On another thread, Peoria Public Schools Board of Education member Jim Stowell asked this question:
Charter schools will be the focus of Monday night’s meeting. Thoughts? Please address funding, teacher (union) leadership and involvement, parental and student responsibility – and focus of curriculum. I have heard of a desire for both a math-science school and a vocational charter. Seven are left and several applications are already moving forward.
This is a great opportunity to give feedback to the board, and I didn’t want my readers to miss it, so it’s the question of the day. More information about charter schools in Illinois can be found at the Illinois State Board of Education’s website. You might also find this resource helpful. And I also gave a brief overview of charter schools in this old post from a couple years ago.
Link to formation of Single Unit District for a entire county.
http://www.ilga.gov/legislation/ilcs/ilcs4.asp?DocName=010500050HArt%2E+11E&ActID=1005&ChapAct=105%26nbsp%3BILCS%26nbsp%3B5%2F&ChapterID=17&ChapterName=SCHOOLS&SectionID=72165&SeqStart=80500000&SeqEnd=83300000&ActName=School+Code%2E
(1) Superintendent and (1) seven member school board from across the county to guide the created district.
Then there will not be any limitation on city of Peoria schools that have graced this site and others.
Plus charter scholls will be allowed in to the new district as well if there needs to be one established.
that should be “schools” fat fingers syndrome
CJ- The very purpose of a charter school is for it to be completely separate and apart from the public school district. Why would any sane person think District 150 capable of running a “charter” school when they can’t run the ones they got? Aren’t we bankrupt? Didn’t the talented and lovely Board of Education just vote to close neighborhood schools with absolutely no plan in place? Aren’t Peoria taxpayers looking at 2 property tax increases this year to support schools that continue to fail and continue to employ a big fat central Admin and their contracted friends? Why should we tell the District 150 Board of Education what we want in a charter school? They have not demonstrated a shred of competancy in the past several years. This should be up to a parent or citizen group completely outside of District 150. Tell them to not touch another hair of taxpayer dollars. That’s my advice.
PC, then all of the other school districts that are in good financial shape and have decent curricula can suffer the same fate as D150? After all, that school district encompasses the largest portion of voters in the county and as a result will have the greatest influence. I don’t think any of the rest of the county’s district would even consider it.
Diane, maybe I just don’t understand how charter schools work. Doesn’t 150 have to agree to a charter school–and then give up control and per pupil money? I just found this statement online:
“In theory, current Illinois law on charters permits up to 15 schools in the city of Chicago, 15 in the Chicago suburbs, and 15 downstate. But that is merely a theoretical cap. The real power is in charter authorization. Illinois’ very weak charter school law vests most of the authority for charter schools with the local school boards. The result is much the same as going to the local McDonald’s franchisee and asking if you could build a Subway in their parking lot so that their customers could have an alternative, healthier choice.”
Doesn’t this mean that there is no way around District 150–don’t they have the power to say “yes” or “no”? However, once they give permission, it’s hands off for 150. I’m really asking–I’m not sure
I’m no expert either, Sharon, but I did make a few inquiries. From what I understand the request for Charter would need to be developed by an outside entity. They can work independantly or with the cooperation of the local district. They then apply to the local district to approve the charter. If the local district does not approve the application, they can then appeal to the state to approve the charter.
The District working on a charter to approve itself to me seems a complete bastardization of the intent of charter school law.
Here is a link:
http://www.incschools.org/charter_school_law.html
I’m just trying to sort this out–in “layman’s terms.” Diane, I just looked at the site above–and, yes, it does state that the appeal can be made, etc.–and that when the control is taken from 150, it would be given to the state (so the holder of the charter is still not in control). One would have to hope that the state runs things better than 150–that is a doubtful assumption, right?
Now I have another question. What about the building–who owns it–the local school district (150) or the private entity that holds the charter? For example, the math-science charter school presently on 150’s “table” is to be located in a building owned by District 150. Would the holder of the charter pay rent? Who would be responsible for the building’s maintenance, etc.? If teachers are unionized, does that mean that custodial workers, etc., are not unionized either? It is my understanding that charter school teachers can be unionized but don’t have to be–that’s a question.
