The Sam’s Club of Schooling: IPS’s Innovation Network

Affording charter schools the opportunity to “buy in bulk” comes at a cost to IPS.

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This month’s IPS agenda is rife with Innovation Network agreements, which are partnerships between IPS and charter school operators.  There is one presentation scheduled for a proposed partnership with Herron High School (both downtown and Riverside locations).  The other three slated Innovation Network schools have the documents already drawn up: Avondale Meadows Middle School, Elder Diggs Elementary #42, and Thomas Gregg Elementary #15.

The details of each arrangement vary from school to school.  A partnership with Herron High School came as a surprise to many. A short announcement of the intended partnership was buried in the Herron High School newsletter – with no public announcement or any solicitation of feedback from Herron families.  Community members are left wondering what’s in it for each party.  IPS will benefit by being able to count Herron High School students in their enrollment numbers and are surely seeking a boost from counting Herron student’s test scores and graduation rates as part of their own.  It appears that Herron may benefit from receiving IPS’s higher per-pupil student expenditure amount.  This is an atypical partnership because typically IPS owns the building of the Innovation Network school, but this is not the case with Herron.

Similarly, Avondale Meadows Middle School owns their property, and thus their partnership will reap similar benefits to Herron’s.  Avondale Meadows and Herron have been freestanding charter schools before pursuing a partnership with IPS.  The difference is that they now will receive more funding (at the higher IPS student rate).

In the case of schools #42 and #15, these are historically traditional IPS schools that are being converted to an Innovation Network school status.  In plain language, this means that IPS is contracting with a charter school operator company to run the school.

IPS Innovation Network partnerships are becoming the Sam’s Club of the charter school world. Small, independent charter schools operation costs are much higher than a large district like IPS.  If a prospective charter school seeks membership in the IPS Sam’s Club, they either receive services like transportation, food service, special education and ELL teachers for free, OR their membership gets them the power of buying in bulk.

Rather than “innovate” with IPS, why don’t these charter schools use their authorizers (the Mayor’s Office or the Indiana Charter School Board) as a lever for buying in bulk with other similar schools?

If IPS continues ‘innovation’ at this pace, it will become a shell corporation, an umbrella simply offering some shelter and benefits to a slew of smaller charter school operators.

IPS truly needs to reinvent itself.  Not by giving away precious resources to charter operators, but by investing in their teachers, giving true autonomy to educators with ideas, and revamping their ideas about curriculum.  Sadly, instead IPS is innovating itself out of the business of providing a free, appropriate public education for all students.

 

The purpose of education: the three E’s

 

I have heard it said that the purpose of education in IPS should ultimately result in one of the three E’s:

Enrollment

Enlistment

Employment

I want to offer three alternative E’s for your consideration:

Emancipation

Enlightenment

Empowerment

Let us consider the differences between education in different settings.  The elite private schools of Indianapolis certainly don’t offer up “enrollment, enlistment, and employment” as the purposes for the education that they are offering their students.  In fact, one website I visited  included three C’s in their vision: curiosity, compassion, and courage.  It is just me, or are there radically different connotations to each of those lists of words?  Yep.  Enrollment, enlistment, and employment should not be the end game here.  Being enrolled, enlisted, or employed should be natural byproducts of an education that honors and inspires the whole child…a child who is:

EMANCIPATED:  has realized that his current socioeconomic status and/or identity is not predictive of or limiting his future possibilities.

ENLIGHTENED: has been exposed to a wide variety of curricula, activities, and interests, can apply that information to her current circumstance, and is inspired to pursue further learning on topics of her choosing.

EMPOWERED: has realized that his locus of control lies within himself, takes his resources into account and knows when to use them, demonstrates responsibility and self-determination.

