SOAR Academy in Tacoma ‘blows the roof off the myths’ about charter schools

SOAR Academy students get up and get down during Erricka Turner's dance class in September 2017.

Walk through the front doors of SOAR Academy these days and you’ll find the building teeming with life and energy, like a dream realized.

In many ways, that’s what the public elementary school in Tacoma represents: the manifestation of a set of beliefs and ideas about what’s possible in public education.

SOAR Academy’s founders sought from the outset to design a public school that would reach students being neglected by the larger system, those who are typically on the wrong end of the opportunity and achievement gaps. 

Just two years after first opening its doors to students, those ideas have become a way of life at SOAR Academy, and the dreams of a nurturing, equitable school open to all have become reality for an engaged, grateful community of students and families.

“Here at SOAR we’ve seen tremendous growth and a fulfillment of the whole concept and vision of the alternatives and options that charter schools can provide in a publicly funded setting,” said Dr. Thelma Jackson, chair of the SOAR Academy Board of Directors. “Those of us that have been with SOAR from the very beginning, we’re just pleased as punch to see the school, to see the full classrooms, the waiting list. As I was driving up, just the smiles on the children’s and parents’ faces — they’re glad to be here! They’re here by choice.”

In many ways and from many angles, that’s the key word here: choice.

More than 70 percent of SOAR students identify as students of color, and Black students make up 56 percent of the student body. Fourteen percent receive special education services, and at least 12 percent are homeless or housing insecure. They all chose SOAR Academy, and they did so despite the hyper-political climate that surrounds the charter school sector.

School choice can be an especially foggy issue in Washington, where propaganda and repeated legal attacks led by the Washington Education Association — the state’s teachers union — have attempted to undermine the ability of schools like SOAR to work hard and innovate in an earnest effort to close the gaps created by our traditional public school system. In spite of that, many parents are seeing SOAR for what it is: an ambitious, free, public alternative that just might work for their student where other schools have fallen short.

“We’ve been up against so much ‘fake news’ about what charters are and aren’t, and we’re defying all of that,” Jackson said. “Anytime they say, ‘Oh, they won’t take kids of color; oh, they won’t take special needs kids; oh, they’ll cream the crop,’ [SOAR Academy] just blows the roof off of all those myths. And against all those odds, SOAR is thriving. The kids are thriving.”

Far from creaming, SOAR’S school leader Jessica Stryczek readily acknowledges that many of the school’s students arrived having already experienced such significant trauma as abuse, neglect and domestic violence. Yet thanks to a trauma-informed approach to restorative justice, not a single SOAR student was suspended or expelled last year.

In Seattle Public Schools, on the other hand, disproportionate discipline rates show up from the very beginning, as even kindergarteners of color are suspended and expelled (yes, expelled from kindergarten!) at a rate far beyond their white peers.

Seventy-seven percent of the student body at SOAR is eligible for free or reduced lunch as well, so community meals are available to all students through the community eligibility pool.

SOAR’s staff, meanwhile, reflects the diversity of its student body. More than half the staff at SOAR are people of color, Jackson says, upending yet another myth.

“The traditional line is, ‘Oh, we’d like to hire them, but we can’t find them.’ So, where are the charter schools finding [teachers of color]?” Jackson asks. “And again, they are here by choice. They’re not here through involuntary transfers and the dance of the lemons and all that stuff.”

Enough people have chosen SOAR now that the school’s journey from vision to reality is all but complete, and the early results are showing that the young charter school is delivering on its promise.

In addition to a joyful atmosphere in a building full of well-cared-for elementary students, the school is home to impressive academic rigor as well. Just last year, more than 70 percent of students showed accelerated growth, testing beyond national grade-level expectations on the STAR Early Literacy assessment.

“The concept has taken on a life of its own,” Jackson said. “The proof is in the pudding.”

Thank you, Nate Bowling, for cutting right to the heart of the perpetual argument over charter schools

Nate Bowling wrote everything you need to know to put an end to the exhausting point-missing debate pitting charter public schools versus traditional public schools.

For those unfamiliar, Nate is a public school teacher in Tacoma who, as far as I can tell, has been kicking ass for a long time now. In the last few years, he's really started to get noticed for it, too. He was a National Teacher of the Year finalist in 2016 after being named Washington State's Teacher of the Year, but he's much more than just an effective classroom teacher. He's also the kind of activist for racial justice and the rights of his marginalized students that I dream of every teacher aspiring to be.

