Wednesday, May 13, 2015

What is the future of these schools?

On the topic of this post, I think a lot of people have lost sight of just how much bigger Hoover is than some of the district’s other schools. Take a look at the capacity figures:

The district no longer has any plans to expand the capacity of any of those schools.

If the district is willing to close Hoover, there is every reason for people in those other attendance areas to be worried about the future of their schools.

I think the district should recognize that its existing schools are worth preserving, that it makes sense to use existing capacity before building expensive additions elsewhere, and that not all schools should be the kind of 600-kid mega-schools that the district is building farther out.

Hoover school closure not an isolated issue

[This post appears as a guest opinion in the Press-Citizen today. I’ve added some links here.]

Last month, our school district’s administrators released several possible “updates” to the district’s facilities plan. All of the updates continued to close Hoover Elementary, and two of the three updates would have closed additional elementary schools as well.

District officials were taken aback by the coverage of the updates, which emphasized the possibility of more school closings. The “recommended” update closed only Hoover, they argued, not the other schools. The other updates were just “thought exercises,” the superintendent said.

But no one had to look very far for evidence that the administration is inclined to close more schools. During the facilities planning process two years ago, many of the scenarios included school closures, and some would have closed multiple schools—even though district enrollment is projected to grow. And, of course, the school board did vote to close a school, Hoover, even though the wide majority of the public feedback favored keeping all our existing schools open.

As the school board election approaches, the people who support the Hoover closure will try to convince you that Hoover is somehow unique. “We want to close Hoover,” the argument will go, “but don’t worry, we’d never want to close your school.”

But a candidate’s support for closing Hoover tells you something: it shows a willingness to close a school for less-than-compelling reasons. For there have never been convincing reasons to close Hoover. We were told that we can save money by having fewer, larger schools—but any savings is dwarfed by the millions it will cost to replace Hoover’s lost capacity. We were also told that City High needs the Hoover property for—well, for something, someday. (Don’t ask what.)

Anyone who finds those reasons convincing will have no trouble finding reasons to close additional schools, such as Horace Mann, Lincoln, Hills, Longfellow, and Shimek—all of which are significantly smaller than Hoover and thus cheaper to replace elsewhere.

The administration’s “updates” made it clear that the issue of school closings is not going away. If you think we should value our existing elementary schools, rather than close some and super-size others, you should ask this year’s board candidates where they stand on the issue.

And if the answer is, “I support closing Hoover but I’m against school closures,” you’d be smart to look for another candidate.

Tuesday, May 12, 2015

School board adopts amended proposal for new school day and year

At the school board meeting tonight, many members of the public spoke about the administration’s proposal to change the school day and year. None of them were in favor of it. Most speakers—including at least one pediatrician and several high school students—focused on the harms of making teenagers start school at 7:45.

After hearing the community comment, several board members seemed reluctant to move forward with the change, especially given how little opportunity the community had had to learn about it. But the board was concerned about the collective bargaining implications of not going forward with the proposal, since the proposal was the basis of a tentative agreement with the teachers’ union about work hours. If the board did not go ahead with the change, it might then set negotiations back and have other bargaining consequences. The board went into a private session to discuss the bargaining implications with district administrators.

When they returned, the board members quickly approved a modified version of the administration’s proposal. The proposal was exactly the same, except that everything had been shifted fifteen minutes later. So elementary school will go from 8:45 - 3:45, while junior high and high school will go from 8:00 to 3:10. The school year will be 175 days long instead of 180; the summer break will be thirteen weeks long. As I understand it, time lost to weather cancellations will not be made up (unless it brings the total hours below 1080, which is unlikely).

Given the way events unfolded, I’m sticking with my initial hypothesis. My guess is that if the board had insisted on maintaining the current school day and the 180-day year, the union would likely have insisted on additional pay to compensate them for the longer year. That, in turn, might have forced the board to go through another round of budget cuts like those we experienced last year. Let’s hope that tonight’s discussion about cutting back the school year will be in lieu of a discussion about more program cuts.

I don’t blame the teachers’ union for negotiating the best deal it can get for its members, and I don’t blame the school board for facing reality if the options were limited. I appreciate that they were able to take some of the edge off the early start time. I do blame the Governor and the state legislature for preferring tax cuts and teacher leadership programs to general school funding.

The losers tonight? Teenagers, who will now start school at 8:00 instead of 8:05 or 8:10, though at least that’s not as bad as it might have been. Elementary schoolers, who will now have to add another half hour to the six hours they’re already cooped up in class, all in the name of “more time on task.” Working parents, who will have to line up three more weeks of child care over the summers (which probably means over $1000 per child per year). Members of the public, who learned about the proposal only a few days ago and never got the full story of what is driving the change. And, if my hypothesis is right, teachers, who might have preferred to work a longer year for commensurate pay, rather than three fewer weeks for presumably less pay.

Winners? I suppose the people and corporations who got the biggest tax cuts from the Branstad administration.

What’s the real reason for the proposed change in the school day?

The more you look at the district’s proposal to change the school day, the less credible the rationale is. District administrators said that the change is “aimed at increasing instructional time for elementary students,” because “more time on task is great for our students.” But while it increases the total hours in school for younger kids, it also decreases the total hours for the older kids. That’s because the junior high and high school day will be the same length as it is now, but the school year will be at least five days shorter. In the end, it’s likely to be a wash, or even a net loss of instructional time overall. (I’ll put the math in a comment, below). This is not a proposal designed to increase instructional time.

My best hypothesis: there isn’t enough money to give the teachers decent raises next year, so the teachers sought a shorter school year instead, and this was the only way to pull it off. If that’s true, then the only alternatives to the calendar proposal are (1) to give the teachers little or no raise next year for the same work schedule as this year, or (2) to give them a raise and then go through another round of program cuts like those we experienced last year.

Those are all unappealing options, and the blame needs to fall primarily on the state for putting the district in this position. Governor Branstad and the Republican legislators have made it clear that they would rather cut taxes than fund schools. Democrats aren’t blameless, either, since they supported last year’s bill creating the “teacher leadership program,” which ate up the money that would have been available for school aid this year. (Many of them also helped pass Branstad’s tax cuts.)

For what it’s worth, the teacher leadership money means that many teachers will be getting additional pay next year. Basically, the state decided that (1) our most experienced teachers should spend less time in the classroom and more time teaching other teachers, (2) we should fund that teacher-leader program with the money we otherwise would have gotten as supplemental aid, and (3) as a result, we should have that much less money to pay the remaining teachers, to keep class sizes down, or to fund curricular programs. Thanks, legislators!

The superintendent’s proposal essentially shifts the costs onto parents and kids, by making the young kids sit through a longer school day, making the teenagers start school at 7:45 in the morning, and making parents pay for more child care coverage over the summer, which will now be thirteen weeks long.

What a mess. If my hypothesis is right, the state is pitting parents against teachers, and the stinginess at the state level is falling ultimately on the kids and their families.

At the very least, the district should be up-front and transparent about what’s really driving the issue. Maybe my hypothesis is wrong and something else explains this proposal, but it’s impossible to believe that it’s about “more time on task,” as the district has portrayed it—since it’s not likely to add any instructional hours overall.

