cracking the code

How Hillary Clinton wants to make computer science courses available to every kid in America

PHOTO: Denver Post
Secretary Hillary Clinton visited Galvanize in Denver.

During a campaign swing Tuesday through Denver, presumptive Democratic presidential nominee Hillary Clinton rolled out a technology and innovation platform that includes greater investments in Science, Technology, Engineering and Math, or STEM, education.

In a visit to the Galvanize tech training and co-working space, Clinton stressed a commitment to ensuring that “every student in America — no matter what ZIP code that student lives in — gets the chance to learn computer science before they graduate high school.”

Here are a few K-12 specifics from Clinton’s Initiative on Technology and Innovation, which you can read in full here.

  • Clinton proposes building on the Obama administration’s “Computer Science Education for All” initiative, doubling the investment in the government’s $120 million Investing in Innovation (i3) program, including a 50 percent set-aside for computer science education. The idea is to support efforts to scale successful instruction and lesson programs.
  • Another initiative would seek to expand the pool of computer science teachers through recruiting new teachers and giving more training to existing ones, with the goal of creating an additional 50,000 teachers in the field over the next decade. To pay for it, her administration would commit federal financial aid, assistant to professional development programs and support for private-public partnerships.
  • The Clinton Education Department would provide grants to support states, cities and charter schools on a number of initiatives. Among those mentioned were developing innovative schools, redesigning high schools to focus more on STEM, building higher education and private sector partnerships, and supporting so-called “makerspaces.” Denver’s DSST charter school network, in the midst of a significant expansion, gets a shoutout in the Clinton plan as a model of innovation.

Of course, proposals are just that and often run into political and financial headwinds. As Education Week noted, it’s unclear whether expanding the i3 grant program — now overhauled and called Education Innovation and Research grants under the nation’s new education law, the Every Student Succeeds Act — will find favor with Congress.

Making computer science courses available to all is an ambitious goal.

Though nine in 10 parents want their children to learn computer science, just one in four schools teach it, according to Code.org, a nonprofit advocating for expanding access to computer science, especially for young women and minority students. (The organization has worked with Denver Public Schools and the Douglas County School District).

New York City is working on a plan to eventually give all students access to computer science education. Earlier this month, officials there announced an expansion of the program to elementary schools.

In Colorado, a number of efforts are underway to promote increased STEM and computer science opportunities.

The Longmont-based St. Vrain Valley District is considered a leader in STEM education. The district has won both an i3 grant and $16.6 million in Race to the Top money for initiatives primarily serving low-income students of color.

The district has focused significant effort on Skyline High School — where it established a STEM academy — and its feeder schools. Skyline is home to one of the state’s first Pathways to Technology and Early College (P-TECH) schools, which was made possible by a 2015 state law and involves a partnership with IBM and Front Range Community College.

Students graduate with both a high school diploma and an industry-recognized associate degree, gaining job skills along the way.

“We really felt like we could break the cycle of poverty, and also allow students to have a very focused career path,” said Patty Quinones, the district’s assistant superintendent of innovation.

Most Colorado students don’t get those kind of opportunities. And racial and economic disparities are jarring.

Consider one yardstick — Advanced Placement courses and exams in computer science, one piece of STEM:

  • Just 661 Colorado high school students took the Advanced Placement computer science exam in 2014-15. Only 57 were Hispanic and only 18 were black. More than 80 percent of the students who took the exam were boys.
  • Just 55 schools — or 15 percent of Colorado schools with AP programs — offered the AP Computer Science course in 2014-15.

One legislative effort to advance computer science opportunities in Colorado fell short this year. House Bill 1291 would have added technology skills to the state’s existing content standards and provided grants for educators seeking additional training in computer science, among other things. The bill died in a Senate committee in the session’s waning days.

Scott Laband, president of Colorado Succeeds, an education-focused business group that backed the legislation, said a similar effort is likely to return next year.

Laband said efforts to bolster STEM and computer science ought to create multiple pathways for students, recognize the value of internships and apprenticeships, and inspire students to envision bright futures.

“We always talk about, ‘You cannot be what you cannot see,'” he said.

Who's In Charge

Who’s in charge of rethinking Manual High School’s ‘offensive’ mascot?

PHOTO: Scott Elliott/Chalkbeat
Manual High School is one of three Indianapolis schools managed by Charter Schools USA.

As other schools in Indiana and across the nation have renounced controversial team names and mascots in recent years, Emmerich Manual High School in Indianapolis has held onto the Redskins.

One of the reasons why the school hasn’t given it up, officials said during a state board of education meeting this week, is because it’s unclear whose responsibility it would be to change the disparaging name.

Is it the obligation of the district, Indianapolis Public Schools, which owns the building and granted the nickname more than 100 years ago?

Is it the duty of the charter operator, Charter Schools USA, which currently runs the school?

Or is it the responsibility of the state, which took Manual out of the district’s hands in 2011, assuming control after years of failing grades?

“I don’t care who’s responsible for it,” said Indiana State Board of Education member Gordon Hendry, as he acknowledged the uncertainty. “I think it’s high time that that mascot be retired.”

The mascot debate resurfaced Wednesday as state officials considered the future of Manual and Howe high schools, which are approaching the end of their state takeover. Charter School USA’s contracts to run the schools, in addition to Emma Donnan Middle School, are slated to expire in 2020, so the schools could return to IPS, become charter schools, or close.

Manual is only one of two Indiana schools still holding onto the Redskins name, a slur against Native Americans. In recent years, Goshen High School and North Side High School in Fort Wayne have changed their mascots in painful processes in which some people pushed back against getting rid of a name that they felt was integral to the identity of their communities.

