K-12 Education
News releases, reports, statements and associated documents from public policy organizations influencing the debate on education policy.
Featured Stories
Winston-Salem/Forsyth County Schools: The 'Greatest School on Earth'
WINSTON-SALEM, North Carolina, Aug. 23 -- The Winston-Salem/Forsyth County Schools issued the following news:
At the Union Cross Elementary block party, teacher Jessica Tracey was holding a frame that said "Greatest School on Earth."
As students and their families came in, Tracey, who teaches fifth grade, offered them the frame for taking a picture in front of the "photo booth." Next to the "photo booth" background was a table filled with hats and helmets and other fun accessories that they could put on if they wanted.
Many took advantage of that option.
Asked how long she had been teaching
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WINSTON-SALEM, North Carolina, Aug. 23 -- The Winston-Salem/Forsyth County Schools issued the following news:
At the Union Cross Elementary block party, teacher Jessica Tracey was holding a frame that said "Greatest School on Earth."
As students and their families came in, Tracey, who teaches fifth grade, offered them the frame for taking a picture in front of the "photo booth." Next to the "photo booth" background was a table filled with hats and helmets and other fun accessories that they could put on if they wanted.
Many took advantage of that option.
Asked how long she had been teachingat Union Cross Elementary, Tracey said that, while it was her 10th year teaching, it was her first year at Union Cross.
Then how did she already know that Union Cross is the "Greatest School on Earth"?
She laughed and said, "Because I work here."
Joking aside, Tracey thoroughly enjoys her life as a teacher.
"I like the relationships I build," she said.
The block party offered lots of evidence that Tracey is one of many great teachers and other staff members at Union Cross, that the school has lots of support from the community, and that students and their families appreciate the school.
"We have the best families here," said Principal Tricia Spencer.
She also appreciates the support of the community. And the teachers are, indeed, wonderful, Spencer said.
Thursday, Aug. 22 was the day that elementary schools through the Winston-Salem/Forsyth County school system held open houses where students and their families could meet their teachers for the coming year and, if necessary, take care of such details as signing up for riding a bus to and from school.
At Union Cross, Spencer and other members of the staff turned the open house into an afternoon and evening celebration. After spending an hour or two at the block party, Spencer said, she hoped that people left with a sense of the school as a family.
That sense of the school being a family is just what School Counselor Sabrina Bailey likes about Union Cross.
"We are family," Bailey said. "When I am in Walmart, and I see my students, they run and hug me."
Food trucks were parked outside the entrance to the school. And community partners had set up booths. At The Summit Church booth, church volunteers were handing out bags that included sheets of paper printed with such messages as "I Love You" and "You Rock!" that parents could cut up and slip into their children's backpacks or lunch bags.
In the lobby, students could high-five or hug Patty Pineapple, a mascot for the Child Nutrition Department. On other days, Patty Pineapple is Wanda Slate, who works for the department.
In the school library, everyone could visit with Colleen Yarnell, the library teacher, and Cynthia Eddinger, the library assistant. If they wanted to, fourth- and fifth-graders could sign up for the school's Battle of the Books team.
Yarnell is also a quilter, and, when a quilt that she and students made together returns from its travels, it will hang behind the desk.
For some kindergarten students, the block party served to introduce them to a whole new universe. That was the case with Lilianna Toledo, who was there with her mother, Khristiana Toledo, and her siblings and their grandmother.
Not surprisingly, Lilianna was feeling a little nervous. She was looking forward to meeting her teacher and, once schools starts, making new friends.
Mia Silva is also starting kindergarten. She was there with her parents, Omar and Crystal Silva. Omar Silva is an officer with the Kernersville Police Department.
Just as students were feeling both excited and a bit nervous, so were parents. Crystal Silva said that Mia tends to be a little shy around new people. At the same time, both parents said, they were excited about her entering kindergarten.
Emilee Thompson, who will be in kindergarten, was visiting the school with her parents, John and Virginia Thompson, and older sister, Mason, who, as a freshman at Glenn High, will also be entering a new world.
Asked whether she had any advice for Emilee, Mason said, "Do your work. Don't get distracted by the other kids and lose your focus."