Allow me to offer a couple of scenarios for your consideration:

School A students wait outside or on the bus until the bell rings.  Once allowed inside, they walk with bubbles in their mouths and their arms crossed in hallway hugs on the right side of the hallway, using the red tape line as a guide, with absolutely no talking.  They arrive at their classroom, and are greeted by an under-appreciated, underpaid and overworked teacher, who (in some cases) loves them anyway, and are doing the absolute best they can despite the current conditions.  School A student sits at their desk, quietly doing bell work.  Their day consists of a math block, a reading block (typically with basal readers and pre-made worksheets), and Science or Social Studies if it’s in a grade where it’s tested on ISTEP, and when there is time in the day for it.  The Indiana Academic Standards are posted on the wall so we always know which ones we are currently working on, and because there will be a test soon.  There is always an upcoming test; quizzes, benchmarks, I-READS, I-STEPS.  Student A gets gym twice a week, Music twice a week, and Art on a cart or library once a week.  She gets the same lunch as everyone else, whether kindergarten or high school athlete.  She sits down at the long cafeteria table, next to the kid in line according to alphabetical order.  Sometimes she has to sit in silence with the lights out at lunch, while a stressed out adult yells at them through a microphone to be quiet.  If she talks, she get after school detention.

A student from school B arrives at school early to go and speak with his favorite teacher before class starts.  There are no bells, but student B knows when it’s time to head to homeroom because he can hear the happy chatter of students in the halls.  Teachers throughout the halls are standing at their doors, smiling, and greeting students.  Student B enters the classroom and gets ready for his discussion in circle time.  He knows he will have to plan his day of learning, and his teacher guides him in planning to make choices throughout the day, such as where to sit, how to see the best in his (sometimes annoying) classmates, which books to read, which topics to write about, which centers to visit during math workshop.  When his friend helps him to discover grouping pumpkin seeds by ten to count rather than counting by ones, his teacher notes his success and celebrates by asking the class to stop and watch his demonstration.  At lunch, he sits outside in the spring air with a chosen group of friends but plans to visit the library during lunch tomorrow. In the afternoon, he has a disagreement with a peer that wouldn’t leave him alone.  He had to set aside time to attend a peace mediation session with his teacher, and everything is back to normal now – which is great, because the best part of his day is going to the Environmental Club after school.

As you think about the differences in the vignettes from school A vs. school B, please consider the following:
  • What organizational differences in these two settings are creating such a vast gap in the learning experiences of students?  What is the “work” culture of these two districts?  What policies are in place to set these conditions?  What role might standardized testing play?  How might the concept of accountability be experienced differently in school A vs. school B?
  • What do you think the adults in school A are doing differently than the adults in school B?
  • Trick question: which school has the highest paid outside consultants? (Hint: it’s not the one you might think.)
  • Which school offers more individual freedom?  What are the consequences of allowing students to make authentic choices, both negative and positive? (dare I say it, student AUTONOMY?)
  • How might the opportunity to make decisions in school affect a student’s learning…after all, isn’t LIFE about the ability for people to make sound decisions for themselves?
  • Over 12 years of schooling, what cumulative effects can we expect on human lives?  In other words, which set of three E’s is school A preparing students for?  School B?
  • Which school is designed to produce leaders and innovators?  Which school is designed to produce worker bees?  Does either school encourage the questioning of authority, or the status quo? Is this by design?
  • Does student A DESERVE different treatment than student B, based on an ability to pay for a private school education?  To what extent (if any) can a public school offer a private school education (or a semblance of it)?
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For the first time ever, I am allowing comments on this blog thread.  Responses are moderated, and idiocy of any kind is not tolerated.  Let’s discuss the questions above, and the general idea of the PURPOSE of education, public, charter, and private.  If your comments do not get posted, it’s because you did not give input to the questions.  Or you were inappropriate. Don’t take it personal…
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Do you want to share the story of what is going on in your Indianapolis school?  I am inviting teachers, school staff and students to write about their experiences, good and bad, to be shared anonymously (or not, you choose) on my blog.  Please email submissions to: gayle_cosby@yahoo.com
These thoughts are my own and do not reflect IPS or any other entity.  I assume no responsibility for the comments of others on this blog or in any other format.

 

thanks

There was a letter of support posted on the Indy Star website today:

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I’m honored and proud to be a commissioner for Indianapolis Public Schools. To me, that title carries the weight and responsibility of representing an entire community. I received over 12,000 votes in 2012. Those constituents combined with the roughly 28,000 students in IPS schools gives me ~40,000 reasons to continue advocating for a free, public, high quality education. Without a doubt, there are many changes that could improve IPS…and we have countless talented, dedicated staff that can help us realize those changes. Freedom to innovate at all levels is important and can be achieved from within the IPS district, it does not require contracting with outside organizations in order to run our schools. It is a fallacy to propose that innovation requires anything other than the will and desire to make it happen. I call on all parents and community members to continue advocating for positive reforms that originate from the local educators within our district – rather than to continue to spend money in contracting with outside organizations who may or may not understand our communities and what our children need. Every dollar going to an outside contract is a dollar not spent in a classroom. Thanks for the community support, especially to the author, Nanci Lacy, for her letter to the IndyStar.