Knox Community High School in northern Indiana also still bears the Redskins name and logo.

“The term Redskins can be absolutely offensive,” said Jon Hage, president and CEO of Charter Schools USA. “We’ve had no power or authority to do anything about that.”

He suggested that the state board needs to start the process, and that the community should have input on the decision.

An Indianapolis Public Schools official told Chalkbeat the district didn’t have clear answers yet on its role in addressing the issue.

Even if the state board initiates conversations, however, member Steve Yager emphasized that he does not want the state to make the decision on the mascot.

“We don’t have to weigh in on that,” Yager said. “I feel like that’s a local decision.”

reaction

Tennesseans reflect on Candice McQueen’s legacy leading the state’s schools

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen speaks with Arlington High School students during a school visit Tuesday that kicked off a statewide tour focused on student voices.

As Candice McQueen prepares to leave her role as Tennessee education commissioner in January, education leaders, advocates, and parents are weighing in on her impact on the state’s schools.

McQueen 44, will become the CEO of National Institute for Excellence in Teaching in mid-January after about four years under the outgoing Gov. Bill Haslam administration.

Her tenure has been highlighted by overhauling the state’s requirements for student learning, increasing transparency about how Tennessee students are doing, and launching a major initiative to improve reading skills in a state that struggles with literacy. But much of the good work has been overshadowed by repeated technical failures in Tennessee’s switch to a computerized standardized test — even forcing McQueen to cancel testing for most students in her second year at the helm. The assessment program continued to struggle this spring, marred by days of technical glitches.

Here are reactions from education leaders and thinkers across the state:

Gini Pupo-Walker, senior director of education policy and programs at Conexión Américas:

“It was her commitment to transparency, equity, and strong accountability that helped create a nationally recognized framework that places students at its center. Commissioner McQueen’s commitment to inclusion and engagement meant that our partners across the state had the opportunity to weigh in, share their experiences, and to ask hard questions and conduct real conversations with policymakers. Tennessee continues to lead the nation in innovation and improvement in K-12 education, and that is due in no small part to Commissioner McQueen’s leadership.”

Shawn Joseph, superintendent of Metro Nashville Public Schools, who in August co-penned a letter declaring “no confidence” in state testing:

“Since joining MNPS just over two years ago, I’ve had the pleasure of working closely with Commissioner McQueen and her team. She has been a strong advocate for Tennessee’s children, and I especially want to thank her for her support of the work that is taking place in Nashville. We send her our very best wishes — and our hearty congratulations for accepting her new role.”

JC Bowman, executive director of Professional Educators of Tennessee:

“Commissioner Candice McQueen is one of the most visible members of the Haslam Administration. She took over the department during a dark period in public education, and she made a significant difference within the department, particularly in the infrastructure. Those changes are not readily noticeable, as they include systems, processes and human capital. There are some exceptional people within the Department of Education working to make public education a success in our state. It is unfortunate that online testing continues to be a point of contention, but the state is moving in a positive direction. The next Commissioner of Education and the 111th Tennessee General Assembly will need to make adjustments in student assessment as we move forward.   We will always be grateful to Commissioner McQueen for her unwavering support of increasing teacher salaries and commitment to student literacy.”

Sharon Griffin, leader of the state-run Achievement School District:

“I have truly appreciated Dr. McQueen’s leadership and vision for the Department of Education.  From a distance and even closer in recent months, I have clearly seen the integrity and passion she brings to the work of improving student outcomes.  We have absolutely connected around our shared belief in how what’s in the best interest of students should guide our work.”

Jamie Woodson, CEO of SCORE:

“Tennessee students have been served very well by the steady and strong leadership of Commissioner McQueen. Her priorities have been the right ones for our children: improving student achievement, with a specific focus on reading skills; advocating for great teaching and supporting teachers to deliver high-quality instruction; and emphasizing that students and schools with the greatest needs must receive targeted focus and support in order to improve.”

Sarah Carpenter, executive director of parent advocacy group Memphis Lift:

“Memphis parents want decision makers to be accessible, and we appreciate that Commissioner McQueen made a point to build relationships and hear concerns from the entire community. Hopefully, the next education commissioner will bring parents to the table for conversations about our kids’ education.”

Mendell Grinter, leader of Memphis student advocacy group Campaign for School Equity:

“In our collaborative work and position in the educational landscape, we have witnessed firsthand how Commissioner McQueen has served as a tireless advocate for students and families in Tennessee. Over the past two years her leadership has inspired school leaders, and teachers alike to recognize the sense of urgency for improving school equity and academic outcomes for more students.”

Andy Spears, author of Tennessee Education Report and vocal critic of state test, TNReady:

“After what can charitably be called a rocky tenure at the helm of the Tennessee Department of Education, Candice McQueen has miraculously landed another high-level job. This time, she’ll take over as CEO of the National Institute for Excellence in Teaching, an organization apparently not at all concerned about the track record of new hires or accountability.”

Beth Brown, president of Tennessee Education Association:

“As candidates for the state’s next commissioner of education are considered, it is my hope that serious consideration is given to an individual’s experience in our own Tennessee public schools… Students and educators are struggling with two major issues that must be tackled by the next commissioner: high-stakes standardized tests and a lack of proper funding for all schools. Our schools need a leader who understands that the current test-and-punish system is not helping our students succeed. Governor Bill Haslam has made significant increases in state funding for public education, but there is still much work to be done to ensure every child has the resources needed for a well-rounded public education.”