For Jesus Rodriguez, this is will be his last year at Union Cross. After completing fifth grade this year, he will be headed to Southeast Middle next year. "Excited" is how he is feeling about the year.
He envisions becoming an engineer one day. His younger sister, Mary, is starting first grade.
Jacob Loller, who is going into the third grade, also imagines becoming an engineer - or a scientist - one day.
"I like math," Jacob said.
As families walked from the parking lot to the front of the school, they were welcomed by Valerie Crawford, who teaches third grade, and Toni Crawford, who is an Exceptional Children teacher assistant.
Although the two have the same last name, they're not officially related. They have become good friends in the 20 years they have worked together at Union Cross. So, if people want to think of them as "sisters," that's fine with them.
"We're excited about school opening for another year," Valerie Crawford said. "It's always fun even after 20 years."
Asked whether she had anything she wanted to add, Toni Crawford said, "Ditto."
Faith McDowell, who also teaches third grade, is starting her second year at Union Cross. The support of Valerie Crawford and others at the school has been invaluable.
"She always teaches to love the student no matter what," McDowell said.
McDowell said that one thing she didn't know when she became a teacher was just how deep and strong the bonds that you establish with students can be.
McDowelll has gift for connecting with students, Valerie Crawford said. "She makes connections with students like nobody's business."
Asked whether she had a favorite book for third-graders, Valerie Crawford said, The Ghost of Fossil Glen.
Students clearly connect with that book as well. When Brandon Pegram, who had her as a teacher last year, came up a bit later to say hello, he answered The Ghost of Fossil Glen when asked whether he had a book he particularly enjoyed.
The food trucks included a 1972 VW minibus that has been converted into a rolling coffee shop.
There, Speech Pathologist Amanda Bellamy and others were treating themselves to coffee drinks.
"I'm here to support their academic needs and have some fun while we're at it," Bellamy said.
One of the other teachers who makes Union Cross "Greatest School on Earth" is Cindy Scandrett, who teachers fifth grade.
"It's my last year," she said.
She started teaching in 1976. Transfers with her husband's job have taken them to five states. When she finishes this year, she will have taught for 44 years. Although it's time to retire, she said, that doesn't mean she doesn't still love what she does. She enjoys working with fifth-graders.
"It's constantly refreshing," Scandrett said. "You are always getting to improve yourself because you learn from what you did before."
For each of her students, Julie Hart, who teaches second grade, had made a construction paper ice cone that had the student's name on it. The ice cream cones were on the door to the classroom.
Hart has spent all 31 years of her career at Union Cross.
"I think it's the best," Hart said.
Amanda Reaves also teaches second grade. In 2003, while she was still in college, she did an internship with a group of fifth-graders at Bolton Elementary in 2003.
"Harry Potter was all the kids wanted to read," Reaves said.
She became a fan, and, this year, she decided to turn her classroom into Hogwarts, the school where Harry Potter became a wizard.
"Read-aloud time is my favorite time of day," she said. "I love to watch students' faces as they fall in love with stories and characters. I love the gasps and "Oh, No's!" at the end of each chapter when they have to wait until the next day to see what happens next. I can't wait to share Harry Potter and the Sorcerer's Stone with my class and spark that love of reading in them."
"I hope to really concentrate on character traits of the main characters but also the four houses. After reading the book, students are going to reflect on their own character traits and write about which house they believe fits them best. I plan on having a sorting ceremony and putting kids in houses to work towards earning points each week. The plan is to focus on team work, as well as the grit, determination, and perseverance of the characters throughout the books."
Miami-Dade County Public Schools Tops Nation With Highest Number of Magnet Schools Awarded Standards of Excellence National Certification Status
MIAMI, Florida, Aug. 23 -- Miami-Dade County Public Schools issued the following news release:
Hialeah-Miami Lakes Senior, TERRA Environmental Research Institute and Ponce De Leon Middle are among Miami-Dade County Public Schools (M-DCPS) seven newest additions to the roster of Certified National Magnet Schools. The other four are Jose Marti MAST 6-12 Academy, Maritime and Science Technology (MAST) Senior, Howard D. McMillan Middle, and Lamar Louise Curry Middle schools.
