Vol. XVII Number 2 CHICAGO OCTOBER 2005 INDEPENDENT REPORTING ON URBAN SCHOOLS TESTING TYKES
AS CONTROVERSIAL HEAD STARTTESTING COMES UNDER FIRE IN CONGRESS, CPS SEARCHES FOR A BETTER WAYTO MEASURE PROGRESS
SWITCHTO HALF-DAY STATE PRE-K HURTS WORKING PARENTS
In Updates: No recess, few gym classes are the norm PAGE 20
A Publication of the Community Renewal Society www.catalyst-chicago.org FROM THE EDITOR Charting a course to create preschool for all in Illinois
he results are in and sitting on the gover- or planning ahead for obstacles. It nor’s desk. For two years, members of the ranked favorably last year in a nation- al listing of state preschool programs. Illinois Early Learning Council deliberated But with only 75,000 children the best strategies for creating a statewide enrolled in state pre-K, we’re less T than halfway toward reaching the system of high-quality preschools for 3- and 4- ultimate target of serving 188,000 3- year-olds. What they came up with is a list of rec- and 4-years-olds. A hefty price tag of ommendations that lay the foundation for a two- $415 million is attached to this proj- ect, but its one that can win rebates Veronica Anderson year program to serve poor families and children down the road through reductions in who are otherwise at-risk of failure in school. special education, high school dropout rates and social problems Now, early childhood advocates ed world of universal preschool is in that boost costs to society. and educators are keeping their fin- the realm of access and accountabil- There’s a long road ahead, and the gers crossed that Gov. Rod Blagojevich ity. The term “universal” is itself a bit next move for Illinois will come out will publicly endorse all of these rec- of a misnomer, say Rand researchers, of the governor’s office. Let’s hope ommendations and make a financial because most states target their pre- he’s quick on his feet. investment to move them forward. “It K programs for certain groups of is just a matter of what makes sense to children, often defined by family ABOUT US I am pleased to introduce do first,” says Sessy Nyman, who income or other criteria. Even then, our new Springfield correspondent heads government relations for Action not every child in those designated Patrick J. Guinane, who has been cov- for Children, an advocacy group. groups is served. ering the statehouse for three years. Meanwhile, the Rand Corpora- Further complicating access are His predecessor, Daniel C. Vock, has tion released a study this summer eligibility formulas, often with strict moved to Washington, D.C., to that examined eight states’ nascent income guidelines, that exclude become a writer for Stateline.org. efforts to make preschool programs some working poor families who I would also like to extend a warm universally available. In the report— cannot afford to pay for high-caliber welcome to Catalyst Chicago’s newest “Going to Scale with High-Quality preschool programs. Instead, those editorial board members. They are Early Education: Choices and Conse- families are likely to tap friends or rel- Carlos Azcoitia, principal, Spry ele- quences in Universal Pre-kinder- atives who can care for their children. mentary and high schools; Ray Boyer, garten Efforts”—researchers explain And fear is a factor, too. As pre- public relations consultant; Joan some of the challenges state policy- school is swept into the public edu- Crisler, principal, Dixon Elementary; makers are facing. cation accountability movement, and Sara Spurlark, retired director of Not the least of these concerns is some worry that academic skills will leadership development, Center for how cash-strapped states pay for it, get more attention than equally Urban School Improvement. Begin- particularly when many of those stud- important social and emotional ning this year, Dion Miller Perez of ied are relying on the federal govern- development. Case in point: A two- the Telpochcalli Community Educa- ment’s tightfisted domestic spending year-old nationwide test for Head tion Project will serve as board chair program. Two other concerns are find- Start pre-K students only assesses lit- and Vivian Loseth of Youth Guidance ing enough teachers and administra- eracy and math skills. Only now are will be vice-chair. Also, fond farewells tors who have the background and federal officials considering adding to departing board members Hazel B. credentials to operate top-notch another section that would measure Steward and Tony Wilkins, whose preschools, and making sure that non-academic areas. insights will be greatly missed. efforts to integrate pre-K with other Only two states—Georgia and social supports do not conflict with Oklahoma—have traveled the full those agencies’ child welfare goals. distance to universal pre-K. Illinois, Besides funding, the most diffi- by most counts in the Rand report, cult terrain, however, in the unchart- has been adept so far at steering clear
2 Catalyst Chicago October 2005 PRESCHOOL QUALITY Taking pre-K up a notch
he push for more academic content in preschool already has led to questionable testing of Head Start Tpre-kindergarteners. Chicago is taking a closer look at its own preschool programs with an eye for improvement. Another test to measure what youngsters learn over time may be next. COVER STORY: PAGE 6
HALF-DAY TAKES ITS TOLL AT MAYS Englewood preschool loses students when district eliminates full-day format. PAGE 8
PRE-K GOAL: ‘FUN AND ENGAGING’ A Q&A with Chief Early Childhood Education Officer Barbara Bowman. PAGE 9
TOO SOON FOR NATIONAL HEAD START TEST TO BEGIN DRIVING DECISIONS A new study finds problems with the two-year-old test for preschoolers. PAGE 10 JOHN BOOZ NEXT UP: TOUGHER STANDARDS TO ACCREDIT PRESCHOOLS Children make homemade Play-Doh with their Highlights of what’s to come and how one local Head Start stacks up. PAGE 12 teacher at Midway Head Start.
ON THE COVER: Preschool teacher Audrey Simmons hugs 2000: CPS announces its plans to a new student in the district’s only preschool program for launch a fee-based preschool pro- low- and middle-income children. PHOTO BY JOHN BOOZ In gram in February 2001. Parents will pay $5,800 for 48 weeks of service, a review relative bargain. Board officials say they hope that the program will 1990: To help the Interim Board grant motivate middle-class parents to give DEPARTMENTS Notebook 4 raises, the Illinois Legislature OKs Chicago’s public school system a try. UP CLOSE Page 14 Viewpoints 16 diverting, for three years, some property Some existing providers and other taxes earmarked for teacher pensions. advocates complain that the price will Abstinence-only curricula Comings & Goings 24 comes under fire Eventually, the diversion becomes not cover the program’s costs; as a permanent, but the pension fund result, they fear that the board will UPDATES Page 18 remains healthy. end up subsidizing preschool service SEE OUR NEW WEB SITE for middle-class children, while needy Renaissance Watch: 1995: The School Board unanimously applicants face new Go to the Catalyst web site, children miss out on under-funded agrees to increase, in phases, the review process www.catalyst-chicago.org, free programs. for news and resources on Chicago number of science and math courses Survey: recess, gym school reform, including: required for graduation. The plan will classes shortchanged For a school reform timeline stretching Spanish translations require 1,200 new classrooms and CPS tells schools to find Citywide data from the 1980s 240 new teachers; it will cost up to back to 1985, go to www.catalyst-chica- 15 minutes for exercise Reform history news highlights $20 million. go.org and click on “reform history.”
Catalyst Chicago October 2005 3 Q&A Notebook with ... Charles Kuner TIMELINE Social studies teacher, Farragut High Sept. 7: First day Sept. 12: Dropouts Sept. 19 High schools Two years ago, Farragut High social stud- Although enrollment has The district announces that CEO Arne Duncan ies teacher Charles Kuner and former declined by about 5,000 stu- its current one-year dropout announces a 10-year, $50 colleague Matthew Katz, a lawyer who dents since last year, atten- rate of 10.4 percent is the million to $100 million plan taught in the school’s legal careers pro- dance on the first day of lowest in a decade, and to jumpstart academic gram, began working on a project that school reaches 92 percent, credits a new Department of achievement in neighbor- would serve the community as well as one percentage point higher Dropout Prevention. But it’s hood high schools. The dis- educate their students. The end result than a year ago. Businesses unclear how accurate the trict and a management con- was the David Cerda Legal Clinic, named announce prizes that figure is, since the district sulting firm spent six months after a Farragut graduate who was the schools, students and fami- calculates it by simply divid- analyzing data and gathering state’s first Latino judge and Latino lies can earn—including gro- ing the number of students advice for improvement appellate court justice. Students in ceries, rent or mortgage pay- who left school by total from teachers, students, par- Kuner’s class help volunteer lawyers with ments and movie tickets— enrollment and excludes ents and dropouts. Among legal research and also learn about public for high attendance. CEO alternative high schools. The the elements of the plan are policy-making and government. Associ- Arne Duncan admits he may Consortium on Chicago new three-year curriculum ate Editor Maureen Kelleher talked with face criticism for offering School Research tracked sequences in math, science Kuner about the clinic’s work. incentives, but says “not individual freshmen and and English; and creating everyone has the mentality” found a four-year dropout schools to serve average and Tell me about the genesis of the legal that school is important. rate of 30 percent in 2004. lower-performing students. clinic. ELSEWHERE We wanted a project that would be practi- cal and not only benefit the school and its stu- Arizona: Charter scrutiny dent of Teachers College at Columbia Uni- dents but the two communities, La Villita [Lit- versity, want to give a 25 percent bonus to tle Village] and North Lawndale. A lot of stu- Nearly one in 10 charter schools could face teachers who agree to work an 11-month dents and adults have legal problems or con- sanctions starting next year, as the state academic year in the worst-performing cerns. We decided to have the students take a board that oversees charters begins to devel- schools. Veteran educators designated as general survey to see what people in the com- op guidelines for dealing with schools that master teachers would get a 10 percent consistently fail to make academic progress, bonus, raising top pay to about $90,000 per munity felt were serious problems. A lot of the according to the Sept. 13 Arizona Republic. year. Starting pay for new teachers would problems, such as lack of police response and Board members estimate that 46 charters— be $48,750, up from $39,000 now. illegal guns and gangs, had legal aspects. about 9 percent of some 500 charters statewide—could face closure under the So you came up with the idea for a legal tougher guidelines. Arizona has more char- Dallas: Bilingual principals clinic to help people address these issues. ter schools per capita than any other state. Principals at schools where at least half the That’s right. We thought it would fit in enrollment is limited-English-proficient nicely with our U.S. history and law classes. We will have to become bilingual, according to had students go through a list of agencies and New York: Incentive pay the Aug. 26 Dallas Morning News. The new do research and interviews to find out what A longtime congressman and the head of policy sparked racial controversy when the the city’s most prestigious school of educa- board’s three black trustees, and one white legal services were already being offered in the tion have urged the city and the teachers trustee, voted against the plan. The district city. They made presentations on what they union to create pay incentives for teachers is 65 percent Latino. ProEnglish, a national found. We discovered people in both commu- to work in low-performing schools, accord- group that advocates making English the nities were not familiar at all with any of these ing to the Sept. 7 New York Times. Rep. official language of the U.S., is considering organizations. They felt it was important to Charles Rangel and Arthur Levine, presi- a legal challenge to the policy. have a legal clinic here in the community.