Also, charter school laws seem to vary from state to state–the article I provided above states that Illinois’ law is weak–because of the control it gives to the local district.
I meant “if teachers are (not) unionized,
11B,
I believe you are on the right course. No other school districts would yoke themselves with a stuggling district.
This is the only solution Dist 150 might have to breakout of the boundary limitation currently in place.
The revenue stream via taxes will be smaller in comparison to the county at large and the growth that will take place over the next 50 years.
150 cannot conserve it’s way to a balanced budget. It needs a growing stream of cash that is administered by a frugal board of education and an administration that is concerned with education of the district children.
I disagree PC, I don’t know if these stats are available (and maybe my assumption is completely wrong) but I would be surprised if D150 isn’t already spending more per student than almost any other district in the Peoria MSA. If my assumption is correct than all D150 needs it better management, pure and simple. Look at many of the rural districts that draw their funds from a much lower tax base (because or farm land) and don’t have anywhere near the budget problems in Peoria. You’ve got a board who doesn’t feel obligated to address the complaints of those who elected them (evident in the board VP if I remember correctly) and an administration that promotes employees who steal from the district (the most recent scandal). I don’t think taxes have anything to do with it.
I have a question about a figure on the state report card for District 150. I see on the expenditure by fund section of the report card that the district is spending $6.5 million on rent. What is this?!? I looked at the city of Chicago’s report card and that district has $0. What is Peoria renting for that amount of money?!
11 Bravo: Who was charged with stealing from the District?
I haven’t found another district in Illinois with any expenditures on rent.
teachingrocks,
I believe the rent is paid to the PBC as the method of funding a variety of school additions years ago.
WM – Is this “rent” a fee that will be paid off eventually or is it “eternal”? District 150 finances are a never-ending mystery.
Sharon,
Part of the annual RE tax levy is called Rent and is assessed to pay PBC which in turn pays the bonds they issued. Yes, the bonds would be paid off in the near future; however, remember Cahill/Hinton’s statement that building the new schools using the PBC would not cause tax rates to go up? That’s correct – instead of the paid off bonds thus lowering your taxes they conveniently meshed the flow so the tax assessment stayed the same, but now paying off new bonds.
Em, as of yet no one has been “charged” but there seems to be a mounting pile of evidence. Regardless, the point was that D150 problems have little to do with tax base and nearly everything to do with management.
Okay, if this “rent” has something to do with bonds, then why is there a bond and interest listed on the report card as well with a nearly $2.2 million amount? This may be a stupid question, but what is PBC?
Well, I am a bit disappointed in all of you. So many of you complain that you wish the Board would solicit more input and now a Board member is seeking your ideas on a vision for a Charter School and it seems you squander the opportunity by being off point in your comments.
On a different thread on this blog, I “voted” and stated I supported the development of a charter school. A middle school math and science academy in the Bradley Area, spearheaded by relevant community partners such as BU, Cat, and the hospitals/medical community and free from District Administration and teacher union input.
It would be great if others could respond specifically to Mr. Stowell’s inquiry. Now is your chance. It would also be fantastic if many of you that are interested in the District’s success would show up at the Board meeting on Monday to learn more about this important initiative.
teachingrocks — The PBC is the Public Building Commission. The bond and interest listed is probably Health Life & Safety bonds that the district is authorized to issue. That’s separate from the PBC. It is confusing. Basically, there are limits to how much in bonds the district can issue. The PBC effectively expands their bonding capacity without having to get voter approval via referendum.
11B,
Management is a challenge for the Dist 150 Board.
Over the next 50 years the growth of the city is going to be in the northwest sector which a large portion is dedicated to non Dist 150 school districts.
Growth in the South and SE sections of the city is problematic. Property values will not grow at the same rate as those in the north and NW sections. The cost of running a school district over the next 50 years will rise as everything else rises. The rate of increase favors the North and NW sections.
