Georgia Department of Education

The Georgia Department of Education (DOE) last week released guidance for local Boards of Education to consider as they develop plans for the 2020-2021 school year. “Georgia’s Path to Recovery for K-12 Schools” (www.georgiainsights.com/recovery.html) does not issue mandates to local school systems, but rather guidance, expecting that situations on the ground will be different in different parts of Georgia. This requires locally elected School Board members to take the lead and chart a clear reopening plan for their schools. Additionally, leaders of Georgia’s private schools could refer to this document when considering how best to bring students back to campus.

Parents need to see clear, easy to understand plans to give them comfort that their children will be safe, and in an environment where they can learn. Teachers need guidance on how best to prepare for the upcoming school year. Teachers also need to know what gaps developed in their student’s education during the shutdown. Students and teachers were forced to adjust to remote learning on the fly as the COVID19 pandemic swept across the country. Some thrived in the online environment. Others did not. A lot is riding on the 2020-2021 school year. School leaders and local Boards of Education have an important task in front of them.

The DOE document contains two main items. First schools and school systems should determine if their community has substantial, minimal/moderate, or low/no spread of COVID19.

What constitutes substantial, minimal/moderate, or low/no spread is not explained. Admittedly, defining these terms is difficult, however, the lack of definition creates the possibility that what one local school system considers substantial spread, another considers low. School Leaders and Local Boards of Education need clarity on what these levels of spread mean.

Once a school or school system determines which level of spread exists in their community, DOE provides guidance on what the school day might look like for schools in the various spread levels.

Areas of the state with substantial spread are encouraged to exclusively use a distance/remote learning model. Education could be delivered by the school or via the Georgia Virtual Academy (www.gavirtuallearning.org), or a combination of both. Clearly internet access will be very important in delivering distance/remote learning. Schools will need to tackle this issue head-on for students with limited internet access.

In areas with minimal/moderate spread, a student’s school day could consist of the distance/remote model, the traditional model, where a student is in the classroom with live lectures by their Educator, or a hybrid model with distance/remote learning at certain times, and traditional classroom learning at other times.

For students in a school where the spread is considered low, their school day would be largely as it was in the days before COVID19. Except perhaps with certain precautions like social distancing, facemasks, and extra cleaning of the school facilities.

Additional detail on these two main items, including suggestions for dealing with a new COVID19 infection, can be found in the complete guidance document (link above).

An additional challenge for schools and school systems reopening plans is understanding the mood of parents. Will parents feel safe sending their children back to school? Crafting detailed plans for what the school day will look like, what precautions will be taken to reduce the chance of infection, and what protocols are in place should a student or adult become infected, will be of paramount importance.

A glimpse into what parents in one part of Georgia are thinking can be found in a survey conducted by Forsyth County Schools. 12,350 people (approximately 75% of whom were parents not employed by Forsyth County Schools) responded to the question “What is your comfort level with students returning physically to school in August?”

42 percent were either extremely or very comfortable with students physically returning to school in August, while 39% were slightly or not at all comfortable. Another 19% were moderately comfortable. Forsyth County Schools has not issued a definitive date for reopening. It would seem parents need to feel more confidence in the school environment before schools reopen in Forsyth.

Giving the rapid pace of change in regard to the COVID19 pandemic, schools and school systems would be wise to prepare for many different scenarios and develop many trusted sources of information to make decisions. Clear and regular communication with parents will be crucial to increasing parent’s comfort level in sending their child off to school.

https://www.forsyth.k12.ga.us/cms/lib/GA01000373/Centricity/Domain/28/4th%20Quarter%20Online%20Learning%20Survey%20-%20Final%20Results.pdf

By April 1916, Sir Ernest Shackleton’s crew wanted to see land. The men spent more than a year sailing to Antarctica and six days drifting in lifeboats with little food or sleep. Finally, the men spied a narrow, 30-mile long enclave called Elephant Island.

Writing in his book Endurance, Alfred Lansing says the crew had “a feeling of astonishment which soon gave way to a sense of tremendous relief.”

A century after Shackleton’s adventure, Georgia parents should know the feeling. A state supreme court ruling almost disbanded many of the state’s charter schools due to a lawsuit five years ago (voters subsequently approved a ballot measure in 2012 that resolved the issue). In 2013, the Atlanta Public Schools Superintendent said no new charters should open in the city until a pension lawsuit was complete. Charter schools have served the city for years, and, according to a Georgia Department of Education report, half of the charter campuses in the state are located in metro Atlanta (the pension case was settled two years later).

Having weathered these storms, parents and policymakers would welcome the sight of land in the form of student success.

