NYC Gates-funded small schools enrolled fewer disadvantaged 9th graders than enrolled in large HS they replaced

Prepared by Jennifer L. Jennings, assistant professor of sociology at New York University, and Aaron M. Pallas, professor of sociology and education at Teachers College, Columbia University, in collaboration with Annenberg Institute research staff   

Over the last decade, the New York City public school system has sought to reform high school education by closing or downsizing large, failing high schools and opening new small high schools in their stead. This report explores whether these reforms altered the distribution of student characteristics across schools by comparing the demographic characteristics of students entering the new small high schools with those of students entering the large high schools that closed and with high schools across the New York City system.

The authors found little evidence of a fundamental redistribution throughout the system, but their data indicated that new small high schools located on the campuses of the large comprehensive schools they replaced enrolled much less disadvantaged ninth-graders than those who were previously enrolled in the now-closed large comprehensive schools. The authors recommend that the New York City Department of Education remain vigilant when opening and closing new schools, keeping in mind that the fortunes of one school can influence what happens to other schools. (October 2010)

I had conversations with Jennifer Jennings about this issue from the time I first met her in the early days of her research into small schools over 5 years ago. She told  me about a few of the schools - most cherry picked but one principal really tried to do it with the same kids -  his school had loads of issues because these kids just needed more resources. Now if he were given more teachers and more non-classroom resources, it would have been possible, but by no means a sure bet. But the ed deformers don't even want to go there, trying to make it seem it is only a matter of replicating successful models, quality teaching, etc.

Oh, how easy to be a higher quality teacher when there are kids with less needs - and that money spent the right way - let me say it again - money spent the right way - not on schemes like merit pay, or coaches, or ARIS and data and accountability - all the non-classroom accouterments that won't make a difference. See below for a prime example of waste: Hiring teacher effectiveness coaches who need no teaching experience.

Nothing surprising here. We know there are no magic bullets.

Pallas - Jennings report:

NYC Gates-funded small schools enrolled fewer disadvantaged 9th graders than enrolled in large HS they replaced. 

Findings appear to contradict DOE’s claims on this issue.

http://bit.ly/bt3eBn

News from the Annenberg Institute Do new small schools in New York City enroll more advantaged students than the city's other schools ? The New York City public school system has sought to reform high school education by closing or downsizing large, failing high schools and opening new small high schools. In a new report, NYU professor Jennifer Jennings and Teachers College professor Aaron Pallas explore whether these reforms altered the distribution of enrolling students’ characteristics across schools. > Read more and view the entire report

http://www.bridgestar.org/MyCareerCenter/PositionDetails.aspx?jobId=7679

 

Posting for NYC Department of Education
Position Details 

Position Title: TEACHER EFFECTIVENESS COACHES Function: Education/Training Position Type: Full-Time (Paid) Posted On: 10/5/2010 Job Description: DEPARTMENT OF EDUCATION

DIVISION OF TALENT, LABOR & INNOVATION
JOB POSTING

TEACHER EFFECTIVENESS COACHES

Position Summary:
The Department of Education’s (DOE) Division of Talent, Labor & Innovation is currently seeking multiple full-time Teacher Effectiveness Coaches to implement a talent management system focused on teacher effectiveness.  These positions offer the successful candidate the opportunity to assume a role in supporting school leaders in evaluating and developing effective teachers in New York City public schools.  The Teacher Effectiveness Coaches will be required to travel 4-5 days a week to New York City schools. 

Responsibilities:
These positions offer the successful candidate the opportunity to support school leaders in evaluating and developing effective teachers in New York City public schools.  Specific responsibilities include, but are not limited to, the following:

Communicating the Teacher Effectiveness Program
• Create materials, agendas, and talking points to help principals have conversations with teachers

Determining Individual Teacher Development Needs
• Provide written guidance to principals on using data to assess teacher effectiveness
• Create tools to help principals diagnose teacher needs and choose appropriate interventions

Tracking Progress of Developmental Support
• Track teacher development needs and the delivery of interventions to establish school and project level patterns

Supporting the Completion of Teacher Evaluations
• Work with principals to improve use of existing evaluation tool, provide logistical support to ensure principals follow the evaluation process
• Track the alignment of evaluation rating to teacher effectiveness, as determined by the principal
• Provide logistical support to ensure principals make timely and informed tenure decisions. Qualifications: Qualification Requirements:
Minimum:

• B.A.
• Minimum four (4) years experience in human resources, talent development, performance evaluation, professional development, operations, public or education administration or a field applicable to the position, with at least 18 months of management experience or
• A satisfactory equivalent of post baccalaureate education and experience
• All candidates must have 18+ months of managerial/supervisory experience

Real Reform on Front Page of NY Times - HUH?

