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Opinion | We already know the danger of an appointed state school board

Josh Moon

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So, you want to appoint the state school board?

According to Senate President Pro Tem Del Marsh, all of the voting we’ve been doing to elect state school board members is one of the biggest problems with public education in Alabama, and he wants to stop it. The stupid voters have screwed this up enough for him, and so he wants to let the elected leaders in Montgomery — who rarely have managed to stumble and fall into competency when it comes to anything remotely education-related — pick the school board for the stupid voters.

Marsh has a bill in the Legislature that would transform the state school board from an elected board to an appointed commission.

This would be the second education commission that Marsh has created in Alabama — the first being the charter school commission — and his first is a lesson in how appointing a board doesn’t remove the politics, it only increases the likelihood that the commission members will be beholden to a particular politician or ideology and will shirk responsibility and regulations to please both.

Or to use less words: The charter school commission is a joke.

It is a group of people that have, as far as I can tell, ignored pretty much every rule and every promise made in their singular quest to approve charter schools, no matter how unprepared or poorly managed those charter schools might be.

It’s so bad that on Tuesday, several members of Marsh’s party took turns in the Alabama House criticizing the charter school commission’s lack of oversight, its common and routine mistakes and its lack of due diligence in approving these schools.

Those lawmakers mostly focused on the commission’s approval of a charter school in Washington County. Despite massive public push-back against that charter — and despite the local schools performing quite well — the commission approved Woodland Prep on the basis of an application that was rejected by the National Association of Charter School Authorizers and the fabricated endorsements of several educators who later requested their names be removed that application.

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But while that Woodland Prep approval is as awful as we first reported at APR, it’s just the tip of the iceberg when it comes to the charter school commission.

In its quest to fulfill its goal of approving charters, the commission has ditched the NACSA and the national standards that lawmakers, including Marsh, promised would be applied to any charter school opening in this state. Instead, the majority of applications are now graded by the Auburn Center for Evaluation.

If you’ve never heard of the Auburn Center for Evaluation, well, there’s no reason you should have. From all indications, it’s a fine group of people who have contracts with a number of entities, including the U.S. Department of Agriculture, to evaluate various efficiencies.

The Center picked up a contract with the Alabama Department of Education to review charter school applications last September. At the time, not a single person on the Center’s staff had ever reviewed a charter school applications.

Dan Henry, the executive director of the Center, said that wasn’t a concern, since the Center’s staff was provided a rubric by ALSDE which each application had to meet. If it met the specifications in the rubric, the Center’s staff approved it. If it didn’t, the staff didn’t approve. That simple.

Except that, well, it’s not that simple.

The NACSA was also working off a rubric, and it had experienced evaluators picking the various portions of an application apart. So, while an applicant might meet the rubric’s requirement of a detailed staffing plan, the NACSA was also judging that plan based on the real-world application of the specifics contained in that plan.

That’s why the NACSA was rejecting so many of the applications that flowed through the Alabama Charter School Commission. And that’s why the Auburn Center for Evaluation was approving so many. (To be clear, that doesn’t mean that the Center was doing anything wrong. It was performing the task it was asked to do by ALSDE, and by all accounts was performing it well.)

This is what happens when you appoint a commission. It becomes beholden to an ideology. Opposing viewpoints are nonexistent. And corners get cut in the name of achieving a political goal.

 

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Education

Governor announces Secretary Jeana Ross to retire

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Gov. Kay Ivey on Thursday announced that Jeana Ross is retiring as secretary of the Alabama Department of Early Childhood Education. She has served in this position since 2012.

“I am extremely grateful for Secretary Ross’ tireless efforts and dedication to our children,” Ivey said. “On behalf of our state, she deserves a ‘job well done’ for her work in expanding voluntary, high-quality pre-K to all 67 counties. She is leaving the Department of Early Childhood Education with a great legacy, and we thank her for her service.”

Under Ross’s leadership, the department has received national recognition for their work. For the 14th consecutive year, Alabama leads the nation in providing the highest quality early learning experiences for four-year-old children.

Ross and her team have grown the nation’s highest quality pre-K program by more than 470 percent: from 217 classrooms in 2012 to 1,250 classrooms located in all 67 counties of the state in 2020.

“It has been an honor and a privilege to serve as Alabama’s secretary of Early Childhood Education for the past eight years,” Ross said. “I appreciate Governor Ivey’s leadership and commitment to our efforts in ensuring as many children possible have access to a strong education foundation. For 14 years, Alabama’s program has ranked No.1 and serves as a model of excellence in early learning, and I am grateful to be a part of this achievement.”

In retirement, Ross will remain in Alabama and plans to consult for the Harvard Graduate School of Education and the Saul Zaentz Charitable Foundation as part of their efforts to promote the importance of early learning throughout the United States.

Ivey is appointing Dr. Trellis Smith to serve as acting secretary until Ross’ replacement is named. Smith has been employed with ADECE for 19 years, currently serving as the Alabama Head Start collaboration director.

