Correspondence with the schools on the Achievement Gap

The following letter was sent to Dan Hoffman in late November:

Dear Dan:

We regret that our interaction at last week’s Board of Education meeting was not what any of us would want.  Several of the comments you made at the meeting deserve a thoughtful response.  However, to give an off-the-cuff response to very complex questions would be irresponsible.

Technical questions are best addressed by professionals after careful analysis.  To that end, we have asked the staff to prepare the following:

• A review of the New York City Charter Schools Evaluation Project.
• Information on best practices for improving student test performance in Shaker’s K-4 schools.
• A representative sample of research-based programs and practices that are being used in the Shaker schools.

We will share this work upon completion.  As Dr. Stokes indicated in your conversation with her, we are also looking at the Kumon reading program to see whether it might be suitable as a supplemental activity for some students.

We also believe there were factual inaccuracies and mischaracterizations in your ‘open letter’ published in This Week in Shaker.  We will address these issues in detail at a later date.

Our commitment to the achievement of all students is unwavering.  Although we may not always see eye to eye with you on how best to reach that goal, we do appreciate your concern for the schools and hope for a more constructive relationship.

Sincerely,

F. Drexel Feeling  

Mark Freeman

 

Open Letter to Mark Freeman and Drexel Feeling in response

Gentlemen:

In response to my ignored questions of last week’s meeting, you now propose, in your letter this week, to ask your technical staff to prepare answers for me.   An Achievement Task Force would have this at their fingertips.  But why be so timid about discussing this?  It is not rocket science.  It is largely about more time on task with personal attention, phonics and vocabulary building.  Kumon effectively provides that.

The deadly silence to my questions last week spoke volumes and apparently served to expose the lack of The Board’s acquaintance with, and ability to discuss this problem.  I already know enough about the answers you are having prepared.  They are producing the following kinds of results:        

Between 19% and 42% of the 3rd graders can’t read well and between 19% and 36% of the 4th graders can’t read well according to the state Achievement tests.  Aside from the tragic frustration, loss of self-respect and potential among these kids, this problem is at the heart of The Shaker schools’ slide in ranking and reputation.  Meanwhile the Board spends thousands of dollars and surveying time searching for a “Strategic Objective.”  Well here’s one; teach EVERYONE to read comprehensively by the 4th grade.  It’s the raison d’être of all elementary schools.  Life’s learning tool should be denied to no one. The first and biggest dime you spend should be here.

While I’m focusing on getting better results in closing the achievement gaps, you are focusing on defending what gives you the current results.  That implies The Board is satisfied with the present results and thinks it’s the best that can be done.  We are talking past one another.

You’ll recall one of the questions that went unanswered by The Board last week was: ‘Are you satisfied with the current Achievement gaps?’  The silence was uncomfortable to say the least.

You propose that your technical staff provide information on ‘Best Practices.’  This might be more useful to you and The Board than me since none of you could tell me why Lomond and Onaway consistently lead the others in producing the smallest Achievement gaps.  If Shaker’s Leaders really do employ ‘Best Practices,’ one would think you should be conversant with the foregone and would be asking and helping the other schools to emulate Lomond and Onaway.  Some of them don’t have the voluntary help to carry this out.  I think they call that leadership in most places.

Best Wishes,

Dan Hoffman

published in This Week in Shaker, Volume 7, Number 42                    December 7, 2009

The Public is Paying Attention – another reason for optimism

Open Letter to the Shaker School Board            Oct. 22, 2009

 At the last Board meeting, Drexel Feeling’s response to my pilot program for out-sourcing failing readers to Kumon was, ‘There are a number of programs already in place.’  And that’s just the problem; a number of programs piling up with no evaluation or accountability as to their effectiveness—which could be done by a task force.  Only Lomond and Onaway score consistently number one and two respectively, showing some valuable results.  Below are Shaker’s achievement gaps by school reported from the State Achievement tests.  They haven’t changed much for 15 years. 

             From page 64 of the 2007-08 Fact Book

 ‘The racial/ethnic achievement gap in third grade reading varied from 19% difference at Lomond to 42% difference at Mercer. 

