Chicago’s Ninth-Grade Focus Triggers Climb in High School Graduation Rates

From The University of Chicago Consortium on Chicago School Research
April 24, 2014unnamed
Efforts to improve the academic performance of ninth-graders drove large improvements in graduation rates three years later in a diverse set of 20 Chicago public high schools, according to a report released Thursday by the University of Chicago Consortium on Chicago School Research (UChicago CCSR). This suggests that the recent dramatic improvement in the percentage of Chicago ninth-graders who are “on track” to graduate should continue to propel system-wide graduation rates in Chicago Public Schools (CPS).
A second report released today by UChicago CCSR helps explain why ninth grade is such a key leverage point for reducing dropouts.
In 2007, CPS launched a major effort, centered on keeping more ninth-graders on track to graduation. Freshmen are considered on track if they have enough credits to be promoted to tenth grade and have earned no more than one semester F in a core course. The effort was a response to research from UChicago CCSR showing that students who end their ninth-grade year on track are almost four times more likely to graduate from high school than those who are off track.
The district initiative promoted the use of data to monitor students’ level of dropout risk throughout the ninth-grade year, allowing teachers to intervene before students fell too far behind. The diversity of strategies was notable—from calls home when students missed a class to algebra tutoring to homework help. The goal was to match the intervention to the specific needs of the student and prevent the dramatic decline in grades and attendance that most CPS students experience when they transition to high school.  Since that time, the CPS on-track rate has risen 25 percentage points, from 57 to 82 percent.
The first report, Preventable Failure: Improvements in Long-Term Outcomes when High Schools Focused on the Ninth Grade Year, shows that improvements in ninth grade on-track rates were sustained in tenth and eleventh grade and followed by a large increase in graduation rates. This analysis was done on 20 “early mover schools” that showed large gains in on-track rates as early as the 2007-08 and 2008-09 school years, allowing for enough time to have elapsed to analyze how the increase in on-track rates affected graduation rates.
“On its face this did not seem like an initiative that would produce a system shift in performance, redefine approaches to school dropout, and call into question the conventional wisdom that urban neighborhood high schools could not make radical improvements.  And yet, CPS’s focus on on-track achieved all of this,” said report author Melissa Roderick, Hermon Dunlap Smith Professor at the School of Social Service Administration at the University of Chicago and a senior director at UChicago CCSR.
Other Key findings from Preventable Failure
Between 2007-08 and 2012-13, system-wide improvements in ninth-grade on-track rates were dramatic, sustained, and observed across a wide range of high schools and among critical subgroups—by race, by gender, and across achievement levels.  Although all students appeared to gain, the benefits of getting on track were greatest for students with the lowest incoming skills. Students with eighth-grade Explore scores less than 12—the bottom quartile of CPS students—had a 24.5 percentage point increase in their on-track rates.  On-track rates improved more among African American males than among any other racial/ethnic gender subgroup, rising from 43 percent in 2005 to 71 percent in 2013.
Improvements in on-track were accompanied by across-the-board improvements in grades. Grades improved at all ends of the achievement spectrum, with large increases both in the percentage of students getting Bs and the percentage of students receiving no Fs. Thus, evidence suggests that on-track improvement was driven by real improvement in achievement, not just a result of teachers giving students grades of “D” instead of “F.”
Increasing ninth-grade on-track rates did not negatively affect high schools’ average ACT scores—despite the fact that many more students with weaker incoming skills made it to junior year to take the test. ACT scores remained very close to what they were before on-track rates improved, which means that the average growth from Explore to ACT remained the same or increased, even though more students—including many students with weaker incoming skills—were taking the ACT.
Key Findings on how to support students during the ninth-grade year from Free to Fail or On-Track to College
Free to Fail or On-Track to College, the second report released by UChicago CCSR, details the dramatic drop in grades, attendance, and academic behavior that occurs between eighth and ninth grade and demonstrates how intense monitoring and support can help schools keep more ninth-graders on track to graduation.
Both high- and low-achieving students struggle when they enter high school.
Between eighth and ninth grade, average grades drop by more than half a letter grade (0.6 points on a 4-point scale). This decline happens across all performance levels. Even among students with very high GPAs in eighth grade, only about one-third maintain a high GPA in ninth grade.
Grades decline because students’ attendance and study habits plummet across the transition to high school—not because the work is harder.
Students miss almost three times as many days of school in ninth grade as in eighth grade, and this increase is primarily driven by a significant increase in unexcused absences. Freshmen also report putting in less effort than they had in seventh and eighth grade. Furthermore, students do not perceive ninth-grade classes as more difficult than their eighth-grade classes.
Adult monitoring and support can prevent the declines that typically happen across the transition from high school.
Interviews with students revealed a significant shift in adult supervision between eighth and ninth grade, which makes it easier for students to skip class and stop doing work. But school and teacher practices can make a difference in the course grades ninth-graders receive, even among students with similar prior performance.
“Taken together, these two studies show that ninth grade is a pivotal year that provides a unique intervention point for reducing high school dropout,” said Elaine Allensworth, Lewis-Sebring Director of UChicago CCSR. “Schools truly can prevent course failure and high school dropout, particularly if they provide students with the rights supports at the right time.”
Both the Preventable Failure and the Free to Fail reports can be found on the UChicago CCSR website.

Keeping ninth-graders ‘on track’ raises graduation rate: University of Chicago study

April 23, 2014 10:02PM

Less than half of students at Benito Juarez Community Academy High School graduated in 2008 when Juan Carlos Ocon took over as principal, but by 2013, he said, the rate rose to about 69 percent.

The secret of Juarez’s success — and the success of 19 other neighborhood high schools in Chicago in getting more students to graduation day — started with the school’s ninth-graders and keeping them “on track,” according to new research to be released Thursday by the University of Chicago’s Consortium on Chicago School research.

Shepherding ninth-graders through their first year of high school — focusing on helping them to show up to class and complete their work so they pass their courses — leads to jumps in graduation rates, even at high schools once thought of as “dropout factories,” according to the study.

“Attention to those very small things has a big payoff,” said Elaine Allensworth, who directs the Consortium, adding that schools need to intervene as soon as freshmen show a dip in attendance or decline in effort.

The interventions that have worked so far are less expensive and dramatic than a schoolwide turnaround or conversion to a charter school, she said. The gains spanned gender and race but were highest for African-American males.

And outside factors beyond a school’s control — gangs, family, academic weakness of incoming freshmen — affect graduation in a common way by preventing students from showing up and doing their work, she said.

“Schools don’t have to change everything in kids lives — what they have to do is make sure all those other factors don’t interfere with kids coming to class and getting their work done,” Allensworth said.

