Joe Nathan Column - “What book would be most helpful if I want to help change schools?” That’s a question people often ask. Whether helping to successfully challenge the National Collegiate Athletic Association (aka NCAA), expand public school choice or help convince several companies to reduce pollution in a community, Saul Alinsky’s organizing principles have aided school reform efforts for many years. So I recommend his book, “Rules for Radicals: A Pragmatic Primer for Realistic Radicals.”

Joe Nathan

 

Alinsky strongly supported American democratic principles. He helped show people across the political spectrum without power or wealth how to make those ideals work.

For example, there’s the successful 1996-2000 effort that convinced the NCAA to stop telling every high U.S. school which English, social studies, math and science courses were acceptable for college preparation.

Despite the fact that they earned ACT test scores in the nation’s top 5 percent or did well in college courses, some Minnesota high school students were told they could not participate in university sports as freshmen or accept athletic scholarships because of misguided NCAA policies. Why? Because the NCAA had standards (which initially they wouldn’t share) about what high school courses were acceptable for college preparation.

As a New York Times reporter wrote in 1996, “When the Minnesota Governor’s Office called to request the N.C.A.A. publication that spells out the academic requirements, the N.C.A.A. said it did not exist.”

Subsequently the NCAA revealed that their standards rejected, for example, any current events-related social studies course or courses that included a certain percentage of time on community service. The NCAA also rejected some college-prep courses that appeared to have a vocational focus in their title.

Despite the NCAA’s power and wealth, Minnesota parents, school counselors, the Minnesota Department of Education, State Board officials, our organization and then community members around the country convinced the NCAA to change. Ultimately the NCAA agreed that if a high school regarded a course as college prep, the NCAA would accept it – so long as students earned acceptable grades and college entrance test scores. We used Alinsky’s suggestions such as:

– Publicizing some of the NCAA’s most questionable educational decisions (such as rejecting students who scored in the top 5 percent of the nation or who earned good grades in college courses while in high school).

– Developing a broad coalition of people.

– Understanding the real, as well as rhetorical goals of individuals and organizations that you might work with.

– Personalizing the problem (in this case, the NCAA president also led a prestigious university that sought the kind of students that NCAA sometimes frustrated).

Years ago I read Alinsky’s book and attended a workshop with him. Then, as a public school teacher, I worked with students who convinced three large companies in the school’s neighborhood to end their pollution. Faced initially with government indifference and corporate opposition, students broadened support by talking with community members, researched applicable laws, testified at a legislative hearing, and met a newspaper reporter. After an article appeared, government officials became more helpful. One company even discovered a new anti-pollution process it sold to others.

For more than 20 years, I used Alinsky’s book in university courses I taught. His ideas are still relevant for those trying to improve schools. While Alinsky’s examples are many years old, “Rules for Radicals” is as useful today as when published.

Joe Nathan, formerly a Minnesota public school teacher and administrator, directs the Center for School Change. Reactions welcome, please comment below.

A provocative email from a recently elected Central Minnesota school board member included the following: “The world is much different (than) when my parents made their decisions (about schools). I am struggling with how much tax money should be spent to retain and attract students.” Below is my response. Hope to hear what you think.

Recognizing that there are many ways to spend taxpayer dollars, here are ways I would and would not spend money to attract and retain students.

Improving a school’s or district’s program.  There’s no single thing that all families are seeking from school – except safety. If a school has a reputation as a place where bullying or other forms of violence are not dealt with, the school often will lose students. So safety has to be a top priority. Many schools survey their students about this and other issues. Surveying students and families about what they see as strengths and shortcomings seems like a top priority.

Also related to programs, the Minnesota Department of Education’s recent Rigorous Course Taking study shows growing interest in dual high school and college credit courses. (Find the study online at http://goo.gl/Tlodn.)

MDE found, for example, that in the past three years, the number of students taking “College in the Schools” or “Dual Enrollment” courses increased from less than 19,000 to almost 22,000. The total number of students taking Advanced Placement exams increased over the past five years from about 26,000 to more than 35,000.

So a school board should study its dual credit program. If not much, building new partnerships, with higher education or other providers could be wise.

Spending more money on buildings. This was part of the school board member’s query. He wondered if additional money should be spent on improving older buildings or putting up newer ones. A great place to start answering this question is by going to the National Clearinghouse for Educational Facilities website (www.ncef.org). NCEF has literally thousands of documents about topics such as which building features can save energy and money for taxpayers or how buildings can contribute to (or detract from) student learning.  (Note: I was an unpaid board member of NCEF, which formerly received federal funds.)

The school board member who contacted me mentioned that funds for buildings “could be used for staff, technology and supplies.” Although this is a very complex subject, in general, money for buildings from the state or from local property taxes can’t be used to pay for teachers or school supplies.

