VOLUME VIII NUMBER 8 MAY 2002 A Publication of Community Renewal Society

VOICES OF CHICAGO SCHOOL REFORM

A new CPS strategy CEO Arne Duncan and his team make their moves

ALSO: College Challenge: More minority teachers needed From the Editors

response, Duncan promised to do better. “Informing the Learning to play public of our many initiatives surely is an important task, and one on which I will work even harder in the months to come.” media game Months later, more of Duncan’s deeds—such as clos- ing failing schools—are making news, but absent an underlying theme that would tie them together and will help schools rally public support. Good public relations skills, while carrying the risk of appearing self-serving, are important tools for strong leadership. Coupled with sound policy making, they can This may sound like odd advice coming from a news engage and reassure a public that routinely wants quick publication but Schools CEO Arne Duncan needs a spin solutions to tough problems. This administration needs doctor. to get better at public relations, or it risks losing sup- Since taking control of Chicago Public Schools last port for crucial initiatives. Reality dictates that delivery summer, Duncan has been a breath of fresh air for counts just as much as content. sound education practice. He’s done away with the puni- Duncan likes to think before his speaks. He prefers the tive aspects of intervention, launched a research-based steak to the sizzle. But sometimes he’s visibly uncom- reading initiative and shifted how school academic fortable with public speaking. That’s a problem that can progress is measured. Duncan and his team are asking be fixed by hiring a seasoned public relations consultant the right questions, says Peter Martinez of the Universi- to help work out the kinks. ty of Illinois at Chicago. For instance, what is CPS Duncan needs to communicate his vision and his spending on staff development? mission clearly, so that educators, parents and the gen- But if you haven’t been following his actions closely, eral public will understand how his latest initiatives— you would never know any of this. many of which are subtle and will take time to show Duncan’s predecessor, Paul Vallas, is an expert at results—figure into his overall plan to fix the schools. using and often manipulating the media to his advan- What’s your mission, Arne? A little spin never hurt any- tage. He is a natural, voluble speaker who relishes press body. conferences and the rough and tumble of debate (as long as no one criticizes him). When he was CEO, he ABOUT US We are pleased to report that CATALYST often lingered to answer reporters’ questions long after and The Chicago Reporter, our sister publication, have the official interview was over. That’s one reason why won the Society of Professional Journalists’ Sigma Delta the public believed CPS had turned a corner even Chi award for public service in newsletter journalism though test score improvements were only marginal. for the “Chicago Matters” series published last spring. Vallas took criticism for it, and rightly so. Still, all the Congratulations to writers and reporters Dan Weiss- positive press resuscitated the public schools’ battered mann, Elizabeth Duffrin and Maureen Kelleher of CAT- image. ALYST and Mick Dumke, Sarah Karp and Brian Rogal of Duncan and School Board President Michael Scott have The Reporter. largely shied away from the media. Scott discontinued former board President Gery Chico’s practice of meeting with the press before regularly scheduled board meet- ings. Journalists liked those meetings because they got a preview of the next day’s events, easy access to top administrators and a chance to write advance stories for the next day’s newspapers. Duncan and Scott prefer working the community to working the media. In a December editorial, the Chicago Tribune excoriated Duncan for being a no-show on the public stage when it comes to articulating his education policy. In a written

CATALYST is made possible by grants from Bank One, BP Amoco, CNA Insurance Companies, The Chicago Community Trust, Lloyd A. Fry Foundation, IBM Corporation, The Joyce Foundation, John D. & Catherine T. MacArthur Foundation, McDougal Family Foundation, Oppenheimer Family Foundation, The Albert Pick, Jr. Fund, Polk Bros. Founda- tion, Prince Charitable Trusts and The Spencer Foundation, and by subscriptions and contributions from individual supporters.

2 CATALYST CHICAGO/May 2002 CATALYST: Voices of Chicago School Reform is an independent publication creat- ed to document, analyze and support school improvement efforts in Chicago's public schools.

PUBLISHED BY Community Renewal Society ™ PUBLISHER and EDITOR-IN-CHIEF Linda Lenz VOICES OF CHICAGO SCHOOL REFORM

EDITOR Veronica Anderson VOLUME XIII NUMBER 8 MANAGING EDITOR MAY 2002 Mario G. Ortiz

WEB SITE EDITOR Dan Weissmann A NEW REGIME ASSOCIATE EDITORS Elizabeth Duffrin, Maureen Kelleher, Debra Williams 4 Quiet start, big finish mark Duncan’s first year A look at what he’s done so far, and what’s ahead. MARKETING DIRECTOR Ericka Moore-Freeman 7 Smoke on the horizon CIRCULATION COORDINATOR Challenges for the Duncan administration. Irasema Salinas INTERNS 8 Politics strain School Board, teacher union relations Christine Oliva, Rachel Rosenblit A public squabble threatens contract talks. CONTRIBUTING EDITOR Jody Temkin 10 CTU in Springfield COPY EDITOR A glance at the union’s legislative agenda. Charles Whitaker

PHOTOGRAPHERS 12 Scott’s ties round out mayor’s school team John Booz, Karen Kring A profile of the Chicago Board of Education president. EDITORIAL BOARD Carolyn Nordstrom, chair G. Marie Leaner, vice-chair Susan Ansai Anne Lewis John Ayers Rosa Martinez William D. Burns Jane Moy John Cody William Schubert Ari Muñoz Contreras Robin Steans Caitlin Devitt Hazel Stewart Joan Forte Tony Wilkins Joel Freehling Paul Zavitkovsky Sokoni Karanja 14 College Challenge 24 Comings & goings Ex Officio Fourth in a series: Racial mismatch between Rev. Luther Holland, Jr., president, CRS Board students and teachers. Calvin S. Morris, executive director, CRS 21 Updates DESIGN & PRODUCTION Diane Hutchinson New federal law raises tough questions for CPS ...

CIRCULATION Reluctant call for choice gets only 17 takers (312) 427-4830, ext. 3867

WEB SITE AND E-MAIL www.catalyst-chicago.org [email protected] Published nine times a year (monthly except January, July and August) by the Community Renewal Society, 332 S. Michigan Ave., Suite 500, Chicago, Ill. 60604. Phone: (312) 427-4830; FAX (312) 427-6130. Copyright 2001, Com- munity Renewal Society. All rights reserved. The opinions expressed in CATALYST are not necessarily those of CRS. CATALYST is 1998, Sigma Delta Chi for public service 2000 Peter Lisagor Award, Online Reporting 1998 Chicago Association of Black Journalists 1997, International Reading Association a trademark of the Community Renewal 1998, 1993 Peter Lisagor Award, 1996, Education Writers Association Society. Best Newsletter 1997, 1996, 1995, 1994, 1993 Distinguished 1999, 1995, Peter Lisagor Award, Reporting Achievement Award; 1994, Best Newsletter, 2000 Peter Lisagor Award, Public Service Educational Press Association of America

CATALYST CHICAGO/May 2002 3 Taking charge Quiet start, big finish mark Duncan’s first year

early April when he recommended that some say could sabotage his school by Dan Weissmann three schools be closed for low perform- improvement efforts: getting longtime ance. And he didn’t bother to try to get CPS bureaucrats to buy in to his agenda. ast June, shortly after Paul Val- the Chicago Teachers Union (CTU) on “He can’t do it alone,” says Bill Gerstein, las stepped down as CEO of the board, despite earlier efforts to work a South Shore High School assistant Chicago Public Schools, edu- cooperatively with its new activist lead- principal who has known Duncan for cation professor Tim Shana- ership. more than 20 years. han got a call from a young With that maneuver, Duncan, a one- man named Arne Duncan. “I’d time professional basketball player, Lnever heard of him,” says Shanahan, an proved that he’s willing to throw an 800-pound gorilla expert on reading from the University of elbow. CTU leadership instantly cried Illinois at Chicago. foul, but Duncan had the backing of his Duncan draws praise from many quar- Duncan, then 36, said he had been coach—Mayor Richard M. Daley—who ters for his administration’s efforts to Vallas’ deputy chief of staff and wanted to ultimately will decide how long to keep extend a sincere welcome to outside come right over. “He said he’d asked a him in the game. groups involved with the school system, bunch of people about reading, and they The move also showcased Duncan’s including the reformers, academics and said talk to me,” Shanahan recalls. leadership style: Keeping focused on foundation officials with whom Vallas Hearing Shanahan talk about his long-term solutions, he moves quietly often sparred. But such efforts risk work, Duncan told him, “What you’re behind the scenes, seeking opinions alienating long-time administrators, describing makes a lot of sense. My from outside experts, making deliberate particularly those who pre-date the Val- mother would really understand that— decisions, then acting aggressively to las administration. I’d really like you to meet my mother.” implement them. “The doors are open, and people from (“A weird thing to say on the first date,” Duncan and his team are asking the the board are being pro-active about Shanahan thought.) right questions, says Peter Martinez, including [outsiders]—it’s great,” says At the end of their 90-minute conver- director of the Center for School Leader- Victoria Chou, dean of UIC’s College of sation, Duncan said if he were in a posi- ship at the University of Illinois at Chica- Education, who is working with Shana- tion to do anything on reading in the go (UIC). “What are we spending on staff han on the Reading Initiative. next year, he hoped Shanahan would development? Are external partners Duncan began his tenure by stacking help. Shanahan made a vague offer to making a difference? Are we getting his leadership team with half a dozen consult. quality out of the principal and teacher outside experts, including Shanahan, As soon as Duncan had shut the door, pipeline?” Melissa Roderick of the University of Shanahan tossed his notes from their However, a number of looming crises Chicago and Jeanne Nowaczewski, who meeting into the trash. “Yeah, right, could keep him from realizing his own worked with small schools for Business you’re going to be in that position,” he agenda. (See related story, page 7.) and Professional People for the Public thought. For the first time in more than seven Interest. Weeks later, Duncan got Vallas’ old years, Chicago’s public schools are fac- Duncan has kept experienced hands job. In August, Shanahan got a call from ing a decrease in state funding. The new from the Vallas administration, such as Barbara Eason-Watkins, the new chief federal education law, No Child Left Phil Hansen in the Office of Account- education officer, who gave him 48 Behind, may force dramatic changes in ability, Sue Gamm in Specialized Ser- hours to decide whether he would over- the city’s school choice, testing and bus- vices and Wilfredo Ortiz in High School see Duncan’s first major program—the ing policies, leaving little time for cen- Development; he also promoted veteran Chicago Reading Initiative. tral office to prepare. And by this fall, administrators Eva Nickolich and Eight months later, all of Chicago got Duncan will begin contract negotiations Armando Almendarez, both now deputy the same awakening Shanahan had. Ini- with the CTU, whose leaders are furious chief education officers. All of them tially viewed by many as too nice or too with him about the school-closing deci- report to his No. 2, Eason-Watkins, who understated to survive the rough-and- sion. was plucked from the principal’s job at tumble world of Chicago school politics, Behind the scenes at central office, McCosh Elementary, where she had won Duncan surprised most everyone in Duncan faces an internal challenge that many admirers.

