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Comings and Goings: Lyons

August 8, 2014 - 11:30am

Matt Lyons, deputy chief in the Office of Strategic School Support Services (OS4) at CPS, is joining the Chicago Public Education Fund as chief operating officer. He is stepping into the post that Arnaldo Rivera left to become deputy chief of staff for education for Mayor Rahm Emanuel. Lyons holds a master’s degree in educational leadership from The Broad Center and a master’s degree in urban education policy from Brown University.

CPS touts rising NWEA scores

August 7, 2014 - 3:53pm

More students scored above national norms this past year on the new standardized tests CPS is using than in the previous school year.

About 51.5 percent of elementary school students are performing at national norms in reading and 49 percent in math, compared to around 46 percent in both categories in 2013, CPS officials announced Thursday. Scores improved in every grade, with 8th-graders scoring above national norms.

In contrast to past practice, CPS did not simultaneously release school-by-school scores, which allow for analysis that can show whether gains were largely at certain types of schools or across the board. Chief of Accountability John Barker said he plans to release school-level data next Friday.

The key is getting more detailed information, said Paul Zavitkovsky, leadership coach and assessment specialist at UIC’s Urban Education Leadership Program. “Anytime test scores go up it is promising, but until they break it out on family income and race and ethnicity, then we do not know what is going on,” he said. “Those demographics make a big difference.”

CPS did provide some averages for the schools designated to take in students from closed schools. In general, there was little movement, and the schools remained substantially below national norms. In math, scores decreased 4 tenths of a percent, and 34 percent of students were at national norms. In reading, scores increased less than 1 percent, and 38 percent of students were at national norms.

These so-called welcoming schools had extra resources that allowed them to keep class sizes small and provide additional support.

CPS CEO Barbara Byrd-Bennett described the citywide gains as “incredibly encouraging. … This is saying that a lot of hard work is going on at the schools.”

Mayor Rahm Emanuel also issued a statement. “Improvements in every grade demonstrate that we are building a strong foundation upon which Chicago students can grow and succeed.”

Byrd-Bennett said she thinks “welcoming” schools are headed in the right direction. “I think that in another year, we will see improvements,” she said.

NWEA replaced ISAT

In addition to the NWEA, CPS students had to take the ISAT this year, as it is still being used by the state for accountability. CPS officials say they just recently got ISAT scores from the state and will soon release them.

The ISAT is being phased out because it is not aligned with new Common Core standards, which are seen as more rigorous. Beginning in the upcoming school year, Illinois will use a new test aligned with Common Core, called the PARCC.

CPS officials decided to transition to the NWEA because it is aligned with Common Core and they wanted students to be ready for the PARCC. NWEA will still be used next year, even though PARCC scores will be available. 

Beginning next year, growth in test scores will be part of the CPS accountability system for teachers and principals as well as schools. CPS will use the NWEA for that.

However, Byrd-Bennett said she does not believe that NWEA growth being factored into evaluations had anything to do with the better test scores. Instead, she says that she, unlike other CEOs, have set a district plan. Her plan has lead to professional development being aligned with standards being taught in class, Byrd-Bennett said.

Also, the district is now using more “personalized learning instruments,” which are mostly computer programs that differentiate instruction based on what students are deficient in, she said. “Personalized learning instruments are not grade specific, but content specific,” she said. “… Technology is an incredible tool to do it.”

But Zavitkovsky also notes that CPS has been improving faster than the state for about five years. However, test scores are a lagging indicator, meaning that the reason for their change usually starts about five years before it happens.

CPS touts rising NWEA scores

August 7, 2014 - 3:53pm

More students scored above national norms this past year on the new standardized tests CPS is using than in the previous school year.

About 51.5 percent of elementary school students are performing at national norms in reading and 49 percent in math, compared to around 46 percent in both categories in 2013, CPS officials announced Thursday. Scores improved in every grade, with 8th-graders scoring above national norms.

In contrast to past practice, CPS did not simultaneously release school-by-school scores, which allow for analysis that can show whether gains were largely at certain types of schools or across the board. Chief of Accountability John Barker said he plans to release school-level data next Friday.

The key is getting more detailed information, said Paul Zavitkovsky, leadership coach and assessment specialist at UIC’s Urban Education Leadership Program. “Anytime test scores go up it is promising, but until they break it out on family income and race and ethnicity, then we do not know what is going on,” he said. “Those demographics make a big difference.”

CPS did provide some averages for the schools designated to take in students from closed schools. In general, there was little movement, and the schools remained substantially below national norms. In math, scores decreased 4 tenths of a percent, and 34 percent of students were at national norms. In reading, scores increased less than 1 percent, and 38 percent of students were at national norms.

These so-called welcoming schools had extra resources that allowed them to keep class sizes small and provide additional support.

CPS CEO Barbara Byrd-Bennett described the citywide gains as “incredibly encouraging. … This is saying that a lot of hard work is going on at the schools.”

Mayor Rahm Emanuel also issued a statement. “Improvements in every grade demonstrate that we are building a strong foundation upon which Chicago students can grow and succeed.”

Byrd-Bennett said she thinks “welcoming” schools are headed in the right direction. “I think that in another year, we will see improvements,” she said.

NWEA replaced ISAT

In addition to the NWEA, CPS students had to take the ISAT this year, as it is still being used by the state for accountability. CPS officials say they just recently got ISAT scores from the state and will soon release them.

The ISAT is being phased out because it is not aligned with new Common Core standards, which are seen as more rigorous. Beginning in the upcoming school year, Illinois will use a new test aligned with Common Core, called the PARCC.

CPS officials decided to transition to the NWEA because it is aligned with Common Core and they wanted students to be ready for the PARCC. NWEA will still be used next year, even though PARCC scores will be available. 

Beginning next year, growth in test scores will be part of the CPS accountability system for teachers and principals as well as schools. CPS will use the NWEA for that.

However, Byrd-Bennett said she does not believe that NWEA growth being factored into evaluations had anything to do with the better test scores. Instead, she says that she, unlike other CEOs, have set a district plan. Her plan has lead to professional development being aligned with standards being taught in class, Byrd-Bennett said.

Also, the district is now using more “personalized learning instruments,” which are mostly computer programs that differentiate instruction based on what students are deficient in, she said. “Personalized learning instruments are not grade specific, but content specific,” she said. “… Technology is an incredible tool to do it.”

But Zavitkovsky also notes that CPS has been improving faster than the state for about years. However, test scores are a lagging indicator, meaning that the reason for their change usually starts about five years before it happens.