112

 

“Better to light a candle than to curse the darkness.”  Just a thought…maybe, if there are lots of people who feel this way, and we all bring our candles together…we can see our way out of this mess! #weareamosbrown

My thoughts are my own.  email me at: gayle_cosby@yahoo.com

 

 

 

 

STAND for something, fall for anything??

I came across this little gem in the Indy Star:
STANDletter
I suppose that I am the one cautious board member that is named in this letter.  So, allow me to address your concerns.  For the record, as a former IPS teacher, I have seen firsthand the “failure” that you speak of, and share some of your frustration. I am also currently an IPS parent. My child attends a school which will likely be rated a D or an F this year (if you care about that sort of thing, given the current state of standardized testing/ISTEP).  However, the devil of “innovation” is in the details. The dissent that I offer on the board in regard to innovation schools is because: I believe in equitable access to a free public education, and I do not believe that parceling out our public school system to become a loosely associated chain of charter organizations that have contracts with IPS is in the best interests of children.  Do you realize that when Phalen Academy was given a contract to run school 103, they got upwards of $3 million dollars to do so?  That money has to come from somewhere…and as we create more and more of these “innovation partnerships”, we are siphoning valuable and extremely limited resources from the very D and F schools that you speak of. 
Don’t get me wrong, it’s not only about the money – understand that these partnerships are with corporations (non-profit or otherwise) – so when you have a concern, you do not have an elected official (such as myself) to represent the people.  You will be taking your chances with a privately appointed board who is tasked with running the day to day operations of the school.  Good luck signing up to delegate there.
Reason #456 on my list is because: people will undoubtedly lose their jobs. As private organizations take over, they do have the right to hire their own teachers.  Frequently at lower pay.  There will be layoffs of teachers.  These organizations also have the right to contract out any services they desire – including janitorial (bye bye, IPS custodians), food services, bus drivers – you name it, it will no longer be a secure source of employment for our community members with stable pay and benefits.  It will be McBusDrivers Incorporated sending folks from out of town that don’t know how to navigate Indianapolis that will be driving your kids around for minimum wage and no health insurance.
Reason #992: Have you checked the performance of most Indianapolis charter schools lately?  They fare no better than IPS.
Don’t believe the hype – innovation is possible without privatizing our public school system.  Look at Project Restore, which is a model in place at schools 99, 88, and 93.  It is a homegrown IPS concept that has been very successful – and it doesn’t need a contract, millions being given to an outside organization/board of directors in order to make it happen.  Those schools are given the latitude needed to increase student achievement, and it works.  Let’s think critically about how to really improve our school system without fragmenting and reducing it to a binder full of  $$ contracts.  I applaud your advocacy for your children, but you need to ask some hard questions.  What is the real agenda of Stand for Children?  Why have they thrown hundreds of thousands of dollars into getting IPS board members elected, including myself?  Why aren’t they putting that money toward helping IPS develop more innovative homegrown programs like Project Restore, and making them available to other schools, MINUS the middlemen with their hands out?? Are you getting the whole story?
My thoughts are, obviously, my own.
Email me if you’d like: gayle_cosby@yahoo.com

Titan up… No. Really.

Tech student speaks before board and gets chastised by principal and administrator.

Yesterday evening I missed a thoughtful delegation from a Tech high school senior.  I always have mixed emotions when a student comes before the board.  My heart swells with pride for their courage, yet sadness usually multiplies with each word they speak.  Why?  Because I know why they’ve come.  They come when their school is being closed, or when they feel disenfranchised by the very institution that is supposed to enrich their lives.  I also worry whenever a student says something that might be cause for retribution. Since this delegation is now public record, I feel compelled to share it with you:

