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No one disputes the powerful role that schools play in children’s lives. But schools shouldn’t go it alone in eliminating poverty and inequity in America.

Recent years have witnessed a surge of interest in efforts to create much stronger ties between schools and other providers of services for children. The Harlem Children’s Zone has captured the nation’s attention for its “cradle to career” focus on children’s well being. President Obama has pledged to support similar models to bring schools and communities together around the needs of young people.

One such model is Ready by 21, an effort to build community partnerships that support children from birth to adulthood, in school and out of school. The goal of this initiative? Prepare young people for college, work and life by the age of 21.

We recently spoke with three people who gave us a closer look at this project. Dan Domenech is the executive director of the American Association of School Administrators, a member of the Ready by 21 ® National Partnership. Shelley Berman is superintendent of Kentucky’s Jefferson County Public Schools (Louisville), which recently began a Ready by 21 effort to enhance its longstanding work to strengthen relationships between schools and communities. Rob Schamberg implemented a Ready by 21 effort when he was superintendent of California’s Black Oak Mine Unified School District. He is now an executive with the Forum for Youth Investment, which is the lead national partner in the Ready by 21 approach.

All three delivered a common message: As local budgets shrink and youth investments dry up, better coordination of local resources has become more important than ever.

What Exactly is Ready by 21?

Domenech described it well:

[Ready by 21] is a community-based approach that recognizes that, as important as the schools are—and as important as an education is—they are not the only elements ... of the ability of the child to succeed. There are other very significant factors, such as the ability of a family to have proper healthcare and live in an environment that is conducive for a child to learn. Nutrition, childcare, early childhood education…. Ready by 21 recognizes that all of these factors must come together in ...

Could it be that we're finally laying to rest the false debate between the value of schools and the value of community supports for children? That would be good news, indeed.

Deb Viadero's recent piece on a Harvard study of the Harlem Children's Zone's (HCZ) Promise Academy confirmed my sense that the debate might finally be dead or dying. When it came out almost a year ago, the study sparked a bizarre argument: Had the school alone raised test scores, or should we give credit to all those other services? David Brooks proclaimed the school the winner and implied that all that other stuff was just so much window dressing.

The marvelous Viadero, by contrast, notes that the jury is still out:

What we still don't know, of course, is whether students' improved performance was due to the quality of the schools or the combination of schooling and community supports that the children and their families were also receiving.

The study itself was just as cautious. The authors note that:

The [Academies] provide free medical, dental and mental-health services (students are screened upon entry and receive regular check-ups), student incentives for achievement (money, trips to France, e.g.), high-quality, nutritious, cafeteria meals, support for parents in the form of food baskets, meals, bus fare, and so forth, and less tangible benefits such as the support of a committed staff.

It's a relief that no new debate has (yet) erupted in the blogosphere. After all, as Viadero notes, the study has just won a rare nod of approval from the What ...

Collaboration has been getting a bad rap lately, and that's unfortunate. First, there are the pundits who say that it figured too prominently in the selection of Race to the Top winners. Then there was this from Jeanne Allen:

Trained educators believe that collaboration leads to results. But that is not always the case in public education. Excessive collaboration often leads to--frankly--nothing.

Allen's larger point is that outsiders--business leaders and the like--make better school system leaders than career educators do. She notes that "some have never taught. Again, that's fine--and, in fact, often preferable." Best to keep our leaders free of that school taint, she suggests.

Though she doesn't name names, Allen knows who we're all thinking about: Michelle Rhee in DC and Joel Klein in New York City. Like so many other advocates and pundits, she seems to rest her whole case on events in those two cities. Whether you love Rhee/Klein or hate them, you have to admit that there are a whole lot of other reforms going on out there that don't require the outsider's iron fist. And career educators are leading many of them, maybe even most of them.

Let's have a look, for example, at districts that have won the Broad Prize for Urban School Leadership. Six of the eight are led by people who began their careers as teachers and made their way up the administrative ladder. Other successful urban superintendents, like Beverly Hall of Atlanta, followed a similar course. Collaboration didn't ...

Lately, I'm seeing reforms celebrated more for their "boldness" than for the likelihood that they'll work. This impatience could do much more harm than good in the end.