The authors tracked efforts across 20 Chicago Public Schools that boosted “on-track” rates for ninth-graders over three years by poring over real-time data on a regular basis and then looked at who graduated. According to their findings, those “on track” increases — to 82 percent in 2013 from 57 percent in 2007 — translated into big jumps in graduation rates, up to 20 percentage points.

“On track” means a student has enough credits at the end of the year to go on to the next grade and has earned no more than one semester F in a core class.

The 20 schools adopted a variety of practices, including block scheduling to minimize the effects of tardiness; hiring an “on-track coordinator” to reach out with solutions when students started to fall off; and running a summer program for incoming freshmen.

How the schools specifically chose to keep tabs on their ninth-graders mattered less than how well they kept them on track, said Thomas Kelley-Kemple, a Consortium author.

Juarez, with 96 percent low-income students, leaned on its lead teachers and changed its curriculum to one that focuses on standards instead of specific content.

“It automatically made what was being taught in the classroom more relevant to the students,” Ocon said. That pushed attendance up, too, he said.

“What’s in the classroom now is much more relevant and that’s bringing them back every day,” he said. “Because the curriculum has shifted, it’s not what teachers are interested in, it’s what students need.”

Juarez also opened a “benchmark achievement center” in the library, where students can bolster skills after school, Ocon said.

Juarez still has work to do, with ACT scores barely above a 16 average — below the CPS average of 17.6 and far below 21, considered to be “college ready.” The school also is in its last year of a $6 million state improvement grant that Ocon said bolstered its efforts.

Are These Schools or Pre-Prison Detainment Camps

How many Chicago juvenile arrests happen at school?    African American students were arrested at a rate nearly four times that of whites or Latinos

By Linda Paul
From The Black Star Project, February 4, 2013

Arrests on CPS property by age:


Source: Chicago Police Department. Final column indicates total juvenile arrests on CPS property.

Tens of thousands of young people get arrested each year in Chicago, and a lot of those arrests happen on the grounds of Chicago Public Schools. Of course, arrests at school happen all across the country.

The connection even has a name: some people say schools are a worrisome ‘pipeline’ to the criminal justice system for many young people. In fact, last December, Illinois U.S. Senator Dick Durbin held the first ever congressional hearings on the topic. One big worry for people who work with kids is the lingering records kids can get from those arrests.

I’m visiting the home of Chicago Public School teacher Valerie Collins, and her son, daughter and I are crowded around a laptop on their dining room table. Valerie’s kids are both public school graduates. I’d heard about a YouTube video that showed a really nasty fight at Sullivan High School in Chicago, and asked them to watch it with me.

“It’s got a million hits!,” Collins is exclaiming. “A million five hits. A million six!” They’re listening to a television announcers account: “We have video of this and first of all the video is graphic. Okay, it’s literally two girls, 17 and 18 beating up a 14 year old. The 14 year old suffered a concussion.”

I’m here to talk to Collins about arrests at school. She’s a math teacher at Simeon Career Academy, and before that she taught at both Lakeview and Phillips. I wanted to know if fights like the one we’re watching are once-in-a-blue moon events.

Collins says serious fights like this happen at some, but not all, public schools maybe a couple times a year. Her daughter says it “sucks,” but while she was in school she became sort of desensitized to such fights, “I wanna say it starts out as a joke because usually the way these, like fights, start off is off of something so ridiculous, so that it gets around the school and then everyone’s just like, ‘Oh, you know, there’s gonna be a fight this period, you know. Let’s all go out and see.”

“It’s worse with cell phones now,” Collins adds, “because with cell phones they text people that there’s going to be a fight. That’s what they do. They text that there’s going to be a fight and then unless we find out about it, everybody knows except for the administration. That’s what happens.”

There were about 4,600 arrests on public school grounds in 2011. That’s about a fifth of the 25,000 arrests of kids 17 and under that year in Chicago.

But of those 4,600 arrests, only 14 percent were for the really serious stuff, the felonies, like robbery, burglary and fights with serious injuries — like that one on the YouTube video.

Most arrests at school are for the still troubling, but less serious stuff — the misdemeanors.

“So you’ve got some smart-mouthed 15-year-old girl, who the teacher says to her, you know, Miss Thang, sit down.”

Here’s Herschella Conyers, clinical professor of law at the University of Chicago.

“And she says to the teacher, ‘You ain’t talkin’ to me.’ And off they go! And the teacher says, ‘I’ll put you outta my room.’ And the student says, you know, ‘I’ll whip your ass.’ Uh –here come the police ! It’s an ag assault. Now. Is the student absolutely wrong? Absolutely. Is there a better way to handle it? Yes.”

Conyers says there was a time when conduct wasn’t governed by the threat that the police would arrest. “It was, you know, here comes the principal, or God forbid – they’re about to call my mother. In those days it would be, could you just call the police and not my mother, you know?”

There were over 3,500 misdemeanor arrests at Chicago public schools in 2011. The biggest category was for simple battery. That could be a punch, a shove, or a fight –seemingly minor confrontations that these days are taken seriously because they can lead to retaliations.

Next was disorderly conduct. Basically? Kids creating a ruckus. No serious injuries.

And the third biggest category? Drug abuse violations. These are usually arrests for small quantities of marijuana, because if it was a large quantity, or drugs like cocaine or heroin-that would be a felony.

That last category, in particular, bothers Conyers’ colleague down the hall, Craig Futterman – also a clinical professor of law at the University of Chicago. National studies, he says, show that white kids use and sell drugs at a rate higher than black kids do. And, says Futterman, that’s true in Chicago too.

“Where the vast majority of kids who use and sell drugs in high school are white. The vast majority of kids who are arrested for drugs, and or, worse, go to juvenile jail or go to juvenile prison for drugs, are African-American,” says Futterman.

Here’s what the numbers say about arrests at Chicago Public Schools in 2011. Almost 75 percent — three quarters — of all arrests were of African-American students. At the same time, in that same year, African-American students comprised about 42 percent of the student body. In fact in 2011, African American students were arrested at a rate nearly four times that of whites or Latinos.

This kind of imbalance is causing a lot of consternation and was a big topic of conversation at Senator Durbin’s national hearings last month.

Craig Futterman and Herschella Conyers think that lower level offenses, the misdemeanors basically, are better handled within the school. By counselors, social workers and restorative justice practices like peer juries and peace circles.

Kristina Menzel is an attorney who represents kids in juvenile court. She says that when principals request arrest, unfortunately it’s sometimes a way for the school to pass a problem kid on to another system.

“Now part of the problem is schools don’t have money for these services, ” Menzel says. “There’s not money out there for education like there should be. So the schools use the courts to get services for these kids that are problematic.”