Hello my name is Chris. I am a Student at Arsenal
Technical High school. I am here before you to express my Frustration with the changes that came to Arsenal Technical High School this year.
The first thing I would like to bring up is the new administration. This
by itself has caused many conflicts between the students and teachers
because of the lack of effort and discipline in and on the school’s campus.
From the start of school on August 3, 2015 to today I have only seen the new administrative principal three times. This is a cause for concern because I distinctly remember the new principal said that we would be seeing more of the new administration on campus to:
1. Try and establish relations with the student body.
2. Also to grow more acquainted with the campus.
The second is the new disciplinary guidelines that were implemented in the k-12 system for IPS applied to Arsenal Technical High School does not seem to be effective. The students are taking advantage of it. There have been more fights at Arsenal Technical High School this year alone than in the three years I’ve been at this school. That being said the classroom is no better. Teachers spend more time redirecting kids than teaching. This has lead teachers to become almost unresponsive to what any student really needs in their education.
The Third thing is that some decisions have been made around the
school that have made a lot of students not even want to attend Arsenal Technical High School. These changes consist of pushing back the time students get off the bus. Approximately 2,000 students accumulate into the cafeteria which only leaves the students ten minutes to get food, eat, and then go to first period. It also creates a situation for a fire hazard. Also having teachers patrol the halls on their prep. I say this because in the past teachers used this time to allow students to make up tests, turn in work, and get extra help for the grades that we need. I myself can’t stress enough how much we need these grades.
Another thing is that the new principal made the decision to close the
library to the students. Making this decision has puzzled many people for this reason: It is the one place where kid actually go for studying, lunch, and to check out books. The library is the most calm environment on campus, but now that it’s closed the student that use this resource are now deprived of it usefulness. Its also the one place where student know they won’t get hit by a flying milk.
This last statement might be the most concerning of all. At the end of
the day during the 11th period, the administration has all of the buildings on campus locked up. This means that any student that was requested to either see a counselor or any other adult figure on campus can’t go back to class.
So inevitably it causes those students to then be on campus where they are most vulnerable. I only say this because the only cameras that are recording the campus are unreliable, and are a false sense of security. For not just the students, but also the staff that you yourselves employ.
I would like the board to think about what I had to say and hopefully make changes needed for the success of all at Arsenal Technical High School. I wish to see the teachers and students leave this school at the best it could be for they have made my experience at Arsenal Technical High school most successful and exciting.

Dear Chris,

First of all, thank you for your comments to the board. I admire your courage.  I believe that you are setting an excellent example for your fellow students. Maybe if the entire district was filled with students a little more like you, who made their voices heard, IPS would be a better place.  You see, a lot of adults who run things around IPS think that adults know best, and they go around talking about how to give those adults more autonomy to do what they think is best.  I happen to know that if you believe in your students, and you give them autonomy, they end up doing some freaking amazing things…like actually regulating themselves in very responsible ways.  I’ve been in a high school where there were no bells, and where students were allowed to get up and leave class if they needed to visit a counselor or administrator.  Guess what?  Contrary to what many adults might believe, those students did not abuse their privileges.  They changed classes when it was time and excused themselves from class as necessary to go visit adults that they needed to see.  I think this is an example that could be applied to your ability to go and eat breakfast, and to go visit the library.  Some isolated incidents that might have prompted these changes should not be applied to the ENTIRE STUDENT BODY.  I am a Tech alum, and I happen to know that library has been open to students for decades.  The actions of a few should not have such an impact, especially in an academic environment where we should be promoting literacy and appropriate technology usage to students who may not have access outside of school.

Secondly, Chris – the manner in which you were called into the office to discuss your delegation to the board is really inappropriate.  I am appalled at the response that you have received from your principal and district officials.  Any self-respecting educator would have appreciated your advocacy – not only for yourself but for your fellow Titans.  Instead, you were met with hostility.  You were not allowed to speak your truth.  You were constantly interrupted and they attempted to make you feel shame for going to the board, and silence you.  When you asked to leave, they would not allow you to leave, but forced you to sit and take even more verbal abuse from them.  Chris, do not let that dissuade you.  Know that your comments to the board STRUCK A NERVE and let that light your fire for continued advocacy. Continue speaking your truth and encourage other students to do the same.

Where are our student governments?  I’m afraid they no longer exist at any of our high schools. For the past three years, I have asked time and again as a board member to have student representatives be a part of what we do…student government or otherwise.  Obviously, that has never happened.

Where are my Tech alumni?

Where is our esteemed Cannon?