4 CATALYST CHICAGO/May 2002 times, Radner says, the central office response is, “We’re waiting for the kid on the fifth floor [where Duncan’s office is located at 125 S. Clark St.] to make up his mind.” In another fifth-floor office just a few

JOHN BOOZ blocks away, Mayor Daley helps the kid make up his mind on major decisions, according to Ald. Patrick O’Connor, who chairs the City Council Education Com- mittee. “These guys aren’t making huge decisions without everybody being shown what the decisions are and being able to make the case [for] why they need to be made,” he says. Green horns

Mayor Richard M. Daley, left, and CEO Arne Duncan confer at a Whitney Young High pep rally last Both Duncan and Eason-Watkins get August.. Major school decisions require Daley’s stamp of approval, says a Chicago alderman. high marks for focus and determina- tion—and for being quick studies, but High-profile outsiders have helped of money,” says an administrator, who some view their lack of experience at shape many of Duncan’s signature proj- spoke on condition of anonymity. the helm of a large organization as a ects, including the following: “There’s no communication with educa- weakness. • Management consulting firm McKin- tors in the system.” Fair or not, this perception has sey & Company is doing pro-bono con- Better outreach with long-time insid- reached the grassroots, which has a gen- sulting for Duncan’s Human Capital ers is a priority, says Eason-Watkins. erally positive impression of the new Initiative, an effort to improve the qual- “Both Arne and I have spent a lot of time leadership. Early this spring a document ity of instruction and principal leader- and energy trying to reach out to indi- titled “The REAL Organizational Chart,” ship. A steering committee for the viduals,” she says. “Any individual, no credited to an LSC representative, began initiative includes representatives from matter where they were in the organiza- making the rounds on central office fax the CTU, Parents United for Responsible tion, if they called and needed clarifica- machines. Written by an LSC represen- Education (PURE), and Leadership for tion, it was provided.” tative, it showed Duncan and Board Quality Education (LQE), a business- But LQE Executive Director John President Michael Scott at the bottom; backed school reform group. Ayers has a different take. “I hear there’s above them were CPS officials who had • The Chicago Public Education Fund gridlock,” he says. “[Duncan’s lieu- made decisions or overseen efforts that helped develop and fund an audit of dis- tenants] are frozen out, and the deci- had angered LSCs. trict spending on professional develop- sions are still in the hands of traditional The uneasy honeymoon has kept ment, led by consultant Karen Hawley educators.” Central office has a “com- some outside groups in a wait-and-see Miles, president of Education Resource mand-and-control mentality” and some posture. “The jury is so out on this one,” Management Strategies, who has done staff hoard information, he adds. says Jacqueline Leavy, director of the similar audits in five other urban dis- Mid-level bureaucrats are the “800- Neighborhood Capital Budget Group, tricts. pound gorilla that sits over school which tracks CPS capital spending. “It • Six local foundations, including The reform,” says Mike Klonsky, director of seems that there’s a sincere desire to set Chicago Community Trust, sit on a the Small Schools Workshop at UIC. a new tone. But we’re waiting to see. We steering committee with Duncan to “You still have the old mentality, the old need results.” decide how to spend $18 million in guard, nestling in the ranks, and hoping For instance, Leavy says the district grants earmarked for creating small that this too will pass. If Arne’s going to has not yet put out a capital spending schools, the centerpiece of his approach drive change, it’s gotta be not just in plan for the current fiscal year, which is to improve failing high schools. Two- terms of changing people but restruc- nearly over. “We’ve asked and asked and thirds of the money was donated by the turing that bureaucracy.” asked,” she says. “Put it on paper, give it William and Melinda Gates Foundation. While Duncan and his team work to to people.” But by focusing so much attention on open lines of communication with cen- Chief of Staff Peggy Davis concedes outreach, Duncan risks alienating long- tral office staff, some in the field are get- that “bureaucracies don’t change time insiders, who have had little input ting mixed signals, or worse yet, no overnight.” Efforts to change the organi- on his initiatives, says one former CPS signal at all. zational culture, getting people to col- administrator. “The feeling within the “I am not sure who to call to get laborate across departments, for system is that Arne has brought in a lot some answers,” says Barbara Radner, instance, have proved a mixed bag, she of people from the outside who do not director of DePaul University’s Center says. “Arne has been saying since he understand education in CPS, and [he] for Urban Education, who serves as an came in that we need to work as a team, has put them in jobs that pay quite a bit external partner to several schools. At and it’ll take a while for that to sink in

CATALYST CHICAGO/May 2002 5 Power centers

Tony Bryk, director of the Consortium on Chicago School Research, says the idea of “re-inventing line authority” is appealing but presents institutional JOHN BOOZ challenges. “Historically, central offices Compared to his kinetic have operated on seniority and loyalty predecessor, Duncan’s style is and patronage,” he says. “Now, you’re more deliberate. At left, he takes talking about a system that’s expertise- time to console Farragut High based. To move in this direction would basketball star Elliott Poole entail a major cultural shift. Many of after the team finished second in city championship. these people who are there because of personal and political connections may and change.” not be that easy to move.” Those seeds are beginning to bear be centralized, she notes. Keeping political peace was one of fruit, says John Easton, who oversees “We’re approaching it thoughtfully Vallas’ strengths, notes LQE’s Ayers. research and program evaluation. and collectively, and [we’re] engaging a “Vallas set up a lot of things that kept the “There’s more alignment of what to look lot of people in conversation,” she says. power centers in place,” he says, point- at across the organization,” he notes. In April, Eason-Watkins led a group of ing to the jobs, contracts and favors Val- For instance, the criteria used to deter- 20 administrators from various depart- las doled out to keep peace with the mine which schools to close for poor ments on a retreat to discuss the plan. teachers union, central office staffers performance are also being used to eval- “The last thing any of us would want to and community constituents. “It was uate schools for three other new initia- create would be … a situation where usually all above board,” he says. “Not tives: revamped school report cards, someone would have to go through always pretty, but what the hell, it’s incentives for high-performing schools more of a bureaucracy to get the infor- Chicago.” and a retooled principal evaluation mation that they needed.” This is one arena where Chicago process. The plan gets a thumbs-up from Mar- Board of Education President Michael Within the inner circle, “the flow of garet Harrigan, a retired school board Scott comes in. He keeps the field clear communication is quite steady,” says administrator who made her name as a for Duncan and his team to focus on Albert Bertani, who left the Chicago subdistrict superintendent in the late education, Ayers concludes. “He’s a great Principals and Administrators Associa- 1970s. “It’s wonderful that it’s being choice for...managing community expec- tion last fall to head up the Office of Pro- considered,” she says. Regional adminis- tations and doling out goodies and solv- fessional Development. “It’s not trators have too many schools to work ing problems. That’s the game, and he’s uncommon for my assistant to come in with effectively, she says. “I couldn’t very, very good at it.” and say, ‘Arne’s on the line—he wants to have done anything if you gave me 100 CATALYST staff contributed to this talk to you for a quick two minutes,’” he [schools]. … The only downside is if report. says. they don’t get real leaders in those posi- tions.” Meanwhile, some voices at City Hall ‘Find their own way’ are counseling even more caution. “We all have to be convinced that it’s gonna In recent months, Eason-Watkins has improve the situation as opposed to just been leading a charge to tackle bureau- reshuffle the deck,” says Ald. O’Connor. cratic gridlock head-on. By summer, she “When you do these massive overhauls, plans to begin reshaping the configura- there’s a certain amount of time that you tion of regional offices to enhance their lose, because everybody gets re-situated, ability to provide instructional support and the new system takes a little time to to schools. Her plan could break the dis- shake out.” trict’s current six regions into as many There’s no clear-cut model for re- as 24 smaller units. organizing a big bureaucracy to support

Her guiding mission is to ensure that instruction, says Michael Kirst, a Stan- JOHN BOOZ principals have access to an administra- ford University professor who studies the tor who would be readily available and management of large school districts. more focused on instructional support. The strategies districts often try— Now, region officers are administrative decentralization to the subdistrict level jacks-of-all-trades who, among other or to individual schools—generally things, oversee food service and trans- don’t work. “The bottom line is, there’s portation, reconcile LSC disputes and no clear way to do this, or more people handle school crises, Eason-Watkins would be doing it,” says Kirst. “They’re Duncan and Vallas, right, make the transition explains. Some of those functions might gonna have to find their own way.” at the June 27 School Board meeting.

6 CATALYST CHICAGO/May 2002 gible to request transfers to better-per- Smoke on the horizon forming schools, and the district will be required to provide busing. So far, the district has moved swiftly n his second year as CEO, Arne Dun- Chicagoland Chamber of Commerce, the to stay on top of the vast new law—com- can will face stiff challenges that his United Neighborhood Organization, the piling a manual of requirements and Ipredecessor, Paul Vallas, never had to Chicago Urban League and a cross-sec- mapping out timetables that need to be deal with: declining state revenues, a tion of Black and Latino churches. met. But many of the law’s provisions sweeping new federal educa- require action by the Illinois tion law and a feisty Chicago State Board of Education, a Teachers Union led by officers bureaucracy that has been elected to shake things up. mired in chaos for nearly a Here are details of the hur- year. dles the Duncan administra- Since Duncan was appoint- tion must clear in year two. ed last summer, ISBE has cycled through two superin- tendents. A third, Respicio Vazquez, was installed as inter- Declining revenues RANDY SQUIRES im in February. “Those people State legislators are expect- couldn’t organize a one-car ed to continue haggling over funeral, and here comes this the budget until the session federal law [that] is completely ends in early June, but CPS is dependent on states having almost certain to lose some their act together,” says John funding. In early April, esti- Ayers of Leadership for Quality mates of the damage ran as Education. high as $90 million. Some pro- Meanwhile, the board is lob- posals being discussed in bying for a new state law that Springfield could cost Chicago would limit the number of even more. schools open to students trans- Although $90 million is a Duncan, left, visits with Illinois Senate President James “Pate” ferring from low-performing Phllip, R-Addison, during an April 8 trip to the state capitol. CPS small portion of the system’s may lose as much as $90 million in state funding next year. schools. Excluded would be all $3.6 billion operating budget, magnet schools, selective even a financial loss that small would be Duncan says he met with all four leg- enrollment schools and overcrowded enough to wipe out several of the dis- islative leaders, including House Speak- schools at 80 percent capacity or more. trict’s signature projects. Based on this er Michael Madigan (D- Chicago) and year’s budget, CPS could cut Summer Senate President James “Pate” Philip (R- Bridge ($32 million), the Chicago Read- Wood Dale), who each “pledged to be as CTU contract ing Initiative ($31 million) and its main supportive as they possibly can,” but did after-school program ($20 million) and not make specific assurances. Duncan spent a fair amount of energy still have to trim another $7 million. Unlike Vallas, who had an established this year cultivating a relationship with CPS anticipates getting an extra $57 network downstate from his years as a Chicago Teachers Union President Deb- million in property taxes next year, legislative staffer, Duncan is new to the orah Lynch. But a day after Duncan’s according to Budget Director John state political scene. With legislators decision to close schools, a furious Maiorca, but teachers’ pay hikes under focused on getting re-elected this year, Lynch was quoted in published reports: the union contract will take most if not Duncan and his team have “a proving “All bets are off.” (See story, page 8.) all of that amount, according a CATA- year,” when they can solidify their rela- Whatever the state of their partner- LYST analysis. tionships with legislators, says Mary Sue ship next year, the board and the union CPS stands to gain an additional $45 Barrett, director of the Metropolitan have plenty to negotiate. Members will million in federal Title I funds next year Planning Council. Board President be looking for raises, and the board will under the No Child Left Behind Act, Michael Scott, a political veteran with still be reeling from this year’s budget Maiorca says. But the law’s school choice established relationships, gives them a shortfalls. provisions, which require districts to running start, she notes. Long-term labor peace may be elu- provide transportation for transfer stu- sive as well. Vallas hammered out two dents, could cost them up to $42 mil- multi-year contracts with the union; lion, he notes. No Child Left Behind Duncan likely won’t get that stability. Civic and community groups have CTU membership is holding out to rallied to help Duncan persuade legisla- To complicate things further, the clock regain the bargaining rights the state tors to soften the blow. When he and his has already begun ticking for CPS to took away in 1995, like class size and team traveled to Springfield to make the meet some of the new obligations of the rules for layoffs. Duncan and the board rounds on April 4, they were accompa- No Child Left Behind Act. For instance, oppose such a measure. nied by representatives from the students at some 300 schools will be eli- Dan Weissmann