Some administrators feel that if schools IN SHORT offer legal advice to students they could “The magnet program is one of the crown jewels in public education. be sued if the case doesn’t go well. A lot of other principals would say “No” to But it’s not big enough or broad enough to get enough children into it. this because they could see the ramifications. But our principal, Edward Guerra, felt that this That’s the major shortcoming.” would be good for both communities. We do have a disclaimer that clients sign so the U.S. District Judge Charles Kocoras at a Sept. 22 court hearing on the progress of the school won’t be sued for malfeasance or mis- district’s efforts to meet requirements of its federal desegregation consent decree. representation.
4 Catalyst Chicago October 2005 ASK CATALYST What happened to administrators who were cited for violating district rules in a 2004 Inspector General’s report? Anonymous
The report cited nine administrators, none of whom were identified by CPS. How- ever, two names were leaked to the press, most notably Principal Pamela Dyson of Gwendolyn Brooks High, who created 34 fake classes to gain four extra teaching posi- tions. Dyson was issued a warning resolution, which carries the threat of dismissal. Only one principal was fired. He had purchased more than $133,000 in educational materials from his curriculum coordinator’s company, but was dismissed for addition- al, unspecified “academic and financial” reasons. An assistant principal resigned and was designated ineligible for re-hire after he was found with pornographic images downloaded onto his computer. An assistant principal at Gallistel was suspended for JOHN BOOZ 15 days. She had used a co-worker’s address to enroll her son at Gallistel and under- What legal problems do you typically stated her income so he would qualify for a free lunch. Two principals received letters encounter? of reprimand. One had hired his wife to redecorate his school’s teacher’s lounge. The second, Principal Dushon Brown of Curtis Elementary, held a wake in the school gym A good many cases deal with immigration. without LSC approval. Two administrators left CPS before being disciplined for failing We had lawyers talk to our bilingual division class- to notify the board of their secondary employment, one as an adjunct professor, es about immigration and what students can do another as a CTA bus driver. One assistant principal found guilty of battery was not if they want to go to college even though their sanctioned because the incident was not school-related. parents’ status may be illegal. But sometimes it E-mail your question to
What about the law class? Last year, I had some [law students] who were finishing out their third year. I used them as paralegals in the office and some of them taught the class, which I supervised. That helped a great deal because I’m not a lawyer myself. We did mock trials in the classroom, so I brought some lawyers in to work with them on how to prepare. Some of my students went out and did court observations and wrote legal briefs. Some of them may want to become paralegals or lawyers themselves, but that’s not necessarily the goal. As citizens, understanding how the law works, how the court system works, how the govern- ment works and so on, is important for them. KURT MITCHELL
Catalyst Chicago October 2005 5 COVER STORY PRESCHOOL QUALITY Taking pre-K up a notch By Debra Williams Pressure to raise performance and ensure that children are
esting young chil- dren is a dicey proficient readers by 3rd grade has shone a light on preschool. proposition. On one hand, educa- tors and policy- But is testing youngsters best way to measure quality? makers agree that finding out what preschoolers about practices, centers about NRS to a bill to reauthorize preschool children are learning knowT and building on those programs and policy-makers Head Start. over time, says Chief Early skills is important. It is also about [funding] allocations?” Here, beginning this year, Childhood Education Officer essential, they say, to deter- asks Paula Bloom, director of Chicago Public Schools will be Barbara Bowman. “We’ll look at mine whether preschool pro- the Center for Early Child- taking stock of its own pre- the outcomes and what chil- grams are delivering the goods hood Leadership at National- school programs. The district dren have learned over the and sufficiently preparing Louis University. oversees some 600 preschool year,” she says. “Eventually, we youngsters for grade school. Proving the point is a con- classrooms—342 state pre-K, might want to test a sample of Yet, early childhood experts tentious debate over the value 234 Head Start and 24 tuition- children.” warn that much is unknown and validity of nationwide based. (Through community Many blame the federal No about how best to teach read- Head Start testing. Even partnerships, the district Child Left Behind law for ing and early math to 3- and 4- before the National Reporting funds and helps run another escalating the pressure to test year-olds, and that too much System (NRS) was first admin- 400 classrooms based in child and assess. Under the law, for- emphasis on these academic istered two years ago, those care centers in the city.) mal accountability begins in skills could be detrimental. charged with creating the test Consultants have been 3rd grade, when districts are “We know that young chil- disagreed about what should hired to figure out the best required to begin testing stu- dren can learn a lot if you give be included. Since then, the way to evaluate district pre- dents and report detailed them opportunities, but we test has drawn fire from edu- school programs, and, for the results. To ensure every child have to be very careful that we cators, researchers and politi- first time this year, CPS will is literate and armed with don’t push children to make cians alike, and was criticized conduct two formal observa- basic academic skills by the them unhappy about learn- in a Congressional study for tions in every preschool class time they reach 3rd grade, ing,” says Deborah Stipek, not being up to the task of to gauge program quality. The schools have already turned dean of the Stanford Universi- providing data that could help information will be used to up the heat in primary grades ty School of Education. improve instruction. (See help teachers develop plans to and kindergarten. Now the “We need accountability, related story on page 10.) improve their classrooms. fire has reached preschool. we need rich data, but how do Just last month, U.S. House The process may eventually “There is a lot of pressure we do this in a cost-efficient representatives tacked on an lead to yet another assessment, in preschool because of No way that informs teachers amendment to suspend the one that would measure what Child Left Behind,” says
6 Catalyst Chicago October 2005 CEO Arne Duncan talks with two students enrolled in the district’s only combined Head Start, state pre-K and tuition- based program at South Loop Elementary. JOHN BOOZ
Stipek, who is also a skills in literacy, spoken lan- many problems, he adds, and In Chicago, several Head researcher in early childhood guage and math. it’s difficult to pinpoint what Start directors comment pri- development and education. Problems with the test young children actually know. vately that the NRS results they “It is being pushed down. arose immediately. Some “One day, a child knows receive are not useful. Howev- Kindergarten is more aca- were easily addressed: pro- something, but the next day er, few will say so publicly. “We demic because of [the law]. It viding more detailed guid- they don’t. Little kids are dif- are afraid that the test could be looks like 1st grade. Kinder- ance to help those giving the ferent in the way they respond used against us,” says one Head garten teachers are worried test deal with fidgety children to testing than kids in 3rd Start administrator. “Data that kids aren’t coming to and unexpected situations; through 8th grades.” could be used by funders who school with certain skills, testing Spanish-speaking chil- Recently, some Democrats evaluate our programs.” which is not something they dren in their native language in Washington, D.C., have Meanwhile, officials at worried about before.” before giving them the test in grown more uncomfortable both entities that oversee all of English; and making it easier with the NRS. Earlier this year, Chicago’s Head Start pro- FEDERAL GOVERNMENT STEPS IN to electronically track which Sens. Edward Kennedy and grams—the Chicago Depart- The clarion call for Head children were tested and the Christopher Dodd asked the ment of Children and Youth Start testing came from the top. results. Government Accountability Services and Ounce of Preven- In a speech announcing the But other flaws—the most Office (GAO) to look into the tion Fund—say they will con- early childhood initiative Good serious ones, say early child- validity of the test. Then, in sider NRS results along with Start, Grow Smart in 2002, Pres- hood experts—remain. Is the September, Rep. Ron Kind of those from other assessments ident George W. Bush directed test accurate? Are the ques- Wisconsin sponsored an conducted at their sites to Head Start officials to come up tions appropriate for young amendment to put an imme- measure program quality and with an accountability system children? Can NRS produce diate halt to the NRS while the children’s progress. to make sure every program data that can measure pro- National Academy of Sci- “The NRS will be a support- site would assess children’s gram quality? ences conducts a full review ing document for us,” says skills and progress. According to Samuel of the test and provides guid- Claire Dunham of Ounce of The president’s words gave Meisels, president of the ance on appropriate stan- Prevention Fund, which has birth, a year later, to the renowned Erikson Institute, dards and ways to assess hired a researcher to assess its National Reporting System the answer to all of these young children. Head Start children and its (NRS), a twice-a-year assess- questions is no. “This test is (In 2000, the National teacher support strategies. ment for Head Start children not the way to go,” says Academy of Sciences pub- Likewise, the city plans to who are eligible for kinder- Meisels, who along with a lished a report, “Eager to use NRS data to help plan garten. The oral exam was team of other experts, provid- Learn: Educating our teacher training and boost lit- developed to measure young ed advice on test design. Preschoolers,” that detailed eracy instruction. A team of children’s knowledge and High stakes testing causes best practices for testing.) Continued on page 22
