No Child Left Behind in More Unfulfi lled Promises?

ILLINOIS NCLB HEARING From what I’ve seen with the parents we work with...parents are still very Garfi eld Park Fieldhouse • uninformed and misinformed. So that means year after year, nothing different November 17, 2005 • 4:00–7:00 PM Local hearing partner: Cross City Campaign for is being done that is effective. Urban School Reform, Chicago Sha Calhoun, TARGET Area Development Corporation HEARING OFFICERS Richard Guss, Student, Harlan High School, Chicago, IL • Wendy D. Puriefoy, President, fter almost four years of experience with the No Child Left Behind Act, Public Education Network, Washington, DC • residents of the Chicago area view its promises as yet another disappointment Ken Rolling, Executive Director, Parents for for the children of Illinois. Public Schools, Chicago, IL • Beth Swanson, A Director, After School and Community School Just like previous waves of reforms that have swept through the state in the past Programs; , Chicago, IL • Careda Taylor, Deputy Chief, High School 15 years, it seems NCLB has done little to address the inequities experienced by Programs; Chicago Public Schools, Chicago, IL students in low-income schools or to improve the trust between schools and parents STUDENT WITNESSES and communities. Moreover, many of its provisions are seen as counterproductive. Maria Salgado, • Michael This theme characterized an Illinois hearing that gave students, parents, and McDowell, Austin High School • Terri Shields, Dyett High School • Brandi Jones, AASTA community leaders – audiences very much affected by the law, but usually left out of High School the policy debate – an opportunity to tell their side of the NCLB story. PARENT WITNESSES Chris Brown, Local School Council; Jones The Illinois Context College Prep High School • Wanda Hopkins, Taking advantage of an increasingly fl exible stance by the US Department of Parents United for Responsible Education • Education toward NCLB implementation, Illinois was able to signifi cantly reduce Ana Cepeda, Funston Elementary School the number of schools that fail to make adequate yearly progress (AYP) simply by COMMUNITY WITNESSES increasing the minimum number of students needed to constitute the subgroup of Idida Perez, West Town Leadership United • special needs students. Andrea Lee, Grand Boulevard Federation • Kathy Posner, City Club of Chicago • Jim Using this new criteria, the number of Illinois schools that must include special O’Neal, Civic Leader • Ken Farmer, Colorado College student on semester program in needs subgroups in determining AYP fell from 535 (28.06 percent) in 2004 to 394 Chicago • Julie Woestehoff , Parents United for (27.2 percent) in 2005. The elimination of these subgroups from AYP calculations Responsible Education (PURE) • Travis Stein, is particularly disturbing in face of a recent study by the National Assessment of John Paul Jones, Alfred Rodgers, Group Neighborhood Capital Budget Group • Wanda Educational Progress on the math and reading skills of fourth- and eighth-graders. The Evans, Antoinette McMorris, Purple Rain • study reveals that the longer students stay in school in Illinois, the worse they perform Samuel McDade, Sha Calhoun, Claudia in math across all ethnic groups. While black and Latino Hispanic students showed Ingram, TARGET Area Development Corp. • Denis Ferguson, Chicago Commission on some improvement in reading over the years, their eighth-grade scores were still very Human Relations • Eddie Brant, Student low, with only 21 percent of blacks and only 19 percent of Hispanics scoring at or Teacher • J.E. Terrell, Garfi eld Boulevard Federation • Steven Evans, Just Us Fellas above profi cient. Th e Illinois hearing was one of nine hearings on Illinois ranked tenth in the nation in 2004 on expenditures per student ($9,839), NCLB held across the country from September but there are large funding disparities among districts. With almost 56 percent of 2005 to January 2006. Th is is the second set of hearings organized by PEN to convey the public’s funding dependent upon local property taxes, the spending gap ($2,060) between the concerns and recommendations to policymakers in wealthiest and poorest districts is the largest in the country. If this spending gap were advance of the scheduled 2007 reauthorization of the law.

