Bill Holm, the late poet, author, musician and English professor, used to tell rural Minnesota audiences about how strong communities often maintained strength by supporting and enjoying events at their schools.
“There’s ‘big doings’ at the school,” Holm would say in mimicking a rural Minnesota conversation. “I suppose we better go.”
Such was the case a week ago when 60 student actors, crew and musicians at Kerkhoven-Murdock-Sunburg (KMS) high school performed Beauty and the Beast for their spring musical. The public – the community – came. There were four general public performances plus a day matinee for KMS elementary students and another for 150 first graders on a field trip from nearby Willmar.
The public performances had mostly full houses, said Kerkhoven Banner publisher Ted Almen. The community supports the arts in this three-town school district and perhaps not surprisingly, voters in the districts overwhelmingly approved two school referenda in the past year.
The participation of 60 students meant that approximately one-third of the ninth through 12 graders in the school were involved in the production. I will defer to colleague Michael Diedrich, our education fellow, and educators on how such school participation inspires learning and enriches lives for students and people in the community. From an economic development perspective, there is no doubt that a vibrant school district is a foundation on which to sustain and build communities.
Communities such as Kerkhoven, Murdock and Sunburg do combine into a singular community around the school district. Active schools create school events that entertain area residents, not just proud parents. Active students develop leadership skills for the next generation. While the majority of KMS graduates will go off to college, some, like Ted Almen, do return home and provide community leadership.
Real estate people – urban and rural – point to quality schools as being tremendously important for maintaining area home values. For many potential entrepreneurs and employers, a strong school district is an attraction for locating investments and expansion.
There is community pride when the flashy KMS marching band comes down the street in community parades around Minnesota each year, and in the Washington, D.C. Fourth of July parade and at Gettysburg Battlefield where they performed this past year.
Regional demographic trends of aging rural populations don’t do many favors for the united three communities. Quality education that includes strong music programs bucks the trends and gives KMS communities reason to be optimistic about the future.
Bill Holm was right about the ‘doings’ at the schools.
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At a recent Minneapolis school board candidate forum, hosted by the Coalition for Quality Schools, several candidates committed to the “full-service community schools” model. That phrase gets a lot of use, it risks becoming a vague buzzword. For context, the only Minnesota schools currently recognized by the Coalition for Community Schools are the Brooklyn Center school district and Saint Paul’s Achievement Plus schools.
So what constitutes a true full-service community school? Here’s a starting point, with much more at the Coalition for Community Schools web site.
1) Keep the buildings open.
Schools need to be available to the community during more than the school day, and for more than school-related activities like athletics or concerts. Offering a range of services to students, families, and community members outside normal school hours, and even on the weekends, greatly increases the usefulness of these public buildings.
2) Locate services on-site.
Offering a variety of services -- both academic and not -- during these additional hours is critical. Co-locating services on school grounds also increases service providers’ abilities to coordinate services and provide quick and easy referrals.
2a) Match services to community needs and strengths.
It’s common sense that services offered through the school should align with community needs, but it’s also important to identify community strengths and build on those in the schools.
2b) Plan to increase health services.
One of the most common needs is easy access to on-site health care. Consider a hypothetical student with needs outside the purview of the school nurse. If there’s a clinic built into the school, the nurse can immediately refer the child. Even with a community clinic a few blocks away, co-locating at the school is a much more direct route to access. (If, like Brooklyn Center, you also make health services available to staff, the district can wind up saving money through better health insurance deals and lower substitute costs.)
3) Invite, recruit, and sustain community partnerships.
Critical to all of this is the school’s ongoing work to build partnerships in the community and with service providers. This opens the door to increased community input in the school, as well as shared responsibility for the well-being of students, the school, and the community as a whole.
It’s far too common for great educational ideas to transform into meaningless catchprases. The full realization of the community schools model requires a broad, sustained commitment to several key ideas. The preceding list is a good starting point for interested school and district leaders, with much more to come if we want schools to be truly transformative.
A recent Center of the American Experiment blog post warned us to beware of the “Ides of April,” a reference to Shakespeare’s Julius Caesar. In the play, Caesar was stabbed to death in the Roman Senate by Brutus and other conspirators during the Ides of March. The blog post contends that “most of us have more reason to rue the ‘Ides of April’”—or more specifically, April 15, tax day.
