DISD Bond: Are They Ready For Our Money?
Submitted by Allen Gwinn on Tue, 01/01/2008 - 11:49.
Happy New Year.
This quarter, DISD is going to pitch a bond package of historic proportions (along with a tax increase, of course) to the public.
The question we have is: can this administration manage the money? Were the promises in the last bond package (and tax increase) kept and delivered to your liking?
Did they get rid of portables at your school, for instance?
We'd be interested in your thoughts and comments.
Click on "READ MORE" (below) to read them.
Website Updates Portables
check out our updated website with overviews of each campus showing the number of portables.
http://www.disdbondelection2008.com
Info on Illegal Immigration
I am in need of info to respond to the Dallas Morning News article on the front page Jan 27, 2008 "Employers ask: Policing immigration at what cost?" I need to know how much the Dallas Public Schools spends on educating illegals? I am a retired DPS teacher and as a taxpayer, I know the amount is very large. Thank you.
[Ed Note: You can't find exact figures--only estimates. Federal law bars the school district from asking those sorts of questions.]
Spending MONEY ??
I come from a Small Farming Community.
At the time I was Growing-Up the Hispanic Population was about 80%; the White Population was about 15%; and the African-American Population was about 3% and; the rest was "Other".
It was claimed, back in my time, that the "Whites" were 150 Farmers; that the Wives of the Farmers owned the Stores and; that the Rest of the People Worked the Land.
I Visited my Community the other Day.
As I was Drinking Coffee with one of my Farming Friends.
I asked him:
What's the Population Now??
He answered:
"About 85% Hispanics; and 10% Whites....
I had to ask:
How about the Other 5%...??
He responded:
"Oh, It's the Teachers and, we still have the Farmers...
I followed up:
Does it Cost more to Run-the-Town ?
He said:
"Nope...It Cost Less..."
How's that?? I asked...
"Ooooh ! We Pay the Hispanics Less;
Hispanics Pay Taxes in Everything they Buy and Hispanics DO Pay Cash... when they Buy..."
[Ed Note: Interesting. Where did you grow up, just out of curiosity?]
Read the Bond
6:30 am January 19 2008
Arose at 6 put on the coffee, fired up the computer,checked the news or noose,fell down.
At 12 am DMN posted Kent Fischer's article about the bond program.
My question is when did Dallas become the agriculture capital of the world? Are there really that many watermelon patches and turnip fields in the city for that many of us to fall of the truck, bump our heads and approve this boondoggle ? RUN THE MARTIANS ARE COMING !!!!
Where is my straight jacket when I need it!!
School Supplies and Bonds
So, this week I received a call from a source at Woodrow requesting a need for printer paper.
Then while at my sons school today (Yes, William B. Travis, I was again asked for printer paper. What in the world is going on here?
I have a district getting ready to ask me to vote on a bond package, and some of our schools don't even have the basic necessities? I wonder how many other schools don't have paper. So, I called my area superintendent.
The response from the assistant was go to the principal.
My response was, that schools should not have to beg and plead for basic necessities.
I have heard of warehouses full of computers and other items sitting there collecting dust.
Also, while at school today I noticed wires running along the floor. Answer to that question was, well those are the internet wires that were installed but never hooked up.
WASTE!!!!!WASTE!!!!WASTE!!!!
Supply Shortages
Please understand that the cost of all supplies trash bags, paper products have almost doubled over the last few years. The high cost of fuel has affected the daily supply needs of all schools. The budget for these items has not kept up with inflation. As for the wires that were not hooked up was part of the e-rate issue. Fed money were cut off before they were completed.
High Costs and Supplies
Well, high fuel prices have affected everyone but does that keep me from having toilet tissue and paper at my home, not. If your customers (students) need toilet tissue, paper, paper towels, etc., then you find a way to get it to them before they run out.
Why don't we do a comparative inventory? Let's check the restrooms @ the administration building against a nearby campus, wonder what we would find?
We (DISD) can always find an excuse not to rather than finding a way to succeed, can't we?
Supply Shortages
I am not making excuses. The school does not control the amount that goes in to the custodial budget. Thats downtown. They have not increased the amount per child for at least 10 years. This budget is different from what the principals have in theirs.
Supply shortage
Yes, I understand the cost of items have increased, but so have my taxes by over 50%. Our local elementary school passed the cost of paper onto the students. When we purchase supplies through the PTA, a ream of paper is included in our supply cost. Please DO NOT tell me that the basic necessities cannot be purchased by the district. They have a warehouse full of computers not being used. I am sure there is another warehouse full of supplies collecting dust daily.
Lack of paper
Hey, at some schools, we are allocated how much paper we can use. We are given a set amount at the beginning of the semester.
Call the area superintendent back. Ask them if THEY ever run out of paper. If so, who do they call?
The top staff LOVE to tell you to call the principal, when the principal can't even get their windows fixed or trash cans for the bathrooms.
I know of science teachers who have been told there is no money left in the budget for paper towels for their labs.
[Ed Note: They need to be posting here.]
