Monday, February 28, 2011
AHS Weekly Update- Week of February 28th, 2011
It’s Project Week at Animas High and our students are engaged in unique learning opportunities both in Durango and across Southwestern Colorado. We look forward to seeing all their great work and the results of their efforts. Please take a moment to review the following updates:
AHS Admissions Lottery
CSAPs
2011 Spring Break
AHS Admissions Lottery
Animas High School will NOT be holding an admissions lottery for the incoming class of 2015 on March 1st. All students who completed enrollment forms for next fall will be offered admission to AHS and will be sent registration packets from the school. Registrations are due back to Animas High’s Main Office by Friday, April 15th.
Enrolled students who do not return a completed registration packet will be removed from the school’s admissions roster. Once AHS reaches enrollment capacity (81 students), subsequent enrollees will be assigned to the school’s Waiting List in the order in which they enrolled. We want to thank everyone for such a rewarding enrollment season and we look forward to working with the class of 2015!
Additionally, Animas High continues to accept enrollment for limited spots in our Class of 2014.The school will enroll students for next year’s tenth grade until we reach capacity. Enrollment forms can be found online at www.animashighschool.com
CSAPs
When we return to school after spring vacation, it will be CSAP week. Students will be testing every day, March 14-18. We ask your help in making sure students get to school on time, are well-rested and prepared to do their best. Please see the attached Parent Brochure for more information about the CSAP testing. The 2011 CSAP schedule allows for extra time with advisory groups both in the morning and afternoon of testing week. We look forward to supporting our students as they navigate the 2011 CSAP experience. Questions or concerns can be forwarded to Testing Director Cat Lauer at cat.lauer@animashighschool.com and/or AHS Coordinator of Student Services, Jeff DiGiacomo at jeff.digiacomo@animashighschool.com
2011 Spring Break
Animas High School will close Friday, March 4th at 4pm for Spring Break. Campus will reopen at 7am on Monday, March 14th. Please have a very safe and super fun vacation!
We've Heard Your Feedback!
For Immediate Release: To AHS Families and 9th Grade Enrollees for the Class of 2015,
Interest in Animas High School and demand for enrollment into the Class of 2015 next fall has exceeded every expectation. As Animas High School continues to grow and shine, it’s important for us to continually listen to the students and families in our community. To this end, Animas High School wants all students who are interested in AHS to benefit from our unique high school program.
We’ve heard your feedback! Due to the increased demand for enrollment, we are pursuing facility options that will allow AHS to accommodate all interested enrollees. As a result of these developments, the Animas High School Board of Directors has increased the 9th grade lottery target to 81 students.
Because of this increase in 9th grade capacity, the lottery has not yet been triggered and all current enrollees are eligible to register for Animas High School in the fall.
However, please note that if more than 81 students enroll by the end of the day on February 28th, (next Monday) the lottery will be triggered and will be held at 5pm on March 1st at AHS. Enrollees should expect notification from the School on Monday morning as to whether the school will be holding an admissions lottery.
Our goal is to not have to turn any interested student away from our school. We are honored to hear students and families expressing a strong desire to be a part of Animas High School. I thank you all for your continued support and encouragement as we work diligently to accommodate as many students as we can next fall.
Interest in Animas High School and demand for enrollment into the Class of 2015 next fall has exceeded every expectation. As Animas High School continues to grow and shine, it’s important for us to continually listen to the students and families in our community. To this end, Animas High School wants all students who are interested in AHS to benefit from our unique high school program.
We’ve heard your feedback! Due to the increased demand for enrollment, we are pursuing facility options that will allow AHS to accommodate all interested enrollees. As a result of these developments, the Animas High School Board of Directors has increased the 9th grade lottery target to 81 students.
Because of this increase in 9th grade capacity, the lottery has not yet been triggered and all current enrollees are eligible to register for Animas High School in the fall.
However, please note that if more than 81 students enroll by the end of the day on February 28th, (next Monday) the lottery will be triggered and will be held at 5pm on March 1st at AHS. Enrollees should expect notification from the School on Monday morning as to whether the school will be holding an admissions lottery.
Our goal is to not have to turn any interested student away from our school. We are honored to hear students and families expressing a strong desire to be a part of Animas High School. I thank you all for your continued support and encouragement as we work diligently to accommodate as many students as we can next fall.
Monday, February 21, 2011
AHS Weekly Update-Week of February 21st, 2011
Greetings from AHS,
A reminder that following next week’s Project Week experience is SPRING BREAK! Campus will be closed from March 7th until Monday, March 14th. Please take a moment to review the following updates:
Thursday EXHIBITION Events
Project Week
2011-12 ENROLLMENT
Thursday EXHIBITION Events
Model U.N.: Thursday, February 24 9:00 a.m.-11:00 a.m., 12:15 p.m.-2:15 p.m.
John Fisher's class will participate in a model U.N., addressing issues of the Palestinian refugee crisis, and the recent provocations from North Korea. Come see students making speeches, using parliamentary rules, haggling over resolutions, and writing amendments to solve these challenging world problems. It is a great chance to see some critical thinking in action and learn about these global issues.
Shadows of Shakespeare: Thursday, February 24 4:00 p.m. and 6:00 p.m. Jessica McCallum's class will be holding 2 live performances of Shakespeare's A Mid Summer Night's Dream through the art of shadow puppetry. Join us and see our students perform their 21st century variation of this classic piece of theater and literature.
Project Week
Next week is Project Week at AHS! Students have met with their teams and we are ready to go. Parents, look for a final permission slip/liability release coming home to you this week. Please contact your student’s Project Week Leader with any questions or concerns about this experience!
2011-12 ENROLLMENT
On March 1st, Animas High School will hold its first ever admissions lottery for the incoming class of 2015. Please join the Animas High community as we solidify the roster for next year’s incoming freshman class. Any student who completes an online enrollment form by February 28th, will be included in the lottery. Students, their families and the public may join AHS on campus for the lottery on Tuesday, March 1st at 5pm. The school will inform all enrolled students of their admissions status following the lottery experience.
Wednesday, February 16, 2011
Colo. educators decry Hickenlooper's proposed cuts
Colo. educators decry Hickenlooper's proposed cuts
By Karen Auge and Carlos Illescas
The Denver Post
Slashing $375 million from Colorado's public schools, as Gov. John Hickenlooper has proposed, could cost teachers' jobs and shrink the paychecks of many who remain, and would mean nearly $500 less spent on each schoolchild.