Take, for example, recent reactions to the Race to the Top winners. The winning states (Tennessee and Delaware) turned in good proposals, some bloggers argue, but they weren't as bold as, say, Florida or Rhode Island. The reviewers placed far too much stock in consensus and buy-in from teachers and other groups that will have to put the reforms in place, we're told. Instead, Arne Duncan could have tipped the scales in favor of big, swift changes.

But isn't buy-in from teachers and other stakeholders important if we want reforms to work? And are we really so confident that the bold reforms spelled out in Race to the Top will work? Let's not forget that the evidence for reforms like merit pay or school reconstitution is meager at best. Is it wise to rush at a handful of reforms whose success is anything but assured? A brief ideological victory for some ...

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Truth in Labeling

The "persistently low achieving" label can be a mixed blessing for schools. The stigma it brings can be just one more burden on a school already laboring under so many others. But it can also supply a bracing dose of reality to a school that sorely needs it. Leaders and policy makers will have to play their cards right if they want the label to have the best possible effect.

That's the main lesson I drew from an op-ed by Patrick Welsh in yesterday's Washington Post. Welsh, an English teacher at TC Williams High School in Alexandria, Virginia, makes an uneasy peace with the dreaded "low-achieving" label after the feds apply it to his school:

Labels can be unfair. They never tell the whole story. But though we never wanted to achieve our new label, I have no doubt that it will help us get back to achieving our best.

Welsh writes that the label forced him to face facts. The school sends its top students to colleges like MIT and Yale, but too many of its low-income students don't even master basic skills. Welsh wasn't prepared for the challenges he would face as the school's demographics changed. "I just never thought that I would need to teach reading in the 12th grade." Williams is a good school, he suggests, but only for some of its students.

But the label can also do harm. Students can feel the sting, too. Welsh quotes a 10th-grader: "There are a lot of smart, hard-working kids here who are ...

Our timing could hardly have been worse. On the very day we posted our story about the achievements of Carstens Elementary School in Detroit, the Detroit Free Press listed Carstens among the many schools slated for closure in that city. Why? Because there just aren't enough students to fill the building.

Carstens is a victim of Detroit's bitter economic struggles. As whole neighborhoods atrophy, even good schools like Carstens can face dwindling enrollments and end up on the chopping block. There are forces other than academic failure that can bring a school down.

Some observers have hailed the Detroit Public Schools' Emergency Financial Manager, Robert Bobb, for his vision of "New Orleans-style reform." But the story of Carstens should remind us that even the best plans can leave casualties in ...

When Principal Theresa Mattison came to Carstens Elementary in 1997 “achievement was zero.” Student behavior was a problem. Some staff seemed uncommitted. As parent liaison Abby Phelps puts it, “This school was in the middle of chaos.”

Today Carstens is a beacon of light for the surrounding community. It is one of the top-performing schools in Detroit. In 2009 third graders at this school—where 98% of students are from high poverty homes—outscored the state as a whole on all tested subjects.

How did the school turn itself around? School staff points to the leadership of Dr. Mattison. Dr. Mattison points back to her incredible staff. And everyone recognizes the importance of meeting more than just the academic needs of students.

Members of the Carstens community recently told us the school’s story. In on the conversation were Principal Theresa Mattison, parent liaison Abby Phelps, school social worker Gail Nawrock, and teachers Barbara Haug, Vannessa Jones, Rebecca Kelly and Violet Kiricovski.

Public School Insights: How would you describe Carstens Elementary?

Violet Kiricovski: Carstens shares the Comer philosophy. And we all work together. Teamwork really is our strong point.

Rebecca Kelly: The way I would describe Carstens is that it is actually more than a school. I just saw a presentation in which they described it as a “beacon of light.” And the parents, the families, the students and the businesses are all working together.

Abby Phelps: Carstens incorporates a city philosophy. We offer all services. We have it all.

Public School Insights: What kind of a population does the school serve?

Barbara Haug: We serve a deserving population. Statistically, they are considered high poverty—98% of them come from high poverty homes. And our population is about 98% African-American. But we do not think that statistics are something that describes somebody’s potential. It just describes the situation that needs to be considered when you look at the needs of the individual child or the children. What it boils down to is that they are children who deserve a good education.

Public School Insights: What was student achievement like back in the 1990s?

