Board to discuss CTIP resolution tomorrow (Aug. 11)

At a Committee of the Whole tomorrow evening (Monday, August 11 starting at 6 pm in the Board room at 555 Franklin Street), the Board will discuss the resolution put forth by President Fewer and I that would modify the order of preferences in our Student Assignment system starting in the enrollment cycle for the 2015-16 school year.

Staff has provided some data (not all of what I requested, but I’ve asked for some additions) so I thought I’d share what the Board will be looking at. (I anticipate Commissioners will have a lot of questions so there may well be additional data that will be provided ahead of the anticipated Board vote on August 26):

  • A spreadsheet showing first-choice requests, by race, by residents of CTIP1. I had also asked for the data to break down programs as well as schools, and also to indicate which CTIP1 residents requested their attendance area school as a first choice. We know, for example, that Charles R. Drew ES in the Bayview is the most requested school by African American residents of CTIP1. How many of those requesters already have an attendance area priority? It would be interesting to know. The spreadsheet does breakdown the current demographics of each school so that we can see whether the requests are adding to diversity or not.
  • A presentation from a Stanford researcher simulating changes to priority in school assignment (there are two versions – a longer, more complex description of the simulation and a highly simplified one). Basically, the simulation finds a very small increase (n=1) in the number of schools that are segregated* if you increase the strength of the attendance area preference (our proposal), or eliminate CTIP altogether (which we are not proposing). I have a number of questions about these findings –including whether the projection is statistically significant. Also, these are 10-year projections based on current choice patterns — 10 years is a long time in such a rapidly changing City.

*In the analysis, a segregated school is defined as a school that is more than 60 percent of any single race. In making this proposal, President Fewer and I are primarily concerned with the schools that are more than 60 percent African American, Latino and/or Pacific Islander (see below; and read this post from 2009 on why these schools are of particular concern).

President Fewer and I have also made some changes to the original resolution, so we will be requesting the Board consider an amendment by substitution. The amended resolution is here.

Finally, I just want to reiterate some facts about this proposal:

  • We are not proposing to eliminate the CTIP preference. Under this proposal, residents of CTIP1 would retain their current priority for Citywide K seats, which represent about one-third of SFUSD K seats overall. (Right now the proposal specifies Kindergarten only, but the question has been raised about families who transfer in other elementary grades. We’ll have to discuss whether to expand the proposal throughout K-5).
  • The proposal does not apply to middle school or high school enrollment. The current preferences for these school levels would remain unchanged.
  • The proposal is a minor modification of current policy, and we do not expect it to have drastic changes. We proposed this change because we believe that increasing the number of children attending their attendance area elementary schools would specifically decrease the number of schools that are more than 60 percent African American, Latino or Pacific Islander. Research has consistently shown that high concentrations of these students in schools has a negative effect on student achievement due to high concentrations of poverty, less effective or experienced staff, and fewer resources overall.
  • We also believe that choice is over-prioritized in our current system for elementary school enrollment, and we see this as a small course correction. Choice is, by its very nature, most beneficial to families with the wherewithal to choose: those families with childcare, flexible schedules and transportation. While I personally have no issues with families being able to choose programs that work best for them, I have also come to see that there are also some negative effects to the high prioritization our current system gives to choice. Some neighborhoods (Bayview is a case in point) are much more diverse than the schools they contain. The effect that the CTIP preference has in “bleeding off” the most involved and engaged families to attend programs in other neighborhoods has a directly negative effect on Bayview schools. I don’t think the Board believes that our Bayview schools are “bad” schools — I think we believe they are racially isolated schools with a high concentration of the district’s neediest students — and that their academic results demonstrate this. Why then, do we have a system of preferences that perpetuates that isolation?
Video

Occupy Kindergarten

Kindergarten has changed in the last 30 years, not kindergarteners. Thought-provoking TEDx talk from a California Kindergarten teacher. Hat tip to Miss Susie, the Kindergarten teacher I wish I’d had, who teaches lucky children at Yick Wo Elementary.

Considering changes to student assignment

As reported in yesterday’s Chronicle, Board President Sandra Lee Fewer and I are working on a proposal to change the student assignment system — really, to tweak it — by reordering the preferences for Kindergarten admissions.

After reading and absorbing the 3rd Annual Report on Student Assignment outcomes last month, I became more convinced than ever that the relatively high power the current system gives the CTIP (Census Tract Integration Preference) was not having the effect we’d hoped in terms of desegregating schools. In addition, putting CTIP so high in the hierarchy of preferences (coming just after siblings and children enrolled in and attending an SFUSD Pre-K program in the same attendance area) is clearly having an effect on some specific attendance area programs, to the disadvantage of residents of those attendance areas.

