Tag Archives: Newark

“Not All Children Learn and Develop in the Same Way”: Q&A with Asia J. Norton of Newark

This post is part of a series of interviews conducted for our Eight Cities project. Read all related posts here.

When education policymakers, legislators, and lawmakers operate in isolation, they can seem distant or removed from the communities they serve. So what happens when a policymaker is also a teacher and a parent?

In advance of the summer 2020 relaunch of our Eight Cities project, we spoke with Asia J. Norton, a third-generation Newark teacher and parent who serves on the Newark Board of Education.

As a young student, Asia’s struggles with literacy led her mother to switch Asia into a different school. In this conversation, she talks about ensuring that every Newark parent has the opportunity to choose a school that is the right fit for their child.

This conversation has been edited for length and clarity.

How did you become so deeply involved in education at multiple levels?

I was born into education. Both my grandmother and mother were teachers in Newark. But as a child, I wasn’t served well by my local public school. By the time I reached fifth grade, I barely knew how to read. My mother, being a parent and an educator, recognized that I needed something different. She pulled me out of my public school, used the social security money she received from my father’s death, and enrolled me in a private school.  That experience prompted me to observe the differences between my school and the school where my mother taught — it felt like two different education systems.

I knew policy was driving a lot of the inequities I saw, so after college I [got] involved in education policy. But I knew that if I truly wanted to make an impact on education policy, I needed to be in the classroom and have the practitioner perspective.

Being a teacher is definitely different than talking about teaching. Although my grandmother and mother were teachers, I wasn’t a teacher until I was in front of kindergarten students teaching them how to read. And because of my struggles as a student, I developed a passion for literacy education. As a teacher I continued to see the differences in school quality in my community. I saw how getting the right seat can make an enormous difference. Continue reading

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

Lessons in Managing the Gut-Wrenching Process of School Closures

“I’ve never felt that way before, walking into a room and just being in total knots and also knowing the right thing to do.” That’s how former Denver Public Schools board member Mary Seawell recalls the night she and the majority of the board voted to close Montbello, an academically failing but popular neighborhood high school. As we interviewed district and community leaders for our Eight Cities project, the subject of school closures elicited a nearly universal response: emotionally draining and gut-wrenching angst.

photo of Mary Seawell, former Denver Public Schools board member, by Alexander Drecun — from EightCities.org

Photo of Mary Seawell by Alexander Drecun, via EightCities.org

While the superintendents and community leaders we spoke to acknowledged school closure as a painful but necessary tool, our interviews also reflected a culture shift: Some districts are no longer forcing closures of low-performing schools in the absence of quality alternatives. Instead many districts have started more carefully planning closures to minimize disruption and prioritize student success. Two recently released reports reinforce the need for districts to mitigate the pain of school closures by ensuring better alternatives already exist. Continue reading

What the Providence Public School District Can Learn from Newark

 

The word “hope” may appear on the Rhode Island state flag, but it’s in short supply in Providence Public Schools. A recent report from researchers at Johns Hopkins University reveals that students are exposed to “an exceptionally low level of academic instruction” and in some cases, they have to attend school in dangerous buildings with lead paint and asbestos. At fault are byzantine rules and convoluted governance arrangements, the authors argue. Piecemeal reform efforts have not been enough to overcome ossified institutions, leaving unsafe buildings, low-quality instruction, and sub-par teachers shuffling between schools in a “dance of the lemons.”

The situation in Providence is dire, but it’s an important moment to make real, lasting changes as the spotlight is aimed on their dysfunction. Leaders in Providence — and Rhode Island at large — must focus on systemic change to provide students with safe learning environments and high-quality, rigorous instruction. Reforming an entire school system is a tall order, but other districts with similar challenges show that change is possible. One such example is just 191 miles down I-95: Newark, New Jersey.

Newark’s school system was in serious distress in ways that mirror Providence today: high poverty, dysfunctional bureaucracy, crumbling school buildings, and abysmal student outcomes. A voluminous report detailing the crisis in Newark’s public schools ultimately led to a state takeover in 1995.

Under state management, Newark’s school system was governed by the New Jersey Continue reading

Preparing for Dynamic Systems of Schools

While traditional school districts are characterized by a relatively unchanging stock of schools, performance-based systems with effective parental choice mechanisms and rigorous school oversight are defining the changes taking place in places like New Orleans, DC, and Denver. These systems have one unique common denominator: dynamism, a central concept in modern economics that explains how new, superior ideas replace obsolete ones to keep a sector competitive.

The process happens through the entry and exit of firms and the expansion and contraction of jobs in a given market. As low-performing firms cease to operate, their human, financial, and physical capital are reallocated to new entrants or expanding incumbents offering better services or products.

Too little dynamism and underperformers continue to provide subpar services and consume valuable resources that could be used by better organizations. Too much dynamism creates economic instability and discourages entrepreneurs from launching new ventures and investors from funding them.

Dynamism, however, rarely comes up in discussions about education policy despite a growing number of urban education systems closing chronically underperforming schools and opening new, high-potential schools as a mechanism for continuous systemic improvement.

New Orleans’ system of schools has operated in this reality since Hurricane Katrina. And others like Denver and DC are implementing their own versions of dynamic, performance-based systems. To illustrate, below is a graph of charter school dynamism in DC between 2007 and 2018.

But it’s a novel study on Newark’s schools that provide the field’s best research on a dynamic system in action. Continue reading