Catalyst Chicago October 2005 7 COVER STORY PRESCHOOL QUALITY Half-day takes its toll at Mays Englewood elementary serves fewer preschoolers for less time since the district cut services and staff
By Debra Williams city-run women’s substance abuse treat- ment center housed in a shuttered school his summer, Principal Patricia facility. The other full-day program is at McCann was in a quandary over South Loop Elementary, which is being the state pre-kindergarten pro- touted as the district’s premier site for Tgram at Mays Elementary. “enhanced” early childhood programs. In June, Chicago Public Schools sent It is here that, for the first time, CPS has principals a memo announcing that full- blended a tuition-based program, where day state pre-kindergarten programs parents pay $185 a week, with Head Start would be converted to half-day in the fall. and state pre-kindergarten, programs for The move would serve more children and children who are either low-income or at save money, district officials said at the a higher risk for academic failure. The time. Back then, Mays operated two full- number of children in the school’s day classrooms that served 40 low- tuition-based program increased from 40 income children, and had a waiting list of to 65; only 16 children are from the Head another 30 parents clamoring to get in. Start and the state pre-K program. Now the Englewood school enrolls Still, one early childhood expert is dis- only 30 preschoolers—17 4-year-olds in mayed with the board’s decision to cut the morning; 13 3-year-olds in the after- back. noon—in two half-day classes. McCann’s “The evidence doesn’t support it. A attempts to cobble together enough mon- JOHN BOOZ full-day program is more successful than ey to restore the full-day option fell flat, A little girl checks out the toys at South Loop a half-day,” says Samuel Meisels, who and looking ahead, she wonders whether Elementary’s new blended preschool, one of heads the Erikson Institute. “But I know preschoolers are being shortchanged. only four full-day programs run by the district. [CPS] made a financial decision. I think it “I want a full-day program,” McCann is a shame. And I know everyone at CPS says. “I can’t understand how a child can Before this year, Talcott had two half- probably agrees with me.” get in a half day what we’ve been trying to day programs, but enrollment steadily do in a full day.” dropped because parents needed a full WORKING PARENTS CAN’T SWING HALF-DAY Indeed, while experts agree that a day, says Benes. This year, the school At Mays, the switch to half-day pre- half-day program is better than no pro- retained a half-day program for 3-year- school was a change that many parents gram at all, studies show that a full-day olds and created a full-day for 4-year- could not accommodate because it con- program is more beneficial, especially for olds. Children in the half-day program flicted with their work schedules. Like low-income children. Done correctly, have been guaranteed a spot in the full- families at Talcott, parents needed a full- full-day programs can offer more oppor- day for next year. day program. tunities for field trips and projects to chil- “The results have been that our half- “Sixty-five percent of my parents work,” dren who have had limited exposure to day has built up because parents want says state pre-K teacher Tiffany Jones. “So activities outside their homes. their children in the full-day next year,” they can’t send their children because they Before CPS wiped out most of its full- says Benes. “Plus, this is all beneficial for have no way to pick them up. I have one day state pre-kindergarten classrooms, 982 our kids. I looked at our kids in 3rd grade little boy who comes one or two days a children were enrolled in 55 classrooms. and they are too far behind.” week. His mom works a flex schedule.” This fall, only four schools will have All told, the district is serving an addi- Working parents whose children are full-day programs. Salazar on the Near tional 158 children in CPS classrooms by enrolled now have to pay for a half day of North Side and Lozano and Talcott, both converting state pre-K to half day, but not child care, a big expense in a community in West Town, figured out how to pay half saving money, says Barbara Bowman, where the median household income is the tab for preschool teachers’ and aides’ who heads CPS’ early childhood educa- $18,955, which is below the city average. salaries out of their discretionary funds. tion department. When McCann learned last spring that “Our parents are working class and Meanwhile, the district is paying for the school’s 2006 budget would cover only this meets the needs of our parents,” says full-day programs at two sites and subsi- one preschool teacher and an aide, she Talcott Principal Craig Benes, who easily dizing 24 full-day tuition-based pre- immediately tried to figure out how to signed up 20 children, the maximum for school classrooms. One classroom serves keep the second preschool teacher and a full-day program. children whose mothers are clients of a Continued on page 11
8 Catalyst Chicago October 2005 Pre-K goal: ‘fun and engaging’ his fall, CPS unveiled at South Loop Elementary a new all-day preschool program for poor and middle-class children—a three-part mix of Head Start, state pre-kindergarten and the Tdistrict’s own tuition-based preschool. Before the opening, however, CPS Early Childhood Education Officer Barbara Bowman had eliminated all full-day state pre-K programs, a move that affected some 900 children. Catalyst Associate Editor Debra Williams sat down with Bowman to discuss the thinking behind that decision, and her thoughts on how preschool is evolving and the challenges of preparing young children for kindergarten and reading.
How do you see preschool changing? more then they want to be. And that’s How much does preschool cost? going to be something that teachers and We are more aware of the discrepancy parents need to watch out for. A lot We figure the average cost of just between what middle-class kids know and depends on what kids are taught to expect. mediocre childcare is about $7,000 a year can do when they get to kindergarten as Kids who go to school six days a week from because we have to have such small num- opposed to low-income kids and minority nine to five don’t feel that it’s an imposition. bers of kids with an adult. (Note: Best prac- kids. Often early childhood teachers have But if you’ve only gone through three tices for preschool programs suggest stu- felt that academics were outside of the hours a week, then to seven or eight, you dent-teacher ratios be 10 to 1.) In France, range of what little children ought to have might say that it’s an imposition. they have somewhat larger groups, other to learn. There’s no question that pre- countries invest more money. England school children are going to have to get Early childhood experts say full-day and Canada are very much like the United more academic content. The question is preschool programs are better than States, parents have to pay for full daycare. half-day. This year, you closed all CPS how to give it to them in such a way that And even if we have universal pre-K, all full-day state pre-K programs. Why? they want to learn it, enjoy learning it, and that’s going to provide is half-day cover- use it in their daily life. Full-day programs became full-day age. The parents are still going to have to because they were underenrolled and chil- provide funding or the government or How do you plan to do that? dren used both [morning and afternoon] somebody is going to have to provide the We’re talking to teachers about struc- slots. I couldn’t justify children having two rest. It’s expensive. On the other hand, all tured play versus free play, about quality slots, when there were some children who of the research seems to show that despite relationships with their children, so that were not in programs at all. It was also not [early childhood program] costs, when the children want to please them and want a good use of teacher time. It just didn’t done well, it more than pays for itself. to learn. Using more small groups, reading make sense that we’d have all these certi- more chapter books. We’re focusing fied teachers watching children take naps So it seems like there’s a disconnect. teachers’ attention on how to raise quality, [in the afternoon]. So I felt comfortable Early childhood education reaps ben- efits, but no one wants to pay for it. raise content knowledge without treating saying, ‘Kids need to go home.’ They go to children like they are 3rd-graders.We want a sitter or to a childcare center for their The taxpayer doesn’t want to pay any it active, fun and engaging. The challenge nap rather than being with teachers who more. We obviously have to make choices. is teachers have to do it with children with have been trained to provide a curriculum. Full-day kindergarten is more important different skills, particularly children who Maybe we need to rethink our struc- than full-day pre-K because the kids are don’t speak English. ture, particularly in schools where there is more able to sustain a five or five-and-a- extra space. You could hire parents or peo- half-hour day without getting overtired. Doesn’t pushing kids academically ple who weren’t teacher-trained to help Given my druthers, I would rather have all earlier create pressure on teachers, children have their lunch and a nap. That 3- and 4-year-olds in half-day and full-day students and schools? would be perfectly acceptable. If schools kindergarten than to have full-day pre-K. No question. Whatever society decides stayed opened until 5 p.m., it would be a children ought to know and be able to do, it perfectly good way for schools to meet the Is CPS looking at providing more full- creates pressure on teachers. Is it too much needs of parents. And the cost to parents day kindergarten? pressure for young children? It’s hard to say. would be much less than if we were charg- Oh yeah, they’ve been looking at adding Some children are going to be pressured ing them for a certified teacher. full-day kindergarten for a long time.