 ‘The racial/ethnic third grade achievement gap in math varied from 21% difference at Lomond to 55% difference at Fernway.

 ‘The racial/ethnic reading achievement gap in the 4th grade varied from 19% difference at Onaway to 36% at Mercer.

 ‘The racial/ethnic 4th grade math achievement gap stretched from 16% difference at Lomond to 42% difference at Fernway.’

 Other districts and schools are narrowing the gap.  We aren’t.   A Kumon reading out-sourcing pilot program can be available for evaluating in 9 months.  Each child is first tested to find his or her level of understanding.  Then each is started separately with individual attention at a level slightly below his or her competency so each can first experience success.  This creates momentum and enthusiasm in each child immediately.  The child begins to enjoy it and starts to accelerate up through his level of difficulty and onward. 

No extra teachers needed.  No loading extra hours on teachers.  No extra time needed for additional teacher training.  No union contract problems.  Just a bus two or three times a week to take them over to Mayfield Road Kumon Center.

You could start saving these kids next week.  While we talk and plan and dither, many little lives are losing the one chance they may ever have to avoid a lifetime of failure.  If their lives don’t move you, what about the later behavioral effects they have on the school and society.  Common sense tells you the cheapest and most effective fix is here and now.  What does your heart tell you?  You say I’m pushing this like it’s a major crisis facing the School Board to act on?  Well, it is a major crisis, not in your lives, but for those little kids in the second grade.  How many more years must you talk and dither, providing no direct leadership?  No evaluation and decision at the top.  Oh, look!  Another year’s gone by.  Oh, well. 

 I’m reminded of a time before any of you were born, and history now seldom speaks of it.  The Germans were over London every night, pulverizing it in preparation for invasion.  The man at the top in Britain, Churchill, signed every order emanating from that office with a footnote reading. ‘ACTION THIS DAY.’  When there’s a need, that’s what leaders do.  They point the way, and demand action.  Those kids would love ‘Action This Day.’  You run a school.  Teach ’em to read.

Will the leader of the Shaker Schools please identify himself, stand up and tell us what he’s going to do?

Sincerely,

Dan Hoffman

published in This Week in Shaker, Volume 7, Number 39                    November 16, 2009

School Board Election Results – reason for optimism

Precinct by precinct results below show an extremely strong showing for Mearns.  She defeated the incumbent school board president in 27 of 28 precincts and districtwide by a margin of 23 points.   This is reason for optimism – the voters of Shaker Heights are paying attention and overwhelmingly supported a candidate who promises to address the achievement gap. 

—————————————————————————————————————

PRECINCT	BLISS		FEELING		MEARNS		SUTHERLAND
CLEV 4-Q	184	38%	124	26%	277	58%	228	48%
CLEV 4-R	127	41%	93	30%	139	45%	118	38%
CLEV 4-S	130	41%	123	39%	134	42%	132	42%
CLEV 6-T	7	24%	8	28%	8	28%	11	38%
SHAKER  A	99	50%	81	41%	100	51%	84	42%
SHAKER  B	185	39%	158	33%	323	68%	250	52%
SHAKER  C	197	40%	155	32%	331	68%	319	65%
SHAKER  D	216	46%	174	37%	334	72%	276	59%
SHAKER  E	208	49%	151	36%	261	62%	255	61%
SHAKER  F	169	61%	133	48%	142	52%	123	45%
SHAKER  G	196	62%	157	49%	172	54%	121	38%
SHAKER  H	261	65%	220	55%	211	53%	163	41%
SHAKER  I	183	60%	140	46%	160	53%	148	49%
SHAKER  J	116	46%	100	40%	133	53%	110	44%
SHAKER  K	189	56%	178	53%	194	57%	157	46%
SHAKER  L	235	58%	203	50%	206	51%	198	49%
SHAKER  M	259	52%	229	46%	280	57%	281	57%
SHAKER  N	158	46%	148	43%	169	49%	198	57%
SHAKER  O	188	43%	167	38%	250	58%	248	57%
SHAKER  P	211	45%	186	40%	270	58%	263	57%
SHAKER  Q	158	36%	150	34%	336	76%	271	61%
SHAKER  R	127	35%	103	28%	256	71%	207	57%
SHAKER  S	176	38%	126	27%	341	73%	275	59%
SHAKER  T	168	36%	163	35%	355	76%	247	53%
SHAKER  U	199	41%	167	34%	312	64%	240	49%
SHAKER  V	150	34%	135	30%	285	64%	236	53%
SHAKER  W	244	43%	211	37%	369	65%	302	54%
SHAKER  X	168	36%	134	28%	290	61%	240	51%
ELECTION DAY	2677	44%	2249	37%	3621	60%	2938	49%
ABSENTEE	2231	46%	1868	38%	3017	62%	2763	56%
TOTAL	4908	45%	4117	38%	6638	61%	5701	52%