She holds a bachelor’s and master’s degree in Family and Child Development from Auburn University and a doctorate in Child and Family Development from the University of Georgia.

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Her appointment is effective June 1, 2020.

 

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ASU’s Ross: Coronavirus has exposed longstanding inequities in college funding

Josh Moon

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Traditionally underfunded and serving an economically challenged student population, America’s historically black colleges are particularly vulnerable to the challenges of COVID-19 and many are facing bankruptcy, Alabama State University President Quinton Ross told CNN on Monday evening. 

Ross was interviewed by CNN as part of the network’s coverage of how coronavirus shutdowns of college campuses are disproportionately affecting HBCUs. 

“It exposed a number of inequities that were already present prior to this virus,” Ross said during the piece. 

HBCUs typically lack large endowments and hefty budgets, making it harder for them to adjust to shifting courses online. Also, serving a more economically disadvantaged student body often means that the students don’t have the necessary Internet or computers at their homes to participate in online courses. 

Ross said that some HBCUs needed more substantial technological infrastructure to transition to online and other alternative learning methods to ensure the continuity of education for entire student bodies; many of whom were returning to homes without connectivity or computers.

“We had to rush to try to provide and undergird ourselves with technology, and many of the infrastructures were not prepared,” he said.

Ross has said that federal emphasis on access to technology is not just an HBCU issue, “it is a nationwide issue that must be addressed.”

The underlying inequities Ross mentioned stem, in part, from states, such as Alabama, implementing racist funding practices, leaving HBCUs funded at significantly lower levels than white colleges. That made it impossible for HBCUs to keep pace on matters such as technology infrastructure.  

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Former ASU vice president John Knight, a longtime former state representative, in the 1980s filed a lawsuit on behalf of ASU and other black colleges in the state, challenging the funding policies of the state. The state lost and was forced to pay millions of dollars to at least partially rectify decades of improper funding that denied thousands of black Alabamians a college education.

 

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Education

Jones calls for more federal aid to students, schools and teachers amid COVID-19 crisis

Eddie Burkhalter

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U.S. Sen. Doug Jones, D-Alabama, on Thursday asked Senate leadership to include money for public schools and students in the next round of COVID-19 relief funding. 

Jones and Sen. Lisa Murkowski, R-Alaska, led a group of other senators in drafting a letter to Senate Majority Leader Mitch McConnell and Minority Leader Chuck Schumer that urges aid to be directed to education during the coronavirus crisis. 

“We continue to see the challenges our states and school districts face on a daily basis and the impact this pandemic will have on education budgets over the next 18 months. Less than 1% of the CARES Act funding was specifically dedicated to supporting public schools,” the letter reads. “This is insufficient to stabilize education through this crisis. We are particularly concerned about how the educator workforce and other school personnel will be impacted by COVID-19.”

“It is not just teachers who will be impacted by these shrinking education budgets. Countless cafeteria workers, school bus drivers, counselors, and other support staff are expected to take a dramatic hit during this pandemic. Our students cannot meet their full potential without the many professionals that make their schools work for them day in and day out,” the letter continues. 

Approximately $13.2 billion through the CARES act Education Stabilization Fund has already been disbursed to governors for distribution to K-12 schools. 

Education organizations recommend $175 billion more for the Education Stabilization Fund to be divided between local education agencies and institutions of higher education, according to a press release from Jones’s office. 

 Full letter below: 

 Dear Majority Leader McConnell and Minority Leader Schumer:

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 We write to urge you to include, in any upcoming legislation designed to provide additional relief to Americans during the COVID 19 pandemic, significant additional support for our nation’s schools. While the Coronavirus Aid, Relief, and Economic Security (CARES) Act included an Education Stabilization Fund to provide immediate support, we continue to see the challenges our states and school districts face on a daily basis and the impact this pandemic will have on education budgets over the next 18 months. Less than 1% of the CARES Act funding was specifically dedicated to supporting public schools. This is insufficient to stabilize education through this crisis. We are particularly concerned about how the educator workforce and other school personnel will be impacted by COVID-19.

 School districts rely almost entirely on state and local revenue. Low-wealth districts rely the most heavily on state aid and will be most impacted by the economic implications of this crisis. It is our duty to ensure that children receive the education they are rightfully entitled to. Students cannot learn if their schools are forced to downsize operations, eliminate teaching positions in critical subjects, or lay off other critical support staff such as social workers and counselors, due to depleted budgets.

 The U.S. economy is expected to contract by six percent in 2021,[1] changing the lives of all Americans in dramatic ways that are not yet fully known. One thing is certain however, students will still need to continue learning and progressing through school. Our nation’s teachers are crucial to ensuring that learning can continue, yet current projections expect the reductions in education spending due to the pandemic to be two and a half times worse than the lowest point of the last recession. [2] It is not just teachers who will be impacted by these shrinking education budgets. Countless cafeteria workers, school bus drivers, counselors, and other support staff are expected to take a dramatic hit during this pandemic. Our students cannot meet their full potential without the many professionals that make their schools work for them day in and day out.

