The 2009-2010 school year report cards data, done by the National Assessment of Education Progress, (NAEP) reports that there are thirty (30) Toledo Public Schools that met only 4 of the 26 state indicators. These 30 schools are presently listed as “low performing” schools.
The National State Assessments are conducted in math, reading, science, writing, the arts, civics, economics, geography and United States History. None of these 30 schools grades 3-8 met the Ohio Department of Education’s state indicators for reading and math.
Students taking the Ohio Graduation Test (10th-11th grade) only met the state requirement for reading and writing.
In October 2010, the Toledo Board of Education (TBE) reported a 30-40 million dollars deficit that reduced programs and services for students, prompted personnel lay offs, elimination of extra curricular activities and three school closings.
In November 2010, Toledo citizens voted down a 7.8 mil operating levy for Toledo Public Schools. These continued placement of Levies on the ballot continue to raise questions about the funding formula for Ohio schools that was found unconstitutional by the Ohio Supreme Court all four (4) times it was brought before the court. Neither the Toledo Board of Education nor Administration has sought legal or community support to address this funding dilemma with state legislators or to look for other alternatives.
The relationships between parents/families and school personnel in these 30 low performing schools are tenuous at best, with virtually no organized or consistent parent involvement or volunteers.
In January 2011, Toledo Public School’s presented the “Transformation for the Future of our Schools” Plan. This plan includes redistricting/boundary line changes that does not address or include socio-economic, racial or cultural demographics. This plan also does not address diversity in the schools’ student body make up that could lead to full blown re-segregation of our schools in the 21st century.
Proof the Problem Exists
Located in Northwest Ohio, Toledo is at the epicenter of the nation with a population of approximately 313,619 and is the largest city in Lucas County. The racial demographics are: (40.8% white, 23.5% African American, 5.5% Hispanic, 2.6% Asian, 2.3% other and 0.9% Indian.
Toledo Public Schools is the fourth largest Urban School District in Ohio, with an enrollment of 24,650 PreK-12 grade students. African Americans make up 45%, American Indians or Alaska natives make up 0.1%, Asian or Pacific Islanders make up 0.6%, Hispanics make up 8.4%, Multi-Racial make up 5.0%, White, non-Hispanics make up 40.8%, economically disadvantaged 66.6%, limited English proficient 1.5 %, and student with disabilities 19.2%.
The district has 38 Elementary Schools, 7 Junior High Schools, 8 Senior High Schools and 13 Specialized Learning Centers. The yearly per pupil expenditure is $13,544 and all Toledo Public Schools now qualify as Title I schools. A Title I school is a school that receives supplemental federal funding due to the high percentage of low-income students. Title I schools have 40 percent or more of their students on free or reduced-price lunch. Title I funding is intended to help close the achievement gap between low and high performing schools and ensure that all children have the opportunity to obtain a high quality education and reach grade-level proficiency. Based on the Title I School requirements, Toledo Public Schools is failing to adequately meet these requirements.
In September of 2010, the Ohio Department of Educations’ Average Yearly Progress Report, a federally required measure ranking, placed 30 Toledo Public Schools in continuous Improvement Status. (19 Elementary, 6 Junior High and 5 High Schools) 12 of the Elementary, 2 of the Junior Highs’ and 2 of the High Schools have been in continuous improvement for four to seven years, and shockingly, Pickett Academy has been in School Improvement (SI) status for 11 years.
Generally, a school will enter School Improvement (SI) after missing Average Yearly Progress (AYP) for two consecutive years, and can exit SI only after meeting AYP for two consecutive years. Schools that are in SI for three or more years require a large amount of extensive, corrective actions along with school restructuring.
During the 2009-2010 school years, 65% of the students attending these thirty Toledo Public Schools had two or more similar indicators; 70% are economically disadvantaged and 75% received free and or reduced price lunch because of low annual median family income.
The socio-economic status of 68% of families with children attending these Schools reflects a concentration of economic disadvantages and their cumulative effects on educational achievement and social skills. Most of the parents want to be involved in their children’s schooling or social development but sometimes lack the educational or social skills, adequate resources or support for themselves to constructively engage in their educational achievement and healthy social development.
CQE’s years of work, collaboration and advocacy with and on behalf of parent/families provided us with first hand information about their reluctance to actively get involved in their children school ie:
- They feel disenfranchised or powerless because of perceived or real barriers that are systemic within systems and institutions.