CATALYST CHICAGO/May 2002 7 Politics strain School Board, teachers union relations

by Jody Temkin One year into their respective actions taken as a result the extra meet- tenures, Lynch and Duncan are at an ings: CTU and the School Board plan to important crossroads. Contract negotia- co-sponsor teacher leadership work- tions between the Board of Education shops this summer, and they consolidat- hen Schools CEO and the CTU loom next fall, and the suc- ed their two support programs for announced a new cess or failure of those talks may deter- teachers pursuing National Board Certi- reading initiative mine the fate of their administrations. fication. last August, Chica- But before the parties even gather Lynch also recruited Eason-Watkins go Teachers Union around the bargaining table, the politi- for the board of trustees of the union’s President Deborah cal maneuvering and behind-the-scenes new Jacqueline B. Vaughn Graduate WLynch, then newly elected, found out wrangling threaten to poison the water. School for Teacher Leadership, slated to about it in the next day’s newspapers. Upcoming contract talks will be open next year. Not exactly what Lynch had in mind strained, says Lynch. “Any bargaining One of the first issues Lynch asked when she was on the campaign trail call- needs to be done in good faith,” she says. Duncan to address was ending interven- ing for teachers to have more say in “Now, any trust that existed has been tion, a punitive policy that penalized shaping CPS educational priorities. eroded.” teachers but did little to include them in At their monthly meeting, Lynch let Teacher groups were upset, too. “This school improvement. In meeting with Duncan know she wasn’t happy. After is the kind of crap we had before collec- Duncan last summer, “it was the first that, he seemed more willing to open tive bargaining when the board did word out of my mouth,” she recalls. the lines of communication to keep the whatever it wanted,” says James By fall, Duncan had pulled the teeth union involved when making new plans, Dougherty, president of the Illinois Fed- out of intervention, and later recom- Lynch says. eration of Teachers. (CTU comprises 40 mended changing the policy to include Since then, Lynch has added a second percent the IFT’s membership.) “Things academic benchmarks and ongoing pro- monthly meeting with CPS officials, like this have consequences. This rup- fessional development for teachers. including Chief Education Officer Bar- ture makes it more difficult for the pres- Duncan may have been inclined to drop bara Eason-Watkins, about educational ident of the CTU to convince her intervention, but Lynch’s prodding issues. Lynch and Watkins also co-chair members to trust the Board of Educa- helped, says social studies teacher one of the committees for the CPS tion.” Robert Mankiewicz of Bowen High Human Capital Initiative, a study group Duncan downplays the rift. “I appre- School. exploring career options for teachers. ciate Debbie’s concerns, and I under- “She was instrumental in helping to But then it happened again. In April, stand them,” he says. “There are going change it so it isn’t this oppressive thing Duncan held a press conference to to be areas where we agree to disagree.” it was last year,” said Mankiewicz. “Inter- announce that three schools would be closed—a plan that Lynch found out about just an hour before it went public. Agreeing to agree “So much for partnerships,” Lynch fumes. “Any trust that had developed Until April 10, Lynch and Duncan had over this short period of time has cer- been making strides in forging a cooper- tainly been shaken. What they did and ative relationship. Lynch, who had how they did it has been a shock.” promised the CTU membership she Many observers say the surprise would push for teachers to be included announcement was not an oversight, in education decision-making, had been but was actually Mayor Richard M. Daley gaining ground. letting Lynch know who’s the boss. In a The existing contract calls for union battle for power—particularly in light of leaders to meet with Duncan once a upcoming contract negotiations, Daley month to discuss contract issues and flexed his muscle. While Duncan and problem solving. By early fall, Lynch had Lynch agree on much that needs to be secured a second monthly meeting on done to improve public schools, their educational issues. tough public stances put a tremendous The meetings have produced more strain on efforts to cooperate. than talk. Lynch cites two examples of

8 CATALYST CHICAGO/May 2002 vention isn’t gone [but] the most oppressive, punitive portions are gone.” Lynch is “low key but persistent,” says CTU delegate Brian Sullivan, a 3rd grade teacher at Fernwood Elementary. Sullivan says her efforts are one reason why Duncan has to be more attentive to the union. “Lynch is openly putting his feet to the fire,” he says. Bargaining rights JOHN BOOZ In one sense, Lynch picked the current fight. Weeks earlier, she made good on her promise to try to regain the bargain- ing rights the union lost in the 1995 school reform law backed by the mayor. The law, passed by the Republican-con- trolled General Assembly—with Daley’s tacit approval—prohibits the CTU (the only teachers union to which it applies) from bargaining over a range of topics, including privatization of services, lay- offs, class size, charter schools, staffing and the academic calendar. The CTU has been trying to reverse the law in Spring- field ever since it was introduced, with Chicago Teachers Union President Deborah Lynch faces potentially stormy contract talks with little success—until this year. CPS officials after a recent public spat with Duncan. When the law was first passed, then- CTU president Thomas Reece signed a four-year contract before going to court (including the CTU) to write a compro- and losing the flexibility to assign teach- to get the law overturned, Lynch recalls. mise bill restoring the teacher’s bargain- ers to grade levels as needed. “The judge said, ‘How can you come to ing rights. us when you just negotiated a four-year The mayor agreed to “bargain over contract,’” she says. the bargaining bill,” says Lynch. “But Contract negotiations At its February House of Delegates certainly [closing schools without meeting, CTU drew a line in the sand, informing CTU] makes us wonder about Now, the union is surveying its members passing a resolution stating that “a poor the timing of all this.” to compile a list of up to 75 bargaining climate exists for entry into a multi-year Since the union cannot bargain over proposals that will be ready to present to contract” if bargaining rights are not staffing, the board is free to close schools the board in June. Pay is likely to top the restored. without union approval. About 100 list of negotiation priorities; but, pro- When the board went to Springfield teachers and support staff at the three jected state funding cuts are forcing CPS this winter, it argued for retaining schools will have 10 months to find new to look for ways to decrease its budget. authority over collective bargaining jobs in the system or be terminated. “Salary continues to be important,” issues so it could move ahead with Teachers are in a “state of shock” Lynch says. “The system isn’t going to school reform. But for the first time about the closings, says delegate Sulli- get and keep the teachers we have if high since the union lost those rights, a bill van, a Lynch supporter. When the con- school salaries are the lowest in the calling for the restoration of CTU bar- tract expires, teachers are not likely to Chicago area. Elementary pay ranks gaining rights made it out of committee consider a long-term contract if they about 33rd in [Cook county].” and garnered enough support to pass the don’t have their bargaining rights back, Teachers want more than a 3 percent House if put to a vote. he predicts. “It’s difficult to negotiate raise, which is what they got annually in “When the mayor’s people saw it when there are so many issues you can’t the last contract, says Larry Vigon, the could pass, they asked if we’d hold off, negotiate about.” union delegate at Von Steuben High and we agreed,” says CTU lobbyist Jackie The Principals and Administrators School. “I’d like to see 5 percent the first Gallagher. Instead the union created a Association sides with the board against year,” says Portage Park delegate “shell” bill with the intention of working restoring union bargaining rights, citing William Weiss, who also wants more out specific language later. a loss of staffing authority. Principal Car- choices for health insurance benefits. A day after Duncan announced the men Sanchez of Irving Park Middle gives Another challenge for Lynch is con- school closings, Lynch shot a letter over two examples: losing the right to hire trolling internal opposition. She won to the mayor, whose key aides were summer school teachers based on “who last spring’s election with a decisive 57 meeting with a coalition of unions are most qualified” instead of seniority; percent of the vote, toppling a regime

CATALYST CHICAGO/May 2002 9 that had been in power for several one-term president.” “So much for decades. Another Reece supporter says teach- Observers say the CTU House of Dele- ers at her North Side school are “terri- partnerships. gates appears evenly split between Lynch fied” Lynch is going to lead the union allies and supporters of former President into a strike. “I’m definitely concerned Any trust that Thomas Reece. Early on, monthly meet- about a strike—I think she thinks a ings were often contentious. “There’s a strike would be great,” says the teacher, had developed huge rivalry between old and new,” says who did not want to be identified. one Reece supporter from a North Side Lynch declines to get specific, but she [between CTU elementary school. “There is so much dismisses the idea that she’s pushing for tension, I go home from the meetings a teachers strike. “That was campaign and the board] feeling horrible each time.” rhetoric. Obviously, no one wants a Much of the “yelling and screaming” strike. At the same time, no union lead- over this short has passed, says Portage Park delegate ership would ever say they wouldn’t Weiss. Lately, there have been fewer strike because it’s your most powerful period of time interruptions. “[Lynch] started tighten- weapon.” ing things up, [telling delegates], ‘This is Anthony Bryk, executive director of has certainly the way it’s going to be and lets get to the Consortium on Chicago School the issues,’” Weiss says. Research, is hoping that the rift over been shaken Still, Reece supporters are already school closings doesn’t get in the way as lining up for the next CTU election in the CTU and the School Board work on Deborah Lynch, CTU president spring of 2004. “[Lynch] promised big the contract and other partnership raises and better insurance without opportunities. paying more money,” says delegate Ted “I hope this is a place where they Dallas of Wells High School. “Now agree to disagree,” says Bryk. “This real- she’s saying times are tough. If [she ly shouldn’t become the hill that we all doesn’t deliver], she’s going to be a die on.”

