CBP & Zion Baptist Youth Council to Host Education Summit: The Village Takes Responsibility Part II

Plan to attend and share the word...

The Lower Merion School District administrators will be featured presenters at the Education Summit--The Village Takes Responsibility Part II on Saturday, January 9, 2010 from 9:15am-3pm at 92 Greenfield Avenue in Ardmore, PA 19010. Concerned Black Parents and the Zion Baptist Youth Advisory Council are co-hosting the summit on behalf of all concerned residents. The event is free and open to all, a continental breakfast and lunch will be available. Details follow.

The Morning Session starts at 10:00 am with presentations as follows:

Academic Achievement & the Keystone Exams
Dr. Christopher McGinley, Superintendent
Mr. Steve Barbato, Director of Curriculum

Special Education
Dr. Bobbi Shapiro, Director of Students Services

Cultural Proficiency
Dr. Barbara Moore-Williams, School District Consultant on Cultural Proficiency

After a brief lunch, the Afternoon Session at 12:45pm will hold Community Discussions on…

• What’s our community to do to raise achievement for African Americans from the outside in and inside schools out?
• How do we give more kids an identity as “intellectual” achievers?
• Who’s willing to do what?
  

We look forward to seeing you there! Contact us for more details, concernedblackparents@gmail.com

As Predicted--PA Regulators Approve High School Graduation Competency "Keystone" Exams

In 2005, Governor Rendell established the Commission on College and Career Success (CCCS report) and gave them the responsibility to study and produce recommendations to increase the numbers of Pennsylvanians who earn a diploma indicative of a world-class student ready to graduate from high school and enter the new global economy or prepared to succeed in college. Their primary recommendation was to initiate graduation competency exams throughout the state. In the face of tremendous state-wide opposition, the State Board of Education and Governor's office steadily ran with the idea until it became a sealed deal.

Long story short, when nearly $176 million dollars was contracted to Data Recognition Corporation (not a PA corporation) during a moratorium on the high school exit exams push, it was evident that all votes en route to creating a new state law requiring students to pass graduation competency tests was a done deal long before the state "Independent" Regulatory Review Commission voted 4-1 on October 22, 2009 to approve the Keystone Exams proposal that the State Board of Education has pushed over the past four years. The final leg of this new law includes a review by the attorney general before being published in the Pennslvania Bulletin. Voila. The class of 2015 will be the first to endure the consequences of graduate competency exams.

The CCCS report states that students must move beyond the Information Age and into the Conceptual Age. After all, the The State Department of Education and Governor Rendell, at least via the CCCS's report, do know that Pennsylvania still faces a gaping achievement gap that is no where near being eradicated by 2014, which is the intention of the No Child Left Behind Act of 2002.

The CCCS reports that "persistent (achievement) gaps are ensured by inequity of funding and resources which results in less credentialed teachers in front of our poorest children, larger class sizes and less college counseling for our children of color and less access to higher education for our rural students." What's the plan to eradicate these foundational problems, if, indeed, these are the root causes of the achievement gap? By other indicators, the CCCS's report is rather simplistic in determining the root causes of the achievement gap. For argument sake, take a look at the high achieving, very wealthy Lower Merion School District; its achievement gap is deep and wide even while it doesn't suffer from any of the symptoms CCCS indicates are at the root of the problem.

Perhaps the achievement gap experienced in one of Pennsylvania's highest academic achieving school districts, the Lower Merion School District (LMSD), points to the shallow analysis of the CCCS report when it explains cause of the gap. Nearly 100 percent of Lower Merion's teachers are credentialed, there's a moderate to low student to teacher ratio, it does not subscribe to the Project 720, and the district is one of the wealthiest in the state (2010 budget of nearly $200 million for 6,800 students).

The LMSD achievement gap between PSSA Black and White 11th grade peer test takers during the spring of 2009 is as follows: 54 points in math, 32 points in reading, 56 points in science and 16 points in writing; that number is greater when the comparison is between Black students and 100% proficiency. Money isn't an issue, qualified teachers and class size aren't the problem--WHAT POINT IS THE STATE MISSING! If you're thinking the students are the problem, think again. Schools across the nation are not just closing the gap, they're eliminating them all together.