Theresa Mattison: Achievement was zero…We had people who did not care and it was very, very, very hard. But it is not hard anymore, because everyone cares and everyone shares leadership and responsibility.

Abby Phelps: Having been affiliated with Carstens before Dr. Mattison got here, I can tell you that this school was in the middle of chaos. And I am not exaggerating. I have been here since 1989. The capacity of the teachers and their concern ...

Education historian Diane Ravitch has just published a new book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. The book has been a runaway success. It currently ranks among the top 60 best-selling books on Amazon.com, where it sold out within a week of its release.

Public School Insights: I’ve heard your book characterized as a “u-turn,” an “about-face,” a sudden shift from “conservative” to “liberal” views on education reform. Are those characterizations accurate? What are some of the fundamental beliefs that unite your efforts over the past four decades?

Ravitch: I did not do a "U-turn" or an abrupt "about-face," nor (as one story said) did I "recant" almost everything I ever believed or wrote. I certainly did change my mind about things I had advocated in the past, but the change was more gradual than it appeared to those who have not read what I have been writing for the past three years. As I write in the book, I concluded that NCLB was failing when I attended a conference at a conservative think tank, the American Enterprise Institute, on November 30, 2006. I was given the assignment of summing up the day's proceedings; paper after paper demonstrated that NCLB's remedies were not working. Very small proportions of students were choosing to leave their school or to get tutoring. In my remarks at the end of the day, I said that NCLB was failing. The next fall, in 2007, when NAEP scores were released and showed meager improvements, I wrote an op-ed piece for The New York Times titled, "Get Congress Out of the Classroom." Since then, I have written several articles in opposition to NCLB. So my turn-about on NCLB was very public and not ...

People in our business commonly talk about the challenges of teaching students who are still learning English. Not so Ted Appel of Luther Burbank High School in California. He sees these students as an asset.

More than half of his school's students are English language learners. About nine in ten come from low-income families. Though some schools might see such students as a drag on their test scores, Luther Burbank High welcomes them from neighborhoods far from its own. For Appel, such students enrich the school in ways standard school rating systems cannot begin to capture.

Appel recently told us about his school--and about the state and federal  policies that can at times impede its vital work.

Public School Insights: Tell me a little bit about Luther Burbank High School.

Appel: It is a comprehensive high school with about 2100 students. About 90% are on free or reduced lunch. About 35% are Southeast Asian, mostly Hmong. We are about 25% Latino, about 20% African-American, and whatever percentage is left is from everywhere else in the world.

Public School Insights: So you must have a lot of different languages spoken in the school.

Appel: Yes. The predominant languages are Hmong and Spanish. For about 55% of our student population, English is not the primary language spoken at home. They are English learners.

Public School Insights: I would assume this population has a pretty big impact on your school and the teaching strategies you to use. Is that true?

Appel: Absolutely. One of the advantages of having such a large number of English learners is that we in a way do not have an English learner program. We try to foster a sense that all teachers are likely to be teaching English learners, so there is not a sense that English learners are the kids that somebody else ...

Thomas Edison Elementary School in Port Chester, NY has earned its reputation as a success story. A decade ago, only 19% of Edison’s fourth graders were proficient in English language arts. Last year 75% were. Proficiency rates in math and social studies are even higher. Not bad for a school where over 80% of students live in poverty.

If you ask the school’s principal, Dr. Eileen Santiago, the decision over ten years ago to turn Edison into a full-service community school has played a key role in its transformation. Working with strong community partners, the school offers on-site health care, education for parents, counseling for children and their families, and after-school enrichment. Add that community focus to a robust instructional program and close attention to data on how students are doing, and you get a stirring turnaround story.

Dr. Santiago recently told us more.

Public School Insights: Tell me about your school.

Santiago: I have served as principal of this school for 14 years. And I have always felt fortunate that I came into a school with many, many caring people. I did not walk into a school where the adults felt negatively about the children.

However, I was faced with other concerns. One of them was that the school had a pretty significant level of poverty. We were at over 80% free lunch. We continue to have that level of poverty today.

In addition, Edison has always served an immigrant population. The school was constructed in 1872, so you can imagine that the population has changed a lot over the years. Today the population is primarily multi-ethnic Hispanic, coming from different areas of the Hispanic world. And many of our children are undocumented immigrants. That in itself adds several levels of challenge: ...

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