An Observation: Houston independent school district closing

Transcription

1
AN OBSERVATION: HOUSTON
INDEPENDENT SCHOOL DISTRICT CLOSING
MINORITY SCHOOLS
[Prepared By Dr. Reba Wright]
March, 2014
INTRODUCTION
@2014, Dr. R.W. Wright. ALL RIGHTS RESERVED. This document contains material protected under International and Federal Copyright Laws. Any unauthorized reprint or use of this material is prohibited. No part of this
document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from
Dr. R.W. Wright at email: mrwright_010720@yahoo.com.
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Students bear the most burdens once the decision is made to close schools.
Houston
Independent School District (HISD) proposal to close five schools (Dodson, Henderson, Port
Houston Elementary, Fleming Middle School, and Jones High School), in predominantly minority
communities, has many questioning equity. HISD justifications for these closures include: low
enrollment, high transfers out, high budget cost per students, and changing demographics.
“No matter the difficulties associated with closing schools, the tough decision has to be
made,” argues Dr. Grier, HISD superintendent. “Students in low enrollment schools are not
benefitting from programs offered at larger schools.”
HISD has told its version of the story, but there is another version, another chapter in
this discussion. I conducted an analysis of 24 of HISD high schools to determine the validity of
HISD’s school closure report.
Given the importance of keeping the doors open at Jones, this analysis sought to reveal
the extent to which HISD’s justifications warrant closing an entire school, changing the face of a
community, and dis-place hundreds of students. In analyzing HISD’s justifications, this analysis
addresses six major questions:
1.
Is current enrollment at Jones significantly different from HISD high schools?
2.
Are high student transfers isolated to Jones?
3.
Is the budget expenditure cost-per student significantly different at Jones compared
to other schools?
4.
Is the demographics changing in the area where Jones is located enough to warrant
closure of the school?
5.
Are there any other factors at Jones contributing to the school’s low enrollment
status?
6.
How does Jones students compare to students at proposed merger schools?
Although HISD has targeted five schools for closure, Jones was the focus of this analysis.
HISD used the same justifications to close all five schools; therefore, the findings from analyzing
can apply to other schools.
Jones is a historic neighborhood school located in South Park, a predominantly African
American community. Closing schools doors of Jones will not only demoralize the community,
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but can bring economic hardship on an already economically depressed community. Research
conducted by Pew Charitable Trusts also suggests when school districts close schools, they
often have problems repurposing or selling the buildings. The closed schools “cast a pall over
neighborhoods and costly to maintain”. Advocates of charter schools also recognize that
closing neighborhoods schools have negative impact on communities (1).
This researcher used descriptive analysis to analyze the data. Twenty-four of HISD high
schools were used in this analysis. Data was collected from the HISD Campus Population
Demographic report prepared November 2013, HISD School Overview Scorecard and Profile,
HISD 2013 - 2014 Adopted District Budget, The Texas Education Agency Schools Report Cards,
and the City of Houston’s Super Neighborhood Demographic Profile.
Chapter 1
HISD High School Enrollment
4
One of HISD’s justifications for closing Jones is, “the school has low enrollment”.
analysis addresses the justification by answering two questions.
This
What is Jones current
enrollment? Is Jones enrollment significantly different from other high schools?
Table 1 highlights enrollment status of 24 HISD high schools. Data was collected from
HISD Demographic report (2).
The table highlights the total student zoned population
surrounding the school, number of students who do not attend HISD schools, students who do
attend zone home schools, transfers out, transfers in, and the home school’s potential
enrollment.
Table 1
Schools
Total Zone Students Not in
Population
HISD
Students Attend Students Attend
HISD
Home School
Number of
Transfers Out
Number of
Transfers In
Current Net Transfers
Enrollment
Out/In
1 Austin
2,921
702
( 24% )
2,219
( 76% )
1,307 ( 59% )
912 ( 41% )
373 ( 22% )
1,680
-539 ( -24% )
2 Bellaire
3,457
152
( 4% )
3,305
( 96% )
2,703 ( 82% )
602 ( 18% )
888 ( 25% )
3,591
286 ( 9% )
3 Chavez
3,153
260
( 8% )
2,893
( 92% )
2,344 ( 81% )
549 ( 19% )
647 ( 22% )
2,991
98 ( 3% )
4 Davis
1,974
203
( 10% )
1,771
( 90% )
1,292 ( 73% )
479 ( 27% )
357 ( 22% )
1,649
-122 ( -7% )
5 Furr
1,643
565
( 34% )
1,078
( 66% )
701 ( 65% )
377 ( 35% )
220 ( 24% )
921
-157 ( -15% )
6 Jones
2,292
991
( 43% )
1,301
( 57% )
386 ( 30% )
915 ( 70% )
54 ( 12% )
440
-861 ( -66% )
7 Kashmere
2,148
888
( 41% )
1,260
( 59% )
413 ( 33% )
847 ( 67% )
87 ( 17% )
500
-760 ( -60% )