Deep cuts to education were widely expected. Nevertheless, the actual numbers delivered by Hickenlooper Tuesday hit educators like a gut punch.
They responded with expected outcry, while the governor's budget proposal generated a topsy-turvy political response, with some in the governor's party decrying the bloodletting and asking for additional revenue — i.e. taxes — to stanch it.
"Gov. Hickenlooper's budget is full of tough choices," said Wade Buchanan, president of the Bell Policy Center. "What's different now is that these cuts truly threaten bedrock investments in our future."
Overall, Colorado's public colleges and universities will see $125 million less next year. Of that, $89 million was an expected loss of federal stimulus money.
That leaves total expected cuts of $36 million for 2011-12. This year, the state higher-education budget was $555 million. The proposed cut will mean $877 less per student.
The potential cuts to K-12 education come despite Amendment 23, which is supposed to increase education funding each year by at least the rate of inflation.
But as the current recession began engulfing the state in 2009, then-Gov. Bill Ritter seemingly found a way around that requirement.
In 2003, legislative attorneys opined that Amendment 23 did not protect mitigating funding factors — such as a district's cost of living and its number of at-risk kids — and lawmakers could lower the total money for schools without touching each district's base amount.
How the cuts affect students, teachers and schools will vary, said Bruce Caughey, executive director of the Colorado Association of School Executives.
"Public education is supposed to be for all kids regardless of circumstances," he said. "For those kids who come from difficult circumstances, like poverty, public schools are often their only hope."
Jefferson County schools had expected to have 95 fewer teachers next year. But Superintendent Cindy Stevenson said the state's largest district underestimated how much it would lose under Hickenlooper's plan. Now the district may ask employees to take a pay cut, likely through furlough days.
This year's proposed cuts come on top of two years of financial blows to schools.
Kindergarten through high school education took a $260 million cut — a 6 percent net reduction — in the current 2010-11 budget year, which ends in June.
The cuts are becoming more than schools and teachers can or should bear, said Brenda Smith, president of the AFT Colorado teachers union. "Teachers are doing their part with fewer resources in larger classes, but at some point Coloradans will have to decide if education is really our priority."
With everyone from the governor himself to the state's millions of unemployed residents talking about the need to create jobs, it makes no sense to yank money out of the institutions that prepare the state's future workforce, Caughey said.
"I don't think there is any better investment in jobs than schools," he said.
Karen Auge: 303-954-1733 or kauge@denverpost.com
By Karen Auge and Carlos Illescas
The Denver Post
Slashing $375 million from Colorado's public schools, as Gov. John Hickenlooper has proposed, could cost teachers' jobs and shrink the paychecks of many who remain, and would mean nearly $500 less spent on each schoolchild.
Deep cuts to education were widely expected. Nevertheless, the actual numbers delivered by Hickenlooper Tuesday hit educators like a gut punch.
They responded with expected outcry, while the governor's budget proposal generated a topsy-turvy political response, with some in the governor's party decrying the bloodletting and asking for additional revenue — i.e. taxes — to stanch it.
"Gov. Hickenlooper's budget is full of tough choices," said Wade Buchanan, president of the Bell Policy Center. "What's different now is that these cuts truly threaten bedrock investments in our future."
Overall, Colorado's public colleges and universities will see $125 million less next year. Of that, $89 million was an expected loss of federal stimulus money.
That leaves total expected cuts of $36 million for 2011-12. This year, the state higher-education budget was $555 million. The proposed cut will mean $877 less per student.
The potential cuts to K-12 education come despite Amendment 23, which is supposed to increase education funding each year by at least the rate of inflation.
But as the current recession began engulfing the state in 2009, then-Gov. Bill Ritter seemingly found a way around that requirement.
In 2003, legislative attorneys opined that Amendment 23 did not protect mitigating funding factors — such as a district's cost of living and its number of at-risk kids — and lawmakers could lower the total money for schools without touching each district's base amount.
How the cuts affect students, teachers and schools will vary, said Bruce Caughey, executive director of the Colorado Association of School Executives.
"Public education is supposed to be for all kids regardless of circumstances," he said. "For those kids who come from difficult circumstances, like poverty, public schools are often their only hope."
Jefferson County schools had expected to have 95 fewer teachers next year. But Superintendent Cindy Stevenson said the state's largest district underestimated how much it would lose under Hickenlooper's plan. Now the district may ask employees to take a pay cut, likely through furlough days.
This year's proposed cuts come on top of two years of financial blows to schools.
Kindergarten through high school education took a $260 million cut — a 6 percent net reduction — in the current 2010-11 budget year, which ends in June.
The cuts are becoming more than schools and teachers can or should bear, said Brenda Smith, president of the AFT Colorado teachers union. "Teachers are doing their part with fewer resources in larger classes, but at some point Coloradans will have to decide if education is really our priority."
With everyone from the governor himself to the state's millions of unemployed residents talking about the need to create jobs, it makes no sense to yank money out of the institutions that prepare the state's future workforce, Caughey said.
"I don't think there is any better investment in jobs than schools," he said.
Karen Auge: 303-954-1733 or kauge@denverpost.com
Governor targets schools for cuts
Governor targets schools for cuts
Hickenlooper’s proposal would set a lower spending baseline
By Joe Hanel Herald Staff Writer Article Last Updated: Tuesday, February 15, 2011 11:51pm
DENVER – Gov. John Hickenlooper called Tuesday for historic cuts to public schools that will place “almost inhuman demands” on teachers and government workers, he said.
Added to cuts that former Gov. Bill Ritter proposed last November, K-12 schools would lose $500 per student next school year, and colleges would lose $877 per student, compared with this year’s funding.
Currently, the state spends an average of $6,813 per pupil.
State workers would see further pay cuts, and senior discounts for state parks would be eliminated as part of the plan Hickenlooper announced for the 2011-12 budget, which starts in July.
Ritter already proposed a 2011-12 budget, but Hickenlooper said a worse-than-expected economy and a desire for a conservative budget with more money in reserve forced him to ask for additional cuts.
“The four-letter word today is ‘math.’ We have a structural imbalance to the budget,” Hickenlooper said.
