One of the many ways the Duluth School District is helping pay for the Red Plan is by killing the Magnet Schools.
State revenues for desegregation allowed the district to create the magnet schools twenty years ago. While magnet schools can be criticized for falling short in helping bridge the “achievement gap” of minority students the District’s justification for killing the deseg funded schools is suspect. The District’s short statement explaining the death of the deseg schools includes these alternative methods of bridging the gap:
What are examples of strategies that help close the achievement gap?
Strategies could include but are not limited to:
Individualized Student Assessment
Individualized Student Learning Plan: A plan that specifically addresses the immediate learning needs of a student, developed with input from the student, teacher, parents and secondary learning resources if necessary.
Learning Coaches: work directly with key and secondary resources (community resources, cultural nuances, local agencies, and the educational system) on behalf of a student’s success.
Extended School Day
Summer School
Proven programs such as Read 180
Staff Training and Development
Three of these bridging methods are not currently possible. There’s no money for an extended school day and the District has woefully underfunded summer school. This is not likely to change. As for Staff training and development funds – these are apparently currently being used to pay for the Red Plan.
Its been suggested that this is an illegal use of these revenues. I can’t vouch for that assertion but I do recall the entire teaching staff being allowed to vote to approve staff development fund use for other operational expenses when I was on the School Board in about 2001. Now, apparently, all it takes to approve a diversion of these funds for other uses (even non operational uses) is an OK from the teacher union’s leaders.
Its funny but union President Frank Wanner used to be such a stickler for teacher participation in important decision making.
You can read the whole District summary of Deseg funds here:
September 2010 Magnet School Transition
Over the past two years, emphasis at the federal and state level has shifted from desegregation efforts like magnet schools to strategies to close the achievement gap. Locally, the district’s Education Equity Advisory Council recently developed and approved a budget revision for the 2010-11 school year which takes desegregation funds previously used for magnet school programs and re-directs it toward strategies to close the achievement gap. A Q&A is posted on the district website at www.duluth.k12.mn.us, click “Magnet School Transition.†(see below -C)
Magnet School Transition – Closing the Achievement Gap
Our district strives to be open, transparent and share information as best we’re able. That means at times you may receive information that is in draft form and subject to change. Thank you for your patience as we work through this important process.
Information is being posted on the district website at www.duluth.k12.mn.us on Infinite Campus Parent Portal, mailed to homes, included in newsletters and shared with the media.
Please share your considerations by emailing Kathleen.Kaufman@duluth.k12.mn.us or by calling 218-336-8735.
What’s the plan?
To phase out the magnet school program in September 2010 and direct state desegregation/integration funding toward proven strategies to close the achievement gap experienced by students of color, low income students and others.
Where does funding for a magnet school program come from?
The state provides desegregation/integration funding to the school district. It’s not part of the district’s general fund budget.
What is a magnet school program?
In simple terms, “magnets schools” are a strategy to desegregate schools. Through state desegregation funds, a school is provided with a special program to attract non-minority students to the school, and transportation is provided to students who live outside the school’s attendance area. (For non-magnet schools, students must live within the school attendance area in order to receive transportation).
Why is the magnet school program being phased out?
Over the past two years, emphasis at the federal and state level has shifted from desegregation efforts like magnet schools to strategies to close the achievement gap. State and federal funding has shifted as well.
What happened locally?
Last year a consultant researched and developed recommendations for addressing the achievement gap among American Indian students. That report was presented to the school board this fall.
A community group formed (Community Education Improvement Group) to work with the district’s Learning Services Lead Team, Indian Education, our Office of Education Equity staff, and our Education Equity Advisory Committee to develop specific steps toward closing the achievement gap for both American Indian and African American students.
The district’s Education Equity Advisory Council developed and approved a budget revision for the 2010-11 school year which takes desegregation funds previously used for specialized magnet school programs and magnet school transportation for students outside the magnet school’s attendance area and re-directs it toward strategies to close the achievement gap.
What is the impact?
Beginning in September 2010, funds that previously supported special magnet school programs and transportation will be focused on strategies to close the achievement gap. Transportation to Lowell, Grant, and Nettleton will be phased out for students who live outside those attendance areas.
Does this mean those students can no longer attend school at Lowell, Grant and Nettleton?
Students already enrolled in those schools, who live outside the Lowell, Grant or Nettleton attendance areas, could continue to attend those schools but would provide their own transportation. We realize the ability to provide transportation may be limited for some parents.
What is an “achievement gap?”
It refers to the difference in academic test scores sometimes experienced by students of color, low income students and others.
What are examples of strategies that help close the achievement gap?
Strategies could include but are not limited to:
Individualized Student Assessment
Individualized Student Learning Plan: A plan that specifically addresses the immediate learning needs of a student, developed with input from the student, teacher, parents and secondary learning resources if necessary.
Learning Coaches: work directly with key and secondary resources (community resources, cultural nuances, local agencies, and the educational system) on behalf of a student’s success.
Extended School Day
Summer School
Proven programs such as Read 180
Staff Training and Development
What happens to the special “magnet” programs offered at Lowell, Grant and Nettleton?
Funds previously used for those programs will be re-directed toward strategies to close the achievement gap.
