supporting students

At diverse schools across metro Denver, deep-rooted concern over what a Trump presidency will bring

PHOTO: Melanie Asmar

At Lincoln High School in southwest Denver, many students and teachers spent most of the school day crying. At Rocky Mountain Prep elementary schools, students asked their teachers if they or their families would have to leave the country. An Aurora principal heard of two cases of Hispanic students being told by classmates that they would be deported.

Teachers and school leaders across the metro area struggled Wednesday helping students process the implications of a bitter, divisive election that will send Donald Trump to the White House. Those worries were especially acute in more diverse schools, where students worried about what might lay in store after a campaign in which Trump talked repeatedly about deportations, building walls and banning Muslims from the U.S.

Ruth Baldivia, principal of Boston K-8 in Aurora, which has a large number of Latino and refugee students, said she told teachers to try to keep discussions broad and focused on how democracy and elections work, “not specifically about how Trump might impact them.”

Baldivia said she heard of two incidents Wednesday in which students were “not being nice to their fellow Mexican students,” telling them they will be deported.

Many of Baldivia’s concerns centered on the well-being of her students and their families.

“Our parents already hide out because they don’t have papers,” she said. “I haven’t heard anything from them yet, but I do anticipate that and want to be prepared to support them and I’m not even sure how.”

At Lincoln High School, 14-year-old Jose Jon Carlos said his teachers made him feel better about his concerns about a Trump presidency and what it could mean for his immigrant family.

“They supported us,” Carlos said of his teachers. “They told us we don’t have to worry yet. They said they were here for us if anything happens.”

For Justin Geovanni, 15, seeing his teachers join students crying made him feel supported.

“They let us express ourselves,” Geovanni said. “Some of them are Mexican, too, and they’re here because they want the same American dream we do. They understand.”

At some Colorado schools, students walked out of class Wednesday to protest Trump’s victory.

Lola Rosales, a Lincoln senior and a member of Denver Public Schools’ student board of education, is trying to prevent that at her school. Instead, she wants to plan an informational rally to teach students and the community about their rights and “what power they have.”

“Everyone is scared in this school. There were tons of tears today,” Rosales said. “The reason for a walkout is when the administration isn’t listening to us. But our voice is being heard.”

When the double-doors opened Wednesday at the Denver School of International Studies, civics teacher Jennifer Boyle welcomed her high school students with hugs and tears.

One student cried 90 minutes straight during a planning period. Another, a 16-year-old Latina, came to her in hysterics, fearful for her family’s safety.

Boyle, in her sixth year teaching at the school, said she was apprehensive about teaching civics in a political year marked by so much polarization. Yet she said she also sensed an opportunity to fulfill the school’s vision of creating students who are tolerant, inquisitive about the world, communicative and aware of different perspectives.

“Kids were coming to me and asking, ‘What happened? Do you have the answer for me?’” Boyle said. “I said, ‘I think the answers are in the results. I think there are a lot of people who felt marginalized for a long time.’”

At Rocky Mountain Prep, a charter network with two schools in Denver, staff shared resources with teachers Wednesday morning to guide them through talking to students, said James Cryan, the CEO. The elementary schools serve large numbers of children of color living in poverty. The network is also in the process of taking over an Aurora school, starting with preschool this year.

“We’ve had multiple students ask if this means that they’ll have to move away or if they’ll no longer have a home in the U.S., or express concerns about a specific relative, asking if their father or mother will have to move away,” Cryan said. “We have all elementary students, so it’s heartbreaking to hear those questions in 2016 from our scholars.”

Cryan said Rocky Mountain Prep students held mock elections at their schools Tuesday, but “it got a lot more personal and scary this morning.”

In general, he said, the focus now is on making all students feel safe. The school staff are also exploring ways to provide resources for families with help from community organizations.

“I think our teachers feel like our work and our partnership with our scholars and our community is more important today than before,” Cryan said. “We’re very committed to showing all of our scholars what great community means and looks like.”