The state has fallen $1 billion short every year in its approximately $7 billion budget since the recession hit – a mismatch of revenue and expenses that Hickenlooper calls a structural gap. Ritter’s policy was to fill the gap as best he could with federal stimulus money and cash from savings accounts.
Hickenlooper made clear Tuesday that he intends to make permanent cuts that will eliminate the structural gap after two years. Most of Tuesday’s cuts will set a new, lower baseline for future years, and schools should not expect their budgets to bounce back next year.
Republican legislators, in general, lauded Hickenlooper’s plan.
“What you’ve presented here, I think, is a realistic and honest appraisal of where we are,” said Sen. Kent Lambert, R-Colorado Springs, a member of the budget committee.
But the governor left his fellow Democrats stunned, and some of them scolded him publicly Tuesday.
“My guess is the per-pupil spending (cut) will take us close to the bottom in the country,” said Sen. Rollie Heath, D-Boulder. “The continuation of cutting our way out of this is not going to work.”
The Legislature will get a chance to approve Hickenlooper’s plan or make changes, with the main debates scheduled in late March and early April. All cuts will take effect starting in July.
It will be up to each school district to decide what to cut, and Hickenlooper said the new budget doesn’t necessarily have to cause layoffs.
But Jane Urschel, deputy director of the Colorado Association of School Boards, disagreed, noting that most school districts spend 85 percent of their money on employees.
“It’s a people industry. So there certainly will be cuts to teachers. There’s no way to avoid that,” Urschel said.
The cuts will total about $2 million for Durango School District 9-R, said Laine Gibson, chief financial officer of the district.
To help soften the blow, the board will most likely realign mill levy dollars, Gibson said. Voters approved the mill levy increase, which will bring the district $3.2 million annually, in November.
Major cuts to staff, for example, may not be as drastic as they would have been without the money, Gibson said.
The school district will still feel the blows of Hickenlooper’s new budget proposal, though.
“It’s going to cost us, it’s basically doubling the cuts we made last year,” Gibson said.
Rocco Fuschetto, superintendent of Ignacio School District 11-JT, said the cuts will put the district in an even tougher position when it comes time to create next year’s budget.
“Just like everyone else, $500 per kid is a lot to lose, and I know it will have some kind of effect on hiring,” Fuschetto said. “We’re going to start working on the budget in next couple months and every line will be looked at.”
The state is requiring more of the schools, but isn’t sending the necessary funding to complete those goals, he said.
“We want to keep going with our programs and offer more opportunities for kids, but at same time we get our funding cut,” he said. “How do you balance those things?”
Colleges were already facing steep cuts, and they would see an extra $36 million cut under Tuesday’s plan.
For Fort Lewis College, it means $577,000 less than college leaders had expected.
“We think we’ll be in reasonable shape with this amount. We have been budgeting really conservatively,” said Steve Schwartz, the college’s vice president for finance and administration.
Although K-12 schools would suffer the most under Hickenlooper’s plan, it has plenty of pain to spread across the state.
State employees will have to divert 4.5 percent of their paychecks into their retirement accounts, compared with a 2.5 percent cut in Ritter’s plan.
The plan leans heavily on savings accounts for local governments. Legislators are fighting this week about whether the natural-gas and oil tax accounts should be used to balance the state budget or for their original purpose – making grants to local governments and water projects. Hickenlooper’s plan takes $65 million more from the accounts than Ritter was proposing.
Other notable reductions Tuesday include the closure of the Fort Lyon Correctional Facility in Bent County, closing Bonny Lake State Park near the Kansas border and “repurposing” three Western Slope state parks – Paonia, Sweitzer Lake and Harvey Gap – to be managed with reduced services.
Also, the plan would end the 50 percent discount that senior citizens get on state park passes.
Hickenlooper plans $57 million in additional cuts to health-care programs like Medicaid, including an extra 0.5 percent cut to the pay of doctors and nurses who provide health care for the poor.
The state budget should expect cuts of the same magnitude in 2012, although not necessarily to schools, warned Hickenlooper’s budget chief, Henry Sobanet.
“We’ve used our savings account to pay our ongoing expenses, and the savings account is now gone,” Sobanet said.
jhanel@durango herald.com. Herald Staff Writer Emery Cowan contributed to this report
Hickenlooper’s proposal would set a lower spending baseline
By Joe Hanel Herald Staff Writer Article Last Updated: Tuesday, February 15, 2011 11:51pm
DENVER – Gov. John Hickenlooper called Tuesday for historic cuts to public schools that will place “almost inhuman demands” on teachers and government workers, he said.
Added to cuts that former Gov. Bill Ritter proposed last November, K-12 schools would lose $500 per student next school year, and colleges would lose $877 per student, compared with this year’s funding.
Currently, the state spends an average of $6,813 per pupil.
State workers would see further pay cuts, and senior discounts for state parks would be eliminated as part of the plan Hickenlooper announced for the 2011-12 budget, which starts in July.
Ritter already proposed a 2011-12 budget, but Hickenlooper said a worse-than-expected economy and a desire for a conservative budget with more money in reserve forced him to ask for additional cuts.
“The four-letter word today is ‘math.’ We have a structural imbalance to the budget,” Hickenlooper said.
The state has fallen $1 billion short every year in its approximately $7 billion budget since the recession hit – a mismatch of revenue and expenses that Hickenlooper calls a structural gap. Ritter’s policy was to fill the gap as best he could with federal stimulus money and cash from savings accounts.
Hickenlooper made clear Tuesday that he intends to make permanent cuts that will eliminate the structural gap after two years. Most of Tuesday’s cuts will set a new, lower baseline for future years, and schools should not expect their budgets to bounce back next year.
Republican legislators, in general, lauded Hickenlooper’s plan.
“What you’ve presented here, I think, is a realistic and honest appraisal of where we are,” said Sen. Kent Lambert, R-Colorado Springs, a member of the budget committee.
But the governor left his fellow Democrats stunned, and some of them scolded him publicly Tuesday.
“My guess is the per-pupil spending (cut) will take us close to the bottom in the country,” said Sen. Rollie Heath, D-Boulder. “The continuation of cutting our way out of this is not going to work.”
The Legislature will get a chance to approve Hickenlooper’s plan or make changes, with the main debates scheduled in late March and early April. All cuts will take effect starting in July.
It will be up to each school district to decide what to cut, and Hickenlooper said the new budget doesn’t necessarily have to cause layoffs.
