It’s Not About the Money. It’s About the Kids – Page 18

So what does it all mean?

Schools are the economic engine of the community.

Size correlates with opportunity.
Opportunity produces a workforce.
A workforce increases the job market.
A job market brings more investment.
Investment brings economic growth,
a higher tax base, and local prosperity.

It's not just about the money.
It's abut the investment in the kids.
They are Middletown's future.

It’s Not About the Money. It’s About the Kids – Page 17

School size makes a difference. More students means more choices and more opportunity.

In Middletown, small size results in:

Questionable student assignment to AP classes
A limited # of academic electives
A limited # of hands-on electives
Limited availability in scheduleing
An absence of workplace skill and training.

What would make the difference?
Larger size would result in:

Criteria-based assignment to AP classes
Greater diversity of academic and hands-on electives
More scheduling flexibility and course availability
More career-related rograms that meet the needs of 
business and industry and promore economic development.

It’s Not About the Money. It’s About the Kids – Page 16

We have been talking about the impact on the future of students who do not have comprehensive educational opportunity. But how does it affect the rest of us?

Contrasting with the higher per puil costs in smaller schools, substantial evidence supports the link between the academic opportunity in larger schools and economic growth.

Larger schools with more learning opportunities contribute skilled workers to a job market that
     brings business and investment
     raises property values
     increases the tax base
     results n a lower and/or stable tax rate.

Opportunities for the college-bound student have been protected and even increased as our culture has become more technological. Unfortunately, opportunities for the skilled workers who will keep our communities functioning have been eliminated.

Yes, we need to prepare our students who will become engineers, architects, computer programmers, researchers, and others talented in math and science.

But our economy requires talented tradesmen and women whose skills build our houses, and those who keep our cars running, our homes heated, and our utilities functioning, among other practical needs.

A community of one without the other will not bring workers into the economy that supports our way of life. Good schools are large enough to produce both. 

It’s Not About the Money. It’s About the Kids – Page 15

Not everyone wants to go to college or has the means to do so. There is a direct correlation between school enrollment and a school’s ability to provide opportunity to develop skills for future employment. 

Those high schools that also have career and technical school facilities provide the best opportunities for the non-college bound student.

However, even a comprehensive high school can provide career-development courses if the schools are large enough to support them.

Larger size provides programs, reduces scheduling conflicts, and makes more sections of career-related electives available to more students.

On the other hand, some students in smaller schools leave their home schools to attend career-related programs ,,, or … they give up their career interests.

It’s Not About the Money. It’s About the Kids – P. 14

There is a direct correlation between school enrollment and each school’s Program of Studies.

The following is a comparison of courses available to students in 3 district schools with enrollment differences, in this case the electives in Foreign Languages that are listed in each school’s Program of Studies:

                                  

N. Kingstown HS       1,383 students                   

     French 1-5       

     Spanish 1-5

                        AP Spanish Lang/Cult

                        AP Spanish Lit

                        German 1-4

                        German Exchange

                        Portuguese 1-4

                        World Cultures

                                                                     

Barrington HS           1,116 students           

     French 1-4

                        AP Fr Lang/Cult

                        Spanish 1-4

                        AP Spanish Lang/Cult

                        Spanish for Bus.

                        Spanish for HealthCare

                        Latin 1-4

                        AP Latin

                        Mandarin Chinese 1-4

                                          

Middletown HS            663 students                  

     French 2-5 (phasing out French)

                        AP French Lang/Cult

                        Spanish 1-5

                        AP Spanish Lang/Cult

                         Lit/Cult in Spanish Speaking World                                                                     

It’s Not About the Money. It’s About the Kids – Page 13

There is a direct correlation between school enrollment and each school’s Program of Studies. 

