Noble Street Charter School Network often boasts that its schools are the highest-achieving non-selective schools in the city. And, while it is true, Noble does not have students test in, critics have charged that its admissions and discipline policy keeps out unmotivated students and pushes out unruly students. But this year, under pressure, Noble has abandoned big parts of both policies. In its renewed contract with CPS, Noble agreed to stop requiring students to go to an “information session” before applying. Also, they have to make clear that the essay is optional. State law states charter school admission should be decided through lottery. This comes on the heels of Noble announcing in April that it will stop charging students $5 for a detention. Noble founder Mike Milkie defended the discipline policy, which is still stricter than CPS, in a Catalyst Chicago op-ed. It will be interesting to see if the charter school operator can maintain its academic status without these policies.
Will we find out more?….We’ve heard repeatedly that charter schools push out problem students. We reported in 2010 that one in ten charter school students transfers out, even though there is supposedly a waiting list for the coveted seats. An upcoming report from a researcher who worked on the well-known CREDO (Center for Research on Educational Outcomees) charter studies out of Stanford University will take a look at push-outs from charters in dozens of cities, according to Chalkbeat New York. The researcher says there’s no evidence New York City’s charters are guilty of the practice, but that other districts are. No word in this article on whether Chicago will be part of the new report, but previous CREDO studies have included Illinois and Chicago.
On its way… DNAinfo reports that the city’s planning commission has approved Walter Payton’s annex. The annex will expand enrollment by between 300 and 400 students. Currently, the school has about 940 students. The project will be paid for with $17 million in tax increment financing money. The TIF money was one of the justifications Mayor Rahm Emanuel gave for building the addition, even as other schools are overcrowded and desperately could use the addition.
It is worth repeating that deciding which capital projects will get the go-ahead based on how much they can collect is a losing proposition for poor neighborhoods. In a nutshell, TIFS allows cities to to use new tax dollars in specific geographic areas to fund economic development (as property values — and taxes — rise after the TIF district is created) .
So how much is being collected in TIFS? … Cook County Clerk David Orr has made it easier for the public to see how much tax money is being collected in these controversial entities. Orr says that “”it’s very hard to find the necessary information to make a good judgment about what’s the purpose of this enormous expansion. Clearly there’s still a lot of work to be done to make it easier to follow the TIF money trail.” Orr has a primer on TIFs here and a video here. When talking about schools, TIFs are important because tax money that otherwise would have gone into the public coffers instead is diverted into these special pots. As a result, TIFs have many critics, including the CTU and the Chicago Reader columnist Ben Joravsky.
The high cost of losing teachers… Illinois spends up to $71.7 million per year replacing teachers who quit, according to a new analysis from the Alliance for Excellent Education that pegs the national cost at $2.2 billion a year and reiterates the well-known and distressing fact that poor students of color are most likely to attend schools with the worst turnover. That’s about the same price tag for replacing the 4000 Chicago Public Schools teachers who left in 2011 and 2012, according to cost estimates from the National Commission on Teaching and America’s Future that we reported In our spring issue of Catalyst In Depth on teacher turnover. Turnaround schools posted the highest attrition, even after the initial firings that are part of the turnaround model. In other words, the teachers who were brought in to be part of the turnaround–most of whom were rookies–swiftly quit, often citing the long hours, tough environment and the pressure to quickly raise test scores.