But Jane Urschel, deputy director of the Colorado Association of School Boards, disagreed, noting that most school districts spend 85 percent of their money on employees.
“It’s a people industry. So there certainly will be cuts to teachers. There’s no way to avoid that,” Urschel said.
The cuts will total about $2 million for Durango School District 9-R, said Laine Gibson, chief financial officer of the district.
To help soften the blow, the board will most likely realign mill levy dollars, Gibson said. Voters approved the mill levy increase, which will bring the district $3.2 million annually, in November.
Major cuts to staff, for example, may not be as drastic as they would have been without the money, Gibson said.
The school district will still feel the blows of Hickenlooper’s new budget proposal, though.
“It’s going to cost us, it’s basically doubling the cuts we made last year,” Gibson said.
Rocco Fuschetto, superintendent of Ignacio School District 11-JT, said the cuts will put the district in an even tougher position when it comes time to create next year’s budget.
“Just like everyone else, $500 per kid is a lot to lose, and I know it will have some kind of effect on hiring,” Fuschetto said. “We’re going to start working on the budget in next couple months and every line will be looked at.”
The state is requiring more of the schools, but isn’t sending the necessary funding to complete those goals, he said.
“We want to keep going with our programs and offer more opportunities for kids, but at same time we get our funding cut,” he said. “How do you balance those things?”
Colleges were already facing steep cuts, and they would see an extra $36 million cut under Tuesday’s plan.
For Fort Lewis College, it means $577,000 less than college leaders had expected.
“We think we’ll be in reasonable shape with this amount. We have been budgeting really conservatively,” said Steve Schwartz, the college’s vice president for finance and administration.
Although K-12 schools would suffer the most under Hickenlooper’s plan, it has plenty of pain to spread across the state.
State employees will have to divert 4.5 percent of their paychecks into their retirement accounts, compared with a 2.5 percent cut in Ritter’s plan.
The plan leans heavily on savings accounts for local governments. Legislators are fighting this week about whether the natural-gas and oil tax accounts should be used to balance the state budget or for their original purpose – making grants to local governments and water projects. Hickenlooper’s plan takes $65 million more from the accounts than Ritter was proposing.
Other notable reductions Tuesday include the closure of the Fort Lyon Correctional Facility in Bent County, closing Bonny Lake State Park near the Kansas border and “repurposing” three Western Slope state parks – Paonia, Sweitzer Lake and Harvey Gap – to be managed with reduced services.
Also, the plan would end the 50 percent discount that senior citizens get on state park passes.
Hickenlooper plans $57 million in additional cuts to health-care programs like Medicaid, including an extra 0.5 percent cut to the pay of doctors and nurses who provide health care for the poor.
The state budget should expect cuts of the same magnitude in 2012, although not necessarily to schools, warned Hickenlooper’s budget chief, Henry Sobanet.
“We’ve used our savings account to pay our ongoing expenses, and the savings account is now gone,” Sobanet said.
jhanel@durango herald.com. Herald Staff Writer Emery Cowan contributed to this report
Tuesday, February 15, 2011
Could charter, public schools get along?
STEVE LEWIS/Herald
Sophomore Johnathan Cannon, a student ambassador at Animas High School, talks to parents and prospective students during an informal presentation and question and answer session at the school.
Could charter, public schools get along?
Meeting could signal a new era of collaboration
By Emery Cowan Herald Staff Writer Article Last Updated: Monday, February 14, 2011 11:19pm
It’s no secret that relations between public charter schools and traditional public schools can be tense. The failure of two charter schools, Excel and Community of Learners, led to disagreement and blame-placing among many of those involved. The bitter memory still lingered when a new charter school, Animas High School, announced plans to begin.
Durango is no exception. The failure of two charter schools, Excel and Community of Learners, led to disagreement and blame-placing among many of those involved. The bitter memory still lingered when a new charter school, Animas High School, announced plans to begin.
But then Animas received the “go-ahead” from the Colorado Charter School Institute, which oversees the school, and enrolled enough students for a full freshman class. Now another charter school, Mountain Middle School, is set to open next fall, and both schools are close to triggering lottery enrollment because of the high level of interest they have attracted.
Though charter schools often are seen as a threat to public schools because of their potential to draw away students and funding, Durango School District 9-R decided to tentatively extend an olive branch.
In a meeting earlier this month, the board voted to schedule talks between the boards of Mountain Middle School, Animas High School and 9-R to discuss what future relations will look like between the boards and their schools. Scheduled for March or April, the meeting will be the first formal talks between the three groups.
“I feel like what happened last night was historic for Durango,” said Nancy Heleno, president of Mountain Middle School’s board of directors, after the board meeting. “It’s a paradigm shift of thinking and perceiving charter schools. For 25 years, the go-to feeling has been that they’re competition.”
Though school administrators aren’t guaranteeing any type of outcome and emphasize their primary responsibility is to their own schools, the plans suggest a new movement to find a place of coexistence that so far has been difficult to reach.
Much of the tension between the schools comes down to funding, which has been sorely lacking all around since the economic downturn.
Keith Owen, superintendent of Durango School District 9-R, said 9-R loses almost $7,000 per pupil each time a student enrolls at Animas High School. The case will be the same when students enroll in Mountain Middle School because both schools are chartered through the Colorado Charter School Institute. Like any other school district, the institute receives separate per-pupil state funding and has authority over the schools it charters.
In many other districts, charter schools are run through the local school district. In these cases, state funding would go to the district.
Laine Gibson, the district’s chief financial officer, said that in the two years since Animas High School started, Durango High School has lost five teaching positions and reduced several programs because of falling enrollment.
Districts see charters as competitors, which creates an automatic adversity, said Mark Hyatt, executive director of the Colorado Charter School Institute.
Such financial dynamics are likely to continue, with the state institute counting a 21 percent increase in enrollment this year, according to Education News Colorado, a news website dedicated to Colorado’s schools.
But a wave of partnerships is beginning to happen in Colorado and nationwide.
Hyatt said there are good working relationships between traditional public schools and public charter schools in about half of the districts in the state. On a national scale, nine cities have signed on to the Bill and Melinda Gates Foundation’s District-Charter Collaboration Compact, an initiative designed to highlight and share best practices and knowledge among public charter schools and traditional public schools.
Still, Durango would be fairly unique, at least among schools in Colorado, if any sort of mutual support or collaboration came out of the boards’ talks, Owen said.