The board continues to believe strongly that diverse schools are better for everyone, and President Fewer and I have not abandoned the idea that we should continue to work on desegregating our schools where students are “racially isolated.”  (Read this post from 2010 about academic outcomes in our schools where more than 60 percent of students are either African American, Latino or Samoan for more discussion on this issue.)

It’s important also to say that at the time I said I didn’t think CTIP would affect attendance area residents’ ability to attend their local schools.  Now, I obviously think I was wrong, at least in a few cases like Clarendon and perhaps Grattan. (I just read back over a number of my posts from January – March 2010 and it’s interesting to do if you would like to know more about how we got to where we are today).  Anyway, I’m increasingly uneasy when people tell me that they plan to “rent in a CTIP zone” for K admissions, then move to a different neighborhood (this has happened to me a number of times); when I hear from homeowners in CTIP zones that they have received calls from real estate agents who say they can cash in on their “golden ticket” status;  when I see the data showing that residents of the Clarendon attendance area have pretty terrible odds of attending their local school because of demand from siblings and CTIP.  It’s clear that it’s time to make a modest adjustment that will still preserve some expanded choices for areas where there are concentrations of lower-achieving children.

The fact is, no neighborhood in San Francisco is very affordable anymore for either middle-class home buyers or renters.  All over the City, there are people who — thanks to either rent control or getting in to the real estate market early — can afford to live here but can’t afford to move (I’m one of them!).  Any system that offers its primarly benefit to people who can afford to choose whatever San Francisco neighborhood they live in or move at will is not one that benefits the neediest and most struggling San Franciscans.

Anyway – there will be plenty of time to debate, dissect and discuss this issue this summer – our proposal will be submitted for first reading on June 24 and will not be discussed in any detail by the Board until the August meeting of the Student Assignment committee. I expect the proposal to come back for a final vote in late August and — if it passes — to take effect for enrollment for the 2015-16 school year.

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Tuesday night the Board will consider the 2014-15 budget proposal and Local Control Accountability Plan (LCAP) detailing how we will spend our new Local Control Funding Formula dollars from the state. The draft budget books and draft LCAP are available for download on the district’s web site, here, here and here (warning: the budget books are a big download – don’t click on the first two links from your phone).

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School’s out, happy summer! President Fewer wrangled the Board and senior district staff and created this goofy fan version of the hit “Happy” by Pharrell. It’s a little embarassing, but it’s cute:

 

3rd annual student assignment report is final

Download it here– hot off the presses. A draft of the report was shared with Commissioners in February – this final draft takes into account comments and questions from that discussion.

Meeting recap: April 22, 2014 – teachers rally, QTEA, and a-g

Big raucous rally by UESF members at last night’s meeting. Our teachers, paras, nurses, counselors and security guards are worried — as many San Franciscans are–about the City’s growing income inequality and cost of living. The past five years of budget cuts were very tough on our school employees and last night they let us know  that they need a raise.

The Board and the Superintendent agree — our employees need and deserve a raise. Negotiations are ongoing and I have no doubt that we will be able to come to an agreement that is fair to our employees and is within our means.

We also heard a report from the QTEA (Quality Teacher and Education Act, otherwise known as the Prop. A  2008 $198 parcel tax) oversight committee. This committee serves as the taxpayers’ representatives in overseeing expenditures of  QTEA revenues ($35 million in fiscal 2013, according to the audit we received last night).  The vast majority of those funds go each year to some form of teacher compensation: sub days for teachers and paras receiving professional development, retention bonuses and bonuses for teaching in hard to staff subjects and schools, tuition reimbursement and coaching for teachers seeking to improve their skills, and much more.

The oversight committee reported on these and other uses of the QTEA funds and expressed satisfaction that more funding has gone to professional development in the most recent budget. They continued to express concern about the Board’s decision in 2010 to use the last half year of funding under the tax (payable 20 years from now) in 2010 to defer teacher layoffs — while the oversight committee agrees that the use of the money was appropriate they are concerned that it will represent a “double-dip” over the long term.

Finally, the Board heard a report on the progress of the Class of 2014 towards meeting the a-g graduation requirements. Graduates in 2014 are the first to be expected to meet the UC entrance requirements, otherwise known as the a-g course sequence. Since the Board passed the more stringent graduation requirements in 2010, we have been monitoring the progress of these first graduating classes — 2014 and 2015 — towards meeting it.