Lack of Paper
Well, still no paper at Woodrow Wilson or WB Travis. Thankfully, I put a call out to the community and a local printer, Hill Printing, delivered 4 boxes of paper today to my house. What would we do without our community? It's a shame the administration cannot ensure that our schools have the BASIC necessities to perform their everyday tasks.
I'll get some TP for Travis,
I'll get some TP for Travis, and if there's extra I'll hand it out at the front of the DISD Building right before school starts back up this coming fall. hehehehe..
It's pretty simple.
Just post a need.
[Ed Note: We're going to hold you to this, you know!]
Toilet Paper
Should I add toilet paper to my daughter's school supply list for next year?
[Ed Note: There's a novel concept!]
Don't Forget Soap
While you are adding to the list of things your child will need for school next year, you may want to add soap. There is rarely soap in the bathrooms, including the staff facilities. There are some campuses in which I WILL NOT use the restrooms. I will stop at a convenience store before I get there....(we all know how nasty those can be) Think of everything that is spread to doorknobs, walls, other students, pencils (which will go into the mouthes of many students), books and even food. NASTY!!!!! I feel SOOOO dirty after leaving some schools. Isn't there something that can be done? Maybe we could have saop-making 101 in our art classes??? Any suggestions???
[Ed Note: There are schools where the bathrooms are worse than convenience stores? You must not be shopping at the same convenience stores!]
TP's purpose
By all means, add TP. After all, we know what TP cleans up, and DISD is full of it these days! Buy a case!
[Ed Note: Ahh, now we're waxing poetically...]
My Mission - Toilet Paper
Wow, I now have a mission, it's just what I needed. I will enjoy this trust me.
I have my TP box already.
Besides, we all know what that TP need is symbolic of for the administration..
Spirit, Pride & Be Prepared
In the spirit of being prepared for next year any school that ran out of TP should post the need for toilet paper, or other needs, on the Dallas ISD website. This must come from the school, schools are allowed to set up user id/passwords. Schools, please, visit the Dallas ISD home page and click on VOLUNTEERING. At bottom of page find CONTACTS then click it. Send your representative an email or call them. If more schools do this perhaps there will be more public awareness. More PUBLIC awareness.
I am still going to save up extra TP to hand out in front of DISD Admin. when needed.
[Ed Note: Please let us know when you are going to do it. We'd like to help you "wrap" things up!]
New Math and the Bond Report
Lets take a closer look at Mr. Fischer's article. You won't keep up with out a program. Print the article and you will see 21 paragraphs. number them and away we go !
For the sake of argument lets only look at the $1.28 BILLION BOND info and lets say we all voted yes in may 2008
The article begins by speaking about 8 specific schools. Midway through paragraph 2 we see that, according to the report outlining the proposed bond program submitted by the advisory council,under the $1.28 billion package, 3 of the 8 schools, including Adamson High, would be closed and replaced by new ones. Lets call this scenario A.
Craig Reynolds, chairman of the advisory task force that prepared the report, then states in paragraph 8 that under the $1.28 billion package , 6 of the 8 schools would remain in use and 2 of the schools would be put to some other use. Lets call this scenario B
Paragraph 9 states that the report says that Adamson High will be replaced under every scenario.
scenario A: 8 schools minus 3 schools plus 3 new schools = 8 schools with Adamson High replaced
scenario B: 8 schools minus 2 schools plus 0 schools = 6 schools with Adamson NOT replaced.
Paragraph 11 then says the report calls for building up to 14 new schools.
If scenario A is correct could we only need up to 12 new schools ?
If scenario B is correct could we need up to 16 new schools ?
Paragraph 1 states that the report recommends closing the 8 schools that the district recently spent $28 million renovating.
In paragraph 4, Phil Jimerson, the districts director of construction services, said $28 million isn't too steep a price for an sdditional ten years of use out of those 8 schools.
In paragraph 9 it is stated that Adamson High's renovation was completed in 2006 using $9 million of the $28 million for the 8 schools.
In paragraph 4 Mr. Jimerson states that Adamson High, as of 2006 has 10 more years of use.
In paragraph 9 the report says Adamson High will be replaced in every scenario of the $1.28 Billion
According to my calender,based on 1 revolution of the earth around the sun equaling 1 yr, Adamson High still has more than 8 but less than 9 years of use left. If bond elections are going to run in 6 year cycle's how did Adamson High make the list ?
And what about scenario A and B ? If Adamson doesn't need to be on the list in this go around and the other 7 still have enough life left to be used in scenario B, Why in the world in scenario A are we going to tear down 3 and build 3 new ones ?
And in scenario B we use 6 of the schools, as is, and according to Mr Jimerson the other 2 could be used for administrative offices or for after school and summer programs. Do you think just maybe if those 2 schools are suitable for after school and summer programs they are suitable as schools ? They will still heat and air condition and staff them either way !We just delayered from 7 to 5 layers of management with a reduction of administration staff of 120+ personal. How on earth could we need more administrative office space ?
SO LETS TALK MONEY
Do we need all 8 of the schools we are discussing or only 6? Do we need 12, 14 or 16 new schools ?