Catalyst Chicago October 2005 9 COVER STORY PRESCHOOL QUALITY Too soon for national Head Start test to begin driving decisions
whether such adjustments to A study by the Government Accountability Office finds flaws with the instruction and curriculum put too much focus on developing cognitive skills at the expense of equally National Reporting System and how it is currently being used important social and emotional development. By Debra Williams belongs to a team of experts who “Teachers, administrators and provided advice on test design and parents are responsive to test ationwide testing of pre- rollout. Twice a year the children scores,” says Shari Frost, the co- kindergarteners is intended take the test and twice a year the director of Literary Partners at to gauge how well Head Head Start Bureau reports back to National-Louis University. “If a pre- NStart agencies are preparing organizations that oversee Head school program has children with youngsters to begin school, but the Start programs, he explains. low scores, there will be pressure to tool currently being used is far from improve those scores. Preschools being ready for such a high-stakes SPANISHVERSION MAYNOT BE RELIABLE will become more academic. The purpose, according to a recent Gov- The report questions whether the result will be the same thing that ernment Accountability Office Spanish version of the test produces happened to kindergarten, and aca- (GAO) report. reliable results. For one, the test may demic kindergartens have not Developed two years ago, the not adequately measure what Span- improved literacy rates.” National Reporting System (NRS) ish-speaking children really know. The aims to measure literacy, language Spanish version has not been stan- NRS HAS NOT BEEN PROVEN RELIABLE and early math skills of 4- and 5- dardized to account for language dif- OR VALID The federal assessment year-old children who are headed ferences among Spanish-speaking tests children twice a year in four into kindergarten. It is administered populations, and children from Puer- areas: spoken English, vocabulary, in English and Spanish. to Rico, for instance, may recognize letter recognition and early math. Federal officials also expect to use and use words that differ from those The 20-minute test is administered the test results to improve individual used by children from Mexico. one-on-one by trained Head Start programs and target training and Also, the report notes that it is staff who use a script. However, technical assistance. But a compre- unclear whether results on the Eng- experts who advised the Head Start hensive study of the testing initiative lish version are comparable to those Bureau during the test development by GAO—the federal agency charged in Spanish. The tests are scored dif- warned that some pictures were with evaluating federal programs, pol- ferently; some English answers are confusing, some vocabulary words icy and spending—noted several acceptable on the Spanish version, were inappropriate and asking chil- shortcomings of the test that would but not vice versa. dren to name letters of the alphabet preclude it from being used to achieve “Children may only know the is not a valid way to measure how these goals. Those limitations include: Spanish name for something like many letters children know. knife,” says Leticia Martinez, a Head “A ‘P’ doesn’t mean a thing to UNCLEAR HOW RESULTS WILL BE USED Start teacher at the Erie Neighbor- them at this age, unless the letter is According to the report, which was hood House site. “On the English in their name,” says Pamela Costakis, released in May, the Head Start test, they may pick up some English who oversees the state pre-kinder- Bureau has not announced what lev- words, but not all of them.” garten program at the Erie Neigh- el of progress it expects agencies to borhood House. “They are concrete meet, how it will use test results to NO ONE IS MONITORING CURRICULUM thinkers. You point to a ‘P’ and a decide who needs training or how it AND INSTRUCTION In a survey of staff child may say Paulo.” will hold agencies accountable. who had administered the test, GAO “As far as I know, they are not found 18 percent had changed what FINE-TUNING BASED ON FEEDBACK using this in any definitive way,” says they were teaching children during The study notes that the Head Erikson Institute President Samuel the first year the NRS was given. Fed- Start Bureau already has made Meisels, a critic of the NRS who also eral officials are not checking into some changes based on feedback
10 Catalyst Chicago October 2005 What’s on the test? from sites, and is considering the The NRS tests Head Start pre-kindergarteners in four skill areas. Questions for each section were feasibility of other adjustments. excerpted from existing early childhood assessments. Yet, only one of those tests was developed to Spanish-speaking children, who measure skills of children from low-income and poorly educated families. must take both versions of the test, are “One of the problems with [NRS] is it does not take into account children’s backgrounds and cul- given the more familiar Spanish ver- tures,” says Erikson Institute President Sam Meisels, who also served as an advisor for NRS. sion first to keep frustration to a mini- Another problem with the test, says Sandra Schaefer of Erie Neighborhood House, which serves mum. Scripted test materials have 104 Head Start students, is that it captures what children know at one moment in time—when the test been updated to help testers respond is administered. “At that age, what they know changes from day to day,” she says. “The test is too narrow.” to a child’s behavior during the test. Here are critiques of two sample questions. During the first year, when teachers VOCABULARY: were told to rigidly follow the script, “Point to vehicle.” This portion of the test asks they didn’t know what to do when chil- children to identify by pointing dren fidgeted, had to go to the bath- out which one of four pictures room or asked for a drink of water. illustrates a given word. Howev- Under consideration for the future er, experts note that some is testing a sample of children rather vocabulary words are inappro- than every one. Centers have com- priate for young children. For plained that the amount of time it example, “the test asks kids to takes to give the NRS takes away from point to a vehicle, but that’s not other classroom activities. Peggy common language,” says Lynda Riehl, director of Head Start programs Hazen, the former president of at Boys and Girls Clubs in Chicago, the Illinois Head Start Associa- documented how long it took to tion, who operates a Head Start administer the test and document program in DuPage County. results for 149 children. “In the fall, it “How many people tell their was 151 hours,” she says. child to go get in the vehicle?” Also in the works: piloting a new section of the test that would assess MATH: a child’s social and emotional devel- In the math portion, children are asked to answer questions by pointing to items on a page. A more opment. appropriate way to measure math skills in 4 and 5 year olds would involve handling physical items like In the meantime, Head Start blocks, say early childhood experts. One question displays a picture of five nickels and asks children to say Bureau officials say they will not use how much money that is. “It is not common to practice money value at this age,” says Kimberly Cothran, NRS data alone to measure program the director of the Chicago Commons New City Center. quality. Local organizations are fol- lowing suit. “Bobby has four nickels. His “We will use the data from the NRS as one of many variables; the test will father gives him one more. not be used as a high stakes assess- ment,” says Mary Ellen Caron, com- … How much money does missioner of the Department of Chil- dren and Youth Services, which over- Bobby have now? How many sees some 16,500 Head Start slots in Chicago. “We will not put all our eggs cents is that?” in the NRS basket. We need many strategies.” SOURCES: U.S. Department of Health and Human Services Head Start Bureau
HALF-DAY Continued from page 8 won’t be successful in 3rd grade.” Jones. “A full day was so much more ben- Without it, Mays is making do. Jones eficial for our kids because at home, no aide that were already on staff. But the says she keeps an eye on the clock to fit in one is reinforcing what they are learning.” two salaries would have taken a 35 per- everything that needs to be covered: Indeed, on one morning in Septem- cent bite out of the school’s $250,000 dis- group reading, computer time, art class, ber, a group of 4-year-olds gathered on cretionary budget. Spanish, lessons on letter and number the floor begin reading in unison from a The urgency for keeping full-day recognition. Instead of getting time every book they share, “I see a yellow duck state pre-K was a precipitous drop in day to play outside, use the water and looking at me. Yellow duck. Yellow duck. 3rd-grade reading scores last year. sand table and do exercises on the com- What do you see?” “Three and three go together,” McCann puter, children now alternate those activ- “See, those children were in the full- notes. “If we don’t start teaching them ities throughout the week. day program last year,” McCann observes. when they are as young as three, they “Now, 15 minutes is critical,” says “That is why they are so bright.”
Catalyst Chicago October 2005 11 COVER STORY PRESCHOOL QUALITY Next up:tougher standards to accredit South Side center with credential anchors its lessons in play
By Jody Temkin reflect the growing need for “a reliable and accountable” system of early child- our-year-olds at Midway Head Start hood education that stakeholders can are sitting in a circle singing a song trust as a mark of quality, says NAEYC about five green, speckled frogs that spokesman Alan Simpson. Fare disappearing one by one. Fol- Take reading, for instance. The old lowing the teacher’s lead, the children use standards suggest that preschool teach- hand motions and their fingers to count ers write down children’s dictated stories, down until no speckled frogs are left. label objects in the room and encourage Flashcards and worksheets are children’s emerging interest in writing, nowhere in sight. “That’s not develop- including scribbling, drawing, copying mentally appropriate,” says Ruth and using invented spelling. There is no Prescott, who oversees Head Start pro- mention of phonics for preschoolers. grams for Metropolitan Family Services. The new standards direct teachers to Integrating math and literacy skills help children “identify letters and the into children’s play activities is one rea- sounds they represent” and help children son why Midway Head Start earned “to recognize and produce words that have accreditation from the National Associa- the same beginning or ending sounds.” tion for the Education of Young Children Jor’dan notes that the new standards (NAEYC), which administers a voluntary are more focused on accountability, but accreditation system and works to set are still compatible with best practices in professional standards in early child edu- early childhood education, as long as cation. Also taken into consideration for instruction is appropriate. Having children programs seeking to earn the credential, sit for long periods of time or giving lessons which must be renewed every five years, on a chalkboard are inappropriate; teach- are facilities, health and safety and ing math and reading concepts through teacher interactions with children. play, songs and activities are fine, she says. But beginning next year, NAEYC is do well in kindergarten, she adds. launching more rigorous standards that MORE THAN JUST ABCS Midway Head Start’s accreditation is up will make it tougher for Head Start and oth- Midway Head Start has had to pay for renewal in 2007, but Prescott expects er preschool programs to get accredited. more attention to its academic content the program won’t have to do much to “The new standards are much higher since the late 1990s, when the federal gov- meet the new standards. The program and more specific,” says Jamilah R. Jor’- ernment reorganized the program and set already balances the needs of young chil- dan, president and founder of Partner- skill benchmarks. Pre-kindergarteners in dren with the increasing demand for more ship for Quality Child Care, a Chicago Head Start, for example, are supposed to accountability, says Jor’dan. nonprofit that helps programs get know at least nine letters of the alphabet. Accreditation can take up to a year to accredited. “They needed to be changed Such directives, however, only begin to complete. It begins with a self-study, with to address areas of ambiguity. Some pro- scratch the surface when evaluating early information gathered through observa- grams weren’t clear about what was childhood centers, says Jor’dan, who tions and surveys. Programs identify acceptable. This [new process] will take looks for books and other evidence of a strengths and weaknesses, and then longer, but it really helps programs take a “print-rich” environment. “I’m not going develop an improvement plan. Then, a close look at what they’re doing.” to take a couple children into a room and “validator” visits the program to verify The new accreditation process will see if they know the nine letters.” the accuracy of the program description. evaluate how programs measure up to 400 Besides, research shows that social- Roughly 8 percent of all early child- standards within 10 areas: assessment, emotional development—not learning hood programs—close to 11,000 sites curriculum, teaching, relationships, letters of the alphabet—is what leads to nationwide—are accredited. About 80 health, teachers, families, community rela- kindergarten success, Prescott explains. percent of those that go through the tionships, physical environment and lead- “If [a child] can develop relationships with process earn the credential, says Simpson. ership. Some standards apply across the the kids and adults in the classroom, if board; others are detailed by age group. they can attend to tasks, if they can listen, Jody Temkin is a Catalyst contributing editor. The new accreditation standards if they have self-help skills,” then they will E-mail her at [email protected].
12 Catalyst Chicago October 2005 preschools
PHOTOS BY JOHN BOOZ
uring a visit to Midway Head colors on objects in the room. Not shown: Start, which serves 102 chil- During free play time in the 5- The day’s schedule hangs on Ddren ages 3 to 5, Jamilah year-old classroom, one boy the wall by each classroom Jor’dan, founder of an organization works on a jigsaw puzzle with door, providing structure for that helps preschools earn accredi- teacher Laura Ruiz while two the children and information tation, pointed out some features others are playing with trucks. for parents, who can relax in a of a high-quality center. Other children in the same class coffee area down the hall after are following directions on a signing their children in. Clockwise from left: computer game. Jor’dan says Every child has a portfolio that Teachers in each classroom get she looks for a variety of activi- charts their social-emotional down to the child’s level when ties and for opportunities for development and progress with they talk to them and ask open- group and individual play. gross and fine motor skills. Two ended questions that force Signs that greet visitors and girls in the 3-year-olds class are longer answers to build the identify the block area in the working on all of those skills as child’s verbal skills. Here, Director classroom are written in three they set tables for lunch, which Bernadine McCullough uses a languages: English, Spanish and will be served family style. puppet to talk with a youngster. Arabic. “It shows sensitivity to all The outdoor play area needs The classroom environment is children and families,” says Jor’- improvement, Jor’dan notes. what Jor’dan calls “print rich.” dan. Students in the program There is no grass or shade. How- Everything is labeled, from chil- are 80% Latino, 15% African- ever, these deficiencies will not dren’s names on their cubbies to American and 5% Arab. prevent accreditation.