Yet charter school achievement does not always have a simple explanation. This is especially true in Georgia, where charter schools fall into four different categories. Raw test score analyses benefit from comparisons of similar students and schools (and random student assignment to schools if possible).

Even without such data crunching, there are strong results that vary across school types and grade levels that should give students, parents, and lawmakers hope for the direction of state charter schools.

First, on the nation’s report card, more low income Georgia charter school 8th graders scored at the “Basic” level or above than their peers in district schools (Figure 1). In reading, 82 percent of charter students score at Basic or above, while 69 percent of their peers in district schools scored at this level. In math, 65 percent of charter 8th graders scored above Basic, compared to 63 percent in district schools. Fourth grade students are behind their peers in reading and no data are available for math.

Butcher-NAEP
Source: National Center for Educational Statistics, National Assessment of Educational Progress Data Tool. Author calculations.

These results mean a higher percentage of low-income 8th grade Georgia students attending charter schools demonstrated at least the basic skills necessary in these subjects. Similar research is available from the Goldwater Institute using Arizona charter school data (with even more positive results) and in the American Legislative Exchange Council’s annual report card.

The complication in these data is that Georgia charter schools fall into four different categories (the number of schools of each type is in parentheses):

“Start-up” (77): These are the independent public schools most policymakers and parents are familiar with. Teachers and community leaders form these schools as an alternative to assigned district schools.
“Conversion” (18): A “converted” public school, as the name implies, is a school that changed its status from a traditional public school to a charter school and given more operational autonomy in exchange for higher levels of accountability.
“State start-up” (20): A state commission authorizes these schools (the state supreme court ruling mentioned above threatened these schools).
“Charter systems” (326): These school systems are traditional districts given more autonomy so that the rules under which the schools operate resemble charter school regulations.

More test scores are available in the the state department of education’s annual report on charter schools to help parse through these distinctions. According to end of grade test results, converted charter schools and start-up charters are well ahead of their district peers in nearly every subject in 8th grade in the percent of students exceeding the state standard (see Figure 2 for an example of 7th and 8th grade comparisons; for more results, see the link beneath the chart for the full report).

Butcher-GA
Source: Georgia Charter Schools and Charter Systems, 2014-15 and 2015-16, Georgia Department of Education, p. 44, https://www.gadoe.org/External-Affairs-and-Policy/Charter-Schools/Documents/2015%20Charter%20Schools%20and%20Charter%20Systems%20Annual%20Report.pdf.

The most encouraging finding is that the average results for all charter schools (the orange bar in Figure 2) are higher than non-charter schools (light blue bar) for every subject, in every grade except 8th grade Social Studies and Math in the state report. Charter high school students also out-performed district peers in English, geometry, biology, and economics.

Georgia charter schools should have parents breathing a sigh of relief. The project of creating and sustaining quality schools so that every child has the chance to succeed is never finished, but Georgia has given parents several ways to do so. With all that Georgia charter school families have been through, this success is welcome.

Below is a guest blog by Dr. Eric Wearne of Georgia Gwinnett College and formerly with the Governor’s Office of Student Achievement. Dr. Wearne currently leads GCO’s College & Career Pathways working group.

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In its 2013 Report Card, Digital Learning Now, a project of the Foundation for Excellence in Education, argued:

State policy can remove barriers to innovative approaches or it can stifle them with restrictions, red tape, and reinforcement of traditional, unsustainable approaches. It can accelerate reform or it can further entrench the status quo. Without changing state policy, innovative tools and models will fail to scale.

According to the Report Card, however, the news is good:

“states are rising to the challenge of supporting next generation models of learning. In 2013, states debated more than 450 digital learning bills with 132 signed into law. This builds on a record year in 2012 when state lawmakers introduced nearly 700 bills and signed 152 into law.”

To explore these issues specifically, Georgia Center for Opportunity’s College and Career Readiness Working Group heard from Sam Rauschenberg, Deputy Director of the Governor’s Office of Student Achievement, who facilitated the Task Force, and Carla Youmans, Instructional Technology Specialist at South Forsyth High School in Forsyth County, who is coordinating a new hybrid program at that school.

The Governor’s Digital Task Force

In 2012, Governor Deal created a task force to look into online learning in Georgia. The Governor’s Digital Learning Task Force met over the course of 2012-13, and provided recommendations to Governor Deal in December of last year. The Task Force’s recommendations fall into three categories:

Infrastructure
Digital Content and Courses
Blended and Competency-Based Learning

The state has already started to implement some of the Task Force’s recommendations on infrastructure. For example, the FY15 budget includes $3.9 million to connect school systems to the University System’s PeachNet. The AFY14 and FY15 budgets also include $14 million in bond funds to the Georgia Department of Education for district and school grants for equipment required to receive and use added bandwidth (edge devices, LAN, wireless, etc.), and $25 million in general funds to the One Georgia Authority for grants to support extension of high-speed internet access in schools.