8 Lamar
3,483 1,456
( 42% )
2,027
( 58% )
1,441 ( 71% )
9 Lee
4,655 1,761
( 38% )
2,894
( 62% )
1,317 ( 46% )
1,577 ( 54% )
31 ( 2% )
10 Madison
4,305 1,473
( 34% )
2,832
( 66% )
1,860 ( 66% )
972 ( 34% )
155 ( 8% )
2,015
-817 ( -29% )
11 Milby
1,732
255
( 15% )
1,477
( 85% )
1,204 ( 82% )
273 ( 18% )
885 ( 42% )
2,089
612 ( 41% )
12 North Forest
2,409 1,386
( 58% )
1,023
( 42% )
860 ( 84% )
163 ( 16% )
171 ( 17% )
1,031
8 ( 1% )
Schools
Total Zone Students Not in
Population
HISD
Students Attend Students Attend
HISD
Home School
586 ( 29% ) 1,783 ( 55% )
Number of
Transfers Out
Number of
Transfers In
3,224 1,197 ( 59% )
1,348 -1,546 ( -53% )
Current Net Transfers
Enrollment
Out/In
5
13 Reagan
1,508
114
( 8% )
1,394
( 92% )
1,085 ( 78% )
14 Houston High
5,191 1,286
( 25% )
3,905
( 75% )
2,467 ( 63% )
1,438 ( 37% )
112 ( 4% )
15 Scarborough
1,278
303
( 24% )
975
( 76% )
602 ( 62% )
373 ( 38% )
61 ( 9% )
16 Sharpstown
3,673
998
( 27% )
2,675
( 73% )
1,195 ( 45% )
1,480 ( 55% )
156 ( 12% )
1,351 -1,324 ( -49% )
17 Sterling
3,234 1,327
( 41% )
1,907
( 59% )
720 ( 38% )
1,187 ( 62% )
98 ( 12% )
818 -1,089 ( -57% )
18 Waltrip
1,741
366
( 21% )
1,375
( 79% )
942 ( 69% )
433 ( 31% )
683 ( 42% )
1,625
250 ( 18% )
19 Washington
1,537
426
( 28% )
1,111
( 72% )
593 ( 53% )
518 ( 47% )
171 ( 22% )
764
-347 ( -31% )
20 Westbury
4,335 1,303
( 30% )
3,032
( 70% )
1,859 ( 61% )
1,173 ( 39% )
215 ( 10% )
2,074
-958 ( -32% )
21 Westside
2,692
456
( 17% )
2,236
( 83% )
2,024 ( 91% )
212 ( 9% )
721 ( 26% )
2,745
509 ( 23% )
22 Wheatley
2,492
599
( 24% )
1,893
( 76% )
710 ( 38% )
1,183 ( 62% )
134 ( 16% )
23 Worthing
2,304
838
( 36% )
1,466
( 64% )
588 ( 40% )
878 ( 60% )
54 ( 8% )
642
-824 ( -56% )
24 Yates
2,113
605
( 29% )
1,508
( 71% )
814 ( 54% )
694 ( 46% )
147 ( 15% )
961
-547 ( -36% )
Totals
66,270 18,713
( 28% ) 47,557
( 72% ) 29,427 ( 62% )
309 ( 22% ) 1,101 ( 50% )
18,130 ( 38% ) 9,304 ( 24% )
2,186
792 ( 57% )
2,579 -1,326 ( -34% )
663
-312 ( -32% )
844 -1,049 ( -55% )
38,731 -8,826 ( -19% )
Jones High School Current Enrollment
In reviewing Jones enrollment data, the total number of students zoned in Jones
surrounding area is 2292. Of that total, 1301 (57%) attend HISD, while 991 (43%) attend other
schools, such as Sanchez HS, Houston Can Hobby, Yes Prep, or Not in Public School. The 1301
students are potential enrollment for Jones. However, only 386 (30%) elected to attend Jones,
while 915 (70%) transfers out to other HISD campuses. In addition, Jones received 54 transfers
in from other HISD schools; resulting in Jones current enrollment 440 students.
Jones
enrollment is not much different from other schools.
For instance, the total number of students zoned in Kashmere surrounding area is 2148.
Of that total, 1260 (59%) attend HISD, while 888 (41%) attend other schools, such as Houston
Can, KIPP, Victory Prep, or Not in Public School. The 1260 students are potential enrollment for
Kashmere. However, only 413 (33%) elected to attend Kashmere, while 847 (67%) transfers out
to other HISD campuses. Also, Kashmere received 87 transfers in from other HISD schools.
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Resulting, Kashmere current enrollment 500 students. Jones has 60 students less than
Kashmere.
Also worth noting, HISD’s Carnegie Vanguard current enrollment is 590 students, which
are only 150 more students than Jones. Howbeit, Carnegie was once Jones’ school-within-aschool (SWAS) program. If HISD had not removed Jones’ SWAS (Carnegie), Jones current
enrollment would be 1030.
High School with Less Than 1000 Enrollment
Thee are other high schools in HISD considered low enrollment. Table 2 highlights
schools with enrollment less than 1000 students. The analysis found 9 out of 24 (38%) schools
with enrollment less than 1000 students.
1
2
3
4
5
6
7
8
9
School
Jones
Kashmere
Worthing
Scarborough
Washington
Sterling
Wheatley
Furr
Yates
Table 2
Potential Total
Enrollment
1,301
1,260
1,466
975
1,111
1,907
1,893
1,078
1,508
Current
Enrollment
440
500
642
663
764
818
844
921
961
Chapter 2
7
HISD Student Transfers
A second justification HISD is using to close Jones is, “students are opting not to attend
Jones”.
HISD has an open campus policy in which students are permitted to attend schools
outside their zones. According to HISD Student Transfer Office (3), students are allowed to
transfer for a number of reasons, including magnet, out-of-district, escape low performing
schools, space available, and special transfers (i.e. honors, JROTC, etc.).
High Transfers Out
Although all HISD high schools in this analysis have transfers out, Table 3 highlights
schools that experienced greater than fifty percent transfers out.
As noted, Jones had
approximately 70% transfers out. The majority of Jones transfers out attended Milby (29%),
Chavez (19%), Austin (10%), others (21%), etc. The ethnic make-up of the majority students
transfers out were 21 African American and 77% Hispanic. However, high transfers out is not
isolated to Jones. Kashmers has 67% of its student’s transfers out. Sterling, Wheatley, and
Worthing had as much as 60% or more transfers out; while Lee had 54% transfers out.