Here is what I am asking you, the reader, to do.  Teachers, students, administrators that are reading this blog: UNDERSTAND that students are just like us in this respect – they want things to be done in conjunction WITH THEM, not TO THEM.  If anyone’s listening, I’m ready to do my part to elevate student voice.  Send me student submissions, comments or concerns, and I will provide the platform.  Help me to make this a student-centered school district.

My thoughts are my own and don’t reflect that of any other body or entity.  You can contact me at gayle_cosby@yahoo.com

Tonight’s briefing session: 10-27-2015

The outcome may not have been perfect, but I think that the community’s involvement in the current agenda before the board has had some positive effect.  Following the forcible removal of Larry Vaughn, a well-known community activist, the board heard several other thoughtful delegations from community members on both sides of the issue.  There was a sizeable crowd present.  All seats appeared to be taken, and there were a few folks standing in the back and out in the lobby.  There was some media coverage of the issues before and after the meeting via WRTV6, Chalkbeat, and WFYI.

The result?

  1.  The board agreed to postpone voting on the move of school 70 to locate CFI #4 in Meridian Kessler.  That vote will take place FOLLOWING community conversations with schools scheduled November 2, 3, and 4.  However, voting on the closure of the Key School will continue as planned for Thursday.
  2. The board also agreed to retain some critically important policy language that speaks to diversity and inclusion:

“The Board believes that a high quality education is most effective in a diverse setting. Therefore, a major purpose of this policy is to promote diversity and avoid the isolation of students of both genders and different racial, ethnic, socio­economic, limited English proficient, and other special needs backgrounds. Diversity for purposes of this policy refers to the inclusion of students of both genders and different racial, ethnic, socio­economic, limited English proficient, and other special needs backgrounds. IPS must respond to the needs of all children in a setting that does not isolate, stereotype, or fail to educate them effectively. Diverse and integrated schooling has inherent educational value from the standpoint of education’s role in a democratic society. The survival and vigor of democracy depends upon an educated citizenry with shared concerns about the welfare of society, its members, and the democratic principles that govern it. Diversity brings different viewpoints and experiences to classrooms discussions and thereby enhances the educational process. It also fosters racial and cultural understanding, which is particularly important in a racially and culturally diverse society. In addition, research shows that integrated education expands post­secondary opportunities for diverse populations. A policy that supports quality education in a diverse and integrated setting for all students will positively affect students who will live and work together in a culturally diverse society and enhance their educational success.”

The same policy language also directs the Superintendent to enact targeted recruitment if there is under-representation of any student groups in magnet enrollment.

Rather than do away with all of the policies addressing equity, diversity, and inclusion, the board agreed to have a revision drafted for consideration on Thursday which will include the language above.  (YAY!!)


Here are my commissioner comments in their entirety:

“Tonight’s agenda is problematic on a number of levels.  It’s problematic because 1) it marginalizes children of color in order to accommodate a small select group of white, middle to upper class children and families – 2) the process by which we assign students to magnet schools in this district does not alleviate DOCUMENTED disproportionate numbers of white students in our most desirable magnet programs and 3) it’s a huge problem for me that no input was sought from school communities and families on this important decision to close a school, move a school, and locate a new CFI about a mile away from an already existing CFI school.

So, to my first point, the proposal from the administration that was just introduced to the board last Monday will close the Key School (80% minority pop), move school 70 (90% minority pop), in order to be able to locate another CFI school on the north side. Despite the claims from the IPS administration that the students on the waiting list primarily live on the north side, only about ¼  to 1/3 of the 310 kids waiting live in Meridian Kessler, Butler Tarkington, or Broad Ripple areas.  Besides, the north side already has several high performing school options including CFI 84 (which is 82% white) and the Butler Lab School, (58%) white.  Keep in mind that the entire district is 20% white – which speaks to a high concentration, or disproportionality, in relation to the overall enrollment of students in the district. 

This move is continuing a pattern of “building grabs” that was initiated last year when Gambold, the CFI-feeder high school, was moved from out on west 38th Street to displace an existing program at Shortridge High School. 