Friday, May 8, 2015

How not to schedule the school day

Our school districts’ administrators released the proposal to lengthen the elementary school day, and it’s pretty much as described in the update on my previous post. Elementary school would be half an hour longer, going from 8:30 to 3:30. Junior high and high school would be the same length as they currently are—seven hours and ten minutes—but would start and end twenty-five minutes earlier, running from 7:45 to 2:55. One consequence is that the school year would be five days shorter, ending on May 25 next year.

The only justification identified in the article is that “more time on task is great for our students.” “We’re able to provide them 30 more minutes of instruction each day.” What’s the logic there? More time in school is always better? No matter what the baseline is, and no matter how young the kids are? If that’s true, why end five days earlier? And why not have an eight-hour school day, or a nine-hour one? More is always better, right?

It’s hard to take the administrators’ rationale at face value. They seem unbothered, for example, by the fact that the new schedule results in thirty-three fewer hours of “on task” time for junior high and high school students. The real reason for the proposal may be that school staff prefer the shorter year to the shorter day. (The proposal was negotiated with the local teachers’ union, since it affects the work schedule.) But the calendar needs to serve the students’ needs first. There is no good reason to keep elementary-age kids in school for seven hours a day. And having teenagers start their day at 7:45 is plainly a change for the worse, educationally.

In any event, one thing is clear: If the elementary kids will be getting thirty more minutes “on task,” that means the district won’t be giving the kids even five more minutes for their measly lunch period.

According to the superintendent, lengthening the school day has gotten “a universally negative reaction from parents” in the past. Why, then, does the administration keep pushing the idea? Why does our administration’s agenda so often differ from what the community wants?

Monday, May 4, 2015

How’s that again?

Last month, the school district decided to cancel the planned 180-student addition at Horace Mann school. Still, it’s worth remembering that many people told us we had to close Hoover if we wanted to add six classrooms here:

but were perfectly comfortable with the idea of adding seven classrooms here:

(The pictures are on the same scale.)

Saturday, May 2, 2015

Update on the length of the school day

I think I’m slowly getting a better understanding of the issues around lengthening the school day. I’m probably still missing something; if so, please let me know in the comments.

As far as I can tell, the most recent 2015 district calendar will comply with state law even if there are no changes in the length of the school day. (See the math below.) If that’s true, then any proposal to make the elementary day longer isn’t being driven by state law, but by something else. Here are the candidates:

More instructional time. The administration may argue that elementary schoolers need more instructional time. I just don’t agree. They’re already cooped up in school for six and a half hours, which seems like more than enough, especially for kids as young as five. More isn’t automatically better when it comes to education.

The superintendent has argued that the district has the shortest school day in Iowa. But who cares? What matters is the total number of hours in the school year, and we’ll be meeting the same hours requirement as everyone else.

It’s true that adding a half hour to the elementary day would put us over the required number of hours. But the administration has reportedly stated that, because of the excess, we would not have to make up snow and heat days—which is inconsistent with the whole idea that we’re doing this to give the kids more instructional time.

More time for lunch. This leaps out as a reason to lengthen the day, but I have no reason to think it’s what the district is after. Under the proposed calendar, 22 minutes is about the longest we can give the elementary school kids and still meet the 1080-hour requirement (because lunch doesn’t count toward the hours requirement).

If the district were to extend the elementary lunch period to 25 minutes, it would have to add about three minutes to the school day under the latest calendar. (Alternatively, it could add a day or two of school.) To have a 30-minute lunch, it would have to add about seven or eight minutes to the day (or go about four days longer). I understand that any addition of time to the day can complicate the bus schedule, which has to work in conjunction with the junior high and high school days. But it’s hard to see how even eight more minutes for lunch can justify an additional half hour on the day.

Again, it’s not at all clear that the district would use the longer day to give kids a longer lunch.

A desire to make the school year shorter. Apparently one of the selling points for the longer elementary day is that we could make the school year five days shorter. I get how this might be appealing to school staff, but it does not strike me as a good enough reason to keep young kids in school for seven hours a day.

Money. Finally, I suppose it’s possible that a longer day (with a shorter year) could result in some kind of cost savings. Again, I’d just want to see those numbers.

The reasons for making the elementary day half an hour longer are even less persuasive if it means that we’ll have to start the junior high and high school day at 7:45. The current start time of 8:10 is bad enough for teenagers, who are notoriously not morning people. For what it’s worth, the American Academy of Pediatrics recommends that junior high and high school days start no earlier than 8:30, because of teenagers’ later sleep cycles.

We’ll know more when the district releases the details of the proposal. The key questions to ask will be: How is this an improvement on the current schedule? Is this being driven by what the community wants, or just by what the administration wants?

Here is the math I used to evaluate the most recent 2015 calendar:

Wednesday, April 29, 2015

Longer school day?

Updated below

I’m hearing rumors that the district is considering making its school day longer—the rumor is that junior high and high school would start twenty-five minutes earlier (at 7:45) and end ten minutes later (at 3:30). Caution: I have no idea whether there’s any truth to the rumors. When I asked the superintendent today if there were any proposals to lengthen the school day, he replied:
The District and the ICEA have been working through the collective bargaining process to create the necessary flexibility to move from a “days” calendar to an “hours” calendar. These discussions are continuing as there are several logistical hurdles to overcome. At the Board meeting last night we calendared a public hearing for May 12 so that we can discuss such a change, provided that we can overcome the logistical hurdles.
So it sounds like a change in the length of the day is at least a possibility.

As the parent of a teenager who already has a very full day because of school, I’d be very reluctant to make the school day any longer, and especially to start it any earlier. Teenagers aren’t known for being morning people. I also think there are diminishing educational returns from being cooped up in a school building all day, and that they start diminishing well before you get to 7.75 hours. I also wonder about the benefit of a longer school day when some kids at the junior high level are already being given multiple study halls because there aren’t enough classes to put them in.

I understand, though, that some parents might prefer a longer school day just for the child care coverage. That seems like a legitimate concern, though it may not be as much of an issue in the higher grades. Moreover, from the superintendent’s email, it sounds like a longer day would just result in a shorter school year, which would cause its own child care coverage issues. In general, if more child care coverage can be provided to people who want it without imposing it on people who don’t, I’d be in favor of that approach (which sounds less expensive, too). For what it’s worth, the superintendent has acknowledged that lengthening the school day has gotten “a universally negative reaction from parents” in the past.

In any event, if there’s going to be any change to the school day, we should hear the details well in advance of any scheduled public hearing on it.

And if the school day does become longer, maybe it’s time for the district to develop a homework policy? Here’s an example of one (from a district with a less-than-6.5-hour day and a 55-minute lunch period!).

UPDATE 4/30/15: Am now hearing some more details, though all still unconfirmed. One person tells me that the plan is to lengthen the elementary school day by having it go from 8:30 - 3:30, but to shift the high school and junior high day earlier without lengthening them (so school would go from 7:45 to 2:55). It remains unclear to me why anyone would want the older kids’ day to start earlier and end earlier than the younger kids’ day.

I’ve been unable to get any satisfactory explanation of how the state’s shift from counting days to counting hours requires any adjustment at all in our current bell schedules (as opposed to simply adjusting the number of days kids are in school). So far, it sounds more like this is just an opportunity for the administration to push its longstanding desire to lengthen the elementary school day, and that it’s not “prompted” by the switch to counting hours in any meaningful sense.

