What’s hope got to do with it? When the “it” is the persistent achievement gaps for African American and Hispanic students, the answer is a lot.
I don’t know if Bill Strickland, a 1996 MacArthur Fellow and visionary arts education entrepreneur, and Richard Carranza, superintendent of the San Francisco public schools, have met (my guess is they have not), but they must be channeling one another.
The two have a lot in common, and at the top of the list is an absolute conviction to the role of the arts in creating the needed learning environment for minority students in high-poverty schools to achieve academically, thrive in and outside of school, and graduate career and college-ready. Coincidentally, Strickland and Carranza keynoted national forums on arts education — for the Arts Education Partnership (AEP) and the White House Initiative on Educational Excellence for Hispanics (WHIEEH), respectively, within the past month. The forums provided a propitious run-up to National Arts in Education Week, Sept. 14-20, so designated by the U.S. Congress in House Resolution 275. Click here for the full agenda of the AEP forum and a link to the video of Bill Strickland’s keynote address.
The National Writing Project (NWP) released the third installment in its Teacher Voices series, Teaching Young Men of Color. The report is a welcome addition to the national conversation about expanding opportunities for minority males, the focus of President Obama’s My Brother’s Keeper initiative.
Resulting from a collaboration of the NWP and the College Board, Teaching Young Men of Color delivers the insights of 12 extraordinary classroom teachers, who reflect on their students’ experiences in the academic world and society at large.
These educators, from diverse geographic and racial backgrounds as well as academic disciplines, offer powerful insights about young men of color that could only be derived from years of successful classroom teaching. The insights fall roughly into two broad themes:
- Gender: Along with factors such as race, language, and socioeconomic status, gender plays a critical role in the teaching and learning process.
- Effective classroom practices: There is an abundance of classroom practices that teachers surveyed for this report identified as effective for minority males. Some are tied to the fundamentals that undergird all good teaching, and others are specific to particular populations.
Bruce Reed, president of The Eli and Edythe Broad Foundation (second from left), and Nina Rees, president of the National Alliance for Public Charter Schools (far right), congratulate representatives from KIPP Schools for winning the 2014 Broad Prize for Public Charter Schools: from left, Stephen Mancini, director of public affairs, Carissa Godwin, chief development officer for KIPP Delta Public School in Helena, AR, and Eric Schmidt, school leader of KIPP Courage College Prep in Houston. (Photo courtesy of Al Powers for The Broad Foundation)
The KIPP Foundation, a network serving 50,000 students in 141 schools in 20 states and the District of Columbia — and current grantee of the Office of Innovation and Improvement’s Charter Schools Program (CSP) and Investing in Innovation (i3) program — is the winner of the 2014 Broad Prize for Public Charter Schools. The $250,000 award, which will support college readiness efforts for KIPP students, was announced on July 1st at the National Alliance for Public Charter Schools’ annual conference in Las Vegas.
Bruce Reed, president of The Eli and Edythe Broad Foundation, announces that KIPP Schools is the winner of the 2014 Broad Prize for Public Charter Schools before an audience of 3,000 people at the National Charter Schools Conference in Las Vegas. (Photo courtesy of Al Powers for The Broad Foundation)
In a press release announcing the winner, the Eli and Edythe Broad Foundation congratulated the KIPP Foundation for its “ability to scale and to bring an increasingly high-quality education to thousands of low-income students and students of color who otherwise might not have the opportunity.” More than 86 percent of KIPP students are eligible for free and reduced-priced lunch and 95 percent are students of color. Citing KIPP’s “no excuses” policy “when it comes to ensuring every student the opportunity to a great education,” Bruce Reed, president of The Broad Foundation, said, “KIPP Schools is providing a quality education to low-income students and students of color on a scale that naysayers of public charters thought was impossible.”
Stephen Mancini, the KIPP Foundation’s director of public affairs, said the results of KIPP’s efforts “are showing that demography doesn’t determine destiny,” and gave credit for the award to “the teachers, school leaders, and families who work hard to climb the mountain to get kids to and through college every day.”
The charter school sector is based on a simple compact: In exchange for greater autonomy in its operations, a charter school bears greater accountability for the academic progress of its students. The goal is to create environments that foster innovative and impactful approaches to teaching and learning in the classroom, and ultimately, to scale those effective approaches.
As an Administration, we are committed to supporting high-quality schools for our students, particularly for those who are most disadvantaged. President Obama’s recent proclamation regarding National Charter School Week commended the role charter schools play in advancing opportunity. While they are still relatively few in number (comprising about 6% of public schools in the U.S.), charter schools are often a major focal point of community debate regarding how best to serve our neediest students. Regardless of the specifics of those debates, charter schools are obligated to adhere to federal civil rights laws.
Today, the Department released new guidance (en español) to emphasize that the federal civil rights laws that prohibit discrimination in education on the basis of race, color, and national origin; sex; and disability apply to all public schools — including charter schools. Although these laws extend to all operations of a charter school, including recruiting, academics, educational services and testing, school climate (including prevention of harassment), athletics and other nonacademic and extracurricular services and activities, and accessible buildings and technology, this guidance focuses on admissions, educational services to children with disabilities and English learners, and disciplinary measures.