All seven Magnet schools earned the added bonus of "Demonstration" for exceeding the criteria outlined in the Magnet Schools
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MIAMI, Florida, Aug. 23 -- Miami-Dade County Public Schools issued the following news release:
Hialeah-Miami Lakes Senior, TERRA Environmental Research Institute and Ponce De Leon Middle are among Miami-Dade County Public Schools (M-DCPS) seven newest additions to the roster of Certified National Magnet Schools. The other four are Jose Marti MAST 6-12 Academy, Maritime and Science Technology (MAST) Senior, Howard D. McMillan Middle, and Lamar Louise Curry Middle schools.
All seven Magnet schools earned the added bonus of "Demonstration" for exceeding the criteria outlined in the Magnet Schoolsof America (MSA) Standards of Excellence. With the addition of these schools, M-DCPS now has 28 certified magnet schools; with 14 earning the "Demonstration." The total number of certified schools represents more than any other district in the country sanctioned by Magnet Schools of America to be amongst the highest quality Magnet schools in the United States.
MSA, located in Washington D.C., is the national association for magnet and theme-based schools. Its Standards of Excellence was created to recognize the most exemplary programs and is based on five educational pillars: diversity, innovative curriculum and professional development, academic excellence, high-quality instructional systems, and family and community partnership. The certification process includes a nine-month evaluation process. Candidates must demonstrate through evidence, reflection and strategic action that they have established the Magnet School Standards of Excellence in their schools.
This certification process awards official national certification to Magnet schools that establish Magnet School Standards of Excellence. The designation was created to recognize the most exemplary Magnet programs.
Magnet school programs offer unique courses of study focusing on students' special interests, talents, and abilities and are available in five themes of study: International Programs; Liberal Arts; S.T.E.M. (Science, Technology, Engineering, & Mathematics); Virtual Learning; and Visual & Performing Arts. Since opening its first Magnet program in 1973, Magnet options have greatly expanded within Miami-Dade County Public Schools. Currently, over 72,000 students are enrolled in over 380 Magnet programs offered at 114 schools district-wide. For more information, go to: miamimagnets.org.
A complete list of M-DCPS' magnet schools receiving national certification is as follows:
See table here (http://news.dadeschools.net/cmnc/new/29197).
Miami Dolphins Announce Partnership With Miami-Dade County Public Schools Through Values Matter Miami
MIAMI, Florida, Aug. 23 -- Miami-Dade County Public Schools issued the following news release:
As part of the Miami Dolphins' educational pillar and its FOOTBALL UNITES(TM) program, the Miami Dolphins announced a partnership with Miami-Dade County Public Schools (M-DCPS) through Values Matter Miami, a series of initiatives designed to promote education and values among its students. The announcement took place on Friday, Aug. 23 at Miami Carol City Senior High School with M-DCPS Superintendent Alberto M. Carvalho, School Board Member Dr. Steve Gallon III, Miami Dolphins Senior Vice President of
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MIAMI, Florida, Aug. 23 -- Miami-Dade County Public Schools issued the following news release:
As part of the Miami Dolphins' educational pillar and its FOOTBALL UNITES(TM) program, the Miami Dolphins announced a partnership with Miami-Dade County Public Schools (M-DCPS) through Values Matter Miami, a series of initiatives designed to promote education and values among its students. The announcement took place on Friday, Aug. 23 at Miami Carol City Senior High School with M-DCPS Superintendent Alberto M. Carvalho, School Board Member Dr. Steve Gallon III, Miami Dolphins Senior Vice President ofCommunications & Community Affairs Jason Jenkins and Miami Dolphins Alumnus Troy Drayton.
Values Matter Miami is M-DCPS' exciting values education program. Over the past four years, it has engaged students in actively learning about nine core values, - Respect, Honesty, Kindness, Fairness, Integrity, Citizenship, Cooperation, Responsibility and Pursuit of Excellence - inside and outside of the classroom.
