Senate to Tackle Charter School Reform

Bulletin MASC www.masc.org January 2016 V.50 n.1

Massachusetts Association of School Committees Senate to tackle charter school reform ithout a guarantee that he can While much of the discussion on ate Ways&Means Chair Karen Spilka Wmuster enough support for Beacon Hill and among charter ad- will lead the effort to write a charter charter school expansion, Senate vocates and opponents has centered reform bill. President Stanley Rosenberg has an- on lifting the cap on charter school An incentive for moving ahead nounced that a new group of sena- seats, Rosenberg has insisted that the with charter legislation before the tors will try to write a charter school cap will be just one component of a end of the current session is concern reform bill that could clear that broader review of charter schools the about putting the issue before voters branch later this spring. Senate team will undertake. Other in November in the form of a ballot Charter school advocates and issues that will be studied will include question. The ballot question, which Governor Baker, who has made finance, admission and retention prac- is a simple “yes” or “no”, addresses expanding access to charter schools tices, and governance. only the issue of raising the charter a priority, have been waiting for the In discussing the bill’s prospects, cap and does not tackle any of the Senate to resolve an internal debate the Senate President indicated that larger, more complex funding and over whether it made sense to try quite a number of additional votes enrollment concerns. again to pass charter reform legisla- would have to be found before the In a radio interview earlier this tion two years after a bill that would bill would clear the chamber. Sena- week, Auditor Suzanne Bump said have lifted the cap was defeated. tors Sonia Chang-Diaz, Patricia Jehlen that the state still lacks key data about In 2014, only nine Senators sup- (Chair and Vice Chair respectively of the demand for charter schools and ported similar proposed charter the Senate Education Committee) as whether existing schools are mirror- legislation. well as Senator Dan Wolf and Sen- continued on page 4

Novick Joins MASC as Field Director MCAS and/or please join masc in wel- of concern to the member- PARCC: The Debate coming Tracy O’Connell ship. Novick, a former member A lifetime Massachusetts on Opting-Out of the Worcester School resident, Tracy started her As districts prepare to decide whether to Committee, who joined the advocacy in elementary administer the traditional MCAS or newly MASC staff as a Field Direc- school when her mother developed PARCC assessments this com- tor as of January 11. In ad- told her to “tell someone ing spring, many parents are considering dition to her responsibilities who could fix it” about her the prospect of “opting out” of the test as a Field Director, which concern that McDonalds for their children. To assist school leaders include providing training and policy had stopped serving root beer. Tracy in making their decision and present- services to the Connecticut Valley has been attempting to tell someone ing parents with their options, MASC has prepared the following advisory on geographical area, Tracy will also who could fix it ever since, first as a the PARCC/MCAS debate and an “opt- coordinate social media and advo- high school English teacher at Algon- out” checklist of issues that parents and cacy activities of the Association. This quin Regional in Northborough, then districts might consider (the checklist is will include educating members as as a parent of three in Worcester and, available online at www.masc.org). to the value and use of social media most recently, as a six-year member and technology to enhance local of the Worcester School Committee. Background communications and advocate on a On the Committee, she served a term The Massachusetts Comprehensive state-wide level for education issues continued on page 6 Assessment System (MCAS) provides continued on page 2 prove the performance of a teacher or continued from page 1 MCAS and/or PARCC, in making an employment decision, for annual standardized testing in In response to the heavily politicized including termination of an underper- English and Math in grades 3-8, in rhetoric in the testing debate, the state forming educator. science once between grades 3-5 Board of Elementary and Second- • High school students who do not and 6-9; and at least once in high ary Education recently approved the pass (score of 220 or better) the school in English, Math, and Science. Commissioner’s recommendation to MCAS English Language, Math and A History/Social Studies test is to be create a hybrid test with some of the Science tests may not receive a high implemented in the future. best of both tests. It is tentatively and school diploma unless they qualify Until 2015, the ELA and Math tests unofficially called MCAS-II and will be for an alternative test. at lower grades and at high school implemented over three years. • Political implications of opting out were based on a state Curriculum Because of the complexity