There has to be a better way to deal with this, she says, “Since once they’re brought in here, they’re more likely to re-offend. And if they go to the Department of Juvenile Justice, their probability of re-offending goes up even higher.”

As serious as getting arrested in school can be, what happens later can be even more serious. Follow our story of how a juvenile arrest record can mess up a young person’s prospects for finding a job.

How Illinois’ Flawed Funding System Shortchanges Chicago’s Students

By Pat Garofalo, posted on Sep 12, 2012

Chicago’s public school teachers remained on strike for a third day today. But as ThinkProgress reported yesterday, even when Chicago schools are in session, students have to deal with a host of should-be-embarrassing problems, including crumbling buildings, lack of art and physical education classes, and an abysmally short school day. (Chicago’s elementary school day is so short that some students are given just 10 minutes for lunch in order to cram in all the necessary instruction.)

These problems stem in large part from Illinois’ education funding system, which is one of, if not the most, inequitable in the nation. Illinois schools rely even more heavily on property taxes than the standard U.S. school district, which, as the Center for Tax and Budget Accountability noted, “ties the quality of the public education a school can give a child to the wealth of the community in which that child lives.”

Huge proportions of Chicago students come from low-income households, so the property tax base from which the schools are funded is not high. The Chicago Reporter outlined some of the practical consequences of this system:

– Due to the primary reliance on local property tax revenue for school funding, there are massive cumulative gaps in per-pupil spending, particularly in poor or minority communities. The 6,413 students who started elementary school in Evanston [a suburb north of Chicago] in 1994 and graduated from high school in 2007 had about $290 million more spent on their education than the same number of Chicago Public Schools students.

– Many of the school districts that spent the most per-student received at least 90 percent of their money from local property taxes. Yet, these districts tended to tax themselves at far lower rates than their poorer counterparts.

– The percentage of state contribution to school funding has decreased four of the last five years and is one of the lowest in the nation.

Illinois is also generally terrible at funding education, ranking 40th in per-capital education spending, despite being 15th in per-capita income. And the disproportionate lack of funding for low-income areas, particularly within cities, manifests itself in several ways. Besides the obvious lack of resources for students, wealthier districts can attract better teachers and pay for better safety measures.

As one Chicago school teacher wrote, “How can the discrepancy be so wide in school funding? The answer is simple; Gage Park [where she taught] is a violent, gang-­‐ridden neighborhood where the houses are very cheap. The worth of the properties will never rise due to the extreme violence in the neighborhood. Also, most of the living spaces are rented – there just aren’t that many people that own homes. Therefore, property taxes are low, virtually non-­‐existent.” By some estimates, it would take about $1.9 billion to bring Chicago’s students up to level at which they were meeting state standards.

Press Release: CPS Fails To Negotiate Fair Contract To Prevent First Strike In 25 Years

Ed07-CTU Stands Strong Rally-CTU Sea of Red ma...

Ed07-CTU Stands Strong Rally-CTU Sea of Red marching through loop to meet Stand Up Chicago Rally (Photo credit: sierraromeo [sarah-ji])

from Chicago Teachers Union

More than 29,000 teachers and education professionals will not report to work today 9/10

CHICAGO— After hours of intense negotiations, the Chicago Teachers Union (CTU) and the Chicago Public Schools (CPS) have failed to reach an agreement that will prevent the first teachers strike in 25 years. Pickets are expected to begin Monday at 675 schools and the Board of Education as early as 6:30 a.m. Teachers, paraprofessionals and school clinicians have been without a labor agreement since June of this year.

Union leaders expressed disappointment in the District’s refusal to concede on issues involving compensation, job security and resources for their students. CTU President Karen Lewis said, “Negotiations have been intense but productive, however we have failed to reach an agreement that will prevent a labor strike. This is a difficult decision and one we hoped we could avoid. Throughout these negotiations have I remained hopeful but determined. We must do things differently in this city if we are to provide our students with the education they so rightfully deserve.

“Talks have been productive in many areas. We have successfully won concessions for nursing mothers and have put more than 500 of our members back to work. We have restored some of the art, music, world language, technology and physical education classes to many of our students. The Board also agreed that we will now have textbooks on the first day of school rather than have our students and teachers wait up to six weeks before receiving instructional materials.

“Recognizing the Board’s fiscal woes, we are not far apart on compensation. However, we are apart on benefits. We want to maintain the existing health benefits.

“Another concern is evaluation procedures. After the initial phase-in of the new evaluation system it could result in 6,000 teachers (or nearly 30 percent of our members) being discharged within one or two years. This is unacceptable. We are also concerned that too much of the new evaluations will be based on students’ standardized test scores. This is no way to measure the effectiveness of an educator. Further there are too many factors beyond our control which impact how well some students perform on standardized tests such as poverty, exposure to violence, homelessness, hunger and other social issues beyond our control.

“We want job security. Despite a new curriculum and new, stringent evaluation system, CPS proposes no increase (or even decreases) in teacher training. This is notable because our Union through our Quest Center is at the forefront teacher professional development in Illinois. We have been lauded by the District and our colleagues across the country for our extensive teacher training programs that helped emerging teachers strengthen their craft and increased the number of nationally board certified educators.

“We are demanding a reasonable timetable for the installation of air-conditioning in student classrooms–a sweltering, 98-degree classroom is not a productive learning environment for children. This type of environment is unacceptable for our members and all school personnel. A lack of climate control is unacceptable to our parents.

“As we continue to bargain in good faith, we stand in solidarity with parents, clergy and community-based organizations who are advocating for smaller class sizes, a better school day and an elected school board. Class size matters. It matters to parents. In the third largest school district in Illinois there are only 350 social workers—putting their caseloads at nearly 1,000 students each. We join them in their call for more social workers, counselors, audio/visual and hearing technicians and school nurses. Our children are exposed to unprecedented levels of neighborhood violence and other social issues, so the fight for wraparound services is critically important to all of us. Our members will continue to support this ground swell of parent activism and grassroots engagement on these issues. And we hope the Board will not shut these voices out.

“While new Illinois law prohibits us from striking over the recall of laid-off teachers and compensation for a longer school year, we do not intend to sign an agreement until these matters are addressed.

“Again, we are committed to staying at the table until a contract is place. However, in the morning no CTU member will be inside our schools. We will walk the picket lines. We will talk to parents. We will talk to clergy. We will talk to the community. We will talk to anyone who will listen—we demand a fair contract today, we demand a fair contract now. And, until there is one in place that our members accept, we will on the line.

“We stand in solidarity with our brothers and sisters throughout the state and country who are currently bargaining for their own fair contracts. We stand with those who have already declared they too are prepared to strike, in the best interests of their students.”