Table 3
Schools
Jones
Kashmere
Lee
Sharpstown
Sterling
Wheatley
Worthing
Potential
Enrollment
(Attend HISD)
1301
1260
2894
2675
1907
1893
1466
Transfers Out
915
847
1577
1480
1187
1183
878
%
70%
67%
54%
55%
62%
62%
60%
High Transfers In
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HISD has a few high schools that are experiencing high transfers in. Meaning students
from all over the district are coming into their schools. Table 4 highlights those high schools
with greater than two-thousand student enrollments and the number of transfers in.
Table 4
Current
Enrollment
3591
2991
3224
2015
2089
2186
2579
2074
2745
Schools
Bellaire
Chavez
Lamar
Madison
Milby
Reagan
Houston High
Westbury
Westside
Transfers In
888
647
1783
155
885
1101
112
215
721
%
25%
22%
55%
8%
42%
50%
4%
10%
26%
Graph 1 further depicts enrollment distribution of these large schools. Three schools
(Bellaire, Chavez, and Westside) have at least one-fourth of their enrollment due to transfers in.
Three other schools (Lamar, Milby, and Reagan) have about one-half of enrollments due to
transfers in. The other three large schools (Madison, Houston High, and Westbury) have about
ten percent of enrollment due to transfers in.
This analysis indicates that some schools are
very competitive and need to acquire other schools’ zoned students in order to maintain the
status of “large school”.
Graph 1
4000
3500
3000
888
647
2500
112
1500
721
1783
2000
215
155
885
2703
1000
2344
1101
2467
1441
500
1860
1859
1204
2024
1085
0
Bellaire
Chavez
Houston
Lamar
Zone students
Madison
Milby
Reagan Westbury Westside
Transfers In students
Comparison Transfers Outs to Transfers In
9
Graph 2 depicts both the transfer outs and transfers in. The graph is another
representation showing that high transfers out is not isolated to Jones. The majority of high
schools have more transfers out. Lee High School has the greatest number of transfers out;
while Lamar has the greatest number of transfers in.
Graph 2
2,000
1,800
1,600
1,400
1,200
1,000
Transfers In
800
Transfers Out
600
400
200
0
Schools with Negative Enrollment
When more students transfer out compared to transfers in, the school experiences a
phenomenon known as “negative enrollment.” The analysis found 16 out 24 (67%) HISD high
schools have negative enrollments. Graph 3 highlights those schools with negative enrollment.
Jones’s negative enrollment closely resembles Kashmere, Sterling, and Worthing.
Graph 3
10
-24%
-15% -7%
-29%
-66%
-31%
-60%
-32%
-32%
-57%
-34%
-56%
-36%
-49%
-55%
-53%
Jones (-66)
Kashmere (-60)
Sterling (-57)
Worthing (-56)
Wheatley (-55)
Lee (-53)
Sharpstown (-49)
Yates (-36)
Houston High (-34)
Scarborough (-32)
Westbury (-32)
Washington (-31)
Madison (-29)
Austin (-24)
Furr (-15)
Davis (-7)
Graph 4 is another representation showing the number of schools experiencing negative
enrollments. However, the graph further hints to the fact that HISD district, as a whole, has
problems with negative enrollments. These urban schools are seeing more students opting not
to attend their home schools. It may be reasonable to expect some students moving around to
attractive schools. However, this graph points to a larger problem with the public schools.
Jones, alone with proposed merger schools (Worthing and Sterling) is experiencing negative
enrollments.
Graph 4
80%
60%
40%
20%
0%
-20%
-40%
-60%
-80%
11
Schools with Positive Enrollments
As mention, there are some schools in HISD with positive enrollments. Graph 5 shows
that 8 out 24 (33%) high schools are experiencing positive enrollments; meaning, zoned
students and students from other areas attending the schools. Schools with low and negative
enrollments should ask, what are these schools doing to encourage positive enrollment? What
is the maximal number of students these schools are allowed to enroll?
Graph 5
9% 3%
1%
Lamar (59)
Reagan (57)
18%
59%
Milby (41)
23%
Westside (23)
Waltrip (18)
Bellaire (9)
41%
57%
Chavez (3)
North Forest (1)
Student Transfers Out to “Others” HISD
Another interesting observation relating to transfers was the fact that a number of
students transfers out to “Others” receiving campus.
Graph 6 depicts those “Others”
transfers out. Sterling and Worthing have the highest transfers out to “Others”. Overall,
the analysis found that 19% of all HISD high schools transfer out to “Others”. It is unclear
what “Others” means?
Graph 6
331
350
329
300
250
220
147
150
50
239
191
188
200
100
266
250
249
124
95
99
75
128
87
59
57
49
22
70
85
47
23
0
12
HISD would be hard-pressed to frown upon any schools because of high transfers out!
Transfers out is experienced at the district level. Recall Table 2, “Students Not in HISD”; these
are students zoned to HISD’s surrounding school, potential enrollment for HISD schools, but
opted not to attend HISD. The concept is the same as transfers out. Approximately, 28% of
zoned students opted not to attend HISD, transfers out).