Plus, he writes about nuanced issues with the kind of clarity that my overly wordy rants find themselves dreaming about at night (in overly wordy dreams).

In fact, if I was more internetty, I might have made this about myself and started this diatribe like this:

"TFW you write and write and write about charter schools and then someone else says everything you were trying to say much more simply and effectively than you ever have. SMH LOL!"

Obviously I'm not convincingly internetty, but you get the idea. Nate Bowling has written something important about the mind-numbing debate pitting charter schools vs. traditional public schools. He begins by acknowledging that many parents of students of color are choosing charter schools, and that this is a valid choice. Then he gives three critical pieces of advice for well-meaning folks who are still actively opposing charter schools:

First, Nate says, "you must address [the] concerns and motivations" of people of color who are choosing charter schools, because those concerns are real and warranted.

"The loudest, most vociferous opponents of charter schools I see are middle class, white, college educated, liberal-progressives entrenched within the educational establishment," Bowling writes. "In contrast, charter parents are typically from low-income neighborhoods that are serviced by under-resourced, low-performing public schools. Understanding that dichotomy is essential."

Yes! I couldn't agree more. A failure or unwillingness to acknowledge this truth is the foundation of most misunderstandings over charter schools.

Second, he says we must "improve the experience of students of color in traditional public schools," and I'm convinced he's right about this, too. If we don't, we're essentially telling those parents to accept the unacceptable for their children. That's pretty cruel.

Finally, Nate says, "you can be right on the issue and still be wrong." This is so blisteringly important that I can't believe it hasn't been said this way before. Opportunity gaps and disproportionate discipline and teacher bias and segregation are not just abstract concepts and theories. They create realities that have intense, long-term impacts on real-life kids. So it's one thing to value public education, to see it as a great equalizer and a pillar of our society, and to view charter schools as an infiltration of private money and control, but it's quite another thing to keep people from accessing alternatives to the system when it's not working for them.

If we don't acknowledge our current gap between theory and reality, between the ideals of education in a vacuum and the realities of biased schooling in present-day America, we're leaving a lot of kids to the wolves in the name of incremental progress and education theory -- including mine. My oldest son goes to Emerson Elementary in Seattle's Rainier Beach, meaning he's literally a student of color in one of the "low-income neighborhoods that are serviced by under-resourced, low-performing public schools" that Nate is describing. And I can tell you first-hand, it's not okay. We're demanding change, we're exploring all of our options, and if a charter elementary school opened up in the area, we'd probably look into switching schools.

Anyway, I'll stop now. Please read what Nate Bowling has to say. He's a smart man.

 

Stop Berating Black and Brown Parents Over Charters (and Give Your Twitter Fingers a Rest)

By Nate Bowling

I read too many edu arguments for my own good. It’s a known issue in my household.

The argument I find most cringe-inducing is the fight over charter schools. With the news that Secretary DeVos is coming to Seattle, I’d like to put this out there for folks.

If there's one lesson that I have learned over the last few years, it’s that you're never going to convince a black or brown mother to change her mind about where to send her child by demonizing her choices, calling her a “neo-liberal,” or labeling her a “tool of privatizers.” And since black and brown parents are the primary target of most charter operators, this presents a conundrum I want to help my (mainly white) progressive friends work through.

Before I go further, a few caveats: I’ve worked in public schools since 2006. This is by choice. I have been offered roles in teaching, as a principal, and on the board of charter operators in my state. I have declined. I consider myself a “charter agnostic.” I believe the traditional public school is the right venue for the kind of work I want to do and the student population I desire to work with. But, I don’t begrudge the choices others make for their own children.

Now that my cards are on the table, I want to give y’all some advice:

You must address their concerns and motivations: The loudest, most vociferous opponents of charter schools I see are middle class, white, college educated, liberal-progressives entrenched within the educational establishment. In contrast, charter parents are typically from low-income neighborhoods that are serviced by under-resourced, low-performing public schools. Understanding that dichotomy is essential.