The following is a comparison of courses available to students in 3 district schools with enrollment differences, in this case the electives in Business and Family & Consumer Science that are listed in each school’s Program of Studies:

Subject area: Business

                                     Enrollment     # of courses   

N. Kingstown HS              1,383                 13    

Barrington HS                   1,116                 13      

Middletown HS                    663                  0                         

Subject area: Family & Consumer Science

                                      Enrollment      # of courses   

N. Kingstown HS              1,383                   5                   

Barrington HS                   1,116                   0                          

Middletown HS                    663                  0                         

Tomorrow we will look at the available Foreign Language courses in each school.

It’s Not About the Money. It’s About the Kids – Page 12

There is a direct correlation between school enrollment and each school’s Program of Studies.

The following is a comparison of courses available to students in 3 district schools with enrollment differences, in this case the electives in The Arts that are listed in each school’s Program of Studies:

Subject area: Visual Arts

                                                Enrollment                 # of courses   

N. Kingstown HS                      1,383                             11

Barrington HS                           1,116                             14

Middletown HS                            663                             10 

Subject area: Music

                                                Enrollment                 # of courses   

N. Kingstown HS                      1,383                             15

Barrington HS                           1,116                             10

Middletown HS                            663                             13

Subject area: Theatre

                                                Enrollment                 # of courses   

N. Kingstown HS                      1,383                               1

Barrington HS                           1,116                               4

Middletown HS                            663                               0                                     

Tomorrow we will look at the available Business courses.

It’s Not About the Money. It’s About the Kids – Page 11

In the same way that assessment results are not valid in comparing schools – as discussed on Page 8 of this series - neither is the graduation rate.

The Rhode Island Department of Education (RIDE) publishes summary data as well as data that distinguishes between categories of students that include the following:   All Students, Economically Disadvantaged, English Learners, Gender, Race/Ethnicity, and Students with Disabilities.

It is important to recognize that the proportions of students in each category can skew comparative graduation rates. What is actually a more valid measurement is a comparison of the graduation rates in each school across time.

Graduating classes in the 9 schools with different populations in this series ranged from 112 to 296 students in 2018.

A sampling of the graduation rates from 2016 to 2018 in these schools reflected an increase in the graduation rate for All Students from 83.5% to 84.0%; an increase of 78.5% to 82.5% in the rate for Black Students; an increase of 75.8% to 77.0% in the rate for Economically Disadvantaged Students; and an increase of 60.5% to 62.4% in the rate for Students with Disabilities.

Clearly, in spite of abysmal assessment results as reported in comparisons of schools, progress is being made across the board when students are compared with students like themselves.

Comparing graduation rates is only valid when the scores apply to the same school from year to year.

It’s Not About the Money. It’s About the Kids – Page 10

Placement in Advanced Placement course sections is sometimes regarded as a reflection of achievement. That may have been true many years ago when placement by ability levels was the norm. 

Now, however, students are placed in mixed-level ability course sections where aides are provided for students with identified disabilities.

In 2018. at Middletown High School, 11 courses were scheduled with multiple sections of some courses.

For example, 52 11^th grade students (in a class of approximately 138) were assigned to 3 sections of AP English Language.

In addition, 26 12^th grade students (in a class of approximately 132) were assigned to 2 sections of AP English Literature.   

Further, 35 10^th grade students (in a class of approximately 99 students) were assigned to 2 sections of English 10 Honors.

Now look at the test results. Of 169 AP exams administered, only 73% scored a 3 or better, which is the acceptable standard.

Advanced Placement has sometimes become a way to get around current mandates rather acceleration for high achievers.

It’s Not About the Money. It’s About the Kids – Page 9

It’s easy to draw the conclusion that a large number of Advanced Placement courses available at a school is a reflection of that school’s quality. However, what is more telling is the number of students that are actually seated in classes and the results of AP testing.

This study has looked at 9 schools with enrollments that range from 500 to 1,383 students.

Advanced Placement courses are designed for students who have excelled in previous courses in a subject and have demonstrated the ability to achieve at a uniquely exemplary level.