"This partnership is a testament to the commitment of the Miami Dolphins beyond the football field," Superintendent of Schools Alberto M. Carvalho said. "Values Matter Miami, which promotes and recognizes exemplary behavior, is part of our ongoing effort to empower students to make positive decisions based on core values, enabling them to make lasting contributions to our community."
As part of the partnership, Superintendent Carvalho and the Miami Dolphins created a Values Matter Miami PSA that can be found here. In addition, Miami Dolphins, players, alumni, cheerleaders and staff took part in monthly PSAs, highlighting each value associated with the program. Starting in September, the Dolphins will recognize a student each month that best exemplifies each value in a special ceremony. The Audible: Football Fridays will feature Values Matter Miami when Miami Carol City Senior High School faces off against Deerfield Beach High School at Traz-Powell Stadium, Saturday, August 24. In addition, the Dolphins will partner with M-DCPS on the NFL's My Cause My Cleats initiative through a special contest with a student designing a special "Values Matter Miami" cleat that will be worn by a Dolphins player against the Philadelphia Eagles on December 1 at Hard Rock Stadium. Lastly, the Dolphins will help sponsor the Values Matter Miami Awards Ceremony in May.
"The Miami Dolphins are proud to strengthen our relationship with M-DCPS by supporting the Values Matter Miami Program to directly impact the students of Miami-Dade County," Miami Dolphins Senior Vice President of Communications & Community Affairs Jason Jenkins said. "Positive values are paramount to a great educational environment and we wanted to highlight this great program that promotes the great work done every day by students, teachers and administrators."
These initiatives align with the organization's goal to level the playing field through the power of teamwork to inspire a healthier, more educated and united South Florida community. Dolphins Chairman of the Board & Managing General Partner Stephen Ross and Dolphins players created the FOOTBALL UNITES(TM) program as a way to bring positive social change. The Miami Dolphins organization believes it is important to be inclusive of the diversity and aware of the intersections that make up South Florida, uniting groups of different races, genders, sexual orientations, identities, abilities and faiths around the power of football. These programs connect to the NFL's Inspire Change platform, showcasing the collaborative efforts of players, owners and the league to create positive change in communities across the country and work with RISE - the Ross Initiative in Sports for Equality - to eliminate racial discrimination, champion social justice and improve race relations.
Fairfax County Public Schools Announces Policy for Free or Reduced-Price Meals
FALLS CHURCH, Virginia, Aug. 23 -- Fairfax County Public Schools issued the following news release:
Fairfax County Public Schools announces its policy for providing free or reduced-price meals for children served under the National School Lunch and School Breakfast Programs. Each school and central school nutrition office has a copy of the policy, which may be reviewed by any interested party.
Some schools in the division, including Annandale Terrace Elementary, Bailey's Elementary, Bailey's Upper Elementary, Braddock Elementary, Crestwood Elementary, Dogwood Elementary, Garfield Elementary,
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FALLS CHURCH, Virginia, Aug. 23 -- Fairfax County Public Schools issued the following news release:
Fairfax County Public Schools announces its policy for providing free or reduced-price meals for children served under the National School Lunch and School Breakfast Programs. Each school and central school nutrition office has a copy of the policy, which may be reviewed by any interested party.
Some schools in the division, including Annandale Terrace Elementary, Bailey's Elementary, Bailey's Upper Elementary, Braddock Elementary, Crestwood Elementary, Dogwood Elementary, Garfield Elementary,Glen Forest Elementary, Graham Road Elementary, Groveton Elementary, Hutchison Elementary, Hybla Valley Elementary, Lynbrook Elementary, Mount Vernon Woods Elementary, Parklawn Elementary, Riverside Elementary, Weyanoke Elementary, Woodburn Elementary, and Woodley Hills Elementary, will be participating in the Community Eligibility Provision (CEP) as implemented under the Healthy, Hunger-Free Kids Act of 2010. All students enrolled at these schools will be provided a nutritious meal for breakfast and lunch each day at no charge. Households with children attending these schools will not be required to submit a meal application form for these students to receive meals at no charge. Each household with children attending these schools will receive communication about CEP, including contact information for any questions.