The ed establishment has a lot to answer for. Folks in educational spaces systematically silence, marginalize, and awfulize parents of color and their children. We can cite example, after example, after example, after (local) example. Add to this report-after-report about disproportionate discipline practices and persistent Opportunity Gaps, it shouldn’t surprise us that parents of color are looking for options and not in the mood for finger-waggy lectures on privatization. For activists this is a long-term societal-philosophical-cultural-political issue; for parents it’s an immediate, pragmatic what-is-best-for-my-child issue. You have to approach them through that lens. 

Work to improve the experience of students of color in traditional public schools:In urban areas, students of color are the bread and butter of charter schools. If these students received the quality of education they deserve and were treated with the dignity afforded to white, suburban, and wealthy students, charter schools wouldn’t exist and wouldn’t attract families of color at the rates they do. If you truly oppose charter schools, the most impactful thing you can do is work to make public schools places where students of color, particularly low-income black and Latinx students, feel valued, welcomed, and loved. 

Every time a parent of color enrolls their child in a charter school it's a vote of no confidence in the traditional K-12 public school system. Sooner or later we have to reckon with that.

You can be right on the issue and still be wrong: Here’s the deal, friends. You’re right about neo-liberalism and the decaying of public goods, but ain’t nobody trying to hear that from you when it comes to their child’s well-being. We all know there are awful schools and school systems out there in desperate need of transformation. The folks who are supposed to send their kids to these schools deserve better.

Whether intentional or not, sometimes it seems activists value the “institution of public education” more than they value the "outcomes of the kids within it." I don’t think this is actually the case, but this is a rhetorical misstep that parents of color see and that school choice advocates seize on.  

Screeds, hot take FB rants, and 300 word newspaper comments berating folks may feel good, but they also turn potential allies into actual enemies. If you really care about public education, you’re better off standing shoulder-to-shoulder with parents of color in pursuit of fair treatment, (non-test based) accountability for teachers, better instruction, and funding equity than you are berating them in FB threads and with your Twitter fingers.

That's the real work.

Dedicated to my friends Sheree, Keith, and Korbett for putting up with more nonsense than you should ever have to about what’s best for your own children

My only honest opinion about Washington’s ESSA plan is to reject it entirely

I couldn't possibly look at this ESSA plan for another moment.

Check out this blog post from the Washington State Superintendent’s Office (OSPI). It’s supposed to explain how our state will hold public schools accountable for educating all kids.

Thanks to the Every Student Succeeds Act (ESSA), each state is required to have a plan for this if they want to continue getting money from the federal government. But instead of clarifying anything, their blog post reads like a user’s manual that’s been translated from English to German and back to English again.

Here’s an excerpt (if your eyes start to cross, just skip to the next paragraph):

In order to measure school performance and identify schools who need further support, the Accountability System Workgroup voted to recommend that each school’s performance be measured on a 1–10 scale for each measure. These scales will be frozen, allowing schools to move around as they make progress between years. The multiple measures that make up this performance framework will be calculated for both the school as a whole and for all subgroups, which will unmask student subgroups. The lowest performing five percent of schools will be identified for comprehensive support, and any student subgroup that falls below the five percent threshold will be identified for targeted support, separate from comprehensive support.

Then, with no further explanation, we are given this equally confusing graphic to look at:

What About Parents Like Me?

This is all supposed to provide clarity for parents like me who send their kids to schools like Emerson.

Emerson is our neighborhood elementary school, and my son is a third-grader there. He and the vast majority of his fellow students are students of color, and it’s one of just a couple schools in Seattle whose free/reduced lunch percentages are so high that every kid gets to eat for free.

We are starting this new school year with our third new principal in four years. We’re excited about the new leadership, and we love the diversity of the student body and the staff. But the fact remains that we don’t have the resources or the outcomes at Emerson that more affluent schools enjoy in Seattle.

Ours is a school that has been neglected by the system for decades now. So you’ll excuse me if I have a hard time seeing how this chart will do anything to change that. (Also, for what it’s worth, it looks like they chose the chart’s color palette from the patterned Crock-Pot my parents got as a wedding gift in the late ’70s.)

I’m Losing Faith

It makes me question the whole premise of creating a “state accountability plan” under ESSA. Why are we investing all this time and effort in creating a system that has no backbone, that doesn’t even try to solve our greatest issues?

As a parent of Black children, as a parent feeling concerned about the significant equity issues in our schools, this plan doesn’t connect to reality for me. It assumes the status quo is a reasonable starting point.