“This announcement is made now so our parents and community are empowered with this knowledge and will know that schools will not open on tomorrow. Please seek alternative care for your children. And, we ask all of you to join us in our education justice fight—for a fair contract—and call on the mayor and CEO Brizard to settle this matter now. Thank you.”


The union is not on strike over matters governed exclusively by IELRA Section 4.5 and 12(b).

The Chicago Teachers Union represents 30,000 teachers and educational support personnel working in the Chicago Public Schools, and by extension, the more than 400,000 students and families they serve. The CTU is an affiliate of the American Federation of Teachers and the Illinois Federation of Teachers and is the third largest teachers local in the United States and the largest local union in Illinois. For more information please visit CTU’s website at .

Still Crazy after All These Years: RACE IN THE CHICAGO SCHOOL SYSTEM

by Charles Payne, PhD
Professor Payne is a Frank P. Hixon Distinguished Service Professor in the School of Social Service Administration at the University of Chicago, where he is also an affiliate of the Urban Education Institute.

This speech was given by Professor Payne at the University of Illinois at Chicago (UIC) College of Education on April 22, 2005.

I’ve been hanging around this campus since the early seventies when it was Chicago Circle. I’m impressed with what UIC has become. Some years ago, I was living in metropolitan Newark, running a youth program. I was running it with the assistance of Bank Street College of Education because I didn’t know how to teach in that context, and Bank Street knows how to teach. When I returned to Chicago, it was depressing that there was not a Bank Street here. There was not a school of education that understood its primary work as being in the streets, so to speak, in the classrooms of the city. In the interim, UIC has grown into a Bank Street–like institution, committed to understanding and improving the dayto-day quality of life in Chicago schools. So I have a lot of respect for what UIC is evolving into.

I am going to talk about the eight-hundred-pound gorilla of race. I’m talking about it because I suspect the inability to talk about race at the school level can be a significant impediment to change, or at least a significant predictor of which schools have the capacity to change. Racial reticence is not only a thing in itself, it is a proxy for other things. Schools that cannot talk openly about race often cannot talk about a whole lot of other things, either. If schools can move to a point where race is not such a scary, sensitive topic, we have reason to hope that they will find themselves in a space where lots of things can be broached more readily.

A couple of caveats: It has been some time now since I have lived in Chicago, and it may be that such knowledge as I have is historical. I would like to think that what I’m going to say is no longer true. I suspect it still is, though. Race behavior is a sticky behavior. The ways in which race is embedded in Chicago schools have probably not changed very much in the last decade. I expect the main themes I touch on to be familiar to most of you who are working in the schools now, and if I’m wrong I will be happy to be told so. I should say, too, that when I was in Chicago, the schools I knew best were bottom-quartile schools according to test scores. So all my thinking reflects the social patterns in the toughest schools.

There is currently a good deal of discussion among social scientists about this notion of color blindness and the increasingly prominent role it has come to play in American racial discourse. One form of the argument is that color blindness is an ideology that functions as the new, acceptable face of racism. People arguing “I am color blind” are, in effect, reinforcing the racial status quo. You cannot change racial inequality if you pretend that race isn’t there. If you go into schools and ask about racial relations you can get an almost offended response: “Well, of course we get along. Of course it’s not an issue. We are color blind. We don’t see race. We don’t see ethnicity. We only see children and all children are the same to us.” Then you look at how the teachers sit at lunch and how teachers deal with their own issues and how information flows. All that is racialized. But they’re going to sit there and tell you they are color blind. What gets lost behind the posture of color blindness? What’s lost is that it gives the educator the advantage of not having to think about how negative outcomes are distributed. If, in fact, we all tell ourselves that in each individual encounter we interact without reference to color, then the fact that there are no black boys in the honors track cannot be put into the conversation, because it has nothing to do with their blackness but only with their characteristics and capabilities as individuals. We treat everybody the same, after all. Color blindness precludes a discussion of the distribution of the goodies, the distribution of privilege by race.

That alone should be enough to make us uneasy, but even more broadly, it allows people to deny the baggage that I think we all bring to the table. For white people that baggage often takes the form of the fear of being accused of being a racist, of being accused of being insensitive, of being incapable of relating to these kids, which then leads people to proactively proclaim their lack of racial bias, which can become a problem in its own right. Trying to avoid the label can, for example, lead some teachers to hold back from saying things they otherwise would have said for fear of misinterpretation. It is almost necessarily the case that some of what gets suppressed needs to be a part of the school’s conversation about itself, so that what we get is a kind of dumbing down of the conversation. Discussion stays at the level of the bland, the safe, and that probably means at the level of the useless. In a variation on that theme, I have watched a number of young white teachers go out into the world, young teachers who didn’t want to be thought of as racists and who therefore were determined to be “nice” to kids, so nice they let kids eat them up. The irony is that kids can interpret “niceness” in many ways, including as a sign of disrespect for their abilities. While we’re cataloging the forms of white racial baggage, we can be confident that it sometimes takes the form of a kind of weariness with the presumptions of black people and brown people, a problem to which we will return.

For black or brown people, racial baggage often takes the form of fear of reinforcing stereotypes. It often takes the form of a reluctance to be too closely associated with the more disreputable members of the group, and sometimes it takes the form of (surprise, surprise) weariness with the presumptions of white people and, perhaps especially so, weariness with the presumptions of white people who are always claiming innocence of being white. There is also the baggage of having to prove one’s racial loyalties. I am interested, as a social indicator, in the degree to which people of color manipulate one another by accusing one another of having betrayed the race. That says something about how confident people are in their racial identity. Presumably, those kinds of accusation —“Uncle Tom!” “Aunt Thomasina!” “Sellout!” “Brown on the outside, white on the inside” are most powerful when there is some kind of underlying insecurity about one’s relationship to the group.

What does whiteness mean to black and brown people in schools? To a degree, it means a certain kind of arrogance, a certain kind of privilege, which need not be related directly to skin color. Being associated with elite white institutions is enough. If you’re black or Latino, but from Northwestern University or the University of Chicago, you should not be surprised if school people receive you as if you were white, at least at first. You go in with “Northwestern” plastered across your forehead, and you have to go through the process of establishing your bona fides. You have to separate yourself symbolically from the institutions of racial privilege; you have to signify, “I just work there.” At Northwestern, we used to have an internship program for African-American Studies majors, which required them to work in black institutions in Chicago. Part of the value of it was they got there and black people treated them like they were white, and they had to learn to fight through that, had to work through this label in order to be effective. In their classes, kids were hearing in myriad ways, “Don’t let these white people push their definitions on you.” In effect, they also needed to learn not to accept the definitions that black people tried to push on them. (Over time, of course, the kids would become too popular and by the time you sent the second or third wave to a particular organization, they would be welcomed too warmly.)