 

Comings and Goings: Peters, Sheren, Swanson, Rivera

August 7, 2014 - 2:29pm

Harrison Peters, a former CPS chief of schools, is now the chief school officer for the Houston Independent School District in Texas. Peters was with CPS for the past four years.

Amy Sheren is leaving her position as executive director of the Chicago Foundation for Education and relocating to Singapore to be with her family. Sheren was at the foundation for five years.

In case you missed it:

Beth Swanson has resigned as deputy chief of staff for education for Mayor Rahm Emanuel, and Arnaldo Rivera, chief operating officer of the Chicago Public Education Fund, has succeeded her.

Swanson is moving to the Joyce Foundation, where she will serve as vice president of strategy and programs. Previously she was an administrator for the Chicago Public Schools and executive director of The Pritzker Traubert Family Foundation.

Before joining the Chicago Public Education Fund, Rivera was deputy chief of staff for CPS CEOs Barbara Byrd-Bennett and Jean-Claude Brizard. Rivera began his education career as a teacher at Disney Magnet School. 

Be a part of Comings & Goings. Send items to Catalyst Community Editor Vicki Jones: vjones@catalyst-chicago.org

Comings and Goings: Peters, Sheren, Swanson, Rivera

August 7, 2014 - 2:29pm

Harrison Peters, a former CPS chief of schools, is now the chief school officer for the Houston Independent School District in Texas. Peters was with CPS for the past four years.

Amy Sheren is leaving her position as executive director of the Chicago Foundation for Education and relocating to Singapore to be with her family. Sheren was at the foundation for five years.

In case you missed it:

Beth Swanson has resigned as deputy chief of staff for education for Mayor Rahm Emanuel, and Arnaldo Rivera, chief operating officer of the Chicago Public Education Fund, has succeeded her.

Swanson is moving to the Joyce Foundation, where she will serve as vice president of strategy and programs. Previously she was an administrator for the Chicago Public Schools and executive director of The Pritzker Traubert Family Foundation.

Before joining the Chicago Public Education Fund, Rivera was deputy chief of staff for CPS CEOs Barbara Byrd-Bennett and Jean-Claude Brizard. Rivera began his education career as a teacher at Disney Magnet School. 

Take 5: Principal stability; elementary school drain and teacher licenses

August 6, 2014 - 10:14pm

It looks like Earle Elementary School in Englewood--one of the schools designated to take in students from closed schools--is once again going to get a new principal. DNAinfo first reported that CPS officials said that Earle principal Demetrius Hobson was resigning and then reported that he said he hadn’t resigned. Hobson took over Earle in January after Ketesha Melendez was reassigned. As Catalyst reported in our fall issue of Catalyst in Depth, parents of the shuttered Goodlow, whose children were assigned to Earle, were having a difficult time adjusting to Earle.

And now Hobson has emerged on a list of eight principals CPS CEO Barbara Byrd-Bennett has asked to reapply for their jobs, while opening those posts for other applicants. Except for Hobson, all the principals are at high schools: Julian, Tilden, Kelyvn Park, Chicago Vocational, Marshall, Hirsch and Corliss. CEO spokesman Joel Hood says the eight principals are not being targeted for disimissal but, rather, that Byrd-Bennett wants contract principals at the schools, in part for stability. “The other part of it is that she wants to make sure these schools are on the right track,” says Hood.

CPS has lots of interim principals. The most recent employee roster shows 68 interim principals, including almost all of those at the helm in AUSL-run schools.

At schools on probation, as all of these eight schools are, CPS administrators have the power not only to name but also to remove a contract principal. If administrators remove a contract principal, then the LSC loses the authority to select a new contract principal until the school is off of probation. Hood says district officials are keeping LSCs informed about what is going on. 

2. A striking map… WBEZ’s Linda Lutton offers up another interesting story on how the mix of schools in the city has changed. In early July, she reported that incoming freshman test scores reveal that few high schools have student bodies with a range of academic ability. This time, she looks at neighborhood elementary schools and finds that fewer students in their attendance boundaries go to them. This change is the result of the district opening up so many schools that enroll students from anywhere in the city, including charter and magnet schools. A decade ago, 74 percent of students attended their neighborhood school; now only 62 percent do. The map that accompanies the story paints a stark picture of what is happening to neighborhood schools. 

In some neighborhoods, the effect is much more dramatic. For the Spring 2013 issue of Catalyst in Depth, we looked at the same set of CPS data and found that in 14 predominantly black South Side and West Side communities that CPS defines as “underutilized,” an average of 54 percent of elementary students attend their neighborhood school. In other communities, two-thirds of elementary students attend their neighborhood school. Of the 10 neighborhoods with the most children attending their neighborhood school, six are well-to-do neighborhoods on the North Side or Northwest Side. The other four are Latino neighborhoods--two on the Far Southeast Side and two on the Southwest Side of the city.

3. Licensed to teach… A Chicago Tribune investigation found that hundreds of classrooms are lead by teachers without the proper credentials. The teachers were qualified to teach, just not in the subjects that they were teaching. For example, in Barrington, a math teacher was teaching science and a young teacher was teaching economics, though she had no background in the subject.

It is not entirely clear that a teacher must be licensed in a subject in order to be good at teaching it, according to experts. Sara Ray Stoelinga, senior director of the University of Chicago's Urban Education Institute, argues in the article that teacher assignment is complex and that administrators should be allowed some flexibility. Studies have shown that knowledge of content area is important for improving achievement.

The Tribune investigation did not look at CPS teachers, though the article notes that federal data show that 900 of 23,000 are not fully licensed to teach any subject.

The Illinois Federation of Teachers quickly posted a rebuttal to the Tribune investigation. In it, IFT points out that the Tribune supports charter schools, at which only 75 percent of teachers have to be licensed. Also, the union notes that the Tribune doesn't mention Teach For America, which allows teachers to be in front of classrooms for two years without a license. 

4. Raising high school grad requirements…. alone won't increase achievement. A new study by ACT Inc. looks at the effect of a 2005 Illinois law that required students to take at least three years of math and two years of science.The study finds it didn't result in students doing better on the ACT in either math or science. But students did take more science classes, and college enrollment increased due to the math requirement.

The study did not include CPS. But a study by the University of Chicago Consortium on Chicago School Research found in 2010 that with the increased science requirements, more students took and passed science courses. However, 83 percent got a C or lower. Consortium researchers concluded that taking these classes might have hurt students ability to get into colleges.