of the may influence how local or state of- Frameworks that evolved over more issue, the nature of the debate, and ficials respond with funding for your than 15 years. Over the past few the intense arguments around many district. years, the tests have been modified elements of the tests, some parents and from the traditional frameworks that teachers have encouraged students The following points are used to ex- stressed carefully structured stan- to “opt-out” of standardized testing. plain why parents and students may dards, fact-driven studies, and testing Parents may exempt their children from elect to “opt out”: on the academic content to accom- testing by writing to the principal, but • Testing has been a source of distress modate the standards in the Com- the principal may ask the student to for some students who experience mon Core curriculum, a proposed take the test even with the parental anxieties, sleeplessness, emotional nationally based and modernized set “opt-out” request. distress and parents wish to address of standards designed to encourage the best interest of their children and/ critical thinking, research, and ana- The following arguments explain the or school. lytic writing and to improve readiness rationale for taking the examinations: • Educational professionals have for college and career. Proponents • DESE has opined that the local mixed opinions about the value of of both Curriculum Frameworks and school districts must implement the standardized tests. Common Core have debated the mer- tests and that students should take • Tests that require use of a computer it of both systems. Some argue that them. It is important to comply with add to the stress for some children any change from traditional MCAS is regulations and law. and in other cases, lower scores. detrimental to student achievement. • There is no legal basis of “opting • According to the Commissioner, Others have advocated for an alterna- out” even it there is no clear mandate other than being declared absent or tive that does not encourage “teach- to comply. being assigned to an alternative pro- ing to the test.” • Families reserve the right to opt-out gram for the day, there are no penal- Additional testing may be mandat- in a subsequent year if their concerns ties for elementary school students ed by the state. For the 2015-16 year, continue to grow. who do not participate. districts will have a choice of MCAS • With ESSA as with NCLB, districts • A child may be stereotyped in or the new Performance for Readiness with lower than 95% testing partici- some way based on results of a stan- for Assessment for College and Career pation may have sanctions imposed dardized test. (PARCC) while policy makers debate on them. Those sanctions now will • Parents and students may be con- the most appropriate examinations include: cerned that test data will be used for the future. • Lowering a school’s ranking, includ- to make an unfair assessment of a State education officials, parents, ing designating a school as high risk, teacher or principal. and teachers, as well as other aca- subject to additional sanctions. • Some object to the value of the demic stakeholders and the business • A student may be declared “not state and federal testing program or to community, have also debated proficient.” standardized tests in general as bad amongst themselves about the best • A district may face financial sanc- educational theory and practice and testing tools. Some weighed the tions by the federal government includ- poor public policy. merits of MCAS vs. PARCC while ing limits on federal funding or restric- • Some families wish to make a others questioned the merits of stan- tions on how funding may be used. statement of objection to testing, dardized testing for students per se, • State financial aid may be withheld, excessive testing, or student/educator citing a range of reasons including although the legal basis of this is not assessment based on standardized concern about how the test would be clearly established. tests. used, time spent on test preparation, • Student test data may be used to For a more in-depth criteria/proce- diagnostic values of testing, costs of help teachers target the best strategies dural checklist of opt-out concerns, testing, and the social and emotional to improve student achievement. go to www.masc org. well—being of students being tested. • Testing data may be used to help im- refugees from Germany as poten- Schools, Polyglots, and Xenophobes tial terrorists, but also wanted to expel existing Jewish citizens. No Celebrating language diversity and cross- student today should be greeted by the same bigotry. In our schools cultural learning in MA school communities and communities, we need less na- By Eric Silverman, Framingham hisattvas, and ancestral spirits. As tivist bombast and fewer walls, and School Committee an anthropologist, I tend to travel more concerted efforts to welcome overseas to study other cultures. But and teach to all cultures, languag- ou may have seen a Facebook I may as well just drive downtown or es, and religions. Xenophobia, Ymeme last year, something