Graph 7
2,000
1,800
1,600
1,400
1,200
1,000
1,761
800
1,456
1,473
1,386
600
991
400
702
1,303
998
888
838
565
200
0
1,327
1,286
152
260
203
255
303
366
426
456
599
605
114
Zone Population, But Do Not Attend HISD
13
Chapter 3
Budget Cost per Student
Another justification HISD is touting, “it cost twice as much to educate students at
Jones… HISD is spending over twelve thousand dollars per student at Jones, and the district
needs to allocate resources more effectively.” Each year HISD allocates budgets to schools
based on student population, average daily attendance, and counted weights to reflect the
relative importance of different population groups. The budget data was retrieved from HISD
2013-2014 Adopted District Budget School’s Section (4).
Table 5 summarizes HISD high school budgets to show Jones’ total budget operation
expenditure per student is $12,096. However, Kashmere expenditure per student is $12,235.
HISD statements are misleading the community into believing that Jones is the only school in
which HISD is spending high dollars per student.
Table 5
Schools
Operation
Expends per
Student
Resource Allocation Other General Special Revenue
Funding Formula
Fund
Funding
Total Preliminary Campus
Funding
% Enrollment
to Total Budget
1 Austin
$6,798
7,068,961
1,719,622
289,410
9,077,993
4.94%
0.15%
2 Bellaire
$5,676
13,339,501
1,890,935
272,630
15,503,066
8.43%
-1.79%
3 Chavez
$5,779
10,092,810
2,365,790
415,506
12,874,106
7.00%
-1.51%
4 Davis
$6,657
6,109,905
1,739,280
288,474
8,137,659
4.43%
-0.27%
5 Furr
$7,269
3,442,449
1,972,895
152,226
5,567,570
3.03%
0.41%
6 Jones
$12,096
2,205,356
1,698,831
69,804
3,973,991
2.16%
0.91%
7 Kashmere
$12,235
2,173,173
1,749,189
72,144
3,994,506
2.17%
0.75%
8 Lamar
$5,506
12,588,605
1,779,024
250,145
14,617,774
7.95%
-1.23%
9 Lee
$7,364
4,949,580
2,644,079
176,389
7,770,048
4.23%
0.39%
10 Madison
$6,765
8,128,721
1,988,697
289,386
10,406,804
5.66%
-0.08%
11 Milby
$6,427
8,059,200
1,689,855
304,962
10,054,017
5.47%
-0.48%
0
0
0
0
0.00%
0.00%
12 North Forest
$0
0
14
Schools
13 Reagan
Operation
Expends per
Student
Resource Allocation
Funding Formula
$6,317
Other General
Fund
Special Revenue
Funding
Total Preliminary Campus
Funding
% Enrollment
to Total Budget
8,145,811
1,909,115
257,910
10,312,836
5.61%
-0.61%
0
0
0
0
0.00%
0.00%
14 Houston High
$0
0
15 Scarborough
$8,012
3,039,862
1,215,788
110,094
4,365,744
2.37%
0.49%
16 Sharpstown
$9,272
5,038,353
2,533,378
223,500
7,795,231
4.24%
0.39%
17 Sterling
$7,671
3,633,314
1,343,775
136,722
5,113,811
2.78%
0.45%
18 Waltrip
$6,400
6,731,542
2,721,961
242,466
9,695,969
5.27%
0.65%
19 Washington
$8,520
3,389,945
1,373,558
127,626
4,891,129
2.66%
0.49%
20 Westbury
$6,050
7,778,917
2,049,950
302,646
10,131,513
5.51%
-0.39%
21 Westside
$5,638
10,425,248
1,889,952
220,016
12,535,216
6.82%
-1.00%
22 Wheatley
$7,995
3,475,222
2,400,380
139,794
6,015,396
3.27%
0.87%
23 Worthing
$8,811
3,029,034
2,111,029
100,668
5,240,731
2.85%
1.02%
24 Yates
$8,979
3,998,511
1,630,778
134,610
5,763,899
3.14%
0.40%
Compare Budgets: Schools Enrollment Less 1000 to Schools Greater than 2000
The table below is another observation regarding the budget. Table 5 shows budgets of
schools with less than 1000 students. Table 6 shows budget of schools with enrollment greater
than 2000. In viewing these budgets, it appears as enrollment increases, the expenditure cost
per student tend to decreases. There is an inverse relationship between enrollment numbers
and expenditure cost.
Table 6
Schools (<1000
Enrollment)
Jones
Kashmere
Worthing
Scarborough
Washington
Sterling
Wheatley
Furr
Yates
Operation
Current
Expends per
Enrollment
Students
440
$ 12,096.00
500
$ 12,235.00
642
$
8,811.00
663
$
8,012.00
764
$
8,520.00
818
$
7,671.00
844
$
7,995.00
921
$
7,269.00
961
$
8,979.00
Total Preliminary
Campus Funding
$
3,973,991
$
3,994,506
$
5,240,731
$
4,365,744
$
4,891,129
$
5,113,811
$
6,015,396
$
5,567,570
$
5,763,899
15
Secondly, when HISD states that it takes twice as much to educated per students at
Jones. The question is, which schools is HISD comparing Jones? The statement lead one to
believe that HISD is comparing Jones to campus whose expenditure per student cost is
somewhere around $6000 (i.e. Bellaire). This comparison is illogical since variables (schools’
enrollment numbers and campus budget funding are so dis-similar.
Table 7
Schools (>2000
Enrollment)
Madison
Westbury
Milby
Reagan
Westside
Chavez
Lamar
Bellaire
Current
Enrollment
2015
2074
2089
2186
2745
2991
3224
3591
Operation
Expends per
Students
$
6,765.00
$
6,050.00
$
6,427.00
$
6,317.00
$
5,638.00
$
5,779.00
$
5,506.00
$
5,676.00
Total Preliminary
Campus Funding
$
10,406,804
$
10,131,513
$
10,054,017
$
10,312,836
$
12,535,216
$
12,874,106
$
14,617,774
$
15,503,066
Compare Allocated Budget to Enrollment
Graph 8 also depicts the proportion of enrollment to allocated budget. The ideal world
would equal enrollment proportion to allocated budget. Meaning, the budget line on Graph 8
falls directly on the top of the enrollment line (Austin closely resembles this scenario). However,
when budget lines fall above enrollment, budget has been allocated compared to enrollment
(Worthing closely resemble this scenario). When budget lines fall below enrollment, the school
may not be allocated budget to sustain enrollment (Bellaire resembles this scenario).