5. Raising the bar earlier… The New York Times writes about the growing trend of holding back students who cannot read properly by third grade. In 2012, 14 states passed laws requiring that children pass reading tests to move on to fourth grade, and another two--Arizona and Colorado--offered summer school for struggling readers. One of the big criticisms of these laws is that third grade is too late to start remediating reading problems, according to the article.

These laws sound a lot like CPS’ policy that sets reading and math grade and standardized test thresholds for promotion in third, sixth and eighth grade. As you may recall, under former Mayor Richard M. Daley, Chicago was seen as a leader in “ending social promotion.” At one time, thousands of students in Chicago were forced to repeat a grade. But research showed that retained students were more likely to drop out. Also, sending a lot of students to summer school was expensive.

Over time, the promotion policy has been scaled back. In 2002, more than 30,000 CPS students were required to go to summer school and 11,000 were held back. This summer, only 10,000 students were required to go to summer school. And in recent years, less than 2 percent of students were retained in elementary school. 

 

 



 




Take 5: Principal stability; elementary school drain and teacher licenses

August 6, 2014 - 10:14pm

It looks like Earle Elementary School in Englewood--one of the schools designated to take in students from closed schools--is once again going to get a new principal. DNAinfo first reported that CPS officials said that Earle principal Demetrius Hobson was resigning and then reported that he said he hadn’t resigned. Hobson took over Earle in January after Ketesha Melendez was reassigned. As Catalyst reported in our fall issue of Catalyst in Depth, parents of the shuttered Goodlow, whose children were assigned to Earle, were having a difficult time adjusting to Earle.

And now Hobson has emerged on a list of eight principals CPS CEO Barbara Byrd-Bennett has asked to reapply for their jobs, while opening those posts for other applicants. Except for Hobson, all the principals are at high schools: Julian, Tilden, Kelyvn Park, Chicago Vocational, Marshall, Hirsch and Corliss. CEO spokesman Joel Hood says the eight principals are not being targeted for disimissal but, rather, that Byrd-Bennett wants contract principals at the schools, in part for stability. “The other part of it is that she wants to make sure these schools are on the right track,” says Hood.

CPS has lots of interim principals. The most recent employee roster shows 68 interim principals, including almost all of those at the helm in AUSL-run schools.

At schools on probation, as all of these eight schools are, CPS administrators have the power not only to name but also to remove a contract principal. If administrators remove a contract principal, then the LSC loses the authority to select a new contract principal until the school is off of probation. Hood says district officials are keeping LSCs informed about what is going on. 

2. A striking map… WBEZ’s Linda Lutton offers up another interesting story on how the mix of schools in the city has changed. In early July, she reported that incoming freshman test scores reveal that few high schools have student bodies with a range of academic ability. This time, she looks at neighborhood elementary schools and finds that fewer students in their attendance boundaries go to them. This change is the result of the district opening up so many schools that enroll students from anywhere in the city, including charter and magnet schools. A decade ago, 74 percent of students attended their neighborhood school; now only 62 percent do. The map that accompanies the story paints a stark picture of what is happening to neighborhood schools. 

In some neighborhoods, the effect is much more dramatic. For the Spring 2013 issue of Catalyst in Depth, we looked at the same set of CPS data and found that in 14 predominantly black South Side and West Side communities that CPS defines as “underutilized,” an average of 54 percent of elementary students attend their neighborhood school. In other communities, two-thirds of elementary students attend their neighborhood school. Of the 10 neighborhoods with the most children attending their neighborhood school, six are well-to-do neighborhoods on the North Side or Northwest Side. The other four are Latino neighborhoods--two on the Far Southeast Side and two on the Southwest Side of the city.

3. Licensed to teach… A Chicago Tribune investigation found that hundreds of classrooms are lead by teachers without the proper credentials. The teachers were qualified to teach, just not in the subjects that they were teaching. For example, in Barrington, a math teacher was teaching science and a young teacher was teaching economics, though she had no background in the subject.

It is not entirely clear that a teacher must be licensed in a subject in order to be good at teaching it, according to experts. Sara Ray Stoelinga, senior director of the University of Chicago's Urban Education Institute, argues in the article that teacher assignment is complex and that administrators should be allowed some flexibility. Studies have shown that knowledge of content area is important for improving achievement.

The Tribune investigation did not look at CPS teachers, though the article notes that federal data show that 900 of 23,000 are not fully licensed to teach any subject.

The Illinois Federation of Teachers quickly posted a rebuttal to the Tribune investigation. In it, IFT points out that the Tribune supports charter schools, at which only 75 percent of teachers have to be licensed. Also, the union notes that the Tribune doesn't mention Teach For America, which allows teachers to be in front of classrooms for two years without a license. 

4. Raising high school grad requirements…. alone won't increase achievement. A new study by ACT Inc. looks at the effect of a 2005 Illinois law that required students to take at least three years of math and two years of science.The study finds it didn't result in students doing better on the ACT in either math or science. But students did take more science classes, and college enrollment increased due to the math requirement.

The study did not include CPS. But a study by the University of Chicago Consortium on Chicago School Research found in 2010 that with the increased science requirements, more students took and passed science courses. However, 83 percent got a C or lower. Consortium researchers concluded that taking these classes might have hurt students ability to get into colleges.

5. Raising the bar earlier… The New York Times writes about the growing trend of holding back students who cannot read properly by third grade. In 2012, 14 states passed laws requiring that children pass reading tests to move on to fourth grade, and another two--Arizona and Colorado--offered summer school for struggling readers. One of the big criticisms of these laws is that third grade is too late to start remediating reading problems, according to the article.

These laws sound a lot like CPS’ policy that sets reading and math grade and standardized test thresholds for promotion in third, sixth and eighth grade. As you may recall, under former Mayor Richard M. Daley, Chicago was seen as a leader in “ending social promotion.” At one time, thousands of students in Chicago were forced to repeat a grade. But research showed that retained students were more likely to drop out. Also, sending a lot of students to summer school was expensive.

Over time, the promotion policy has been scaled back. In 2002, more than 30,000 CPS students were required to go to summer school and 11,000 were held back. This summer, only 10,000 students were required to go to summer school. And in recent years, less than 2 percent of students were retained in elementary school. 