High density and high value development in the downtown is difficult to say the least.
I do not see a plan to rebuild the older neighborhoods to take advantage of the new urban model that has graced these pages.
The school board members are saddled with these realities. The members are also constrained by where they live. They must be in the district ( no big news there)
WM/CJ: I clearly understand the benefit to the district of the PBC in not having to get voter approval to issue the bonds, but once the bonds are paid off, does the district get title to the property, like in a contract for deed? Or does the PBC own and continue to rent the property to the district? Do you know if any other entity participates with the PBC, or was this set up just for the school district?
The district gets the title when the bonds are paid in full. Any municipal body with taxing authority can access the PBC, generally speaking. This is how the county jail was financed twenty-some years ago. However, in the ’90s, school districts were barred from further access to PBC funding (except Chicago schools, of course). Special legislation was passed in Springfield (with the help of then-state-rep Schock and then-state-senator Shadid) that allowed District 150 access to it again for a five-year window, so that’s how they were able to use it for their current building spree.
Frustrated: “free from District Administration and teacher union input” You will get half of your wish–a charter school will be free from teacher union–at least, the existing union–input. Obviously, if the board of education is holding the meeting on Monday night, their thinking must be that they will have some control over a charter school. Why else would they take the initiative? But I still don’t understand why they are so willing to give up control, especially of the money. However, I am confused. I thought the charter school (the math-science academy of which you speak) was already in the works. However, Jim did mention a week or so ago that the plans had been delayed (but not squelched) for a year. As for Jim seeking input–I’d be willing to bet he will be seeking input to agree with his point of view–and he knows that probably won’t come from teachers (and I generally complain that teacher input is not solicited). EmergePeoria does have an article on her blog that, I believe, spells out some of the pitfalls of the charter school. Some of us who have responded here are teachers–and we probably aren’t going to be that excited about union-busting. That’s just our opinion–biased though it may be–of course, there are biased opinions on the other side. So, as the saying goes, “Let the best side or the strongest side win.” I’m sure there are advantages and disadvantages (both objective and subjective) on both sides.
C.J.–Do you know the answer to my question about buildings for charter schools–who owns them–the local school district or the holder of the charter?
Frustrated, this does not make sense. On one hand you say this:
free from District Administration and teacher union input.
And in the next sentence you say this:
It would be great if others could respond specifically to Mr. Stowell’s inquiry. Now is your chance.
The two statements are in direct conflict with each other. I believe that the district fully intends to keep their hands in the charter school cookie jar. In a direct response to Jim Stowells inquiry I gave him my input which was this:
This should be up to a parent or citizen group completely outside of District 150. Tell them to not touch another hair of taxpayer dollars.
That seemed fairly on point to me.
i’m not pointing fingers with this post, just throwing up a reference for those who wish to dig deeper.
someone asked rhetorically, in response to my apparently naive optimism, in what world i was living. the implication was me having optimism in d150 meant i was living on another planet. i do, most days, but some are spent with the earthlings as well 🙂
all kidding aside, i think when one surrounds themselves with those who share a certain viewpoint, then anyone offering something different appears to be from a different world. that happens in (on?) this blog, but it happens in a lot of other places too.
anyway, i am from los angeles. so, i read the times quite often. this weekend’s edition had an interesting expose on a number of facets of the la school system. one on charter schools was particularly interesting.
http://www.latimes.com/news/local/la-me-greendot11-2009may11,0,3289443.story
i’ve been to a charter school steering committee meeting here in d150. the folks there were committed and earnest are represent political, professional, volunteer, labor, business, and retired cross sections of the community. i think they have a tough job explaining the financial impact of instituting a charter school, but that comes with it, right?
did you know some classrooms in LA have student/teacher ratios of 42 to 1, in middle school?
here’s a quote from a responder to a story on teacher pay cuts in LAUSD:
“Get rid of the consultants first and then the teachers. Your priority are the teachers, not the consultants.