Graph 8
12.0%
10.0%
8.0%
6.0%
4.0%
2.0%
0.0%
Enrollment
Budget
16
Chapter 4
Demographics Changes
HISD also stated the demographics surrounding Jones is changing.
school should be closed!
Therefore, the
This is another misleading statement. South Park, where Jones is
located, is growing like most areas in Houston.
According to the City of Houston Super Neighborhood Demographic and Income Profile
(5), the African American population will increase to 2% and Hispanics 46% by 2014. It is
significance to understand the growing population of Hispanics in South Park and zoned to
Jones. One, 77% of students transferring out of Jones is Hispanics. Therefore, Jones and HISD
should identify why this growing population is not coming into the school. Comparatively,
African American population will increase in South Park, while this population will decrease in
Kashmere. Matter of fact, African Americans population will decrease in Kashmere.
Table 8
Super Neighborhood
2000
2009
Inc / Dec (2000-2014)
2014
South Park
Blacks
17,898
18,114
1%
18,313
1%
2%
Kashmere
Blacks
9,247
8,955
-3%
8,908
-1%
-4%
South Park
Hispanic
3,536
4,526
28%
5,173
14%
46%
Kashmere
Hispanic
1,830
2,250
23%
2,536
13%
39%
Based on the census’ numbers, the increased populations would be a justification for
keeping this neighborhood school open. In my opinion, HISD has defended Jones’ closure
because the increased Hispanic population would also account for (77%) of Jones’ transfers.
17
Chapter 5
High School Program Design
Are there any factors at Jones that contributing to low enrollment?
Dr. Grier said, “It
hurts students because they are being robbed of the opportunity of advanced educational
programs that schools with larger enrollment have.” What Dr. Grier did not share is the fact
that HISD has robbed Jones of programs. There are a number of reasons why students are not
coming into Jones, which have contributed to the school’s low enrollment. One of the primary
reasons why student and parents are opting out of Jones is because of programs offered at
other schools and limited options at Jones. Table 9 displays the programs offered at Jones and
other high schools. Reviewing programs, the analysis found the following.
1.
Data retrieved from HISD School Overview Scorecard and Profile (6) indicates that
Jones does not have the programs to attract parents and students. Jones only has
13 programs compared to other schools who may be offering up to 20 programs.
2.
Out of the 13 programs offered at Jones, about 6 programs are geared toward
supporting special services, supporting life skills or multiple impaired studies.
Thereby, the opportunities for students are limited even further.
3.
However, Jones has one program that uniquely sets the school apart from other
schools, the Science, Technology, Engineer, and Math (STEM). This program focuses
on math and science, and is a good program. But the program is designated as
“School Wide Program (SWP)”. This means that every student who attends the
school (whether zoned or transfers in) must enroll in either engineer or architecture.
Students have no choice but to take one of these programs.
4.
Jones is the only high school in the district designated as SWP. Other high schools
are designated as “School Within A School (SWAS)”. Meaning, in addition to their
magnet or specialty programs, students have other options and opportunities to
take other programs.
5.
Jones does not have the programs or competitive advantages to attract students
and parents. Other schools, even those with low enrollment, have more programs
to offer. Jones is at a disadvantage with its limited and restrictive program
structure. It is unclear whether the design of Jones program has lead to the 915
transfers out.
18
6.
Jones is also an Apollo school. Jones is one of 8 Apollo high schools (Furr, Jones,
Kashmere, Lee, Sharpstown, Waltrip, Wheatley, and Worthing) in HISD. Apollo was
launched in 2010 to increase performance and close the achievement gap. The
program has 5 strategies (hire effective principal and teachers, more instructional
time, use data to drive instruction, in school tutoring, and a cultural of high
expectation). Although Apollo appears to be a good program, many in the school
and community believe the program drove as many as 300 students away from
Jones. Parents and students were not attractive to Apollo because of the vigorous
instructional component and longer school hours.
7.
Jones also lost hundreds of students when the HISD removed the Vanguard
program. Vanguard had been part of Jones for many years, and was a success on
the campus. Jones’ previous magnet (know Carnegie) was the school’s SWAS and
competitive programs that attracted students to the school.
8.
Another problem Jones has encountered is the continually target of HISD. For the
past couple of years, HISD has had Jones on its radar for closure. Last year HISD
announced the closure of Jones. And because of these threats, Jones has lost about
30 additional students.
9.
Lastly, Jones has been unstable for the past few years because the school has had at
least 5 Principals. This instability is the result of HISD Administration hiring practices,
and not placing the right people at Jones.
I agree with Dr. Grier, when he said, “it hurts students when schools do not have
program opportunities…” However, I do not agree with Dr. Grier’s decision to close Jones
because it is not the fault of Jones, the students, or the community that enrollment is low at
Jones. It is HISD’s fault! Some of HISD’s adverse decisions affecting Jones include: removing its
Vanguard program which attracted hundreds of students, replacing the Vanguard with a
restrictive SWP program which further limits student enrollment. Additionally, HISD’s continual
threats to kill the school discourages new enrollment and encourages student bail out.