 

 



 




Absenteeism and truancy down, but not at welcoming schools

August 6, 2014 - 1:36pm

The spike in chronic truancy and absenteeism that CPS elementary schools experienced in the 2012-2013 school year was somewhat reversed last year, new preliminary data show. But welcoming schools that took in most of the children displaced by school closings on average saw a slight increase in chronic truancy and held steady when it came to chronic absences.

And despite the overall year-to-year improvements, chronic truancy remains higher in every grade,  compared to the 2010-2011 and 2011-2012 school years. Chronic absenteeism, meanwhile, has barely budged when compared to those two years. (Click here to see the data on chronic truancy and chronic absenteeism.)

Community activists said they weren’t surprised that welcoming schools didn’t see the same kinds of improvements as other schools.

“What do you expect, it’s the distance and the new environment,” said Gloria Harris, a parent trainer at Community Organizing and Family Issues (COFI). “Somebody comes along and says, ‘we have to take your children and put them here.’ Your kids are not going to feel safe until they get used to that environment.”

CPS officials did not dispute Catalyst’s analysis, but said that it was unfair to compare welcoming schools with other district-run schools because the welcoming schools have substantially different student bodies. Further, most new students came from schools with higher-than-average rates of truancy and absences.

(See an accompanying story on what CPS is doing to reduce chronic truancy and absenteeism here.)

Chronic truancy is defined as missing nine or more days of school without a valid excuse; chronic absenteeism, meanwhile, means missing at least 18 school days with or without a valid excuse.

Catalyst’s findings come as a state-appointed task force last week issued a set of non-binding recommendations for how Chicago can fix its “epidemic” of empty desks in elementary schools. The task force, which was convened in response to a 2012 investigation into the issue, suggests a variety of solutions that range from improved data collection and the hiring of attendance coordinators at struggling schools, to a public awareness campaign and the creation of a permanent state-wide task force on truancy.

 “Chronic absenteeism and truancy have consequences of untold proportions,” according to the task force’s report. “Any student who is not in school is not learning. The kindergarten student who is not in school is acquiring a habit that will affect future school attendance.”

 CPS shared preliminary district-wide data from the 2013-14 school year at the final meeting, in July, of Task Force on Truancy in Chicago Public Schools. CPS has not responded to a Catalyst request for the corresponding school-level data, but a community organization that obtained it separately from the district provided a copy.

 Catalyst analyzed the date a variety of ways to see both what happened this past school year, and what could have caused the spike in truancy and absenteeism in 2012-2013:

At welcoming schools:

-- Those schools did not see the reductions in chronic truancy and absenteeism that were seen at other district-run schools last year.  In fact, from the 2012-13 school year to the 2013-14 school year, chronic truancy increased at welcoming schools, from about 24.6 percent to 25.4 percent. At all other schools, chronic truancy fell from about 16.8 percent to 14.3 percent.

-- Chronic absenteeism barely changed from one year to the next, dropping slightly from 15.9 percent to 15.3 percent. Chronic absenteeism fell more at non-welcoming schools, from 14.6 percent to 11.6 percent.

At schools threated with closure:

-- The data from 2012-2013 shows that schools that operated under the threat of closure that year saw higher increases on average than other schools – regardless of whether they ultimately shut down. Schools on a list of nearly 130 schools that CPS considered closing saw chronic truancy rates jump from about 20 percent to nearly 29 percent that year. Meanwhile, schools that were never on that list to begin with saw a smaller increase from about 10 percent to 15 percent.

The data are in line with findings from a 2009 study by the University of Chicago Consortium on School Research Consortium on how the most precarious time for students of closed schools.

“Announcements about upcoming CPS school closings typically were made in January—about six months prior to the actual closings of schools and a few months before students took annual achievement tests,” according to the report. “These announcements often caused significant angst for students, parents, teachers, and other community members, and the disruption may have hindered student learning.”

At schools with increases in suspensions:

While the district hasn’t completely pinpointed what triggered the increase in chronic truancy and absenteeism in the 2012-2013 school year, officials say a parallel increase in suspensions and expulsions could be partly to blame, since they take students out of school.

The data Catalyst analyzed shows that most of the 25 elementary schools with the biggest increases in out-of-school suspensions in the 2012-2013 school year also posted increases in chronic absenteeism and chronic truancy.

“The discipline issues were also getting worse at the elementary level in tandem with the [chronic truancy and absenteeism],” said Aarti Dhupelia, CPS’s chief officer of college and career success, who also oversees truancy and absenteeism issues, in a recent phone interview.

 CPS has not yet released complete discipline data from this past school year. Charter schools are not included in this analysis because the suspension data is incomplete.

At all schools:

Elementary schools with predominantly black and poor student populations continue to have the highest chronic truancy and absenteeism rates. On average, 23 percent of students were considered chronically truant at schools where most of the student body is black. Meanwhile, the overall average for all elementary schools was about 15 percent.

Schools where at least 90 percent of students qualified for free or reduced price lunch reported an average chronic truancy rate of nearly 19 percent. At schools with fewer than two-thirds of low-income students, only 6 percent were considered chronically truant.

The findings are in line with previous research by another Consortium study on chronic absences in preschool. The 2013 report found that African-American students were almost twice as likely to miss class as other students. The report cited children’s health as the biggest factor, followed by logistical obstacles such as limited transportation or a sick relative.

A better picture overall

Overall, the district did post improvements in chronic truancy and absenteeism at every grade level last year, when compared with the previous year.

“CEO Barbara Byrd-Bennett really announced [improving attendance] as a key priority for the district going into this past school year,” Dhupelia said. “And it’s not just saying it’s a priority. There were some intentional strategies that that were piloted this past year, a few things we really made traction on."

District officials credited the improvements to a new emphasis on attendance and a series of strategies piloted in this past 2013-14 school year, including targeted funds for struggling schools, the production of monthly data reports tailored to individual schools, and an emphasis on restorative justice programs as an alternative to suspensions or expulsions.

CPS first shared details on some of the district’s pilot strategies during the truancy task force’s June meeting. The CPS draft strategic plan shared that day generated some skepticism among several task force members. (See a copy of the district's draft plan.)

 “I truly believe this plan was created only in relation to the task force,” said Sarah Hainds, a researcher for the Chicago Teachers Union who sits on the task force. “They want to look like they’re proactive, ahead of the game. They came up with this plan to kind of stave off any kind of mandated policies from the state level.”

Dhupelia, who also sits on the task force, said she and the district took the group’s work very seriously, and implemented some of the research and ideas that were generated during the monthly meetings into the district’s own strategic plan.