CTU in Springfield

olitical pundits are predicting that Lowering class size in primary grades The original language was tweaked to Democrats will gain control of the if funds are available to do so. ensure LSCs would have final say over PIllinois Senate after elections this Giving teachers an official role in set- any recommendations from the PPLC. November. This bodes well for the Chica- ting their school’s education priorities, Bernard Lacour of Designs for go Teachers Union, which has tested the and changing the name of the teacher- Change credits Lynch for being inclusive waters this session in Springfield with run Professional Personnel Advisory from the outset. Before Lynch became several bills. Committee (PPAC) to the Professional president, “we didn’t work with [CTU] at It was the Republican-majority state Personnel Leadership Committee all,” he says. “We found them to be pret- Senate that took away CTU’s bargaining (PPLC). ty much in the pocket of Paul Vallas.” rights when it gave Mayor Daley control The class size, pension and PPLC bills The residency bill, which would elim- of the city’s public schools in 1995. But passed out of the House and are now in inate the CPS requirement that teachers a redistricting map that favors Democ- the Senate. live within city limits, is languishing in rats, who generally support the CTU, is The Chicago Board of Education is the House. “The board is very opposed expected to swing control of the Senate opposing all but the PPLC bill, which … which puzzles the hell out of me con- to the other side. itself is drawing the ire of the Principals sidering the teacher shortage,” Gal- This year, CTU found it had enough and Administrators Association. “It lagher says. votes in the Democrat-controlled House might have a shot in the Senate; it’s not CPS officials say the residency to pass its bargaining rights bill. In addi- controversial,” says CTU lobbyist Jackie requirement may help the district tion to a bargaining rights bill, the CTU Gallagher says. recruit teachers who have a greater is pushing four other bills downstate: Lynch reached out to community stake in the system and are less likely to Increasing contributions to teacher organizations for input in drafting the leave after a few years. pensions by including income earned in PPLC legislation. Designs for Change If the residency bill gets stalled, Gal- summer school and other optional serv- and PURE (Parents United for Responsi- lagher says the CTU is considering ices. ble Education), both advocates for local adding it as an amendment to another Eliminating the CPS teacher residen- school councils, had concerns that the bill. cy requirements. measure would diminish LSC power. Jody Temkin

10 CATALYST CHICAGO/May 2002 Briefing page: Duncan adminstration year one

In summary Checklist 9New report cards: Expansion of information provided on each school, The coming year: Initiatives undertaken by the intended to create a more accurate pic- Duncan/Scott/Eason-Watkins adminis- ture of performance. “There are three key challenges tration they’re going to face: Springfield, 9Re-tooling accountability: Inter- and the [state’s] … totally 9Reading initiative: Extra time and vention ramped down, external partners unacceptable budget; the support for reading, including board- evaluated, with an eye toward stream- implementation of these national funded reading specialists at 114 low- lining and aligning efforts to improve performing schools. instruction. education reforms, [implementing them] in a way that … doesn’t bust 9Small schools: Bowen, Orr and 9Re-organizing regional services: the school district’s budget; and South Shore will lead the way in creat- Could break regions into smaller units [CTU] contract negotiations.” ing more “multiplexes” with several in effort to help them work more close- former Schools CEO Paul Vallas independent schools inside. Founda- ly with schools on instruction. tions chip in $18 million over five “This next year isn’t going to be a years, with the goal of creating 15 to 20 picnic.” small schools out of five existing large Key stats 2001-02 David Peterson, Chicago Principals and high schools. Administrators Association 9600 Schools: 492 elementary 9Human capital initiative: Reforms schools, 93 high schools, 15 charter aimed at strengthening the CPS work- schools The bureaucracy: force may include new hiring practices, “You still have the old mentality, the new evaluation criteria for principals, 9437,618 students: 51.3% African- old guard, nestling in the ranks. And and new “leadership” career tracks for American, 35.8% Latino, 9.5% White, they make life pretty miserable for teachers. 3.2% Asian, 0.2% Native American people trying to innovate or do new things in schools. Even when the 9Desegregation review: Evaluation 925,512 teachers new leadership commits itself to of 20-year old court-monitored desegre- something, … things are still boxed gation plan. 98,161 Central office/regional up in the bureaucracy there.” office/citywide staff 9Professional development audit: Mike Klonsky, director Inventory and evaluation of board-fund- 9Operating budget: $3.575 billion Small Schools Workshop ed training for teachers.

State funding

$2,000 Vallas Admin. Duncan Admin.

$1,500

$1,000 JOHN BOOZ

State aid (in millions) $500 FY96 97 98 99 00 01 02 03 The funding dip in FY97 was caused by a change in the start of the fiscal year. Has it been a full 12-month cycle, state aid would have grown by $110 million, according to a CATALYST analysis. Data for FY03 is a projection. Daley introduces Duncan, left, and School Board President Michael Source: Chicago Public Schools Scott at an elementary school on the first day of classes last September.

CATALYST CHICAGO/May 2002 11 community organization leader. “In the past, I always caught glimpses of Vallas Scott’s ties round out and Chico in the news. But I’ve not seen Scott quoted [in the newspaper], on TV, or speaking about anything.” mayor’s school team Long political history

by Alexander Russo calm, forcing a reluctant “good morn- Born and raised on Chicago’s West Side, ing” out of the most riled-up speakers. Scott returned to the North Lawndale He leans forward and maintains eye con- neighborhood he grew up in after grad- f Mayor Daley took a gamble appoint- tact throughout each two-minute tirade. uating from Fordham University. (He ing an inexperienced, youthful Arne Listening politely, he says to one speak- still lives in the area.) He immediately Duncan to head the schools, he took er, “I have been more involved with this began working for Lawndale People’s no such chance in naming a new pres- school than any other, and there is not a Planning and Action Conference, where ident for the Chicago Board of Educa- … willingness to cooperate.” To another he eventually rose to executive director. tion. he sniffs, “You are part of the problem.” By 1980, Scott had caught the atten- I Little fazes Michael Scott, a fiercely With a mix of humor and firmness, tion of Mayor Jane Byrne, who appoint- loyal political operative who has worked Scott kept the speakers moving along ed him to the Board of Education, but he for the last four mayoral administra- and closes out the public session on a wore out his welcome early on. “I was tions. Scott, 52, has put in more than 30 positive note—congratulations to the the youngest member of the board,” he years in city government and was a West boys basketball team at Westinghouse recalls. “Right from the start, I chal- Side activist in the 1970s. He is political- High School for winning the state cham- lenged everything.” He opposed Byrne’s ly savvy and connected and knows his pionship. choice for board president, for instance, way around city bureaucracy. and voted against naming Ruth Love “Michael has been what I would call a superintendent. He also criticized bus- diplomat,” says U.S. Rep. Danny Davis. Early reviews ing programs and sent his own children “He has fit in quite well. Michael has to parochial school. Byrne declined to excellent interpersonal relationship So far, Scott’s demeanor and experience reappoint Scott after his one-year term skills [and] keen insight to group are winning him high marks in some expired. processes.” quarters. His early political experience with “But he’s not going to put up with At an LSC election kickoff breakfast, Mayor Byrne taught Scott the value of nonsense,” notes Chicago Housing Scott’s remarks exceeded the expecta- balancing his personal feelings against Authority Board Chair Sharon Gist tions of event sponsor Andrew Wade of political loyalties. Gilliam, who met Scott 15 years ago the Chicago School Leadership Coopera- A few years later, he had to draw on when they both worked at City Hall. tive, who calls the district’s new leader- that lesson when Harold Washington ship team “open-minded.” announced he would run for Chicago Despite Wendell Smith, Scott and mayor. Scott had already accepted a job Disbanding Smith’s LSC Duncan are “far more sympathetic to as deputy campaign manager for the LSCs” than their predecessors, says Daley campaign. Friends supporting Perhaps nothing highlights Scott’s Anne Hallett of the Cross City Campaign Washington tried to persuade Scott to diplomacy better than the March board for Urban School Reform. jump ship, but he stayed on with Daley meeting, where many of the 41 speakers Janet Knupp, president of the Chica- through the primaries. had signed up to berate him for disband- go Public Education Fund, says Scott is “It was the worst time of my life,” ing the local school council at Wendell “appropriately focused on the big issues, recalls Scott, who joined the Washing- Smith Elementary. [and he] is willing to have a candid dia- ton forces after the general election. “I Last June, Smith’s LSC had been logue about issues affecting CPS.” was on the wrong side of my people. But warned in a letter that it could be penal- While Scott is quick to meet with I gave [Daley’s people] my word.” ized for ongoing disputes with the prin- education groups or attend school Even so, Washington hired him for a cipal if it failed to take corrective events, he takes a different approach post at City Hall, where he remained for actions. In January, Duncan sent official with media. Unlike former board Presi- over a decade, working for a succession notice of a public hearing to Smith par- dent Gery Chico, Scott prefers working of mayors and serving as chief cable ents; in February, the school was behind the scenes; for instance, he dis- administrator for the Office of Cable declared to be in a state of educational continued Chico’s practice of holding a Communication. In 1993, he parlayed crisis, a policy that allows the board to press briefing the day before monthly his cable connections to become general dissolve the LSC. board meetings. “He feels that’s a more manager of Prime Cable of Chicago. CPS has rarely used this powerful effective way to operate,” says one city Currently, he is vice president of local intervention tool; Scott, who first played insider. government affairs for AT&T Broadband, peacemaker at Smith, adopted the harsh But some say Scott’s low profile does which bought Prime Cable. measure within his first year. little to boost the district’s public image. At the board meeting, Scott remains “Where is he?” asks one disconcerted

12 CATALYST CHICAGO/May 2002 for. The policy requires CPS to pay for student busing to integrated magnet schools. “I’m not sure that we’ve come so far that we don’t continuously need public scrutiny and review and assis- tance,” says Davis. In the Smith LSC dispute, Scott’s efforts to intervene failed to avert the crisis. Before moving to disband the council, Scott met twice with LSC mem- bers at CPS, and once tried to ease dif- ferences between the two sides by

JOHN BOOZ offering the council $150,000 for facili- ties projects. The council, which was seeking more control of instructional spending, declined his offer. Next up

