Central+Falls+High+School+2010

= = Ben Rankl

Central Falls High School

= Introduction =

In February, 2010, the Central Falls School District and its Superintendent, Dr. Frances Gallo, were thrown into the national spotlight when the Central Falls school board voted to support Dr. Gallo’s sweeping decision to fire all 93 teachers working at Central Falls High School. This decision would, unsurprisingly, cause a furor amongst the dismissed teachers, their union, and those who support them. The teachers contend that they were fired when they raised concerns at Dr. Gallo's suggestion that the teachers work extra hours, perform extra tasks, and submit themselves to more stringent evaluations without extra pay. (Providence Journal, 2010) Dr. Gallo and her supporters defend her decision, claiming that money was more important to the teachers than working for the children’s best interests. The U.S. Secretary of Education, Arne Duncan, stated “I applaud Commissioner Gist and Superintendent Gallo for showing courage and doing the right thing for the kids.” (Ingram, 2010) Even the President of the United States had spoken in favor of Dr. Gallo’s controversial move. (WBZ 38, 2010) Dr. Gallo’s abrupt and divisive actions are indicative of a new trend in American education in which the administrators of underperforming schools and districts severely penalize or dismiss teachers who do not raise student performance drastically in a short amount of time. In this case, the Administration, I feel, made these decisions with strong encouragement, if not outright pressure, from the Commissioner of Rhode Island Schools, Deborah Gist. (WPRI, 2010) Despite the fact that these teachers were all rehired after lengthily negotiations before the school year began, this episode proved to be the most publicized and dramatic event in this struggling school’s troubled recent history. The leaders of education in Rhode Island demand change at Central Falls High School, but my analysis of the facts will show that the Governments of Rhode Island and the United States refuse to seriously invest in change in the community of Central Falls or its schools.

= Community Background =

Shrine for Eldemiro Roman, slain CFHS student.

Situated in the Blackstone Valley, Central Falls is a small city with a population of 18,928. It is a city that boasts a diverse population. In the 2000 census, 57.2% of the people living in Central Falls reported themselves as White, 5.8% reported themselves as African American, and 47.8% reported themselves as Latino. 35.1% of people living in Central Falls report themselves as being born in another country. 64.7% of the population reported speaking a language other than English in the home. Census statistics also reveal an under educated and poverty stricken populous. Of the 11,182 living in Central Falls who are over 25 years old, only 49.1% have graduated High School. The median household income in the city is $22,698--much lower than the 2000 national average of $41,994. 25.9% of Central Falls families live below the poverty level, where 9.2% live higher than the national average. 40.9 % of the children living in Central Falls live with families below the poverty threshold. (US Census Bureau, 2000) As is often the case with lower income communities in the United States, Central Falls is affected by a higher than average violent crime rate. Out of 1,000 people living in Central Falls, more than five will be a victim of a violent crime within the city limits. (Neighborhood Scout, 2010) The city is now also plagued with a budget deficit of three million dollars out of a total budget of 18 million dollars. (Mooney, 2010) The city’s mayor, Eric Moreau is currently under investigation for giving two million dollars of city funds meant for rehabilitating housing to a contractor that happened to be a close friend.(Stanton and Malinowski, 2010) The city’s funds are no longer in control of the mayor, as the city has been placed under receivership.(Mooney, 2010)

Now that we have examined some statistics on Central Falls, I do not think a background of this community and the problems it faces would be complete without testimony from a few of its residents. One young mother, Arriona Quick states “This city is suffering, the people are suffering. They have no jobs.” Of the city’s leaders she says “They are making this place a lot worse than it is. They need to take some extra measures before the city collapses” (Mooney, 2010). Another frustrated resident, Robert Ledo says “You got boarded up houses galore, all kinds of [political] shenanigans…unemployment is high. Crime’s high. And that’s the reality of it" (Mooney, 2010). Poverty, high crime, corrupt leaders, and a crumbling cityscape are what many of Central Fall’s children face as an everyday reality.