Naturally, factions, which typically are the real governing structure in demoralized schools, are racialized. Ordinarily every school has a narrative about power in that school. How do things happen in that school? Who really has influence? These narratives, too, are ordinarily racialized. That is, the belief is that the principal will only let certain kinds of teachers have certain kinds of positions or only certain kinds of teachers have certain kinds of access. When new programs come into a demoralized school they can be racialized. When the Comer project (i.e. the School Development Process) came into Chicago schools, it was essentially seen as a black program. The program’s founder, Dr. Comer, is a kindly, intelligent, black, Yale professor. The folks pushing the program in Chicago, going school to school, were almost all black and so schools had the impression that it was a black program. Well, half the program facilitators were white for the first wave of schools, and some schools that got a white facilitator were upset. “We bought into this under the presumption that it was a black program and here you’re sending us some white person.”

A part of the untold story of external partners in Chicago is the way that the most successful of them help schools learn to work through race. Ordinarily, if expertise comes into a demoralized school in the wrong racial form, the school may not be able to make use of it. Expertise just gets rejected. A learning process may be necessary to get schools to the point where they can accept expertise irrespective of how it is packaged racially. Being a facilitator in almost any school change program in a bottomtier school in Chicago can be an emotional hell. When you add constant racial attacks, for which people are typically unprepared, the job can be all but impossible. Whatever they do when they train you to be a project facilitator, they probably don’t teach you to deal with racial conflict. Some folks work through it and some folks don’t.

In the Comer case, there were two young women facilitators whose experience typified for me some of the dilemmas faced by white facilitators in nonwhite schools. In terms of the quality of their work as professionals, their commitment to children and parents, I couldn’t say there was a dime’s worth of difference.  But their presentational styles were different in ways which played into the school’s racial imagery. One woman was flat-out shy, not outgoing, was not effusive, did not necessarily take the lead in creating certain kinds of interactions. If you created them she’d respond very effectively as a professional. She would work 24 hours a day to get the job done. In this context, though, shyness is likely to be read as racial hostility, as standoffishness. If you’re one of the few white folks in a building and you seem to hold back, your holding back can become a statement about your racial identity.  And that’s how it was read in this case.

The other facilitator, working in one of the South Side schools, caught the devil from everyone. The parents led the charge. Usually the teachers lead this charge, but it was the parents in this school. You would see them standing in the halls, all indignant, fists on hips, talking about “the White Girl this” and “the White Girl that.” If she were nearby they would whisper about “the White Girl” just loudly enough for her to hear it. They would walk down the hall and look her right in the face and not say anything. Walk away if she walked up to them. In the face of all this, she did not wither. She called a meeting of parents at which she said something like, “I understand some of you are upset because I’m white.” The parents fell all over themselves denying it. “You’re white? We didn’t even notice.” None of us want our smaller selves called out in public, and the parents knew that according to their own best values their behavior was small and petty. They were making judgments without giving the person a chance and poor people know, better than most of us, how destructive that is.  Still, had they not been confronted, they would have probably kept on until they made it impossible for “the White Girl” to do her job. In this case, the facilitator said something like, “There’s not much I can do about me being white. I’m not here to be white, I’m here to work with your children. I want six months. I want people to just let me do my job and if, at the end of six months, you are not satisfied with what I have done on behalf of your children, I will leave. You will not have to run me out of here.” A year later, she was arguably the single most socially central person in the building. She had the deepest relationships across the constituency groups, and when she had to leave because of funding her leaving was a crisis. It was traumatic for almost everybody in the building, but especially so for the parents, who had come to think of her as their special advocate. We can be sure that there are other people with just as much talent as she, just as much dedication, who don’t have the confidence of the second facilitator. They allow racial definitions to be imposed on them rather than imposing themselves on the definitions.

That vignette illustrates something that one could say at several points in this discussion: Race is influential but not determinative. It slows the process down, it frustrates and complicates, but it does not have to dictate unless we somehow allow it to. The vignette also raises a strategic question: How should the Outsider play the role? The implication here is that there may be advantages to playing it aggressively. Silence on race, diffidence, is likely to be read as negative. People of color know perfectly well why white people don’t like to talk about race. The Outsider who puts race on the table openly may put people off balance for a bit. More by showing a willingness to talk about race, the Outsider makes it seem as if he or she has nothing to hide. He or she may gain some credibility, or at least get credit for having a little nerve. Finally, the vignette demonstrates something about what facilitation (by whatever name) does at its very best. We tend to think of facilitation as a kind of technical support, a way to make sure that things actually get implemented in a useful way. It can be that, but it can also be a way to re-moralize schools, to push them in the direction of the professional and humane values to which they are supposed to subscribe. Putting race back in its proper place is a part of that larger process.

One of the most obvious roles that race still plays in schools is as a signifier of intelligence. Ron Ferguson has done a very useful review of the literature on what we know about the relationships among race, expectations and performance.  After all this time, this is not a particularly strong body of research, especially not by the high standards that Ferguson invokes. If one has to make a call with the literature we have, then race, ethnicity, and class all affect teacher perception and all affect teacher behavior. One of the more convincing lines of research on how it affects teacher behavior deals with teacher persistence. When a child is trying to figure something out, how long will the teacher wait? When a child doesn’t figure something out, how many alternative explanations will a teacher offer? All of this seems to be significantly affected by these social cues. Literally and figuratively, majority group children are going to get more chances.

I have recently had a particularly appalling demonstration of the power of race as signifier of intelligence. I am a member of a group of researchers who try to stay in touch with a number of cities around the country that are trying to implement some form or another of progressive mathematics, inquiry-based mathematics. It’s interesting that across the country there’s no clear pattern to the way that form of instruction gets racially coded. There are some places where this would look like the white, elite, upper-class program. This is the way those kids do math, everybody else gets drill and kill. And then there are other places, depending on the politics of the system and how the program is introduced and by whom, where this becomes the black and Latino math program. This is math for those kids. In one of the latter cities, one where implementation has been strong, they have had several years of rising test scores among black and Latino students. The strongest improvement, not surprisingly, has been among black and Latino boys—the previous low achievers. Scores went up on the state test—which was not particularly friendly to progressive math—as well as the SAT, with rising numbers of students taking the SAT. Chemistry and physics teachers were happy because they were getting more kids who could apply the math they had learned. The best of all worlds, right? … Don’t be naïve. When those kids start demanding entry into higher-level math courses, the courses which are almost always the preserve of a white or white-and-Asian elite, the system reacts. Principals balked at creating additional upper-level courses; they couldn’t believe that so many students were qualified. Parents of the kinds of kids who had done well in traditional math courses began questioning the whole progressive math program. The new courses must have been watered down if all these kids got through. The mere fact that black and Latino students are doing well at something is taken to imply a lack of rigor in the something that they are doing. Their success damns the program. The fact that the principals and parents felt comfortable publicly voicing their doubts about the ability of the kids says something about how deeply entrenched is this notion that some kids are supposed to fail. (In another version of the same phenomenon, college students, including African-American college students, assume in advance of any experience that courses in African-American Studies will be less rigorous than others.)