This is usually a small percentage of seniors who are scheduled into a single section with others who share the same academic ability.

If the above is true, it would seem logical that the smaller schools would offer fewer AP classes due to the limited number of qualified students in a smaller student body. However, this is not always the case.

Next we will look at a local school to get actual data about Advanced Placement – what the Program of Studies offers, what courses are actually scheduled, the number of students enrolled, and the results of the AP exams.

It’s Not About the Money. It’s About the Kids – Page 8

Schools are often rated by the results of assessment scores. This may be the least valid way to evaluate the quality of a school. Yet it's the way we currently judge our success or failure.

There is no strong correlation between assessment and enrollment.

Assessments
     Preliminary Scholastic Aptitude Test (PSAT)
     Scholastic Aptitude Test (SAT

Test Scores Ranked With Enrollment
     # 1 Barrington HS    (1,116)
     # 2 N. Kingstown HS (1,383)
     # 3 Portsmouth HS (902)
     # 4 Exeter/W Greenwich Reg HS  (500)

Compare the results of just four of the schools in this study. Then think about why these schools are at the top of the list.

Could it have something to do with the economy of the location?  Could it be influenced by the educational level and prosperity of those parents whose children live in the community?

Then ask if those schools that have less impressive results are still able to provide an outstanding education for the high achievers? If the answer is YES, then the rank of the test scores is not really a reflection of the quality of a school – its program or its level of achievement.

Educational quality is measured by the ability of a school to serve all of its students in the manner that will best prepare them for the future, not by an arbitrary number that claims to measure equals – when student equality is a goal, not an existing condition.

Better is this question that deserves to be asked and answered:  Does your school provide all that is needed to prepare all of its students for successful adulthood?  If it does not, then what needs to be done to ensure it meets those requirements? 

Greater size does equal opportunity for more kids. It’s a start. But that’s not enough.

The prescription for educational health is Yes! Greater size! but within an organization that has vision, leadership, and good financial management.

Do not settle! Demand it!

It’s Not About the Money. It’s About the Kids – Page 7

Schools with adjacent Career & Technical Centers provide extended opportunities for students; however, even within those more complex institutions there is disparity due to the size of the enrollment.

High Schools with Career & Technical Centers

                                      Enrollment        Teacher Ratio      Per Pupil Cost

Rogers HS, NACTC                   632                 13 : 1                     $19,726

Chariho Reg HS, CTC             1,090                 13 : 1                     $18,326

Compare the two schools in this study that offer career-based programs which provide comprehensive training in actual hands-on skills and even, in some programs, offer certifications. 

Both schools provide a teacher for every 13 students.  However, the per pupil costs differ.

The larger school – Chariho Regional High School with 1,090 students – spends $18,326 per pupil while the smaller school – Rogers High School with 632 students – spends $19, 726 per student.

This study shows that in every case – district schools, regional schools, and schools with Career & Tech Centers – educational institutions with larger student bodies are more cost efficient and beneficial to the taxpayer.

It’s Not About the Money. It’s About the Kids – Page 6

Similar to the results demonstrated at district high schools on Page 5 of these posts, the per pupil costs at regional high schools are a reflection of the size of the student body.

Regional High Schools

                                      Enrollment        Teacher Ratio      Per Pupil Cost

Exeter-W Greenwich Reg HS        500                  12 : 1                     $22,664

Mt. Hope Reg HS                           889                  14 : 1                     $19,329

Ponaganset Reg HS                        665                  12 : 1                     $23,528

Consider the comparative data of the three smaller regional schools in this study.

Regional schools that are central to large geographic areas sometimes see their per pupil costs increased because of transportation needs (in addition to equipment for hands-on programs.)  

For example, both Exeter/West Greenwich Regional and Ponaganset Regional are located in western Rhode Island, which is more rural, while Mt. Hope Regional is located within two suburban communities, where the student population is denser and in closer proximity.

Nevertheless, a comparison of the per pupil costs reflects the impact of the size of the student enrollment.