= District Summary =

Central Falls Police Sgt. Wayne Solan carries a shotgun at the main entrance of Central Falls High School

An examination of statistics concerning the performance throughout the Central Falls School District shows that these students are struggling from the very moment they enter the Central Falls School District. In the Learning and Achievement statistics, students who are proficient in the subjects on which they were tested are almost never in the majority. The test scores of those in Middle School are lower than those in Elementary School, and the numbers of those proficient in High School are lowest of all (Information Works, 2009). Despite the test scores being low, I feel the fact that the school is not properly supported by the state of Rhode Island to be a much more serious problem.

One of the most important issues facing the entire Central Falls School District is the fact that state funding for schools is going to be drastically cut. Governor Donald Carcieri plans to cut Rhode Island’s 2011 education budget by 27 million dollars. This is dire news for a school district that relies on state dollars for nearly its entire budget. If these budget cuts go through, Central Falls School District will lose 1.7 million dollars of precious funding (Jordan, 2010). This will have a disastrous effect on a school district that is fighting an uphill battle to provide its diverse students with a quality education. Administrators and teachers alike will find it more difficult to give a quality education to the children who so greatly need positive experiences in their lives. Programs like the CFHS partnership with University of Rhode Island may prove to be helpful, but I doubt it will replace those essential funds needed to keep the Central Falls School District afloat.

= School Analysis = Michael Dwyer/The Associated Press: Juan Pena, left, and Theresa Agonia, former students at Central Falls High School in Central Falls, R.I., take part in a candlelight vigil in support of teachers March 9.

The main catalyst that brought about the firing of all of CFHS’s teachers and staff was the fact that the school consistently failed to reach No Child Left Behind guidelines for success. 2008-09 NECAP exams show that less than 10% of students were proficient in math. Scores were much higher for English Language Arts. Only 52.2% of the students who entered the school in 2004 graduated in 2008. There are only two schools in Rhode Island who have a lower graduation rate (Information Works, 2009).

Discipline problems are also a serious issue at CFHS. During the 2007-08 school year, 78.5 out of 100 students have had an out of school suspension and 66.5 students have had an in-school suspension (Information Works, 2010). Ryan Bradley, a former student, said the students had no respect for teachers and often did as they pleased. He states that he had passed the school many times and saw a large number of police officers in front of the school. Col. Frank Moran of the CFPD states “Teachers are not going to be able to teach if kids are roaming the high school causing distractions” (Jordan, 2010). Ryan Bradley stated that teachers are part of the problem, often “doing nothing” about students who were being disrupted. In contrast to this, Jane Sessums, President of the Central Falls Teachers Union states that teachers complain of being threatened “but more than that, they don’t feel that they get the support they need” (Jordan, 2010).

This leads me to the most important question in this analysis of CFHS. Are the teachers at CFHS to blame for the student’s continuous failures? Information from the 2007-08 SALT report points to student dissatisfaction with their teachers. Only 30% of students believe that teachers take a personal interest in their students. Approximately 10% report that they receive help and advising from teachers. 40% of the students report that they have a sense of belonging in the school. To be fair, the scores from other students from all RI High Schools give teachers scores that are almost identical to these (Information Works, 2010). Ryan Bradley, the former student I interviewed about his time at CFHS said that only two out of six of his teachers were doing a quality job teaching the students. He stated that many teachers did not seem to care and that the teachers who were less than quality “brought the students down with them.” Despite this, I feel it is interesting that many CFHS students attended rallies supporting their teachers after they were fired. Even though it may seem as if the teachers are a large part of CFHS’s problems, how can we fairly gauge teacher’s performances if they insist that they are not getting the proper support? Once again, Administrators are expecting change at CFHS without providing the tools and support to make it possible.