At College View Elementary in southwest Denver, some parents picking up their kids on Wednesday afternoon said they didn’t know how to talk to their children.

“I don’t know what to tell them,” said Mirna Bustillos, a mother of three children ages 7, 5 and 3.

Bustillos said that her 7-year-old son came home one day worried because his classmates had told him he would be kicked out of the country if Trump was president.

“When he knew he won, he got upset,” Bustillos said. “I told him nothing is going to happen.”

Carolina Martinez, a mother of a 9-year-old girl at College View, said she was trying to believe that everything would be fine.

“I have to be fine,” she said, “so that she will be fine, too.”

Why not Michigan?

As Michigan’s poorest 4-year-olds wait for classroom seats, free pre-K for all kids seems elusive

PHOTO: Christina Veiga
All New York City four year-olds — including these kids who attend school is in the city's education department headquarters — are guaranteed a spot in a city-funded pre-K. In Michigan, far fewer students have access to free preschool.

Michigan is the home to America’s most famous study on the benefits of early childhood education.

But when it comes to providing free prekindergarten for all children, other states and cities are leading the way.

Vermont, Florida, Washington, and the District of Columbia have public programs for all 4-year-olds, regardless of income. Seven more states have greatly expanded their pre-K programs, too, including Wisconsin, where free voluntary pre-K is in the state’s 1848 constitution.

But not Michigan. Not yet, at least.

The pioneering Perry Preschool Study began in Ypsilanti in 1962 and followed 123 study participants starting at age 3 through the age of 40. Among the study’s  findings: Those who went to pre-K were more likely to graduate from high school and less likely to repeat grades. They were also less likely to use drugs or commit crimes.

As they grew older, they were more likely to be employed and to have stable homes, savings accounts, significantly higher incomes, and report good relations with their families.

Skills such as cooperative play lay the groundwork for children to get along with others. In addition, learning to use fine motor skills and mastering shapes, colors, numbers, and the alphabet, contribute to future growth.

Further research has underscored the worth of pre-K, making it a rare realm of bipartisan support. In fact, funding for early childhood education has risen under the past three governors.

“I’ve been around long enough to see Democrats and Republicans in office, and early childhood education continues to be on the radar as a positive,” said Lena Montgomery, director of the Wayne County branch of the Great Start Readiness Program, a state funded initiative for 4-year-olds from low-income families.

But even though the governor’s own 21st Century Education Commission recommended that Michigan expand pre-K with $390 million in new investment, he chose instead to further study the impact of Great Start. In his most recent budget, he allocated $300,000 to do that research, and kept spending for Great Start flat at $245.6 million.

Momentum toward providing publicly funded pre-K, often called universal preschool, has been slowed by cost, teacher shortages, and family resistance, advocates say. They also note that there is no incentive for different institutions to pool their money to pay for a more comprehensive pre-K program in the state.  

Other states and cities have navigated similar challenges. But Michigan families face a patchwork of options. They may keep young children at home, pay for private childcare or pre-K, or, if they meet income or disability requirements, they can enroll them in Great Start or federally funded Head Start. Both are designed to support vulnerable children, including families with low-incomes.

But there aren’t enough seats, even for every child in need. Great Start’s Montgomery said she has 27 programs with qualified families on wait lists. It’s common, she said, for policymakers to say they support children. But some families are still falling into the gaps because more money is needed, she said.

About 133,000 Michigan children are not enrolled in any early childhood program.

Half of Wayne County’s 3- and 4-year-olds are enrolled in various pre-K programs, said Iheoma Iruka of Highscope, though she added that “we can’t vouch for the quality of these programs.”

The education plan of Gretchen Whitmer, the Democratic nominee for governor, advocates for a universal program that expands Great Start until all 4-year-olds are eligible, similar to what the 21st Century Education Commission recommended. It would be paid for, according to her campaign staff, with anticipated increases in the School Aid Fund, which is mostly made up of sales, income, and property taxes. It would also use tax revenue from, among other things, the marijuana ballot initiative that’s expected to pass in November. Tax hikes shouldn’t be necessary, her staff said.