Worth noting: If HISD had not removed Jones’ Vanguard program (currently known as
Carnegie) of the campus, Jones current enrollment would be 1,030 students!
As noted, Table 9 highlights Jones programs compared to other high schools.
Noticeably, Jones has no significantly limited programs compared to others schools, which
limits Jones enrollment.
19
Table 9
Programs
Pre-AP/AP
Vanguard Neighborhood
Information Technology
Science, Tech, Engineer, Math
Science, Tech, Engineer, Math - STEM (SWP)
English As A Second Language
Behavior Support Class (BSC) Services
Co-Teacher Services
Community-Based Vocational Instruciton
Resources Services
Skills For Learning And Living (SLL)
Speech Therapy Services
Preparing Students For Independence (PSI)
Agiculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Tech & Communications
Aviation Science (SWAS)
Business Management & Administrationn
Business Management & Administrationn (SWAS)
Career Development
Career Preparation
Communication (SWAS)
Computer Tech (SWAS)
Content Mastery
Deaf Education
Engineer Professions (SWAS)
Environmental Science (SWAS)
Finance
Fine Arts Coalition Essential Schools (SWAS)
Health Science
Hospitality & Tourism
Human Services
IB-MYP
Int'l Baccalaureate
Interated Tech (SWAS)
Landscaping & Architectural Design (SWAS)
Law, Public Safety, Corrections & Security
Leadership (SWAS)
Manufacturing
Marketing
Math, Science & Tech (SWAS)
Media For Culinary, Hotel/Restaurant (SWAS)
Meteorology & Space Science (SWAS)
Modern Humanities (SWAS)
Music & Fine Arts (SWAS)
Researcdh & Tech (SWAS)
Science Institute (SWAS)
Structured Learning Class (SLC)
Support Facilitation
Teaching Professions (SWAS)
Technology Careers (SWAS)
Technology & Fine Arts (SWAS)
Transportation
Transportation, Distribution, & Logistics
World Languge (SWAS)
NUMBER OF PROGRAMS
PROGRAMS EXCEEDS JONES BY %
Jones
1
1
1
1
1
1
1
1
1
1
1
1
1
Austin
1
1
Bellaire
1
Chavez
1
1
1
Davis
1
1
1
Furr
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Kash
1
1
1
1
Lamar
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Lee
1
1
1
1
1
1
1
1
1
1
Mad
1
1
1
Milby
1
1
1
Reagan
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
13
9
-31%
1
19
46%
19
46%
20
54%
15
15%
14
8%
20
54%
17
31%
19
46%
19
46%
17
31%
20
Table 9 (cont’d)
Programs
Pre-AP/AP
Vanguard Neighborhood
Information Technology
Science, Tech, Engineer, Math
Science, Tech, Engineer, Math - STEM (SWP)
English As A Second Language
Behavior Support Class (BSC) Services
Co-Teacher Services
Community-Based Vocational Instruciton
Resources Services
Skills For Learning And Living (SLL)
Speech Therapy Services
Preparing Students For Independence (PSI)
Agiculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Tech & Communications
Aviation Science (SWAS)
Business Management & Administrationn
Business Management & Administrationn (SWAS)
Career Development
Career Preparation
Communication (SWAS)
Computer Tech (SWAS)
Content Mastery
Deaf Education
Engineer Professions (SWAS)
Environmental Science (SWAS)
Finance
Fine Arts Coalition Essential Schools (SWAS)
Health Science
Hospitality & Tourism
Human Services
IB-MYP
Int'l Baccalaureate
Interated Tech (SWAS)
Landscaping & Architectural Design (SWAS)
Law, Public Safety, Corrections & Security
Leadership (SWAS)
Manufacturing
Marketing
Math, Science & Tech (SWAS)
Media For Culinary, Hotel/Restaurant (SWAS)
Meteorology & Space Science (SWAS)
Modern Humanities (SWAS)
Music & Fine Arts (SWAS)
Researcdh & Tech (SWAS)
Science Institute (SWAS)
Structured Learning Class (SLC)
Support Facilitation
Teaching Professions (SWAS)
Technology Careers (SWAS)
Technology & Fine Arts (SWAS)
Transportation
Transportation, Distribution, & Logistics
World Languge (SWAS)
NUMBER OF PROGRAMS
PROGRAMS EXCEEDS JONES BY %
Jones
1
1
1
1
1
1
1
1
1
1
1
1
1
Scars
1
1
1
Sharps
1
1
1
Sterling
1
1
1
Waltrip
1
1
1
Wash
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Westbury Westside Wheatley Worthing
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Yates
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
13
14
8%
15
15%
15
15%
17
31%
18
38%
20
54%
19
46%
20
54%
17
31%
18
38%
21
Chapter 6
High School Academic Performance
Has anyone asked, what will happen to the students when dis-placed from Jones?
Hopefully, HISD is not just looking at the dollars and cents, given that their primary business is
educating! Additional data was reviewed included the Texas Education Agency highlighting the
performance of Jones’ students. The Texas Education Agency (TEA) produces a report card on
all schools (7).
TEA rates schools accountability on four performance indexes (student
achievement, student progress, closing performance gap, and post-secondary readiness).
Other areas measured are “all subjects, reading, math, writing, science, social studies”.
Jones Compared to Schools Less Than 1000 Enrollment
Table 10 is a comparison of Jones’ STAAR tests and accountability performance with
school’s enrollment less than 1000 students. The shaded areas indicate Jones’ students scored
equal or higher than other schools. Noticeably, Jones outperforms Kashmere, Worthing, and
Wheatley in most areas. Jones shows strong performance amongst the other schools in
student progress; reading (meeting expectation) and math (meet/exceed expectation).