When I first started studying Chicago schools, which goes back to the late 1960s, I was caught off guard by the way teachers would make disparaging comments about a child in front of a child. It was even more surprising that some nonwhite teachers would do it. This is pure speculation, but I suspect that some nonwhite teachers, reacting to the frustration of their position and perhaps reacting to some level of embarrassment over being identified with those kids and parents can be even harsher than others in their statements about the kids and their potential, or lack of it. They can be even harsher, even sharper than their white colleagues, and I think in part they’re not worried about the accusation of racism or the like. Their color gives them a license to be negative without being in fear of that being misinterpreted. At the opposite end of the spectrum would be a group of teachers of color who feel a deep sense of common fate with their children, and who stay in tough schools precisely for that reason.

Whether it comes from a white or black teacher, I’m struggling to find the term for deeply negative, if not stereotypical, comments about kids and their potential. In a technical sense, it’s not racism, because they are not saying the race to which these kids belong cannot learn. It is framed as, “These kids in this school, these kids in this neighborhood, cannot do it.” The negative judgment is particularized in this way. It just happens to be that most of the kids being talked about are nonwhite, a point which, in our rigidly color blind cultures, never gets raised. Presumably, the effects of teachers believing that children are going to fail because of their background are just as pernicious as the effects of them believing children are going to fail because of the inherent inferiority of their group. But by particularizing it in the way that they do, teachers render presentable thoughts that would be unacceptable in their naked form.

Issues of discipline and pedagogy are among the most common day-to-day battles between teachers of different racial backgrounds. When I was doing research in one of the West Side high schools, boys wearing hats in the hall became a battleground between those boys and black teachers. Black teachers would go from one end of the building to the other, “Boy, you take that hat off your head inside this building. What kind of man are you?” And white teachers reacted like, “What is the big issue? We’re caught between the Gangster Disciples and the Vice Lords. Kids wearing hats just doesn’t measure up. We have other things to worry about.” But I think it’s partly a matter of the backgrounds from which people are coming. That generation of African-American teachers—this was in the 1970s—was very much affected by Southern childrearing practices: strict lines of authority, a communal sense of responsibility for children. You have the right to chastise everybody’s child the same way you chastise your own. My guess is that for that generation of black teachers, something was slipping away, black civil society as they knew it was eroding, a change most dramatically symbolized by this new generation of uncontrollable youth. Hats in the hallway came to symbolize the more general disrespect for the old rules and old culture. They were fighting for more than those hats. It was as if, having lost so many battles, they were saying, “This is one we can we win. Here we draw the line.”

The differences in disciplinary styles between the white and black teachers often leads white teachers to say that black teachers are too rigid, too authoritarian, too quick to go to corporal punishment and yell at kids. Black teachers retort that white teachers let these kids get away with anything, and the reason they let them get away with anything is that they don’t care about them. If they cared about these kids, they would make them act just like they make their own kids act. They wouldn’t take this nonsense. Black teachers will say that you go in a classroom with some of these white teachers and kids are bouncing off the walls and the teacher is trying to be Miss Progressive and Miss Nice.

A footnote: There’s another issue which I think is embedded in this discussion, and it has to do with how race and class shape people’s perception of freedom. A powerful group ethic can grow out of experiences of imperialism and economic marginalization. It is, as James McPherson puts it, the ethic that says that until all of us are free, none of us is free.
For people coming out of certain kinds of ethnic or impoverished communities, individual freedom is not the point; it’s the freedom of the group that matters. Individuals have to be disciplined in order for the group to be free. The scant resources that are available need to be devoted to collective needs and collective priorities. Coming from a different kind of tradition, freedom means the freedom of the individual to choose. In Raisin in the Sun, think of Beneatha for whom education means learning to express yourself, and her mother, who can’t even figure what that means or why someone would want to do it; she lives for her family. We can go back to the arguments in the 1960s, inside the civil rights movement, between blacks and whites about what is appropriate behavior and a lot of it—the “Freedom High” fights—seem to come to rest on similarly different conceptions of the nature of freedom.

I want to go back for a second to this notion of “whiteness.” It is a longstanding staple of black humor that whiteness comes in degrees, that some people have more of it than others. There are jokes about “extra-white white people,” about people who were “unreasonably white” and the like. Among black educators, one often heard that kind of remark made about the Coalition for Essential Schools in its early years. At one time, one heard it about the Gates Foundation, although more recently people seem to be willing to give them some credit, albeit grudgingly, for having learned better behavior. And what did they mean when they say that Gates was “white”? Well, they meant that Gates was arrogant in the way it operated, coming into cities with a whole lot of money and a half of an idea. Now, the half an idea they had was small schools, which happens to be one of the better ideas on the table right now. Nevertheless, when you push that idea with no knowledge of what’s happening in the local system, no knowledge of its capacity for implementation, when you push for small schools without thinking about who will staff them or what they will teach, without consideration of their impact on other schools, the results can get ugly. Whether justly or not, Gates was initially perceived by black educators as saying, “Make schools small and the world will get better,” and refusing to listen to practitioners who were trying to say it’s more complicated than that. In this contest, whiteness comes to mean sheer disregard for the thinking of others. It refers to a kind of preciousness about one’s own ideas, the kind of overweening self-confidence that is conferred only by general obtuseness or an Ivy League degree. In historical terms, it’s the basic colonialist belief that there is only one right model and your particular history and culture don’t matter. Lisa Delpit argues that one of the consequences of that position is that whatever particular kind of knowledge nonwhite professionals may have— based on their knowledge of culture, based on the knowledge of a particular locality—gets devalued by the universalist model.

It is very much, both symbolically and empirically, an Ivy League kind of attitude. A lot of the folks who are accused of being too white do come from elite backgrounds. People probably need to unlearn being from Elite U. There’s a contradiction in the whole idea of elite education and working in impoverished settings. Your education beats you over the head with the idea that you’re getting the best education that you can get. Then they say, “Now go out and work with other people and listen to them.” That’s a contradiction because you’ve been socialized to only listen to people who have elite backgrounds. Other folk, with other ideas and other ways of expressing those ideas, are automatically devalued, so that in order to actually make that elite education worth anything, you have to undo a part of it.