Advertising. Wise schools and districts communicate with families and the broader community. With the growth of the Internet, Facebook, Twitter and other “social media,” opportunities to share information are increasing exponentially. But many families see through hype. They want accurate information about programs and accomplishments.  Rhetoric, which I sometimes see on school and district websites, is less persuasive than more specific information.

Most families are not just interested in test scores, attendance and graduation rates (although those matter and should be shared). Families also are looking for information about special opportunities the school offers. But word spreads if schools promise and don’t deliver.

Budgets are, in part, a reflection of a school’s priorities.  Wise schools and districts use their human and financial resources to strengthen and share their programs, progress and plans.

 
Joe Nathan, formerly a Minnesota public school teacher and administrator, directs the Center for School Change.  Reactions welcome, please comment below.

YOU’RE INVITED!

JOIN IN A FREE LIVE DISCUSSION FOR THE COMMUNITY

ON DUAL HIGH SCHOOL/COLLEGE CREDIT OPPORTUNITIES FOR MN HIGH SCHOOL STUDENTS

Registration details below.

WHAT:

CSC and the MN Department of Education (MDE) are hosting several 30 minute webinars to provide updated information and free resources on the various FREE Dual (High School/College) Credit programs available to MN high school students.  We’ll also discuss the benefits they can provide.

The webinars are available live both online or via a free phone call.

The first webinars took place May 15, May 22, and June 6; two additional webinars are being held this summer, including one conducted in SPANISH!  (More info on the Spanish webinar to come).

See details for the  upcoming June 19 webinar below:

WHEN:

June 19th  at 3:00 pm

Panelists:

Sally Wherry, Ed.D (Center for Postsecondary Success, MN Department of Education)

Joe Nathan, Ph.D (Center for School Change)

Wehliye Omar (former dual credit student, Higher Ground Academy graduate, entering college in fall)

TBA (former dual credit student)

Panelists from May 22nd webinar (L to R): CSC Director Joe Nathan, student Wehliye Omar, CSC staff Marisa Gustafson, Robb Lowe of Normandale Community College, Sally Wherry of MN Deptartment of Ed.

HOW:

DIRECTIONS TO REGISTER:

Click on the link below for the webinar .  Then click on the “Upcoming” tab.  Find the June 19 session information and click on the “Register” link.  Register for the webinar: you will need to enter your first and last name, along with your email address.  You will then be sent an email confirmation for your registration, including a link and easy directions on how to join at 3 pm on June 19th!

You may also register and join at any point during the live sessions.

If you will not have Internet access for the webinars, you also will be able to call-in and listen to the discussion live.  Use the toll-free number listed to participate via phone.

June 19, 2013 Webinar Information

Topic: Dual High School/College Credit Opportunities

Date: Wednesday, June 19, 2013

Time: 3:00 pm, Central Daylight Time

Details: https://mde.webex.com/mw0306ld/mywebex/default.do?siteurl=mde

Enter Session Number:  807 877 908

Call-in toll-free number:1-888-742-5095 (US)

Conference Code: 710 945 5454

Panelists from May 15th webinar (L to R): CSC staff Marisa Gustafson, CSC Director Joe Nathan, Robb Lowe of Normandale Community College, Sally Wherry from the MN Department of Ed., student Libby Otto.

**If you have any questions, please email or call Marisa at: marisa@centerforschoolchange.org / 651.645.1000 ext. 168

Kelsey Austin-King at her graduation from Macalester College in St. Paul, MN.
Saturday May 18, 2013

Congrats on graduation to former CSC intern Kelsey Austin-King!  On Saturday May 18, 2013, Kelsey graduated from Macalester College in St. Paul, MN.

Kelsey helped with several CSC reports, co-authored a Pioneer Press column with Joe Nathan, and arranged for Macalester students to read and help select outstanding charter school essays.

She was the lead researcher and author of the recent report Progress and Possibilities: Trends in Public High School Student Participation with Minnesota’s Dual Credit Programs 2006-2012.

Congratulations to Kelsey!

In the Capitol Rotunda
Photo: Wonderlovely Photography

Download the

2013 Charter Essay Contest Booklet here.

Due to rainy weather, the 9th annual Minnesota Charter Public Schools Essay Contest event was held inside the Capitol Rotunda on Thursday May 9th, 2013.  The MN House vote on the marriage bill was taking place as well.  But the poor weather and busy rotunda didn’t stop these amazing students from sharing their powerful, insightful, and sometimes funny, winning essays!  Thanks to all of the students, schools, and families who came out in support of our winners. Special thanks to TCF Foundation for co-sponsoring the event, Ruben Rosario of the Pioneer Press and Senator Pappas for speaking, and Senator Dibble for stopping by.