In scenario A we need all 8 but need abandon 3 and build 3 new ones.
In scenario B we only need 6 and do not need to replace any.
Lets say that each new school, how ever many we need, the average cost is $50 million, the same cost as Conrad High School which a year and a half after opening is still half empty. Paragraph 20
I don't think that is to far fetched if they factor in room for expansion and furnishings.Scenario A calls for replacing 3 schools that are usable in scenario B. That is a $150 Million dollar question mark in a discussion about 8 schools.
Scared yet ? Try this The report says the district still needs $900 Million for repairs to existing property. paragraph 15
$1,280,000.00
- $900,000.00
= $138,000.00
Now we are $12 million in the hole if we build 3 schools
Sleep Well
[Ed Note: What I'm interested in is exactly how much this is going to raise my property taxes?]
Property taxes
Editor's comment about "how much this will raise my property taxes..."
While that is important, the bond issue would normally just be a matter of deciding where the money was needed most.
Now, we have to decide if we can even trust them with the money.
Forget the cost to the tax bill for now.
Maybe if we defeat a bond issue from DISD, they will have to explain to the public how they intend to restore our faith in them.
When will you start a thread on the next Trustee election?
[Ed Note: I highlighted the portion of your comment that is the main question. You'll note: the thread is not "we don't need a bond election," it is "are they ready to handle the money?" Trustee election thread coming up next month.]
Adamson's future
Hey, Adamson is in sore need of help, but what will happen to the old building? Are they saying tear down the OLDEST Dallas High School? NO historical preservation, and they do that for Woodrow?
Hmmm.
Hammering Skyline
They just hammered Skyline tonight, telling parents it is a done deal to move the clusters. They lied. The other day, they insisted that no decision had been made. Disgusting.
No. No money. Sorry kids, you can't trust them. You will have to be forever stuck in overcrowded schools because certain adults can't get their act together and think of you first.
Skyline and Conrad
Oh ye of Skyline - never under any circumstances accept "It's a done deal"
Remember why should you accept "No" as an answer from someone who cannot say "yes".
Organize! Stategize! Mobilize and maybe compromise. But do not roll over!
Do not accept this as a threat to pass the New bond proposal.
This is our school district, not Ms Mincheaux's or Mr Hinojosa's or even Mr. Martinez's or Ms. Collier's. Get the committee names of those recommending this to the Supe/bd of trustees and check out where they live - in or out of the district. Where their kids go to school. Pressure your trustee - not just the one that happens to have Skyline in their district.
Beware, all kinds of changes will be threatened to pass another bond. Have no part of it. Any bond program has never and will never be implemented as presented. The presentations will only be for passage and then they proceed as they wish, no obligation legal or otherwise to build, or fund as the original proposal suggested. Remember also, that there is no recall for school board trustees in Texas. Another reason to contact your state legislative folk for help. Make democracy work for you.
This your school, your kids, and your money. Come up with a solution or at least a group of folk willing to work toward resolve. Demand participation and input. But don't let it be a done deal!
[Ed Note: Again, I'm asking: are the moves to Conrad really going to destroy a magnet program--or is all this animosity a result of the administration's failure to communicate? My first impression is that the move doesn't sit well with me either--but I don't know why. Nobody to this point has explained why this is bad.
With all the grief going around, someone should be able to do that, don't you think? I'd like to understand why this is something more evil than just moving a bunch of folks around.
So before we talk about recalling trustees or call everyone to mass protests, can we figure out exactly what everybody is mad about?]
Clusters moved from Skyline to Conrad
My son is a senior at Skyline. Our and his opinion is that when the clusters are moved to Conrad it will just make more room for low performing neighborhood kids ie.. street kids as our son calls them. I also attended Skyline in the 80's. We had to maintain a c or better average. What happen to the high standards that even Townview still has.
[Ed Note: Yeah, this seems like a risky move. I hope it works out for the Superintendent. It will not be pleasant for him if it doesn't. Everybody keep an eye on the TAKS scores.]
Move Would Destroy Program
Skyline is a total package. It offers foreign languages and some AP classes not available at other high schools. It also has some sports not offered at Conrad.
You still don't get it, because you never went to the school or have kids who do--yet.
Part of what makes Skyline work is the balance between college prep courses (clusters) and the vocational. Unlike Booker T, where they think everyone will win a Grammy or an Academy Award some day, or Townview, where everyone at SEM is in the 40% percentile or above, Skyline has a mix. You have regular, AP track, vocational and other kids in band together. In the lunchroom together. In the sports fields together.
If you take away 25% of the clusters, you upset the balance. You disturb the program. You also are moving kids against their will to a school they did not apply for--and that has to be illegal somehow. These kids signed a contract in 8th grade to attend the cluster at Skyline, to perform well and behave. They have kept their end, how can DISD just arbitrarily move them--and without any input from the teachers whose programs are moving, the elective teachers who could lose too many students as well --much less the parents and kids?
It is a double hit: the way they did it, and what they did.