Not surprisingly, LSC advocates are not satisfied with the way Scott handled the matter. School Board President Michael Scott greets students at Farragut High in Little Village during a Although the Smith situation has whirlwind stint as principal-for-a-day last October. been temporarily diffused, Scott’s deci- sion “picked a side, but it didn’t solve things,” says Wade of the cooperative. Park District patterns lessons well. He’s sticking closely to the Politically, disbanding the LSC sent a mayor’s priorities, namely promoting signal to other councils that the board Before he left the Daley administration, reading and boosting first-day school will intervene with a heavy hand if dis- Scott was appointed to the board of the attendance. putes cannot be solved on site. Chicago Park District, where he served But there have been setbacks along Scott counters that what matters until moving on to the School Board last the way. The district fell short of Scott’s most is doing the best for children, not summer. goal to recruit 10,000 LSC candidates. assuaging adults’ feelings. “Typically, At the Park District, Scott developed And last fall, a disastrous change from when people fix things, they fix them to a reputation for promoting community door-to-door bus service left some chil- accommodate themselves,” he says. “I involvement. “He is a really strong com- dren stranded—images that were plas- don’t mind uncomfortable situations.” munity person who knows the value of tered in the news. “We didn’t do a good In the meantime, Scott says he’s citizens participating in their own deci- job of notifying parents about the eager to take the lead in the district’s sions,” says Erma Tranter, president of changes of procedures,” Scott admits. push for increased state aid. Friends of the Parks. The district was In fact, Scott’s relentless push to cut Chicago doesn’t get its fair share of “much more responsive to the various the district’s $110 million busing costs is state funding, and aid for education communities they served,” says Ben- leading him into politically dangerous overall needs to be increased, he adds. jamin J. Kendrick of the Marcy-Newber- territory. Scott says a Democratic win in the gov- ry Association, a West Side social service Last summer, Scott encouraged the ernor race could mean more state dol- agency. district’s shift to school-based pickups. lars to the city. In the meantime, he says Scott won such praise despite the fact After the first-day mess, he convened a he’s holding down board office expenses, that he did not always side with the com- task force of parents and educators to cutting staff by 20 percent and weeding munity. Over the objections of commu- meet monthly to improve the school’s out a contractor for non-performance. nity residents and park staff, Scott transportation program. It recently rec- Those who know Scott predict his pushed for the removal of the supervisor ommended a plan that calls for getting long and successful tenure at the board. of Douglass Park, who had won admirers parents to sign up for service in the “Michael understands very clearly for getting gangs out of the park. Scott spring so bus routes can be worked out that the board sets policy and then just says the park was still uninviting for during the summer rather than in Sep- ensures that the staff follows that poli- kids. “No gangs does not mean it’s a tember. “Scott has been the primary cy,” Gist Gilliam says. good park.” pusher,” says CPS Chief of Operations “That’s why he’s been a successful Tim Martin. “He has hosted all the meet- board chair. He doesn’t attempt to ings, …and made sure that everyone was micromanage and meddle in the day to Early returns involved in the process.” day details.” Scott also called for the review of the Adds Davis: “He’s doing well in terms So far as School Board president, Scott district’s desegregation policy, a move of helping to keep the board of education has shown that he’s learned his political that some of his supporters aren’t ready on course.”

CATALYST CHICAGO/May 2002 13 Racial mismatch between students and teachers

llinois needs teachers, especially enrollment in Chicago, 43 percent in teachers of color. suburban Cook County and 28 percent In January, the Illinois State in the six collar counties. While Chicago Board of Education forecast that can boast that more than half its teach- Ithe state’s schools will have to hire ers are people of color, the teaching 51,500 teachers and 3,500 administra- force outside the city is overwhelmingly tors over the next four years. The need is white. Some school districts are trying being fueled by growing student enroll- to change that. ment, a recent bulge in teacher retire- “There are districts, particularly sub- ments, an increase in teachers leaving urban districts, who have said to us they the profession and district-level initia- want to expand the diversity of their tives such as reduced class sizes. The teaching force,” reports Connie God- high-demand teaching areas remain dard, director of field placement and math, science and special education. partnerships at Roosevelt University. Meanwhile, the supply line is con- At Chicago State University, whose The College Challenge is a stricting. Undergraduate enrollment in education graduates are 91 percent series of periodic reports on Illinois colleges of education dropped 10 minority, school recruiters have come percent between 1999 and 2000, the from as far away as Arizona and Califor- nine African-American and state reported, declining to a total of nia. Predominantly white suburban dis- Latino students as they 22,356 for both full-time and part-time tricts, like Evergreen Park and travel the bumpy road students. And in recent years, more than Crete-Monee, have shown up as well. minorities often endure in half of Illinois’ teaching graduates have “There’s a teacher shortage every- chosen alternative careers or moved out where, and people are looking for teach- their pursuit of a college of state to districts that offer financial ers wherever they can,” says Curtistine degree. This installment and other incentives to attract teachers. Miller, director of field placement. focuses on the three stu- Minority teachers are in especially short supply. Last year, 40 percent of Illi- dents who are working nois students but only 15 percent of State initiatives toward education degrees. teachers came from minority groups. The reporting project is Between 1995 and 2000, the percentage The state’s budget crisis threatens to of Illinois teaching graduates who are reduce the number of people of color being done in cooperation people of color increased only slightly, going into teaching. The governor’s with Future Teachers of from 15 percent to 17 percent. proposed budget would keep 2003 fund- Chicago/Illinois under a “This is an issue you’re going to hear ing for the two main financial assistance a lot more about,” says Lee Milner, programs for aspiring teachers at the grant from The Joyce Foun- spokesman for the state board. “Outside same level as 2002, even though tuition dation. The first installment of major urban areas like Chicago, it’s is going up. (June 2001) profiled each definitely a problem. We’ve got a long Those programs are the DeBolt way to go.” Teacher Shortage and Minority Teacher of the nine; the second Rutha Gibson, executive director of Incentive scholarships. Both provide up (October 2001) reported on Future Teachers of Chicago/Illinois, says to $5,000 per year for students who are the daunting task of find- it’s especially difficult to recruit high- minorities or who are studying to teach ing money for higher edu- achieving students of color into teach- in a discipline with a designated short- ing. “It’s a challenge, because for those age, such as special education or math. cation; the third (February students there are other fields that have The Illinois Student Assistance Com- 2002) highlighted the need a better [public] perception and pay mission is pushing for a rules change for mentoring. The project more money.” that would increase participants. Cur- Blacks, Latinos, Asians and other stu- rently, 30 percent of Minority Teacher editor is Lorraine Forte. dents of color make up 90 percent of Incentive money must be set aside for

14 CATALYST CHICAGO/May 2002 male applicants. However, not enough recruitment, don’t just give them a cou- One of the few studies on the issue found men apply, reports commission spokes- ple of bucks and a pat on the head,” he that students who had teachers of the woman Lauri Thull. The commission says. “Commit to help them become same race scored higher on reading and would like to be able to use the money thoroughly prepared, to not fall prey to math tests than students who did not. for female applicants. the cynicism and exhaustion that seems However, class size was a stronger factor; “We want to be able to give out the to be part and parcel of urban education.” students in small classes consistently money if it isn’t [applied for] by a certain Future Teachers, meanwhile, starts scored higher than those in larger class- deadline,” she explains. recruitment even sooner. Its school- es, regardless of their teachers’ race. based clubs are open to 6th-graders. The The 2001 study re-analyzed data from clubs meet weekly to help students think a 1980s study on the impact of class size Private efforts about and prepare for careers. Between on student learning; it involved 6,000 35 percent and 40 percent of kids in Tennessee schoolchildren. The private sector has stepped in to Future Teachers say they want to pursue Some educators say that what counts recruit more teachers of color. Two of teaching as a career, Gibson reports. in race is awareness and understanding. the more prominent programs are the So far, Future Teachers has focused “Everyone comes from a specific culture Golden Apple Foundation and Future on students in the Chicago public and grows up with a particular set of Teachers of Chicago/Illinois. schools, but it has clubs in suburban beliefs,” notes Kymara Chase, a veteran Golden Apple’s goal is to have a Cook and Lake counties and plans to African-American educator at DePaul “majority-minority” composition each start clubs in Springfield. The racial dis- University who works with Chicago year for new students entering its Gold- parity between teachers and students in schools. en Apple Scholars program. Now in its suburban school districts makes it cru- “If you’re not aware or thoughtful 14th year, the program recruits talented cial to establish more programs outside about other people’s culture and beliefs, students in high school, provides finan- the city, she says. you’ll have a hard time teaching them. cial assistance and supports them It’s also critical to provide teaching- But I don’t think it matters what race throughout college. related experience to children as early as you are, if you’re trained in being aware Currently, 61 percent of the 690 the junior-high years, Gibson says. To of other people’s culture.” scholars are students of color, with a that end, 7th-graders in Future Teachers Others point to the importance of “fairly even” split between blacks and clubs are encouraged to tutor young- role models. Latinos, says Dominic Belmonte, man- sters in kindergarten and 1st grade. “All of us need role models, to see ager of teacher recruitment. (The foun- “If we can start at that age and nur- successful [adults] from diverse groups dation also has an alternative ture their interest in teaching, we can of people,” says Milner of the state board. certification program for career-chang- get them to buy into the profession,” she “That may be especially true for children ers; 48 percent of those now participat- says. “The main thing is to get them that of color, but it’s true for all children. It ing are people of color.) experience early on.” helps them to learn that diversity is a Belmonte says it’s important to offer The push to recruit more teachers of strength.” aspiring teachers mentoring help and color isn’t meant to suggest that a stu- other support, not just financial aid. dent needs a teacher of his or her own Lorraine Forte “If you’re going to have a program of race or ethnic group in order to learn.

Teachers don’t reflect students Minorities earn fewer education BA’s Racial breakdown of students and teachers 2000-20001 In 2000, teacher prep programs at these 12 institutions awarded 3,640 bachelor’s degrees in education: only 812 went to people of color.

Chicago Total White Black Hispanic Other Students SIU/Carbondale 980 70% 16% 16% 10% Illinois State 894 94% 36% 1.4% 0.6% Teachers White Northern 489 85% 3% 6% 2% Suburban Cook County Students U of I/Urbana 283 80% 3% 7% 11% Black Teachers SIU/Edwardsville 234 90% 9% 9% 0.8% Northeastern 225 65% 4% 23% 7% Collar Counties* Hispanic Students U of I/Chicago 171 54% 7% 26% 13% Teachers DePaul 115 69% 9% 18% 4% Chicago State 98 9% 87% 3% 1% Downstate Loyola 66 68% 12% 6% 14% Students Roosevelt 63 62% 19% 8% 19% Teachers Northwestern 22 77% 14% 0% 5% 0% 20% 40% 60% 80% 100% Total 3,640 77% 10% 6% 6%

Note: Collar counties include Lake, Will, DuPage, McHenry, Kane and Kendall. Note: Data are rounded and do not include non-resident aliens: they may not add Source: Illinois State Board of Education up to the total. Source: Illinois Board of Higher Education

