All the adults in the Rochester school district must feel as
if a black cloud is hanging over them – and that it keeps getting darker.
The latest graduation rate, released earlier this month, was
only 45.5 percent, the lowest among the state’s largest cities.
The contentious relationship between the school board and
Superintendent Bolgen Vargas ended with Vargas leaving
his position at the end of December, six months before his contract ended. But
under his agreement with the board, he’s staying on as a consultant, with pay,
until June.
Earlier this month Daniel Lowengard,
hired to be interim superintendent while the board looks for a new chief,
suffered a stroke – four days into the job. He won’t be returning.
It would be good to feel that once we get past this, things
will settle down. And they will, of course. But I’m finding it increasingly
hard to be optimistic about the district’s future. The challenges are simply
too great.
To repeat the obvious, the district’s biggest challenge is
one it didn’t create and cannot solve: concentrated poverty. It is not a
coincidence that the New York school district with the worst performance –
Rochester – is also the one with the highest poverty rate.
This community, helped by the State of New York, is
investing a lot of time and a bit of money crafting a plan to deal with that
poverty. But as the leaders of the Anti-Poverty Initiative themselves have
said, that won’t happen overnight. Meantime, every year hundreds of new
children start school in Rochester, and hundreds more graduate or drop out
without the education they’ll need to prosper.
The poverty itself gives the district a mind-numbing
challenge. Meanwhile, the school board must interview applicants and hire a new
superintendent, approve a budget, and support a replacement interim
superintendent who has deep experience in education but none of it in Rochester
and who was brought here to be chief of staff under Lowengard,
not to be in charge.
An additional challenge: the district is losing students.
Some families have moved to the suburbs, and often the reason was their lack of
faith in city schools. Other children have left to enroll in one of 13 charter
schools (and more charters are planned). Another 713 students are attending
suburban schools in the Urban-Suburban program, which expanded to 13 districts
this past year.
While creaming off the city’s brightest, most motivated
students isn’t the intent of charter schools and
Urban-Suburban, that’s an unavoidable result. Motivated families are the ones
most likely to seek out alternative choices for their children. And the city is
left with the responsibility of educating the children with the biggest
challenges.
Not all of the district’s developments are negative. Many
children are doing well. In addition, we have an opportunity to get some
important information, despite the current challenges – and in some cases, as a
result of them.
A big positive and a big learning opportunity is the district’s
partnership with the University of Rochester, which is managing East High
School. If East’s students do better under the UR’s administration, we should
be able to determine what makes the difference. University officials have said
that the lessons from East will be important not just for Rochester but also
for urban districts around the country, and they’re right. Rochester isn’t
alone in this crisis.
We should also make
sure we’re analyzing the results of Urban-Suburban and charter schools. If students
there do better than the students in the city’s traditional public schools, we
should find out why, and we should act on what we learn.
There are opportunities, then, despite the bad news, but the
district and the entire community must take advantage of them. It’s impossible
to overstate the importance of the district and its schools to the future of
Rochester’s children, and to the future of the city.
This article appears in Jan 27 – Feb 2, 2016.
Smaller class size, for ONE.
Holding students accountable for bad behavior, NO BULLYING.
All staff must adhere to the SAME rules/regulations. No favoritism, nepotism, RACISM or cronyism.
I’d send my children to a Charter well before I’d put up with all the foolishness in the Diss Trick.
Let’s also keep in mind that the UR has the leeway to exclude students it prefers not to teach. East will become another de facto charter school. I don’t know what we do with the kids who are left out of the private/suburban/charter school track. Today I’m just grateful we aren’t making them drink leaded water, like Flint, Michigan.
Well, Kathryn, why don’t those kids get up to speed? It is not up to the school. It is up to the individual to decide whether they want to be an asset or a liability in the few short years that we get?
I really don’t know what will happen with the school district, but am glad my twins are graduating from two great city schools (SOTA and WOIS) this year. I believe parent involvement is critical to their kids education.