Understand? I will use magic to explain. Imagine that the Park Cities and their schools are annexed to DISD.
Take one fourth of HP Scots and put them at North Dallas high school. Tell the HP quarterback he can still play football at North Dallas HS. Tell the girl who is on the swim team that she can still do "other stuff." Now, would that seem right, fair? Tell them that they didn't need those German classes, or the senior trip. Tell them that it is the same, although they won't have Mom serving them food from a sushi bar, and there are some other things, like limited parking, so they will be bussed now.
Think about it. Would the HP parents just think it was okay?
[Ed Note: OK, now we're getting somewhere. But we need a list. What, exactly, will be lost? Lets get some specifics. Do we know what resources the students at Skyline in the affected clusters use on a regular basis that will no longer be available at Conrad?
Teachers at Skyline need to document this and get it to me so we can publish an article about it. Let's get more specific than "we don't want to mix our kids with those kids" or "we don't really want to drive that much further to go to work."
This makes a great synopsis. Now we just need the details.]
Skyline resources
I'm working on specifics broken down by students moving to Conrad, but everyone seems to be looking over their shoulder afraid of retaliation. Here is a list off the top of my head of what our students are offered. These are offered to all students, Magnet or Neighborhood.
Advance Placement Classes offered at Skyline:
English III, English IV, Spanish IV, Spanish V, Calculus AB, Calculus BC, Statistics, Biology, Physics B, Environmental Science, Chemistry, World History, US History, Government, Economics, Psychology, Drawing, 2D Studio, 3D Studio, Art History
Languages:
Spanish, Native Speaker Spanish, French, German, Italian, Russian, American Sign Language,
Fine Arts:
Jazz Band, Marching Band, Orchestra, Choir, Guitar, Show Choir, Dance, Painting II, III, IV, Drawing II, III, IV, Airbrush II, III, IV, Sculpture II, Jewelry II, III, IV, Ceramics II, III, IV, Theater Production, Technical Theater, Theater II, III, IV
Sports: Golf, Tennis, Swimming, Soccer, Basketball, Track and Field, Cross-country, Wrestling, Volleyball, Baseball, Softball, Football, (many with winning records and offered for boys and girls)
Other Activities: Freshman, JV and Varsity Cheerleading, Drill Team, Baton, Flags, Boys and Girl Step Team, Anime Club, Guitar Club, LULAC, FCA, FFA, VICA, Academic Decathlon, Business Professionals of America, Future Teachers of America, Speech and Debate team (Including CX debate, Lincoln – Douglas, Student Congress, Oral Interpretation), Mock Trail, Student Senate, Peer Assistance and Leadership, Youth and Government, Salsa Team, JROTC, FCCLA, Spanish Club, French Club, Thespian Society, National Forensic League, Mu Alpha Theta, German Club, Fashion Club, DECA, Architecture Club, Yearbook, Newspaper, ACES (flying club), National Honor Society, Art Club.
[Ed Note: Right, but we need to find out specifically what kids are losing what resources. For instance: if you are moving programs that are heavy into Mock Trial, I'd be interested in how the District is going to handle it. Are they going to provide access to the program or just say "too bad?" We don't know the answer to this yet.]
DISD Bond Proposal
Judy Meyer, the principal at Burnet Elementary promised that 50% of the portables would be removed once the overflow elementary was built at Walnut Hill and Webb Chapel in Northwest Dallas. Guess what? All the portables are still there two school years after the new elementary school was built. I lived on Dale Crest directly across from the portables. There was always break-ins and vandalism surrounding the portable shacks. I saw my property value decrease as a result of the portable shacks. I lived at my home for 21 years. I finally gave up on my neighborhood and moved to Carrollton in 2006.
[Ed Note: The first part of your post hit on a very good concept: did they do, with the money, what they said they would do last time? If not, why will this time be different?]
Overcrowding in NW Dallas
I grew up in North West Dallas and went to David G. Burnet. I moved to the Brownwood area in 1974. There was only 12 kid on the entire block which I live. I have seen the population grow and grow.
With the open borders we now have 77% Hispanics in the Webb Chapel area. Webb chapel is also known as the # 1 drop off area for illegals. I am Mexican American and I know that there were only 66,000 of us in the 80s. Now the is over 500,000. As long as we have open borders we will have a need for portables.
Another Townview Student
"Studies have shown that if you were to expose almost any *willing* student to this cocoon, they would also excel."
This quote was used in an argument that was very adamant against Townview, criticizing the small and sheltered clusters.
It assumes that excelling is a something negative. We at Townview do not believe that we are superior to any other student, nor that other students could not excel at our magnets.
I do believe, however, that students who are most willing to learn do consider Townview as an alternative to their neighborhood school and that an environment full of people with similar interests is stimulating.
Just because Townview schools do very well does not mean that other schools should not do well too.
Additionally, the fields that many students at Townview are interested in pursuing are high level fields such as medicine, law enforcement, and business which do draw, again, a small group of people with similar interests.
For DISD to be successful, we need to look towards students who are excited to learn, whether they attend Townview or a neighborhood school, and use them as examples, rather than thinking of the failures of a mass.