- A lack of fair and uniformed implementation of school policies, rules, practices and or their understanding of same.
- School climates that is not friendly or welcoming toward parents/families.
- The strained relationships between parents, teachers and school personnel in general that’s based on mutual interest and respect.
Basic Solution
Educational researchers such as Head Start, Even Start, Title I and the Individuals with Disabilities Education Act (IDEA), have statistics that show that over time consistent and organized involvement by parents can and will have a positive influence on student academic achievement and healthy social development. Furthermore, the CQE’s work of advocacy and experience with and on behalf of Toledo Public Schools parents/families and the schools supports this established premise of “when parent are well informed, organized, and actively engaged in the education of their children and the schools that they attend, children do better in school and go to better schools.”
Also, we’ve seen what happens when students witnessed their parents/families, teachers and other stakeholder develop alliances, relationships and partnerships with each other. Students attitudes about school and learning improves, they also demonstrate a greater sense of respect for self and others as well as those in authority.
Using the above researched premise, CQE has selected three of the lowest performing Toledo Public Schools as pilots to demonstrate what the researchers have found and what CQE also believes when we have the will, discernment and commitment to work together for the purpose of improving and sustaining the learning, achievement and social development of students attending these three schools it can happen. The schools selected are Pickett Academy, (which is our primary focus since this school has been in SI status longer than any school in the district), Sherman Elementary and Martin Luther King Academy for Boys.
Pickett Academy
- 418 Enrollment
- 95% Free and reduced lunch
- 19.2% Special Ed
- 92.1% Black/Non Hispanic
- 5.4% White Non Hispanic
- No consistent or organized parent involvement
Pickett Academy is presently located in a temporary location (the old Martin Luther King Elementary School building) until their new school is complete.
Sherman Elementary School
- 368 Enrollment
- 64.4% Black/Non Hispanic
- 14.4% White Non Hispanic
- 4.8% Multi Racial
- 9.2% Students with Disabilities
- 95.0% Economically Disadvantaged
Martin Luther King Academy for Boys
- 267 Enrollment
- 94.9% Black/Non Hispanic
- 0% White Non Hispanic
- 11.8% Students with Disabilities
- 90.3% Economically Disadvantaged
CQE’s Solution
- Using CQE’s strong uniqueness in building alliances and relationships between stakeholders will be the initial approach.
- Use CQE’s Opening Doors & Building Bridges for Student Achievement’s plan, concept and activities, to convene multiple meeting with stakeholders, parents/families, TPS Administrators, school personnel, community and social agencies to share our mission, vision, get their buy in.
- Seek funding for project/solutions, joint partnerships.
- Use multiple forms of outreach, communication, and advocacy to educate, engage and mobilize parents and families as effective participants and volunteers for these three schools Pickett being the primary focus.
- Develop FYI fact sheets that provide information and understanding for parents, families, and other stakeholders about public education legislation, policies, rules programs and practices.
- Utilize the meetings to update and distribute “Parent Involvement Tool Kits” for parents/families. Disseminate fact sheets, Tool Kits and educational materials that include but is not limited to:
- An Action Guide for Community and Parent Leaders on No Child Left Behind and Title I, Public Education Network, Washington, D.C.
- Beyond the Bake Sale, An Educator’s Guide To Working with Parents, by Anne T. Henderson, Carl L. Marburger and Theodora Ooms.
- Whose IDEA Is This? A Resource Guide for Parents, Developed by the Ohio Department of Education in cooperation with the Ohio Coalition for the Education of Children with Disabilities, Columbus, Ohio.
- Comprehensive Individual School Profile Data and Guide, the Coalition for Quality Education.
- Document strengths, gaps and weaknesses in academic achievement test scores and social skills for students in targeted schools to be used as diagnostic intervention and remediation by the schools, families or social agencies.
- Solicit interns from The University of Toledo, Bowling Green State University, and Lourdes Education and Allied Profession Department to assist and work with us for this project.
- Utilize the expertise and recourses of Toledo Public School and The University of Toledo to provide Parents of Pickett School Students with class preparation for their G.E.D. or continuing Education.
- CQE will continue to advocate for, with, and on behalf of all Toledo Public School parents/families as needed.
Evaluation (internal and external)
- CQE will assess both formative and summary data to determine any revisions needed to insure stated goals and objectives are achieved.
- Solicit and utilize independent evaluator to assist in developing assessment/reports that outline quantitative and qualitative results of our work with accompanying recommendations for implementation and modification when, and if, needed.