Lessons “learned” from East are not realistic for other schools. East removed 500 of the most undesirable students and transferred them over at Edison creating a chaotic situation at Edison! This practice should not be repeated anywhere!
The “intent” of Urban-Suburban is to cream off the City’s brightest and most motivated students. Its built into the entire process and continues to occur! There is no other realistic explanation! After all, isn’t this the same process that took place with regards to the East program?
In terms of Urban-Suburban, it is obvious why students from Urban backgrounds do better. They are hand chosen! Back to your comment about “creaming off the city’s brightest.” You answered your own question!
It’s going to take more than a few program changes , lessons from East and a new superintendent to address the numerous challenges facing the RCSD!
“The contentious relationship between the school board and Superintendent Bolgen Vargas ended with Vargas leaving his position at the end of December, six months before his contract ended. But under his agreement with the board, he’s staying on as a consultant, with pay, until June.”
Let me suggest that the RCSD open its doors to more outside ideas, ASAP. I myself, have tried and tried to write letters to RSCD for the past 20 years without result.
“Minds are like parachutes. They only function when open.” Let’s open the school doors to outside ideas, right now.
http://www.SavingSchools.org
If concentration of poverty is what we’re trying to solve for, clearly efforts by the Anti-Poverty Taskforce to remove barriers are welcome and needed. The other half of this equation is retaining middle class families who make other plans when their children get to be school age.
My wife and I are middle class parents who chose to stay in the city but frankly, I’ve lost track of the number of neighbors who have left for the suburbs for no other reason besides schools. As much as we’ve had a great experience in city schools with our three kids, it’s also not realistic to blame parents for wanting better options and opportunities for their children.
Graduation results that are stuck in neutral, a complicated school choice process and instability at the top of the district does nothing to inspire confidence in the families we need to move the needle in the right direction. Among other things, we need a series of changes that make it easier for parents to picture staying here as a reasonable choice.
I would like to make an adjustment to my comments above. The number of students moved from East to Edison was near 50, not 500. I hope that this measure has a positive impact on outcomes for both schools!
The district must seriously consider innovative approaches to reaching our most difficult to educate students while continuing to challenge and enrich the experiences of our most eager to learn!
Not all of our students are performing poorly. We need to get more students performing well and increase successful outcomes, such as graduation rate, college enrollment, and transition into meaningful employment opportunities.
This is not an easy task, but with the right leadership and support from parents & community I truly believe that we can accomplish our mission!
Johnny, some kids can’t keep up. Were you an A student in all of your subjects?
Sonia, my 38 -year-old daughter is a successful graduate of city schools, including SOTA. However, some kids are born into families who don’t or can’t care about school success. Some kids are born into rented homes with lead poisoning issues. Some kids just don’t have sufficient IQ points. What happens to them??
Bring back neighborhood schools.
Hopefully one of the first lessons learned from the UofR/East partnership is to NOT practice favoritism when hiring (err… re-hiring) school leaders with questionable character.
No, Katheryn, I almost never got and A. Is that what it’s all about though? Just getting an “A”?
I think it’s more about the striving. One problem is the schools are just making those in the lower percentiles comfortable where they are, and giving them an excuse for not scoring “A’s”. Many kids just aren’t cut out for school. I never was, but it never stopped me from learning MY essentials for making it in this world. Just because the student isn’t a book learner, it doesn’t mean they can’t learn. They should be funneled towards a trade or art or whatever engages them. It’s funny, because if you are in a trade, for instance you start to realize that you need math skills. Now, you will excel in math because it makes sense to you.
Johnny, sometimes people CAN’T learn.
“One problem is the schools are just making those in the lower percentiles comfortable where they are, and giving them an excuse for not scoring “A’s” Seriously? I have kids going through school and not have never seen anything of the sort – I have seen quite the opposite. I’m in classrooms all the time and have never seen anything of the sort but rather quite the opposite. Peruse a literature review – nothing of the sort – but, you guessed it, quite the opposite. Citations?