I’ll keep posting as I hear more about it.

About those personal attacks

I’m not sure whether this is worth getting into, but the moderator of a local Facebook site on which school issues are discussed posted this today as a justification for excluding some people from access to the group (which counts a majority of the school board, as well as the district’s chief operating officer, among its members):

It’s a free country, and Eisele can run her site however she wants. But if she’s going to make accusations, she ought to at least link, so people can judge for themselves. By “contacting the employer of a person,” for example, I can only assume she is referring to this. Yes, if you write to the school district to disagree with something I said, I do have the right to respond, even if you are a school district employee.

As for “personal attacks” and “blatant lies,” maybe some links please? Reminder: It’s not a “personal attack” to disagree strongly with positions that people have publicly taken, and it’s not a “blatant lie” to say something that other people disagree with—especially since this is a publicly viewable site and anyone is free to post a response to anything I say here. When I get things wrong here, I’m happy to correct them (example here), but it helps if someone lets me know.

When I say something here, I say it front of everyone, and anyone can respond to it. Eisele makes her accusations on her members-only site, without substantiating them, and shields herself and her readers from any response from the people she’s accusing. Which approach is fairer? Which approach is likely to lead to a more informed discussion?

Saturday, April 25, 2015

Elephant in the room

The eight writers of the letter described here are upset that the school board has cancelled the additions that it had planned to build on Longfellow, Mann, Lincoln, and Shimek schools, arguing that the decision shows a lack of commitment to the central core of Iowa City. “If we continue on the current course,” the letter argues, “we risk losing more of our core elementary schools, which would have devastating effects on our goal to strengthen the core of the city.”

I agree that the district shouldn’t reduce elementary school capacity in central Iowa City. But it would be easier to agree with this letter if the writers objected to the one school closure that the district is actually planning—Hoover. (My apologies if they do, but there is no mention of it in the coverage.) What do the writers have to say about supporting central Iowa City neighborhoods in that instance?

If these writers don’t oppose the Hoover closing, they are not only being inconsistent, they are undermining their own cause. There is no logical way to wall off Mann, Lincoln, Shimek, and Longfellow from the rationale for the Hoover closure. Even the idea of closing Hoover to benefit City High can apply to other schools, too, since any savings in operational costs could always be redirected to the high school. If Hoover should be closed for the greater good, why shouldn’t other, even smaller schools be closed, too?

Supporting the central core of Iowa City should mean keeping its schools open, not closing some and supersizing the others. If the district were to close Horace Mann but make up for it with large additions to Longfellow and Shimek, would these writers feel that central Iowa City was being supported?

By the way, a neighbor called me when this article appeared. “Eight people?” he said. “Almost nine hundred people signed the petition to keep Hoover open!”

Why would Iowa City voters support this?

This tweet was County Supervisor Rod Sullivan’s reaction to the school board’s recent decision to cancel the planned additions that would have added 150 seats to Longfellow School and 180 seats to Horace Mann School. The additions would have increased the number of kids you could put at Longfellow by 58 per cent and at Mann by 76 per cent.

As I wrote last week, I disagreed with Sullivan’s support for the closure of Hoover School, which is about as far from a “bargain,” grand or otherwise, as you can imagine. But I agree with Sullivan that voters should be very concerned about the district’s treatment of central Iowa City.

I do disagree, though, about what supporting central Iowa City should mean. For example, I don’t think putting a 417-kid school at the busy corner of Dodge and Church Streets, on the smallest lot by far in the district, is a way of supporting the Horace Mann neighborhood.

To me, supporting the central core of Iowa City means standing up to administrators who want elementary schools to either be super-sized or be closed. It means recognizing that what is possible in outlying areas is not always possible or desirable in areas that are more densely populated or have smaller lot sizes. It means investing in all our existing elementary schools, not pitting some of them against others.

Sullivan is right that under the latest version of its facilities plan, the district is removing elementary capacity from the densely populated central core of Iowa City and building it instead on the outskirts. It’s as if the district is simply lifting Hoover School out of its affordable, close-in neighborhood and plunking it down in a pricier neighborhood on the edge of town. To drive the point home, they’re even naming the new school Hoover, and acting like that’s a gift to the people whose school they are taking. I have no idea why voters would support that and no reason to think they will.

I have no problem with planning for anticipated growth, but there is no reason to do it by closing schools in areas that are already densely populated. If you want to support central Iowa City, you can start by not closing its elementary schools.

Everybody’s welcome here

You can imagine my bewilderment, as a starry-eyed new Facebook user, to find that I am, for undisclosed reasons, persona non grata at one of the local Facebook sites on which school district issues are discussed. (Insert sad emoji here.) It would be nice if that site, on which our district’s chief operating officer and at least one school board member regularly comment, were accessible to the entire public, but apparently I’m too hot a potato, or something. I think I’ll survive this blow to my social standing, if only because I didn’t have much of a social standing to begin with.

This post is just to reaffirm the policy of this blog: Anyone can read this blog and post comments here. I don’t spike comments that I disagree with, and never have. I moderate the comments because I get a lot of commercial spam—which usually looks something like this—and I do delete the spam. It’s also true that I won’t let you post under someone else’s name, as someone did earlier this week, though you’re welcome to post anonymously or using a screen name. I suppose I’d rule out violent comments or comments that run down people’s kids by name, etc., though I’ve never had cause to. But I don’t spike comments because I disagree with them, as a quick look through prior posts will demonstrate.

It is true, unfortunately, that Blogspot’s comment system is bug-filled and just generally sucks. Sometimes, you may have to post a comment more than once to be sure it goes through, though most of the time it seems to work fine. It sometimes takes me a while to check the email and approve the comments, but if your comment doesn’t eventually appear, please post it again. If it’s a continuing problem, let me know by email (the address is in the sidebar) and I’ll try to find a workaround.

On the Hoover issue in particular, I’d really like to hear the pro-closure arguments (and, yes, respond to them). It’s always seemed so strange how seldom anyone has publicly articulated the arguments for the closure, not just on this blog but anywhere. If they’re sound, they can withstand a public airing, no?

Saturday, April 18, 2015

“In actuality, it probably WILL become a parking lot”

“Part of the ‘They’re going to use Hoover as a parking lot’ strikes me as quite disingenuous. In actuality, it probably WILL become a parking lot... but the current City parking lot will probably become some type of building. You are just trading spaces. It gets presented as ‘they just want to add parking,’ which I’ve never heard from any Board member or Administrator.”
                           —County Supervisor Rod Sullivan, who voted to close
                               Hoover as a member of the district’s facilities planning
                               committee, on social media (ellipse in original)

I’m actually a fan of Rod Sullivan’s, though I think he made a very bad call on closing Hoover. Anyway, he’s not the only person to make a statement like this one, and the statement deserves some scrutiny.

The statement assumes that people in the Hoover neighborhood are being unreasonable—even “disingenuous”—when they say that they do not want to see a parking lot in the space where their elementary school currently is. If only they could understand that it’s not an increase in parking, but just “trading spaces,” that will cause them to suddenly have a parking lot where their school now stands, then they’d feel much better, so it’s really not legitimate for them to focus on the parking lot.