Describe the best day you’ve had at school. 

What made it the best day?

That’s the question that more than 2,200 Minnesota charter school students wrote about this spring.  We deeply appreciate their insights.  We also appreciate the faculty of almost 50 Minnesota charter public schools whose students submitted essays.  We take a little space here to explain this booklet and the annual Minnesota Charter Public School Writing Contest.

This is the ninth year that the Center for School Change has run this writing contest, and the seventh year that TCF has been a co-sponsor.  We deeply appreciate the support and encouragement from TCF, including Bill Cooper and Beth Topoluk.

We run the contest because we believe in the value of writing, and believe that students need more opportunities to share their work.  We also believe it’s vital to honor strong student work.

In February we sent the “prompt” listed above to all of Minnesota’s charter public schools.  As noted above, almost 50 schools responded, with more essays than we’ve ever received before.  (About 1,800 essays were submitted in 2012).

Macalester college student volunteers, led by Kelsey Austin-King, herself a California charter public school graduate, reviewed these essays.  They were divided into four major categories, students in grades K-2, 3-5, 6-8 and 9-12.  After the Macalester students review, a second review was conducted by CSC staff Marisa Gustafson, Kabo Yang and Joe Nathan.  We selected what we considered the best.  They are published here.

During National Charter Schools week in May, we gather at the Minnesota State Capitol to hear from and honor the winners.  We’ve learned a great deal from reading these essays.  We hope you will too.

Again, our thanks to TCF, the volunteer Macalester students, and to all participating schools, educators, families and most importantly, the students.  Congratulations to the winners.

-May, 2013

Check out the following photos of this great event:

K-2 winning students line up in preparation to read their essays!

Aiden Beresford (Grade 1, Cologne Academy) waits to read
photo: Wonderlovely Photography

Grade 1 student Aiden Beresford from Cologne Academy bravely kicks off the event by reading his essay. Great job Aiden!
photo: Wonderlovely Photography

Sabrin Yusuf, 1st grader from Hennepin Elementary, speaks at the podium.

Grade 2 student Tina Xiong of Noble Academy reads her essay.

1st grader Maya Morgan of Seven Hills Classical Academy gets ready to read.

2nd grader Vincent Smith Jr. of Urban Academy reads his stunning 1st place essay in the K-2 category.
Photo: Wonderlovely Photography

Ruben Rosario of the Pioneer Press speaks to the crowd.

Winning students in the 3rd-5th category get ready to read.

Senator Pappas takes a moment out of her busy day to join in on the celebration.

Aviael Sanchez Chavira, 5th grader from Partnership Academy, shares his essay.

Ilhan Abdullahi of Higher Ground Academy’s 5th grade.

Maddie Moeller (5th grade, Cologne Academy) shares her essay.
Photo: Wonderlovely Photography

Evan Nguyen of Eagle Ridge Academy 3rd grade.

5th grader Donnell Bratoon Jr. from Concordia Creative Learning Academy reads his 2nd place essay.

Cathy Perez-Ortiz reads her 2nd place essay. She is a 6th grader at Academia Cesar Chavez.

Jack Wickenhauser, 7th grader at Cologne Academy, reads.
Photo: Wonderlovely Photography

Sara Lizbeth Gutierrez, 6th grader at Academia Cesar Chavez, reads her essay.

Emily Barta, 12th grader from Spectrum High School, reads her essay.

Crowd listens attentively to the winning essays.
Photo: Wonderlovely Photography

A senior at Community of Peace Academy, Ser Vang reads her 2nd place essay in the 9th-12th grade division.

Carter Thorson, 10th grader from Spectrum High School reads his 9th-12th 2nd place essay.

9th grader Nallah Muhammad from Minneapolis College Preparatory reads her 2nd place essay in the 9th-12th division.

Denisse Sanchez reads her exceptional essay, which won 1st place in the 9th -12th group. She is a 10th grader at MTS High School.

Denisse Sanchez (MTS High School) and Cindy Murphy, Minnesota Department of Education State Project Director for Charter Public Schools.

9th-12th 1st place winner Denisse Sanchez meets Senator D. Scott Dibble (DFL) District 61.

K-2 first place winner Vincent Smith Jr. (Urban Academy 2nd Grade) poses for a photo with Senator Sandra L. Pappas (DFL) District 65.

Emily Barta and Bradley Peterson of Spectrum High School pose for a picture.

Aiden with his certificate posing just outside of the Capitol on the steps.
Photo: Wonderlovely Photography

THANKS TO ALL WHO PARTICIPATED IN AND SUPPORTED THE

9TH ANNUAL MINNESOTA CHARTER PUBLIC SCHOOLS ESSAY CONTEST!

See you again next year!