Catalyst Chicago October 2005 13 Up Close Abstinence-only curricula comes under fire
Federal funding is on the rise, but abstinence message leaves TEEN BIRTHS STILL HIGH IN CHICAGO Chicago’s teen birth rate is higher than those for sub- students with questions about birth control and pregnancy urban Cook County and Illinois as a whole, but has fall- en more dramatically in recent years. In 2003, the city’s teen birth rate was 13 percent, down from 18 By Cassandra Gaddo es from an abstinence-only curriculum percent in 1998. In comparison, suburban Cook Coun- called Project Reality, created by an inde- ty’s rate declined from 8 to 7 percent; and the hree phrases stand out in large, pendent organization of the same name statewide rate fell from 12 percent to 10 percent, white letters on the long black- and used in 525 middle schools and high during the same time period. These Chicago commu- board: “To abstain,” “sexual activi- schools in Illinois, including 130 in nities have the highest rates. Tty” and “subliminal seduction.” Chicago Public Schools. Close to 50 freshmen shift in their desks, But abstinence-only curricula like NEIGHBORHOOD TEEN BIRTH RATE, 2002* watching the teacher or talking to their Project Reality are coming under increas- Englewood 30% peers in the crowded, windowless class- ing fire. The American Civil Liberties West Garfield Park 28 room at Kenwood Academy. Union of Illinois recently sent a letter to East Garfield Park 28 Elaine Jones blows on a whistle around some 1,300 school superintendents her neck to gain the students’ attention across the state, warning that abstinence- Riverdale 28 and launches into her lesson on sublimi- only programs often include false or mis- West Englewood 27 nal seduction—how teens are bombarded leading information about preventing West Pullman 26 with images of sex every day, and how they pregnancy and sexually transmitted dis- can resist those seductions and abstain eases—for instance, that condoms are Grand Boulevard 26 from sexual activity. Not just now or in the not effective in preventing the spread of Washington Park 25 near future, she says, but until marriage. STDs. According to the ACLU, recent North Lawndale 25 “What is a sex act?” Jones asks the studies show that abstinence-only pro- Humboldt Park 24 class, pointing to the “sexual activity” grams do not prevent teens from engag- portion of the blackboard. One student, ing in premarital sex and may deter *Latest available for city neighborhoods who has been tossing out jokes through- young people from using condoms or Source: Illinois Dept. of Human Services, Division of out the class, raises his hand from the from getting tested and treated for STDs. Community Health and Prevention corner. “Say, if I was a virgin,” he asks. “If Yet under policies put in place by the I had oral sex, I’m not a virgin?” Bush Administration, schools that want education programs. The caucus is lob- The students look expectantly at federal funds for sex education can only bying legislators to provide federal funds Jones. The guidelines of the abstinence- receive grants if they agree to teach solely for comprehensive sex education curric- only curriculum certainly do not consid- from abstinence-only curricula, says ula, which the group notes would include er oral sex acceptable behavior for Lorie Chaiten, director of the reproduc- a strong message in favor of abstinence unmarried persons, but it is an act Jones tive rights program at the ACLU of Illinois. but also medically accurate information says the teens are curious about. Jobi Peterson, executive director of the on reproductive health, STDs and preg- Jones explains that technically, if a girl Illinois Caucus for Adolescent Health and nancy prevention. engages in oral sex, “she is still a virgin. a former CPS administrator, says very few “Teachers really do want to give more But, in her sexual abstinence, she is not a students receive adequate information in information to young people but they virgin anymore.” health classes because schools lack the just don’t have the curriculum or materi- Along with other sources, Jones teach- resources to pay for comprehensive sex als,” Petersen says.
14 Catalyst Chicago October 2005 over the years. The Bush Administration increased funding for abstinence-only cur- ricula to $206 million for fiscal year 2006, from $170 million for fiscal year 2005. Most recently in Illinois, some lawmakers have proposed a measure to guarantee state funding for “abstinence-based” sex educa- tion, which would promote abstinence as the best way to prevent sexually transmit- ted diseases and pregnancies but would also provide age-appropriate information about condoms and birth control. The Illi- nois School Code specifies only that health education curricula should include instruction on “family life, including sexual abstinence until marriage.” Caught in between are students left with valid questions and no answers to MARY HANLON be found in their workbooks, like “The Elaine Jones says students in her health education class at Kenwood Academy have “very Navigator,” a text that supplements the detailed” questions about sex. Project Reality curriculum. “What if a girl was reading that, and was pregnant?” The issue is particularly critical in ABJ Community Services Inc., an agency questions Lane Tech student Halla Kara- Chicago, where teen birth rates have that trains instructors to teach abstinence- man. “What if she wanted an abortion? declined in recent years but remain high- only materials, and Project VIDA, a group Where would she go? How much would it er than the averages—in some communi- founded in 1992 to address the rising num- cost? Do you need parental permission?” ties, more than double—for the state and ber of HIV and AIDS cases in Chicago’s “That’s the problem,” continues class- surrounding Cook County suburbs. black and Latino communities. mate Quetzalli Castro. “They tell you how Everhart supports this combination. you get pregnant, but not what to do. REALITY FAR FROM ‘ABSTINENCE ONLY’ “[Students are] getting the facts now,” she They tell you about abstinence, but they In the classroom, however, sticking to says. “Oftentimes, they misunderstand stop there.” a strict outline of “abstinence only” is not the whole reproductive process—for For her students, Jones has helped sup- always practical. Teens bring questions example, some think that they can’t get ply some of the answers. It was Rahkeisha and experiences that fall outside of these pregnant standing up. They don’t under- Teagues’ favorite part of the class. “She rigid parameters. And while students rec- stand conception, and that’s something gave us little cards to write questions ognize the wisdom behind abstinence- they definitely understand by the end [of down on. It’s fun,” Teagues says. focused teachings, they are also the first the course].” In aging metal file cabinets near the to point out the irony of such instruction Najamusahar Muneeruddin, a sopho- door of her classroom, Jones keeps several in schools filled with pregnant students more at Lane Tech High in North Center, stacks of note cards bound with rubber and teen parents. says some students might rebel against bands. On each note card is a single health- “Every time you look up, someone’s the Project Reality curriculum taught related question written on the first day of pregnant,” says Kiyona Jackson, a soft- there. “Some kids that take the sex ed class by a student; Jones proceeds through spoken senior at Hyde Park Academy in class get angry, thinking ‘Why are they them as the semester progresses, answer- Woodlawn, which has a teen birth rate of telling me what to do?’” she says. ing each and every one of the students’ 19 percent. “I don’t think they get pregnant Classmate Rex Libunao agreed. “If we anonymous questions in class. on purpose. They listen to [sex education], are going to have sex, we might as well “I’m an advocate of abstinence, but but they go against it or whatever.” have choices,” he says. “At least you’d I’m also realistic,” Jones says. “I try to Even though she knows not all stu- know about condoms, but they never teach to the whole class.” Usually the dents will listen to the sex-can-wait mes- told us about that.” cards cover a range of topics, but this past sage, Kendra Thomas, another Hyde Park year the cards shared an obvious theme, student, says she believes that it’s an FEDERAL FUNDING UP Jones says. “Every question was on sex, important viewpoint for students to Abstinence-only supporters believe and they’re very detailed.” receive. “They tell you that [sex] can Project Reality and other such lessons cause you to do things you don’t want to arm students with information they need A version of this article was first published do, and emotional stress,” she says. to refuse sexual activity until marriage. in the July/August issue of The Chicago According to Denise Everhart, one of But detractors claim that message is real- Reporter. Intern Leah Banks contributed to Hyde Park Academy’s physical education istic only to a handful of students in this report. teachers, the school supplements its health today’s classrooms. education program with lesson plans from The debate has gained momentum Cassandra Gaddo is a Chicago writer.