“It wasn’t something we popped up at the last minute and said, ‘Hey, we’re done,’” she said. “This is a continuously improving effort. We certainly have a long way to go. I know we can get better. But it would not have made sense to wait; our kids cannot wait.”

Absenteeism and truancy down, but not at welcoming schools

August 6, 2014 - 1:36pm

The spike in chronic truancy and absenteeism that CPS elementary schools experienced in the 2012-2013 school year was somewhat reversed last year, new preliminary data show. But welcoming schools that took in most of the children displaced by school closings on average saw a slight increase in chronic truancy and held steady when it came to chronic absences.

And despite the overall year-to-year improvements, chronic truancy remains higher in every grade,  compared to the 2010-2011 and 2011-2012 school years. Chronic absenteeism, meanwhile, has barely budged when compared to those two years. (Click here to see the data on chronic truancy and chronic absenteeism.)

Community activists said they weren’t surprised that welcoming schools didn’t see the same kinds of improvements as other schools.

“What do you expect, it’s the distance and the new environment,” said Gloria Harris, a parent trainer at Community Organizing and Family Issues (COFI). “Somebody comes along and says, ‘we have to take your children and put them here.’ Your kids are not going to feel safe until they get used to that environment.”

CPS officials did not dispute Catalyst’s analysis, but said that it was unfair to compare welcoming schools with other district-run schools because the welcoming schools have substantially different student bodies. Further, most new students came from schools with higher-than-average rates of truancy and absences.

(See an accompanying story on what CPS is doing to reduce chronic truancy and absenteeism here.)

Chronic truancy is defined as missing nine or more days of school without a valid excuse; chronic absenteeism, meanwhile, means missing at least 18 school days with or without a valid excuse.

Catalyst’s findings come as a state-appointed task force last week issued a set of non-binding recommendations for how Chicago can fix its “epidemic” of empty desks in elementary schools. The task force, which was convened in response to a 2012 investigation into the issue, suggests a variety of solutions that range from improved data collection and the hiring of attendance coordinators at struggling schools, to a public awareness campaign and the creation of a permanent state-wide task force on truancy.

 “Chronic absenteeism and truancy have consequences of untold proportions,” according to the task force’s report. “Any student who is not in school is not learning. The kindergarten student who is not in school is acquiring a habit that will affect future school attendance.”

 CPS shared preliminary district-wide data from the 2013-14 school year at the final meeting, in July, of Task Force on Truancy in Chicago Public Schools. CPS has not responded to a Catalyst request for the corresponding school-level data, but a community organization that obtained it separately from the district provided a copy.

 Catalyst analyzed the date a variety of ways to see both what happened this past school year, and what could have caused the spike in truancy and absenteeism in 2012-2013:

At welcoming schools:

-- Those schools did not see the reductions in chronic truancy and absenteeism that were seen at other district-run schools last year.  In fact, from the 2012-13 school year to the 2013-14 school year, chronic truancy increased at welcoming schools, from about 24.6 percent to 25.4 percent. At all other schools, chronic truancy fell from about 16.8 percent to 14.3 percent.

-- Chronic absenteeism barely changed from one year to the next, dropping slightly from 15.9 percent to 15.3 percent. Chronic absenteeism fell more at non-welcoming schools, from 14.6 percent to 11.6 percent.

At schools threated with closure:

-- The data from 2012-2013 shows that schools that operated under the threat of closure that year saw higher increases on average than other schools – regardless of whether they ultimately shut down. Schools on a list of nearly 130 schools that CPS considered closing saw chronic truancy rates jump from about 20 percent to nearly 29 percent that year. Meanwhile, schools that were never on that list to begin with saw a smaller increase from about 10 percent to 15 percent.

The data are in line with findings from a 2009 study by the University of Chicago Consortium on School Research Consortium on how the most precarious time for students of closed schools.

“Announcements about upcoming CPS school closings typically were made in January—about six months prior to the actual closings of schools and a few months before students took annual achievement tests,” according to the report. “These announcements often caused significant angst for students, parents, teachers, and other community members, and the disruption may have hindered student learning.”

At schools with increases in suspensions:

While the district hasn’t completely pinpointed what triggered the increase in chronic truancy and absenteeism in the 2012-2013 school year, officials say a parallel increase in suspensions and expulsions could be partly to blame, since they take students out of school.

The data Catalyst analyzed shows that most of the 25 elementary schools with the biggest increases in out-of-school suspensions in the 2012-2013 school year also posted increases in chronic absenteeism and chronic truancy.

“The discipline issues were also getting worse at the elementary level in tandem with the [chronic truancy and absenteeism],” said Aarti Dhupelia, CPS’s chief officer of college and career success, who also oversees truancy and absenteeism issues, in a recent phone interview.

 CPS has not yet released complete discipline data from this past school year. Charter schools are not included in this analysis because the suspension data is incomplete.

At all schools:

Elementary schools with predominantly black and poor student populations continue to have the highest chronic truancy and absenteeism rates. On average, 23 percent of students were considered chronically truant at schools where most of the student body is black. Meanwhile, the overall average for all elementary schools was about 15 percent.

Schools where at least 90 percent of students qualified for free or reduced price lunch reported an average chronic truancy rate of nearly 19 percent. At schools with fewer than two-thirds of low-income students, only 6 percent were considered chronically truant.

The findings are in line with previous research by another Consortium study on chronic absences in preschool. The 2013 report found that African-American students were almost twice as likely to miss class as other students. The report cited children’s health as the biggest factor, followed by logistical obstacles such as limited transportation or a sick relative.

A better picture overall

Overall, the district did post improvements in chronic truancy and absenteeism at every grade level last year, when compared with the previous year.

“CEO Barbara Byrd-Bennett really announced [improving attendance] as a key priority for the district going into this past school year,” Dhupelia said. “And it’s not just saying it’s a priority. There were some intentional strategies that that were piloted this past year, a few things we really made traction on."

District officials credited the improvements to a new emphasis on attendance and a series of strategies piloted in this past 2013-14 school year, including targeted funds for struggling schools, the production of monthly data reports tailored to individual schools, and an emphasis on restorative justice programs as an alternative to suspensions or expulsions.

CPS first shared details on some of the district’s pilot strategies during the truancy task force’s June meeting. The CPS draft strategic plan shared that day generated some skepticism among several task force members. (See a copy of the district's draft plan.)

 “I truly believe this plan was created only in relation to the task force,” said Sarah Hainds, a researcher for the Chicago Teachers Union who sits on the task force. “They want to look like they’re proactive, ahead of the game. They came up with this plan to kind of stave off any kind of mandated policies from the state level.”

