Education Week - September 7, 2016 - 16

Amid School-Closure Worries, Mich. Lists Low-Performers State's reassurances may face skepticism By Brenda Iasevoli Attention remains focused on the fate of low-performing schools in Michigan, where Gov. Rick Snyder's office last week released the latest list of those among the state's bottom 5 percent. The 124-school list issued Sept. 1 includes 116 that are still open- among them 58 schools in Detroit. Those Detroit schools would not be subject to potential closure until at least 2019 under the state laws that set up a $617 million financial bailout of Detroit's school district in June. But the prospect of closures around the state had raised anxieties among district officials in advance of the list's release last week. The governor's administration has in the past warned that schools at the bottom 5 percent statewide for three straight years could be subject to closure. Snyder, however, apparently aiming to quell worries, denied plans to shut down schools in the immediate future. "It is not a school closing list," he said in a video posted to his Twitter page earlier last week. "That's just flat-out wrong." The list of low-performing schools was mandated by state law to be published by Sept. 1, the governor said. Caleb Buhs, a spokesman for the state's School Reform Office, reinforced that view. "To be clear, there have been no decisions made about school closures in the state," he said last week. "The list being released is a statutory requirement" and is based on 2015 data, with 2016 data to be available later this year. The School Reform Office "continues to review all available information to determine the appropriate steps to hold schools accountable that chronically fail to educate children and prepare them for the next level," Buhs said. Districts Wary Districts became wary of the governor's intentions when, last year, Snyder by executive order removed the Office of School Reform from the Michigan education department and made it report directly to him. The office is charged with holding lowperforming schools accountable for improvement. According to Raymond Telman, the executive director of the Middle Cities Education Association, a coalition of 30 urban school districts, where 60 percent of the districts include schools in the bottom 5 percent, the Office of School Reform said last year that it wasn't in the business of closing schools. Rather, the office said its aim was to come up with better ways of measuring school effectiveness, so that schools could get a clearer picture of how they are performing. But the reform office changed its tune in recent meetings with school leaders, according to Telman. "Their agenda clearly imparted the notion of closure," he said. The emotions surrounding school closure-for whatever reason-are evident in communities that have recently experienced a shutdown. In Detroit, high school seniors and their parents at University Yes Academy, a charter school, were told at an Aug. 22 meeting by school officials that it would close because a search for a new building to house the growing student body had failed. The school was on the state's February 2016 priority list of low-performing schools but not on the most recent list. The closure left about 250 students and their parents scrambling to find new schools. Some of those students had just transferred to University Yes Academy this year. Wytrice Harris, a parent organizer in northeast Detroit, says the Osborn community where she works is worried about continual talk of school shutdowns. There aren't many good options nearby. "Students may have to travel far from their homes, and that's a huge burden on our families," she said. Debating the Strategy Closures have to be an option, especially since school turnaround efforts haven't been terribly successful, according to Marguerite Roza, professor of education finance at Georgetown University. "What we're seeing is schools can't quite turn themselves around academically and culturally, and they're just riddled with problems at many different levels," she says. "That is an intractable problem." She stressed that school closures have to be done right. She points to former Denver superintendent of schools Michael Bennet-currently one of the state's U.S. Senators-who as head of the Denver system had to take on the tough task of closing schools due to declining enrollments. His main priority, according to Roza, was to make sure no student ended up at a lower-performing school than the one that closed. But Steven Norton, co-founder of Michigan Parents for Schools and the parent of two children in the Ann Arbor school system, argues that when you look at the entire picture, the idea that schools are failing students doesn't hold water. It's the state that's failing kids by underfunding education and creating damaging policies. "Schools have to deal with whatever comes at them, and there are a lot of children coming in with bigger weights on their shoulders than others," Norton said. "It's the job of schools to take those weights off, but that requires extra effort, extra skills, extra manpower, and we're simply not providing that to our local schools." Donald Peurach, an associate professor of education at the University of Michigan, has studied school turnarounds and closings nationwide. He questions the wisdom of a get-tough policy on schools in the face of what research shows about the best way to help low-performing schools do better for students. "Simply turning up the heat on struggling schools and expecting that heat to generate deep knowledge of school improvement is a ridiculous proposition," he said. The Associated Press contributed to this report. Clash of Views Over Proposed ESSA Rules on Title I Spending CONTINUED FROM PAGE 15 mental-money rule: s 4HEY COULD USE A WEIGHTED student-funding formula. A formula in compliance with the proposal would put a priority on certain demographics associated