Needless to say, this is not a fair treatment of people’s genuine concerns. Many people in the Hoover neighborhood are rightly upset that they will not only be losing their school, but also “probably” gaining an eyesore and a potential traffic nightmare. To suggest that they just don’t understand or are being disingenuous is a way of dismissing these very real effects on the neighborhood without addressing them.

And what about the assertion that City won’t be adding parking, but just “trading spaces”? In fact, City’s advocates have repeatedly argued that City needs more parking, not just relocated parking. As Sullivan must remember, one of the scenarios presented to the facilities committee included a 750-car parking garage at City, which administrators and at least one board member explicitly argued would be necessary if the City addition were built without closing Hoover. Since City currently has 590 spaces total, it’s very reasonable for people to conclude that a substantial part of the reason for taking Hoover is to add parking to City High.

Finally, do you know how much the City High addition will add to City’s footprint? About 8,400 square feet. That’s about one-half of one percent of City’s land. It would represent about 3% of the Hoover property. So it’s very reasonable for people to conclude that the addition—or whatever it displaces—cannot justify the taking of Hoover and its five acres.

I won’t call Sullivan disingenuous, because I think he’s acting in good faith. But he should have more respect for the very reasonable concerns that people have about the Hoover closure.


Numbers: Half of the City High addition will go on top of the existing building, so it’s only the remaining six classrooms that will add to the footprint. I used the six classrooms on the northeast side of the building (which are relatively new construction) to gauge how big the addition would be. Each room is about 26 by 34 feet, and the hallways are 13 feet across. I erred on the generous side by assuming there would be hallways on three sides of the six classrooms. Round everything upwards and you’re at about 8,400 square feet. To get the approximate square footage of the City High and Hoover properties, I used this tool; try it yourself.

Friday, April 10, 2015

Use existing space instead of building expensive additions

Guess which lot the district plans to build a 180-student addition on.

The district’s recently released possible “updates” to the facilities plan contain a lot of bad ideas—for example, one would close three more elementary schools—but one good idea: cancel the planned additions to Mann and Longfellow schools.

Horace Mann Elementary needs a thorough renovation, air conditioning, and a multi-purpose room, but it makes no sense to build a 180-student addition—increasing the school’s capacity by 76%—on the smallest lot (by far) in the district. As it is, there is barely room for a playground and parking on the Mann property. Adding 180 seats there—and another 180 kids getting dropped off in the morning—is madness.

It makes even less sense when the district is simultaneously planning to close a much bigger school on a much bigger lot less than two miles away. The point of the Mann addition isn’t to accommodate growing enrollment; it’s to absorb the loss of capacity caused by closing Hoover, and to move toward a vision of fewer, larger elementaries, farther away from where the students live. (Longfellow, too, needs renovation and improvements, but not the 150-student addition that’s currently planned and which is necessary only because of the Hoover closure.)

Yes, there’s a park next to Horace Mann. There has been some talk of taking the park for the school district, but it’s not at all clear that the district will be able to do that. (Would the neighborhood want that? Would the City agree? Would the park then be fenced in?) In any event, even with the entire park, the lot would still be very small, the drop-off and pick-up would still be a nightmare, and Hoover’s lot would still be almost twice as large.

Unfortunately, the district’s latest “updates” don’t keep Hoover Elementary open. They would cancel the Mann and Longfellow additions, but just to replace them with different additions onto other schools. One way or another, the district will have to build over 300 new seats of capacity if it displaces over 300 kids from Hoover. That’s a lot of money wasted.

At some point, the district is going to ask voters to approve a bond to pay for the projects in the facilities plan. Most of the projects are worthy, good investments. But people are naturally going to think twice about spending millions of dollars just to tear down one school and then rebuild the lost capacity onto other schools. The sooner the district comes to its senses about Hoover, the better for all the worthy projects in the plan.

A great place for an elementary school

When I summarized the apparent reasons for the decision to close Hoover School, I left one out on purpose: the idea that “there aren’t that many kids in the Hoover attendance area.” This “reason” never made any sense, which is probably why you don’t hear it much anymore. When the board voted to close it, Hoover had more kids living in its attendance area than Mann, Shimek, Hills, or Lincoln, all of which had significantly smaller enrollments than Hoover. It was always a little strange to hear that Hoover didn’t have enough students, given that it has had two temporary buildings for years. Under-filled schools don’t get temporary buildings.

The argument was apparently based on the idea that Hoover was overcrowded only because it received SINA transfers from other schools. Yet even before Hoover started receiving SINA transfer students, it had more than 304 students—which is what the district now considers its capacity. Afterward, Hoover did have more transfers than other schools, but not an extraordinary number. Even when you don’t count the SINA transfers, Hoover had more than 304 students in 2012-13, right before the board voted to close it. And early indications are that next year’s Hoover kindergarten enrollment will be one of its biggest in years.

But the best refutation of the “not enough kids” argument is the fact that the district plans to add 330 seats to Horace Mann and Longfellow schools at the same time it is closing Hoover. That’s just about as many kids as go to Hoover. That’s not because there are suddenly more homes around Mann and Longfellow—those areas, like the Hoover area, are already filled with homes and are unlikely to grow. It’s because when you close a school with over 300 kids in it, you then need to build over 300 new seats somewhere else.

The only way to understand what is actually happening is that the district wants to move toward having fewer, larger elementary schools, farther on average from where their students live. The board decided it could save a little bit on annual operating expenses by, in effect, consolidating three schools into two—though the new construction would cost millions. At the same time, it planned to build two new 500-kid elementary schools on the edge of town. The idea was that the 500-kid schools would be more efficient to operate. Yet now the district tells us that even ten years from now, the first of those new, big schools will have—you guessed it—just a little over 300 students. So much for efficiency.

Hoover sits in an area that is already densely populated. There are enough kids nearby that the entire attendance area lies within two miles of the school. This means that no one in the attendance area qualifies for a bus, so the district saves money. It’s also in an economically diverse neighborhood, and its presence helps that neighborhood thrive. It makes perfect sense to have a school there.

For more information on how operational efficiency doesn’t correlate with enrollment size, see Michael Tilley’s posts.

Last-minute update: Now the district’s administrators have released several proposals to “update” the facilities plan, one of which would close three more schools. Some of them would cancel the additions on Mann and Longfellow, but would expand other schools instead. Either way, the Hoover closure forces the district to spend millions to add capacity elsewhere. It’s not clear whether the board will accept any of these updates; until they do, the plan is still to add 330 seats to Mann and Longfellow. But these “updates” are yet more evidence of the administration’s desire to shift toward having fewer, larger elementaries, farther from where people live.

City High doesn’t need Hoover School to close

As I wrote last week, the district’s fiscal justifications for closing an elementary school don’t stand up to scrutiny, and its reasons for singling out Hoover for closure make even less sense. But the Hoover closure has always been about something else, too: the long-standing desire of some City High advocates to take the Hoover property for City.

Ultimately, the question of whether Hoover should close so City can have more land hinges on how much you value the presence of the neighborhood’s elementary school. Some people might support closing Hoover no matter how small the benefit to City, because they just don’t think closing an elementary school is a big deal. But suppose you think (as I do) that our existing elementary schools are important and shouldn’t be closed cavalierly or without a compelling reason. Is City High’s “need” for the property nonetheless so great that it would justify closing Hoover?