My second point is that we need to examine the root cause of this inequity.  How did we get to this point?  It lies in the way in which students who apply to magnet schools get placed into the schools.  This week we will be asked to vote to remove language from an existing policy on assignment to magnet schools- board policy 5120 – this language reads, “5. The Superintendent shall evaluate the extent to which the applicant pool for each magnet and option program reflects the diversity of the District as a whole. If an identifiable group of students is substantially under-­represented in the applicant pool for any magnet or option program, the Superintendent shall direct targeted recruiting of applicants from the under­-represented group before the random selection process begins.”  I see a huge problem in removing language from this policy which serves to protect the kinds of demographics that we see now.

Further, the tiered system of preference that determines who gets seats in our magnet programs perpetuates inequity.  The first seats go to siblings of currently enrolled students.  After they are placed, then seats go to kids living within the proximity boundary, which right now is a mile.  After that a larger geographical boundary is considered, and finally preference is given to IPS employees children.  Only then are remaining seats available to the broader magnet school applicant pool.  This current tiered system of preference does nothing but perpetuate huge gaps in access for students of color, and all but ensures that our magnets do not become more racially integrated.  One of the intended purposes of magnet schools nationwide was to integrate urban school systems, and other cities have achieved some success.  That is not the case in Indianapolis – and it will not be if we are eliminating language from our policies to address under-representation.

Third, in the age of ‘IPS transparency’, I am very disappointed in the fact that the IPS board (or, at least, I) was unaware of this plan until last Monday.  Even more disconcerting is the fact that families at all of the affected schools are not scheduled to have any discussion until the week after the vote is already done. 

Look, I am just one voice up here.  When I am done speaking, the audience will be inundated with plenty of reasoning as to why this is a good idea. A lot of that commentary will choose to focus on grade level configurations on the setup of different buildings.  Comments may also include data about the high number of minority children enrolled in other schools or magnet programs – WHICH – is NOT disproportionate BECAUSE IT CLOSELY REFLECTS THE OVERALL ENROLLMENT OF IPS AT 75% MINORITY.  But it’s past time for us to confront the real, underlying issues at hand here.  Are we going to continue to marginalize and disenfranchise our 75% black and brown kids for the comfort and convenience of a few?

I WILL NOT.”


Thanks, community, for your support and attention to what is happening with IPS.  Stay engaged!!  The vote on the fate of school 70 and the new CFI will be taken at 6pm on November 9th.  It is also a public meeting allowing for comment.  I hope that you all will continue to make your voices heard.

(My views are my own and do not reflect those of the IPS board as a governing entity.)

Comments or Questions?  Email me at gayle_cosby@yahoo.com

Who are IPS’s magnet schools supposed to attract??

As I outlined in my previous post Black Lives Matter, based on data taken directly from the Indiana Department of Education’s website, the IPS district has an overall black enrollment of 50%, a white enrollment of 20%, Hispanic enrollment of 23% (although that is technically not a race, but an ethnicity).

However, certain magnet programs in certain neighborhoods seem to have enrollments of white students that are disproportionate in relation to the numbers above – in particular, the highly popular Center for Inquiry (CFI) magnet programs.

There are currently three CFI schools:

CFI downtown at 725 N New Jersey……67% WHITE, 14% BLACK

CFI Meridian Kessler at 440 E. 57th…….82% WHITE, 7% BLACK

CFI in King Park/Fall Creek 545 E. 19th…….35% WHITE, 46% BLACK

(All data obtained from Indiana Dept. of Ed. Compass website)

Keeping the above demographic information in mind, why is the IPS administration proposing the addition of a fourth CFI school to be located at school 70, currently a performing arts magnet school at 510 E. 46th Street, about a mile away from the CFI school already existing in the Meridian Kessler area?  School 70’s student body is currently comprised of 75% BLACK students.  The entire school/student body of the existing school 70 will be moved to the Key School located at 777 S. White River Pkwy West Dr.  In order to make all of this possible, the students that are attending the Key school currently (69% BLACK) will have to find a new school – because the Key School program, a longstanding (20+ years) program based on Gardner’s theory of multiple intelligences, will be CLOSED.

The most damning part about ALL of this??  The parents at all of the affected schools will not have a chance to discuss until AFTER the board votes.  The parents at each school are not scheduled to be officially informed by the IPS administration until the first week of November.  The vote will be taken on October 29th at the Action Session, 6pm, 120 E. Walnut St.