Bottom line...Priorities are out of order when fixing the roof is more important than solidifying the crumbling foundation upon which it sits.

Keystone Exams---will be written about for years to come because you cannot ensure by them that high school students are prepared to be citizens and workers that the Pennsylvania, national and international economy demands without greater regard and analysis of the varied levels of education (top-to-bottom, bottom-to-top) needed to prepare students to succeed.

Legislative Watch: Reauthorization of the Juvenile Justice and Deliquency Prevention Act of 1974 (JJDPA)

(JJDPA) - 'The Juvenile Justice and Deliquency Prevention Reauthorization Act of 2009 is up to be reauthorized through FY2014; it is an Amendment to the same Act of 1974.

In Pennsylvania, Senator Arlen Specter is a co-sponsor of this Bill. Contact him and encourage him to stick with it. Take the time to learn more about juvenile justice and the Pipeline to Prison.

Here's what it does:

Requires the Administrator of the Office of Juvenile Justice and Delinquency Prevention (Office) to include in the annual report of the Office information on juveniles held in state and local secure detention and correctional facilities, the treatment of status offenders (e.g., runaways, truants), and evidence based programs for juvenile delinquency prevention.

Expands requirements for state plans under the Act to require:

(1) statewide compliance with the core requirement of the Act for protection of incarcerated juveniles;

(2) alternatives to detention for juveniles who are status or first-time minor offenders;

(3) use of community-based services to address the needs of at-risk youth;

(4) programs to improve the recruitment, selection, training, and retention of professionals working in juvenile delinquency prevention programs; and

(5) the identification of racial and ethnic disparities among juveniles in the juvenile justice system.

Eliminates as a requirement under the Juvenile Delinquency Prevention Block Grant Program evidence that Indian tribe grant applicants perform law enforcement functions.

Authorizes the Administrator to make incentive grants to state and local governments for juvenile delinquency prevention programs, including evidence based programs for the prevention and reduction of juvenile delinquency, personnel recruitment and training, and mental health and substance abuse screening and treatment. Includes mentoring programs as a permissible grant purpose under the Incentive Grant Program for Local Delinquency Prevention. Reauthorizes such grant program through FY2014.

News Parents Can Use---America Goes Back to School: A National Town Hall Meeting with Arne Duncan - Tuesday, September 15, 2009, 8-9 p.m.

U.S. Secretary of Education Arne Duncan is traveling throughout the country to engage a broad group of stakeholders-including parents-in an open and honest conversation about federal education policy in anticipation of the reauthorization of the Elementary and Secondary Education Act. Already, the secretary has met with hundreds of mothers and fathers, students, teachers, principals, education support staff, superintendents, college professors, higher education administrators, and community leaders during his national tour, "Listening and Learning: A Conversation About Education Reform."

The September edition of Education News parents will have a chance to offer the Secretary their suggestions and their hopes about reforming education in the United States in a public dialogue addressing topics of importance to schools, families, and communities.

Education News is a monthly television program that focuses on schools, learning and student success. On the third Tuesday of each month during the school year, Education News airs live via satellite, offering parents and anyone else with an interest in education vital information about getting involved in children's learning. To learn more about the broadcast and where to watch please visit: http://www.ed./ <http://www.ed.gov/news/av/video/edtv/index.html> gov/news/av/ video/edtv/ index.html

PA Courts Deny African American Students Class Action Certification

In a Memorandum dated August 19, 2009, Chief Justice Harvey Bartle, of the United States District Court for the Eastern District of Pennsylvania, denied class certification to plaintiffs, including six African American students and their parents, the NAACP—Main Line Branch, and Concerned Black Parents. The case was filed on July 30, 2007 by the Public Interest Law Center of Philadelphia (PILCOP) as a class action against the Lower Merion School District and the Pennsylvania Department of Education. The lawsuit alleges persistent, routine, and system-wide racial segregation of African American students into below grade level or modified classes where they receive a substandard education.