Another Townview Student
Another reason I will continue to support the magnet program in the DISD. This is the second student who has voiced their opinion in such an eloquent manner that obviously they are doing something right at Townview.
Townview Kids Missing Point
You still miss the point---we are not AGAINST Townview, per se.
Many just think that if they are going to have Skyline and Townview---they should be treated the same.
They both have specialized programs that appeal to a smaller number of students who perform at a high level. Yea, we get that. But one school has regular kids in the hallways, and one does not.
You know, using their academic achievement is a smokescreen. While the majority of Townview and Skyline magnet kids are not white, the argument made by the two Townview kids on this thread are remarkably like the ones made for segregation.
Replace "Townview" or "magnet" with "white"--and replace "regular" or "other DISD schools" with "black"-- and see if it doesn't ring a little hollow.
The argument that these Townview kids *need* to be separate ALL DAY LONG from anyone who isn't just as high-achieving is a bit pretentious. That is my point.
Oh, and yes, Townview kids in other schools' bathrooms, district events and other places do brag about how they are "better" than the other DISD kids. I have heard it MANY times, many times.
But there are snobs in all schools. Again, the issue is utilization of resources. Should the halls of Townview only be for a select group? If you read that and say, "Yes!" then argue to have it at Skyline, too.
[Ed Note: But is Townview "working?" Are kids getting a good education? For the benefit of readers who don't know what it is, why don't you give us the background on Townview?]
Portables
I am a teacher within DISD. Last bond the district made the promise "no more portables." Yet the new schools are at capacity and if they don't have, they will soon have, portables.
DISD Bond
While I am a mother of 3 children in the DISD and a taxpayer, I would like to see the district wait a year before asking the taxpayers for more money.
Our schools here in East Dallas still have portables. Take a look at Dan D. Rogers on Abrams, Lakewood Elem. and many others.
We are lucky to have a computer in each classroom.
For example, at Lakewood our Science Lab and outdoor learning center was paid for by the parents and supporters of Lakewood.
Each year our teachers know if they need something, they will need to ask the parents and PTA.
I would need to see a breakdown of each school and their needs before I would buy into another bond program.
Are the new schools performing and are the new facilities increasing their performance?
In the end, a great education boils down to great teachers and involved parents.
[Ed Note: Ahh, charts and graphs! I'm sure they're coming!]
DISD Cannot Manage Money
Did you know that over half of the teacher in DISD are not certified to teach what they are teaching your kids now. They just pick up anything, and pray that they will pass a test a year later. Most don't.
To find out if a teacher is certified in DISD, just go to the site below, click on the left where it says CERTIFICATION INFORMATION. Then click on OFFICIAL RECORD OF EDUCATOR CERTICATION. Type in the Teacher's first and last name. Voila!! YOU'LL SEE!!
http://www.sbec.state.tx.us/SBECOnline/certinfo/nbptscand.asp?width=1280...
The principals are TEACHERS, not trained to MANAGE MONEY. They still cater to friends, family, and associates, not Excellent Teachers. They could care less. All they care about is the ADA (Average Daily Attendance). Keep the kids in school long enought to make money off of them given by the state and the Feds. Over 70% of DISD's students are Computer Illiterate. A large percent don't graduate. Where is they money going? Why are we paying DISD administrators and teachers? Why? Why? Why?
We need DISD to be broken up into about 5 independent school districts or more. It is too big, nobody is capable of managing the staff or the money. They do not even know where the money is.
We need to GO PRIVATE. This is the only way that our children will be properly educated.
[Ed Note: Hmmm...]
District's Size, Breaking It Up
As a DISD grad and a DISD teacher, I think you make an excellent point about the district's size being an issue, but ... how do you propose to divide it equitably? Also, it's hard to imagine the political logistics of who gets what (and whom).
Incidentally, one word of caution re: the database: If you find a teacher isn't listed at all, consider the possibility of a name change, especially if the teacher is female. I'm certified in five subjects, but if you looked me up by my married name, you'd think I had no credentials at all, simply because the process they provided for making the name change involved a nonfunctioning e-mail address.
How To Become Certified
I just spoke to a teacher friend of mine, and she let me know that all you have to do to become certified is pay $20 when your validation expires. That's it. Not test. Nothing.
Correction to How to Become Certified
What your teacher friend was referring to was the procedure for renewing a Texas Standard Teaching Certificate. While it is true that the cost to renew your Standard Certificate is only $20, you must also verify to the State Board of Educator Certification that you have completed 150 hours of staff development in the area of certification (and be prepared to show documentation upon request).
To gain an initial Standard Certificate the educator must either go through a university program or a state-approved alternative certification program. And FYI, the educator has to take a minimum of two, state exams before a certificate is issued.
For correct information please go to the state's website - www.sbec.state.tx.us and click on "How to Become a Teacher in Texas."
Where are you on this?