Seattle has the fifth-worst achievement gap between Black students and white students in the nation. We’ve been found guilty of disproportionately disciplining Black students across the district. These are not abstract figures. These are real kids, people’s beloved children, being chewed up and spit out by an unfair, racist system. How is this state accountability system going to help me as a parent?

The truth is, it can’t help me. It can’t help my kids. Because that’s not what it was designed to do.

Washington State was given a chance to redesign what we do in our schools by asking and answering some big questions: What will we reward? What do we truly value? What will we do to make sure our systems and our schools and our teachers treat all kids and families fairly and with respect?

But instead of meeting these deep-seated issues with vulnerability and courage, we buried them in the weeds of our ESSA plan, slapping a new name on the same limited scope and timid vision that have been guiding our schools since forever.

It’s not enough.

Sure, the plan acknowledges our opportunity and achievement gaps, but it takes only the smallest of steps toward closing them. It will give Emerson slightly different amounts of money for slightly different reasons. But it fails to address the source of Emerson’s neglect and instead merely changes the bandages on our gaping wound. It can only hope to stop the bleeding, not to actually heal anything.

Where Do We Go From Here?

I need Washington’s ESSA plan, frankly, to read like an anti-bias manifesto, or I don’t care about it. I need it not to simply acknowledge and pay lip service to systemic racism and classism and the gaps they create. I need our state’s plan to acknowledge that nothing else matters until these gaps are closed -- that if our schools are setting some students up for success at the expense of others, then our schools are part of the problem of systemic division and oppression that plagues our country as a whole.

We know firsthand in Washington state what’s possible when you take bold direct action in the name of human rights. Our voices legalized gay marriage and public school choice. We’ve been a standard-bearer for the rest of the nation in standing up to oppressive federal legislation this year.

But when it comes to our kids and our schools, we’re quiet. We’re accepting of milquetoast. We’re willing to let our schools be so much less than they must be.

An inequitable school system fails everyone by perpetuating disparity and discrimination. Our statewide school leaders are failing us in the same way by accepting this incremental, play-it-safe plan. It’s time to start thinking differently about “fixing” education.

We don’t need education reform. We need an education revolution. And maybe that starts by more boldly and more strongly rejecting the systems that keep us from realizing those changes.

Washington’s ESSA plan is the latest and greatest extension of that willingness to make slow, barely noticeable “progress” at the expense of our currently vulnerable students and families. It’s a written testament to our passive approach to school reform.

So, my only honest response to Washington’s ESSA plan is to say, no. Our kids need a revolution and you’re offering a clean band-aid. It’s not enough.

Should Seattle Public Schools have an ethnic studies curriculum?

Should Seattle Public Schools have an ethnic studies curriculum?

That’s the question facing the Seattle School Board right now as it considers a resolution that would embed ethnic studies throughout the city’s K-12 education system.

Many of us have already moved beyond wondering about this question. In fact, Seattle Public Schools already has an ethnic studies task force working to make recommendations for teaching ethnic studies at the high school level by October 2017. I was chosen to be a part of that task force, and so far it’s been an encouraging experience.

Our schools should absolutely include a rich ethnic studies curriculum. This is a concrete way for the Seattle School Board to improve student achievement while providing a more well-rounded, honest education. It’s also a genuine investment in closing the opportunity gap. Multiple studies have shown improved academic outcomes for students of color who participate in ethnic studies courses.

See, in acknowledging the need for ethnic studies in the first place, you subtly acknowledge a deep-seated, rarely mentioned truth of our education system: in our schools, and in our country, white is officially considered “non-ethnic.” The board resolution takes the subtle but important step of acknowledging the current white-centric reality of our schools, and how white students will benefit academically as well.

From Paige Cornwell of the Seattle Times:

The Seattle School Board, the resolution says, acknowledges that textbooks, curriculum and instruction overwhelmingly include a European-American perspective.

It also states that the board “recognizes that students whose history and heritage is taught, understood and celebrated will learn better, be more successful and develop positive aspects of identity,” and that ethnic studies helps white students better appreciate the “democratic ideal of equity and justice that the United States was founded upon.”

Instead of leaving that truth hidden and unspoken, the the task force has explicitly said that our schools and all their building blocks are very white-centric to begin with. It’s out there. Those words have power, just as there’s power in publicly acknowledging the truth — even if it is a truth that to many sounds like old news. The school board will follow suit if it adopts this resolution.