Posted by: federicoj | April 06, 2009 at 11:58 AM”
Mr. Bush you seem like a nice guy, but you still inhabit the planet Nanu-Nanu. It’s not just the blogs that say the schools suck. It’s also, well, everybody. Except maybe a few that are like, in prison in solitary confinement. Nice try though.
Sharon, to help answer your questions about who owns the building, check out this FAQ section on the Chicago Public Schools Renaissance 2010 website:
http://www.ren2010.cps.k12.il.us/faq.shtml
CPS actively seeks out charter school operators, but it is CPS who decides which charters are approved. It sounds like the charters are given a per pupil allowance (e.g. $10,000 for every student). The FAQ talks about facilities, but doesn’t directly answer your question. However, given the funding model, and the fact that some charters do fail, its likely that any charter would have to rent. This could be from 150, or potentially from another owner, if there was another viable building (such as a former parochial school, for example).
Also, it is stated “Charter School teachers and staff are employees of the nonprofit organization that governs the charter school or an education management organization hired by the nonprofit.” Yes, that would mean that existing union contracts (pay scale, tenure, etc) would not need to be applied, and thus why teacher’s unions are against charter schools.
Like any service business, employee salaries (teachers, administrators, janitors, etc) are the #1 expense. As Hinton as shown, he gets a greater benefit out of the reduced salary expense from closing schools (and eliminating teacher positions and increasing class sizes) than any other cost reduction, such as the facilities’ operational expenses.
Honestly, I think it’s a huge step that 150 is considering charter schools (well, they seem to have been considering it for some time, we’ll see if they actually do it). 150 has no choice. The schools are generally failing, people are fleeing the district, the costs keep going up, well above the state and comparable cities like Bloomington and Rockford average with no real improvement. The current administration has thus far failed and charter schools give them a “do over” without the teacher’s union. However, given the weak Illinois charter laws, they school district generally gets to control the charter themselves. Sorry, Diane, but I doubt the state would accept an independent charter when the school district is willing to try one themselves.
Actually, Jon, the state has done it with the support of local legislators.
Jon, thanks. I’ve read a few other sites and have come to the same conclusion about the buildings–because if a charter school fails, the building will probably revert back to the local school district (not even that–the district already owns it). Also, your last line–that as long as the district is willing to give permission for the charter school, the state won’t intervene, so 150 will oversee any Peoria charter school.
I guess we just have to wait and see if a school without a teachers’ union will provide a better education than one with a union. Of course, there is a good possibility that a charter school will reduce salary and, therefore, costs.
From the site Erik recommended, “The plan is for parents to form chapters all over town and improve schools, one by one, using the growing leverage of the charter school movement. The goal is to unite a city of overworked and isolated parents with a brash promise.” I’m sorry, but what are the qualifications of parents to run a school, etc.? How would that work?
Question: Would students in charter schools have to meet NCLB standards. If so, wouldn’t NCLB standards dictate the curricula? If the students in charter schools don’t meet AYP, what happens to the charter? My own prediction for charter schools in Peoria: If the charter school isn’t allowed to cherry pick students–if they have to accept students who are behind educationally, etc., I believe the results will be relatively the same. If the charter school doesn’t allow students who cannot or will not adhere to discipline standards, then the charter school will succeed (as would the schools as they exist right now). At least, on this blog, the administrators (more than the teachers) seem to get the most blame for the situation in District 150 schools. What guarantee is there that a charter school in Peoria would have more effective administrators (or teachers)? Just look at Manual. All new administrators–almost all new faculty handpicked by the administrators–same students–if there is any change, I believe it is for the worse.
Diane, under what circumstances did the state “do it?” The law seems fairly clear that the state will step in only if the local school board refuses to allow the charter school. 150 seems willing to allow the charter. Remember when we tried to get the state to put the skids on Wacky Wednesday–with whom did they side–us or District 150? Why do you expect such great results from the state as overseer?
The basic premise of a charter school is that it operates autonomously from that of the public school district.