Here’s why I think it isn’t:

  • No one has identified how the Hoover property would be used to benefit City. Under the current plan, City won’t use the building itself; there’s money designated in the plan to tear the Hoover building down, and no money designated to build anything in its place. How can taking Hoover be a compelling “need” if no one can tell us what it is needed for? What’s the big secret?

  • One argument is that City won’t have room for its planned 300-student addition unless it can take the Hoover property. But everyone agrees that the addition won’t go on the Hoover land, and no one has identified how the Hoover property will be used to accommodate the addition. Moreover, the district has twice released scenarios in which the City High addition would be completed while Hoover is still in use, which directly contradicts the idea that the addition can’t happen without the closure.

  • We don’t even know whether the second half of the City High addition will be built, because its completion hinges on 60% voter approval of a very large bond. The district may face an uphill battle passing that bond, especially if it needlessly alienates a big chunk of the central east side.

  • City High’s enrollment is about to get significantly smaller. The district will soon have three large-enrollment high schools instead of two. If enrollment is divided evenly among the three, City could have somewhere in the neighborhood of 1200 or 1300 students. That’s a funny moment to be arguing that City suddenly “needs” five more acres of property for unspecified uses.

  • The most likely possible uses of the Hoover land are as a parking lot or a site for athletic fields. Depending on where the City addition is built, it might displace some tennis courts, or a softball field, or existing parking. Also, City High currently uses the baseball field at Mercer Park, and some would like to move baseball back to the City premises. If you think these are compelling needs that justify closing a neighborhood elementary school—and spending millions of dollars to do it—we’ll just have to agree to disagree. Let’s just say that that will be one incredibly expensive baseball field or parking lot.

  • By the way, if moving a couple of tennis courts onto Hoover’s field is all it would take to keep the school open, I’d happily support the idea. Hoover’s field is big enough to hold three tennis courts and still have room for nine more, without even encroaching on the blacktop. Closing the school and taking all five acres because of a few tennis courts makes no sense at all.

  • Unless City High plans to annex all the private homes between First and Seventh Avenues, West High will always have the bigger front lawn. Liberty High will always have the bigger parking lot (and it’ll need one, too, since it won’t be located in the middle of a densely populated walkable neighborhood, as City is). These aren’t badges of inferiority. Neither is having City’s baseball field over at Mercer, where its swim team also practices. City shouldn’t aspire to be exactly like West High or Liberty High. It has its own unique character, and its location in a thriving, close-in neighborhood is one of its strengths.

So sure, there will always be people who want the Hoover land for City High. (One of the members of the facilities planning committee told me that Hoover had to close because City High might need the land “fifty or seventy-five years from now”!) But you need a much more compelling case to justify closing an elementary school.

Thursday, April 9, 2015

Horace Mann, Lincoln, and Hills now on the chopping block, too

Today our school district’s administration released several possible “updates” for its long-term facilities plan, one of which would close Horace Mann, Lincoln, and Hills Elementaries in addition to Hoover. Another would keep Hoover open as a Pre-K center and relocate City High’s tennis courts and/or softball field to nearby Chadek’s Field.

I’m going to have to spend some time with the proposals to understand them fully. But here are some of my initial reactions:

1. These proposals just confirm that the logic of the Hoover closure leads naturally to the closure of other elementaries, too. The district needs to make a decision about whether it wants to close small and medium-size elementaries—often the ones closer in to downtown—and shift toward having enormous elementary schools on the outskirts of town. All the public feedback collected during the facilities planning process tilted heavily against that strategy, but the administration seems determined to move full speed ahead in that direction. Anyone who wants to support keeping all of our existing elementaries open should sign the petition here.

2. Anyone who cares about keeping a thriving, livable, walkable, sustainable core to Iowa City needs to recognize the threat that these proposals pose. You don’t keep a city livable by closing its closer-in elementaries—which often serve economically diverse neighborhoods and help those neighborhoods thrive—and shifting instead toward mega-schools in pricier new developments on the outskirts of town. (Some of the proposals increase the size of the new elementary schools from 500 students to 600.)  That’s why local sustainability advocates like Supervisor Mike Carberry spoke up against the Hoover closure to begin with; the problem will only be compounded if more schools are to be closed.

3. If the district is going to argue that schools closings are justified on the grounds of reducing annual operating expenses, people should keep in mind just how small that savings is likely to be.

4. One of the proposals would keep Hoover open as a Pre-K center. Isn’t that an admission that City High doesn’t “need” the property, which was one of the whole justifications for the closure to begin with? (Maybe that explains why no one could ever identify how City would use the land.)

5. The updates all talk about discontinuing the use of Hoover as an elementary school “no earlier than 2017-18.” The current plan calls for Hoover to close in 2019, so these plans would accelerate the closure.

6. This is what elections are for. If these proposals put the issue of school closings front and center as we approach this September’s board election, then they serve at least one good purpose.

7. I have to admit, it’s hard to work up much enthusiasm for immersing myself in the details of these proposals. It seems impossible to keep up with the administration’s changing rationales about what the district “needs.” Do they mean anything they say? The one consistent theme has been the desire to close schools that are closer-in (plus Hills) and build much bigger schools on the periphery. So let’s get that issue discussed. And, when our board election gets going, let’s hear where our candidates stand on that question.

Clarification, 5:00 p.m.: The proposals themselves do not specifically refer to the use of Chadek's field, but the district's chief operating officer, David Dude, said on social media that the final option "incorporates a variety of concepts that may or may not have been considered in the past--including... purchasing some city property south of CHS to accommodate outdoor facilities displaced during CHS expansions"--which appears to be a reference to Chadek's Field.

Wednesday, April 1, 2015

Democrats block Smarter Balanced

State Senate Democrats announced last night that they would block the Smarter Balanced Assessments in order to ensure the availability of adequate state supplemental school aid for years to come. This clip from the press conference is really incredible. That’s the kind of party that can start winning statewide elections again.

Tuesday, March 31, 2015

This dog won’t hunt

I came across this from a PowerPoint on Smarter Balanced’s item design (from page 29):

Call me crazy, but I think you can dog someone to take a run with you and then go for a swim and later doll yourself up. In other words, four of the five words can be used as both verbs and nouns, but the kids are supposed to mark the “correct” answer. (There is no indication that the question was coupled with any passage that actually used the words, and even if it had been, that’s not reflected in the wording of the question.)

Questions like this, apparently, are what will give us “incredible precision in identifying skills that students have mastered,” which is why we should pay top dollar for Smarter Balanced. I feel sorry for the teacher whose job evaluation depends on her students’ scores on this kind of test. I feel sorry for the kids, too.

The question reminded me of Tom Hoffman’s post describing a hopelessly written Pearson test question. As Hoffman wrote:
Not only can the teacher not easily ignore these exercises, there is tangible risk in teaching students to question or critique them too closely, as this would be likely to lead to students answering questions “incorrectly” on standardized tests.
So the lesson is “Don’t critique the test too closely.” Brought to you by Smarter Balanced.