with educational disadvantage, such as students from low-income backgrounds, English-language learn- ers, and students with disabilities. It would also have to ensure that Title I schools receive all the actual funds they're entitled to under the formula. s$ISTRICTSCOULDCHOOSETODISTRIBute money using a formula based on a districtwide average of personnel and non-personnel expenditures. (Again, districts would have to ensure that Title I schools get all the GET NEWS ALERTS FROM @EdWeekNow | www.edweek.org/go/alerts 16 | EDUCATION WEEK | September 7, 2016 | www.edweek.org funding they're entitled to under such a formula.) s4HEY COULD RELY ON A STATE developed compliance test. These tests would have to lead to a distribution of state and local aid to schools that would be as rigorous as the first two options listed above. Such state compliance tests would be peer-reviewed at the federal level. s &INALLY AS A SAFE HARBOR districts could choose a methodology that results in their state and local per-pupil spending in Title I schools being at least close to the average of such spending in non-Title I schools. There's a little flexibility built in here, because districts would still be considered in compliance if per-pupil spending for each Title I school were up to 5 percent less than the average spending figure in non-Title I schools. Importantly, under the proposal, the department apparently would no longer explicitly require that-no matter what compliance approach they use-districts' perpupil spending of state and local money in Title I schools is at least equal to the average of that in nonTitle I schools, in order to comply with the supplemental-money rule. It would now be an option for districts, albeit one that the department would obviously look favorably on. This multiple-option approach might be considered similar to how the department approached the politically thorny issue of test-participation in ESSA accountability. In that case, the department laid out several consequences states could impose on schools with high opt-out rates, or the state could develop some plan of its own for the department to review. The department also says the proposed regulations would mean up to $2 billion in additional state and local funding for high-poverty schools. Despite the changes, Republican lawmakers and advocates for state chiefs, superintendents, school board members, and teachers' unions are unhappy with aspects of the proposal. Kline, for example, the House education committee chairman, called the proposal "unprecedented and unlawful" and said it would "unleash havoc on schools and their students." 'Unfunded Mandate' The president of the American Federation of Teachers, Randi Weingarten, said the draft rules represent an "unfunded mandate from Washington" that pushes districts to increase spending without showing them how to do so, or compelling any additional resources to help districts. And Chris Minnich, the executive director of the Council of Chief State School Officers, said that "in the department's effort to ensure resources go to the students who need it the most, they have created a situation where the reverse is likely to occur in many places. We look forward to helping get this right before the rule becomes final." But Wade Henderson, the president and CEO of the Leadership Conference on Civil and Human Rights, called the rule a "step in the right direction that brings us closer to a more just educational system." http://www.edweek.org/go/alerts http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - September 7, 2016

Education Week - September 7, 2016
Contents
Are Dual-Enrollment Programs Being Oversold?
Inclusive Classes Have Downsides, Researchers Find
For New Kindergartners, a Whirlwind Introduction
Report Roundup
Tax Boosts to Aid K-12 Up for Vote
News in Brief
Amid Shortage Fears, States Ease Teacher-Licensing Rules
Rating Materials for Reading
Longer Day, Year Required for Many Head Start Programs
DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Draft ESSA Funding Rules Unveiled
Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Amid School-Closure Worries, Mich. Lists Low-Performers
NICHOLAS C. DONOHUE: Don’t Fix High Schools, Transform Them
BARBARA DUFFIELD: How ESSA May Help Homeless Students
NITA LOWEY: ‘Books, Not Bullets’
Letters
T opSchoolJobs Recruitment Marketplace
ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - Tax Boosts to Aid K-12 Up for Vote
Education Week - September 7, 2016 - 2
Education Week - September 7, 2016 - Contents
Education Week - September 7, 2016 - News in Brief
Education Week - September 7, 2016 - 5
Education Week - September 7, 2016 - Rating Materials for Reading
Education Week - September 7, 2016 - Longer Day, Year Required for Many Head Start Programs
Education Week - September 7, 2016 - DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Education Week - September 7, 2016 - 9
Education Week - September 7, 2016 - 10
Education Week - September 7, 2016 - 11
Education Week - September 7, 2016 - 12
Education Week - September 7, 2016 - 13
Education Week - September 7, 2016 - 14
Education Week - September 7, 2016 - Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Education Week - September 7, 2016 - Amid School-Closure Worries, Mich. Lists Low-Performers
Education Week - September 7, 2016 - 17
Education Week - September 7, 2016 - BARBARA DUFFIELD: How ESSA May Help Homeless Students
Education Week - September 7, 2016 - NITA LOWEY: ‘Books, Not Bullets’
Education Week - September 7, 2016 - Letters
Education Week - September 7, 2016 - 21
Education Week - September 7, 2016 - T opSchoolJobs Recruitment Marketplace
Education Week - September 7, 2016 - 23
Education Week - September 7, 2016 - ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - CT1
Education Week - September 7, 2016 - CT2
Education Week - September 7, 2016 - CT3
Education Week - September 7, 2016 - CT4
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