Are you sure you know what you are looking at? Did you look at 11,000 certifications and current assignments? Under NCLB, teachers MUST be "highly qualified," meaning certified. If they didn't, the DISD would be in trouble. They went to extreme measures two years ago to verify all of our certifications. I know that in my school, there is not one teacher out of compliance on NCLB.
And privatization? Really? Would we use the Enron, Halliburton or the United Airlines model of management?
Yes, we could break the district down, but then, the tax base would go with the schools. No more Townview. No more Booker T. No Skyline. Could Lakewood alone pay for all the schools in its area, 'cause their poor neighbors don't have the money.
High Failure Rate on Certification
Teachers are able to teach w/o getting certified for a period of time. If you are so clueless as to believe DISD hires only certified teachers, take a clue:
www.nctq.org/nctq/research/1180459030130
With the extreme teacher shortage, even districts that aren't in the business of simulating organized crime rings are having problems with getting warm bodies in classes before the opening of school. This is a national problem, and NCLB is simply the standard; it's not a guarantee of anything.
DISD in trouble for violating the law? Since when? Name it and claim it. Similar to Enron and Haliburton, DISD has a 35-year history of considering itself above the law. It employs the same techniques used by businesses that are accustomed to scamming the public--protect the CEO at all costs, sell a shoddy product, hire spin doctors to protect you from the media, put your financial house in intentional disarray,and get the attorneys working on anyone who dares to penetrate the smoke and mirrors.
The comments on this blog regarding the attorneys hired by DISD really need some investigative work. Since when is it kosher to use the law firm of prominent legislators in Dallas? Since the grievance process is a total travesty where the house always wins, getting a DISD contract for legal work is akin to winning the lottery. The most incompetent attorneys working for DISD can make top wage for work that would get them fired if they were in an actual court.
Find an attorney for a teacher caught in the matrix of a DISD grievance process? Highly improbable. So with the lack of fiscal transparency, a grievance procedure that is a sham, teachers being told not to speak to the media, and the majority of DISD schools included on the low-performing list, I am sure many parents and citizens think going private might be a solution.
When the idea of breaking up the district into at least 5 smaller districts where transparency and accountability might be more manageable is brought to the table, there is always a response that it would harm certain programs or that federal monies wouldn't be available in the amount they are now.
With the fraud apparent with the Pcard scam and the trip to Canada this year, that argument doesn't hold water if a more accountable district is the goal. Why gather federal monies when fraud is the outcome? And if magnet programs only serve a small portion of the students, and these programs are skewed toward anglo students, some of whom don't even live in the district, how is that a defensible argument for the majority of students who are not served by any existing program?
Smaller districts also have magnet school programs, and the new Uplift schools are generating remarkable results with much less money per student than DISD. DISD has corruption written into its DNA, and not one superintendent since Linus Wright has had any impact on diminishing corruption, and he didn't understand instruction so instructional programs suffered.
This district cannot be reformed. It needs to be broken into smaller, manageable districts where parents' and citizens' voices can be heard, where the money trail can be followed, and where the majority of kids have access to a quality education. As it is, the total chaos surrounding its hiring and promoting practices, its infrastructure, its fiscal nonsense, its glorification of secrecy, and the heartbreaking results in academic achievement on most campuses make reform nothing but a buzzword for another regime.
Smaller might lead to more accountable, and there is the rub. Think of everyone who stands to lose if this district were actually accountable to the taxpayer, and then listen to the deafening roar against it. You will hear the sounds of nepotism, graft, incompetence, and delusions of grandeur shouting no!
Number of Certified Teachers
Whoa, just a minute. You refer the readers to a conservative think-tank's website that produces a pdf file of a 7 month old piece by Becky Oliver of Fox 4 TV? THAT is your "proof" that Dallas hires uncertified teachers? Ha! Man, did you not get this story right.
Oliver's piece was shot to pieces months ago. Yes, a lot of teachers failed a state exam...Just like JFK, JR failed the New York Bar Exam THREE times after graduating from Brown University. Many of the teachers cited in her skewed report were ALREADY certified in one area, but were trying for certification in another.
A 4th grade elementary teacher decides she wants to teach high school. So, she takes the test for high school English. She thinks she can pass it based on classes she took ten years ago as a college student. Since there is no penalty for taking the exam and failing it, she decides to take it cold. If she passes, great! if she doesn't, she knows how the test is structured, and she can better prepare herself for the next round.
Does that make her a bad teacher? Heck no!
I have taken 5 of these exams. Passed every one of them very highly, but they were very difficult, nonetheless. Oh, and if I made a 90 on it, and the teacher next door made an 86, does that mean I am a better teacher, that I can handle discipline better? Nope.
Under NCLB, we must prove our certification. And we have.
Red herring, there, my friend.
[Ed Note: See, this is why we like having teachers who do research helping out here to validate claims!]
Certification for Subs
I know for a fact - I am teaching there - there are subs who are teaching long-term assignments (one six-weeks or more) who are NOT certified in the subject area.
There is a strict rule - it's in the sub handbook - that you must be certified in the subject area to teach more than 10 consecutive days in one class.
One sub has been asked to "sub" the entire school year - and she is not certified. I guess the principal/district doesn't want to pay for a certified full-time teacher.
