Category Archives: Student Data

What Do Toxic Charter School Politics Mean for Newark Students?

A few weeks ago, as National School Choice Week came to a close, Bellwether Co-founder and Partner Andy Rotherham wrote in the Hill about the toxic state of politics around charter schools, and the blind spots of both charter opponents and advocates: 

Any effort to curtail charter schooling must deal forthrightly with how that would limit access to good schools for families that historically have been denied good educational options. Proposals to expand charters must ensure that charters are partners in meeting all the educational challenges in different communities. The current national debate lets everyone off the hook on the hard questions. 

Too often in the debates over charter schools, nuanced points about how to best create and sustain high-quality schools get buried by adversarial talking points from charter opponents and supporters. 

Right now, there’s no better place to watch those frustrating debates in action than Newark, NJ. Last month, in a surprisingly aggressive move against the city’s charter sector, Superintendent Roger Léon urged the state to halt to charter school expansion and close four charter schools up for renewal, citing the budgetary impact of charter schools on the district, mediocre test results, and low enrollment of English learners and students with disabilities at some of the schools up for renewal.  

school bus driving down the street in Newark, NJ

Via flickr user Paul Sableman: https://www.flickr.com/photos/pasa/13682552433

Charter parents, schools, and advocates struck back, with official public statements and refutations of Léon’s claims. At the same time, shady anonymous flyers attacking Léon sprang up across the city, warning parents “your school could be next!” 

As this latest district-versus-charter skirmish played out, a lot got lost in the noise.  Continue reading

If Your District is Losing Enrollment, Borrow Some Tools from Denver

As families make their school choices during the annual enrollment season this winter, there are a lot of unknowns for district leaders to manage. The size of the student population shouldn’t be one of them. When district student enrollment numbers drop, a whole community can find itself in a panic. School principals start worrying about potential cuts to their staff. District administrators start worrying about consolidating or closing schools. And if all this happens unexpectedly, then parents and students are the ones who suffer.

Denver Public Schools (DPS) is at a similar crossroads: enrollment levels are in decline after a period of population boom, but their leaders are able to nimbly respond to enrollment changes due to a number of systems they have in place. Other city leaders take heed.

In most traditional districts, enrollment data isn’t used for a great deal of strategic decision-making, but thanks in part to Denver’s universal enrollment system and student-based school budgeting process, they have a much richer set of data to understand which schools and parts of the city are attracting (or losing) students. Leaders use this to aid in decision-making when it comes to high-stakes subjects like school creation, turnaround, or closure.

These tools also allowed Denver to grow quickly while improving student outcomes. As former DPS official and enrollment management expert Brian Eschbacher explained recently in The 74, during his seven years as the executive director of planning and enrollment services in Denver, he and his team could detect, assess, and respond to changes in student enrollment. Through their annual Strategic Regional Analysis process, DPS staff were able to understand what areas or programs were popular with families as well as where enrollment was beginning to wane. In both cases, it allowed district leaders to be more proactive in their decision-making based on a detailed understanding of enrollment trends. 

Understanding enrollment trend data is only the first step to managing declining enrollment: it needs to be paired with action that can help mitigate some of the negative effects of school closure decisions and provide high-quality options for students and families affected by those decisions. That could mean consolidating schools, as is happening with a Denver charter school, but it’s important that such dramatic steps are accompanied with supports for students and families. (My colleague Lynne Graziano recently wrote about how districts can help families navigate the school closure process.)

Better understanding of enrollment data can also help districts adjust course before such drastic actions need to be taken. Understanding what kinds of schools attract families can help districts shift their offerings to better align with what families want for their kids. One example of this can be found in Jeffco Public Schools (a district neighboring Denver), where they are turning a school that’s losing enrollment into a “classical school,” a model that’s been popular in neighboring communities. 

Leading a school district through declining enrollments is never easy, but the impact can be managed through smart leadership. If districts learn from and adopt Denver’s “detect, assess, respond” approach to enrollment trends, they’ll be better prepared to ensure that enrollment dips don’t lead to negative outcomes for kids and families.

Stop Saying “At Least We’re Not Mississippi”: A Q&A With Rachel Canter of Mississippi First

There’s a tired trope in Southern states: “At least we’re not Mississippi.” The implication is that while one’s state may be underperforming on some measure — poverty, rates of uninsured, education outcomes, etc. — Mississippi can always be counted on to look worse. 