Yes, kiddies, on the very front page of the NY Times we see some example of Real Reformers at work at the giant Brockton HS in Massachusettes. (4,100 Students Prove ‘Small Is Better’ Rule Wrong.)

It took real teachers without interference from administrators. Union teachers who followed the contract to a tee. And one of these teachers became the principal instead of the 30 day wonders who know nothing about education. And it has taken over a decade.

What makes Brockton High’s story surprising is that, with 4,100 students, it is an exception to what has become received wisdom in many educational circles — that small is almost always better.
That is why the Bill and Melinda Gates Foundation spent hundreds of millions of dollars in the last decade breaking down big schools into small academies (it has since switched strategies, focusing more on instruction).
The small-is-better orthodoxy remains powerful. A new movie, “Waiting for Superman,” for example, portrays five charter schools in New York, Los Angeles and elsewhere — most with only a few hundred students — as the way forward for American schooling.
Brockton, by contrast, is the largest public school in Massachusetts, and one of the largest in the nation.

Ooooh! Is that a smash mouth directed at Bill and Melinda?

At education conferences, Dr. Szachowicz — who became Brockton’s principal in 2004 — still gets approached by small-school advocates who tell her they are skeptical that a 4,100-student school could offer a decent education.

“I tell them we’re a big school that works,“ said Dr. Szachowicz, whose booming voice makes her seem taller than 5-foot-6 as she walks the hallways, greeting students, walkie-talkie in hand.

She and other teachers took action in part because academic catastrophe seemed to be looming, Dr. Szachowicz and several of her colleagues said in interviews here. Massachusetts had instituted a new high school exit exam in 1993, and passing it would be required to graduate a decade later. Unless the school’s culture improved, some 750 seniors would be denied a diploma each year, starting in 2003.

 Wow! Teacher driven. And the teacher who led it became the principal.

Fear held some teachers back — fear of wasting time on what could be just another faddish reform, fear of a heavier workload — and committee members tried to help them surmount it.
“Let me help you,” was a response committee members said they often offered to reluctant colleagues who argued that some requests were too difficult.

Brockton never fired large numbers of teachers, in contrast with current federal policy, which encourages failing schools to consider replacing at least half of all teachers to reinvigorate instruction.

You mean they didn't fire the entire staff? What would Obama/Duncan say?

Teachers unions have resisted turnaround efforts at many schools. But at Brockton, the union never became a serious adversary, in part because most committee members were unionized teachers, and the committee scrupulously honored the union contract.
An example: the contract set aside two hours per month for teacher meetings, previously used to discuss mundane school business. The committee began dedicating those to teacher training, and made sure they never lasted a minute beyond the time allotted.
“Dr. Szachowicz takes the contract seriously, and we’ve worked together within its parameters,” said Tim Sullivan, who was president of the local teachers union through much of the last decade. 

Union rules strictly followed. My goodness.

So why not try a radical idea? See what students think:

..the school retained all varsity sports, as well as its several bands and choruses, extensive drama program and scores of student clubs.

Many students consider the school’s size — as big as many small colleges — and its diverse student body (mostly minority), to be points in its favor, rather than problems.
“You meet a new person every day,” said Johanne Alexandre, a senior whose mother is Haitian. “Somebody with a new story, a new culture. I have Pakistani friends, Brazilians, Haitians, Asians, Cape Verdeans. There are Africans, Guatemalans.

“There’s a couple of Americans, too!” Tercia Mota, a senior born in Brazil, offered. “But there aren’t cliques. Take a look at the lunch table.”

“You can’t say, those are the jocks, those are the preppy cheerleaders, those are the geeks,” Ms. Mota said. “Everything is blended, everybody’s friends with everyone.”

 So, let's sum up: unionized teachers, contract followed, experienced teacher in same school becomes school leader, takes a decade, teachers not fired but won over, large school with a full range of activities and services you can't find in small schools. And the kids seem to love it.

Now, here's my caveat. The article talks only about the narrow judgement through the lens of test scores and data. There's probably more to this story. I do believe it is possible to have an impact even when money remains the same. Due to the unique relationship between the teachers and the admin - one of them ended up leading the school - I believe it is absolutely crucial that teachers have a major role - along with parents - in choosing the school leader. As a matter of fact, though it is ignored in the article, it just may be the missing ingredient.

So, okay Bill Gates, let's funnel some of that cash for a true reform that would work- teachers and parents elect the principal.