On the Amos Brown show on Friday, October 23, IPS Superintendent stated that the reason that the school 70 location was chosen was because most of the kids on the CFI waiting list live nearer to school 70.  However, a map made public by IPS showing the distribution of all kids on the CFI waiting list simply does not corroborate that statement:

map8

To quote Amos Brown’s assessment of the distribution shown by the map, “Of the students on CFI’s waiting list who live in IPS, but 25% live in the Butler-Tarkington, Meridian/kessler or Broad Ripple neighborhoods. Some 37% live south of 10th and 16th Street. A figure that rises to 64% when you include students wanting to attend a CFI who live between 38th and 10th and 16th Streets. Just a quarter of the so-called demand for CFI lives in the so called priority northside areas IPS seems to be catering to. In fact looking at the a chart of where School 70 and where CFIs waiting list students live, it make a strong case for putting a fourth CFI school at the Key School location just south of downtown.”  (Excerpt from Amos Brown – 1310 Podcast)

In fact, before Amos aired this particular show, I made that exact same suggestion – why not put the new CFI at the Key School location?  My suggestion was summarily dismissed.

Why does it appear that the black community of Indianapolis is getting the short end of the educational stick…time and time again??  Even though black students comprise 50% (the majority) of the total student body of the IPS district?

About a year ago in 2014, we saw a similar “building grab” when Gambold (the IB High school which these CFI programs feed into) displaced a program and its student body at the prestigious and historical Shortridge High School.  The reason?  The principal stated that he was not getting good parental involvement out on the far west side.  He needed a building that was more “centrally located”.

In my opinion, there appears to be a pattern developing here.  School buildings that are located in middle to upper class (especially north side or gentrifying neighborhoods such as Fall Creek) can be given the boot at any time to make way for a school that serves predominantly white students.

Another significant root to this problem lies in the way that applications for admission to magnet programs are honored.  There is a tiered system of preference in place that dictates how students are placed into the magnet schools they’ve applied for:

magnet lottery logic

As you can see, the siblings of already existing students get first dibs on the available seats.  Second dibs go to those families that live with a mile radius of the school (although there is an argument about whether to draw that circle in even closer to the school).  Proposed for a vote next week is a third tier which would give preference to families who have been on a waiting list for multiple years and never gotten into their school of choice.  The fourth tier of preference refers to the school’s geographic boundaries (different from the smaller proximity circle).  The fifth and final tier of preference goes to children of IPS employees – and in the case of the Butler Lab School and Shortridge High School – preference to children of Butler University employees.  Only after all of these preferences are met will the magnet lottery consider admitting students from the wider, general pool of applications.

After reviewing the current board policy on student assignment to magnet programs, I found an interesting point that needs to be brought to light:

5. The Superintendent shall evaluate the extent to which the applicant pool for each magnet and option program reflects the diversity of the District as a whole. If an identifiable group of students is substantially under-represented in the applicant pool for any magnet or option program, the Superintendent shall direct targeted recruiting of applicants from the under-represented group before the random selection process begins.

As demonstrated above, the student bodies of CFI are not in proportion with the overall demographics of the district.  This board member wonders the extent to which this policy directive has been carried out, or will be carried out, in order to seek more integration in our magnet programs.  However, it is worth noting that this would only apply prior to the random selection process, which I assume would mean AFTER the application of all of the tiers outlined above.

Would you like to weigh in on this topic at the meeting next week?  The board is scheduled to have a briefing session on Tuesday, October 27th at 6pm, in which discussion will take place on the agenda items.  On Thursday, October 29th at 6pm, the board will vote on (but not really discuss) the agenda items.  The public has the right to sign up to delegate (speak for 3 minutes) on any topic on the agenda, or offer general comments.  Worth noting is the fact that Thursday’s action meeting is televised, but Tuesday’s briefing is not.  You can sign up by filling out the form at this link:

http://www.myips.org//cms/module/selectsurvey/TakeSurvey.aspx?SurveyID=267

Alternatively, you can sign up by calling 226-4418.

Do you have questions or comments for me directly?  Email me at gayle_cosby@yahoo.com

In an attempt to end on a good note:

In other (national) news, it appears that we will soon be seeing an end to the era of “high-stakes” testing, with Obama’s goal being established that no more than 2% of classroom time be used in taking tests : http://www.usatoday.com/story/news/2015/10/24/obama-schools-test/74536886/

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