Further, Chief Justice Bartle dismissed the Pennsylvania Department of Education, Concerned Black Parents and, presumably, the NAACP—Main Line Branch from the case all together. Concerned Black Parents and the NAACP are plaintiffs on behalf of all African American students who have experienced intentional and systematic racial discrimination within the Lower Merion School District. In an earlier memorandum, Chief Justice Bartle had dismissed all claims against the Lower Merion School Board members and claims for the Blunt family, the original plaintiffs in the case. Where there were no motions filed by the Lower Merion School District or the Pennsylvania Department of Education, Chief Justice Bartle treated their brief and assertions as legal motions, although none was officially submitted, and decided in their favor.

In stark contrast to Chief Justice Harvey Bartle’s decisions in favor of the Lower Merion School District and the Pennsylvania Department of Education, on June 2009 a decision was rendered by a Due Process Hearing officer in favor of one of the plaintiffs in the above referenced federal court case after extensive testimony by the defendants, the Lower Merion School District. Hearing Officer Dr. Valentini determined that, in fact, the Lower Merion School District denied its 17-year old African American high school student a free and appropriate education over a number of years; accordingly, the student was awarded a significant academic compensatory package for her loss of years of a meaningful education. This student received special education support services that were considered inferior by the hearing officer.

Unfortunately, many other plaintiffs, along with the denied “class,” in the federal case before Chief Justice Bartle are receiving an inferior education in a school district that is promoted and recognized as being one of Pennsylvania’s best public school systems. In support of class certification, the plaintiffs submitted a statistical analysis of the school district’s own data showing that African-American students are clustered in low track courses and denied placement in honors and advanced placement courses. The racial disparity is overwhelming and could not have occurred by chance. Data obtained from the Pennsylvania Department of Education showed that African-American students are overrepresented in special education and, once identified as special education students, are significantly more likely than Caucasian special education students to be placed in separate special education classes. Yet the Court ignored this evidence of class-wide discrimination against African-American students.

The nearly eight year-old No Child Left Behind law seemingly has had little impact on the achievement gap between Lower Merion’s black students and their white peers as demonstrated by the approximate 30 point differences in reading and math PSSA scores; these figures get slightly better or tremendously worse or varied levels. At a recent school board meeting, the district’s superintendent announced that the district is experiencing the highest number of student enrollment in honors level courses in recent history. The class action lawsuit that was put before the federal court in 2007 by the aforementioned plaintiffs is a plea before the Court to order a reluctant and covertly racist school district administration and staff to finally enable African American students to gain access to the wealth of academic achievement denied to its minority students.

As Chief Justice Harvey Bartle renders his opposition to certifying the case as a class action, dismisses key defendants, whittles plaintiffs off the case, and decides on non-existent motions; Lower Merion’s African American community and its legal team at the Public Interest Law Center of Philadelphia will continue to seek justice for its students by submitting an Appeal to the higher Court.

PA State Board of Education Approves High School Graduation Exit Exams with 14-2 Vote

Pennsylvania's Board of Education voted 14:2 to approve the Keystone Exams, high school graduation competency exit exams, despite the recent resistance by school boards, organizations, and politicians across the state since its proposal a couple of years ago.

The Board of Education's approval should not come as a surprise. The year-long moratorium was lifted in June. Senate Education Committee voted 10:1 to adopt a resolution in support of the most recent version of the Keystone Exam Plan on July 28; the House Education Committee nearly voted unanimously in favor of the high school graduation competency testing process that Governor Edward Rendell and State Education Secretary Gerald Zahorchak believe will ensure that the state's high school students graduate with a meaningful diploma. The recent shift in support of these measures is due to the fact that the plan looks quite different from its original draft.

So, if the No Child Left Behind law hasn't managed to close the achievement gap in seven years, will the Keystone Exams raise or frustrate academic success state-wide?

Three of the ten tests will be administered to high school students during the 2010-11 school year, the others will phase in through 2016. Test scores will count for one-third of the students' final grade. The Keystone Exams come at a production cost of nearly $200 million by an out-of-state company.