—————————————————————————————————————

     source: Cuyahoga County Board of Elections, does not include overseas or provisional ballots

National Merit Semifinalists

The trend continues – the good news is there were 17 National Merit Semifinalists at SHHS as there were last year.  The bad news is that of the 17 students, 16 were white and 1 was asian –  also the same racial representation as seen last year.  This is difficult to explain in a high school that is majority black and only 37% white according to the Ohio Department of Education.

17 Shaker Seniors Named National Merit Semifinalists

September 16, 2009 – Seventeen members of the Shaker Heights High School Class of 2010 have been named Semifinalists in the National Merit Scholarship program.This year’s National Merit Semifinalists from Shaker are Alison Boyd, Abigail Christman, Grace Crosby, Benjamin Davis, Rose Egelhoff, Samantha Goldfarb, Julie Gyurgyik, Maxwell Haber, Carol Hundert, Anirudh Jayanti, Rachel Leonard, Lawrence Neil, Callum Orr, Caelyn Rosch, Kathryn Rownd, David Stahl, and Harper Sutherland. These scholastically talented seniors are considered top candidates for admission to the most selective colleges. They also have the opportunity to continue in the competition for National Merit Scholarship awards that will be offered next spring, and will be candidates for other scholarships as well. Last year, Shaker had six National Merit Scholarship winners as well as one National Achievement Scholarship winner. Nationwide, 16,000 National Merit Semifinalists have been designated from approximately 1.5 million program entrants in more than 21,000 high schools nationwide. Representing less than 1 percent of each state’s high school seniors, Semifinalists are the state’s highest-scoring students on the 2008 Preliminary Scholastic Assessment Test (PSAT). The National Merit Scholarship Corporation (NMSC) is a not-for-profit organization established in 1955. Since the inception of the program, Shaker has consistently been among the top schools in Ohio in producing National Merit and National Achievement scholars. Historical chart…

Report Cards Released

The ODE released the most recent set of report cards for Ohio schools and school districts today.  A quick look at the data for Shaker shows that of the K-4 schools Fernway did not make AYP.   Woodbury did not but both the Middle School and the High School did this year.  Finally the district as a whole did not make AYP.

More details to come.

Report Cards and additional information are on the ODE website Report Card page.

Imagine Shaker: together we achieve

The Shaker Heights Board of Education has initiated a public engagement project to involve residents in planning the future of the schools.  Take a look at the link and consider signing up to participate.

Imagine Shaker

We can only hope that the newly imagined Shaker includes equity in education.

How to use data to improve your school

The Education Trust has made available a guide to help parents use school data to understand school performance and push for improvement in their schools.

 

Making Data Work: A Parent and Community Guide

Mission Statement: The Education Trust works for the high academic achievement of all students at all levels, pre-kindergarten through college, and forever closing the achievement gaps that separate low-income students and students of color from other youth. Our basic tenet is this — All children will learn at high levels when they are taught to high levels.

Now the challenge – sit down and go through the worksheets with data from Shaker schools.