=Conclusion=

In conclusion, I feel that those who are in power in American education desire not necessarily the best solution to the problems plaguing schools like CFHS, but the quickest and most cost effective solution. Firing all the teachers at Central Falls High School would save the state of Rhode Island quite a bit of money due to the fact that new teachers are not paid as much. I feel money was the motivation of Deborah Gist’s insistence that all the teachers at CFHS be fired. Saving money is the main motivation behind No Child Left Behind. State and Federal Government concerns about saving money are what are ultimately keeping the community of Central Falls and its schools behind. Investments in the community, investments in training and relieving tired and frustrated teachers and investments in enriching the lives of the children of Central Falls are the solution to the problems faced by Central Falls and its schools

=References=  Unknown,(2/11/10). "Six conditions Central Falls High School teachers must accept". Retrieved October 15th, 2010 from Providence Journal website: []

 US Census Bureau,(2000) Census 2000 Demographic Profile Highlights. Retrieved September 27th, 2010 from US Census Bureau Website: [|http://factfinder.census.gov/servlet/SAFFFacts?_event=&geo_id=16000US4414140&_geoContext=01000US|04000US44|16000US4414140&_street=&_county=Central+Falls&_cityTown=Central+Falls&_state=&_zip=&_lang=en&_sse=on&ActiveGeoDiv=&_useEV=&pctxt=fph&pgsl=160&_submenuId=factsheet_1&ds_name=null&_ci_nbr=null&qr_name=null&reg=null%3Anull&_keyword=&_industry=&show_2003_tab=&redirect=Y]

 Neighborhood Scout "Crime Rates for Central Falls,RI" Retrieved October 15th, 2010 from Neighborhood Scout website: []

 Ingram, M. "Rhode Island district seeks to tear up teacher's contract" Retrieved October 2nd from World Socialist website:[]

 WBZ 38,(3/1/2010) "Obama Agrees With Firings At RI's Central Falls High School." Retrieved October 2nd from WBZ 38 Boston website:[]

 WPRI 12,(4/7/2010) "Ed.boss Gist calls for sweeping change." Retrieved October 2nd from WPRI 12 Eyewitness News website: []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Mooney, T,(5/20/10) "Central Falls receivership: "City's a Mess" residents say" Retrieved October 12th from Providence Journal website:[| http://newsblog.projo.com/2010/05/central-falls-in-receivership.html]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Information Works!,(2009). Learning and Achievement: Assessments. Retrieved September 27th from Information Works website:[]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Jordan, J,(2/3/10). "Budget would deeply cut aid to schools." Retrieved October 15th from Providence Journal website: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">[]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Information Works!,(2009). Graduation Rates. Retrieved October 19th from Information Works website: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">[]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Jordan, J,(10/13/10). "Central Falls police, school officials tackle discipline issues at high school." Retrieved October 15th from Providence Journal website: []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Information Works!,(2009). Safe and Supportive Schools:Incidents of Suspension. Retrieved October 15th from Information Works website: []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Information Works!,(2009). Safe and Supportive Schools: Connectedness. Retrieved October 19th from Information Works website: []

Edited by Bri Napolitano and Ryan Bradley

Introduction = 5 / 5 pts.
I feel that the introduction is very strong. I feel as though the introduction grabs the reader in with its narrowed focus. The introduction really introduces the reader to the thoughts that will be explored throughout the rest of the context statement.
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = 4 / 5 pts.
You should not use "I" in this report because it is supposed to be strictly data and informational. You should add a few points from the opposite side of view. You should also take a little bit more time to explain the strengths of the school, excluding the controversy.
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = 5 / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || underperforming =under performing. Other than that spelling error the mechanics of this paper were very good. All of the sentences flow nicely together and form a very well thought out argument.

Conclusion = 5 / 5 pts.
The conclusion is very one sided, but does make a clear point. If this was a report allowing a bias, this conclusion is perfect. I am not sure of the requirements on using opinions, but I think maybe you should put a little bit more in on how its a good school and that parents should look at it for their children, or the opposite of that.
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = 5 / 5 pts.
The pictures are very nice and compliment the words well. You can tell that you took a lot of time on this, and it shows in your work.
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = 9.8 /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

Very thorough details, and the pictures complimented the words nicely. This paper was very interesting to read and I feel that this is a compelling report.

REPLACEWITHSCORE/ 5 pts.=== || 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. || Constructive comments about report's introduction:
 * ===Introduction=

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

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