The two smaller schools (enrollments of 500 and 665) show much higher costs ($22,664 and $23,528 respectively) while the per pupil cost at the larger school (889) is lower ($19,329).

Clearly, even with the added element of transportation costs, etc., the per pupil costs at a larger school benefit from a higher number of students per teacher (14:1) while the smaller schools require proportionately more teachers per student (12:1).

Tomorrow’s data will compare schools – district and regional – where Career & Technical programs are located on campus.

It’s Not About the Money. It’s About the Kids – Page 5

Taxpayers are always concerned about the costs of education. They may actually think that fewer students and smaller schools will be favorable to the tax rate. Unfortunately, the reverse is true.

There is a direct correlation between the ratio of teachers to students and the costs of education.

District High Schools

                           Enrollment          Teacher Ratio          Per Pupil Cost

Barrington HS         1,116                 14 : 1                   $14,838

Middletown HS          633                 10 : 1                   $18,111

N Kingstown HS     1,383                 14 : 1                   $16,473

Portsmouth HS           902                 12 : 1                   $16,511

Consider the comparative data of four of the schools in this study.

The student-to-teacher ratio for the larger schools – Barrington (1,116 students) and North Kingstown (1,383 students) -  is higher, which means that each teacher provides instruction for more students, reducing the overall costs per student.

On the other hand, the student-to-teacher ratio in smaller schools – Portsmouth (902 students) and Middletown (633 students) – is lower, which means that each teacher provides instruction for fewer students, increasing the overall costs per student.

That might seem like a good thing, until one examines the actual impact.

While there is variation between the enrollment of the schools (student-to-teacher ratio) in North Kingstown and Portsmouth, the most financially efficient school – Barrington with 1,116 students -  provides one teacher for every 14 students at a per pupil cost of $14,838.

On the other hand, the smallest school - Middletown with 633 students - provides one teacher for every 10 students at a per pupil cost of $18,111.

Clearly smaller schools are more expensive to the taxpayer.

It’s Not About the Money. It’s About the Kids – Page 4

It can be helpful to examine published data related to both district and regional schools to determine the relevance of school size.

Comparative Analysis of District and Regional Schools

District High Schools

       Barrington High School        

       Middletown High School          

       North Kingstown High School    

       Portsmouth High School  

RI Regional High Schools  
       Chariho Regional High School (Charlestown-Hopkington)
       Exeter-West Greenwich Regional High School  
       Mt. Hope Regional High School (Bristol-Warren)   
       Ponaganset Regional High School (Foster-Glocester)

Barrington High School and North Kingstown High School were selected because of their comparative ranking and larger enrollments.  Portsmouth High School, Middletown High School, and Rogers High School reflect a lesser number of students as well as location on Aquidneck Island.

The schools in the second category represent the regional schools in Rhode Island; they vary in the size of the student body.

Data on subsequent pages will look at enrollment, especially its impact on staffing and per pupil cost.

It will look at comparative assessment – state testing as well as Advanced Placement – and graduation rates.

Finally, it will compare courses and programs in terms of availability to students as affected by school size.

It’s hard to underestimate the positive impact of school enrollment on the range of educational opportunities available to students.

It's Not About the Money. It's About the Kids. Part 3

Americans have always valued education as the sure road to progress. Lately, however, it seems that some of us may have lost our way.           

               

I was having coffee with a retired teacher yesterday, and we were commiserating about what we consider to be a steady decline in school performance.

She mentioned the focus of current high school programming on preparing everyone for college. We agreed that not everyone needs to or even wants to go to college, as evidenced by the numbers of students who drop out after one year or those who take five or six years to graduate.

We also discussed the data in recent reports demonstrating that there are more job opportunities in the service industries than there are for college graduates.

All of which led us to the elimination over time of the hands-on courses available to the previous generation of students such as introductory courses that led to pursuing certificate programs at the Career & Technical School, business courses that trained accountants, child development classes for future parents, and the greenhouse for budding horticulturists. Where had they gone? 

