Mckinney independent school district redistribution of students
Download
1 / 51

McKinney Independent School District Redistribution of Students - PowerPoint PPT Presentation


  • 105 Views
  • Uploaded on

McKinney Independent School District Redistribution of Students. A Report to the Board of Trustees February 19, 2008. History of Secondary Zoning in MISD. In 1995, when Dowell Middle School opened – second middle school in MISD

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' McKinney Independent School District Redistribution of Students' - bona


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Mckinney independent school district redistribution of students

McKinney Independent School District Redistribution of Students

A Report to the Board of Trustees

February 19, 2008


History of secondary zoning in misd
History of Secondary Zoning in MISD Students

  • In 1995, when Dowell Middle School opened – second middle school in MISD

  • Decision to prevent the district from becoming an “east vs. west” district

  • Socio-Economic diversity was one of the goals of the zoning for Dowell Middle School

  • Determined to be legal since race and ethnicity were not used


History of zoning continued
History of Zoning Continued Students

  • Practice of providing socio-economic balance has continued in the secondary schools since that time

  • As MISD has become larger, it is more difficult to provide complete balance

  • Current recommendation uses socio-economic diversity as one of the criteria, but not necessarily the most important


Redistribution for socio economic balance
Redistribution For Socio-Economic Balance Students

  • Almost complete balance for socio- economics:

    • Cockrill 25%

    • Dowell 22%

    • Evans 25%

    • Faubion 27%

    • Scott Johnson 21%


Redistribution for socio economic balance1
Redistribution For Socio-Economic Balance Students

Problems:

Enrollment vs. Capacity at Scott Johnson and Dowell within 3 years

Evans underutilized

Map is extremely disjointed


Redistribution for geographic balance
Redistribution for Geographic Balance Students

  • Socio-Economic Diversity Unevenly Distributed

    • Cockrill – 11%

    • Dowell – 4%

    • Evans – 10%

    • Faubion – 57%

    • Scott Johnson – 42%


Redistribution for geographic balance1
Redistribution for Geographic Balance Students

  • Problems:

    • 2 Campuses (Faubion and Scott Johnson) over 40% Economically Disadvantaged

    • Enrollment vs. capacity at Dowell in year two

    • With fewer buses, increased traffic at drop off and pick up times


Geographic zoning
Geographic Zoning Students

  • What are the hidden costs of a strictly geographic map?

    • Additional staffing

      • The current pupil to teacher staffing ratios at the 4 Middle School Campuses are as follows:

        • Dowell 18.49 to 1

        • Evans 18.43 to 1

        • Faubion 17.41 to 1

        • Johnson 18.00 to 1


Geographic zoning1
Geographic Zoning Students

  • What are the hidden costs of a strictly geographic map? (Continued)

    • If Johnson and Faubion become Title I campuses, then the staffing ratios would change due to adding additional staff.

    • The ratios would look something like this:

      • Cockrill 18.00 to 1

      • Dowell 18.00 to 1

      • Evans 18.00 to 1

      • Faubion 16.00 to 1

      • Johnson 16.00 to 1


Geographic zoning2
Geographic Zoning Students

  • What are the hidden costs of a strictly geographic map? (Continued)

    • The additional teaching staff would cost the district an estimated $900,000 the first year and would grow as the campuses grew if they remain as Title I campuses

    • There would also be a need to add administrative, counseling, and paraprofessional staff bringing the total to approximately $1,200,000


Geographic zoning3
Geographic Zoning Students

  • What are the hidden costs of a strictly geographic map? (Continued)

    • If Faubion and Johnson both become Title I campuses and the pupil/teacher ratios are reduced as they are in the elementary schools, then the capacities of the campuses would also be reduced thereby necessitating moving more students out of those campuses


Questions comments from the public
Questions/Comments from the Public Students

  • Would MISD receive more Federal money if SJMS and FMS were Title I?

    • No, the amount of money we receive would not change, we would have to take some of the money away from the elementary schools and distribute it to the middle schools


What this recommendation accomplishes
What this recommendation accomplishes: Students

  • An increase in geographical proximity to the middle schools compared to our current zoning

  • All five (5) middle school have socio-economic diversity

  • Allows for continued growth at Scott Johnson Middle School


What this recommendation accomplishes1
What this recommendation accomplishes: Students

  • If the growth projections remain as accurate as in the past, there will not need to be any additional redistribution of middle schools for the next 5 years

  • Faubion, Evans, Dowell and Scott Johnson all receive some capacity relief


Questions comments from the public1
Questions/Comments from the Public Students

  • This method of zoning schools is not legal.

    • Supreme Court decision in Parents Involved in Community Schools v. Seattle School Dist. No. 1, 127 S.Ct. 2738 (2007)

    • Seemed to create issues and raise questions with regard to school district attempts to achieve racial equity

    • However ….