CATALYST CHICAGO/May 2002 15 Three aspiring teachers by Debra Williams

Adam Ramirez taking the train every Friday from his Last year, Adam tutored in a 6th- Becoming a role model downtown campus dorm to spend six grade class at Pulaski; this year, he’s in hours at Pulaski Elementary in Logan Laura Miller’s 8th-grade language arts dam Ramirez is now a junior Square. and social studies class. It’s in Room in college, just a year away Initially, he was sent to the school to 301, the same room number Adam was from achieving his high fulfill a 30-hour tutoring requirement in when he was in 8th grade. school goal of becoming a for his STAR scholarship. But after ful- “It’s ironic that the classroom num- Ateacher—and light years from the bad filling the requirement, he asked the bers are the same,” says Adam. “A lot of grades that nearly kept him out of col- head of the scholarship program if he the kids in there remind me of my class- lege. could continue. mates, and there’s a boy there who As a senior at Hubbard High School, The STAR program, launched in 1999 reminds me of me. It’s almost a sign that Adam got a string of rejection letters to recruit minority students from Chica- I can make a difference.” from colleges; he almost gave up. But go Public Schools into teaching, usually Adam believes he can do that best by then one of his former teachers encour- accepts only students who have at least a working with middle-school students, aged him to try again, and the effort paid 3.5 grade-point average. But the pro- an age group he knows is particularly off. Adam landed at Roosevelt University gram took a chance with Adam, who had vulnerable to drugs and gangs. with a full four-year tuition scholarship a lower GPA but strong teacher recom- “I’ve seen it happen to people I under the university’s STAR program for mendations, says Linda Pincham, who know,” says Adam, who wants to keep aspiring minority teachers. Now he’s heads up STAR. Since then, he has aver- other kids from heading down that earning high grades, gaining valuable aged 3.5 or better. destructive route. “Teachers helped me classroom experience—both through “Adam was one of the first 14 kids get to where I am now. I want to do the coursework and on his own as a tutor— chosen for the program,” says same thing.” and looking forward to student teaching. Pincham. “Out of the 14, only four Last year, he passed the basic skills were able to keep a 3.5. Adam is one Adam also believes that good teach- test required for teacher certification; of them. Going to college was the ing involves being mindful of students’ he’s completed the general course best thing for him. He has really blos- feelings and seeing things from their requirements for his degree; and now he somed. I feel good that we took a chance perspective. A case in point: the weekly is taking education courses and learning on him.” spelling test he now handles for Miller. the mechanics of teaching, such as cre- ating lesson plans. “A few years ago, I would not have thought I could have gotten this far,” he says. “Each year I’ve been in college, I’ve grown as a person. I’m much more con- “A lot of the kids in there remind me fident interacting with students. I’m also starting to see what kind of teacher I will of my classmates, and there’s a boy be and want to be.” This semester, Adam is taking classes there who reminds me of me ... It’s in teaching math, science, social studies and language arts. For language arts, he almost a sign that I can make a was dispatched to Dumas Elementary in Woodlawn to tutor a 3rd-grader and a difference.” 5th-grader in reading. “I made sure both Adam Ramirez, Roosevelt University student understood what they were reading by asking them questions about what they’d read,” says Adam. On his own, Adam has been volun- teering in a classroom for the past year,

16 CATALYST CHICAGO/May 2002 JOHN BOOZ

Roosevelt University junior Adam Ramirez helps teacher Laura Miller carry party supplies for her 8th-grade class at Pulaski Elementary School. Adam volunteers weekly at the Logan Square school to gain teaching experience.

When he took over, Adam noticed ber what it was like when I was in room management, something that has- that students’ grades were written on school, and I try to keep that in mind n’t been covered yet in his education the front of the test papers, making it when I work with students.” courses. easy for classmates to see who had done Adam also has a scholarship from the “When the kids [at Pulaski] are in the well and who had not. To keep students Golden Apple Foundation and gained lunchroom, and it’s time for them to from feeling embarrassed at a poor classroom experience through that line up to go outside, they’re out of con- grade, Adam now folds the test papers so organization. He spent last summer trol,” he says. “They are loud, and they that the scores are hidden inside and working with 6th-graders in the sum- don’t listen. I’d like to find a common only the students’ names appear on the mer Bridge Program at Woodson North ground between shouting at them and outside. He also writes comments inside, Elementary School in the Grand Boule- being passive.” such as “I knew you could do it. Keep it vard neighborhood. This summer, Adam will complete a up,” or “On the last test, you did better; There, he put into practice the idea of seven-week internship in a civil rights try to study harder.” reaching out to “problem” kids. “The program sponsored by Harvard Universi- Miller points out another practice first day I’m in the classroom, I observe,” ty. He initially dismissed a counselor’s Adam introduced. Rather than just pro- he says. “I see who the troublemakers suggestion that he apply but changed his nouncing the words for the spelling test, are, and I spend more time with those mind at the last minute, writing several he also uses them in a sentence so kids kids.” essays and getting three recommenda- can hear them in context. She notes that At Woodson, Adam noticed a student tions to win admittance. He’ll spend a Adam also takes papers home to grade who didn’t want anyone to help him week at Harvard and six weeks in Wash- and keeps a log of the students’ grades so with class work, even though he needed ington, D.C., meeting with politicians he can chart progress. “Usually, students it. Adam persisted in reaching out to the and representatives of civil rights organ- are here to observe, but Adam jumped youngster, and eventually his efforts paid izations. right in,” she says. “He felt he could do off—the student allowed Adam to give He says the internship will help him it.” him much-needed help. be a better teacher, one who is active in Says Adam, “I didn’t learn how to do While Adam seems to be finding a civic affairs and participates in the com- this in any of my classes. I just learned niche by reaching out to the most diffi- munity. In his words, “I want to be a role how to do it on my own. I just remem- cult kids, he’s still learning basic class- model for my students.”

CATALYST CHICAGO/May 2002 17 determination. “Since she was 3 or 4, ola, says that in re-evaluating its pro- she’s always wanted to be a teacher,” says gram several years ago, the college Margarita Salinas. “She’d play teacher at decided to get students into the class- Ana Salinas her dresser, and she’d always ask me for room earlier so that they would get a Recovering from a fall chalk so she could teach her brothers wider variety of experiences. and sister.’’ “It gives them a chance to see the big na Salinas struggled academ- Ana is now making plans for the sum- picture,” says Hunt. “They don’t see one ically her first two years at mer and fall. In a discussion with her classroom, one teacher. They get a Loyola University, failing a counselor, she discovered that she’ll chance to see several instructional mod- pre-calculus course and scor- need to take summer classes if she still els, a variety of kids, school settings and Aing so poorly on an English different grades. And this entrance exam that she had to take makes a difference.” a remedial English course. But the Just when things were aspiring teacher persevered and coming together for Ana, earned a C average by the end of another challenge arose: her sophomore year. finding a new place to live This year, she started out with this fall. Loyola is anticipat- another problem: juggling a full ing so many new students load of classes with a full-time, 4- next year, she says, that jun- to-midnight job at a currency iors and seniors who live in exchange. The workload was too dorms or in dorm apart- much, and she failed two classes in ments nearby have been told the fall. they have to live off campus “I was exhausted,” Ana recalls. to make room for the new- And it’s no wonder, with a comers. schedule like this: Report to work Two years ago, Loyola had by 4; back to her mother’s home in JOHN BOOZ 900 new students; this year, Pilsen (near the currency the number will skyrocket to exchange) by 1 a.m.; up at 6 to over 1,500. Bud Jones, an shower and eat; a 90-minute com- associate vice president for mute on the CTA to her dorm public relations at Loyola, apartment near Loyola; classes all acknowledges that the influx day starting at 10 or 10:30; back to of students will put a strain work again at 4. on housing but says the uni- “I couldn’t keep it up,” she says. versity’s student affairs office Before she knew it, she started is willing to help upperclass- sleeping in and missing her math men find apartments and and theology classes on Tuesdays roommates. and Thursdays. When she realized “We certainly don’t want she was failing, she approached Ana Salinas, a Loyola University junior, says a better-paying job our kids making long com- her instructors to explain her situ- at the CPS Health Services Department has allowed her to study mutes or trying to find apart- more and earn higher grades. ation, but it was too late. “It’s not ments on their own,” says because I couldn’t do the work,” Jones. she says. “I thought about dropping out plans to graduate in December 2003. Ana has two choices: move back of school, but I still wanted to be a She plans to accumulate more hours of home with her mom in Pilsen, which is teacher.” clinical experience this fall by observing a long commute from school, or find an Ana realized school had to come first. classrooms and tutoring small groups of apartment nearby. “I have a friend who After working as an intern in the salary students. That would put her on track to would share an apartment with me,” administration office at Chicago Public do student teaching in the fall of next says Ana. “But the problem is, a three- Schools headquarters on Clark Street, year. She hopes to be assigned to Ruiz bedroom apartment is $1,200 a month, she was offered a part-time job that Elementary in her home neighborhood. and I don’t know if there will be any offered more money for fewer hours. Loyola requires students to complete apartments available, since other juniors Now, she’s juggling that job with a full 100 hours of clinical experience before and seniors will be looking too.” load of five courses, including the math student teaching. So far, Ana has earned She also would have to think about and theology courses she failed in the 40 hours tutoring small groups of chil- working additional days to pay the rent. fall. So far, she hasn’t missed any classes, dren at Ruiz and Swift in Edgewater. “I have bills to pay. I have loans to pay. and she’s studying more. “One of the reasons I chose Loyola I’m paying off debt,” she says. “If I work “If you ask my teachers right now was because, unlike other colleges, you more, I’d have to take classes at night, what grade I’d get, they’d all say A’s,” can take ... education classes and get which I hate,” she notes. says Ana, explaining that she’s getting clinical hours as early as your freshman Ana says she won’t lose sight of her A’s on her papers and tests. year,” Ana explains. dream. “I’m not going to give up. I’m Ana’s mother is not surprised by her Jane Hunt, a faculty member at Loy- going to be a teacher.”

18 CATALYST CHICAGO/May 2002 for the College of Education include a biology class and a physical science CVS High class.) She’s also planning to take a math Lekena course for elementary education teach- Figueroa-Forman ers and a fine arts course. student, Behind schedule but determined Lekena applied for admission to the College of Education in February and teachers decry hoped to be admitted by fall. But she onday through Friday, found out only recently that she had to last update from 6:45 a.m. until 3:30 pass a state basic skills test first—a test p.m., Lekena Figueroa- she had not planned to take until the Forman works as a teller fall. The following are excerpts from letters at Corus Bank in Lincoln Park. She then She says the delay is not a setback, to the editor taking issue with CATA- Mheads over to Northeastern Illinois Uni- since she wasn’t planning to take any LYST’s February update on James versity, where she’s a sophomore. Some courses in education yet anyway. “I’ll Snowden, one of nine students CATA- nights, she’s there until 8:30. find out when the next test is and take it, LYST is tracking as part of its “College It’s her second year juggling full-time then apply. I meet the other qualifica- Challenge” series. Additional text can work and school. But her motivation to tions, like grade-point average. You have be found on the CATALYST web site, become a history teacher is strong. “I to have a 2.5 GPA. I have a 2.8.” (Educa- www.catalyst-chicago.org.