I believe there are parties behind the scene, independent from District 150, that have been spurring on the creation of a charter school in Peoria. My impression is that the District and Board are bringing interested parties together and this action will ultimately culminate into a “school design team.” This team will develop a comprehensive plan (not the District Admin), in the process soliciting input from the community, and ultimately a formal charter proposal will be submitted to the Board for approval and granting of the charter, which is according to state law.
Thereafter, the school design team is responsible for the creation of the curriculum, budget, staffing, etc. and finally the establishment of a Board to govern the charter school. All of this would be independent of the District.
So, the community should take this opportunity to provide input to the Board about the need for charter schools, and the types of individuals/entities they would like to see playing a role in the development of this school while they have the opportunity.
Jon is correct. The District has no choice. Charter schools according to Mr. Duncan, along with other innovative educational alternatives is what Illinois must become further engaged in if the state is to receive federal education dollars.
Diane, there are only 9 charter schools in IL outside of Chicago and the only one that is not associated with an existing school district or that is created solely for high school dropouts is the one in Prairie Crossing in Grayslake in north suburban Chicago.
Keep your friends close and your enemies closer, join up with District 150 and make a Peoria charter school a reality:)
Sharon, I can’t say specifically about NCLB, but generally the charter would have to meet various state and federal guidelines. Yes, they have to have open enrollment and presumably there would need to be a lottery system. Hate to say it, but generally speaking, those wishing to attend a charter school would be motivated about their child’s education, meaning that you would get students and parents who care more and thus would have a group more inclined to success than the population as a whole.
Further, without the union, school days and school years can be longer and thus may be likely to lead to better results. The average salaries would probably drop, you can pull in some capable, though non certified, people to teach (with some training of course). With lower salaries, you can provide lower student/teacher ratios with the same total salary costs. Of course, you can start over on the amount of administration necessary.
Now that I’ve essentially slammed teacher salaries and admin levels, I don’t think you realistically do this without them. Rather than being able to cherry pick the students, hopefully you can cherry pick the teachers and admin who are most capable and committed to a change.
If the school isn’t successful, such as not meeting AYP, then I believe the District can pull the plug (and I understand CPS has done that with a few Chicago charters that didn’t pan out).
http://www.huffingtonpost.com/joel-klein/transforming-the-teaching_b_200616.html
just fyi
Thanks for sharing the article Jenny. Charter Schools allows for the possibility of many of the “transformations” discussed in the article.
Jon, I think you’re right about the parents being more committed (and the students more motivated), etc.–and that factor more than anything will cause a charter school to be successful. And that more than any other reason is why schools are not successful now. I think you’re undoubtedly right about lower salaries. I still am trying to figure out from where all these wonderful teachers will come. But you didn’t respond to my Manual example. Administrators were allowed free rein to choose any teachers in the district or out of the district (any that wanted to teach at Manual–and that was probably a factor). I’m not saying that the teachers chosen weren’t qualified–I think they were; I FOIA’d their credentials–they were qualified, even highly qualified–as were those from the “old” faculty who were rejected. I am still trying to figure out why everyone thinks that teachers who are willing to work longer hours for less money will be more qualified than teachers who aren’t willing to do so–that they will be more open to change, etc.–what’s the correlation? A bad teacher working long hours doesn’t turn into a good teacher. Why are non-certified people more qualified than certified teachers? (That said, I’m not at all certain that the education courses at the average university produce better teachers). Non-certified people (with some training)–where will they get this training? I will stipulate my previous statement. I think that non-certified people could probably teach high school effectively–that the “methods” classes offered at the high school level aren’t that essential. However, I do believe that methods classes for primary teachers are essential.
Jenny and Frustrated: I read the article–much high-sounding rhetoric. I especially liked this part, “Lower irrelevant entry barriers to the teaching profession. Advanced degrees and certification are not linked to producing effective teachers, and traditional schools of education typically attract lower-achieving college students from less competitive institutions.” I’m quite willing to go along with the uselessness of traditional schools (or departments) of education. However, I hope that “lowering irrelevant entry barriers” doesn’t translate into hiring teachers who can’t write or speak the English language correctly–at present, many of them become administrators.