It’s not clear who the “us” is in this blog post, but I assume it’s referring to upper income Minnesotans who absorbed a 2% increase in the tax rate on income in excess of $250,000 (married joint filers) as a result of the 2013 tax act. It speaks volumes of the right’s hatred of taxation that they think that a tax increase is more loathsome than being bludgeoned to death with multiple dagger wounds. In a choice between “your money or your life,” this crowd would apparently choose their money.
Setting aside the conservative ire over the 2013 tax act, let’s look at the facts. After the tax increases imposed through that act, Minnesota’s tax system is still regressive, meaning that high income households pay a smaller portion of their income in state and local taxes than do other less well off Minnesotans. Based on a Revenue Department analysis, the top one percent and the top five percent of all Minnesota households by income will continue to enjoy a state and local effective tax rate that is less than that paid by any other income group in the state—even after passage of the 2013 tax act.
Nationally, the share of wealth concentrated in the hands of high income households is greater today than at any time in the post-WW II era, while effective tax rates borne by the rich are near their nadir. Extremely high income households are enjoying a degree of affluence rarely enjoyed by any other group. In fact, the least civic minded and most narcissistic of the über rich can afford to hire armies of lobbyists and fund right wing spin tanks to foster the myth that they are somehow persecuted.
Based largely on anecdotal evidence, conservatives claim that the high income households—the alleged job creators—are fleeing Minnesota because of high taxes. (Weather is probably a much larger factor driving migration. Beware the Ides of January.) Claims of massive tax flight are contradicted by the fact that job creation, income, and GDP growth in Minnesota are comfortably outpacing the national average. In fact, progressive Minnesota is currently outperforming conservative Wisconsin in economic growth. The economic growth gained through smart investment in education, infrastructure, and other public assets seems to be sufficient to more than offset the impact of an unquantified number of high income households leaving the state due to taxes.
Fortunately, not all high income households are so deluded as to think that reduction in the degree of tax regressivity is tantamount to “class warfare.” For example, consider the impressive list of “Patriotic Millionaires” who support smart public investments funded through progressive taxation. These individuals, along with the late Paul Wellstone, know that “we all do better when we all do better.”
As we do every week, I asked our MN2020 staff, "What's making you happy this week?" Following, are their responses -- a list of recommended reads that we're hoping will make your Friday a little brighter.
Looking for Tom Lehrer, Comedy's Mysterious Genius (Buzzfeed)— While Buzzfeed may be better known for its lists and quick-hit pieces, this longer article is an interesting look at the history and current situation of Tom Lehrer, the man responsible for "The Elements Song," "Poisoning Pigeons in the Park," "New Math," and many other sharp and quirky songs.
Glow-in-the-Dark 'Smart Highways' Replace Street Lights in the Netherlands (Inhabit) — I really enjoyed this short video because it enhances the importance of artists and thinking outside of the box. This shows examples of how smart highways in the future will function as well as possible routes to reduce our ecological footprint in regards to light energy. The ideas presented give me hope for the future of clean energy approaches for our environment.
The Nutritional Quality of Donated Food (Center for Urban and Regional Affairs) — Focusing on food shelf nutritional quality makes a big difference. From the University of Minnesota's Center for Urban and Regional Affairs, one of our state's great public policy research resources.
The Political Economy of Sprawl (Smart Growth for Conservatives) — Virginia blogger James A. Bacon describes himself as "one of the world’s few conservatives who supports the broader vision of the Smart Growth movement." Here he lists all the dirty reasons why red-state voters love sprawl:
U.S. Views of Technology and the Future (Pew Research) — Driverless cars? Personal robot servants? The ability to control the weather? Our ideas about how technology could – and should – impact our lives over the next 50 years are documented in a new study by the Pew Research Foundation. Does the extent to which these ideas differ by gender, age, education level, and income tell us something about the present?
I'm reading Pulitzer Prize winning journalist Hedrick Smith's 2012 book Who Stole the American Dream and recommend it to everyone no longer pleased with the status quo and is interested in studying how we got to where we're at in hopes of bringing about change.
There's More to Life Than Being Happy (The Atlantic) — This article details what happiness is and how one can pursue happiness, and their life purpose.
The Green Line LRT has brought many redevelopment projects to St. Paul. One such project site involves a parcel of land on Snelling Ave., just north of I-94, known as the Bus Barn site.
The Bus Barn is part of a larger site, called Snelling Area Station. Future plans there include significant transit-oriented development, a mixed-use urban village, green space, and better leveraging retail and job opportunities. It's a solid start for developing the area.