Dhupelia, who also sits on the task force, said she and the district took the group’s work very seriously, and implemented some of the research and ideas that were generated during the monthly meetings into the district’s own strategic plan.

“It wasn’t something we popped up at the last minute and said, ‘Hey, we’re done,’” she said. “This is a continuously improving effort. We certainly have a long way to go. I know we can get better. But it would not have made sense to wait; our kids cannot wait.”

How CPS is trying to improve attendance

August 6, 2014 - 1:35pm

Like many recent CPS strategies, data plays a big part in the district’s draft plan to reduce chronic absenteeism and absences. School administrators now receive monthly data reports that allow them to flag students who are off track early.

The district also wants to develop better data-sharing partnerships with the Archdiocese of Chicago, suburban districts and the Illinois State Board of Education to determine when CPS students transfer out.

“We don’t want to lose any children, right? When a student transfers out but we have no verification, we will spend resources trying to track them down,” said Aarti Dhupelia, CPS’s chief of college and career success, whose office also oversees attendance issues. “If they’ve already transferred, we obviously don’t need to spend those resources.”

(See accompanying story on how chronic truancy and absenteeism have changed at CPS elementary schools in recent years.)

Community organizers and advocates that work with schools, including members of the Truancy in Chicago Schools Task Force, have asked whether they too can access up-to-date information on chronic absences and truancy, in order to better target their own resources. Dhupelia said the district is looking into the possibility of sharing some data with outside groups, but has limitations because of laws protecting student privacy.

The task force recently issued its own set of broad recommendations to CPS. Those recommendations are non-binding. 

Last year the district also targeted about $3 million in funding at about 180 schools with the worst attendance problems, Dhupelia said. (Catalyst asked for a list of schools that received this targeted funding of about $16,000 per school.) Dhupelia said about the same amount of funding is budgeted to support schools with high truancy and absenteeism rates next year.

The money was used to develop tailored plans for each school. Some schools, for example, used the funds for training on restorative discipline practices or social-emotional supports for students.

“You have to look at the unique needs of each school,” Dhupelia said. “That’s why plans are tailored to each school […] There’s no cookie cutter requirement to do X, Y or Z.”

The CPS draft strategic plan for improving attendance notes how specific schools targeted the problem. At Armour Elementary, for example, missing students were “tracked in a Google spreadsheet by adults who followed up, documented their efforts and followed up again.” Parents of children with excessive absences were put on notice, and those with strong attendance received free tickets to a White Sox game. More difficult cases were referred to a case worker.

One strategy the district is also considering came from the task force’s review of best practices around the country. Officials in New York City started a city-wide marketing campaign to build awareness of the need for attendance improvement, even using “celebrity wakeup calls” to encourage good attendance.

“It’s something we’re still looking into,” Dhupelia said.

How CPS is trying to improve attendance

August 6, 2014 - 1:35pm

Like many recent CPS strategies, data plays a big part in the district’s draft plan to reduce chronic absenteeism and absences. School administrators now receive monthly data reports that allow them to flag students who are off track early.

The district also wants to develop better data-sharing partnerships with the Archdiocese of Chicago, suburban districts and the Illinois State Board of Education to determine when CPS students transfer out.

“We don’t want to lose any children, right? When a student transfers out but we have no verification, we will spend resources trying to track them down,” said Aarti Dhupelia, CPS’s chief of college and career success, whose office also oversees attendance issues. “If they’ve already transferred, we obviously don’t need to spend those resources.”

(See accompanying story on how chronic truancy and absenteeism have changed at CPS elementary schools in recent years.)

Community organizers and advocates that work with schools, including members of the Truancy in Chicago Schools Task Force, have asked whether they too can access up-to-date information on chronic absences and truancy, in order to better target their own resources. Dhupelia said the district is looking into the possibility of sharing some data with outside groups, but has limitations because of laws protecting student privacy.

The task force recently issued its own set of broad recommendations to CPS. Those recommendations are non-binding. 

Last year the district also targeted about $3 million in funding at about 180 schools with the worst attendance problems, Dhupelia said. (Catalyst asked for a list of schools that received this targeted funding of about $16,000 per school.) Dhupelia said about the same amount of funding is budgeted to support schools with high truancy and absenteeism rates next year.

The money was used to develop tailored plans for each school. Some schools, for example, used the funds for training on restorative discipline practices or social-emotional supports for students.

“You have to look at the unique needs of each school,” Dhupelia said. “That’s why plans are tailored to each school […] There’s no cookie cutter requirement to do X, Y or Z.”

The CPS draft strategic plan for improving attendance notes how specific schools targeted the problem. At Armour Elementary, for example, missing students were “tracked in a Google spreadsheet by adults who followed up, documented their efforts and followed up again.” Parents of children with excessive absences were put on notice, and those with strong attendance received free tickets to a White Sox game. More difficult cases were referred to a case worker.

One strategy the district is also considering came from the task force’s review of best practices around the country. Officials in New York City started a city-wide marketing campaign to build awareness of the need for attendance improvement, even using “celebrity wakeup calls” to encourage good attendance.

“It’s something we’re still looking into,” Dhupelia said.

New principals group to weigh in on policy

August 5, 2014 - 10:07am

Led by the two principals who wrote editorials critical of CPS administration, the Chicago Principals and Administrators Association has formed a new committee aimed at advocating for policy and amplifying principal voice.

The committee is calling itself Administrators Alliance for Proven Policy and Legislation in Education or AAPPLE. 

The committee plans to hold monthly forums, issue white papers and keep members better informed about what the CPAA is working on. It also has a discussion board on its website.

Topics for the first four forums are: Defining a successful school system; high quality teacher training and professional development; economics, poverty, segregation and education systems, and the role of schools and government in addressing the effects of poverty on school systems; and how do we build sustainable cities?

The first forum will be held on Aug. 21 from 6 p.m. to 8 p.m. at the University of Illinois-Chicago Pavilion.

Michael Beyer, principal of Morrill Elementary, said the forums are intended to help change the conversation and get at some core questions about the future of the CPS and the city. Blaine Principal Troy LaRaviere says he thinks it is important that the new committee broadens the conversation.

“On the surface, some of the forum topics don’t have anything to do with school, but they have everything to do with school,” LaRaviere says.

