Future of Schools

Indy teens fighting gun violence are suddenly part of a national movement

PHOTO: Provided by We LIVE
We LIVE organized a peace March in August 2017, after two Warren Central students were killed in a shooting.

More than nine months before the mass shooting in Parkland, Florida, ignited student protests across the country, a group of Indianapolis teens saw the cruel cost of street gun violence. And they began a campaign for peace.

For students at Warren Central High School, the deadly consequences of gun violence touched their lives last spring, when two of their classmates were killed in a shooting on the city’s west side.

“It was like, no one could believe it,” said Ramatou Soumare, 17, a senior. “People were always crying. … The classes were just, morose. … It was a really sad time.”

The tragedy inspired students from the school to start We LIVE, a group dedicated to ending street violence. Now, they are part of a national movement.

Because Warren Central administrators are concerned about safety, We LIVE members do not plan on walking out of school Wednesday as part of a national protest on the one-month anniversary of Parkland, said Soumare. But the school will allow students to walk out of their classrooms, and there will be a moment of silence, a choir performance about social justice, and a panel discussion.

The group is sponsoring a rally against gun violence that leaders expect to draw thousands of people on March 24 at 11 a.m. at the Indiana Statehouse.

While students across the country are protesting gun violence, the dangers are different for teens in high crime areas. In addition to worrying about school shootings, they face the constant threat of street violence. In Indianapolis, homicides reached an all time high in 2017.

Because of that, it can be concerning to see comparatively rare but deadly school shootings getting so much attention, said senior Brandon Warren, 18, who founded We LIVE.

“I don’t want the school shootings to overshadow the youth violence shootings that happen every day,” he said.

But, ultimately, Warren said that his group shares the same priorities as the students from Parkland — increasing gun control and reducing gun violence. “This is something we need to focus on as a country,” he said.

Soumare, who is vice-president of We LIVE, said that she is not concerned about whether it is suburban teens who jump started the national conversation because if students are successful at pressuring politicians, there will be stricter gun laws.

“I think the students at Parkland who have started this movement, they have inspired people, and they have opened other people’s eyes,” Soumare said. “It’s starting to make changes, and I am glad to be a part of it.”

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.