Catalyst Chicago October 2005 15 Viewpoints
GUEST COLUMN/ MARA TAPP With inclusion, best intentions often go awry
utero or children with autism or some Mainstreaming special education students started out as a good idea. other disability. Now think about how that child But in reality, the practice is not always beneficial. functions in a classroom. “These kids would sit and concen- trate on pulling the threads out of the hen my oldest daughter abled children. The settlement led to carpet by color instead of focusing on started in the Chicago Public widespread expansion of inclusion. the lesson I was teaching,” recalls one Schools some 14 years ago, I With more mainstreaming, disabled retired reading teacher. “They would Wwas thrilled that our school students were to be given equal tie and untie their shoes repetitively. system celebrated diversity by includ- access to magnet, vocational, charter They would crawl. They would try to ing physically disabled children in reg- and gifted programs and educated get into and under things. I sometimes ular classrooms. When I returned to with non-disabled peers in what the felt they wanted to get into a box and the public schools as a substitute settlement termed the “least-restric- shut it. … I sometimes wondered, teacher last year, it didn’t take long for tive environment” possible. ‘Does [this] child need me to teach me to observe that mainstreaming, But some say inclusion then went him reading, or does my child need a which had started out as such a good too far. neurologist to teach him reading?’ “ idea, had become a serious problem, “It was kind of overkill,” says one Teaching under such circum- endangering not only special educa- member of a CPS special education stances is nearly impossible. Not only Mara Tapp is a tion children but those in regular edu- team, who nevertheless was quick to is the child in special education learn- Chicago cation as well—producing disastrous- reject the past practices of segregation ing little or nothing, but classmates journalist whose ly unequal and ineffective results. that led to the 1992 lawsuit. “Instead often are completely distracted by work has As I chatted with teachers, adminis- of looking at that child and saying, such behavior or choose to mimic it. appeared in trators and parents, I learned I wasn’t ‘What is the least-restrictive environ- Clearly, students who exhibit such local alone in this view. Worse, few people ment?’ many people thought it meant behavior are disruptive and require publications as wanted to talk about the issue out of just putting every kid back in the [reg- teachers to take time away from other well as on fear of retaliation by a well-organized ular] classroom.” students to manage them. National Public lobby of special education advocates. “The good in mainstreaming was When teachers must take extra Radio and its When I mentioned that I wanted to that these kids were allowed in the time to control a situation involving Chicago write an opinion piece on the topic, public schools, and they deserve a problem behavior, the class suffers affiliate, WBEZ- those with School Board experience good and a fair education,” the team from the loss of learning time. Disrup- FM. She teaches asked me, “Why would you want to member adds. “But does that mean tive behavior isolates and stigmatizes in the Chicago bring that kind of trouble to yourself?” you have to put them in every class- a child, and the stigmatization of a dis- Public Schools Yet, they concurred that children were room?” abled child only deepens misconcep- and at being hurt and the story needed out- tions and prejudices about all disabled Columbia ing. So, as a parent and a substitute BEHAVIORAL PROBLEMS NEED children. It continues to be amazing to College. teacher, I ask you to suspend your pre- EXTRA ATTENTION me that even at the youngest ages, conceptions and think about how all When disabled children are in children readily label others—”He’s our children can best be served in a every classroom, what happens? I am bad, he never listens”—and so on. cash-strapped system that has failed to hardly alone in having had to manage prepare and equip classroom teachers classes that included children whose MANY EDUCATORS FAVOR TRACKING with the resources needed to properly disabilities really require full-time, Without exception, the teachers carry out the task of full inclusion. one-on-one attention. I—and others and administrators I have spoken In 1998, CPS and the Illinois State who spend every day in elementary with praise the practice of grouping Board of Education settled a federal classrooms—regularly see children children by need and ability so their class-action lawsuit—known as who are unable to pay attention needs can be fully addressed. “Corey H.”—that had charged the because of low IQs resulting from lead “As a teacher who taught [part of] district with illegally segregating dis- poisoning or exposure to drugs in the day in a mainstreaming situation,
16 Catalyst Chicago October 2005 and during reading time in a tracked and other children who need addi- situation, my life was far better, and tional resources adds to the complex- COLUMN / DEREK JORDAN my sense of success was greater, when ity of implementing inclusion. I had the children in a tracked situa- “We’ve got to give these kids a fair Keep tests focused tion in which they were grouped chance to address their weaknesses according to ability,” says one veteran. and become strong in life later,” one Compounding the problem is the retired teacher points out. “You have on student learning increase in class sizes, which means to give them an opportunity to suc- that teachers must now teach larger ceed. Projects and after-school he Chicago Public Schools are required by groups with more diverse abilities. activities are wonderful opportuni- federal and state law to improve student “There are so many irresolvable ties for [disabled] kids to mingle, but Tperformance on standardized tests, which conflicts because of the range of when you have to teach academic are used to make crucially important decisions needs these kids have, and you skills, individualization becomes about the future of schools. Consequently, deprive the more advantaged stu- important.” these tests have created a high level of undue dents of challenge,” says the retired That is the key: assessing and then stress among educators and students alike. reading teacher. “You deprive the addressing individual needs. “You Standardized testing has become an integral slower students of [the chance to have to be the dressmaker. You have part of the educational system, with sweeping reach] mastery. You drive down the to tailor,” says the retired reading implications for the future of our schools. morale of the faculty. De-tracking cre- teacher. School Board officials utilize test scores to label ates a situation where teachers cannot The issue should be, “What really our institutions of learning as schools of dis- use the entire class time to meet the helps children?” tinction, excellence, merit, and opportunity, but needs of faster- or slower-achieving At the core of this question is they fail to clearly define the differences. As a students, and cannot give individual another one: “What is the best inter- result, many parents, students and educators attention to the middle students. est?” one administrator points out. often become discombobulated. “Teachers frequently respond by “Sometimes parents with children Schools that experience higher levels of grading faster students on achieve- with disabilities feel if the child is put poverty, violence, gangs, pregnancy and drugs ment, slower students on effort,” the in regular education then they will be are more likely to be negatively affected by the teacher continues. “Parents are con- ‘regular.’ There’s a reality that the par- use of test scores as a school measure. Societal fused by this and become belligerent.” ents have to accept.” ills may hinder a school’s ability to adequately Then there is the emotional cost. In our efforts to achieve equity for prepare students for tests, yet these schools One administrator tells a story of a children, special education advocates are expected to maintain the same standards 1st-grade child with cerebral palsy have persuaded us that mainstream- and scores as schools that have selective stu- who was in a regular classroom. The ing is the answer for virtually all spe- dent enrollment and are located in affluent toll on others in the class was great. cial kids. Special schools, let alone neighborhoods. The teacher was wracked with guilt, special classes, are not the fashion There are positive aspects of standardized believing no one was being well- right now. And, as most educators I’ve testing. The information from tests helps to served. The 6-year-old classmate interviewed over the years acknowl- identify students’ strengths and weaknesses assigned to be the student’s helper edge, education is usually driven by and assist teachers and administrators in developed an ulcer. The emotional the fads and fashions of the field. planning their educational program. Tests also costs to students, teachers, parents “When is the pendulum going to serve as a tool for measuring how well a school and administrators of efforts to swing? When are the regular ed par- is meeting state standards. Standardized tests expose students to a child with dis- ents going to say, ‘You are hurting help college officials in the student selection abilities are infrequently discussed us.’? “ one administrator asks. process. And a program that gives students an and almost never quantified. Educators and parents need to opportunity to prepare for standardized tests think seriously about who is being will better assist them as they prepare to expe- STUDENT NEEDS REQUIRE ‘TAILORING’ served by inclusion, and how well they rience test-taking in college. The diversity of need in a large are being served. Why aren’t we figur- Conversely, there are some limitations to urban school system that serves large ing out a way to keep the best interests standardized tests. Major problems occur numbers of low-income, immigrant of all our children at the forefront? when people believe that overall learning can be measured by a single test. Some would argue that when schools submit to the pres- CORRECTION sures of teaching to tests, students are deprived of a well-rounded education. Teach- In September, Catalyst mistakenly affiliated Victoria Chou with the University of ers are strongly encouraged to teach content Chicago. She is dean of the College of Education at the University of Illinois at Chicago. and skills based on standardized testing, but schools in more impoverished areas are spending too much instructional time and See our new look: www.catalyst-chicago.org limited funds on test preparation. Continued on page 22
Catalyst Chicago October 2005 17 Updates
RENAISSANCE WATCH/MAUREEN KELLEHER Applicants face new review process
goal, and the group recently hired District sets up public forums to get community input. Business group the Alford Group, a consulting firm that works with non-profit organiza- hires consultant to help meet fundraising goal. tions, to help raise money. New Schools declined to say how much cash it has raised so far. ast year, applicants for Renais- neling private support for Renais- sance 2010 schools ran a three- sance 2010 schools. COMMUNITY FORUMS JUST WINDOW DRESSING? Ltiered gauntlet to win approval. But the setup was cumbersome First, they faced a team of experts and, in one case, led to friction The public forums were institut- from inside and outside the system. between CPS and the transition ed as a result of focus groups held by Next, some schools had to sell them- council for Lucy Flower Campus the district with school applicants, selves to a Transition Advisory when the Chicago Tribune reported transition council members and dis- Council made up of community rep- that the district was planning to trict staff after the first round of resentatives. Finally, schools com- approve a second school for Flower— Renaissance selection last year. peted for startup funds from New before the council had weighed in The district will begin hosting the Schools for Chicago, the business- with its recommendation. forums later this fall, in an effort to backed nonprofit group that is fun- This year, Chicago Public Schools give communities a chance to meet sought to improve the selection and talk with groups that submitted process by bringing together all the applications for schools in non-CPS stakeholder groups to review applica- facilities. tions from the start. In addition, the Since independent applications district will hold public forums to did not face a transition council give communities a chance to meet review, “there was a feeling that indi- and question some prospective vidual sites did not have to show a school operators before the School high burden of proof that communi- Board makes its final selection. ties desired to work with them,” says Overall, those who served on the Jeanne Nowaczewski, director of the new teams praised the new process. office of small schools for CPS. Com- “Chicago is pushing to be at the edge munity forums “would provide a of innovation,” says Elizabeth Evans, more thorough vetting of their pro- executive director of the Illinois Net- posals, in public and in neighbor- work of Charter Schools. She says hoods. That’s why we’re going to try she spent about four hours reading it.” District officials will be watching each of the eight proposals her team to see how applicants are received, reviewed, and that her team spent she adds. two hours on each interview, includ- “We hope that there will be a per- ing preparation and debriefing. ception emerging whether the com- “This group was extremely respect- munity likes the school group and ful. Everyone had value to add.” the group likes the community,” says But some activists say the forum Nowaczewski. setup still falls short of giving the One neighborhood leader says JOHN BOOZ community a real voice in choosing the district needs to do more to On the first day of school, Stephanie Wheatley, a teacher new schools. And some schools will make the forums a real opportunity at Chicago International Charter School’s Avalon/South be left out in the cold without grants. for community input. Shore campus, coaches one of her 4th graders in the class New Schools for Chicago has yet to “If it was a genuine process, they motivational chant, “Work hard, get smart.” meet its $50 million fundraising would partner [ahead of time] with a
18 Catalyst Chicago October 2005 JOHN BOOZ The first students cross the threshold at Chicago International Charter School’s Avalon/South Shore campus, one of 10 Renaissance schools that opened this fall. The charter enrolled about 200 students in grades K-4 and plans to expand to 8th grade. group that has roots in the communi- After the interviews, the teams second phase of the process. ty, to bring out the people,” says Jitu work together to decide which appli- Meanwhile, board members from Brown, president of the Kenwood- cations should move to the second New Schools for Chicago will review Oakland Community Organization. round. the narrowed pool and determine “There would be a survey in the com- To help teams rate the interviews grant awards. The group provided munity to see what people want.” and proposals, New Schools for guidelines to this year’s applicants, Chicago and the district created a saying they are more likely to fund GUIDELINES HELP ELIMINATE BIAS rubric to guide the process. Appli- small schools in neighborhoods Renaissance IN SELECTION cants are rated in five areas: school where existing schools have failed for Watch is an The forums will be part of the sec- mission and pedagogy, community long periods. Schools of choice that occasional ond phase of the new review process. involvement, leadership and gover- demonstrate innovation in some feature that casts In the first phase, Comprehensive nance, educational plan, and opera- way—such as a specialized curricu- an analytical, Evaluation Teams—made up of dis- tions and finance. lum, non-traditional school calen- behind-the- trict officials, outside experts and tran- The rubric gave teams common dar, or a new way of teacher evalua- headlines eye on sition council representatives—read ground for ranking the applications, tion—will be favored. the ambitious yet proposals and interviewed represen- says Phyllis Lockett, executive direc- “We’re happy to look at charter, controversial tatives from the institutions that sub- tor of New Schools for Chicago. contract or performance schools,” Renaissance mitted them. The new teams worked “You’ve got to have some kind of says Sandy Guthman, president of 2010 plan. this summer on proposals submitted measure,” she says. “We have a much the Polk Bros. Foundation and a New in August for the 2006-07 school year. better benchmark for that this year. It Schools board member. “We want Each CPS facility slated to be part takes away the subjectivity and bias schools that really are going to make of Renaissance was assigned one that anyone would have coming into their own decisions in the best inter- team to evaluate all the applications a process like this.” est of the kids. We want to have the for schools seeking to open in the The evaluation teams will narrow best proposals, and the ones with the building. Other teams evaluated the the pile of applications presented to team that has the capacity to pull proposals that did not have a site yet. the full transition councils in the them off.”