love kids. I love reading. I love history,” tion majors must have a 2.5 to be admit- „ says Lekena. ted, and maintain a 2.7 in education This semester, Lekena enrolled in five courses.) You have misrepresented my school, courses. But by March, the pace of Lekena says she’s not worried about my family and me. I cannot say how school and work had become too passing the test and points out that she humiliated I am and ashamed of the intense, and she had to drop two. passed Northeastern’s English Compe- article that was written about me. “I was so tired,” Lekena says. “I had to tence Exam, a requirement for universi- I chose not to attend the Posse drop physics and Latin history. I wasn’t ty admission. The writing portion of the Foundation meeting. I misinterpreted doing too well in them. I figured I was university’s exam is considered harder the goal of the program; however it was going to get a D or an F. I’ll have to pick than the writing section of the teacher my decision not to attend. I have noth- them up next semester.” It’s the second certification test, while the reading por- ing to lose by filling out every scholar- time she’s dropped physics. Last fall, she tion of the university’s exam is consid- ship application that comes into my had a hard time understanding the ered easier. hands; however I complete them as instructor because he had a strong However, Walsh notes that the basic time permits. accent. skills test required for teacher certifica- I was said to have taken no steps to “I think I’ve dropped a class each tion has been revised this year and now apply to any college. I wish that CATA- semester, except my first one here,” she is more difficult. The university is offer- LYST had researched why my applica- says. “To fulfill my financial aid require- ing workshops to help students prepare tion was given directly to the president ments [an Illinois Student Assistance for the beefed-up test. of Florida A&M University. Further- Grant], I have to take a full load, but I Looking ahead, Lekena already is more the article fails to mention the end up having to drop something.” worried about fitting student teaching universities [including the University of Acting Associate Dean Patricia Walsh into her schedule. “I don’t really want to Chicago] that have come to see me, says that pattern is not uncommon at work at night, but I need the job.” based on academics and football. Just Northeastern. “At Northeastern, it is not because my coaches did not go through unusual for students to take longer to Lekena sits amid a pile my counselor does not mean that your finish school. I think that is true in of books and papers in paper should print that I have received most colleges. Some of these kids have her apartment, a reflec- no athletic scholarships. tough schedules.” tion of her hectic school What about Stanford University? I and work life. In the meantime, Lekena is focusing was said to have taken no initiative to on finishing the general requirements apply, but many times I looked in those for her degree before tackling education file cabinets in my counselor’s office courses. only to find many applications to won-

“Most people start taking [education JOHN BOOZ derful community colleges, but no courses] when they have 45 credits,” applications to the major universities. says Lekena, who will have 61 at the end After I requested the information on of the year, just over half the 120 she Stanford, a flyer was given to me. I uti- needs to graduate. “It’s my choice. I lized the Internet and searched for an want all my general courses out of the application only to see a closed dead- way. I’ll start taking my major [educa- line. Did I stop there? No, I took the tion] classes in the spring of 2003.” phone number and called the school to Next fall, she plans to take two sci- explain my situation. Afterwards, I ence classes to make up for the times asked my counselor if she would call. she dropped physics. (Required courses The reporter did not mention any of

CATALYST CHICAGO/May 2002 19 this in the article; she only emphasized he is keenly intelligent, confident, the counselor take time to interview the perceived lack of effort on my part. industrious and focused. If this young the student to discover his interests and She also failed to mention that I visited man is guilty of anything, it is overex- goals? Is it not the responsibility of a Notre Dame before the winter break. tending himself to pursue greater aca- reporter to investigate a story — per- What was the purpose of this piece? demic, athletic and humanitarian goals. haps interview more than one source? Why was there no mention of Bernie Because the content of this article is Lula Covington, teacher Mac and the possible scholarship he potentially damaging to James’ future

promised to try to set up for me educational pursuits, I am compelled to „ through FOX television? If not that, challenge some of the implied messages what about the Wendy’s High School that might give colleges and funding What was the intent of the article? If Heisman Award? What about my organizations a distorted view of one of you were trying to encourage other stu- achievements in the Academic the most outstanding young men I have dents to follow through on their appli- Decathlon? It just seems so funny- no, had the privilege of mentoring for three cations and opportunities, I am not not funny at all - that the entire focus and a half years. sure the most effective manner in of this article was that of negativity and First, let us examine the issue of which to do this was by cutting down a a complete detour from the facts. “senioritis.” James has maintained a 4.5 student who has overcome all manner James Snowden, senior grade point average on a 4.0 scale. He of adversity to make highly significant won several medals in the Chicago Pub- and impressive scholastic achievements

„ lic Schools’ 2002 Academic Decathlon and personal accomplishments. Competition. While playing on the The article’s impact on James was I was stunned by the negative overtones CVCA football, basketball, and track hurtful and demeaning. It severely depicted throughout the article. As a teams, James also committed himself to undermined his credibility as a role guidance counselor, my first responsi- church and mentoring activities. Addi- model to other students and called into bility is to my students. When I tionally, he has amassed over 70 com- question his integrity, his seriousness of revealed to you that James was one of munity-service hours, 30 hours over purpose, and his reputation. 24 students nominated for Posse, I did- the required number of 40. James has applied to several col- n’t realize that his decision not to James applied for the Bill Gates leges. It is not his intention to disre- attend the interview was an indication Scholarship very early and asked me to gard any solid opportunities for the that he was somehow fumbling away serve as his nominator. Because I did attainment of his goals. … It is just his post-secondary future. not complete the recommendation and that he had already mapped out the James, in consultation with his other materials right away, James came direction for his career development mother, decided that he wasn’t interest- to check on my progress on at least plan prior to his senior year. He intends ed in any of the colleges serviced by three occasions. He explained that he to go into International Business and is Posse. James applied to the University simply wanted to make sure his applica- …[applying] to those institutions that of Chicago, Florida A&M and the Uni- tion was submitted early. I then assured [can] … advance him toward that goal versity of Notre Dame. The Pullman him that I would write the recommen- and that career. Foundation has James’ application dation over the Christmas Break so that In all fairness, it is incumbent upon under review. James, without a doubt, the application would be ready to sub- you to present a more balanced and fac- will be successful at any college or uni- mit approximately two months in tually representative versity of his choice because of his advance of the deadline. Now, is this the article. If you want to motivate him determination, academic acumen, drive picture of someone who has dropped and other students to meet the college to succeed, and his strong support sys- the ball? challenge, then encourage, do not tem. Secondly, the article suggests that discourage. Build them up, do not tear Please don’t misquote me by saying James Snowden has snubbed colleges them down. James is suffering from “senioritis” and associated with the United Negro Col- Ellen James Thornton then proceed to make a case that this lege Fund (UNCF) and the Posse Foun- Education-to-Careers Coordinator means he is fumbling away his future. dation. James has a clear idea of the James is still our No. 1 senior after career he plans to pursue in the future. Editor’s note: CATALYST’s June 2001 seven semesters. He is therefore tailoring applications to article on James Snowden described his Shirley Carter, counselor those schools that he thinks will pro- many outstanding accomplishments vide the greatest opportunities in his despite having been in and out of 10

„ field. As for UNCF schools, James did elementary schools. Our February 2002 apply to Florida Agricultural and update on the steps he had taken CATALYST presented a most unfair, Mechanical University and recently toward college enrollment was written poorly documented and humiliating informed me that it is one of his top in January and based on interviews profile of the 2002 Chicago Vocational choices. conducted in November with James Career Academy valedictorian. It was Why does the article imply that and in December with his college coun- indeed shocking and infuriating to see Stanford is a lofty goal for James? Does selor. Our reporter tried repeatedly to James Snowden portrayed as a slacker he not have a right to dream “big?” … contact James again, even stopping by and snob who had been infected with a Doesn’t college counseling entail more his home, but he did not respond. We gross case of “senioritis.” The James than simply handing a student an appli- look forward to reporting on his Snowden I know is just the antithesis; cation to fill out and mail? Shouldn’t progress since he last talked to us.

20 CATALYST CHICAGO/May 2002 amount of service to provide. Meanwhile an additional 10 Chicago New federal law raises public schools that failed to make ade- quate yearly progress between 2000 and 2001 are at risk of going into phase one tough questions for CPS of school improvement, based on this year’s testing. Schools that fail for four consecutive by Christine Oliva years must take corrective action such Yearly Progress as replacing certain staff or implement- ing a new curriculum. Schools that fail n Jan. 8, the federal govern- Schools have 12 years to bring all stu- for five consecutive years must be ment handed state and city dents up to academic “proficiency,” as restructured and face possible conver- school officials an enormous determined by state tests. sion to a charter school or other gover- blinking, screaming, moving Along the way, all schools must meet nance change. Otarget, the No Child Left Behind Act. “adequate yearly progress” toward profi- Adequate yearly progress will be The main purpose of the new act is to ciency. To make this grade, students in defined after this year’s testing. Under ensure that disadvantaged children are various subgroups as well as the student the law, it must be based on the scores of taught as well as and reach the same body as a whole must meet the progress either the lowest-achieving school in the academic standards as children who are standard. state or the lowest-achieving subgroup, not disadvantaged. It does this principal- The subgroups are economically dis- whichever is higher. Once the initial bar ly by requiring new standards in a num- advantaged students, students with dis- is set, all schools and subgroups will ber of areas, including teacher abilities, students from major ethnic and have to reach proficiency incrementally qualifications, student testing and racial groups and students with limited over the 12-year period. school accountability. It leaves most of English proficiency. If any of these the details to the states. groups fails to make adequate yearly “You could certainly view some of the progress, the school fails. School Choice mandates as challenging ... for a district Schools that fail will fall into one of our size,” says Marilyn Johnson, chief four categories, depending on the num- The act gives parents the opportunity to attorney for Chicago Public Schools. ber of years of failure: school improve- transfer a child out of a failing school “But many things we undertake are ment phases one and two, corrective into one that has met the standard of challenging. We’re working diligently to action and restructuring. adequate yearly progress, but it is silent meet the time requirements.” Those that fail to meet the progress on how that will occur. Chicago school Although formal federal regulations standard for two consecutive years enter officials are seeking state legislation to are not due until January, many require- into the first phase of school improve- restrict such transfers in a number of ments kick in this September. As a ment, which requires them to provide ways: result, school officials at all levels have parents the option of transferring their • Transfers would be restricted to once had to shoot from the hip. Hiring children to schools that have met the a year during a given period of time. requirements for teachers and teacher standard. The district must pay for aides have already changed for the transportation. • Students could not transfer to an upcoming school year. And the Chicago Based on state tests administered overcrowded school. Currently in Chica- Board of Education quickly introduced over the last three years, 265 of Chica- go, an overcrowded elementary school is legislation to define the “choice” options go’s 491 elementary and middle schools one where enrollment is at least 80 per- for children at failing schools. and 34 of its 92 high schools will be cent of design capacity; an overcrowded Although there currently are far placed in the first phase of school high school is one where enrollment is more questions than answers, CPS improvement this fall. at or above 100 percent of capacity. In lawyers have been traveling to schools to If they make the progress standard in September 2000, nearly 170 schools brief principals on the new law. Reaction this year’s testing, they will be taken off were deemed overcrowded. so far has “run the gamut from surprise the improvement list the following year. to consternation,” Johnson said. “Some If not, they will enter phase two in 2003- • Students could not transfer to selec- people see it as an opportunity for 2004 and also be required to offer sup- tive-enrollment schools, such as magnet improvement.” plemental services to its children. In or college preparatory schools, or The following are snapshots of the 2003, the state must issue a list of schools that would be unable to accom- major provisions of No Child Left acceptable supplemental service modate a student’s disability. Behind. providers; the district will determine the

CATALYST CHICAGO/May 2002 21 UPDATES The Timeframe

Spring/Summer 2002 • Parents notified of school choice. • New hiring standards for paraprofessionals go into effect.