Before the Attorney General makes the Keystone Exams "state law" the House and Senate Education Committees along with the Independent Regulatory Commission will have to put their final approval on the proposal.

One has to wonder what role in the voting process did Pennsylvania's 3.2 billion dollar deficit play in the decision process of our "leaders." Did anyone consider the level of success the No Child Left Behind law has had over the past seven years, or lack thereof. Ready or not, it looks like high school graduation competency exams are coming to your school district soon.

Betcha the "politics" of the Keystone Exams makes for good readin'!

AFRICAN AMERICAN TEENAGER WINS CASE AGAINST LOWER MERION SCHOOLS: She is to be compensated for the loss of years of meaningful education

After listening to testimony over eight days, an administrative hearing officer ruled that the Lower Merion School District denied its 17-year old African American high school student, C.H., a free and appropriate public education, June 2009. C.H. is a student with learning disabilities in mathematics, reading and writing. She aspires to attend college. Her compensation includes, but is not limited to, intensive instruction from Lindamood-Bell Learning Processes in Bryn Mawr.

The hearing officer’s opinion outlines a litany of basic failures on the part of the district to understand C.H.’s current level of educational attainment or to set measurable goals to improve. As a result, the remedial courses offered to C.H. were not tied to her actual needs. For example, while the district knew about C.H.’s learning disability in math, it failed to ascertain what skills she had attained or provide any goals for her improvement. According to the hearing officer, the district official’s explanation for this omission of math goals was “not logical”; there is a basic need, the hearing officer observed, for a baseline evaluation and then goals to measure progress from that baseline. The hearing officer similarly characterized as “sparse” the goals for reading and writing, observing that none of them was measurable. “Had the [Individualized Education Plans] been more precisely focused through reading, mathematics and written expression goals that were sufficiently broken down, and crafted with specific baselines and outcomes that were measurable, the actual remedial teaching might have occurred in such a way as to demonstrate meaningful progress. Unfortunately, this was not the case and C.H. was therefore denied [an education.]”

ACADEMIC TRACKING: Segregated access to knowledge…hurts!

Academic tracking is not just a canker sore in our schools; it’s an educational system of segregation that’s like a “curable” cancer that if left unchecked leads to the demise of vulnerable citizens—our children.

The 21st century public education system’s challenges include closing the academic achievement gaps that persist between the races and classes. School administrators, educators, and policy makers are scrambling all over the nation in an effort to fix the gap problem and raise achievement as federally mandated by the No Child Left Behind Act. Academic tracking is an institutionalized practice in U.S. public schools that is at least a century old; dividing students into categories of “more able” or “less able” is used by schools to segregate students into ability groups, instructional levels, and classes. Segregated tracking undermines school reform, yet is often ignored as a primary component of academic achievement—for lack thereof---as the nation focuses on other perceived problems such as teaching to the standardized tests, funding No Child Left Behind, and making Adequate Yearly Progress.

Tracking allocates the most valuable school experiences -- including challenging and meaningful curriculum, engaging instruction, and high teacher expectations -- to students who already have the greatest academic, economic, and social advantages, while students who face the greatest struggles in school and in life receive a more impoverished curriculum based on lower expectation placed on them by school staff.
Anne Wheelock, Children’s Advocate

It’s an important reform matter because the 21st century post-industrialist “white-collar” economy does not need the larger “blue-collar--factory” labor pool of its predecessors. Today’s is a global world requiring highly skilled workers. Tracking disqualifies a huge segment of the population from becoming prepared to take advantage of future opportunities, particularly African Americans, Latinos, children with disabilities and those from low-income or immigrant families.

Is your child academically derailed?

Minority students and those from the lowest socio-economic groups have been found in disproportionate numbers in lower level track courses, and children from upper socioeconomic levels and Whites have been found consistently over represented in higher tracks. This is particularly true in Lower Merion where tracking starts in elementary school, takes shape in middle school, and becomes more formerly labeled in high school as modified, college prep, honors, advanced placement, IB, vocational education, or special education courses.