Questions comments from the public2
Questions/Comments from the Public Students

  • This method of zoning schools is not legal. (Continued)

    • Justice Anthony M. Kennedy’s separate concurrence, along with four other members of the Court constituting a majority, recognized that:

    • “diversity (other than racial equity/diversity) as an educational goal remains a compelling government interest”

    • Justice Kennedy found that “diversity, therefore, remains a recognizable goal that can be achieved through a variety of measures including school site selection, magnet programs, and attendance zones.”


Questions comments from the public3
Questions/Comments from the Public Students

  • This method of zoning schools is not legal. (Continued)

    • Race has not been, and will not be, a factor in the McKinney ISD’s attendance zoning. Socio- economic diversity, which necessarily involves all groups, is one of the criteria for McKinney ISD’s zoning decisions


Questions comments from the public4
Questions/Comments from the Public Students

  • What criteria were used to determine these attendance zones?

    • Provide relief for campuses that have outgrown their capacity

    • Maximize the utilization of the middle school campuses

    • Extend the time as far as possible before future redistribution of middle school students will need to occur


Questions comments from the public5
Questions/Comments from the Public Students

  • What criteria were used to determine these attendance zones?

    • Minimize whenever possible the split feeder pattern from elementary school to middle school

    • Provide socio-economic diversity at all of the middle school campuses

    • Increase the geographical proximity to a closely located middle school where possible

  • Who came up with these criteria?

    • The administration and the Board


Questions comments from the public6
Questions/Comments from the Public Students

  • Why are students being bused all over the district?

    • Students will be bused no matter how we zone the schools because there are 109 square miles within the McKinney ISD boundaries

    • According to statistics, only 45% of that square mileage has been developed at this time, therefore there are not schools close to all of our population


Questions comments from the public7
Questions/Comments from the Public Students

  • This method of zoning hurts students being involved in extra-curricular activities.

    • From 2004-05 to 2006-07 the number of middle school students in athletics grew 18.9% while the overall enrollment increased 14.5%

    • During the same years, the number of high school students involved in athletics grew 46.3% while the enrollment increased 14.5%

    • The number of students enrolled in Middle School Fine Arts has grown 30% over the past 3 years.

    • The number of students in orchestra has grown 329% during the same time period.


Questions comments from the public8
Questions/Comments from the Public Students

  • This method of zoning prevents students from receiving tutoring after school.

    • MISD provides 23 tutorial buses for after school tutoring.

      • SJMS has 2 tutorial buses

      • DMS has 4 tutorial buses

      • EMS has 2 tutorial buses

      • FMS has 1 tutorial bus

      • MHS has 1 tutorial bus

      • MNHS has 1 tutorial bus

      • MBHS has 1 tutorial bus

      • There are 11 elementary tutorial buses at 5 elementary schools


Questions comments from the public9
Questions/Comments from the Public Students

  • Why can’t Walker students go to Cockrill?

    • The Walker students currently attend Faubion and in this recommendation, they are not being moved

    • If we move Walker into Cockrill, someone will need to move out with enough students to allow for the growth at Cockrill

    • If we move Walker out of Faubion, we will have to move someone into Faubion with enough students to replace the number of Walker students


Questions comments from the public10
Questions/Comments from the Public Students

  • You can’t force students to accept the diversity.

    • This is true, however, we also can’t force the students to learn in the classrooms. What we can do is expose them to education and inspire them to study and learn. The same can be said for the benefits of learning from students from different socio-economic backgrounds.





Misd vs state
MISD vs. State 18% to 32% Economically Disadvantaged


Misd vs state1
MISD vs. State 18% to 32% Economically Disadvantaged


Questions comments from the public11
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • There is absolutely no evidence showing that this works.

    • In the book All Together Now: Creating Middle Class Schools thru Public School Choice by Richard Kahlenberg it states, “The data clearly shows that the economically disadvantaged students benefit from attending middle-class schools and that in middle-class schools peers are more motivated, parents more powerful and teachers more qualified.”


Questions comments from the public12
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • There is absolutely no evidence showing that this works. (Continued)

    • It has also been shown in a study by the Department of Education that economically disadvantaged students attending middle-class schools perform better, on average, than middle-class students attending high poverty schools.


Questions comments from the public13
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • There is absolutely no evidence showing that this works. (Continued)

    • The Century Foundation Task Force on the Common School in their report Divided We Fail indicates, “We recommend that federal, state and local governments adopt a policy goal of giving every child in America the opportunity to attend an economically integrated school. Every education policy decision, from the funding of multibillion dollar federal programs, to deciding where to draw a school boundary line, should seriously weigh whether the action will promote or hinder the central goal of economically integrated schools.”


Retention of experienced teachers
Retention of Experienced Teachers 18% to 32% Economically Disadvantaged

  • Are there salary gaps between teachers in schools with a high percentage of economically disadvantaged students vs. those with a low percentage of economically disadvantaged students in districts that zone geographically?

    • Arlington -- $3,070

    • Austin -- $3,010

    • Dallas -- $424

    • Fort Worth -- $1,666

    • Houston -- $1,047


Retention of experienced teachers1
Retention of Experienced Teachers 18% to 32% Economically Disadvantaged

  • Why the difference?