“Johnny, sometimes people CAN’T learn. “
OK, I buy that Katheryn. I know there are some that will never make it. But what is the percentage? I would think that over 10% would be troubling.
WE NEED A MOVEMENT!!!
As a STARTING POINT, in my humble, but staunch and informed view, we need to get focused (with laser-like precision) on the foundational academic/intellectual development of our children — by doing everything that we possibly can to make certain that they master literacy skills and knowledge — that is, reading, writing, math skills and knowledge at or above grade level (right from the very beginning), which is one of the most important reasons why we must address / change the standardized testing process, i.e., because it is driving everything that happens at the classroom level, and deprives teachers and support staff of the necessary time and energy to concentrate on developing foundational skills and knowledge. Instead, largely because of state and federal mandates, rules, regulations and policies — teachers find themselves (more and more) teaching narrowly to tests. There is no mystery surrounding the reason why so many of our children don’t do well on tests. It’s because they don’t have adequate reading, writing, and math skills, which again represents the very foundation of all knowledge, and which is necessary for them to be able to master higher-order knowledge and skills — such as critical and analytical reading, writing and thinking. So, I’m saying, if we lay the foundation properly, then we won’t have to worry so much about tests. If the proper foundation has been laid, then the testing issue will take care of itself (as long as that which is being tested, is fundamentally the same as that which is being taught). So there are two issues wrapped up together: 1) the need for more local control (as opposed to far too many dictates from the state and federal governments, and 2) the need to free teachers and support staff up — so that they will have the time and energy to focus, again, with laser-like precision, on laying the academic foundation upon which all knowledge and skills-development is built. This issue is even more important when we consider that huge numbers of our children enter the system lagging far behind their middle class peers — right from the very beginning.
The latter referenced issue is clearly among the most important of all issues we face, and is connected to another issue, i.e., the issue of widespread, concentrated poverty. Please don’t misunderstand me regarding this critically important issue. I do not subscribe (under any circumstances) to any theory or idea about children not being able to learn because they live in poverty. If this was the case, many whom I’ve known (as children of migrant farm workers) would be among the most uneducated people on earth. On the other hand, for us to stick our heads in the sand (as an ostrich would do), and pretend that issues and conditions, which often accompany, i.e., come along with abject poverty — does not impact our ability to educate well — is frankly ludicrous, but the main point is that we need to do all we can to make sure we have the necessary, equitable, resources to provide whatever our children need in order to develop to their full potentials, which is currently not the case, and to be honest, in order to secure such necessary resources probably will require a struggle and a fight (politically speaking). We know that often those who need less — actually get more — because they are well organized and very effective advocates for their children (often exclusively). The other side of this coin is, we must make sure the vast amount of resources that we do receive ($800 million dollars) are being utilized efficiently and effectively, which obviously is not the case currently, and which raises another critical issue that we need to focus on, i.e., rooting out massive waste, and possibly fiscal mismanagement, malfeasance and corruption, which is currently occurring in the Rochester City School District.
Two other critically important issues, which we must deal with are 1) the need to address individual and institutionalized / systemic racism and the establishment of cultural equity relative to curricula, hiring and retention practices, as well as other ways, including revisiting a number of existing policies and practices. I realize this is a sensitive issue, but it is one that we cannot shy away from. It needs to be addressed; 2) it is amply clear that traditional educational approaches and systems will not work for many of our students, especially many of those who have been shuffled through the system via the criminal practice of social (age) promotion. Therefore, we must get serious about developing authentic, alternative models of education.