Having grown up, taught school, and worked in education policy across the South my whole life (but not in Mississippi), I’ve heard this statement plenty. I heard it as recently as this fall at a conference, leveled by a national thought leader who ought to know better. 

Last spring, Bellwether released “Education in the American South,” a data-filled report which highlighted, among other things, how the national education reform conversation has largely bypassed the South — a conclusion bolstered by the persistence of this Mississippi myth.

Here’s the thing: While many of us look down our noses, Mississippi has been working hard — and it’s been paying off. In the most recent National Assessment of Education Progress (NAEP) scores, Mississippi was the only state to see improvements in reading and had the biggest gains in fourth-grade reading and math. Mississippi’s gains have been nearly continuous over the last 16 years and mostly unmatched in the region.

To dig more deeply into what’s gone right in Mississippi, I talked to Rachel Canter, longtime Mississippian and co-founder and Executive Director of Mississippi First, an education policy, research, and advocacy nonprofit working to ensure that every Mississippi student has access to excellent schools.

This conversation has been lightly edited for length and clarity.

The most recent NAEP results highlight the progress schools and students in MIssissippi have made, but 2019 isn’t the beginning of this story. When did the tide start to turn and why? Continue reading

Best of Bellwether 2019: Our Most-Read Publications and Posts

2019 was a busy year at Bellwether and across education in general, and we’re excited to round up our most-read blog posts and publications from the past 12 months. They cover a number of topics, including how school leaders can improve school culture (and reclaim their own time), how to improve the quality of early childhood education, and how to better bridge research and practice. This list also reflects your wide-ranging interests in the myriad issues that Bellwether experts work on across policy and practice. 

For the top posts on our sister site TeacherPensions.org, click here.

We’re excited to bring you more insights in the new decade! To hear updates, you can sign up here to get our newsletter. Thanks for following our work.

Top Ten Blog Posts from Ahead of the Heard in 2019

1.) 3 Things Head Start Programs Can Do Right Now to Improve Their Practice

by Ashley LiBetti Continue reading

GreatSchools Ratings Have a Lot in Common with State and Local Ratings — for Better or Worse

Last Thursday the education world was all a-twitter about an article and analysis on GreatSchools, a widely used nonprofit school rating organization whose 1-10 ratings often show up at the top of search results and on popular real estate websites. Their ratings are known to sway families’ decisions on where to live and send their kids to school.

Photo via Justine Warrington on Flickr

The main thrust of Matt Barnum and Gabrielle LaMarr LeMee’s piece in Chalkbeat is that GreatSchools’ substantial reliance on test score proficiency as a measure of school quality favors schools whose students enter already performing at a higher level. Since these students are more likely to be white and high-income, they argue the GreatSchools ratings may end up exacerbating segregation by influencing families’ housing and school decisions. 

These very same criticisms often come up in debates about local or state school ratings and how best to use test scores in general. In the conversation below, the authors of Bellwether’s recent report and website on school performance frameworks (SPFs) discuss the findings of the GreatSchools report, and how the strengths and weaknesses of GreatSchools’ approach compares to state and local school ratings.

Bonnie O’Keefe:

GreatSchools’ data comes from states, and their metrics and methods aren’t too dissimilar from what we see in many local school performance frameworks, state ESSA ratings, and the No Child Left Behind ratings that came before. Much like many states and districts, GreatSchools has changed their rating system over time as more, better data became available. So the idea that ratings based even in part on proficiency disadvantage schools serving higher-need students isn’t unique to GreatSchools. In fact, a nearly identical critique sunk Los Angeles’ proposed school ratings before they were even created. What is unique is how widely used, influential, and maybe misunderstood GreatSchools’ ratings are among families. 

Brandon Lewis:

The biggest difference I see between the GreatSchools’ school rating system and the local school performance frameworks (SPFs) we profiled for our project is that they have different goals and purposes. GreatSchools is a widely viewed public-facing tool designed to communicate that organization’s particular perspective on school quality. Unlike local SPFs, GreatSchools’ ratings are not tied to any specific goals for students or schools and cannot be used to make any district-level decisions. 

Continue reading