School
Enrollment
Jones
440
Kashmere
550
Worthing
642
Scarsborough
663
Washington
764
Sterling
818
Wheatley
844
Yates
961
Furr
921
Student Achievement (50)
51%
44%
46%
61%
62%
53%
48%
63%
63%
Student Progress (17)
24%
14%
14%
16%
16%
16%
16%
20%
24%
Closing Performance Gaps (55)
53%
42%
45%
59%
64%
53%
53%
67%
65%
Post Sedcondary Readiness (75)
69%
85%
78%
78%
77%
81%
71%
87%
85%
All Subjects
51%
44%
46%
61%
62%
53%
48%
63%
63%
Reading
50%
44%
51%
61%
64%
54%
49%
64%
62%
Reading (meet expectation)
53%
29%
33%
49%
44%
36%
38%
46%
55%
Reading (exceed expectation)
2%
0%
2%
5%
1%
1%
2%
3%
4%
Math
65%
58%
49%
62%
68%
63%
59%
73%
82%
Math (meet expectation)
35%
14%
7%
0%
10%
11%
0%
26%
29%
Math (exceed expectation)
9%
4%
1%
0%
1%
1%
0%
4%
2%
Writing
27%
25%
25%
38%
35%
25%
30%
31%
36%
Writing (meet expectation)
38%
38%
43%
41%
40%
40%
52%
34%
53%
Writing (exceed expectation)
0%
0%
0%
0%
1%
1%
0%
0%
1%
Science
59%
49%
50%
77%
76%
66%
56%
81%
73%
Social Studies
54%
42%
23%
62%
62%
55%
46%
63%
64%
22
Jones Compared to Schools Greater Than 1000 Enrollment
Table 11 below is a comparison of Jones’ test and performance with school with
enrollment greater than 1000 students.
Jones meets or out performed Chavez, Milby,
Westbury and Madison in student progress. The most noticeable was the fact that Jones out
performed half of these schools in student progress, and outperformed all (except Bellaire) in
Math (meet expectation). Jones also out performed Chavez and Madison in reading (meet
expectation). And Jones out performs all schools, except Bellaire, in math (meet expectation).
Table 11
School
Enrollment
Jones
440
Bellaire
3,591
Lamar
3,224
Chavez
2,991
Westside
2,745
Milby
2,089
Westbury
2,074
Madison
2,015
Student Achievement (50)
51%
86%
67%
66%
84%
61%
64%
60%
Student Progress (17)
24%
37%
27%
21%
29%
24%
21%
17%
Closing Performance Gaps (55)
53%
82%
86%
68%
81%
62%
69%
59%
Post Sedcondary Readiness (75)
69%
84%
93%
82%
87%
82%
78%
84%
All Subjects
51%
86%
87%
66%
84%
61%
64%
60%
Reading
50%
85%
90%
67%
85%
64%
66%
65%
Reading (meet expectation)
53%
69%
69%
53%
66%
56%
61%
53%
Reading (exceed expectation)
2%
20%
14%
6%
10%
4%
5%
4%
Math
65%
90%
90%
75%
86%
68%
70%
66%
Math (meet expectation)
35%
42%
30%
24%
32%
22%
14%
6%
Math (exceed expectation)
9%
11%
5%
5%
5%
3%
2%
0%
Writing
27%
70%
69%
45%
62%
30%
34%
37%
Writing (meet expectation)
38%
55%
41%
47%
43%
51%
42%
41%
Writing (exceed expectation)
0%
4%
1%
1%
2%
1%
0%
0%
Science
59%
93%
93%
75%
92%
69%
79%
67%
Social Studies
54%
89%
90%
68%
89%
63%
67%
58%
Jones Recognized by TEA
Another recognition Jones received was from TEA when they visited the school in 2012.
TEA recognized Jones as one of the most improved school in the district. “In Spring 2012,
members of TCDSS and TEA visited Jones to video rapid transformation that the TIPPS grant has
fostered. This video highlights some of Jones’ outstanding practices in the areas of climate,
data driven decision making, parent involvement and other effective strategies…”
23
Jones Recognized by HISD
HISD also recognized Jones in their growth quintiles report in 2012. Table 8 shows that
Jones performed in the top quintile in Algebra, second highest in biology, writing fell in the
middle quintile, but reading and world geo fell in second lowest quintile.
Table 12
Algebra I
Biology
Writing 1
Reading
World Geo
Growth Quintile for HSO Schools 2011-2012
Second
Second
Top
Highest Middle Lowest Bottom
X
X
X
X
X
According to researchers from the University of Chicago’s Urban Education Institute, if
students are sent to similarly under-performing school, test scores will remain low. Moreover,
students are more likely to jump around between schools after their first school is shuttered,
and may stop attending school altogether. Considering all these facts, it is no wonder why the
community is alarmed by HISD proposed closure of a school that is making progress? What is
outrageous is HISD sending Jones’ students to schools they are outperforming?
24
Chapter 7
Findings and Discussion
The intent of this analysis was to address HISD’s justifications for closing schools, by
comparing data related to high school enrollment data, budget, demographics, school
programs, and academic progress. During my research, I discovered SIX major findings.
Findings
1. Jones’ enrollment is not much different than other high schools. Case and point: Jones
current enrollment of 440 students is only 60 students less than Kashmere 500 current
enrollment. Jones enrollment is not remarkably different from Carnegie Vanguard 590
enrollment. As a matter of fact, 38% of the high schools have an enrollment population
of less than 1,000 students.