Still, opportunities exist in the areas of digital content and courses, and experimenting with new models for blended and competency-based learning. For example the state, via the Georgia Department of Education, currently provides teachers with access to lesson and video content online. However, to maximize teachers’ use of the materials and the potentially transformative power of online learning, much more can be done. The working group discussed the concept of course choice, as has been adopted in Louisiana, and the idea of opening online schools developed in one school system to students from any other school system. Conceptually, the competition should make for improved products and services, all for the purpose of better serving Georgia children. The Governor’s Task Force report alludes to barriers that could make online learning easier and higher-quality. Enabling competition and other market-based approaches would help do that.

South Forsyth High School Hybrid

One school in Georgia that is experimenting within current structures is South Forsyth High School. South Forsyth is preparing to offer a hybrid schedule to a select group of students next year. Mondays are “synchronous”: students will sign on to their class websites when school starts, teachers will teach them online for a portion of the class period, and then students will work independently at home for the rest of the period. Then students will check in again when their next class starts. Tuesdays, Wednesdays, and Thursdays, students come to campus and attend class as all other SFHS students do. Fridays are “asynchronous”: students receive their assignments online, but are free to complete them at their own speed. If a students’ grade drops below a certain level, however, that student is obligated to come in and meet individually (or in very small groups) with the teacher. The implications of this kind of system are many: struggling students can be identified and also given individual help more easily, and within the normal time constraints of a school week; students receive the kind of practice in self-regulation they will need in college; etc.

South Forsyth’s arrangement may not work for every school or every student, and digital learning overall is still in its infancy – we simply don’t yet know the best methods or all the possibilities involved with online learning. But as one task force member argued, we don’t necessarily need one 100 percent solution to improve student achievement and to increase opportunities; we could be successful with 100 one percent solutions. The Governor’s Task Force and South Forsyth High School’s hybrid program play important parts in state and local experimentation that can lead to better outcomes for Georgia students.

Roads Cleared, News Coverage Still Encountering Snow Related Congestion

While last week’s winter weather is in the rear view mirror, the postmortem evaluation of the government’s response continues to receive considerable coverage. The General Assembly, however, has moved right back into business as usual.

Legislation, Study Committees, and Rumors to Watch

– Education –

Senate Bill 288 moved through senate without opposition. The bill from Sen. Charlie Bethel (R-Dalton) would prohibit public schools from participating in interscholastic athletic events officiated by outside organizations, such as The Georgia High School Association, unless those third party groups release annual financial reports.

In December we learned that the GA Dept. of Education will be launching a College and Career Pathways initiative, which will require students to select a career path that will shape their high school course work. Rep. Eddie Lumsden (R-Armuchee) introduced House Bill 766, the “Work Based Learning Act”, which would permit schools – in collaboration with the Department of Labor and the Technical College System of Georgia – to award secondary credit for approved off campus work to students 16 and over.

Sen. Mike Dugan’s (R-Carrollton) Senate Bill 283 passed the Senate and moved to the House this week. The bill would authorize schools to educate students regarding “traditional winter celebrations,” and officially permit the use of “traditional greetings” like “Merry Christmas” and “Happy Hanukkah.” It’s a distressing sign of the times that a bill like this is considered necessary.

– Child Welfare –

Sen. Tommie Williams (R- Lyons) is encouraging support of “Ava’s Law” (House Bill 309 & Senate Bill 191), which would require Georgia private insurance companies to cover treatment for autism. According to the CDC, autism spectrum disorders affect 1 in 88 children. Gov. Deal’s 2015 budget included proposed funding for such coverage in the State Employee Health Plan, though neither the Governor’s proposal nor this legislation would result in coverage under Medicaid or PeachCare.

A bill to privatize most of the state’s child welfare services was introduced this week by Senator Unterman (R-Buford). The legislation, Senate Bill 350, would require the Department of Family and Children Services (DFCS) to develop a plan by January of 2015 by which it would contract with a limited number of regional lead agencies to provide the vast majority of child welfare services that are now, at least in part, offered by the state. The program would be phased in over the course of two years.

While lead agencies would be allowed to provide up to 35 percent of the services needed within a region, the law would require that they contract with other local agencies to provide the majority of services.

Contracts between the state and lead agencies would be for five years with DFCS having the ability to extend the contract for an additional three years. While DFCS would no longer be a direct service provider, it would retain responsibility for providing oversight of the contracted agencies.

