Students at Metropolitan Business Academy participate in the Student Ambassador Program, which promotes positive character development and a healthy and safe school community. (Photo by Coppola Photography, courtesy of New Haven Public Schools).
As this year marks the 60th anniversary of the Brown v. Board of Education Supreme Court decision outlawing legal racial segregation in public schools, now is a good time to reflect on programs that promote diversity in schools. As a program officer for the Magnet Schools Assistance Program (MSAP), I’m part of a team that manages funding awarded to school districts nationwide to implement magnet programs in their schools. The MSAP has two primary goals: 1) to promote racial/ethnic diversity in schools; and 2) to improve student academic achievement.
Magnet schools offer a unique, rigorous curriculum and theme (e.g., performing arts; global and international studies; Montessori; science, technology, engineering and math), in order to “attract” a diverse set of students to attend. MSAP focuses its funds on schools that use a non-selective lottery system (rather than academic criteria) for admissions, which helps support schools that offer educational choices to a broad array of students.
Last month, when I attended the Magnet Schools of America national conference in Hartford, Conn., I had the opportunity to see some successful magnet schools in action. Connecticut has a unique school choice system that resulted from the 1996 Sheff v. O’Neill case, in which the Connecticut Supreme Court ruled that the racial and socioeconomic isolation of Hartford school children violates the state constitution.
They didn’t go bearing apples, but tidings of appreciation nonetheless for the important work teachers do in preparing students for college and careers. As part of its contribution to Teacher Appreciation Week (May 5-9, 2014), the U.S. Department of Education took teacher appreciation to another level by “respecting through understanding” during its third annual ED Goes Back to School. On May 6th, 70 ED staff members — eight from OII — shadowed teachers throughout the country in order to better understand their work and the challenges teachers and their students encounter on the road to making America’s public education system the best it can be.
For ED headquarters staff, the day is an opportunity to see firsthand how principles of effective teaching and learning translate from the likes of grant applications to the classrooms of teachers in the D.C. metro area.
Concept Schools student artists, teachers, and administrators join OII Acting Assistant Deputy Secretary Nadya Chinoy Dabby (third from left) for a “photo-op” just before the official ribbon-cutting.
From the Great Lakes to the nation’s capital, Department staff and guests were proud to welcome the talented student artists, their fellow students, and their teachers and parents to the Concept Schools Student Art Exhibit opening in Barnard auditorium on March 31. Some 130 charter school students, representing 18 Concept Schools from six states (Illinois, Indiana, Missouri, Michigan, Ohio, and Wisconsin), were in attendance to both celebrate their own artwork on display at the Department and support their fellow students’ work.
Nadya Chinoy Dabby, OII’s Acting Assistant Deputy Secretary, welcomes the students, teachers, and parents who came from six states for the exhibit opening.
To kick off the program, Acting Assistant Deputy Secretary for Innovation and Improvement Nadya Chinoy Dabby welcomed guests to the Department and thanked Concept Schools’ families for making the long journey to share their children’s work. According to Dabby, “Arts education … at Concept Schools … is an essential part of a well-rounded educational experience.” She said that her high school education at an arts magnet school “helped nurture a lifelong appreciation for the arts.” Speaking on behalf of the Department, Dabby said, “We believe … that all children should have access to great arts instruction … no matter where you grow up or what school you go to.”
Next, Concept Schools President Sedat Duman expressed his appreciation for the Department, students, staff, teachers, and parents for making the exhibit and opening a success. He introduced a video describing the nationally recognized work that Concept Schools does to prepare students for higher education. According to the video, about 90 percent of Concept students go on to college.
A New York City school student and parent, with the help of a software developer, view data on high school choice available through the School Choice Design Challenge. (Photo courtesy of Innovate NYC Schools)
“The lack of innovation in education is not due to a lack of creativity, but the misalignment of student and educator need to the market supply of innovations.” That’s the guiding premise of Innovate NYC Schools, a 2011 i3 Development grantee that is using technology to increase the degree of alignment and making students and teachers integral to the change process. The project is furthering the development and evaluation of the “Education Innovation Ecosystem,” a network of NYC schools, partner districts, solution developers, and investors that is helping to meet the STEM-related learning challenges of middle and high school students.