Also, I would like to be clear about the fact that I do not view myself as, and I am not presenting myself as some sort of superman. On the contrary, in my humble, but staunch view, probably not much of this will get done unless and until we build a deadly serious, ongoing, movement of parents, grandparents, guardians, students, extraordinarily committed educators, politicians, including and especially Board members, and anyone else who is really serious about widespread, fundamental change and improvement — working cooperatively, collaboratively and constantly around concrete, well defined, measurable goals strategies and tactics, which is in essence, what a movement is. Of course, any credible movement must necessarily center around concrete issues and conditions that are negatively impacting our children and families. Those include, but are not limited to the following:
1. Establishing relevant, broad-based, parent, student and community engagement at every level of the system, and throughout the community (movement)
2. Addressing/ending systemic, social promotion
3. Development/Implementation of effective, authentic, alternative educational models
4. Systemic change regarding standardization (in order to produce a new reality, in which the overall, initial focus is on properly and adequately laying the academic foundation, upon which all else is built)
5. Addressing/reducing individual and systemic, institutionalized/structural racism, and establishing cultural equity — relative to curricula, and hiring/retention practices
6. Working for relief from federal and state mandates (increased autonomy, and local/community control)
7. Reducing/mitigating the impact and effects of concentrated, widespread poverty (equitable resource acquisition, distribution, and efficiency, which includes rooting out massive waste, and possibly fiscal mismanagement, malfeasance and corruption)
There is absolutely no doubt in my mind that the seven (7) areas above represent an objectively correct, and clear direction regarding movement-building. Real and serious efforts to help improve educational conditions for all children in the Rochester City School District — must focus around issues such as those outlined above.
The Struggle Continues…
Howard
Prof. Eagle, You say we need a movement. Great, but where do we start? And how do we get people to listen to one another and to work together?
I got tried of attending meetings, after, meeting, year after year, where people do not listen to one another and they do not work together.
If you think you have a great idea, who do you think will work with you?
I myself, continue to push motivational ideas, with simple ideas and devices, like the EASY button. What about you? Would you be willing to try to use an EASY button? If, not, why not? THANKS
http://www.SavingSchools.org
Yes, Johnny, it IS troubling. And as charter and private schools continue to siphon off some kids, the ones with learning disabilities of all kinds are ghettoized in public schools.
Dear Prof. Howard Eagle and others, If we are going to organize we need some FOCUS. Just organizing to protest, in general, may not go anywhere.
Here is a new TED talk about a kids campaign to outlaw plastic bag polution on the Island of Bali. Perhaps it can inspire us:
http://www.ted.com/talks/melati_and_isabel…
Dear Dr. Pearle,
All I know to tell you is that I am unequivocally convinced that if we are really serious about producing widespread, fundamental change and improvement within the RCSD, we must build a deadly-serious Movement (parents, grandparents, guardians, students, extraordinarily committed educators, politicians, including and especially Board members, and anyone else who is really serious about widespread, fundamental change and improvement — working cooperatively, collaboratively and constantly around concrete, well defined, measurable goals strategies and tactics, which is in essence, what a movement is).
Of course, any credible movement must necessarily center around concrete issues and conditions that are negatively impacting our children and families. Those include, but are not limited to the following:
1. Establishing relevant, broad-based, parent, student and community engagement at every level of the system, and throughout the community (movement)
2. Addressing/ending systemic, social promotion
3. Development/Implementation of effective, authentic, alternative educational models
4. Systemic change regarding standardization (in order to produce a new reality, in which the overall, initial focus is on properly and adequately laying the academic foundation, upon which all else is built)
5. Addressing/reducing individual and systemic, institutionalized/structural racism, and establishing cultural equity — relative to curricula, and hiring/retention practices
6. Working for relief from federal and state mandates (increased autonomy, and local/community control)
7. Reducing/mitigating the impact and effects of concentrated, widespread poverty (equitable resource acquisition, distribution, and efficiency, which includes rooting out massive waste, and possibly fiscal mismanagement, malfeasance and corruption)
There is absolutely no doubt in my mind that the seven (7) areas above represent an objectively correct, and clear direction regarding movement-building. Real and serious efforts to help improve educational conditions for all children in the Rochester City School District — must focus around issues such as those outlined above.