As an incentive to agencies to find suitable permanent placements for children in their care, the law would fund agencies with per-child payments for a maximum of six months. After six months agencies would be required to pick up the tab for children that remain in their care. Likewise, agencies would not be eligible for per child payments for any child returning to the agency within 12 months of a permanent placement.

The reform is modeled after similar efforts in Florida and more than a dozen other states over the last couple of decades and has been driven by Georgia’s continued failures to adequately serve the children in its care.

While privatization is supported by many state leaders, including the Governor and Lt. Governor, opponents to the change say that it is being done too quickly and without considering ways to reform the system without privatization.

Evidence from Florida and other states shows that privatization can have beneficial effects, including improved safety for the children in care and a reduction in the number of children in state custody.

Yesterday, the legislation was favorably voted out of the Healthcare Delivery Subcommittee of the Senate Health and Human Services Committee. A stakeholder meeting was expected to be held today.

– Welfare Reform –

Representing an extension of a 2012 law requiring mandatory drug testing for Georgia welfare recipients, Rep. Greg Morris (R-Vidalia) has introduced House Bill 772 which would impose the same standard for receipt of Food Stamps. This will be an interesting piece of legislation to watch, as a Federal Court overturned similar legislation in Florida.

– Ethics and Government Reform –

Sen. Josh McKoon (R-Columbus), Chairman of the Senate Judiciary Committee, is part of a coalition proposing some interesting changes. Two have received attention in the past week: First is a request to require conference committee reports be filed by day’s end of the 39^th day of legislative session. This seems a wise and rational move, as it would protect Georgians from having to pass a bill in order to find out what is in it. In addition, Senate Resolution 7 would allocate permanent funding that would provide for the separation of the Georgia ethics commission from the office of the Governor.

Upcoming Events

Our friends at the American Federation for Children are hosting a nonpartisan candidate training school in Atlanta on February 22nd. The training is free but requires registration to attend. For more information, please see this flyer for the event or email Brian Pleva to register.

Ironic

Despite last week’s encounter with snow, Georgia is not the state you expect to be producing Winter Olympic medalists. However, as the Sochi Games kick off today, the Peach State is indeed represented by Douglasville native Elana Meyers, who will be seeking her second Olympic metal in Bobsledding.

After last week many Georgians likely have a new found respect for those able to control a vehicle on ice at high rates of speed. Check out Meyers’ team’s story of determination and perseverance here, and be sure to tune in to cheer her on as she represents our great State.

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Thanks to Jamie Lord, our director of government affairs, and Jacob Stubbs, our legislative intern and John Jay Fellowship alumnus for their able contributions to this update.

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By: Dr. Eric Wearne

What it means to be “college ready” has been a popular topic of conversation among educators in school systems, state agencies, and even at the national level for several years. Local schools certainly think about this, though they are not directly held accountable for their graduates’ outcomes (other than graduation itself). The Georgia Department of Education and the University System of Georgia have worked on college readiness definition and alignment issues for several years. SAT and ACT publish their opinions of what constitutes “college readiness” (based on their respective tests) every year. And the federal report that was meant as a “blueprint” for reform of no child left behind very clearly discusses USED’s desire to increase “college readiness.”

Over the past few months, GCO’s working group on college and career readiness has met and started defining its research agenda in the area of improving college readiness outcomes.

In its first few meetings, the group has looked specifically at college readiness. The group has chosen to focus its efforts in this area by looking at the particular issues of three sets of students:

a. Students in college but not prepared for it;

b. Students currently in high school and in danger of dropping out;

c. Students in high school (not in danger of dropping out), but not on track for college or careers.

Today, the group will meet at Georgia Gwinnett College, and will hear presentations about issues related to students in need of remediation and first-generation college students. SAT, ACT, and USED have suggested college readiness standards or goals, as noted above. More practically for Georgia schools, the University System of Georgia has defined what it means to be “college ready” through its Required High School Curriculum. The requirements are reasonable, and both public and private schools in Georgia know what these requirements are and help their students meet them. But the fact remains that large numbers of students who would like to attend college, and work toward (and often attain) these credentials are still not college ready. How might colleges support students who they have admitted, but who are not really college ready? What can K12 do to ensure that their graduates are able to do what they want to with their lives, or, as GCO often puts it, reach “middle class by middle age?” This ground is where GCO’s working group will conduct its research and find recommendations.

This is just the first stage in the group’s work. In the coming months, the group will look more specifically at career readiness, broadly-defined: career academies, vocational education, apprenticeships, etc. Other areas the group will explore as it works toward policy recommendations are: looking at the impact of teacher effectiveness, teacher training, and teacher career responsibilities on college- and career-readiness outcomes; exploring the possibilities that may come from online learning technologies and related strategies such as competency-based learning; and other areas the group finds necessary and worthwhile.

Georgia Department of Education

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