The moderators will include Terry Mazany, president of The Chicago Community Trust, and academics Charles Payne of the University of Chicago and David Stovall of University of Illinois – Chicago.  Mazany served for about a year and a half as interim chief executive officer of CPS, bridging the Richard Daley and Rahm Emanuel administrations, and Payne was his chief education officer.

Beyer says the forum panels will include charter-school advocates, and the panel for the forum on sustainable cities will include mayoral candidates. “We want to have a professional debate on solutions,” he says.

LaRaviere has been outspoken in his opposition to Emanuel, and it would run contrary to standard political practice for an incumbent mayor to participate in a panel with opponents, particularly if it includes Chicago Teachers Union President Karen Lewis, a frequent, harsh critic who is weighing a run.

LaRaviere and Beyer say they want the committee to be non-political and that inviting mayoral candidates is meant to influence them rather than give them a platform.

“Our contributions to policy discussions will come from the experiences of CPS principals and assistant principals as they provide feedback on the very real effects of district and state policies,” LaRaviere says.  “Our contributions will also derive from an already large body of research on what has been proven to work for great school systems.”

While principals tend to be extremely busy, Beyer says organizers are hopeful that they will see the value of carving out a few hours a month to attend the forums, which will be open to the public.

The committee’s leaders are also working on white papers that outline some of the issues they are concerned about. The first one will be on implementation of the new physical education policy, which requires daily PE, and the second one will be on student-based budgeting.

Beyer says the group is hopeful that CPS leaders will take heed of the positions advocated in the white papers and eventually see the value in gauging the committee’s opinion before moving forward on policy. He notes that currently the CPAA is often informed about decisions a week before they are announced and has little chance of changing them.

Working with CPAA

LaRaviere and Beyer say they and a group of about eight other principals considered forming a new entity, but met with CPAA president Clarice Berry and decided that it would be best to work with the existing organization. “We saw no reason not to work with CPAA,” LaRaviere says.

LaRaviere wrote an editorial in May, criticizing Mayor Rahm Emanuel and CPS leaders for not listening to teachers and principals and for forbidding them from talking to the press about what is going on in their schools.Then, in Catalyst, Beyer laid out the type of organization principals need to represent them.

CPS spokesman Joel Hood did not want to comment specifically on the creation of the new committee, but says CPS CEO Barbara Byrd-Bennett has a principals’ advisory committee and listens intently to what those principals have to say. “We greatly value working with principals,” he says.

But LaRaviere says he does not think the advisory committee, chosen by Byrd-Bennett, can fully represent principals. He says the advisory committee’s function is to offer thoughts on subjects that Byrd-Bennett wants feedback on, not necessarily to look at issues that affect schooling or advocate for policies principals are concerned about.

Beyer also says CPS’ principal advisory committee is problematic as the only voice delivering the principal point of view to CPS. For one, no one knows who is on it, he says, so if a principal wants to communicate a concern, he or she doesn’t know whom to reach out to. Also, he says, those on it might be afraid to say what they really think.  

Berry, the CPAA president, says she has struggled to get principals to speak out on issues and welcomes the new committee. “First and foremost, the issue is fear. Principals are paralyzed,” she says.

Berry says she thinks the move to student-based budgeting sent principals “over the cliff.” “You have all these unfunded mandates and a mountain of accountability. It was like a volcano.”

 “Their colleagues see them as beacons,” Berry says. “They have confidence in them.”

LaRaviere says the feedback he has gotten from CPS principals is that they are hungry for such an entity. “I am hopeful,” he says.

 

 

New principals group to weigh in on policy

August 5, 2014 - 10:07am

Led by the two principals who wrote editorials critical of CPS administration, the Chicago Principals and Administrators Association has formed a new committee aimed at advocating for policy and amplifying principal voice.

The committee is calling itself Administrators Alliance for Proven Policy and Legislation in Education or AAPPLE. 

The committee plans to hold monthly forums, issue white papers and keep members better informed about what the CPAA is working on. It also has a discussion board on its website.

Topics for the first four forums are: Defining a successful school system; high quality teacher training and professional development; economics, poverty, segregation and education systems, and the role of schools and government in addressing the effects of poverty on school systems; and how do we build sustainable cities?

The first forum will be held on Aug. 21 from 6 p.m. to 8 p.m. at the University of Illinois-Chicago Pavilion.

Michael Beyer, principal of Morrill Elementary, said the forums are intended to help change the conversation and get at some core questions about the future of the CPS and the city. Blaine Principal Troy LaRaviere says he thinks it is important that the new committee broadens the conversation.

“On the surface, some of the forum topics don’t have anything to do with school, but they have everything to do with school,” LaRaviere says.

The moderators will include Terry Mazany, president of The Chicago Community Trust, and academics Charles Payne of the University of Chicago and David Stovall of University of Illinois – Chicago.  Mazany served for about a year and a half as interim chief executive officer of CPS, bridging the Richard Daley and Rahm Emanuel administrations, and Payne was his chief education officer.

Beyer says the forum panels will include charter-school advocates, and the panel for the forum on sustainable cities will include mayoral candidates. “We want to have a professional debate on solutions,” he says.

LaRaviere has been outspoken in his opposition to Emanuel, and it would run contrary to standard political practice for an incumbent mayor to participate in a panel with opponents, particularly if it includes Chicago Teachers Union President Karen Lewis, a frequent, harsh critic who is weighing a run.

LaRaviere and Beyer say they want the committee to be non-political and that inviting mayoral candidates is meant to influence them rather than give them a platform.

“Our contributions to policy discussions will come from the experiences of CPS principals and assistant principals as they provide feedback on the very real effects of district and state policies,” LaRaviere says.  “Our contributions will also derive from an already large body of research on what has been proven to work for great school systems.”

While principals tend to be extremely busy, Beyer says organizers are hopeful that they will see the value of carving out a few hours a month to attend the forums, which will be open to the public.

The committee’s leaders are also working on white papers that outline some of the issues they are concerned about. The first one will be on implementation of the new physical education policy, which requires daily PE, and the second one will be on student-based budgeting.

Beyer says the group is hopeful that CPS leaders will take heed of the positions advocated in the white papers and eventually see the value in gauging the committee’s opinion before moving forward on policy. He notes that currently the CPAA is often informed about decisions a week before they are announced and has little chance of changing them.

Working with CPAA

LaRaviere and Beyer say they and a group of about eight other principals considered forming a new entity, but met with CPAA president Clarice Berry and decided that it would be best to work with the existing organization. “We saw no reason not to work with CPAA,” LaRaviere says.