Tracking prevails because it is perceived by school staff to be a logical and expedient way to take account of wide differences in students’ academic abilities. The underlying presumption is that students are appropriately placed when tracked by standardized test scores or I/Qs or subjective measures. People get worried about the effects of heterogeneous grouping on the "upper" level students, fearing that the "lower" level students will hold them back; apparently they’re less concerned about the impact low level courses have on students placed there, or whether schools should hire and train staff who are capable of organizing curriculum and instruction so that all students can learn.

Schools that track tend to place a heavier emphasis on quantifying intelligence rather than releasing it and bringing out the genius in every child. They define (in)ability without nurturing effort, and sort according to weaknesses rather than building on strengths. For lower tracked students, educators cover content—focusing on worksheets, listening, copying, test taking, and graphic organizers--rather than stress concepts, problem solving and complex thinking. Typically, teachers contemplate whether students learn fast or slowly, are average or gifted, are adept or struggling, their ethnic, social and economic family background, and other factors before deciding on course placement levels.

Students of low tracked courses often experience school as an intellectually and physically inhospitable place for learning. Student complaints about boring classes or teacher are ignored as the question of whether they’re completing homework and sitting in their seats when the bells rings takes precedence. When students seem distant from their own learning experiences or become behavior problems, the inquiry of a school psychologist is employed evaluate whether the student has a specific learning disability or is emotionally disturbed.

Students need schools that provide quality relationships, curriculum, and instruction in every classroom. The decision to track students is essentially one of giving up on the problem, as is retention, social promotions, marginalization, and “dumping” kids into special education.

Academic tracking will maintain the status quo,

but not serve Americans well, especially African Americans.

Got a child who wants to play college sports? Does your child's high school course roster qualify for NCAA eligibility?

If your child wants to play college sports, especially basketball, make sure s/he is carry a high school course load and level that is acceptable to the National Collegiate Athletic Association (NCAA). Many African American students desire a college or career experience that centers around sports, while all too many fall short of the academic rigor/curriculum that is acceptable in the NCAA world.

Parents of students taking "special education" courses beware!

The NCAA eligibility rules have changed...become informed at http://www.ncaa.org/ . Accordingly, students may need the guidance of a parent or guardian to adjust their high school course curriculum and levels (college prep/standard, honors, advanced placement) to reflect NCAA eligible course requirements.

For example, the Lower Merion School District (where Kobe Bryant attended high school) in Pennsylvania provides several courses that qualify as well as disqualify students from NCAA eligibility. Unfortunately those disqualifying courses tend to be heavily attended by African American students who all too often learn about the NCAA Approved Course list and eligibility requirements when they become disqualified for respective college sports programs upon application, when it's too late.

Take a peek at the NCAA Approved and Denied courses for Lower Merion School District on the NCAA website, and then search for your school's Form 48 document to determine whether your sports minded child is carrying both an appropriate curriculum and academic course level: https://web1.ncaa.org/eligibilitycenter/common/f3_48h_approved_list.jsp.

Don't allow your child to be denied access to college sports programs because they are tracked to the wrong academic courses!

Children's Defense Fund Cradle to Prison Pipeline Facts on Pennsylvania

March 2009
The Children's Defense Fund Cradle to Prison Pipeline® Campaign is a national and community crusade to engage families, youths, communities and policy makers in the development of healthy, safe and educated children. Poverty, racial disparities and a culture of punishment rather than prevention and early intervention are key forces driving the
pipeline.

Poverty
Poor children lag behind their peers in many ways beyond income; they are less healthy, trail in emotional and intellectual development, and do not perform as well in school. The challenges that poor children face accumulate and interact, casting long shadows throughout their lives.

Every year that we keep children in poverty costs our nation half a trillion dollars in lost productivity, poorer health and increased crime.

In Pennsylvania among all children, 1 in 6 (16.3 percent or 446,832) is poor.
For White, non-Latino children, 1 in 9 (11.1 percent or 235,275) is poor.
For Asian/Pacific Islander children, 1 in 7 (13.8 percent or 9,560) is poor.
For American Indian/Alaska Native children, 1 in 5 (19.0 percent or 720) is poor.
For Black children, 3 in 8 (36.4 percent or 131,784) are poor.
For Latino children, 2 in 5 (40.0 percent or 79,143) are poor.