Catalyst Chicago October 2005 19 UPDATES Survey: recess, gym class shortchanged Majority of students get little or no daily physical activity, and parents are speaking out
By Elizabeth Duffrin
nstead of the daily physical education classes mandated by the state, a Cata- lyst Chicago telephone survey found Ithat one to two days of gym class per week is the norm in elementary schools. No recess is also the norm. Fewer than one in five schools—18 percent—provide daily scheduled recess for all kids, and only about one in 16—6 percent—pro- vide for a recess of at least 20 minutes, the survey found. For the survey, Catalyst contacted 487 JASON REBLANDO schools to ask about their policies on Ayanna Plummer (in back), Karen Plummer and Nicholas Goodwin of Nicholson Elementary recess and physical education. The state’s in Englewood were among more than 150 students protesting the lack of recess in schools at an requirement for daily gym class has long event staged last June at Douglas Park Field House by Power-Pac, a parent advocacy group. been flouted in Chicago and other dis- tricts (see accompanying story). Board decision, and others said they had from classroom teachers. Schools can count recess toward the simply never considered it. Kurland pushed for recess because physical education requirement if it is research demonstrates the link between supervised by a reasonable number of ACADEMIC, DISCIPLINARY BENEFITS health, exercise and academic achieve- certified teachers and involves a struc- But at schools that have adopted the ment. “If they’re not having their needs tured activity rather than free play, longer day with recess, staff members say met, it doesn’t matter what you’re teach- according to Donna Luallen, the head of they wouldn’t give it up. “Kids get to work ing,” she insists. the Accountability Division at the Illinois off their energy and form friends,” Some parents are becoming increas- State Board of Education. reports teacher Janet Caluris at Peterson ingly concerned, and vocal, about the Most elementary schools provided a Elementary in North Park. “It gets the lack of physical activity in schools. recess period 30 years ago, when schools brain cells going again. Discipline prob- In June, a parent advocacy group had a 45-minute lunch period. It went by lems go down.” called Power-Pac staged an event at Dou- the wayside as schools began to opt At Nettelhorst Elementary in Lake glas Park field house, at which 50 children instead for a 20-minute lunch and short- View, Principal Susan Kurland rearranged were symbolically freed from a jail cell for er school day. Now, switching back to the the school day to allow students about 15 the summer vacation. “Our children … 45-minute lunch requires approval of the minutes of recess in addition to their 20- spend six hours in their classrooms with- faculty, under the Chicago Teachers minute lunch, but she did it in an uncon- out a break,” says a press release from Union contract. ventional way: Instead of extending the Power-Pac, which is trained and support- Some principals interviewed for the school day, an option that teachers gen- ed by the non-profit group Community survey said they favored the 45-minute erally reject, she got their permission to Organizing and Family Issues. lunch with recess, but their teachers had lengthen the lunch break for students With 30 active parent members main- rejected it in favor of the shorter day. Oth- and teachers by taking 20 minutes from ly from the Englewood, Austin, West ers thought they had too few teacher their morning preparation time. Town and Humboldt Park neighbor- aides on staff to supervise a recess peri- The recess period is supervised by hoods, Power-Pac is working to reinsti- od, or wondered what to do with stu- auxiliary staff, including the gym teacher, tute recess as a way to curb student disci- dents during inclement weather. Some music teacher and counselors, who take pline problems and rising suspension mistakenly believed it was a School their break for lunch at a separate time rates in elementary schools. Typically,
20 Catalyst Chicago October 2005 GYM, RECESS LIMITED Catalyst’s survey of 487 elementaries found that 93 percent have only one or two gym classes each week. DAYS OF GYM CLASS Under fire, CPS tells schools
19% 1 day to find 15 minutes for exercise 24% 2 days 1-2 days, By Elizabeth Duffrin hour of strenuous physical activity each 50% depending day, according to Mark Peysakhovich, 7% on grade* fter Catalyst Chicago requested an senior advocacy director for the Ameri- Other interview with the Illinois State can Heart Association. “Fifteen minutes ABoard of Education to ask why the is certainly not science-based.” *Six schools offer no gym, seven schools offer gym 3-5 state’s daily physical education require- days, 19 schools offer gym 2-3 days depending on grade. ment was being neglected in the city’s STRETCHING, DANCING, ACTING OUT STORIES public schools, Chief Education Officer Many principals say they agree with More than 80 percent do not provide Barbara Eason-Watkins swiftly sent an the new mandate-”It’s what’s right for a regular recess for all students. e-mail directive instructing top staff to kids,” says Paula Rossino, principal of make sure schools comply with the law. Peirce Elementary in Edgewater; “They DAILY RECESS The e-mail, which mentioned Cata- don’t exercise enough,” agrees Lori lyst’s conversation with state officials, Lennix, principal of Doolittle East in stated that “All elementary schools are Douglas—but wonder how to fit yet None required to have daily P.E. Classroom another requirement into the school scheduled 82% teachers can conduct structured activi- day. However, research has shown that 5-15 ties (15 minutes or more) and the exercise can help boost test scores. 12% minutes school/district will be in compliance. By the end of the first week of school, 20 minutes … Please advise AIOs,” Eason-Watkins some principals had hit the ground run- 6% or more wrote. Catalyst obtained a copy of the ning to implement the new directive. e-mail from a principal. At Doolittle East, teachers are leading Source: Catalyst telephone survey “In general, people in CPS don’t exercises on the playground for 15 min- understand the need to have daily utes after lunch. Lennix says that most physical education for all students and of her faculty are young and don’t mind schools with more low-income students they don’t have the budget to do that,” the assignment, and she plans to pair are less likely to offer recess, yet are more says David Thomas, an exercise science them with less-enthusiastic veterans. likely to have high suspension rates. professor at Illinois State University in Arai Middle teachers in Uptown are The lack of recess is aggravated by Normal, who recently co-authored a brainstorming ideas for activities with another concern: This year, for the first study on Chicago’s P.E. program. In each other and the gym teacher, says time, small elementary schools were per- many schools, physical education pro- Principal Barbara Hayes. Some already mitted to drop gym class altogether. grams suffer from too few teaching use stretching or other physical activity Under the district’s staffing formula, positions and inadequate facilities and to revive students between lessons, she schools with 15 or fewer classroom teach- equipment, he says. adds. At Barnard Elementary in Beverly, ers—which typically enroll about 400 or Chicago is not the only district to kids are stretching and dancing to music fewer students—are allocated one part- flout the law. At least 20 percent of or rhythms, says Principal Alan Molesky. time gym teacher and one part-time schools are also ignoring it, Thomas At Schubert Elementary in Belmont librarian. Budget Director Pedro Martinez says. In 1997, Chicago was granted a Cragin, the P.E. teacher shared a web- allowed those schools, as a convenience, 10-year waiver, but only for 11th- and site (ncpe4me.com/energizers.html) to simply choose to staff one of those posi- 12th graders; the district argued that with classroom teachers with activities tions full-time and drop the other, accord- students needed more time in their that could be incorporated into aca- ing to the Office of Communications. schedules to meet higher graduation demic lessons, such as acting out sto- According to the CPS Budget Office, as requirements. ries or vocabulary words. When the of the end of September, 19 elementary Some local health experts say that gym is free, teachers can also bring kids schools did not have board-funded gym 15 minutes of daily activity is an down to play with jump ropes and hula teachers. improvement, but still violates the hoops. The music teacher even had intent of the law, which states only that kids do jumping jacks to music during Interns Tariq Ahmad, Leah Banks and children should engage in physical a lesson on rhythm, reports Principal Nekita Thomas contributed to this report. activity “for such periods as are com- Elba Maisonet. patible with [their] optimum growth “It is a mandate,” she says with a To contact Elizabeth Duffrin, call (312) 673-3879 or and developmental needs.” laugh, “So you try to do the best you e-mail [email protected]. Scientists recommend at least half an can.”