While we have made a good amount of progress — especially considering the dismal predictions early on about whether our students would be able to meet the more rigorous standard–there are still a lot of students in the class of 2014 who are not on track to graduate. First, the good news: more than half of the class met the entry requirements  for UC (meaning a C or better in a-g classes) this fall, and another third will likely meet those requirements by the end of this school year. Three-quarters of current 12th graders will meet the requirements to graduate.

The bad news is, of course, that half or more of some subgroups (African American students) are not on track to graduate. It was the right thing to do to increase the rigor of our graduation requirements, but the data for this current class shows the price we have paid for that decision: this class represents, as the Superintendent asserted last night, the most prepared class we have ever graduated from San Francisco Unified. And at the same time we must recognize that this class represents a group of  students who were largely unprepared by our schools for the requirements we are now saying they must meet. I do have every confidence that we will get more of our students over the line by the end of the 2014 school year and in subsequent school years, but at the same time it is important to pause and absorb where we are now.

The crux of the data for the Class of 2014, a snapshot as of February 7, 2014, is here, and here.

From tonight’s meeting: English Learner achievement

At tonight’s meeting we heard a fascinating presentation of the results of the district’s research partnership with Stanford. Specifically, the partnership has looked at longitudinal data on English Learner achievement in several pathways — English Plus, Bilingual/biliteracy and Dual Immersion (full descriptions of each of these pathways are here).

I’ll post the presentation as soon as I have an electronic copy, and it’s pretty straightforward to understand. But basically, our concern as a district has been that we didn’t have solid data supporting the big investment we’ve made in dual-language immersion as a strategy to support the achievement of English Learners. (And in addition, until the last two years, we didn’t have accurate data on the English proficiency/background of all the students enrolled in our language pathways).

Dual-language immersion–offered in Spanish, Cantonese, Mandarin and Korean– is wildly popular among English speakers and was designed to support both the English language instructional needs of target language native speakers as well as their content instruction needs.  These programs have exploded throughout the district and have been one of the district’s key strategies over the past decade for integrating schools (look at Bret Harte, Fairmount, Monroe, James Lick, DeAvila . . . the list goes on).

There is some data — not unique to our district — indicating that English Learners who are educated in dual-language classrooms (the ideal ratio is debated but generally held to be 2/3 English Learner/bilingual with 1/3 English native speakers) are slightly more likely to be reclassified English proficient by middle school than English learners educated in other environments.  Still, the sample sizes of the existing studies are small and the data they generated hasn’t been regarded as definitive (though to be fair it is considered “promising”).

But the Stanford longitudinal results are  much more robust and definitive than past studies, and I have to say that I was relieved when I saw that they basically support the earlier studies and our general approach up till now.

Essentially: students in English Plus programs (where they are immersed in content instruction in English much of the day and pulled out for specific English Language Development for a certain number of minutes per day) become English proficient faster and achieve at a higher level  in the earlier grades, but students in Bilingual and Dual-immersion pathways eventually catch up by middle school.  The takeaway is that it doesn’t really matter what pathway you’re in by the time you reach middle school.

The down side is that there is still a significant gap in achievement and overall English proficiency between students whose first language is Spanish and those whose first language is Chinese (Cantonese or Mandarin).  And an additional down side is that all students — whether their first language is English, Chinese or Spanish — are not achieving at an acceptable level in math by middle school.  So we have a lot of work to do.

Also from tonight’s board meeting:

  • We reauthorized charters for Gateway High School and Life Learning Academy;
  • We heard public comment from community members at the Claire Lilienthal K-8 Korean Immersion Program, the Filipino pathway at Bessie Carmichael K-8, and Hunter’s View residents advocating for the district to refurbish and reopen the Hunter’s Point Youth Park;
  • We celebrated 33 teachers who achieved the rigorous National Board Certification this year — bringing the number of district teachers who have achieved this professional honor and badge of achievement to 239! Congratulations!

Quick update – new math sequence to be voted on tonight

Tonight the Board will vote on the new math sequence I posted last week. I’ve read the research paper, which I think is quite clear and well-written, and I think the main question to be answered is: is the rigor students need going to be represented in the new course sequence?

The impression from parents who have commented here is clearly no — mainly I think because there is a lack of trust in the district’s ability to differentiate instruction for students with high math ability.

Anyway, the discussion should be interesting tonight. The meeting will be very long — I’m expecting a lot of general public comment as well as lots of speakers on the Solutions not Suspensions resolution from Commissioner Haney — so I don’t know what time the topic will come up. But I do intend to ask the above question about rigor.

The presentation that will accompany the discussion tonight is posted here: Board Presentation 2-25