From what he has seen, it’s a rare occurrence for charter schools run by the state institute, as opposed to district-run charters, to have much collaboration with local district schools because they have no legal obligation to work together, he said.
Floyd Patterson, president of the 9-R board, said the board’s decision reflects the recognition that the educational landscape is shifting as charters continue to grow.
“It’s a change in thinking, we’re in the era of choice,” Patterson said. “A lot of our friends have children in these schools, and we can’t be hostile.”
Michael Ackerman, Animas’ head of school, and Heleno already have ideas for collaboration.
Ackerman said he would like to see the schools put their resources together to do a high school information night to clarify the benefits of and differences between Animas High School and Durango High School.
Heleno said she could see the schools applying for grants together to have district development days that are open to all schools, public, private and charter.
Neither of them hold illusions about the amount of work required to reach a level of substantial collaboration.
“We still have a long way to go,” Ackerman said.
ecowan@durango herald.com
STEVE LEWIS/Herald
Michael Ackerman, far right, answers a question from Matt Pope, left, during a presentation for parents and prospective students at Animas High School.
JOSH STEPHENSON/Herald
Ninth-grader Brittany Lee, 15, goes to her next class at Animas High School.
Sunday, February 13, 2011
Animas High students take look at genocide
How can people kill others in name of faith?
Animas High students take look at genocide
By Ann Butler Herald Staff Writer Article Last Updated: Friday, February 11, 2011 8:11pm
http://www.durangoherald.com/article/20110212/LIFESTYLE06/702129996/-1/Lifestyle06
Millions of people were killed in the 20th century in the name of faith, ethnicity or political belief. Even as genocide continues today in places such as Darfur and Uganda, people still ask why.
“We tend to see genocide as something that evil people do to innocent victims,” Lori Fisher, a teacher at Animas High School, said while discussing The Genocide Project, an assignment she gave to her sophomore humanities students.
“It’s more complex than that. Many people are capable of it in certain contexts. If people are feeling insecure, economically, politically, in their identity, it tills the field,” she said.
Animas High School, a charter school in its second year, provides project-based learning. In this project, students studied the genocides of the last century and created everything from multimedia projects to art and music to share what they had learned.
“It was a really emotional experience for me,” student Jenna Brooks said about her project on the genocide of Bosnian Muslims, when Serbs were responsible for the deaths of 200,000, the displacement of 2 million and the systemized rape of thousands of women and girls. After conducting research about the brutality, Jenna, a poet and lyricist, wrote a song as part of her exhibit, annotating individual lyrics and singing from the point of view of the victims.
“I realized how closed off America is from the world and how serious genocide is,” she said. “Thousands of people died (in Bosnia) just 16 years ago, and I didn’t know anything about it.”
Students examined genocides on four continents, including those in Armenia, Ukraine, Guatemala, Cambodia, Darfur, Rwanda and the Holocaust in Nazi Germany. In one of the projects Fisher found most interesting, Jewish student Elliott Saslow and German exchange student Florian Hermann looked at the history of anti-Semitism and compared it to where anti-Semitism flourishes – or has been virtually eliminated – today.
Another project, about the Ukrainian genocide when Stalin killed more than 7 million people by creating an artificial famine with collectivization, was a multisensory experience with a loaf of bread wrapped in barbed wire while a bread machine working underneath projected the aroma of baking bread as quotes from Stalin were recited.
“The total number of deaths in Uganda could exceed Rwanda (an estimated 800,000),” said Carly Pierson, who did her project on the Lord’s Resistance Army and the Internally Displaced Persons camps in the African nation. “It’s not seen, not broadcasted, because it’s happening so slowly. I definitely don’t understand how people get violence like that out of the Ten Commandments.”
From propaganda to social psychology, students learned about how genocide happens. They studied the seven stages of genocide as explained by Gregory Stanton, director of the World Federalist Association Campaign to End Genocide. The stages are classification, symbolization, dehumanization, organization, polarization, identification, extermination and denial.
“It really makes me so mad, especially in the places where we see some of the seven signs genocide is happening, like in Uganda and Darfur, and no one is intervening,” Jenna said.
abutler@durango herald.com
STEVE LEWIS/Herald
Lori Fisher wanted students to do more than just learn about genocide when she assigned The Genocide Project to her sophomore class at Animas High School. She wanted them to educate others about it. From left, parents Maxine Christopher, Mark Crosby and Rhonda Crosby watch multimedia presentations on different instances of genocide. At right is a scene from sophomore Hank Stowers’ presentation “Imperialism in Ethiopia.”
Enlargephoto
STEVE LEWIS/Herald
Madlyn McClure, 13, left, and her mother, Maxine Christopher, watch a presentation on the genocide in Rwanda by Animas High School sophomore Lily Oswald.
Animas High students take look at genocide
By Ann Butler Herald Staff Writer Article Last Updated: Friday, February 11, 2011 8:11pm
http://www.durangoherald.com/article/20110212/LIFESTYLE06/702129996/-1/Lifestyle06
Millions of people were killed in the 20th century in the name of faith, ethnicity or political belief. Even as genocide continues today in places such as Darfur and Uganda, people still ask why.
“We tend to see genocide as something that evil people do to innocent victims,” Lori Fisher, a teacher at Animas High School, said while discussing The Genocide Project, an assignment she gave to her sophomore humanities students.
“It’s more complex than that. Many people are capable of it in certain contexts. If people are feeling insecure, economically, politically, in their identity, it tills the field,” she said.
Animas High School, a charter school in its second year, provides project-based learning. In this project, students studied the genocides of the last century and created everything from multimedia projects to art and music to share what they had learned.
“It was a really emotional experience for me,” student Jenna Brooks said about her project on the genocide of Bosnian Muslims, when Serbs were responsible for the deaths of 200,000, the displacement of 2 million and the systemized rape of thousands of women and girls. After conducting research about the brutality, Jenna, a poet and lyricist, wrote a song as part of her exhibit, annotating individual lyrics and singing from the point of view of the victims.
“I realized how closed off America is from the world and how serious genocide is,” she said. “Thousands of people died (in Bosnia) just 16 years ago, and I didn’t know anything about it.”