Sharon: I would not waste much more time figuring out the premise behind charter schools, because I think you pretty much have already hit on most of the issues charter schools are designed to circumvent.
If it allows an educational institution to cherry pick its staff and administration and develop flexible pay alternatives then great. If it draws as its applicants for admission, involved parents seeking the best education for their children and therefore, more likely those families that hold their children accountable for doing their best and behaving themselves, well then terrific!!!! Isn’t that what you have been asking for in your blogs comments — an environment dedicated to learning and free from the distractions that uncontrolled conduct create?
Where does that leave the rest of the stuggling students? No where really, but it is start. Implemenation of charter schools is not a “one size fits all” solution to all that ails public schools, it is just an alternative, a different route to try.
Frustrated: No, I want an alternative school to pull out the students who cannot conform to the regular school–but a place where they have an opportunity to learn in more non-traditional ways. Then I want to give the teachers (union, etc.) the chance to prove that they can teach just as well as those at Dunlap, etc.–which are not charter schools. You and I are “pulling” out a different group of students. You said it–where does that leave the rest of the struggling students–nowhere. Why aren’t you calling for union-busting at Metamora, Dunlap, etc?Aren’t they proof that it isn’t the union that impedes education?
anon writes…
“It’s not just the blogs that say the schools suck.”
you continue to miss my point, which is that they suck all over in varying degrees of suck.
so, i can either wallow in suckiness and let it defeat me, or try something different. it’s really that simple.
Erik, all of us–Frustrated and I, etc.,–are calling for something different; we just haven’t agreed on exactly what kind of change we think is the best solution–but we all agree on the problem. To what degree does Dunlap suck? Dunlap, Metamora, etc., succeed probably for one main reason–they have moved out of the high-poverty zone–they escape, not solve, the problems of District 150. There is no reason to look to these successful schools for solutions, and moving their teachers to inner city schools won’t solve the problem either.
Another charter school question: Who pays for the transportation to the charter school in Peoria? Who provides the buses and hires the drivers? Charter schools aren’t neighborhood schools, so busing will be necessary, won’t it? Or will the school be filled only with students whose parents who are motivated and able to provide transportation?
Frustrated: District 150 just cherry picked Manual’s faculty and administration. Of course, they haven’t yet been able to tap non-certified teachers (but I think a MOU with the union does allow some of that next year when the Johns Hopkins courses kick in). The union leadership already opened the door to union-busting.
Sharon: “However, I hope that “lowering irrelevant entry barriers” doesn’t translate into hiring teachers who can’t write or speak the English language correctly–at present, many of them become administrators.”
Erik:” hey suck all over in varying degrees of suck.
so, i can either wallow in suckiness and let it defeat me, or try something different.”
I prefer this article:http://latimesblogs.latimes.com/lanow/2009/05/la-schools-supt-reacts-to-teacher-dismissal-controversy-and-flu.html
Tenured teachers who quit being teachers due to burn out, stress, lack of admin support or just plain incompetence all being lumped into the same category of unfit teachers…
Who becomes a teacher because of the 3 month vacation and the “darling” children? Who becomes a teacher because of the pay and the prestige and the 6 hours days?
No one. (or only crazy people, and you don’t need a labor relations board to have them committed)
Teachers want to teach because someone was a teacher to them. What causes teachers to stop teaching is :
1) Unions. they sap all motivation and creativity out of teachers… they don’t HAVE to do anything.
2) Administration. They exist to stifle any effort on the teachers’ part to be creative, innovative and personally involved in the learning process. HENCE unions… they were created to protect the teachers from the cowardice, ignorance, fear and personal prejudices of administrators.
3) Parents. Faced with a rising economic situation in which more and more money is spent and more and more innovative teaching programs created that are “above their heads”, parents are forced to concede that the ADMINISTRATORS, not the teachers know what is best for their children… and can either spend more money on homeschooling and private schools or accept what the State offers them… crap.