So, good onya for starting to discuss ethnic studies in a good way in 2017.

But … what took so long? It's not like the district hasn’t known there was a problem. We’ve been talking about Seattle’s appalling achievement gap and the segregation within our schools and programs for years now. As recently as last year, a study showed that Seattle’s Black students are on average three and a half grade levels behind white students. We’ve also known about the positive effects of culturally relevant curriculum for quite some time — there are scholarly articles about it dating back to the 90s — and Washington adopted a statewide Native American curriculum in 2015 for the same reasons.

"that's the tricky thing about accountability. You can't just talk about it, you have to act on it." Seattle Public Schools has known about this issue for some time without acting on it. Now we have to make sure they follow through on what they’re saying they’ll do.

Let’s be clear: Ethnic studies is a band-aid, in this situation. It’s a much needed band-aid over a gushing wound, yes, but it’s only the beginning of solving this problem. It’s not the solution itself. It’s maybe the second inning in a long game. Let’s make sure we get this right, and then keep going—all nine innings—until we have an equitable system that helps all students thrive.

I Support Charter Schools Because This Incremental Change Is Too Effing Slow for My Kids

Can I just be honest for a minute?

I’m losing hope.

White kids in our schools are set up to succeed. Kids of color are set up to fail. Now, you get kids who find their way across the aisle in either direction, but statistically, the system will probably let you down unless you’re white.

That’s a hard truth to grapple with, especially when your kids are growing up much faster than the system can change.

A system as massive as public education is not going to change profoundly overnight. It’s not even likely to change profoundly over a decade. Its progress is likely to be incremental until such time that we abandon it altogether, and we are not particularly close, societally speaking, to jumping off that cliff yet.

My oldest son is about to finish second grade. That means he’ll be graduating from high school a decade from now. He’ll be done with his public education in less time than it could possibly take to “fix” the system.

Right now, he goes to our neighborhood school. It’s known as a low-performing school, and we’ve experienced some of those side effects — things like high teacher turnover and a non-rigorous academic environment.

The whole thing has me thinking, how can this possibly change in time to make a difference for my son?

It can’t. And so I start feeling hopeless. Depressed, even.

I’m not alone. In Seattle, something like 30 percent of school-age kids go to private schools. Does that mean that at least 30 percent of Seattle parents are even more hopelessly depressed about our public schools than me? Because for all my complaining (advocating, on my better days), my son still goes to our neighborhood public school. And we still wonder every day if we’re making the right decision sending him there.

Right now, school choice in America is like healthcare — it’s yours if you can afford it. That’s not right, but it’s reality for me and my family: We’re stuck with a neglected, failing neighborhood school, and the message Seattle is sending my son and his classmates is that they don’t deserve better unless their parents can afford it.

This is where I fail to understand the fierce opposition to charter schools. These are public schools, open to all kids equally, and many of them are making more of an effort to effectively educate kids of color than their traditional school peers.

I wish we didn’t need to talk about charter schools. I wish we didn’t need an alternative to a messed-up system. BUT WE DO. Flat out. And in more and more districts, charter schools are serving as that needed alternative for families whose only other choices are failing neighborhood schools—neglected outposts in a slow-to-change, historically discriminatory institution.

If you know how to turn every public school into a pillar of equity overnight, then I’ll drop the school choice advocacy. Otherwise, let’s compromise. We’ll work to build a scaffold of public schools to fully nurture, support and educate all students, and until we get there, we’ll do our best to give families as much agency as possible in finding a good school.

The chilling implications of corporal punishment in schools without implicit bias testing for teachers

#StoryOfTheDay by @YHalvy, of Rise Up For Students blog: Where Corporal Punishment Is Still Used In Schools, It's Roots Run Deep #Education, #Schools, #NorthCarolina, #Teachers, #Mom, #MomLife, #EdReform, #EducationReform

A post shared by Choice Media (@choicemediatv) on Apr 12, 2017 at 2:02pm PDT

I was fortunate to be invited by ChoiceMedia.TV to host their Story of the Day video on Instagram yesterday. I chose to briefly discuss an NPR story about corporal punishment in a small-town school in North Carolina. The administrator literally keeps a paddle in his office.

