The first salvo in the new frontier of reforming America’s public schools was fired Tuesday night in Rhode Island.
Fired is a key word here.
Every single professional staff member, all 74 teachers, as well as the principal, three assistant principals, reading specialists, guidance counselors, and school psychologist at Central Falls High School — where just 48 percent of students graduate on average each year — were terminated. Rhode Island is sprinting ahead to become the nation’s first state to embrace new federal guidelines aimed at making failing public schools whole again.
For comprehensive converage of the controversy visit theProvidence Journal Web site.
Something is drastically wrong at a high school where year after year 52 percent of students fail to earn a diploma. That’s not to say it’s the sole fault of teachers.
But given the option to "transform" Central Falls — one of four federal options — the union representing teachers at the school refused to allow its members to assume more responsibility without adequate reimbursement.
But given the option to "transform" Central Falls — one of four federal options — the union representing teachers at the school refused to allow its members to assume more responsibility without adequate reimbursement.
In the end, the union wanted more hours compensated for and at a higher rate — $90 per hour, not the $30 offered — curtailing "transformation" talks.
So the Central Fall’s superintendent and a majority of its trustees opted to "turnaround" the school instead, leading to termination of the entire 93-member professional staff. They’ll all lose their jobs effective the end of this school year, and no more than 50 percent can be rehired next fall.
It’ll be a fresh start.
U.S. Education Secretary Arne Duncan is forcing states to identify their lowest 5 percent of schools — those with chronically poor performance and low graduation rates — and fix them. Beyond "transformation" and "takeover," districts have two other options: close the failing schools or convert them to charter or school-management organizations.
It’s thinking that upsets conventional public school
It’s thinking that upsets conventional public school