PEN • 601 Thirteenth Street NW, Suite 710 South • Washington, DC 20005 • 202 628 7460 • www.publiceducation.org 2 Public Education Network • Illinois NCLB Hearing Report May 2006 Chicago seelittleattentionbeingpaidtotheconcernstheyhavewiththeimplementationoflaw. of NCLB,itisterriblydisillusionedbythefailure ofNCLBtomakeadifference. Indeed,thereform-weary residents of From thetestimonygivenathearing,itisapparent that,whiletheChicagocommunitystillbelievesingoals whether NCLBisimproving theacademicprogress ofthestate’s schoolsandstudents. low-performing the testimonyofChicagostudents,parents, andcommunityrepresentatives relevant isparticularly tounderstanding living inurbanareas attendTitleIschoolsandthecityofChicagohashighestpercentage ofTitleIschools.Thus, Like manystates,Illinois’highestconcentrationofpoorstudentsliveinurbanareas; about58percent ofstudents Education Trust, aWashington, DC-basedresearch organization. closed, thelowest-spendingdistrictswouldreceive anadditional$50,000infundingper classroom according toThe 3 aspx 2 1 school councilsandparent organizations, notedthatseveralyearsagoPUREfi led acivilrightscomplaint againstthe This testimonypointstoageneral dissatisfactionwithtest-basedaccountability. Wanda Hopkins,who isactiveinlocal to seeoccurringwithmychildin thepublicschools,”hesaid. how itinfl uences thewaythey conductthemselvesinpublic.“I’mjustnotgettingthefull knowledgeofwhatIwouldlike schools. Hewantsindicatorsofhowtheschoolishelpingstudents buildcharacteranddevelopgoodsocialhabits, former publicschoolstudents,testifi ed thattestscores failtotellhimthethingshewantsknowabouthischildren’s does notgiveparents the kindofinformationtheywant.JohnPaulJones,thefather10children, alleither current or Closely tiedtothelackofinformationisconcernthattotalr Doubts AboutHigh-StakesTesting frightened” bysomeofthemanyletterstheyreceive abouttestscores andunqualifi ed teachers. Woestehoff, executivedirector ofParents UnitedforResponsibleEducation(PURE), saidparents are “confusedand this informationwouldhelpparents andthecommunity“fi gure outwhatwecandotomakeimprovements.” Julie Federation. “Sometimesitisdiffi cult...to getinformationonhowschoolsreally are testing,”shenoted,andsaidthat understand thatyouhaveanabilitytomakeachange,”saidAndr ask whathappenstotheparents whodon’tunderstandtheirrights,thetutoring, information andinvolvementunderNCLB,eventhoughthelawrefers toparents more than300times.“We haveto Moreover, parent advocatesworried thatonlyasmallnumberofparents actuallyunderstoodtheirrightsto standards. told thereasons forNCLB’s accountabilitymeasures, andneitherstudentsnorparents were aware ofacademic school studentstheirstateassessmentscores, thestudentssaidtheyhadnotreceived thisdata.Norhadtheybeen This lackofinformationwasglaringlyobviousinthetestimonygivenbystudents.Whileitisdistrictpolicytotellhigh Chicago, however, informationisneitherreliable noraccessible. theywillmakedemandsandtakeactionsthatleadtoimprovementsperformance, intheirchildren’s education.In Underlying theNCLBreform agendaisthebeliefthatifparents andcommunitieshavereliable dataaboutschool Information IsaProblem based onreports through August 2005. Figures takenfrom IllinoisStateBoard Card, ofEducation,StateReport available athttp://webprod1.isbe.net/ereportcard/publicsite/getSearchCriteria. Vol. TitleIReport, 7Iss.4(LRPPublications2006). Data forcolumns1-6were takenfrom thisreport. Statistics National Education Association, Rankings&Estimates Update(2005).Figures are computedfrom NEAResearch, Estimatesdatabank. Thefi gures are 2003–04 United States Illinois Illinois

2004–05 2003–04 2004–05 Schools 89,493 90,237 Total 3,767 3,767 1 make AYP % failto 26.3 26.3 25.6% 24.7% % % improvement % schoolsin 17.5 19.4% 12.9% 11.4% % 13,878 13,959 # LEAs eliance ontestscores to measure aschool’s value 886 879 ea Lee,educationorganizer fortheGrandBoulevard to makeAYP % LEAsfail 37.8 27.0 23.7% 28.5% % % improvement % LEAsin 27.3 27.3 12.4% 12.8% % % Graduation Not avail. 