I look forward to a final site plan and community engagement on this project. But it is missing an opportunity to be truly innovative. I want the community, the city and the developers to think about something else. Freeway Caps (or lids). What if we added these along I-94?
I-94 divides many communities up and down its corridor. In Saint Paul, there is a clear divide from those who live on the north side of 94 from those who live on its south side. You're not likely to cross the freeway by foot or bike, unless you absolutely have to. As someone who lives south of 94, I can attest to this. Crossing the freeway, with the exception of the Griggs and Chatsworth bridges, is a pretty daunting task—narrow sidewalks, speeding traffic, windy, dirty and generally unfriendly to pedestrian and bike traffic.
As Saint Paul works on its mission to be the most ‘Livable City in America’, we need to look at other cities for inspiration: how about Florence, Italy?
Ok, ok, a little too far away? How about something closer to home? How about Dallas, TX? Columbus, Ohio? or Chicago, Illinois? Or even Minneapolis?
Freeway caps/lids are based on the Ponte Vecchio in Florence, Italy. Most freeway caps are usually turned into parks, but many cities are starting to use them for added office, retail and restaurant space.
Columbus constructed its freeway cap over I-670 to connect it’s downtown with the Short North neighborhood. Chicago is looking at covering three blocks of the Kennedy Expressway and building an office complex and a park. There are many other cities that are looking at doing this or have already done a cap. Recently, students at the ‘U’ came up with a plan to cover I-35 that would include business, retail and park space.
Saint Paul should look at building a freeway cap or lid over 94 at Snelling Ave to Pascal St. This would link the north and south side of 94, connecting a residential neighborhood with mixed use and business areas. State, local and private partnership financing could also be on the table because of the project's transformative economic potential.
With new development on Snelling and Selby underway and the eventual redevelopment north of 94 toward University, freeway caps would help ensure more foot-powered traffic through a much longer stretch of Snelling, maximizing economic and environmental impacts.
Is the City ready to be that innovative?
Minnesotans are invited to weigh in on a forthcoming statewide bicycle system plan at nine public meetings around the state over the next several weeks. Public comments "will help us identify and recommend bike routes, improve existing facilities in the bike system and more effectively address the needs of bicyclists," says the state Department of Transportation.
Details, including an online survey and mapping tool, are available at dot.state.mn.us/bike/system-plan.html
The meetings will include a facilitated workshop and activities for both adults and children. They will run from 4 to 6 p.m., with a community open house until 7 p.m. Here's the schedule:
St. Cloud: April 23, Whitney Senior Center, 1527 Northway Dr.
Granite Falls: April 30, Kilowatt Community Center, 600 Kilowatt Dr.
Fergus Falls: May 1, West Central Initiative, 1000 Western Av.
Mankato: May 6, Blue Earth County Library, 100 E. Main St.
Bemidji: May 7, Hampton Inn and Suites, 1019 Paul Bunyan Dr. S.
Duluth: May 8, City Hall, 411 W. First St.
Rochester: May 13, University Center Rochester, Heinz Center HA102, 1926 Collegeview Rd. E.
St. Paul: May 14, Neighborhood House at Wellstone Center, Westside Room, 179 Robie St. E.
Minneapolis: May 15, University of Minnesota Urban Research and Outreach-Engagement Center, 2001 Plymouth Av. N.
Your input is vital for this important initiative to expand our transportation choices. If you can't make a meeting, comment online at mndot.gov/bike.
Growing up with the toxic stress and other harmful effects of poverty is tough. So is growing up when the language at home is different from the language at school. Both at once is obviously even tougher, although students who can hold onto their home language while becoming fluent in English will have a leg up as adults. That’s the main thrust of a recent Pioneer Press piece investigating the need for, and development of, more teaching aimed at bilingual students and those still learning English.
It’s a topic that raises a host of interesting questions. Nearly 70,000 Minnesotan students this school year are officially designated as English Learners, which works out to about 8% of the statewide student population. Some districts are working with much higher concentrations; roughly one quarter of Minneapolis Public Schools students and one third of Saint Paul Public Schools students are English Learners.
Nor is the concentration of language need uniform across racial and ethnic groups.
(Data from Minnesota Department of Education)
Between 2011 and 2013, roughly two out of every five Asian and Hispanic students taking the state math test was an English Learner, most of whom were also eligible for free or reduced price lunch, a common definition of low income status.
This obviously and intuitively has an effect on test scores, even when we focus just on students coming from low income families and look at math, which is not as immediately connected to language fluency as reading.