Students examined genocides on four continents, including those in Armenia, Ukraine, Guatemala, Cambodia, Darfur, Rwanda and the Holocaust in Nazi Germany. In one of the projects Fisher found most interesting, Jewish student Elliott Saslow and German exchange student Florian Hermann looked at the history of anti-Semitism and compared it to where anti-Semitism flourishes – or has been virtually eliminated – today.
Another project, about the Ukrainian genocide when Stalin killed more than 7 million people by creating an artificial famine with collectivization, was a multisensory experience with a loaf of bread wrapped in barbed wire while a bread machine working underneath projected the aroma of baking bread as quotes from Stalin were recited.
“The total number of deaths in Uganda could exceed Rwanda (an estimated 800,000),” said Carly Pierson, who did her project on the Lord’s Resistance Army and the Internally Displaced Persons camps in the African nation. “It’s not seen, not broadcasted, because it’s happening so slowly. I definitely don’t understand how people get violence like that out of the Ten Commandments.”
From propaganda to social psychology, students learned about how genocide happens. They studied the seven stages of genocide as explained by Gregory Stanton, director of the World Federalist Association Campaign to End Genocide. The stages are classification, symbolization, dehumanization, organization, polarization, identification, extermination and denial.
“It really makes me so mad, especially in the places where we see some of the seven signs genocide is happening, like in Uganda and Darfur, and no one is intervening,” Jenna said.
abutler@durango herald.com
STEVE LEWIS/Herald
Lori Fisher wanted students to do more than just learn about genocide when she assigned The Genocide Project to her sophomore class at Animas High School. She wanted them to educate others about it. From left, parents Maxine Christopher, Mark Crosby and Rhonda Crosby watch multimedia presentations on different instances of genocide. At right is a scene from sophomore Hank Stowers’ presentation “Imperialism in Ethiopia.”
Enlargephoto
STEVE LEWIS/Herald
Madlyn McClure, 13, left, and her mother, Maxine Christopher, watch a presentation on the genocide in Rwanda by Animas High School sophomore Lily Oswald.
Colorado education community braces for deep cuts in state funding
Colorado education community braces for deep cuts in state funding
By Tim Hoover
The Denver Post
POSTED: 02/13/2011 01:00:00 AM MST
UPDATED: 02/13/2011 03:56:00 PM MST
On Friday, Feb. 11, 2011, Clayton Early Learning preschoolers deliver political advice to Governor Hickenlooper in a book they made for him titled "If I Were Governor." (Kathryn Scott Osler, The Denver Post)
School districts and public colleges are bracing for what are expected to be deep cuts in K-12 and higher education to be announced Tuesday as Gov. John Hickenlooper unveils his first set of budget recommendations.
Hickenlooper, a Democrat, will outline his recommendations for the 2011-12 budget at a meeting of the legislature's Joint Budget Committee on Tuesday. The new governor's recommendations are essentially revisions to the spending plan first proposed by then-Gov. Bill Ritter, also a Democrat, in November.
A downward revision is likely, given a December revenue forecast that showed sluggish state revenues and the fact that Hickenlooper's administration wants to hold a higher portion of the state's general fund in reserve than Ritter's office did.
Multiple sources in the education community expect as much as a $400 million net reduction for K-12 education, which would be the largest single cut to public schools since the start of the recession. K-12 education took a $260 million cut — a 6 percent net reduction — in the current 2010-11 budget year that ends in June.
Henry Sobanet, Hickenlooper's budget director, said he could not discuss the details of the governor's budget revisions yet, saying only: "We have a billion-dollar issue, and next week begins the process of handling it."
The state faces at least a $1.1 billion shortfall in the 2011-12 budget year. In the spending plan Ritter recommended in November, he proposed a $43 million, or 0.8 percent, net increase for public schools for 2011-12.
That was a relatively meager increase for schools compared with what they've received over the past decade but still an improvement over the $260 million cut in the current year.
Now, even that small bit of light isn't coming, education officials say.
"We're bracing for what could be a cut that's equal to or greater than what we experienced this year," said Bruce Caughey, executive director of the Colorado Association of School Executives.
"At a minimum, there will be significant layoffs, and many people will lose their jobs as a result of the cut of the magnitude that's being discussed," Caughey said.
Savings unlikely elsewhere
Ritter's 2011-12 budget had proposed keeping state spending for higher education at the current year level of $555 million, but sources at the Capitol said Hickenlooper may propose a cut to higher education of around $50 million.
K-12 and higher education are expected to bear the brunt of any cuts Hickenlooper proposes for a few simple reasons. First, it is difficult to find big savings in other departments because 97 percent of the state's general fund is devoted to just five areas of the budget: K-12 education, health care for the poor, human services, prisons and higher education.
All other state departments account for only a few hundred million in spending from the state's roughly $7 billion general-fund expenditures.
K-12 education, with $3.2 billion in general-fund support, represents nearly 46 percent of the state's general-fund spending, the largest single expenditure. While K-12 funding traditionally had been viewed as protected by the state's Amendment 23 mandate for increased annual spending on schools, Ritter's office last year believed it had found a way to cut K-12 funding without violating the constitution.
That legal doctrine led to the $260 million cut.
"Everybody . . . scared"
Meanwhile, higher education has never had any such constitutional protection, so it has been vulnerable to continual cuts.
Prisons are governed by federal mandates on staffing and care for inmates, and lawmakers are loath to cut staffing to the point of threatening public safety.
Health care for the poor, primarily spending on Medicaid and the state's CHP+ plan for kids and pregnant women, is also governed by many federal mandates on how much can be cut. Also, the programs are heavily matched by federal funds, so cutting state spending even where it can be reduced means a corresponding loss in federal funds.
Finally, lawmakers and state officials generally have not touched human-services funding because they believe it aids the "most vulnerable" populations of people — such as the severely disabled — who cannot fend for themselves.
None of this is to say that Hickenlooper's budget recommendations won't touch areas of government besides K-12 and higher education. But the bulk of the cuts are expected to fall hardest on education.
Hickenlooper's office on Thursday gave a general briefing about the budget recommendations to lobbyists and other stakeholders for education groups and institutions.
The news was unsettling.
"Everybody in the room was scared," said one education lobbyist. "They (Hickenlooper's office) said you need to go back to your clients and say the cuts are going to be bad."