86.6% 87.0% 74.9% rate 2 expenditure Per pupil $9,189 $9,591 $8,618 $8,308 3 Public Education Network • Illinois NCLB Hearing Report May 2006 3 78% 85% White 3 (NCES 2006- 52% 52% Hispanic s in population, and divides 56% 52% Black 2002 Graduation Rate Year 2003–04 ool Year All 71% 74% ) 4 ( 10.6% English Learners Language competence of their teachers. Despite NCLB’s competence of their teachers. Despite NCLB’s 13.6% 15.2% ollment is declining since the high school is being ollment is declining since the high school is Students with IEPs e than four years, such students are included in the calculation. e than four years, such students are Manhattan Institute for Policy Research (2005). Figure calculated using the Figure (2005). Manhattan Institute for Policy Research Lunch 36.3% Eligible 44.2% Reduced Students for Free/ 2 49.7% 56.3% in Title I Schools Students $8,618 $9,591 Per Pupil 2004-2005 Expenditure 1 Student 2,097,518 48,367,410 Enrollment 2004-2005 US Illinois Public High School Graduation and College-Readiness Rates: 1991-2002, . Figures are computed from NEA Research, Estimates databank. The fi gures are are gures Estimates databank. The fi NEA Research, computed from are National Education Association, Rankings & Estimates Update (2005). Figures of schools or districts. than 20 percent missing for more Data were Hoffman, L. and Sable, J. (2006). Public Elementary and Secondary Students, Staff, Schools, and School Districts: Sch defi nition of a highly-qualifi ed teacher as one that holds proper certifi cation and meets state content requirements, and cation and meets state content requirements, certifi ed teacher as one that holds proper nition of a highly-qualifi defi schools in Chicago public subject classroom, ed teacher for every core a highly-qualifi must be its mandate that there dence in the students do not have confi the system. Furthermore, teachers evenly across not assigning experienced are then able to get students engaged in the content but who were nition. They cited instances of teachers who were defi Parents also testifi ed about the lack of resources in Chicago schools. Travis Stein, research analyst for the Stein, research in Chicago schools. Travis ed about the lack of resources also testifi Parents Austin High was not the way to address said that closing down a school like Neighborhood Capital Budget Group, lab or the graphing calculators and they go “they still don’t have access to the computer students’ needs. Wherever to come to the aid of a low- outside the neighborhood from volunteers those kinds of things.” Kathy Posner organized was only enough and there an arts the paint was peeling, students lacked program, income South Side school where “safe” under noted than her school was reported eligible. Another parent who were money to tutor half the children oor fl and broken have to deal with peeling lead paint, asbestos in the heating ducts, but the children NCLB regulations, safety issues” in her opinion. tiles – all “real Students in low-income schools feel most cheated when it comes to the information on how money is being spent at the school. information on how money is being spent at Students testifi ed about being pressured to do well on tests “so the school will look good” and using what should look good” and using tests “so the school will to do well on about being pressured ed Students testifi because felt that test-based accountability was unfair they importantly, for test practice. More have been learning time Shields, a senior student at Dyett to do well on tests. Terri needed equal access to the resources students did not have while a friend in a years older than some of her textbooks, ed that she is three School, testifi Academics Central High these old and learning from on reading taking those tests based has new textbooks. “We’re wealthier neighborhood she said. 2004, I’m 10 years behind,” from and their books are 1990 from are books, but if my books and textbooks, sitting in cold classrooms, about having to use shredded ed Others attending high-poverty schools testifi applied for the International Michael McDowell said he their schools. Austin High School student seeing inequities within to use the only ones allowed were because he found out that IB students at his school (IB) program Baccalaureate given only recently students were said that regular lab and the graphing calculators. He the one working computer because student enr access to the chemistry lab and that was only Making Do WithMaking Do Less He felt it wasn’t fair that students,” he declared. should be funding for another lab for regular closed down. “There the most advanced models, and appealed for students had to buy cheap calculators while he is supplied with regular whether or not a student got promoted. As a As a promoted. student got or not a whether determine test to use of a single for its system public school Chicago “Standardized NCLB overturned but that policy. one measure, than to use more had public schools Chicago result, adding that “high- them,” Hopkins said, nding out what helps about fi out and not sorting all about children tests are low-performingout struggling schools to push it forces rate, and the dropout increasing is already stakes testing the...act.” ting from should be benefi the students that these are students. And 307). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Data were taken from this source for the following columns: this source taken from 307). U.S. Department DC: National Center for Education Statistics. Data were of Education. Washington, Lunch, Students with Disabilities, English Language Learners. Students in Title I Schools, Students Eligible for Free/Reduced the resulting number into the number of students who actually graduated with a regular diploma. It is not a four-year graduation rate; as long as there is diploma. It is not a four-year graduation rate; as long as there of students who actually graduated with a regular number into the number the resulting not a substantial change in the number of students in each class that graduates in mor based on reports through August 2005. This source provided the Student Enrollment and Per Pupil Expenditure data. and Per Pupil Expenditure the Student Enrollment provided August 2005. This source through based on reports some adjustments for change the number of students who enter a ninth-grade class, makes method, which estimates Greene 3 4 1 2 4 Public Education Network • Illinois NCLB Hearing Report May 2006 bility to form a partnership withthem.” they have,butwhatconnectionhavewiththestudentsandtheirabilitytoformpartnership have aPhDorwhatnot,yettheyare notmakingaconnectionwiththestudents....So,it’s notnecessarilywhatdegrees people whocanactuallyteach.Butthere are teacherswhoare [certifi ed] toteach, who havegonetoschool,may Academy. MariaSalgado,asenioratSennHighSchool,saidthat“it’s agoodthingtotryhavestudentstaughtby to us–they’vebeentakenawayfrom andScienceTechnology us,”saidBrandiJones,aseniorattheAppliedArts transferred ordismissedbecauseoftheirlackcredentials. andtheteachersdedicated “Theteacherswiththeheart suggest thatstatestakeoverstrugglingschools?” to comeupwithcomplicatedlawsthatdonothingbuttakejobsawayfr schools andchildren’s education,“doesn’titcontributetoprograms likethesethatreally workinsteadofusingmoney must stillstruggletoraisefunds,shesaid,andthenwondered why, ifthefederalgovernmentissoconcernedabout neighborhood tobecometeachers.Eventhoughtheseinitiativeshelpedraisestudentachievement,theassociation literacy homevisitprogram, parent tutoringin fi forparentsve schools,andopportunities totakecollegeclassesinthe accomplish. TheLoganSquare NeighborhoodAssociation,shesaid,haslaunchedfi ve communitylearningcenters,a Ana Cepeda,aparent volunteeratFunstonElementarySchool,describedwhatstrong communityinvolvementcan provision alsowascriticizedforfosteringanincrease instudentmobility, already amajorproblem forChicagoschools. message: ‘Don’ttellmetomovemychildanotherschool–helpmakechild’s school better.’” Thechoice criticized byPURE’s JulieWoestehoff. “Theparents whocallus,”shesaid,“are sendingthefederalgovernmentaclear One tenetofNCLB–therightparents totransfertheirchildren school–was strongly toahigher-performing schools accountable,saidoneparent withlongexperienceservingonlocalschoolcouncils. Chicago publicschools.Whenschoolsare orare turnedintocharters closed,parents losetheabilitytomakethese people haveanyreal authorityoverwhathappensintheirschools,”saidChrisBrown, parent oftwochildren attending in Chicago,whichmandatedparent control at the schoollevel,NCLB“doesn’tmandatethatparents andcommunity law seemtobeunderminingasenseofcommunity. Unlikethelocalschoolcouncilreforms enacted15yearsago testimony from students,parents, andcommunityrepresentatives. Manyofthepoliciesenacted tocomplywiththe Even thoughNCLBseekstogiveparents andcommunitiesagreater voice,asenseofpowerlessnesspervadedthe What HappenedtoParent Involvement? Funding for thehearing wasprovided by the Washington Mutual Foundation. om goodteachers,over-testourkids,and