Two dynamics in school system bureaucracies combine to stymie innovation: On the one hand, changes in policy only get you so far; they “don’t lead to durable improvements in practice,” contends Steven Hodas, Innovate NYC Schools’ executive director. Moreover, this fact, he says, often causes the most innovative companies on the outside of the school bureaucracy to take a pass on responding to school systems’ RFPs to develop new products or services.
On Dec. 5 and 6, the Magnet Schools Assistance Program (MSAP) team hosted the MSAP Project Directors Meeting in Washington, D.C. Each year, this two-day conference brings together more than 200 members of the MSAP community, including project directors, project evaluators, magnet school principals, magnet school coordinators, curriculum developers, content specialists, and recruitment staff, in order to network, discuss the administration of federal grants, and learn of available technical support, best practices, and resources. For the first time, superintendents of school districts that receive federal funding under the MSAP program participated in order to build support for magnet programs within the larger context of district-wide reform.
Houston Independent School District Superintendent Terry Grier talks with students during a Broad Foundation research team tour of Ortiz Middle School in May 2013. (Photo courtesy of the Houston Independent School District)
The conference keynote was offered by Superintendent Terry Grier of the Houston Independent School District (HISD). Under his leadership, HISD, the largest school district in Texas, has improved its student outcomes in remarkable ways — its dropout rate declined to an all-time low of 11.8 percent, while its graduation rate remains at an all-time high of 78.5 percent; scholarship dollars to graduating seniors have more than tripled; the number of students scoring a three or higher on AP exams has increased by 45 percent; and the achievement gap has shrunk in a noteworthy manner. All of this led HISD to be named a 2013 recipient of the prestigious Broad Prize for Urban Education — the only two-time winner of the prize. And in December, HISD was one of five school systems to receive federal Race to the Top-District grant funding. Most recently, the HISD placed fourth among more than 100 American school districts in The Education Choice and Competition Index, the Brown Center on Education Policy’s annual guide to the conditions of K-12 school choice in the nation’s largest school districts.
In his remarks, Superintendent Grier outlined his vision for magnet schools within the larger context of district reform in Houston ISD and discussed the role that HISD’s approximately 100 magnet schools play in both fostering equity and diversity in the public school system and expanding community/business partnerships. Audience members characterized his keynote as both highly engaging and inspiring.
Want to get a firsthand look at how elementary school teachers in Virginia are changing the way they view science and how they teach it because of an Investing in Innovation (i3) grant? You can by tuning in to the VISTA Voices: Inside the Elementary Program video series. Teachers from across the state attended summer institutes where they worked with students, gained hands-on practice using new teaching methods, and made plans for implementing new approaches, both individually and as school-based teams — all part of the Virginia Initiative for Science Teaching and Achievement (VISTA).
It was a classic “win-win” on display when Secretary Duncan visited a preschool classroom at Brightwood Elementary School in Northwest Washington, D.C., recently. The children were learning concepts in science through music and dance. Nationally, in many schools and districts science is not taught in the elementary grades, much less in preschool. And based on a recent Department of Education report on arts education, in many places, particularly urban school districts, the arts are missing as well in early learning.
Teacher Kalpana Kumar-Sharma and her students make arts and science connections through music. (Department of Education photo by Leslie Williams)
Secretary Duncan, accompanied by D.C. Schools Chancellor Kaya Henderson, visited teacher Kalpana Kumar-Sharma’s classroom to see how an innovative approach to combining the arts and science is working as the result of an OII arts education grant to the Wolf Trap Institute for Early Learning in the Arts. Like many other Wolf Trap early learning programs, Early Childhood STEM Learning Through the Arts (Early STEM/Arts) pairs a teaching artist who is skilled in arts integration with the preschool teacher.
While Brightwood Elementary is not explicitly a STEM or arts focused school, Artist Laura Schandelmeier has been visiting the Brightwood classroom weekly for several months to collaborate with Ms. Kumar-Sharma on lessons that combine dance and music with science. Based on the model that has evolved over the past three years in nearby Fairfax County preschool classes, the goal is to leave Ms. Kumar-Sharma with an understanding of arts integration and the skills and confidence to implement future integrated lessons on her own. Click here to read an OII home page article about the Early STEM/Arts project funded by the
Arts in Education Model Development and Dissemination (AEMDD) grants program.