Last summer I was interviewing James Lytle, the superintendent of Trenton, New Jersey schools, who is white. We were talking about all of the school reform programs that have come through New Jersey. Because of a ruling by the state supreme court, urban districts in New Jersey have substantial amounts of state money, much of which has gone into comprehensive school reform programs. Name a program and it’s been to New Jersey. In part, I was interested in how, from a superintendent’s viewpoint, the experience of working with outsider programs differed across programs. We did talk about that but he stressed that in many respects working with one reformer is pretty much the same as working with another: Nearly all of them are disdainful in their attitudes toward local educators. Reformers come to town, start implementing their programs and they don’t ask a single person in the Trenton system, “What’s been going on around here?” They do not have enough respect for the system’s professionals to think that they might have something to contribute over and above the model design. Lytle has accused program developers of taking the McDonald’s approach, with all the significant thinking and planning done at corporate headquarters while the franchisees are expected to just follow the policies. That is a good analogy but the racial analogy fits as well. Reformers take the role of the colonists from the mother country, treating the people with whom they are working as if they were peasants or niggers, explaining all failures and difficulties in terms of the limitations of the local people. “Our program would work if only these people didn’t resist so much.”

No doubt, there are times and situations in which teachers of color exaggerate how much relevant knowledge they actually have. We should assume that every group that claims professional privilege is lying to some degree or another, and so when teachers claim a class privilege on the basis of specialized insight, we have to ask whether in that particular situation there is some truth in that or whether it’s purely self-serving. “Because we’re from these communities we have special insights.” Of course, the idea of “from” and of “community” are very complicated constructs. I belong to that generation of black Americans that came out of college in the late 1960s convinced that merely replacing white faces in the school system with black faces was reform in and of itself. That was probably my earliest model of school reform. That was how you did it—you just put faces of color in those positions. Well, forty years later, it turns out to be just a hair more complicated than that. We were making assumptions about the nature of racial community that didn’t take into account the full complexity of the situation.

Inner-city parents and nonwhite professionals in innercity schools are different, I think, in the way in which they process some issues of race. Parents may be more up front with their racial feelings, more on the surface. “I’m immediately distrustful of you because you’re not of the race that I am, and I think your race looks down on mine.” I don’t think they are as invested in that as they seem, and it’s easier to work parents through that. One of the things I got out of the Comer experience was that when you go into demoralized schools as an outsider, everybody hates you. But when you start working at it, some groups give that position up more readily than others. I think parents have turned out to be the easiest to move beyond their surface racial hostilities. Parents may be the first to put the hands on the hips when a racial situation arises, but they may also be the first to let it go. For parents, I think racializing the world is an act of self-protection. It’s a way of saying, “I can trust here, but I dare not trust there.” For educators, it is that, but there’s also an element of staking a claim of professional privilege, which complicates the matter. It is at once an act of self-protection and an act of self-aggrandizement, which may make it harder for people to give it up. In addition, for educators there is the problem that when the race of the people occupying positions of authority is the same as the race of the people who have traditionally been identified with the process of oppression, in some ways, experientially the process of oppression is being replicated yet again. Even if intentions are good, even if people have a real contribution to make, it feels like yesterday, so sometimes people are going to react as if it were yesterday.

Children—I’m thinking really about junior high—talk about race all the time. They talk as if it is important to them but much of that talk strikes me as specious. That, however, is not to say that children won’t use race when it’s available as a tool. Once, I was on my way to an after-school tutoring program in Evanston. As I’m walking up, two boys, both black, both boys who knew me, have gotten into a fight. I’m twice the size of the two of them together but I can’t pull them apart. I finally manage to get a grip on them and one of the boys is so mad he yells, “Get your white hands off me!” Now, I’ll tell you what—I have been called a few things in life but I wasn’t prepared for that. I think what it tells you is he had learned there were some teachers he could back off by saying that. Someplace he learned that there was a tactical advantage, there was leverage, in reminding white teachers that they were white. So when he’s mad and I’m holding him and he’s looking for a weapon to use against me, even though it’s entirely inappropriate in the situation, that’s the weapon that comes to his frustrated mind. Smart kids figure out that the adults are not comfortable talking about race and they figure out ways to use that. So kids will play race, but I don’t have any sense that they’re deeply invested in it. Even more rapidly than their parents, they will give it up once they see what is behind the racial screen. At that age, the real question is: Who’s on my side and who’s not? That’s really what they’re trying to figure out, and race is one of the things they have to explore to do that.

There is a whole set of questions that might be posed about race and external partners, university partners included. For these purposes, consider universities that work in schools as external partners. Nearly all external partners in Chicago have to be purposefully integrated. You cannot maintain a presence in certain public schools unless you take some steps in the direction of diversifying your public face. My sense is that the people in charge of these processes typically really do believe that they are sharing power and authority with nonwhites, and the people with whom they think they are sharing power and authority do not necessarily feel shared with. When I was here I would have said there was no organization, no external partner in this city in which there was not an internal dialogue among the black and Latino members of that organization. The internal racial critique among them always spoke to the theme, “These organizations are not as liberal as they think they are,” and “We’re here but we’re not on the inside. The fact that we’re here doesn’t actually mean that we have authority here.” At the extreme, there’s a critique that says these places really are plantations. People of color are just faces in places. Now there has to be a counterdialogue among white staff members of the same organizations about how they see race. I don’t have the same level of access to that experience, but my guess is that the counterdialogue would be something like, “I wish my nonwhite colleagues didn’t invoke race so much or see race everywhere.”

Let me make a final point. I think one of the most important research themes of the nineties is that social trust is a powerful predictor of the capacity for change in urban schools. I’m thinking particularly of Bryk and Schneider. At the same time, the Consortium on Chicago School Research has been pulling together an impressive body of evidence on the schools least likely to change. If you ask which schools in Chicago over a 15-year period have proven most recalcitrant, the answer would be that they are extremely low income, often associated with housing projects, and have heavy concentrations of African-Americans. Even when you control for all that other stuff that we think predicts school improvement, the schools with social trust are the ones where after 15 years we are most likely to find any improvement. There is another literature, a much older literature, mostly in political science or sociology, which says that African-Americans, other things equal, are among the groups least likely to trust others. These findings have been consistent over several decades.