In all other schools, household size and income will be used to determine eligibility for free or reduced-price meal benefits. Children from households whose income is at or below the Federal Income Eligibility Guidelines, shown in the chart below, may be eligible for either free or reduced-price meals. Children who are members of households receiving Supplemental Nutrition Assistance Program (SNAP) benefits (formerly the Food Stamp Program) or who receive Temporary Assistance for Needy Families (TANF) may be automatically eligible for free meals. Children who are homeless, migrant, or runaway may also be automatically eligible for free meals. Foster children, who are the legal responsibility of a welfare agency or court, are eligible for free meals regardless of the income of the household with whom they reside. Children who are members of households participating in WIC may also be eligible for free or reduced-price meals based on the household's income.
Application forms are being distributed to households with a letter informing households of the availability of free or reduced-price meals for their children. Applications are also available at the principal's office in each school, at the central office, and online. To apply for free or reduced-price meals, households must only fill out one application per household and return it to the school division. Applications may be submitted at any time during the school year. The information households provide on the application will be used for determining eligibility and verification of data. Applications may be verified at any time during the school year by school or other program officials. For school officials to determine eligibility for free or reduced-price benefits, households receiving Supplemental Nutrition Assistance Program (SNAP) benefits or Temporary Assistance for Needy Families (TANF) only have to list their child(ren)'s name and SNAP or TANF case number and an adult household member must sign the application. Households who do not list a SNAP or TANF case number, including WIC households, must list the names of all household members, the amount and frequency of the income received by each household member, and the last four digits of the social security number of the adult household member who signs the application. If the household member does not have a social security number, the household member must indicate that a social security number is not available. The application must be signed by an adult household member in order to be approved.
Under the provisions of the free and reduced-price meal policy, Greg Rupert, coordinator, will review applications and determine eligibility. An application for free or reduced-price meals cannot be approved unless it is complete. Households dissatisfied with the ruling of the eligibility determining official may wish to discuss the decision with the official on an informal basis.
Households wishing to make a formal appeal for a hearing on the decision may make a request either verbally or in writing to:
Maria Perrone, RDN
Acting Director
Office of Food and Nutrition Services
Fairfax County Public Schools
6840 Industrial Road
Springfield, VA 22151
Households may apply for free or reduced-price meals at any time during the school year. If a household is not eligible now but has a change, such as a decrease in household income, an increase in household size, becomes unemployed or qualifies for SNAP or TANF, the household should contact the school for an application. Such changes may make the children of the household eligible for benefits if the household's income falls at or below the Federal Income Eligibility Guidelines.
Households that receive Supplemental Nutrition Assistance Program (SNAP) benefits (formerly the Food Stamp Program) or Temporary Assistance for Needy Families (TANF) may not have to complete an application for free or reduced-price student meals. School officials will determine eligibility for free meals based on documentation, obtained directly from the Virginia Department of Social Services, that a child is a member of a household currently receiving SNAP or TANF. School officials will notify these households in writing of their eligibility. Households who are notified of their eligibility, but who do not want their children to receive free meals, must contact the school. SNAP and TANF households must complete an application if they are not notified in writing of their automatic eligibility within the first 10 days of the new school year.
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.
Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at 800-877-8339. Additionally, program information may be made available in languages other than English.
To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call 866-632-9992. Submit your completed form or letter to USDA by:
(1) mail: U.S. Department of Agriculture, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410;
(2) fax: 202-690-7442; or
(3) email: program.intake@usda.gov.
This institution is an equal opportunity provider.
Baltimore County Public Schools Superintendent Establishes Vision to Increase Student Achievement and Close Gaps
TOWSON, Maryland, Aug. 23 -- Baltimore County Public Schools issued the following news release:
Superintendent Dr. Darryl L. Williams established a clear vision for Baltimore County Public Schools at this morning's Administrative and Supervisory meeting, held at Loch Raven High School.
During his back-to-school speech to about 700 Team BCPS school and system leaders, Dr. Williams focused on increasing student achievement and closing gaps based on race, ethnicity, and participation in services from special education, English for speakers of other languages, and free and reduced-price meals.