stroll my own neighborhood. however much a time-honored akin to “Don’t make fun of some- To be sure, such remarkable di- American tradition, is so last cen- one who speaks broken English. It versity is not always easy in the tury. means they are fluent in another classroom, at least not with current To paraphrase Margaret Mead, language.” Polyglots—those who levels of funding and support. There one of my anthropological hero- speak more than one language—are is a cost. And, to be honest, these ines, public schooling in multicul- a gift, not a burden, whether walk- costs will only increase if we are to tural, multilingual, multi-religious, ing our streets or the hallways of appropriately teach all students. global America in the 21st-century our schools. They should be cel- We need the resources to sustain is like a parachute jump: You gotta ebrated as models for 21st-century a range of relevant and robust get it right the first time. global citizenship. academic programs for English- In Boston, public school students Language Learners, such as two-way Eric Silverman is a professor of an- hail from 140 different countries – immersion, transitional bilingual, thropology in the Psychology/Hu- about three-quarters of the United and sheltered English. We need to man Development and American Nations. Among the more than increase the availability of school- Studies departments at Wheelock 8500 students in the Framingham based social workers, nurses, and College in Boston, and a member school system, one may hear more mental health professionals. We of the Framingham School Com- than 70 languages. This astonish- need to provide all students with mittee. His latest book is A Cultural ing linguistic diversity ranges from opportunities for honest interaction History of Jewish Dress. Amharic and Arabic through Bantu, across differences so they can safely Bengali, Farsi, Hindi, and Kikuyu to dialogue about tensions and confu- Marathi, Nepali, Quechua, Shona, sion, and learn conflict resolution. Urdu, and Yoruba. For these young We need to make certain that the SAVE THE DATE people, as for their friends and fam- overall environments in our schools ilies and classmates, globalization and municipalities make all students FRIDAY, FEBRUARY 12 and cross-cultural understanding feel included in the community. We Division VII: are not just textbook terms: they need more collaborations with or- Legislative Breakfast are an everyday reality. With appro- ganizations, businesses, and assets Cape Cod Collaborative, priate services in and outside the across the town-gown divide. We Osterville schools, English Language Learners need to diversify teachers, adminis- will grow up to be bicultural adults trators, and the curriculum while not SATURDAY, MARCH 5 (if not tri- in some cases), capable of alienating existing staff from so- Division III: seamlessly passaging between cul- called dominant groups. We need The Opiate Crisis in MA tures. Xenophobia was as anachro- safe, culturally-competent policing Somerset-Berkley High nistic in the 1880s and 1930s as it is and school resource officers. We School, Somerset today. need to understand that immigrants With linguistic diversity comes today arrive in a different world, SATURDAY, APRIL 2 diversity in all sorts of forms, includ- and with different expectations Charting the Course ing worldviews and religions. As in and goals, that new arrivals did in classrooms everywhere, many local 1900. We need to cease viewing the West Bridgewater kids seek otherworldly assistance English-Language Learner through a Middle-Senior High School for tests. Such entreaties are now lens attuned only to deficits. And we Muslim, Hindu, Buddhist, Ethiopian need to stop the scapegoating that TUESDAY, APRIL 26 Orthodox, Vodou, Zoroastrian- shreds our social fabric. DAY ON THE HILL ism, Shinto, Santeria, and a host of In the 1930s, public opinion polls The State House, Boston indigenous religions, embracing showed that most Americans not a pantheon of goddesses, bod- only feared the arrival of Jewish That group will include representa- BESE votes receivership for Southbridge tives from multiple stakeholders groups, including teachers, families, t its meeting on tuesday, january 26, least one course in 2015; Athe Board of Elementary and Sec- • 19 percent of students at South- social service agencies, early educa- ondary Education voted 9-0 with one bridge Middle/High School were tion, higher education and the South- abstention to designate Southbridge suspended at least once in 2015; bridge community. Public Schools a chronically under- • The needs of English language The Commissioner is expected to performing (“Level 5”) district, thereby learners were not being met, and the name a receiver in the near future, authorizing Commissioner Chester to district was out of compliance with with the goal that the receiver will appoint a receiver for the district. regulations regarding English lan- assume authority as soon as possible. That receiver, who will be an guage learners; and During the 2016-17 school year, the individual or a non-profit group with • The district has had