2. Jones has 915 transfers out, meaning there are over nine hundred children zoned to
Jones who have opted to attend other schools. However, Jones’ transfers are not much
different from other high schools in the district. At least six other high schools: (Lee,
Houston High, Sharpstown, Sterling, Westbury, and Wheatley), have over a thousand
transfer requests. Meaning more students are opting not to attend their home schools.
Jones and other high schools are experiencing a phenomenon known as “negative
enrollment.”
3. Another justification that HISD is touting  “it cost twice as much to educate students at
Jones… HISD is spending over twelve thousand dollars per student at Jones, and the
district needs to allocate resources more effectively.” These statements are misleading
the community into believing that Jones is the only school in which HISD is spending
high dollars per student. On the contrary, Jones’ total budget operation expenditure
25
per student is $12,096. However, Kashmere expenditure per student is $12,235. Other
high schools have similar expenditure cost per student.
4. HISD stated, “The demographic is changing in the area.” South Park, where Jones is
located, is growing like many areas in Houston. According to the census, the AfricanAmerican population will increase 2% and Hispanics 46% by 2014. Based on the census’
numbers, the increased populations would be a justification for keeping this
neighborhood school open.
5. Dr. Grier said, “It hurts students because they are being robbed of the opportunity of
advanced educational programs that schools with larger enrollment have.” Jones has 13
programs (at least six geared toward supportive services) compared to popular high
schools such as: Bellaire with 19 programs, Lamar 20, Chavez 19, Milby 19, etc. Jones
has a STEM, (science, technology, engineer, and math), program that uniquely sets the
school apart from other schools. However, STEM is designated as a SWP (school-wide
program). Meaning, all students who enter through the doors of Jones must enroll in
either architecture or engineer. On the other hand, other high schools are designated
SWS (school within a school); meaning, along with specialty or magnet programs, these
schools have other options and opportunities for students.
6. Additional data reviewed included the Texas Educational Agency that noted Jones’
students scored equal or higher than schools HISD is proposing to merge.
Most
noticeable, Jones out performs low enrollment schools in student progress and math,
Recommendation: SWOT Analysis
Since HISD stated that is a business decision, this researcher recommends HISD do not
close Jones are any other schools. HISD should assist Jones to help increase enrollment. One
suggestion would be to do a SWOT analysis to identify Jones’ strength, weakness,
opportunities, and threats. Table 9 is an example of some SWOT analysis for the continual
success of Jones High School.
26
Table 9
1 Out performed other schools in Student Progress
2 Out performed other schools in Math
3 Strong in Biology
STRENGTH
4 Acceptable in Writing
5 Received recognition from TEA as one most improved schools
6 Historical neighborhood schools, more than bricks. It is a landmark & anchor
7 Demographics increase in the area
1 Limited and restrictive programs (SWP)
2 Have no competitive edge in attracting students and parents
3 Administrators not boasting about improvements
WEAKNESS
4 Old building in need of renovations
5 HISD not interested in the success of the school
5 Removed Vanguard program off Jones campus
6 High administration turn-overs
1 Redesign Jones programs from SWP to SWAS
2 Recognize Jones as competitive in Math and Science (STEM)
3 Demographics expected to increase, so prepare for new students
OPPORTUNITIES
4 HISD should identify 900+ zoned transfers out students, so Jones can reach out
5 Mobilize community and alumni involvement
6 Hold Dr. Grier and Board to their contractual obligations
7 Neutralize the continual threats and attacks on Jones
1 HISD repeated threats to close Jones
THREATS
2 Uninformed community negative comments about the school
3 HISD provided instability at Jones (continual change in administration)
4 Send Jones performing students to schools not performing
Conclusion
Based on the findings, HISD justifications for closing Jones are misleading and without
validity. Without verifying and comparing the data, the community was misled to believe Jones
was the only high school with low enrollment. Jones had the highest budget expenditure per
student. The demographics were changing in the area where Jones was located that warrant
school closure.
On the contrary, Jones enrollment is not significantly different from Kashmere. Jones’
budget cost per student is lower than Kashmere. Jones is academically out performing several
other schools.
Both African American and Hispanic populations are growing in South Park
27
where Jones is located. In addition, the Board members must take ownership in the part they
played in undermining Jones enrollment, when they removed Vanguard (Jones’ SWAS) and
replaced it with a restricted SWP. Based on these findings, the analysis concludes that HISD
has not valid justifications to close Jones. But leaves an even bigger question in the community,
WHY JONES?
28
Work Cited
(1) Kirkpatrick, D.W. (2014). Small Schools Achieve Better Results. The U.S. Freedom
Foundation. Retrieved from http://www.freedomfoundation.org. Retrieved March,
2014.
(2) Houston Independent School District, Demographics Campus and Zone Population.
Retrieved from http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/
Domain/32468/Campus%20Demographic%20and%20Enrollment%20Report
%202013%202014.pdf. Retrieved February, 2014.
(3) Houston Independent School District, Student Transfers. Retrieved from
http://www.houstonisd.org/Page/75083. Retrieved March, 2014.
(4) Houston Independent School District, 2013-2014 Adopted District School Budget.
Retrieve from http://www.houstonisd.org/site/deflut.aspz?
(5) City of Houston, Super Neighborhood Demographics. Retrieved from
http://www.houstontx.gov/.
(6) Houston Independent School District, Find A School, School Overview Scorecard &
Profile. Retrieved February 20, 2014. Retrieved from
http://www.houstonisd.org/site/deflut.aspz?
Page ID=1.
(7) Texas Education Agency (TEA), 2012-2013 School Report Cards. Retrieve from
http://ritter.tea.state.tx.us/perfreport/src/2013/campus.srch.html.

An Observation: Houston independent school district closing

Transcription

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