David Matheson is the principal here. And he's the only high school principal in the state who still performs corporal punishment. At Robbinsville, corporal punishment takes the form of paddling - a few licks on the backside Matheson delivers with a long wooden paddle.

North Carolina state law describes corporal punishment, as "The intentional infliction of physical pain upon the body of a student as a disciplinary measure."

Robbinsville High School's policy allows students to request a paddling in place of in-school-suspension, or ISS. Last year, 22 students chose it.

That means this white man in North Carolina named David is hitting kids at a public institution with the blunt object sitting on his desk:

The NPR article avoids mentioning race and opening that can of worms, but the implications of corporal punishment doled out by racially biased teachers and administrators are chilling.

Did you know that 15 states still expressly permit corporal punishment in schools? That means in nearly one out of three states, students can legally be physically assaulted by an adult at school. Yet none of those states -- in fact, in no states at all -- mandate implicit bias testing for teachers and administrators.

Implicit bias is a primary cause of opportunity gaps and disproportionate discipline. In many ways, implicit bias is what keeps the ropes of the school-to-prison pipeline braided up. In fact, even the National Education Association has acknowledged the reality and the dangers of unaddressed biases in the classroom.

Of course, implicit biases can only begin to change when acknowledged and confronted -- as happened in this fascinating case with NBA referees unwittingly calling fewer fouls on players of their same race, only to see those statistics turn around with no intervention other than awareness.

Principal David Matheson, however, is openly uninterested in statistics or feedback. That means he's continuing to assault kids as punishment even though he's been told it's not effective. That is all too typical of public education -- a resistance to feedback, a resistance to honest self-reflection, a resistance or inability to change masked by an outward conviction that the old ways are best. To wit:

Tom Vitaglione, of the child-advocacy group NC Child, says for years he's been sending school leaders research papers showing corporal punishment leads to bad outcomes for students: higher drop-out rates, increased rates of depression and substance abuse and increased violent episodes down the road.

Principal Matheson says he's seen that research, but he still believes paddling is an effective form of discipline. "I think if more schools did it, we'd have a whole lot better society. I do, I believe that."

Vitaglione takes issue with that: "When it gets to schools, we now have an agent of the state hitting a child," he says. "And we don't believe that should happen."

To be clear, I also take issue with that. Matheson has seen the research, but he presses on with his beliefs rather than allow his sense of self to be challenged. When will we start seeing this as unacceptable behavior out of the people we are trusting to nurture and educate our kids?

Our students need to have their teachers and administrators tested for implicit bias. The adults in our schools need to confront their prejudices, both conscious and unconscious, before we trust them with the lives of our kids.

Please help our kids get the school board leadership they deserve

I'd like to point your attention toward the dysfunction of the Seattle School Board. Many of the directors on the board have consistently shown a troubling lack of racial awareness, and it's been having a seriously negative impact on the kids in our district for many years.

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Dir. Leslie Harris described a Cedar Park school full of low-income students of color as "a ghetto school."

It's time for things to change.

I wrote a blog post Sunday about Dir. Leslie Harris, the recently appointed board vice president who used the term "ghetto school" during a board meeting last November. It sparked a particularly inspiring response from one former principal.

This earlier post also gives some more background on the problematic dynamics on the board:

A grassroots coalition just stopped the Seattle School Board from adding $11 million to the deficit

These are just a couple examples, of course. I'll also be writing this week about Dir. Rick Burke's troubling take on integration and about more racially sleepy comments from Dir. Harris.

Seattle Public Schools has documented problems with disproportionate discipline of Black students, and the district is home to the fifth-worst opportunity gap in the nation. These are more than just politically incorrect slips of the tongue from a well-intentioned board of directors. Each microagression and each offensive phrase represents the pattern of thinking that still guides our schools. 

The West Coast is leading the resistance against the Trump-led Republicans, and Washington State has been at the forefront of that movement in a very real way. On a local level, however, we still have elected officials making oppressive decisions -- especially when it comes to education. It's time that our local politics better reflect our bold commitment to equity.

If you have more stories illustrating our problematic school board in Seattle -- and I'm sure you do -- please share them with me. We need the voters in our city to know who is representing their kids and their schools.

Thanks for reading, and thanks for everything you're doing to create better schools and a better world for our kids. They need us to rise up now more than ever.