(Data from Minnesota Department of Education)
Indeed, the effects of language fluency cut across subject matter and income levels, with the graphs for low income reading proficiency, middle/high income math proficiency, and middle/high income reading proficiency available through the links provided. These results are also summarized in the table at the end of this post.
Of course, test scores are an imperfect measure of student performance, and the arbitrary cutpoints used to define “proficient” are debatable. Still, these are not minor differences we’re seeing, and they should be a reminder that our test score gaps aren’t just about race or poverty alone, especially when comparing Asian and Hispanic students to white ones. The need for high-quality services that support English Learners is very high, and many schools do not have the resources they need to provide the support they should. We should do better.
(Data from Minnesota Department of Education)
While some nations have done better closing the gender pay gap than others, no country in the world pays women on average more than men, according Movehub.com, a website that specializes in helping people move to other countries.
South Korea was the “most significant offender” with a 37.5 percent pay difference, Russia followed with a 32.1 percent disparity.
Within the EU, new member Estonia had the biggest pay difference – 30 percent – while Germany had the second widest gap of 20.8 percent.
Other official measurements of gender gaps found the Scandinavian countries of Norway, Sweden and Finland, along with Poland, as having the most equitable workplaces. Slovenia, however, might top them all; the Eurostat data gathering mechanism for the EU found only a 2.5 percent gap in Slovenia during 2012.
Eurostat’s February “Gender pay gap statistics” report shows women’s gross hourly earnings were 16.4 percent lower than men’s, and it was 16.7 percent lower in the 17 “euro area” nations that share the euro currency.
The Guardian newspaper raised similar concerns about women’s pay and employment in the UK within data assembled by the Organization or Economic Cooperation and Development (OECD).
The UK’s gender gap in pay has fallen from 26 percent in 2000 to 18 percent in 2012, Gwyn Topham reported. But the UK’s overall rankings on women in the labor market placed it 18th among 27 OECD member nations.
That broader measurement ranks gender pay gaps, women’s participation rates in labor markets, unemployment rates and the proportion of full-time to part-time jobs held by women. Norway, Sweden and Denmark were the bright lights in these survey findings.
Many European counterparts are doing slightly better than the US as a whole, but they too have large gender equity issues that need fixing. How is a question we must work collectively to address.
They’ve measured twice, and it turns out there’s not much cutting to do.
Indiana recently released results from its new teacher evaluation system, which has been updated like many other states’ to incorporate calculations based on test scores as part of the evaluation. The results: Only 2% of teachers and administrators were identified as needing improvement, with less than a quarter of those labeled as outright ineffective. This resembles other states’ results. For example, 98% of teachers in Michigan’s new system were rated effective or better, as were 98% in Tennessee and 97% in Florida.
For those who believe that educational inequity is the result of an epidemic of bad teaching, these results raise eyebrows. For everyone, they raise questions. How many of this year’s teachers who “need improvement” or are “ineffective” will be rated as effective or better next year? How about the year after that? What is the appropriate response to teachers labeled “ineffective”? What is the “right” percentage of “ineffective” teachers?
Teacher evaluation is still growing as both a process and a policy tool. Various critics have questioned the validity and usefulness of in-person observations. Critics have also challenged the accuracy, reliability, and usefulness of evaluation techniques that rely on calculations based on student test scores. And none of that helps figure out what should happen when the evaluation system stamps a teacher “ineffective.”
As Minnesota looks ahead to statewide implementation of its new evaluation system in 2014-15, we can learn from other states’ experiences. We shouldn’t expect a large share of our teachers to be labeled “ineffective.” We shouldn’t bet on firing teachers as a major path to improvement and equity. And we should give more thought to how we focus on support and improvement for teachers at all points on the evaluation scale rather than hoping that the hunt for bad teachers will fix much of our equity problem.
We could interpret the results from Indiana and other states as a sign that most teachers really are effective at their jobs. Some will no doubt argue that we just aren’t being tough enough in our evaluations. Others will argue that we still don’t have the tools we need to reliably assess quality on a large scale. Whatever your interpretation, our focus for the next few years should be on supporting and developing teachers as professionals, not betting on the new system unmasking thousands of terrible teachers.
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Smiling faces filled the rotunda as Governor Dayton singed the minimum wage bill into law. Many advocates, community leaders and low-wage workers got to see there hard work pay off as Minnesota’s new minimum wage has officially been increased to $9.50 by 2016.