seven super- receiver will begin to implement the a proven record of success in improv- intendents and seven high school Level 5 District Turnaround Plan. The ing low-performing schools or dis- principals since 2011. Commissioner and receiver will pro- tricts or the academic performance • The Achievement Gap Act of 2010 vide regular updates to the Board, of disadvantaged students, will have provided the mechanism for the the Southbridge School Commit- all the powers of the superintendent Board’s vote to designate a school tee, and Southbridge stakeholders and school committee and will report district as chronically underperform- regarding Level 5-related efforts to directly to the commissioner. ing. Under the statute, Commissioner improve outcomes for students. The Board’s level of concern about Chester and the receiver he appoints The Board’s vote was informed the Southbridge Public Schools grew will create a Level 5 District Turn- by public comment from the South- following the release of a recent dis- around Plan that will include priorities bridge community, which included trict review that found: and strategies to accelerate achieve- written statements and a special • Southbridge was among the low- ment with measurable benchmarks meeting in Southbridge on January est performing districts in the state in of progress that connect directly to 25 at which more than 40 individu- terms of the percentage of students improved outcomes for students in all als representing municipal, district, who scored Proficient or Advanced on schools. To assist in the development union, parent, student and communi- the 2015 MCAS assessments; of that plan, a local stakeholder group ty stakeholders addressed the Board • 34 percent of students at South- will be convened to provide recom- directly. bridge Middle/High School failed at mendations on the plan’s content. MA Graduation Rate Improves for Ninth Consecutive Year Earlier this month, DESE announced when DESE first began calculating the groups were: low-income/economically that the state’s four-year graduation rate cohort graduation rate. disadvantaged students overall: up 2.7 improved for the ninth consecutive year, A cohort is comprised of students who percentage points from 75.5 to 78.2%; with 87.3% of students who entered entered high school as ninth graders or students with disabilities: up 0.8 percent- as ninth graders in 2011-12 – or who who transferred into the same cohort at age points from 69.1 to 69.9%; English transferred into that same cohort at any any time during high school. language learners: up 0.1 percent from time during high school – graduating The dropout reduction – from 3.8% 63.9 to 64.0%; male students: up 1.3 within four years. In addition to the (2006-7) to 1.9 % (2014-15) – resulted in percentage points from 83.4 to 84.7%; overall improvement in the graduation less than half as many students dropping female students: up 1 percentage point rate, the graduation rate among His- out in 2014-15 (5,346) than in 2006-07 from 89 to 90%; black students overall: panic students exceeded 70% for the (11,436). Four hundred fewer students up 2.6 percentage points from 74.9 to first time, the graduation rate for urban dropped out in 2014-15 than in 2013-14, 77.5%; white students: up 0.7 percent- districts crossed the 75% mark, and and 6,090 fewer students dropped out age points from 90.9 to 91.6%; and the graduation rate for black females than in 2006-7, when the annual dropout Asian students: up 0.3 percentage points exceeded 80%. rate was at a high mark of 3.8%. from 92.1 to 92.4%. The state’s annual dropout rate All major subgroups improved their Over the past five years (between declined to 1.9% in 2014-15, dip- four-year graduation rates compared to 2009-10 and 2014-15), the urban school ping below 2% to the lowest overall the previous year. The largest gains were districts that have made the largest gains rate in more than three decades. made by Hispanic males (up 3.4 percent- in reducing the number of dropouts According to the data released this age points from 64.4 to 67.8%), black included: year, 87.3% of the 72,474 students in females (up 3.1 percentage points from • Boston, which had 430 fewer students the 2015 cohort graduated within four 79.2 to 82.3%), and Hispanic students drop out in 2014-15 than in 2009-10, a years, an increase of 1.2% points from overall (up 3 percentage points from 69.2 36% change; the 2014 cohort and an increase of 7.4 to 72.2%). • Springfield, which had 382 fewer percentage points from the 2006 cohort, Improvements for other major sub- continued on page 5 MASC President Responds to Media on Governor’s Budget Within an hour of the Governor’s 2017 delaying the implementation of these 70 at least to the levels of the recent budget being released on Wednesday, recommendations continues to leave budgets. January 27, MASC President Jake Oliveira Chapter 70 inadequately The Governor’s budget has level- was responding to media inquiries about funded for yet another year. funded the Special Educa- the impact of the budget on local school Our schools are being short- tion Circuit Breaker, which