LaRaviere wrote an editorial in May, criticizing Mayor Rahm Emanuel and CPS leaders for not listening to teachers and principals and for forbidding them from talking to the press about what is going on in their schools.Then, in Catalyst, Beyer laid out the type of organization principals need to represent them.

CPS spokesman Joel Hood did not want to comment specifically on the creation of the new committee, but says CPS CEO Barbara Byrd-Bennett has a principals’ advisory committee and listens intently to what those principals have to say. “We greatly value working with principals,” he says.

But LaRaviere says he does not think the advisory committee, chosen by Byrd-Bennett, can fully represent principals. He says the advisory committee’s function is to offer thoughts on subjects that Byrd-Bennett wants feedback on, not necessarily to look at issues that affect schooling or advocate for policies principals are concerned about.

Beyer also says CPS’ principal advisory committee is problematic as the only voice delivering the principal point of view to CPS. For one, no one knows who is on it, he says, so if a principal wants to communicate a concern, he or she doesn’t know whom to reach out to. Also, he says, those on it might be afraid to say what they really think.  

Berry, the CPAA president, says she has struggled to get principals to speak out on issues and welcomes the new committee. “First and foremost, the issue is fear. Principals are paralyzed,” she says.

Berry says she thinks the move to student-based budgeting sent principals “over the cliff.” “You have all these unfunded mandates and a mountain of accountability. It was like a volcano.”

 “Their colleagues see them as beacons,” Berry says. “They have confidence in them.”

LaRaviere says the feedback he has gotten from CPS principals is that they are hungry for such an entity. “I am hopeful,” he says.

 

 

Take 5: Absenteeism task force, principal eligibility and "lost" children

August 4, 2014 - 8:21am

The Chicago Tribune calls the reforms recommended by a state task force on absenteeism sweeping. The task force was created after a Tribune investigation found that about 13 percent of Chicago’s elementary school students miss more than a month of school or vanish without anyone in CPS knowing where they went. The recommendations include the return of truancy officers, changing the way districts report absenteeism and sharing real time information on absent students with other entities, like the Chicago Housing Authority.

But then, in the ninth paragraph, the story points out that since the series was published in November 2012 -- and based on data from the 2010-2011 school year -- chronic absenteeism has gotten worse in the elementary grades. As Catalyst reported in May, in every grade level during the 2012-2013 school year there was a substantial increase--an average of 5 percent. The Tribune notes that this past school year, the rates have gone down a bit, but are still higher than 2010-2011.

CPS officials say they do not know what caused the increase, according to the Tribune. One thing that was different in 2012-2013 was that school officials were threatening to close more than 100 schools, which caused some instability.  Ultimately, they closed 50.

2. Policy or political…. Despite failing the CPS’ principal eligibility test twice, Ald. Pat O’Connor’s sister Catherine Sugrue will serve as Gray’s interim principal, according to the Chicago Tribune. Many saw this coming when the agenda for the Board of Education included an item that gave CPS CEO Barbara Byrd-Bennett leverage to override the principal eligibility process. One change is that interim principals don’t have to meet the eligibility requirements, whereas before they did. Also, the CEO can now determine how long a candidate is excluded from consideration after failing twice; whereas the old policy called from them to be excluded for three years.

CPS officials say the policy change was not pushed specifically for Surgue and that her brother, the alderman, did not intervene on her behalf. In fact, CPS officials say that Sugure is the second principal appointed under the policy change, but the Tribune article does not name the second principal.

But the fact that leaders are willing to put more flexibility into the principal eligibility process is surprising. Making it harder to become a principal was one of the key provisions of the district’s “comprehensive, multi-tiered Principal Quality Strategy,” unveiled by Mayor Rahm Emanuel and Byrd-Bennett in February 2013. The new process includes a “Day in the Life” simulation and criteria for assessing how well candidates interact with parents and communities.

However, having a stringent principal eligibility process erodes the power of Local School Councils to choose whomever they want. In the case of Gray, the LSC chose Surgue. While not being specific, district officials told DNAinfo that Sugrue did not make it past the first stage of the process, which entails being interviewed by a two-person panel of experts.

3. Lost and found… Barbara Byrd-Bennett penned an op-ed for the Chicago Sun-Times patting herself and her administration on the back for locating the 847 students “identified by our critics as `lost.’”  Byrd-Bennett says that CPS found these students had transferred to the suburbs, out of state or to private schools. She writes that the location of these students was confirmed by ISBE, though ISBE spokeswoman Mary Fergus told Catalyst that she doesn’t know who at ISBE confirmed the information.

CTU President Karen Lewis raised the issue of "lost children" at the March board meeting, referencing the fact that CPS’ own information identified these students as “inactive.” At the time, CPS spokesman Joel Hood told Catalyst that CPS was working with ISBE to locate the students and that the information would be provided as soon as it was available. But rather than provide the data to Catalyst, CPS officials decided it would be better to write an editorial. Catalyst is still waiting for more detailed information, not only about where students went, but where the information came from.

4. Immigrant children and school districts... Children who have fled the violence in Central America are enrolling in Illinois public schools. Officials in Waukegan say 77 children from Honduras have enrolled as of the last week of July for the 2014-15 school year, bringing the total from the last two years to nearly 100, according to the Lake County News-Sun.

District officials here in Chicago can also expect to receive more of these students as Mayor Rahm Emanuel recently agreed to provide shelter to 1,000 children fleeing the gang violence in Honduras, El Salvador and Guatemala.

School districts from Miami to Houston are preparing for an influx of students, who frequently require special -- and expensive -- resources such as English language and mental health services. Obama administration officials recently reminded districts of a decades-old Supreme Court ruling that ensures all children the right to enroll in school, regardless of their immigration status.

5. As Chicago opens its doors… to children fleeing violence, the  city also is struggling to protect its own children from it. A Fenger Academy High School graduate featured on CNN’s“Chicagoland” was shot and wounded over the weekend. Lee McCollum Jr. was highligted as a young man who turned his life around. The 20-year-old was shot twice in the leg as he headed into work at a Wendy’s at 7:30 a.m. Saturday from his grandfather’s home in Roseland. He had graduated last year and was working to save money for college, family members said.

Fenger’s principal, Liz Dozier, who was also featured prominently in the CNN series, told the Tribune she’s kept in touch with McCollum since graduation, and hopes he enrolls in college this fall. "We are still trying to get him off to school … It's just better to get him out of the city," she said. "We're working on it for him."

 



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