And also a unicorn

Here’s an email from the Iowa Association of School Boards’ “email campaign,” uncritically passing along the state task force’s recommendation of the Smarter Balanced tests and linking to the task force’s very incomplete “cost analysis.” The tag line at the bottom reads:
Brought to you by the joint efforts of Iowa Association of School Boards, School Administrators of Iowa, Iowa Area Education Agencies, Iowa State Education Association, the Rural Schools Advocates of Iowa, and the Urban Education Network of Iowa in support of adequate and timely school funding.
Reminder: Saying “I want adequate school funding AND the Smarter Balanced Assessments AND a pony” is not actually a way of supporting adequate school funding. With friends like that, school funding doesn’t need enemies.

Foregone conclusion

Here’s a little-reported story about the state assessment task force’s process. To evaluate different possible assessments, the task force created a rubric, asked vendors to respond to a request for information, then planned to score the responses. What happened, though, surprised them: No vendor submitted the Smarter Balanced Assessments for review. Of the proposals that were submitted, the Next Generation Iowa Assessments received by far the highest score. The other proposals received sufficiently low scores that the task force eliminated them from consideration.

At that point, the Next Generation Iowa Assessments became the only proposal under consideration. From the point of view of the task force, that was a problem that had to be solved. At the time, Iowa was still a member of the Smarter Balanced Assessment Consortium; in becoming a member, the state had agreed to adopt the Smarter Balanced Assessments.

The task force decided to issue another Request for Information and “to reach out to specific vendors to ask them to submit the Smarter Balanced Assessments for our review.” (Details here.) Lo and behold, a vendor submitted the Smarter Balanced Assessments for review.

Soon afterward, the state decided to withdraw from the Smarter Balanced Consortium, as a way of “respecting the Assessment Task Force’s independence and ensuring an impartial process.” A few months later, the task force recommended that the state adopt the Smarter Balanced tests.

If it had been the Iowa Testing Programs that had failed to submit a proposal in response to the Request for Information, would the task force have issued a second request? Would it have “reached out” to ask for a submission of the Next Generation Iowa Assessments for review? Or was the task force determined from the outset to recommend Smarter Balanced?

The end of Everyday Math?

Am hearing through this new social media thing called “Facebook” that our school district has decided to abandon Everyday Math in favor of either EnVision Math (Pearson) or Math Expressions (Houghton Mifflin Harcourt). I don’t have strong opinions about what math curriculum is best, though I know I have readers who are fans of Singapore Math. All I know is that Everyday Math caused a lot of anguish in my household, and I won’t be sorry to see it go.

Here’s a blurb from the website for EnVision Math:
Daily Problem-Based Interactive Math Learning followed by Visual Learning strategies deepen conceptual understanding by making meaningful connections for students and delivering strong, sequential visual/verbal connections through the Visual Learning Bridge in every lesson. Ongoing Diagnosis & Intervention and daily Data-Driven Differentiation ensure that enVisionMATH gives every student the opportunity to succeed.
I have no idea what the merits of the program are, but I can’t say I find that language confidence-inspiring. I do wish someone would do a study of language like that. Does it really persuade anyone on its own literal terms, or does it just fulfill some kind of expectation that edu-products will be accompanied by reassuring-sounding buzzwords? Or is it just there to make the eyes glaze over and disarm the reader’s critical faculties?

If Pearson’s going to get all visual-verbal-twenty-first-century on us, at least they could practice what they preach. Wouldn’t something like this achieve basically the same effect?


Hell freezes over

Never mind that other post. I decided I needed to get myself some twenty-first century skills. Stay tuned for my Instagram, Tumblr, Pinterest, Snapchat, Vine, Kik, and Yik Yak accounts.

The link probably won’t work. I’m already perplexed by the whole thing. Twitter seems downright elegant by comparison. Hopefully Facebook’s creepy data-harvesting will enable people to find me without my help.

Monday, March 30, 2015

“A system of quick, informal tests—some lasting just a few minutes”

The Gazette ran a guest opinion piece this weekend by Mary Ellen Miller, a member of our State Board of Education and also a member of the state assessment task force, arguing that the state should adopt the Smarter Balanced tests. Miller makes some, ahem, interesting claims about Smarter Balanced.

First, Miller describes Smarter Balanced as a “a system of quick, informal tests — some lasting only a few minutes,” and that this “approach to assessment doesn’t take time away from instruction.” In fact, though there may be short practice materials included, the actual tests are between 7 and 8.5 hours long.

The task force report itself implied that schools would also want to purchase additional interim assessments—at additional cost—that would occur several times throughout the year. (See the chart on page 21.) So judge for yourself whether the tests will take time away from instruction.

Second, Miller asserts that “results from a survey of district readiness shows 99 percent of our public schools meet the minimum bandwidth requirements and have adequate computer resources to administer the Smarter Balanced assessments.” Miller states this as fact, not opinion, but it’s simply false. The state surveyed bandwidth, but did not survey computer hardware (as the task force acknowledged here). Anyone reading Miller’s piece would be misled about that basic fact. The Gazette should run a correction.

As for Miller’s assertion that 99% of districts have adequate bandwidth, remember that this is from the task force that thinks a school can give a 7.5-hour-long test to 600 students on just 30 computers. So you can see why they would say that bandwidth is sufficient.

Yet Miller claims that it’s opponents of Smarter Balanced who are misleading people. Her piece is just more evidence that the task force was determined to recommend Smarter Balanced no matter what their “inquiry” found.

Karen Woltman, the task force member who dissented from recommending Smarter Balanced, responds to Miller’s piece (with characteristic diplomacy) here.

Sunday, March 29, 2015

We don’t have to choose between Hoover and Hoover East (but if we did . . .)

Some have argued that the district can’t afford to keep Hoover School open and still open a new school in the Windsor Ridge area (currently known as “Hoover East”). As a result, the argument goes, Hoover has to close so Windsor Ridge can have its school. This argument is wrong both factually and normatively.

First, there is no reason to think that the district can’t afford both schools. The cost of keeping Hoover open even after opening Hoover East is about $191,000 annually. (See this post.) No one has demonstrated that $191,000—which is about one-tenth of one percent of the district’s budget—is the difference between solvency and insolvency. If we have to start closing schools to reap such relatively small savings, we’ve got much bigger things to worry about than Hoover East. If we can afford to open Hoover East, we can afford to keep Hoover open, too. (We can argue over names later.)

There’s also no reason to think we can’t afford to build Hoover East if Hoover stays open. It’s true that keeping Hoover open means we don’t need to build as much new capacity elsewhere, but the greatest opportunities for cutting costs from the plan are by canceling some of the additions to existing schools. Horace Mann and Longfellow, for example, could still get their renovations, air conditioning, and multi-purpose rooms without adding 330 new seats to those schools (and 330 more kids being dropped off in the morning).

Moreover, it’s reasonable to think that there will be more development and growing enrollment on the far east side, so you can see building a school there as a sensible investment, even if it’s relatively inefficient in the short term. The areas around Mann and Longfellow are already densely populated and are not likely to grow significantly, so it makes little sense to put additions there.

So yes, Hoover East and Hoover can co-exist. But if the district were forced to choose, should it sacrifice Hoover for Hoover East? No. First, if operating expenses were so tight that we had to choose between them, it would make little sense to choose the much more expensive option. The district estimates that opening Hoover East will add $500,000 to our annual operating expenses. Keeping Hoover open will cost less than half of that. Moreover, Hoover East is likely to be underfilled when it first opens (as Borlaug was and as Alexander will be for years to come).