Emphasizing
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TOWSON, Maryland, Aug. 23 -- Baltimore County Public Schools issued the following news release:
Superintendent Dr. Darryl L. Williams established a clear vision for Baltimore County Public Schools at this morning's Administrative and Supervisory meeting, held at Loch Raven High School.
During his back-to-school speech to about 700 Team BCPS school and system leaders, Dr. Williams focused on increasing student achievement and closing gaps based on race, ethnicity, and participation in services from special education, English for speakers of other languages, and free and reduced-price meals.
Emphasizingcollective action from schools and offices, Dr. Williams urged that "Students have to be at the center of everything we do." He asked school and office leaders to examine current practices and consider, "Will this lead us to greater student achievement?"
As he reviewed data from 2018, he stressed that while one data point does not tell the entire story, differences in achievement have been persistent across assessments.
Dr. Williams announced that one central office change in response to the data is the creation of the new Division of Student Support and Achievement, which consists of community superintendents and executive directors who supervise schools by level and zone. The new division will lead Instructional Core Team meetings, where the needs of students, teachers, and school leaders will determine how central office coordinates and differentiates support to schools based on data.
Similarly, cabinet, Academic Team, and Business Services meetings will adjust to support the focus on raising the bar and closing gaps.
Slated for spring 2020, another systemwide support will be a streamlined School Progress Plan (school improvement plan) process that will align student needs with professional learning for staff. Until then, schools will identify one or two initiatives that target an area where students are not mastering standards.
Central office will support schools in three major areas: studying and knowing the curriculum; infusing authentic literacy across disciplines including more reading and writing; and ensuring effective teaching based on formative assessments that explain what students know and can do.
Dr. Williams continues to examine data and gather feedback through his 100-day entry plan, upcoming Community Conversations with the public, and initial discussions about the 2020-2021 operational budget.
BCPS expects to welcome about 115,000 students to its schools on September 3.
Mayor Lightfoot and Chicago Public Schools Announce District's Lowest-Ever One-Year Dropout Rate
CHICAGO, Illinois, Aug. 22 -- Chicago Public Schools issued the following news release:
* * *
- Improvements Driven by African American and Latino Males
* * *
Mayor Lori E. Lightfoot and Chicago Public Schools announced today that the district's one-year dropout rate has reached an all-time low of 6.0 percent, which was driven by progress made by African American and Latino males. Providing support to students who are most at-risk of dropping out through a focus on social and emotional learning, strong partnerships like Becoming a Man and Working on Womanhood, and the district's commitment
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CHICAGO, Illinois, Aug. 22 -- Chicago Public Schools issued the following news release:
* * *
- Improvements Driven by African American and Latino Males
* * *
Mayor Lori E. Lightfoot and Chicago Public Schools announced today that the district's one-year dropout rate has reached an all-time low of 6.0 percent, which was driven by progress made by African American and Latino males. Providing support to students who are most at-risk of dropping out through a focus on social and emotional learning, strong partnerships like Becoming a Man and Working on Womanhood, and the district's commitmentto restorative practices has led to a nearly 50 percent reduction in the percent of students who drop out over the course of a year compared to 2011.
"CPS' teachers, support staff and principals are transforming the lives of our young people, helping them to recognize their potential and inspire more opportunities for their future," said Mayor Lightfoot. "The record-low one-year dropout rate is a reflection of our collective commitment to ensure that every student, regardless of zip code or household income is on a pathway not only to graduation, but also to a viable future post-graduation."
The district's one-year dropout rate decreased by 0.4 percentage points, from 6.4 percent in 2018 to 6.0 percent in 2019, which was driven by progress made by African American and Latino males, whose one-year dropout rate both decreased by 0.5 percentage points (9.5 percent to 9 percent; 6.5 percent to 6 percent, respectively) between the 2017-18 and 2018-19 school years. This year's dropout rate of 6.0 percent marks a 46 percent reduction from the dropout rate of 11.2 percent in 2011, with the number of students dropping out in a year reduced by more than half.
The one-year dropout rate measures the percent of students who drop out over the course of a given year, as opposed to the cohort dropout rate which reflects multiple years and aligns with the annual cohort graduation rate.