ExCet Easy
I took an Excet exam to become certified in a second discipline and passed with a 91. It took me about 30 minutes to take what I considered a simple exam.
There are and have been many teachers and many admnistrators teaching on emergency certificates. They may be in the process of getting certified, but a percentage is unable to pass the certification tests within the required time frame.
The fields of math and science have severe shortages, so before a parent makes any assumptions, a check of the SBOE website will give a good indication if the teacher is certified. It can also tell a very interesting story of DISD principals on emergency certificates who were not able to pass the test.
Magnet Programs "Skewed?"
Magnet programs are "skewed toward anglos"? Where do you get that information? Why does everyone parrot one easy stereotype after another about DISD? Most of them are based on nothing.
[Ed Note: Yes, we'd like to know how this is the case as well. We've always viewed "education" as "education." Hopefully someone is not making the claim that education should be class or race-based?]
The Data Speaks for Itself
I like data.
Maybe you should acquaint yourself with it. The state has a database full of information on every school receiving tax money in the state of Texas.
Compare the number of anglos in DISD attending magnet schools with their percentage in the district as a whole.
Gee, how did that happen? You mean at some magnets there are 8x the number of anglos there are in the district? You mean in some magnets, it appears social class is part of the filter since the socio-economic status is also skewed to the extreme?
Now look at the money spent per student compared to the low performing schools full of minority students who somehow didn't make it through the race and social class filter.
While the point of having the magnets was to was help the desegregation efforts of the district, the purpose was never to give a better educational experience to the few anglos left in the district while the vast majority of minorities are stuck in schools with no special programs and half the funding per child as magnets with high percentages of anglo students.
Of course education is race and class biased. It always has been, but let's take the energy we might have available for changing that situation to equity for every child, and use it to pick up trash and paint classrooms.
Oh, yeah, here is the link. There is a wealth of info including a link within each campus page on comparing it to demographically similar schools across the state and giving the output in terms of progress in quadrants. You might be suprised at how some schools with good reputations in DISD are not high achieving when compared with similar students across the state. That is also the case with SEI data, which is also an important piece of info for parents.
http://www.tea.state.tx.us/perfreport/aeis/2007/index.html
So rather than picking up that can of latex, follow the money, follow the output, and raise the hard questions. That's what citizens in a vibrant democracy do.
[Ed Note: See, I like claims like this: "the percentage of people born with this color skin doesn't match the percentage in organization so therefore the system isn't working."
Correct me if I'm wrong, but your argument seems to be nothing more than an argument for race/sex-based quotas across the board.
My daughter was actually, at one point, excluded from a TAG class because there was preference given to a student from a different race. So there is evidence that the District does try to promote "balance" at the expense of anglo kids.
I think, rather than complaining about lack-of-quotas or decrying volunteerism in schools, you would make much more of a difference getting kids (and their parents), in more challenged socio-economic conditions, to value education. There are plenty of ways, even in DISD, where a quality education can be found--in any area of Dallas.
It's just too bad that you seem to be so down on volunteering to help kids find it.]
The data does indeed speak for itself
I have two main points I'd like to make as a Townview student. The first concerns the ethnic makeup of Townview. I can't argue that Townviews makeup is not representative of DISD. However, it is representative of the makeup of Dallas as a whole. Dallas's makeup is much more similar to the ethnic makeup of Townview than of DISD as a whole. You also can't claim that there is a bias towards anglos.
If you want to look at socioeconomic class, you will also find that the majority of students in Townview are considered low SES. Townview is not a school full of rich white kids. It is a balanced school that gives a fairly represenative view of Dallas as a whole.
About your complaint that the magnet school funding is unfair, I couldn't agree more. Schools should receive equal funding. It is unfair the Science and Engineering magnet, one of DISD's highest performing schools receives $3481 per student, while schools like Madison High school receive only $8615 per student.
This information is coming from the official 2007-2008 budget that i have with me. It is a matter of public record, and easily checked. I went through and researched all of this for a letter that the SEM student body was sending to Trustee Lew Blackburn to express our concerns about Townviews future.
The data really does speak for itself.
Spending Per Student
I just checked the veracity of your statements regarding per student spending, and I am not amused. According to the TEA database, operational costs per student are about $7600 per student at Madison. So I want to know what I have to show as a taxpayer for the 89 students who managed to graduate?????
While I am a proponent of equity in terms of spending following the child, I want to know who wishes to step up and hold themselves accountable for the production of so little for that amount of money???
A total enrollment of 550 students and 69 professional staff???? This is ridiculous to the extreme, and I'm not upbraiding the faculty and staff who were there because this insult belongs on the superintendent's desk. What is he spending his time doing?? Giving Dallas Achieves presentations to the Citizen's Council?? Having his contract renewed? This is an insult to all of us. Maybe he would like to send their spokesman out to spin this, so we could have another waste of money.
Who is holding him accountable for this outcome????
[Ed Note: We all will.]
"Challenged" SEC?
A simple look at the ethnic segments at magnet schools is extremely revealing, and you are missing the point.