I think we have to work with whoever is willing.There are a number of initiatives currently underway that claim they want to address these types of issues.
Upcoming meetings this week are as follows:
– Feb. 2, 2016 – 5:30 PM @ Center For Youth Services (The Task Force on School Climate’s Student, Family, Community Partnership Work Group)
– Feb 3, 2016 – 6:30 PM @ the Mennonite Hall on Hillside Ave, (The Task Force on School Climate’s Professional Development & Engaging Learning Work Group)
-Feb 4, 2016- 6:30 PM @ Community of the Savior Church, located at 4 East Henrietta Road, in “College Town,” next door to McDonald’s drive-thru on Mt. Hope Avenue. If you exit McDonald’s onto Fort Hill Terrace (the exit by the drive-thru), you can drive straight across into the church’s parking lot. You can also turn onto Fort Hill from South Avenue and reach the parking lot that way. There is no entrance for cars into the church parking lot from Henrietta Road (The Take It Down Planning Committee)
I really don’t know what else to tell you Dr. Pearle,
The Struggle Continues…
Howard
How about THIS—?
We shut off the negative talk
We stop blaming others for our own place in life
We get up in the morning and go to school (20% don’t)
We stop expecting that it’s others responsibility to support us
We go to school with a positive attitude and expectation
I have written and written and attended meetings and have assembled an educational enhancement that will level the playing field. 4 years of trying and countless hours and personal funds. Think anyone will listen? Nah,…..the “experts” all know better yet consistently fail our urban kids. That’s a shame because they have just as much potential as the suburban kids. They are not, repeat, not playing on a level playing field. This is not rocket science!
The poverty initiative is another failure. It is interesting to note that all of the individuals that serve on this poverty initiative effort have ONE thing in common. A common denominator that consists of EDUCATION. All of them, each and every one has at the very least a bachelors degree hanging on their office wall. Yet considering the obvious they don’t get it. The IBM report is 64 pages in length and the word education was mentioned maybe twice. Education is the foundation of gaining a career/profession. Why do they keep that a secret from the masses? 64 pages of “gabuldiguk”. We are going to solve this poverty thing once and for all, ….right.
We need to provide an educational enhancement program that creates this level playing field. One that will keep kids in school, butts in seat with interesting programs that parallel the academics that are currently boring them to drop out. I’m willing to share that with anyone. Just ask.
That’s what will eliminate the poverty, education. It won’t do it overnight, it may take a generation. We do, however, need to treat it as a crisis issue, for we are squandering potential on a daily basis.
Dear Prof. Howard Eagle, thanks for the information and the meeting dates.
What is the Center for Youth meeting about? I might be interested in attending.
Let me again, suggest BREVITY. Can you give us some shorter versions of your messages? For example: I am working on some advice for Hillary Clinton. It boils down to one letter, “W”. Yes, that’s right one letter.
I am suggesting that she make the sign of a “W” with both hands. That’s right. I suggest that she make “V” signs with both hands and bring them together. The “W” of course stands for WOMAN. She can become the first woman president. Just an idea to think about…
“LESS is MORE” (Robert Browning, 1855)
THANKS Harry
http://www.SavingSchools.org
If you are illiterate, you probably do not value education and are more concerned with feeding yourself and your family. Yet, literacy, in my opinion, will instill a desire for education, which in turn, will teach people how to pull themselves out of poverty, despite those who are afflicted with racism.
There should be a push in our community for all to become literate, to instill a motivation for all to be educated, and to encourage all to be responsible for their own destiny.
Keep the 3 R’s and offer programs that will train anyone, who chooses to learn a trade or skill outside of preliminary college degree courses.
COLLEGE IS NOT FOR EVERYONE, nor does the community need everyone in college!
There is tremendous dignity in all work and service; but you need to be literate to get it.
I could live with a woman president, Harry. In fact there are about 160 million who meet this one qualification. Let’s just make sure we elect the best one.