The answer was that they had disappeared as the enrollment had declined even though students’ interests still varied widely from the potential computer wizard to the plumber who replaces the leaky faucet.

We agreed that a community needs a full range of talent, and promoting one at the expense of another is self-defeating.  

It's Not About the Money. It's About the Kids. Part 2

During budget season, the focus is on the cost of education with an expectation of efficient use of funding. However, following the release of the most recent assessment data, it’s hard to see how anyone can claim the schools are doing a good job.

                              

In fairness to local school districts, it is important to point out that the state should bear most of the blame. In contrast with Massachusetts, Rhode Island has been playing ping-pong with the schools for at least 10 years.

Why is Massachusetts a leader in education?  Because it passed an Ed. Reform bill in 1993 intended to provide an excellent education for all its students. It established standards that were appropriate for its demographic and mandated that every district develop curriculum based on those standards. Only then did it develop an assessment instrument suitable for those standards. 

Meanwhile, what did Rhode Island do? It selected multiple assessments – changing at least 3 times over a 10-year period – and expected the districts to develop relevant curriculum – in other words, teach to the tests.

Finally, Rhode Island seems to be “getting it”, but change takes time. The point is that, if there is any good time to completely revamp an educational system, the time is right now!  And what better time than with a new school with twice the enrollment where students can be offered twice the educational opportunity!

So when someone says, “There doesn’t appear to be a material change in curriculum between a high school of 600 students and 1200 students,” tell them they are mistaken.

It's Not About the Money. It's About the Kids. Part 1

The July 1, 2019 Middletown Town Council meeting included two PowerPoint presentations. The first was a lengthy series of documents intended to explain the Town Council’s refusal to join in discussions regarding school regionalization.

Included in the summary was the following statement:

There doesn’t appear to be a material change in curriculum between a high school of 600 students and 1200 students.

The second presentation was much shorter, but its focus was on the educational benefits of high school consolidation – the actual “material changes”.

Common sense says that a curriculum for 1200 students is going to be broader and deeper than one for 600 students.

Going forward, we will look at state and local data as well as data from other areas where not only are the educational opportunities more extensive, but student achievement is impressive.

Why Is MA Educational System Better?

Why has MA been the national leader in educational reform? Because every district in the state had to implement clear and consistent standards that ensured a high quality education for every student. Then it created an assessment based on the standards that measured the equalized results. 

MA established universal standards specific to its own demographics, so of course the results met clear and relevant expectations. 

There's a difference between WHO, WHAT, and HOW. 

The MA standards were identified at the state level (WHO), and the assessments were based on the standards. The individual districts developed curriculum that conformed with the state standards (WHAT) and they did it by engaging the teachers in identifying (HOW) the essential student learnings that conformed with the standards as well as the desired outcomes, the performance tasks, the benchmarks, and the evaluation methods that gave them the tools to perform their miracles in the classroom . 

In RI, the state imposed the nationally developed Common Core curriculum willy-nilly on the individual districts. 

Expedited curriculum development sometimes resulted in radical changes that created gaps in logical development.  For example, math concepts previously taught at the upper middle school level were arbitrarily moved down to the upper elementary level, creating gap years. (A high school science teacher said it was necessary to spend a lot of the first quarter teaching the math that previous students had already learned.)

The Common Core is a compilation of the standards of all the states without regard for demographic differences. Subsequently the state of RI selected and mandated a national assessment that seemed compatible with the Common Core.

Without assessment based on specific and demographically-appropriate uniform standards, curriculum developed by the classroom teachers was still based on the uncoordinated expectations of individual district administrators. 

No clear and appropriate standards - no statewide coordination - no legitimate way to compare performance - meaningless results.

Now that RI has adopted the MCAS (MA Comprehensive Assessment System), it needs to adopt the MA standards if it hopes to improve RI results.