Even setting aside cost arguments, there are compelling fairness arguments. There is no reason why Windsor Ridge’s desires should be filled at the expense of some other neighborhood’s. Closing Hoover to open Hoover East would be a reverse-Robin-Hood transfer. The Hoover area is economically diverse and includes very affordable neighborhoods; in the one-third of Hoover that lies right across the street from the school, the median home value in 2013 was $137,000. Windsor Ridge is a significantly wealthier neighborhood. It would be simply wrong to take the school from the mixed-and-moderate-income neighborhood so the wealthier neighborhood can have it. It would also be one more factor that could turn voters against the eventual bond that is crucial to completing the facilities plan. In a district that has been struggling with equity issues, it would be a great step backward.

I’m always a little surprised when people argue that Hoover should be sacrificed so their own favorite project can move forward. For one thing, it’s an awfully unsympathetic stance to take. Second, it’s effectively an admission that the new project is fiscally precarious; the listener may just decide that it’s the new project that needs to be cut. It would make a lot more sense to recognize that we can preserve our neighborhood schools and still pursue new projects, too.

Saturday, March 28, 2015

Closing Hoover: Cost far outweighs benefit

When the school board voted to close Hoover Elementary, the board members didn’t articulate a clear reason for the closure. To some extent that’s still true, but over time the reasons seemed to come down to two. First, closure advocates argued that the district needed to close an elementary school to save operational expenses. Second, they argued that City High needs the Hoover land. I don’t think either reason stands up to scrutiny; in this post, I’ll focus on operational expenses, and in another post I’ll talk about the City High argument.

Before we talk about the cost of keeping Hoover open, it’s important to understand that closing Hoover costs a lot of money. If the district tears down Hoover, which can hold over 300 students, it will have to build that many new seats somewhere else. For example, while closing Hoover, the district also plans to build 330 seats of new capacity on Horace Mann and Longfellow schools, which will apparently cost somewhere in the neighborhood of ten million dollars. That’s money we wouldn’t have to spend if we kept Hoover open.

But keeping Hoover open does mean that we’ll incur annual operating costs. By combining three schools into two—which is essentially what the district would be doing by closing Hoover while expanding Mann and Longfellow—we can achieve some savings in operating costs, since, for example, we might be able to pay only two principals instead of three. But you quickly run into limits on what you can save this way: the great majority of operating costs are to pay teachers, and the students will still need teachers. Currently, Hoover has two full classrooms in each grade; there’s no reason to think that we could cut the number of classroom teachers simply by moving all the students to other schools.

So how much could be saved annually in operating costs if Hoover closes? Michael Tilley looked closely at the numbers and arrived at an estimate of $191,000. If anything, the real number might be lower, since Tilley did not factor in any busing costs. (One small corner of Hoover’s attendance area is not within two miles of any other school, and thus would be entitled under state law to busing, though it’s not clear to what degree that would affect total busing costs, or whether there would be other busing costs in addition.) If you doubt Tilley’s estimate, take a look at this (only slightly out-of-date) chart and see how you can squeeze much more than $191,000 out of closing Hoover School. (See pages 19 and 20.)

That’s just over 0.1% of the district’s annual expenditures. Of course any amount of money is important, but $191,000 is strikingly small compared with the roughly ten million dollar cost of replacing Hoover’s capacity elsewhere. Yes, I know, construction costs come out of a different “pot” of money than operating costs do. But that doesn’t mean it’s smart to spend ten million in construction costs to reap an annual savings of $191,000.

By comparison: this week the board voted not to cut discretionary bus routes, even though it would have saved $849,000 in annual operating expenses. The board (reasonably) decided that discretionary busing is important. Keeping neighborhood schools open is important too—and, as it turns out, doesn’t cost much.

Moreover, even if $191,000 were worth closing an elementary school for, there would be no reason to single out Hoover for closure. Hoover is larger than several other schools (which means it would cost more to replace its lost capacity) and is relatively efficient in its operating costs. In fact, the additions that the district is building onto Twain and Shimek bring them up to roughly the capacity that Hoover has now, which must mean that the district sees that as a workable size. Lincoln and Hills will be smaller than Hoover even after they receive their additions. None of these schools need to close.

Closing a school is a big deal. You don’t do it just to shave a tenth of a percentage point off your annual expenses, especially if it means borrowing ten million dollars for new construction. And if the district can’t resist that small annual savings, why would it stop at one school? It could save comparable amounts (or more) by closing other elementaries, until we’re left with only big 500-kid schools. If you eat that chip, it’s going to be real hard not to eat the next one, and the one after that. Is that what anyone wants?

Wednesday, March 25, 2015

Don’t bet against Hoover School

Another odd-numbered year, another school board election. As this September’s board election approaches, I’ll be one of the people continuing to question the wisdom of the current plan to close Hoover Elementary in 2019 as part of the district’s long-term facilities plan. I’ll be posting more soon to re-examine some of the arguments for and against the closure. In the meantime, though, I thought I’d write this quick, admittedly horse-race-style post about the prospects for reversing the closure. In short, if I were a betting person, I wouldn’t bet against Hoover staying open in the long run, for these reasons:

  • Of the six board members who supported closing Hoover, only three now remain on the board. All three of those seats are up for election this year. It’s not clear whether any of those three board members will run for re-election. (I’m counting incumbent Marla Swesey as pro-closure; though she switched her vote on it at the last minute, she later made it clear that she supports the closure and is against revisiting the decision.)

  • In the last board election, the one incumbent who supported the closure was defeated. The two top vote-getters supported keeping Hoover open, and 65% of the total votes cast went to pro-Hoover candidates.

  • Every time the district has surveyed the public about the possibility of school closings—whether in the district’s randomized phone survey or in the multiple community workshops during the facilities plan process—the result has been roughly two-to-one opposition to closings.

  • The Save Hoover group, through its petition and yard sign efforts, now has a list of nearly a thousand identified supporters of keeping Hoover open. That’s not only a sign of public support, but a great organizing tool as Save Hoover approaches the election season.

  • Voters in other parts of the district have good reason to make common cause with Hoover. No matter how you slice it, closing Hoover costs a lot of money. The district will have to spend millions to build new capacity—for example, by building additions to existing schools—to accommodate the students who currently go to Hoover. That money could just as easily be used to add seats in parts of the district that have real capacity needs. (More on this point in future posts.) Moreover, voters in other attendance areas are likely to wonder whether the logic behind closing Hoover will lead the district to close other elementaries, too.

  • Looming over the facilities plan is the eventual need to ask the voters for a $100+ million dollar bond, which would need 60% voter approval to pass. The district just can’t afford to alienate a large bloc of voters going into that bond vote.

Like on a lot of issues, what you hear from school officials and administrators about Hoover is very different from what you hear from ordinary voters. There are definitely people who would like you to think that the Hoover decision is set in stone, but that’s the kind of bravado that can evaporate overnight when election results come in. I think there’s a good chance it will.

Tuesday, March 17, 2015

Costs? What costs?

An illustrator I am not, but you get the idea.

