused on The 400-page book follows the foundation’s K-8 MARTHA MULLIGAN, Northside College Prep. technology—with $21.8 million in federal funds. curriculum, Schoolyards to Skylines: Teaching None of the schools has been identified yet. CPS with Chicago’s Amazing Architecture, winner of MAPPING EARLY ED The Illinois Early says none of the magnet schools will be selective- two national awards. For more information, visit Childhood Asset Map, which collates data on enrollment; each will either accept students citywide www.architecture.org/education.html. state-funded pre-k, Head Start, licensed child care or have neighborhood attendance boundaries. centers and birth-to-age 3 programs across AFTER-SCHOOL PROGRAM Chicago Youth Illinois, is now available online at HEALTH CENTER A new school-based health Centers has launched the McCormick Tribune http://iecam.crc.uiuc.edu. The interactive map center has opened at Little Village Lawndale High, Language Arts Media Center at Centro Nuestro, also shows where daycare services are available.
Renew online and get two extra issues — Go to www.catalyst-chicago.org
NONPROFIT ORGANIZATION U.S. POSTAGE PAID CAROL STREAM, ILLINOIS PERMIT NO. 87
332 South Michigan Avenue, Suite 500 Chicago, Illinois 60604
Moving? Return your label with new address.
CHANGE SERVICE REQUESTED