July 2002 • Title I funds must be used in accordance with the new law. JOHN BOOZ September 2002 • School choice goes into effect. • Parents of children whose teachers are not “highly qualified” will be notified, and all parents will be told they can request teacher qualification status. • Parents of children in specialized language programs will be notified of students’ status and options. • New school report cards issued. • New hiring standards for teachers go into effect. Gail Lieberman of the Illinois State Board of Education speaks at the No Child Left Behind symposium on March 26, sponsored by Leadership for Quality Education and CATALYST. January 2003 • U.S. Department of Education issues final New Hiring Standards assist in instructing reading, writing and regulations. mathematics. In order for all students to reach profi- In Chicago, paraprofessionals are 2002-2003 ciency by 2014, they must be taught by required to have completed 30 hours, or • New standard set for “adequate yearly “highly qualified” teachers and parapro- one year, of post-secondary study. Cur- progress” based on 2001-2002 tests. fessionals, the act says. rently no tests are required. • All students with limited English “Highly qualified” is defined as fully Under the act, districts must notify proficiency must be assessed. • First biennial administration of National licensed or certified by the state. Teach- parents when their children are being Assessment of Education Progress exams. ers with waived, temporary or provision- taught by teachers who are not “highly al certificates are not considered highly qualified.” Beginning in September, the 2003-2004 qualified. As the district interprets the district will notify parents whose chil- • Supplemental services provided. law, this would prohibit alternative cer- dren have teachers who are not “highly tification programs where teachers work qualified,” and it will tell all parents 2004-2005 to fulfill certification requirements as they can request teacher qualification • “Corrective action” requirements for they teach. However, other parts of the information at any time failing schools kick in. act are supportive of such training pro- • State must raise the initial bar for grams. The law also requires teachers to adequate yearly progress. have at least a bachelor’s degree and to Testing 2005-2006 pass state proficiency tests, both of • School “restructuring” begins. which Illinois already requires. The act mandates state testing in read- • State testing for grades 3-8. The new federal requirements apply ing, math, science and English language • All teachers and paraprofessionals must to new hires beginning in September. proficiency. Tests must be administered be “highly qualified.” Current teachers have four years to meet to at least 95 percent of the students in them. The act does not differentiate the state as well as in each subgroup. 2007-2008 between full-time teachers and substi- Illinois now tests students in reading • Bar raised for adequate yearly progress. tutes. As written, all teachers, including and math in grades 3, 5 and 8. By the substitutes, must be “highly qualified” 2005-06 school year, it must expand this 2010-2011 • Bar raised for adequate yearly progress. by the 2006-2007 school year. testing to grades 4, 6 and 7. Effective immediately, newly hired Illinois meets the high school testing 2013-2014 paraprofessionals who help teachers requirement with the Prairie State • Bar raised for adequate yearly progress. instruct students must also be “highly Achievement Examination. qualified.” That means they must have Beginning next school year, 4th- and End of 2013-2014 two years of post-secondary education 8th-graders from a sample of about 150 • All students should be “proficient.” and either have an associate’s degree or schools in the state must participate Christine Oliva pass state or local tests on the ability to every other year in the National Assess-

22 CATALYST CHICAGO/May 2002 UPDATES ment of Educational Progress, taking the reading and math sections of the Lessons from New Orleans test. Illinois is ahead of the curve in sci- ence assessments. Reluctant offer for choice English-language learners gets only 17 takers Beginning next school year, the state must administer language proficiency Last year, roughly 10,000 children in stay put because the 11 schools identi- tests annually for all students enrolled in persistently failing New Orleans middle fied as failing were being renamed, programs for students with limited Eng- schools had the option of transferring to assigned new principals and given $5 lish proficiency, regardless of how long a better school. Only 17 did. million in new resources, such as small- they have been enrolled. Currently, Illi- The New Orleans experience—an er classes and an extended-day care pro- nois tests language proficiency in grades example of what could happen in Chica- gram. “We came up with a plan that 3 to 11. CPS adds testing in kinder- go this fall under the No Child Left would produce quality, better-perform- garten through 2nd grade. Behind Act—suggests caution for par- ing schools,” says Ollie Tyler, the chief The state also must develop annual ents who may want to transfer their chil- academic officer in the district. achievement objectives to monitor dren to a better school and comfort for School officials also say that most of progress; programs that fail to meet Chicago administrators who fear having the parents who wanted to move their them for four years in a row must be to bus droves of students out of their children already had done so through modified. Now, the district monitors the neighborhoods. enrollment in magnet schools, moving progress of students with limited Eng- New Orleans officials were operating to another neighborhood or registering lish proficiency, but it is waiting for a under a 1994 federal law that, beginning their children from a relative’s address definition of “proficient” from the state. in 2000, gave states extra money for instead of their own. “Parents do know The district must continue certify school improvement in return for [about their options]. They just don’t that all teachers in programs for Eng- requiring districts to provide school want to take that step until something lish-language learners are fluent, both choice to children at failing schools. bad happens to their children,” says orally and in writing, in both English (Illinois and a handful of other states Marie Farve, president of the New and any other language used in the never implemented the program.) Orleans District PTA. classroom. Initially, New Orleans responded Critics of the district note that the Parents of students with limited Eng- much as Chicago has to the new law. letter notifying parents about choice lish proficiency must be told why their Claiming school choice could not be car- focused largely on the $5 million in students were placed in the program and ried out as intended, the school district school-improvement efforts, not the fea- the program’s requirements. They also applied for an exemption under a since- tures or programs at the other schools must be notified of their right to remove closed loophole dealing with overcrowd- where students might choose to go. In their children from the program. ing and other factors that could inhibit addition, no transportation was offered. Students who have attended school choice. (The new law requires districts to pro- in the United States for at least three Nationwide, many districts had won vide transportation.) years must be tested in English. Howev- exemptions. For example, Camden, N.J., Also magnet schools were off limits. er, this requirement can be waived for up did not have to offer choice at the mid- “If the district wanted parents to get to two years on a case-to-case basis. dle-school level because all its middle their kids out of those low-performing schools were low-performing and, there- schools, they would have made it very fore, not eligible to serve as receiving easy to get into the best schools,” says Making the Grade schools. In Louisiana, however, the state Karran Royal, a former district employ- held a firm line on exemptions. ee who now represents parents. Instead, Chicago has been working on a new Forced to move ahead, New Orleans says Royal, choice has been limited to annual school report card. Now it must school officials first asked principals at “other barely performing schools.” add still more information required by the better schools to accept transfer stu- Dianne Piche, an education expert the new federal law, including student dents; there were few volunteers. The with the Washington, D.C.-based Citi- achievement by subgroup and the per- district then conducted a space-utiliza- zens Commission on Civil Rights, centage of teachers who are not “highly tion study, finding only 141 open spots argues that voluntary choice can help qualified.” at these schools. It had planned to offer kids and push schools to improve if it’s At the district level, it must report a lottery for them but found that that offered sincerely. “When parents are the number and percentage of schools was unnecessary. Parents of only 70 chil- effectively notified of their options, identified for school improvement. dren expressed interest, and, in the end, many parents do choose to move their Updated school and district report only 17 children transferred. children to better schools,” she says. cards that meet these requirements will According to district and school offi- “The question is whether there is a will be distributed to parents in September. cials, many parents were persuaded to to do this.” Alexander Russo

CATALYST CHICAGO/May 2002 23 COMINGS AND ...... GOINGS

PRINCIPAL CONTRACTS Demetra Kirk- Education Officer Barbara Eason-Watkins won academic scholarships worth about sey, interim principal at Parkman, was will oversee all school expenditures and $90,000 in the “Who Wants to Win a named contract principal. … Principals the school improvement plan through Scholarship?” competition on April 4 whose contracts were renewed are: June 30. The board will allow Patton to against students from nine Chicago area JoMarie Cooper, Oglesby; George Huff, remain, but it will dissolve the LSC. How- high schools. Olga Kolovskaya plans to Brownell; Allan J. Singer, Hitch; Gregory ever, many of the ousted LSC members are attend Loyola University; Mohammed Strickler Poe, Mt. Vernon. slated as candidates in this month’s elec- Ahmed is going to DePaul University. The APPOINTMENT President George W. tion. contest, in which students answered aca- Bush has named Sunny Penedo Chico as CHARTER SCHOOLS Nuestra America demic questions a la the TV game show, Midwest regional representative for the Charter High School in West Humboldt was sponsored by Chicago GEAR UP U.S. Department of Education. Chico, who Park will close in June; its charter was not Alliance, a partnership of universities, is married to renewed due to poor academic perform- business groups and CPS, which received a former School ance. (CATALYST Feb. 2002) Only 10.4 five-year, $31 million grant from the U.S. Board President percent of its students scored at or above Department of Education. GEAR UP is an Gery Chico, will national norms in reading. CPS Director of acronym for Gaining Early Awareness and report to Secre- Charter Schools Greg Richmond says cen- Readiness for Undergraduate Programs. tary of Educa- tral office will help students get into SMALL SCHOOLS CPS will host a Small tion Rod Paige. another high school for the fall, but their Schools Expo at the Field Museum of Nat- She previously first choices are not guaranteed. Nuestra ural History on May 9 from 4 p.m. to 8 served as execu- America’s closing means CPS has a slot p.m. More than 60 small schools will pres- tive director of open for one new charter school. Current- ent their programs, including new schools institutional ly, 14 charter schools are operating in the slated to open this fall. For more informa- advancement for city; state law allows up to15. tion call the Office of Small Schools at Waubonsee TEACHERS ACADEMY The National (773) 553-1438. Sunny Penedo Chico Community Teachers Academy of Chicago, a pet proj- CAPITAL BUDGET Beginning this College in Sugar Grove, Ill., and before ect for Mayor Daley, will open this fall, a month, CPS will hold a series of capital that served as education assistant to the year later than originally scheduled. The budget hearings where school and LSC Illinois Lt. Governor. Teachers Academy will serve 850 students leaders are invited to testify about their EDUCATIONAL CRISIS The Chicago in pre-kindergarten to 5th grade with building and facility needs. One hearing Board of Education placed Smith Elemen- plans to expand through 8th grade. The will be held in each region at the following tary at 744 E. 103rd St. in educational cri- $47 million school, located at 55 W. Cer- locations: Region 1, Clinton, May 6; sis, which by state law allows the board to mak Rd., aims to be a laboratory for Region 2, Wells High, May 16; Region 3, take over dysfunctional schools and dis- teacher training, with a full-time faculty Clark Middle, May 30; Region 4, Davis, band the LSC. After hearings in February, comprised of National Board-certified May 9; Region 5, Harper High, May 13; the board found that long-standing con- teachers or those working toward certifica- Region 6, Lavizzo, June 4. All hearings flicts between the LSC and Principal tion. A high school based on the same begin at 6 p.m.; registration opens at 4 Antionette Patton had led to declining aca- model is expected to open in 2003 in a site p.m. For more information, call Andrea demic results and a failure to devise a yet to be determined. Lee, schools initiative coordinator, at (312) school improvement plan or budget. Chief AWARDS Two seniors from Mather High 939-7198. Rachel Rosenblit

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