Catalyst Chicago October 2005 21 UPDATES
PRE-K Continued from page 7 some funding from the district the Education Development school assessments. “About may choose among three Center, a Boston-based school two-thirds of our programs education experts will be commercial tests: Creative improvement group. Both use CAP and a third use Cre- assigned to work with each Curriculum, High Scopes or observations examine literary ative Curriculum,” Bowman Head Start agency. “I’d like to Work Sampling, which was and language practices and explains. “They are not the see more vocabulary, more developed by Meisels of the the classroom environment. same instrument. We want to use of nouns and descriptors,” Erikson Institute.) Bonnie Roelle, who heads know how to put [both tests] says Commissioner Mary While these tests help the district’s state pre-K pro- in a single measure.” Ellen Caron. “We want par- teachers determine what chil- grams, explains that the visits She’s also hired Meisels to ents and teachers to use these dren know, they do not pro- should not be viewed nega- create a road map for evaluat- kinds of words with children.” vide much insight on class- tively. “Kids are not tested and ing the district’s early child- room instruction and what teachers will not be evaluat- hood programs. Bowman says WEIGHING PRESCHOOL QUALITY needs to be done to improve ed,” she says. The district will the evaluation protocols will Currently, CPS tests chil- it. So for the first time this be looking to determine lay out areas that need to be dren in all its preschool pro- year, every CPS preschool whether classrooms have examined, how best to exam- grams. Head Start kids take a classroom will undergo two enough books, whether those ine them, and when to do it. A commercially developed test formal observations that will books are in children’s home working version is expected to called Creative Curriculum follow protocols established language, and whether chil- be ready by January. three times a year; those in by two nationally recognized dren are being read to in large The goal is to come up with state pre-K are given a home- assessment tools. and small groups, Roelle adds. a master plan for yearly pro- grown assessment developed One of them is the Early If classrooms are found gram evaluation, then figure by Chicago educators called Childhood Environment Rat- lacking, a coach will work with out how much it will cost, CAP (Child Assessment Profile) ing Scale, which was devel- the teacher to devise an Bowman says. “We’ll have to twice a year. Children in the oped by researchers from the improvement plan, she notes. see how much of it we can tuition-based program take the University of North Carolina’s CPS Early Childhood Offi- afford and how much we can Early Screening Inventory just Frank Porter Graham Child cer Bowman, who is co- implement.” once, six to eight weeks after Development Institute. The founder and former president they enter the program. other is called Early Language of Erikson Institute, has hired To contact Debra Williams, call (312) (Preschool programs based Literary Classroom Observa- a retired district researcher to 673-3873 or e-mail williams@catalyst- in outside centers that receive tion, which was developed by align the results of both pre- chicago.org.
GUEST COLUMN Continued from page 17 leader.” Principals understand that high rationale that schools are wasting money. test scores increase their chances of Politicians also experience a win-win True academic progress and success being recognized as effective leaders. situation if test scores are high, by taking cannot be measured in one week of test- Standardized tests also function as a the credit and highlighting it in their ing. Rather, critically measuring progress way for state and local boards of educa- speeches. and success throughout the school year tion, educational vendors and politicians Standardized tests should be primari- is true achievement. to work together to ensure mutual co- ly used to assess students’ performance. Increased test scores sometimes existence. These examinations should not be used reflect intense preparation that is focused Boards of education contract with stan- to classify students, teachers, principals, on specific sections of the test, but higher dardized testing corporations to test their schools and parents. The Board of Educa- test scores do not necessarily mean entire school district. Educational vendors, tion should neither utilize test scores to increased mastery of a subject or a higher usually a subsidiary of the testing corpora- increase educational vendors’ profits nor level of overall knowledge and skill. tion, sell test preparation materials to to provide a platform for politicians. All of In any case, many teachers do not feel schools. This is profitable for the testing these groups have a major investment in that test preparation will significantly corporations regardless of students’ testing standardized test results. However, our improve a student’s scores, especially if performance. If students pass, then it is focus should remain solely on student the student is below grade level. And because of their preparation material, learning and students’ ability to achieve. teachers admittedly are afraid of losing which schools will continue to buy. If stu- Finally, what do standardized test their jobs if a majority of their students dents fail, schools will need to increase scores really mean? Absolutely nothing. do not pass these mandated tests. their purchase of preparation materials. Testing is a way to justify a multibillion- Principals also fear losing their jobs, Meanwhile, politicians use standard- dollar nationwide testing industry that is and they are under extreme pressure to ized test scores to reach voters by making running out of systematic ways to escape raise test scores. The unspoken truth is campaign promises to improve educa- accountability for those students who do that many principals are transferred from tion if scores are low. In the same way, not meet standardized testing mandates. one under-performing school to another. they sometimes use low scores to justify These types of transfers sometimes cause raising taxes, to promote initiatives such Derek Jordan is an assistant principal at a principal to be labeled as an “ineffective as gambling or to reduce budgets with the Percy Julian High School.
22 Catalyst Chicago October 2005 GRANTS To submit items, e-mail
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Catalyst Chicago October 2005 23 COMINGS & GOINGS To submit items for Comings & Goings, e-mail
MOVING IN/ON STEPHEN W. RAUDENBUSH, an Piccolo; NANCY GELDERMANN, Hawthorne; JESCH BAYER, KATHERINE HAYDEN, MICHELLE expert on education research methods from the REYES, Sumner; HEATHER HALL, Jensen; VALERIE HOCHBERG, PETRA J. KELLY, STEPHANIE KELLY, University of Michigan in Ann Arbor, joins the GUE, National Teachers Academy; PATRICIA GIDEON E. KLIONSKY, NORA E. LAMBRECHT, University of Chicago faculty as chair of the new GONZALEZ, Burroughs; PAMELA KISALA, Blair; JOSEPH B. MATUCH, RYAN A. MCELHANEY, SOPHIE interdisciplinary Committee on Education, which GINA ALICEA, Talman; ANNE REIMAN, Hendricks; T. ROSENBERG, ELIZABETH G. SCHOLOM, BENNETT will focus on improving urban schools. … BARBARA BERNICE HALL, Nicholson; MARYPAT ROBERTSON, L. SMITH, ABRAHAM SOHN, BENJAMIN N. TUPPER, HOLT has resigned as a member of the Steering Ray; KRISTEN SCHROEDER, Keller; SANDRA and ROGER G. WAITE from Lincoln Park High Committee of the Consortium on Chicago School BROOKINS, Powell; ADREA DELANEY, Carver School. … ILYA CHALIK, MITCHELL Y. ISODA, Research at the University of Chicago. Holt was Primary; JAMES DOYIAKOS, Amundsen High; MICHAEL A. KENNEDY, REBEKAH G. KIM, recently named vice president of external affairs at JUANITA DOUGLAS-THURMAN, Lincoln Park High; MATTHEW K. LAW, SIMON G. SWARTZMAN, the Chicago Urban League. … JANA FLEMING, CHERI MONIK, Austin High; EVELYN CHANDLER, MAXIMILIAN SWIATLOWSKI, JOSEPH Z. TERDIK and executive director of child development studies at York High; CHRISTINE SALSTRAND-SMITH, MONICA L. WOJCIK from Northside College City Colleges of Chicago, has been retained by The Hubbard High; and MICHELLE MCGILLIVRAY, Preparatory High School. … SAMSON A. FELSHMAN, Joyce Foundation as a consultant in early childhood Morgan Park High. Each teacher received $2,000 AIDAN A. O’DOWDY-RYAN, BENJAMIN M. education grant-making. Fleming has also served award and $1,000 for their school. SCHOLOM, NICOLE C. SMITH and RICHARD C. as a researcher at the Erikson Institute and the WATTERSON from Walter Payton College University of North Carolina at Chapel Hill. HELPING DROPOUTS A new guide, “How to Preparatory School. … ELENA M. LOSEY and KAJ C. Retain or Reenroll Your Student in a Chicago Public PETERSON from Von Steuben Metropolitan PRINCIPAL CONTRACTS Interim principals School,” is available from the Community Coalition Science Center. … ADAM E. AMMAR, RACHEL K. ARNOLD BICKHAM at Lavizzo, SUSAN J. KUKIELKA at on the Dropout Crisis, a local education advocacy BERNARD, MARIA C. BOND, LINDSAY N. BOWE, Decatur Classical, MICHELLE MILLER at Garvey, and network of community-based organizations and MARK CHEN, WENNA JIA, RICHARD G. OTAP, RIA L. MINNIE WATSON at DePriest have been awarded activists. The guide informs parents on how to ROBERTS, MAXWELL G. SHUFTAN, JARED E. TWISS- contracts. … PHILISTINE TWEEDLE at Beasley advocate on behalf of their student and gives steps BROOKS, DAVID B. WONG and BEILIN YE from Academic Center has had her contract renewed. for keeping students in school or reenrolling former Whitney M. Young Magnet High School. dropouts. The guide also outlines attendance and TEACHER AWARDS Twenty-four teachers are truancy policies. To download a copy of the guide or NEW BOOK The Annie E. Casey Foundation has recipients of the district’s new honor for a sample letter to request a due process hearing released the 2005 Kids Count Data Book. The outstanding teachers and will serve on the newly from a school, go to www.gwtp.org. publication features state profiles of child well- created Teacher Leadership Advisory Board, being, as measured by 10 key indicators such as which will meet regularly with CEO Arne Duncan: TOP SCORING STUDENTS The following infant mortality, teen birthrates and children living TRACY SINGER, Farnsworth; SARWAR BAIG, Hayt; students have been named National Merit in poverty. The new report may be viewed or PATRICIA PENA, Lyon; KENNETH VOORHEES, Semifinalists based on their PSAT scores: SARAH ordered online at www.kidscount.org.
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