I've read a multitude of postings by art teachers who don't have even minimum supplies to teach their classes.
Yet if we look at the current Arts Magnet ethnic breakdown, anglos make up 41% of the student population while they are only 5% of the district, and the BTW student population has less than 30% "challenged SEC" while the district has about 84%.
Even at other magnets or vanguards or academies that are more evenly apportioned to 30/30/30, the anglo pool in DISD is still only 5%, so anglo representation is many times greater than their presence in the general DISD population.
Of the 576 anglo graduates in DISD in 2007, 71 were at BTW.
The conclusions to be drawn from this could be that BTW is serving a deseg purpose by keeping anglo children in DISD. That might be noble if all the minority students who don't appear in numbers comparable to their representation in the DISD population could get similar art instruction at their home schools. A look at the budget for supplies gives a negative answer to that.
Or we could believe the school wanted the best trash pickers they could find, and these parents were more than willing. Or we could believe that white kids are more talented in the arts, so they should show up as the majority. Or the answer might be that parents with greater financial means had given their children greater access to an arts background before high school, so they make it through the audition process in greater numbers. None of these is a satisfactory response for the children who were just as willing to work extremely hard, and could be equally successful if given access to resources.
When your daughter didn't make the TAG class, was your response to return you daughter to a DISD neighborhood middle school since all children who wish can get a good education? Or did you pop out the old checkbook and send her to a private school?
And I have worked with parents over decades in "challenged" neighborhoods. They value their chldren and their children's education the same way parents in upper income neighborhoods do. But their ability to access equal services is diminished in DISD.
[Ed Note: Again, isn't this just an argument for quotas? My daughter continued to go to the school she attended--she made it into the TAG program the following year.]
No Correlation btw Magnets and Race
There is no correlation between magnet schools and race. If there was, that would be called SEGREGATION. Where are you getting your "data"?
OK, I'm Anglo
OK, so there, I'm ANGLO. and I'm not ashamed of being ANGLO and I don't have to step aside to let anon-ANGLO have my or my sons' place because they are not ANGLO.
Your sense of social justice is what is skewed.
The number of Anglos in DISD is so small we are not even a statistic worth considering.
DISD administration doesn't stay up nights worrying about creating programs to serve us, allocating funds to get Anglos in college, making sure we have ANGLO opportunities.
They don't care if anglos are represented on staff or elsewhere. Anything kids and parents, of any color, get from DISD, including their spot in a magnet program, they earn.
Nobody's going to knock on your door and ask if you want a spot at Travis, even though they do send every household a letter outlining EVERY student's options. I know several teachers and parents that have mentored non-anglos into magnet schools when their parents needed help. Get over it and find another target. Besides me.
Maybe a mirror would help. Excuse me for now, I have some (unpaid) work to do at my local public school.
[Ed Note: Doesn't this, somewhat, contradict some of your previous posts?]
Magnet Programs "Skewed"
Maybe I missed the entire point, but I am confused at why you say the magnet programs are geared toward anglos. Obviously, you have not been to the magnet schools. My son is at Travis and it is 35% hispanic, 30% african american, 29% anglo. Now tell me this, I don't see that as being "skewed toward anglos."
Former Polk Student
As a former student of Polk, a former student of Travis, a current student of Townview TAG and an African-American, I feel compelled to say something on these topics.
Magnets are not in ANY way "skewed" towards Anglos admittance to magnet schools are based on a students grades.
As a matter of fact, magnets sometimes LOWER standards in order to try to raise their percentage of minorities while ignoring Anglo students who actually did better than some of the minorities that got accepted.
Travis did that exact thing not too long ago.
But, it is true that magnets have a high percentage of Anglos, especially at higher levels of education.
Though some simply choose to not participate in magnet programs, I believe the main reason for the disparity seen is caused by the schools students came from before entering a magnet school.
I can say for myself that, before I went to Polk, I didn't feel challenged by anything I did at school.
I often had hours of free time, did my homework in the 10 minutes before school and still had a high A average, but I was not prepared for Polk at all.
On the other hand, for many of the "Anglo" students who came from schools in North Dallas, the transition from their home school to a magnet school was quite easy.
I can say the same was true going into TAG. At least 3/5ths of the students in my graduting class at TAG come from either Travis or Spence and, rankwise, those who came from Travis are higher than those who came from Spence.
Many of the former Spence students claim that they didn't feel ready for TAG while many former Travis students simply feel that TAG is a more advanced version of Travis.
My own sister, a former Spence and Booker T student) felt much the same way entering Booker T and her grades suffered from it.
Though I'm not saying Spence is worse than Travis in any way, Spence does seem to produce students who feel less prepared for magnet high schools.
This may or may not be do in part to the fact that Spence houses both a magnet school and a neighborhood school whereas Travis does not.
Or, it may be due to the fact that Travis is in a predominately white neighborhood whereas Spence is in a predominately Hispanic neighborhood. I can't say.
Coming back to the topic at hand, if anything is "skewed", it'd be the education received early on from home schools.