4) The State. Our politicians (less than 10% have education backgrounds listen to the ROE (when was the last time you heard ANYTHING out of our ROE?) and School Boards… who listen to the administrators… who have long ago given up on the idea that they could ever be effective teachers…. and they are setting laws, taxes and procedures that guide public education…
Here is my suggestion… for what its worth:
SCHOOL VOUCHERS. This is supposed to be a CAPITALIST society… let’s see it in action.
I know that for my $15,000, I would spend about half of it educating my daughter and the other half invest it in a college savings program.
Sharon, I’m fairly sure “charter” is being used non-technically to include BOTH true charter schools AND in-district magnets/special programs/contract schools/etc.
Some of these proposed schools would seem to be true charters; others would seem to be special-program schools run by the district, like Washington Gifted.
Eyebrows: So far the only “floating suggestions” for possible magnet schools would be the vocational and alternative school–unless you have received some information that has not been made public yet. However, in Jim Stowell’s earlier post I believe he threw in a “new curved ball”–by putting a vocational school in the “charter” school column.
Frustrated, you have interesting perspectives.
I believe there are parties behind the scene, independent from District 150, that have been spurring on the creation of a charter school in Peoria. My impression is that the District and Board are bringing interested parties together and this action will ultimately culminate into a “school design team.” This team will develop a comprehensive plan (not the District Admin), in the process soliciting input from the community, and ultimately a formal charter proposal will be submitted to the Board for approval and granting of the charter, which is according to state law.
Why are these “parties” acting behind the scene? What is the big shroud of secrecy? Isn’t it commonly accepted by now that the veil of exclusion and secrecy works against community, parent and teacher buy-in – which in turn dooms the project (however worthwhile) before it even gets off the ground?
Personally, I believe the Charter School concept could garner much more community support if it wasn’t percieved as just another half-cooked district scheme.
Sharon, you’re right in that you can’t expect overnight success at Manual and I’m not sure how much, if any, the student body population changed (i.e. getting the students and parents who are more committed to education). Also, I don’t think having teachers work more hours and/or less pay will mean they are more qualified.
My wife is a teacher and has recently taught at both a south side and a north side school. I think the District’s biggest problem, as a whole, is the high mobility rate at it’s poorer performing schools. At Kingman and Tyng, for example, the mobility rate is 60%. That means of all the kids who start at those schools at the beginning of the year, 60% do not end at those schools by the end of the year. How can one effectively teach under those conditions. No one wants to close neighborhood schools, but do neighborhood schools have the same effect if over half don’t stay for the school year?
The charter school option gives hope to those who want more, who want some other public school choice, as do magnet schools. Sharon, you want to pull out the students who cannot conform to the regular school – and then help them learn in non-traditional ways. Charters and magnets often do it in reverse – they pull out those “better” students, leaving those who “cannot conform” in the mainstream schools. I don’t think one big melting pot will work in Peoria, for either group. Places like Dunlap and Morton can have one big pot, but seriously, those in that pot aren’t that much different from each other.
Jon, sorry, I don’t expect any success at Manual–and someone can surprise me–soon, I hope! Add to mobility, absenteeism and discipline problems. I think you’ve come late to this blog, so I don’t want to bore everyone with my never-ending speech. I taught at Roosevelt Jr. High for 7 years and at Manual for 36 (retiring in 2005)–and had many, many wonderful years. When discipline fell apart, so did everything. Until the district finds a way to deal with discipline problems, instead of ignoring them or making excuses for bad behavior, etc., this district is doomed. Maybe there is no solution–but only magic (idealistic) unrelated cures have been tried so far. I firmly believe that the district will continue to be judged by its lowest performing schools (especially, when they are the majority)–and that enrollment will continue to go down until District 150 is destroyed. I believe charter schools will help many parents and students (and I’m not really against that), but charter schools won’t help the district survive.
diane asks
“Why are these “parties” acting behind the scene? What is the big shroud of secrecy?”
Um, they’re not.
The steering committee meetings have been posted on the district’s website. They’re open to the public. They don’t meet regularly, but when they do, it’s open.