It would be interesting to think about how these studies fit together. There is a discussion in Bryk and Schneider about how to create trust in a school culture that is distrustful. This is one of the key questions for all of us now, given what we have learned about how much trust matters. Part of their argument is that the way you increase trust is to reduce vulnerability, because when people feel vulnerable they tend to be distrustful. So that when teachers, for example, feel that principal power is arbitrary and capricious and is unrelated to professional issues, those teachers don’t trust. They don’t trust the principal or other teachers, because being in that vulnerable position makes people circle up all their little resources. They’re looking over their shoulder all the time. Sociologically, we should regard the capacity to trust itself as a marker of social privilege—it is easiest to do from a relatively protected status. My sense is that some of the most successful external partners have reduced vulnerability of staff because they become staff advocates, buffers between them and the powers that be. In schools with authoritarian principals, the principal can’t bully the external partners the way he or she bullies teachers or parents. Part of what this implies for those of us who study reform is that a standard question for us should be, “How are patterns of vulnerability being changed by this reform?” That is a question we have simply not been paying enough attention to.

There is a broader question we can ask about this relationship between race, distrust, and vulnerability. Maybe a more heuristic way to think about race would be to treat it as a proxy for vulnerability. Maybe what lies behind the data on the most recalcitrant schools is that these schools are serving neighborhoods which represent extremes of vulnerability on several different dimensions of their lives. Even as compared to other ghetto schools, there is such pervasive and overwhelming vulnerability that it is particularly difficult for any reform to take root.

Wherever I am, I always will be a Chicago partisan. I would like to think that Chicago’s distinctive civic culture may give it something of an advantage in addressing some of the issues we have touched on. I was in New England recently and somebody asked me, “Well, what’s the consensus in Chicago about Chicago school reform. What do people see are the main lessons?” I had to explain that “consensus” has a special meaning in Chicago. “Consensus” here means that I will beat you upside the head until you stop arguing with me. When you stop arguing, we have consensus. Chicago does have a distinctively conflictual sort of civic culture, one in which a level of conflict that would destroy relationships elsewhere comes to be thought of as normal. Perhaps one of the consequences of the long and deep community organizing tradition in Chicago—a combative, conflictual tradition—is this notion that you’re going to be fighting this group tomorrow, and the day after, that group and you are going to beat on this group. That tradition of a somewhat more open level of conflict I think actually gives this city more hope than most. I suspect that a reform culture in which community groups and educational professionals and constituency groups are all present is more likely to generate an honest and open discussion about some of the issues that I’m talking about than the kind of culture that I see elsewhere.

One thing one does see almost everywhere is race working itself in more or less the same ways. It doesn’t matter that much where you are or what the racial groups involved are. With some tweaks here and there, I could give a version of this speech about Franco-Algerian children in Paris or Roma children in Hungary. Wherever one happens to be, the racial situation still seems, as the man said:
Still Crazy
Still Crazy
Still Crazy after all these years…

Longer School Day Brings Promise and Questions

Published: January 12, 2012
Chicago News Cooperative

Twenty hands shot into the air after Ashley Tam asked a question of her third graders during a math lesson on Tuesday morning. One boy threw his arm up with such force that his desk jumped off the ground with him.

It was the first week of the much-anticipated longer school day, as well as the second day back from winter break at Genevieve Melody Elementary School, not a time when one would expect a high level of student enthusiasm.

“I think the kids have adapted faster than we have,” said Tiffany Tillman, the assistant principal at Melody. The principal, Nancy Hanks, agreed, saying she had picked the wrong week to try to kick her coffee habit.

Melody is one of 13 Chicago public schools at which teachers voted to waive portions of their union contract and lengthen the school day to seven-and-a-half hours. In exchange, those teachers receive a stipend of roughly $800 to $1,200 and schools receive $75,000 to $150,000 each in discretionary funds.

Mayor Rahm Emanuel’s push for a longer school day has been criticized by the Chicago Teachers Union, which accused school officials of unlawfully coercing and bribing teachers at individual schools in an attempt to “make the union irrelevant.”

At Melody, 16 teachers voted for the longer day, with 4 against it, but teachers and administrators say they are less concerned with the politics than in making a longer day work.

“It’s a bigger deal to everybody else than everybody over here at Melody,” Ms. Hanks said. “At the end of the day, we have to be here together. You just don’t need that kind of tension coming to work.”

Melody and the 12 other “pioneer schools” that are starting longer days this year are being closely watched because next year all of Chicago’s public schools will move to a seven-and-a-half-hour day — making Chicago the first major city in recent years to add substantial school time district-wide. The longer day includes 90 minutes of additional instructional time and more time for breaks.

A sweeping education-reform law passed last year gives school district administrators the power to unilaterally lengthen the school day and year, but the details will have to be resolved in bargaining with the teachers’ union. How well the longer day works at Melody and the other schools will influence their decisions, officials said.

While most parents, teachers and administrators support lengthening the current 5 hour and 45 minute school day, many questions remain: What will schools do with the additional time? Will teachers be compensated? Can young children handle the longer school day? How can the district, already financially stretched, afford to add instruction?

In many ways, Melody is a microcosm of the city’s system — failing by most accounts, but pushing aggressively to improve. The school, on the West Side, has been on probation for five years, falls 500 students below optimum enrollment standards and, according to federal guidelines, has been failing for years. But with an ambitious, Harvard-educated principal and a sizable experienced staff, the school is registering promising growth.

“Last year, we made good movement for the first time in 10 years and we’re hoping to move more,” said Tyrone Covington, who has been a physical education teacher at Melody for 20 years. “We have no other way to go but up.”

Although the extra time was spent differently according to grade, all Melody classes added instruction in math and reading. In Ms. Tam’s class, the longer day also meant more time for science and social studies.

But she said her students were tired by the end of the day on Monday. “It’s a long day for 8-year-olds,” she said. “They’re adjusting well, but by 3 they wanted to nap.”

Some parents on the North Side, where the public schools are performing better, have raised concerns in meetings and surveys that the seven-and-a-half-hour day may be too long for their children and could cut into extracurricular activities.

Ms. Hanks said she understands, but added, “I need my kids to be able to read. Can you give a little bit of your piano time so that my kids over here on this side of the city can learn how to read?”

What works at Melody may not work at another school, Ms. Hanks said. The district announced on Wednesday that 30 schools with the most innovative plans for using the extra time next year will be awarded $100,000 each. All schools have been asked to devise a new schedule and submit it by the end of February. Officials say the best ideas may be applied across the district.

For Ms. Hanks, the main concern is not the final details worked out by the city and the teachers’ union, but rather the adjustment that teachers and parents will have to make to the stark change in their daily routine.

“You can pay attention to the nuts and the bolts of the schedule all you want, but if you don’t mentally prepare and take the adults through the transition, it’s not going to be successful,” Ms. Hanks said.