Tim Hoover: 303-954-1626 or thoover@denverpost.com
Read more: Colorado education community braces for deep cuts in state funding - The Denver Post http://www.denverpost.com/legislature/ci_17375037#ixzz1DtTYAX8r
By Tim Hoover
The Denver Post
POSTED: 02/13/2011 01:00:00 AM MST
UPDATED: 02/13/2011 03:56:00 PM MST
On Friday, Feb. 11, 2011, Clayton Early Learning preschoolers deliver political advice to Governor Hickenlooper in a book they made for him titled "If I Were Governor." (Kathryn Scott Osler, The Denver Post)
School districts and public colleges are bracing for what are expected to be deep cuts in K-12 and higher education to be announced Tuesday as Gov. John Hickenlooper unveils his first set of budget recommendations.
Hickenlooper, a Democrat, will outline his recommendations for the 2011-12 budget at a meeting of the legislature's Joint Budget Committee on Tuesday. The new governor's recommendations are essentially revisions to the spending plan first proposed by then-Gov. Bill Ritter, also a Democrat, in November.
A downward revision is likely, given a December revenue forecast that showed sluggish state revenues and the fact that Hickenlooper's administration wants to hold a higher portion of the state's general fund in reserve than Ritter's office did.
Multiple sources in the education community expect as much as a $400 million net reduction for K-12 education, which would be the largest single cut to public schools since the start of the recession. K-12 education took a $260 million cut — a 6 percent net reduction — in the current 2010-11 budget year that ends in June.
Henry Sobanet, Hickenlooper's budget director, said he could not discuss the details of the governor's budget revisions yet, saying only: "We have a billion-dollar issue, and next week begins the process of handling it."
The state faces at least a $1.1 billion shortfall in the 2011-12 budget year. In the spending plan Ritter recommended in November, he proposed a $43 million, or 0.8 percent, net increase for public schools for 2011-12.
That was a relatively meager increase for schools compared with what they've received over the past decade but still an improvement over the $260 million cut in the current year.
Now, even that small bit of light isn't coming, education officials say.
"We're bracing for what could be a cut that's equal to or greater than what we experienced this year," said Bruce Caughey, executive director of the Colorado Association of School Executives.
"At a minimum, there will be significant layoffs, and many people will lose their jobs as a result of the cut of the magnitude that's being discussed," Caughey said.
Savings unlikely elsewhere
Ritter's 2011-12 budget had proposed keeping state spending for higher education at the current year level of $555 million, but sources at the Capitol said Hickenlooper may propose a cut to higher education of around $50 million.
K-12 and higher education are expected to bear the brunt of any cuts Hickenlooper proposes for a few simple reasons. First, it is difficult to find big savings in other departments because 97 percent of the state's general fund is devoted to just five areas of the budget: K-12 education, health care for the poor, human services, prisons and higher education.
All other state departments account for only a few hundred million in spending from the state's roughly $7 billion general-fund expenditures.
K-12 education, with $3.2 billion in general-fund support, represents nearly 46 percent of the state's general-fund spending, the largest single expenditure. While K-12 funding traditionally had been viewed as protected by the state's Amendment 23 mandate for increased annual spending on schools, Ritter's office last year believed it had found a way to cut K-12 funding without violating the constitution.
That legal doctrine led to the $260 million cut.
"Everybody . . . scared"
Meanwhile, higher education has never had any such constitutional protection, so it has been vulnerable to continual cuts.
Prisons are governed by federal mandates on staffing and care for inmates, and lawmakers are loath to cut staffing to the point of threatening public safety.
Health care for the poor, primarily spending on Medicaid and the state's CHP+ plan for kids and pregnant women, is also governed by many federal mandates on how much can be cut. Also, the programs are heavily matched by federal funds, so cutting state spending even where it can be reduced means a corresponding loss in federal funds.
Finally, lawmakers and state officials generally have not touched human-services funding because they believe it aids the "most vulnerable" populations of people — such as the severely disabled — who cannot fend for themselves.
None of this is to say that Hickenlooper's budget recommendations won't touch areas of government besides K-12 and higher education. But the bulk of the cuts are expected to fall hardest on education.
Hickenlooper's office on Thursday gave a general briefing about the budget recommendations to lobbyists and other stakeholders for education groups and institutions.
The news was unsettling.
"Everybody in the room was scared," said one education lobbyist. "They (Hickenlooper's office) said you need to go back to your clients and say the cuts are going to be bad."
Tim Hoover: 303-954-1626 or thoover@denverpost.com
Read more: Colorado education community braces for deep cuts in state funding - The Denver Post http://www.denverpost.com/legislature/ci_17375037#ixzz1DtTYAX8r
Friday, February 11, 2011
AHS Weekly Update- Week of February 14th, 2011
There is no school this Monday, February 14th. Please take a moment to review the following updates:
College Night
PAC Meeting
Upcoming Exhibition Events
Ospreys Online
College Night
Tuesday evening, February 15th from 5 to 6:30 PM, Animas High School will be hosting a second College Night for parents and families of the Class of 2013 who were unable to attend on February 3rd. Please join us to hear how Animas High School will be supporting and guiding our students through the college admissions process. It’s an exciting time for 10th graders as we prepare our college files, practice application and interview skills and get ready for college tours this May. Come hear how you can support AHS in preparing all our students for post secondary success!
All students in the class of 2013 will attend this presentation on Tuesday during their advisory class. Questions about this event can be forwarded to the College Counseling Dept. via email at college@animashighschool.com
PAC Meeting
Our next PAC meeting is scheduled for this Thursday, February 17th at 6:00pm at AHS. The AHS Head of School will not be at this meeting so parents/families with questions or comments for Michael should schedule time with him during his next round of Office Hours on Monday, February 21st. Contact pac@animashighschool.com with questions or concerns.
Upcoming Exhibition Events
Animas High School Freshmen will be presenting the following exhibitions to the community on Thursday, February 24th at Animas High School.
The first exhibition event will be “Model U.N.” from 9:00 a.m. – 11:00 a.m. and 12:15 p.m. – 2:15 p.m. Students will address issues of the Palestinian refugee crisis, and the recent provocations from North Korea. Students will make speeches, using parliamentary rules, haggling over resolutions, and writing amendments to solve these challenging world problems. It is a great chance to see some critical thinking in action and learn about these global issues.