Bill Schuette, the Republican nominee, has an education plan that emphasizes third-grade literacy over pre-K. It mentions need-based transportation scholarships for preschoolers, and he said in a recent interview that universal pre-K was an option that he’d consider.

Hope Starts Here, the $50 million initiative created by the Kellogg and Kresge foundations to improve Detroit’s early childhood systems, has a number of suggestions to pay for universal pre-K. Among them: a dedicated tax proposal, a local sales tax on alcohol, coordinated philanthropic and corporate giving, and leveraging all federal grant money.

States and cities around the nation have experimented with other strategies. Georgia tied pre-K funding to the state lottery. New York City’s new universal program for all 3- and 4-year-olds comes from a mix of city, state and federal funding. Oklahoma, a pioneer in the field, discovered that school districts with half-day kindergartens were receiving state money meant for full-day programs. Lawmakers reformed the state aid formula so that those resources went into pre-K. (The districts had been spending the extra money on sports.)

Others have expanded access by combining different sources of money. North Carolina integrated pre-K with its K-12 schools and contributed part of the Title 1 money that’s allocated to school districts. Chicago is moving toward universal pre-K with a mix of state and district budget increases, and block grants. Washington, D.C. blends Head Start and local funding into its education formula.

A pilot model for blended funding in Michigan can be found in Flint, where the state’s only Educare program is based on the grounds of a former elementary school. The national Educare Early Learning Network draws from multiple revenue sources, including federal, state, and philanthropic dollars.

But regardless of where the money is coming from, opportunities to expand pre-K programs may be missed because of the statewide teacher shortage. In addition,  salaries are not as high as they are in K-12 schools. The median salary for Head Start teachers is $27,613, and for lead Great Start teachers, $37,440, according to a statewide advocacy organization.

To recruit and retain more teachers at all levels, including pre-K,  a new public-private initiative called Teach 313 launched in Detroit in August. Other places facing shortages or high turnover for its preschool teachers have turned to Teach for America to fill gaps, or provided scholarships for early childhood educators to obtain degrees that would raise their wages.

But before Michigan can explore other strategies and expand into universal pre-K, it needs to make the program it already has available to more families.

If you ask Montgomery from Great Start about her wish list, it begins with providing pre-K to all the children who are sitting on waitlists.

“It would be wonderful to to say to parents, ‘We have a spot for your child,’” Montgomery said. “ ‘You don’t have to wait for someone to drop out or leave.’ It would be wonderful to say to the people who want to run programs, or to expand their programs in their communities, ‘We have the funds for you set up and run a high quality program.’ ”

enrollment

Who’s in and who’s not? Chicago board to announce new boundaries for popular Taft High

PHOTO: Tim Boyle / Getty Images
Taft High School is one of Chicago Public Schools' most overenrolled campuses. In 2019, it will spin off its freshman class to a separate campus.

The Chicago school board will announce much-anticipated new attendance boundaries on Tuesday for one of its most crowded schools, William Howard Taft High School on the Northwest side.

Starting next school year, Taft will spin off one grade level to a new campus, the Taft Freshman Academy, which is expected to enroll 1,000 freshman. Chicago Public Schools will give those living within the new attendance area priority in enrollment.

“I look forward to what CPS has to say about the new campus,” Taft Principal Mark Grishaber told Chalkbeat Chicago. “This is good for every kid on the Northwest side.”

A community meeting on the new boundaries will be held from 6 p.m. to 8 p.m. Tuesday at Wilbur Wright College, 4300 N. Narragansett Ave.

At its regular monthly meeting at 10:30 a.m. Wednesday, the board will discuss the Taft boundaries and also what to do about its underrolled schools, which are primarily neighborhood schools.  A state law signed in August requires Chicago to make a plan for intervening in schools that do not have enough students.

The Chicago school district faces a critical decline in enrollment, but still plans to invest $1 billion to shore up existing schools and build new ones.