 As local communities and school districts see their revenue shrink, they will be forced to look at staffing cuts, as salaries and benefits comprise the majority of school budgets. As a result of this crisis, Learning Policy Institute estimates that if states experience a 20% decline in revenue, without federal intervention, about 460,000 educator positions will be eliminated. [3] Congress must invest now to stabilize the public education sector and fill the current gaps in our education workforce and prevent an even more dire shortage in the years to come.  

 In addition to focusing on our educator workforce in any upcoming economic relief package, we urge you to continue to help schools to address learning loss facing our most disadvantaged students and ensure that all students with disabilities can continue to access the Free Appropriate Public Education to which they are entitled. We therefore urge you to provide substantial, flexible additional investments through Title I of the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act. Finally, if the next funding package includes infrastructure provisions, we urge you to explicitly include K-12 schools as eligible recipients for funds.

 Thank you for your consideration of this important matter.

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Education

When public schools reopen, nurses could be the key to combating coronavirus

Josh Moon

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When Alabama’s public schools open their doors to students in the fall, there will be one group of people on the front lines, entrusted with the monumental task of identifying and isolating potentially sick students and tracing their contact with other students. 

School nurses. 

The already overworked and underappreciated (and usually under-compensated) nurses that care for thousands of sick and injured school kids every day in this state will become perhaps the most vital cog in a plan to keep Alabama’s public schools from becoming hotspots for COVID-19. 

But there is a hitch: There aren’t enough of them. 

“We know that the school nurses will take the lead this fall in whatever plans are developed to respond to this (COVID-19) virus,” said Diana Collins, the president of the Alabama Association of School Nurses. “We feel like that having a nurse in a school all day, every day during this pandemic would solve a number of issues that will arise and provide the best care for our students. 

“A major concern for us is the lack of nurses in so many schools. It’s something we’ve spoken with legislators about, and I think those talks have been productive. But of course, money is an issue with something like this.”

Determining just how many school nurses that the Alabama State Department of Education is employing at a given time — and the number of nurses that should be serving each district — is a tricky task. Several factors go into determining the number of nurses needed, including the school population and the known health issues of its students. 

By law, each district must employ at least one head nurse, but that still leaves a number of public schools in the state without a nurse stationed on campus. According to figures provided to APR, about 300 schools in the state don’t have a nurse on campus. Many of those are rural schools, which would require extensive travel for the district’s head nurse. 

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That’s an issue that many principals and district superintendents have brought up numerous times over the last several years. The coronavirus outbreak has only heightened their concerns. It might also be the best chance to make a change. 

“Could this be the time that people realize we need a school nurse in every school every day?” asked Jennifer Ventress, the head nurse for ALSDE. “I believe that’s a possibility. But again, it’s about paying for it and where does the money come from. There’s no question that the nurses serve an important function, particularly in the poorer districts. And they will play an important role with the (coronavirus) this fall.”

State officials are examining the possibility of using at least some of Alabama’s allocation of CARES Act money to increase its total number of school nurses for at least the upcoming school year. 

Ventress said ALSDE officials are still formulating a plan for the fall — one that includes using nurses and their extensive training to help identify and isolate students exhibiting COVID-19 symptoms — but that nothing, including the available dollars, has been finalized. 

Under the plan currently in the works at ALSDE, school nurses, in addition to identifying and isolating students with COVID-19 symptoms, would also assist superintendents and principals in identifying areas in which students suspected of having the virus can be sequestered safely. They also will help ensure that students get medical treatment. 

The finer details of that plan have not yet been worked out, Ventress said, because of a number of fluctuating variables. State superintendent Eric Mackey on Wednesday asked district superintendents to consider pushing the start of the 2020-21 school year back to at least late August, in part, so school leaders would have more time to gather data. 

Ventress said many of Alabama’s school nurses will spend that time working with the Alabama Department of Public Health, helping it to track down and perform contact tracing on patients who test positive for COVID-19. That program will provide nurses with valuable experience for the fall school year, and also provide them with a few extra dollars.

“It is a completely voluntary partnership that we have formed with ADPH to assist them in some much needed tracing,” Ventress said. “We see it as a win-win with no downside. It’s voluntary for our nurses and gives them great training and a little extra money. At the same time, it helps out ADPH, and they could really use the extra assistance right now.”

The primary benefit to ALSDE, obviously, is that by the start of the school year, it should have a small army of school nurses trained to perform proper contact tracing and familiar with the workings of ADPH. 

But not in every school. 

“Right now, school nurses are needed more than ever,” Collins said. “We are a vital bridge between the schools and the health care providers. We have been caring for these kids for a long time, and we know that environment better than anyone. I would just hope that everyone remembers that we’re all in this together and that everything we do should be in the best interest of the health and wellbeing of the children.”

 

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