I’ve written before about how mystifying it is that the president of Iowa’s teachers’ union, Tammy Wawro, who has continually advocated for a 4% or 6% increase in state school funding, would nonetheless support the proposal to adopt the Smarter Balanced standardized tests, which are so costly that they will gut state school aid increases for years to come. Now it turns out that Wawro will be one of the three presenters of the proposal to the legislature tomorrow. Does Wawro feel any responsibility for the school budget cuts that will occur as a result of adopting Smarter Balanced, or is she just in complete denial? How is she serving the interests of the state’s teachers or students by advocating for very expensive tests that can only be funded by diverting money from staffing and school programming?

Another presenter will be the superintendent of the Waterloo schools, Jane Lindaman. Lindaman, too, claims to support higher increases in state school aid. Will she identify the tax increases that should occur to enable the state to increase school aid while also buying these expensive tests? Will she discuss what cuts she expects to make in her own district to pay the bill for Smarter Balanced? Or are we all just going to pretend that adopting Smarter Balanced has nothing to do with future supplemental aid?

Friday, March 13, 2015

Legislature Considers Massive Cuts to High School Football

I couldn’t resist that post title, since apparently cuts to instructional programs don’t grab anyone’s attention. But if the legislature adopts the enormously expensive Smarter Balanced standardized tests, the cuts will have to happen somewhere. Last year our district cut seventh grade football, in addition to making cuts in orchestra and foreign language instruction and elsewhere. This year, even more cuts are on the way. Next year, when the Smarter Balanced costs start rolling in, what will be left to cut?

Please, wise legislators, let us know what we should cut for the privilege of having these shiny new tests. Then I can re-title this post accordingly.

Of course, once we’ve replaced all the teachers with online MOOCs, I suppose administrators and coaches will be the only staff left. So maybe there’s nothing to worry about.

Saturday, March 7, 2015

Let them hire nannies

Stories like this have been getting more attention. Critics have complained about the nanny state and the surveillance state and have mocked Americans’ fearfulness and inability to assess risk. I agree with a lot of those criticisms, but there’s another aspect to this kind of state intervention, too: It imposes the values (and neuroses) of the wealthy on people who can’t afford them. If kids aren’t allowed to walk to school on their own or to be latch-key kids after school, then we’ve effectively made it illegal for a huge swath of the public to have kids at all.

Wednesday, March 4, 2015

Do the Democrats mean what they say about increasing school aid?

I’m still mystified by the decision of the state teachers’ union president, Tammy Wawro, to support the task force’s recommendation that Iowa adopt the very expensive Smarter Balanced standardized tests. Judging from her Twitter feed, Wawro is an enthusiastic advocate of a 6% increase in supplemental school aid. Is she in complete denial about cause and effect? Adopt Smarter Balanced and you’ll kill any chance of decent supplemental aid for years. Does her left hand have any idea what her right hand is doing?

I’m beginning to worry that the state Democratic Party may be just as obtuse. Democratic legislators are united about the need for more supplemental aid. Yet how many have come out against Smarter Balanced?

At least eleven House Republicans are publicly against Smarter Balanced, which means it cannot pass without Democratic support. The single best thing the Democrats could do for future school aid is to vote this turkey down. If they don’t, all their noise about wanting a 6% increase is empty lip service.

My bad dream is that the Democrats declare a “win” by caving on Smarter Balanced in exchange for a slightly higher increase in aid for next year. They can’t be that lame, can they? Can they?

Why is it wrong for a kid to cheat on a test?

This post by Justin McBrayer got me thinking about the moral status of children. The author criticizes the common practice of teaching students that opinions are unprovable “beliefs” while facts are provably “true”—thus, in effect, teaching them that there can be no moral truths. As a result, the author contends, students think a statement such as “It is wrong to cheat on a test” is merely an opinion, and cannot be “true.”

I agree with McBrayer at least to this extent: Whether there are “moral facts” is a philosophical question, open to debate, which means the school should not be teaching any view of it as a settled fact. Under the school’s own definition, the assertion that “value claims cannot be true” is itself an unprovable opinion, a “mere” belief. From the piece, though, it sounds like the author believes that the opposite “fact” should be taught as true. Either one looks like indoctrination to me.

The more interesting question, for me, is why we think it’s wrong for a kid to cheat on a test in school. I’m not saying it isn’t wrong, but I do think it matters how we get to that conclusion. It can’t be simply because the school prohibits it, right? Certainly the school can’t be the final arbiter of what is morally right and wrong. If it were, then the worst practices would become morally right just because a school requires them. (Was it morally wrong for a black child to try to attend a whites-only school?) So how should a child reach the conclusion that cheating is wrong?

Monday, March 2, 2015

You can do this in less than a minute

Things are happening very quickly in the legislature. The likely vehicle for adopting the Smarter Balanced tests is HSB 172. The bill currently contains general language about adopting assessments; on short notice, though, language specifying Smarter Balanced could be added. There is some opposition to Smarter Balanced in both parties, but it’s hard to gauge numbers.

If you’ve been following the issue on this blog, please consider taking a minute—you can do it in even less than a minute!—to email the legislators about this bill. All you need to do is cut and paste the following block of email addresses into the address field, say “Dear Legislators,” and simply ask that they vote against HSB 172 because Smarter Balanced is too expensive and because the full costs are unknown and likely to be enormous. Every little email helps.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

At this point, the best thing to do is email all of them as a group. If you’d like to pay special attention to your own legislators, you can identify them here.

The school budget you save may be your own.

UPDATE: I’ve corrected this post to reflect that the bill is now out of committee and before the legislature as a whole.

Sunday, March 1, 2015

“What is the goal?”

The Gazette has a terrific, thorough editorial on the proposal to adopt the very expensive Smarter Balanced standardized tests. Its conclusion:
Even if Smarter Balanced provides more detailed student information, it is difficult to understand how our cash-strapped districts will be able to use such data to enhance student learning. . . .

Are Iowans being asked to choose between the cost of an administrator to oversee test score data-crunching or the cost of a classroom teacher? If so, we believe most Iowans will — and should — choose the teacher.

Likewise, if the choice before state lawmakers is to purchase unproven, expensive assessments with titillating bells and whistles or fully fund our school districts, we hope they choose to better fund our schools.
The editorial also raises smart questions about how exactly schools will use the test scores and whether the supposed gains are worth the huge increase in cost.

Read the whole thing..

Wednesday, February 25, 2015

Tuesday, February 24, 2015


Two members of our State Board of Education on the enormously expensive Smarter Balanced standardized tests:
Finally, any new state test will come with a higher price tag because state assessments have evolved in technology and in function. However, Iowa will get much more for our money with the Smarter Balanced assessments. The testing process will be more efficient, results will come back faster, and — most important — teaching and learning will be enhanced. The assessments offer incredible precision in identifying skills that students have mastered, as well as those areas where they’re struggling, both for individual students and for groups of students. This kind of information is priceless to the teachers, school administrators, parents and elected school board leaders who are working hard for our students.
That’s the best they can do? “The testing process will be more efficient”—oh, but somehow twice as long. “The results will come back faster”—hooray, but who cares? “Teaching and learning will be enhanced”—didn’t our state board members learn about supporting their assertions with evidence? “Incredible precision”—well, they got the incredible part right. “This kind of information is priceless”—I guess that’s why no one can tell us how much it will cost.

Will someone please explain how these tests will actually be used to improve our kids’ education? Points for being concrete and specific!