districts. Following is the text of his news changed, and this leads to helps school districts to off- release response. set some of the costs asso- A more detailed analysis of the impact an even greater toll on our of the proposed budget on education ser- communities. We are espe- ciated with expensive spe- vices and communities is being prepared cially disappointed because cial education placements. by MASC General Counsel Stephen the Chapter 70 Commis- The students benefited by Finnegan and will be mailed to all mem- sion did incredible work to this account are the most bers later this week. recommend some important vulnerable population MASC responded to Governor funding reforms especially that school districts serve. Baker’s proposed FY17 budget with a around special education and health MASC will request funding from the sense of disappointment but with de- insurance.” Legislature to adequately fund the termination to work with our friends The proposed FY 2017 budget con- educational offerings that are man- in the House and Senate as well as tains a $72 million (1.6%) increase in dated by state and federal law. our municipal partners in the coming Chapter 70 education aid over FY16, MASC is interested in the Gover- weeks for fair school budgeting and well below the roughly $100,000,000 nor’s proposal to support career vo- sound educational policy. increases allocated in recent years. cational technical education, which MASC President Jake Oliveira, a “State aid to our cities and towns is includes a $75 million capital au- member of the Ludlow School Com- critical as municipalities struggle to thorization to fund grants for equip- mittee, noted that “MASC recognizes balance budgets and invest in educa- ment to expand technical education the difficulty faced by Governor tion. Although unrestricted local aid programs. This capital authorization Baker in crafting a balanced FY 2017 was increased by 4.63%, a minimal is spread over 5 years. In addition, budget, but we are disappointed 1.6% increase in education aid makes the budget contains $7.5 million in that the important recommendations it hard for municipalities and districts increased funding for school to career of the Chapter 70 Foundation Bud- to grapple with normal inflationary connecting activities. get Review Commission were not costs.” MASC will ask the Legislature “MASC has long advocated for considered in this budget. Further to increase the funding for Chapter continued on page 6

the statewide rate. They include: Cam- now called the Early Warning Indicator Graduation rate bridge (91.5%t), Leominster (90.7%), System (EWIS) to make it available to continued from page 4 Quincy (90.1%) and Salem (89.2%). all districts for grades 1-12 and reformed students drop out in 2014-15 than in In October 2015, DESE was awarded discipline laws to provide continued 2009-10, a 51.8% change; $200,000 through the America’s Prom- education for suspended and expelled • Lawrence, which had 150 fewer ise Alliance for a multi-year effort to students. The state, using federal High students drop out in 2014-15 than in raise statewide graduation rates. The School Graduation Initiative funds, has 2009-10, a 48.2% change; Department is using the grant to create also created a dropout prevention and • New Bedford, which had 146 fewer a coalition of up to 10 school districts to recovery program, which was another students drop out in 2014-15 than in improve high school graduation rates for of the commission’s recommendations. 2009-10, a 61.6% change; and students whose first language is not Eng- Graduation rate data is available • Worcester, which had 136 fewer lish. Eight districts have confirmed their online at http://www.doe.mass.edu/ students drop out in 2014-15 than in involvement so far: Boston, Brockton, infoservices/reports/gradrates/ and 2009-10, a 52.9% change. Chelsea, Holyoke, New Bedford, Worces- http://profiles.doe.mass.edu/state_re- In addition, several urban school ter, Everett and Revere. port/gradrates.aspx. districts had annual dropout rates below In October 2009, when the state’s an- For additional information on the an- the statewide dropout rate of 1.9%. nual dropout rate was more than 3%, the nual dropout rate, including school and They include: Leominster (0.7%), Cam- Massachusetts Graduation and Dropout district numbers, go to http://www.doe. bridge (1.0%), Salem (1.2%), Taunton Prevention and Recovery Commission mass.edu/infoservices/reports/drop- (1.4%), Quincy (1.6%), Worcester made a number of recommendations to out/ and http://profiles.doe.mass.edu/ (1.7%) and Lowell (1.8%). dramatically reduce that rate. A number state_report/dropout.aspx. Several other urban school districts of those recommendations have been had four-year graduation rates above fulfilled, including expansion of what is Massachusetts Association of School Committees One McKinley Square

Boston, MA 02109

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MASC will be reaching out the Senate leadership on this issue and, in in and, issue this on leadership Senate the out reaching be will MASC Charter School Reform School Charter