"Through expanding access to rigorous academic programs, increasing staffing to support student needs and magnifying our focus on equity, social and emotional learning and restorative justice, CPS is keeping more students in the classroom year after year and creating strong, student-centered schools in every neighborhood across the city," said CPS CEO Dr. Janice K. Jackson.
In order to continue building upon the district's progress, CPS has prioritized initiatives centered on equity that are focused on engaging the district's most vulnerable youth who are most likely to drop out of high school. Recently, the district established a partnership with the University of Chicago Education Labs to evaluate how Options Schools can provide the best possible educational experience and social-emotional support to the city's most vulnerable students. The City of Chicago and Chicago Public Schools also launched a groundbreaking initiative called Summer for Change for students who are at the highest risk of being impacted by gun violence. The six-week program provided youth with access to individualized mentoring, group-based therapy, educational opportunities, enrichment activities and more. The district and the City of Chicago have also made a commitment to expand school resources, including adding at least 200 social worker positions to CPS schools over the next five years.
The district has also taken steps to prioritize academic equity, including the establishment of the Office of Equity, which is designed to help address the opportunity gap and ensure students are equitably receiving the resources and support they need to succeed. Key initiatives centered on equity include:
* Curriculum Equity Initiative: The Curriculum Equity Initiative will create a standards-aligned, culturally relevant library of teacher resources to ensure that students in every part of Chicago can benefit from a high-quality curriculum and instructional resources.
* Equity Grants: To ensure that students who attend schools with low and declining enrollment receive the benefits that students attending larger schools receive, CPS is providing $31 million in equity grant funding to 219 elementary and high schools that need additional support.
* Largest-Ever Program Expansion: To build on the record-setting academic progress being made in Chicago schools, the district awarded new academic programs to benefit nearly 17,000 CPS students at 32 schools across the city as part of the largest-ever program expansion in district schools.
The one-year dropout rate data for the 2018-19 school year is available at cps.edu/schooldata.
Chicago Public Schools serves 361,000 students in 644 schools. It is the nation's third-largest school district.
California Charter Schools Association Issues Statement on California Teachers Association Report on Students with Disabilities
LOS ANGELES, California, Aug. 22 -- California Charter Schools Association issued the following statement by spokesperson Brittany Chord Parmley:
Earlier today, CTA and UTLA released a new report "State of Denial: California Charter Schools and Special Education Students" focusing on students with disabilities and charter schools in Oakland, San Diego and Los Angeles.
"California's charter public schools are proud to serve nearly identical numbers of students with disabilities as traditional district schools, according to the Legislative Analyst's Office, and are making greater learning gains
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LOS ANGELES, California, Aug. 22 -- California Charter Schools Association issued the following statement by spokesperson Brittany Chord Parmley:
Earlier today, CTA and UTLA released a new report "State of Denial: California Charter Schools and Special Education Students" focusing on students with disabilities and charter schools in Oakland, San Diego and Los Angeles.
"California's charter public schools are proud to serve nearly identical numbers of students with disabilities as traditional district schools, according to the Legislative Analyst's Office, and are making greater learning gainsand educating students with disabilities in inclusive classrooms alongside their general education peers than traditional public schools.
"Charter educators are far more interested in holding the federal government to account for fully funding IDEA rather than wasting time mudslinging."
Background information:
* It is critical to know who retains the legal responsibility for placement of students with disabilities at each charter school. For approx. 50% of the charter schools in the State, the authorizer is responsible for placement, preventing a charter school from keeping a student with disabilities that has enrolled. Given the legal responsibility for serving the student, it is most often the students with the most significant needs and costly supports that the authorizer chooses to retain in a traditional district school.
* The LAO has found that, on average, charter schools serve similar populations as traditional public schools.
* Charter schools, unlike school districts, are unable to serve preschool students with disabilities. As a result, school districts naturally continue to serve students with the most intensive educational needs, i.e., autism, cognitive delays, deaf, etc., who qualify for special education as students with disabilities will become connected in a community and not want to leave to join the charter school once they begin Kindergarten.