Obama on Education as Civil Rights

President Obama at the NAACP Centennial – video here 

The African-American community will fall behind in the United States and the United States will fall behind in the world unless we do a far better job than we have been doing of educating our sons and daughters.   In the 21st century – when so many jobs will require a bachelor’s degree or more, when countries that out-educate us today will outcompete us tomorrow – a world-class education is a prerequisite for success. 

You know what I’m talking about. There’s a reason the story of the civil rights movement was written in our schools. There’s a reason Thurgood Marshall took up the cause of Linda Brown. There’s a reason the Little Rock Nine defied a governor and a mob. It’s because there is no stronger weapon against inequality and no better path to opportunity than an education that can unlock a child’s God-given potential. 

Yet, more than a half century after Brown v. Board of Education, the dream of a world-class education is still being deferred all across this country. African-American students are lagging behind white classmates in reading and math – an achievement gap that is growing in states that once led the way on civil rights. Over half of all African-American students are dropping out of school in some places. There are overcrowded classrooms, crumbling schools, and corridors of shame in America filled with poor children – black, brown, and white alike.

The state of our schools is not an African-American problem; it’s an American problem. And if Al Sharpton, Mike Bloomberg, and Newt Gingrich can agree that we need to solve it, then all of us can agree on that. All of us can agree that we need to offer every child in this country the best education the world has to offer from the cradle through a career.

Anniversary of Title VI – Every Child has the Right to an Education

In a statement issued to mark the 45th anniversary of the enactment of Title VI of the Civil Rights Act of 1964 US Secretary of Education, Arne Duncan reminds us that  ” Education is the civil rights issue of our generation. If we are to emerge from this global recession and ensure the future prosperity of our nation, every school must provide every child with a quality education that offers the path out of poverty and toward equal opportunity.”

From the statement –

 What work still needs to be accomplished?

Although college enrollment rates for African American and Hispanic students have increased since 1976, significant disparities exist between underrepresented minorities and their white and Asian peers in terms of college enrollment:

• In 2004, 60.3% of Asian/Pacific Islander 18- to 24-year-olds and 41.7% of white Americans were enrolled in college, compared to 31.8% of African Americans, 24.7% of Hispanics, and 24.4% of American Indian/Alaska Natives in the same age group.
• Similar disparities exist for college completion. In 2003-2004, African Americans represented 12% of the population, but earned only 9.4% of bachelor’s degrees and 5.9% of doctorate degrees. During the same school year, Hispanics represented 14% of the population, but earned only 6.8% of bachelor’s degrees and 3.4% of doctorate degrees.

Significant disparities also exist in elementary and secondary schools throughout the country:

• According to the U.S. Department of Education’s 2006 Civil Rights Data Collection (CRDC), African American students represented 13.4% of graduating seniors in U.S. public schools, and represented only 7.9% of students enrolled in Advanced Placement courses.
• According to the 2006 CRDC, African American students represented 17.13% of enrolled students, but comprised 35.67% of students receiving corporal punishment, 37.40% of students who received out of school suspensions, 37.86% of students who were expelled, and only 9.15% of students in Gifted and Talented programs.
• According to the 2006 CRDC, Hispanic students represented 20.41% of enrolled students but comprised only 13.72% of students receiving a high school diploma, 12.79% of students in Gifted and Talented programs, 11.53% of students enrolled in an AP Math course, and 12.04% of students enrolled in an AP Science course.

Achievement Gap Solutions For Parents

Very real-world down to earth statements of facts and advice for parents are offered on Achievement Gap Solutions for Parents  a  website put together by a parent in the Cleveland Heights-University Heights school district.  Carla, the mother of two children; ages 13 and 17 describes her motivation:  

My passion is to empower parents, by giving information, knowledge, tips and strategies on how to help your child achieve academic success and have fun doing it. . . . .not teaching you knowledge from a book, but knowledge from my own experience of working with schools, teachers, administrators, gifted coordinators, PTAs, Parent Councils, foreign exchange programs, etc.

The number one solution to the achievement gap?  Parent involvement.

Parent Involvement means overseeing and expecting academic achievement of your child; on all grade levels. Parent Involvement also means and probably more importantly learning how to advocate for your child.