Health Care
The United States is the wealthiest nation in the world, yet children’s health status in our country is among the worst in the industrialized world.

In 2007, an estimated 226,000 children (7.6 percent) were uninsured in Pennsylvania.
In 2006, 12,562 babies (8.5 percent) were born at low birthweight in Pennsylvania. This included:
7.4 percent of White, non-Latino babies.
8.7 percent of Latino babies.
14.0 percent of Black, non-Latino babies.


Early Childhood Education
Studies reveal that those enrolled in high quality early childhood education programs are more likely to complete higher levels of education, have higher earnings, be in better health and be in stable relationships, and are less likely to commit a crime or be incarcerated. Yet many children are not enrolled in these programs.
In the 2006-2007 school year, 15.9 percent of 3-year-olds and 27.2 percent of 4-year-olds were enrolled in state-funded preschool programs in Pennsylvania.

In 2005-2006, 35,362 children were enrolled in Head Start and Early Head Start in Pennsylvania. Of these:
13.4 percent were Latino.
35.6 percent were Black, non Latino.
47.8 percent were White, non-Latino.


Education
Attainment of a high school diploma is the single most effective preventive strategy against adult poverty. Yet a significant number of students do not graduate on time with a regular diploma.
In 2007, a disproportionate number of Black and Latino fourth graders could not read or do math at grade level.

In Pennsylvania:
53 percent of White, non-Latino 4th graders cannot read at grade level.
85 percent of Latino 4th graders cannot read at grade level.
87 percent of Black, non-Latino 4th graders cannot read at grade level.
47 percent of White, non-Latino 4th graders cannot do math at grade level.
72 percent of Latino 4th graders cannot do math at grade level.
82 percent of Black, non-Latino 4th graders cannot do math at grade level.
Students who are suspended or expelled are more likely than their peers to drop out of school altogether.

In Pennsylvania:
For every 100 Asian/Pacific Islander students enrolled in the public schools, there were 2.7 suspensions.
For every 100 American Indian/Alaska Native students enrolled in the public schools, there were 3.4 suspensions.
For every 100 White students enrolled in the public schools, there were 4.2 suspensions.
For every 100 Latino students enrolled in the public schools, there were 8.7 suspensions.
For every 100 Black students enrolled in the public schools, there were 18.9 suspensions.
In Pennsylvania, 5.5 percent of youths ages 16 to 19 were neither enrolled in school nor high school graduates.


Juvenile Justice System and Incarceration
States spend about 2.8 times as much money per prisoner as per public school pupil. Unless we focus our efforts on early intervention and prevention, rather than punishment, we are robbing thousands of youths each year of their futures and our country of vital human resources.

In Pennsylvania, there were 106,572 juvenile arrests in 2007.
Of the 4,323 youths in residential placement in Pennsylvania in 2006:
447 (10.3 percent) were Latino.
1,419 (32.8 percent) were White, non-Latino.
2,328 (53.9 percent) were Black, non-Latino.

There were 60 youths under age 18 incarcerated in adult correctional facilities in Pennsylvania in 2007.

Pennsylvania spends 3.4 times as much per prisoner as per public school student.
Community Violence

The eight children and teens killed by gun violence each day in our nation is the equivalent of one Northern Illinois University shooting every 15 hours or one Virginia Tech shooting every four days. Yet, unfortunately, it takes tragic events like these to remind us that gun violence in America has reached an epidemic level.

In 2005, 138 children and teens in Pennsylvania died of firearm injuries.
At crucial points in these children’s development, from birth through adulthood, more risks and disadvantages cumulate and converge to make a successful transition to productive adulthood significantly less likely and involvement in the criminal justice system more likely.

We have no time to waste.

It is time to step up and take action.

Together, we can and will make a difference.

For more information on the Cradle to Prison Pipeline, please visit www.childrensdefense.org or contact Natacha Blain, Lead Strategic Advisor, at nblain@childrensdefense.org or (202) 662-3544.