    • Education Trust has found that students in schools with a high percentage of economically disadvantaged students are likely to get the least experienced and less successful teachers.

    • When new schools are opened the more experienced and more successful teachers apply for transfers to the less challenging schools.


Retention of experienced teachers2
Retention of Experienced Teachers 18% to 32% Economically Disadvantaged

  • What is the difference in the average salaries in the McKinney ISD middle schools?

    • Faubion MS -- $44,483

    • Dowell MS -- $44,177

    • Johnson MS -- $44,625

    • Evans MS -- $43,929

      • Difference Highest to lowest -- $696


Questions comments from the public14
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • The Walker students are the only students from Faubion Middle School who then go to McKinney Boyd High School.

    • This is not accurate. There are students from both Burks and Caldwell Elementary Schools who attend Faubion Middle School and then advance to McKinney Boyd High School

  • It is a lot farther for the Walker students to go to Faubion than it is for them to go to Cockrill.

    • It is 1.4 miles farther to Faubion than to Cockrill. This takes approximately 5 minutes extra time.


Questions comments from the public this increases the travel time on the bus
Questions/Comments from the Public 18% to 32% Economically DisadvantagedThis increases the travel time on the bus.


Questions comments from the public15
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • You are increasing the environmental impact and traffic congestion by busing students across the district.

    • Logically there is less traffic congestion and less environmental impact of operating a bus than when 30 to 60 parents drive their children to school

    • If you go to one of our elementary schools at pick up time, you will see that even with neighborhood schools MANY of our parents do not even allow their children to walk to elementary school


Questions comments from the public16
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • There will be more buses added with this zoning proposal.

    • Number of Middle School buses in 2007-08

      • 54

    • Estimated number of Middle School buses for 2008-09

      • 55

    • Adding a Middle School and estimated to only add one bus route


Questions comments from the public17
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • Why can’t you guys get this right? Why do we have to keep rezoning?

    • If we were to quit growing, we would not have to build new schools and we would not have to assign students to attend the new schools

    • As long as we keep growing, we will have to build new schools and continue to rezone


Questions comments from the public18
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • What is the added cost of transportation for the recommended map vs. a geographically oriented map?

    • It is estimated to add an additional $480,000 for the recommended plan versus the geographic plan that has been shown


Questions comments from the public19
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • This type of zoning for the students will increase the drop-out rates for the students as they do not form the long lasting relationships by going from elementary to middle to high school with the same students.

    • McKinney ISD’s dropout rate is 1.1%, the average for Region 10 is 4.1% and the state average is 3.7%. We have been contacted by Esther Smith of the TEA because they are forming a “Best Practices” dropout recovery resource manual and they are considering including MISD due to our low dropout rate.


Questions comments from the public20
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • How does the MISD transportation budget as a percent of the total budget compare to other similar districts?

    • Birdville – 2.1% of total budget (39.9 square miles)

    • Mansfield – 2.9% of total budget (93.63 square miles)

    • Keller – 2.9% of total budget (51.0 square miles)

    • Denton – 3.0% of total budget (170.73 square miles)

    • Leander – 3.3% of total budget (198.51 square miles)

    • Humble – 3.3% of total budget (92.6 square miles)

    • MISD – 3.8% of total budget (109.00 square miles)

    • Pearland – 4.8% of total budget (48.36 square miles)


Questions comments from the public21
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • The MISD Board and administration zones for socio-economic diversity for political reasons.

    • This is not a logical comment. If you think about it, if the Board did redistribution of students for political reasons, it would be easier for them to not use socio-economics as one of the criteria in making their decision for the redistribution of students. The Board is actually showing courage in the face of adversity.


Questions comments from the public22
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • Can the 7th graders stay at their current school for their 8th grade year?

    • While I have always felt that those moving to a new school should go ahead and move, we have, sometimes in the past allowed students to remain at their current campus for their final year if the parents are willing to provide transportation

    • No final decision has been made on this issue


Questions comments from the public23
Questions/Comments from the Public 18% to 32% Economically Disadvantaged

  • How can we express our feelings to the Board?

    • Email at www.misdteamof8.net

    • Speak at Board meetings during the Public Comments portion of the agenda

    • Contact your Board representative


In the final analysis
In the Final Analysis 18% to 32% Economically Disadvantaged

  • The concerns do not have to do with:

    • Quality of Facilities

    • Quality of Instruction

    • Quality of Fine Arts Programs

    • Quality of Athletic Programs

    • Quality of Clubs/Organizations

    • Quality of Curriculum

    • Quality of Teachers and Administrators


In the final analysis1
In the Final Analysis 18% to 32% Economically Disadvantaged

  • The expressed central areas of concern are that students may spend extra time on a school bus or car getting to a campus that is not as close to their home as another campus and we are limiting the opportunities of students who receive bus transportation to a school that is not in their neighborhood

  • My question is whether these concerns warrant changing a method of zoning that has been successful for the past 13 years


ad