Below, is a link to a sign-up sheet for the MUN gallery observers. It’s in a Google doc that anyone can edit. Those who want to attend can just click the link and sign their names on the form.
https://docs2.google.com/document/d/11PXzmlWXygT__0uYnETc19OpxF_s0Gidqg0VjeXbc10/edit?hl=en&authkey=CKO8yJEJ#
Contact john.fisher@animashighschool.com with questions about this event.
The second exhibition will feature two live performances of Shakespeare's “A Mid-Summer Night's Dream” through the art of shadow puppetry. Students will perform their 21st century variation of this classic piece of theater and literature. Show times are at 4:00 p.m. and 6:00 p.m. Contact Jessica.mccallum@animashighschool.com with questions about this event
Ospreys Online
There’s been an awesome amount of AHS student work hitting the World Wide Web! Please take a moment to check out our most popular links:
Digital Portfolios- 9th Graders
http://www.animashighschool.com/OurPrograms/dp.php
Digital Portfolios-10th Graders
http://faculty.animashighschool.com/~rmcknight/purpleseries/purpleseries/digitalportfolios10th.html
AHS Link Program
http://www.wix.com/clauer/ahslink
AHS Robotics Team
http://pandemoniumrobotix.blogspot.com/
AHS Facebook Fan Page
http://www.facebook.com/#!/pages/Animas-High-School/129694133734262
HOS Blog
www.animashighschool.blogspot.com
AHS Homepage
www.animashighschool.com
Monday, February 7, 2011
AHS Weekly Update- Week of February 7th, 2011
A quick reminder that there is no school next Monday, February 14th. Please take a moment to review the following updates:
College Night
PAC Meeting/Update
Upcoming Exhibition Events
2011 Project Week
College Night
Back By Popular Demand! Tuesday evening, February 15th from 5 to 6:30 PM, Animas High School will be hosting a second College Night for parents and families of the
Class of 2013 who were unable to attend on February 3rd. Please join us to hear how Animas High School will be supporting and guiding our students through the college admissions process. It’s an exciting time for 10th graders as we prepare our college files, practice application and interview skills and get ready for college tours this May. Come hear how you can support AHS in preparing all our students for post secondary success!
Questions about this event can be forwarded to the College Counseling Dept. via email at college@animashighschool.com
PAC Meeting/Update
Did you see the Ospreys in Friday’s Snowdown Parade? We appreciate all of PAC’s efforts related to this year’s float. A special thank you to Randy and Kathy Black and Tamsin Rohrich . Their vision, direction and participation enabled AHS to have a super successful showing in the parade for the third year in a row! Thanks to all for a scary, good time!
Our next PAC meeting is scheduled for February 17th at 6:00pm at AHS. The AHS Head of School will not be at this meeting so parents/families with questions or comments for Michael should schedule time with him during his next round of Office Hours on Monday, February 21st. Contact pac@animashighschool.com with questions or concerns.
Upcoming Exhibition Events
Animas High School Freshmen will be presenting the following exhibitions to the community on Thursday, February 24th at Animas High School.
The first exhibition event will be “Model U.N.” from 9:00 a.m. – 11:00 a.m. and 12:15 p.m. – 2:15 p.m. Students will address issues of the Palestinian refugee crisis, and the recent provocations from North Korea. Students will make speeches, using parliamentary rules, haggling over resolutions, and writing amendments to solve these challenging world problems. It is a great chance to see some critical thinking in action and learn about these global issues. Contact john.fisher@animashighschool.com with questions about this event.
The second exhibition will feature two live performances of Shakespeare's “A Mid-Summer Night's Dream” through the art of shadow puppetry. Students will perform their 21st century variation of this classic piece of theater and literature. Show times are at 4:00 p.m. and 6:00 p.m. Contact Jessica.mccallum@animashighschool.com with questions about this event
2011 Project Week
Over the next ten days, faculty will be meeting with their Project Week teams. Students will review expectations and logistics for the week with their teacher/project leaders. Please check-in with your student to make sure they are clear with the plan for project week. (FYI- Project week will take place Feb. 28th to March 4th and student participation is mandatory)
Tuesday, February 1, 2011
What's Wrong with the CREDO Report?
In the blog post below,http://animashighschool.blogspot.com/2011/02/across-us-charter-school-movement-grows.html the article uses an often cited study to represent a counter argument to the success of the Charter School movement. Specifically:
A 2009 study by Stanford University found that only 17 percent of charter schools performed significantly better than traditional public schools while 37 percent performed worse and 46 percent showed no big difference.
As I find myself speaking publically about AHS and the greater Charter School movement, it's important to understand how the CREDO report is used by critics to counter charter school success. Below, I've posted two very credible and accurate assessments of the Stanford study.
First, is a link to Nelson Smith's report CREDO Reconsidered. I had the good fortune of taking a class from Mr. Smith this past fall at Harvard and he went into great detail concerning the flaws in the CREDO team's research techniques. You can read his summary here:
http://www.publiccharters.org/files/publications/CREDO%20Reconsidered%20-%20final.pdf
Second, is a report from www.edreform.com which offers additional context and information about the shortcomings of the CREDO report.
I wanted to make sure that these resources are available for anyone trying to find credibilitiy in CREDO. Enjoy!
---------------------------------------------------------------
See this report at:http://www.edreform.com/_upload/No_More_Waiting_Charter_Schools.pdf
www.edreform.com October 2010
FACT-CHECKING CHARTER SCHOOL ACHIEVEMENT
Why some are saying only 1 in 5 charter schools perform, and why it’s wrong
Throughout the media in recent months, a statistic is often repeated that suggests charter school achievement is “mixed” and that only 1 in 5 charter schools actually perform well. This started in June 2009, when The New York Times published a report on a study by a small research center out at
Stanford University, whose press releases for each of the 15 states studied said that charter schools usually did no better or worse than traditional public schools.
It’s been repeated by everyone from Joe Scarborough to Education Secretary Arne Duncan. The problem is that it’s not even remotely true.
The source of this new conventional wisdom about charters is the Center for Research on Education Outcomes (CREDO). Their report is flawed in several ways:
• It was not a national study but a study of only15 states. Forty states plus DC have charter school laws.
• It deployed a method of comparing students in charters to “virtual twins” in traditional public schools. These children are composites of what the researchers believe the student in a traditional public school would look like, not what they DO look like.
• The study did not account for any variation in grade levels of schools. Some charters run from K-3, starting a new grade each year; others start at 3 and go to 8 and so on. The number of years a student was in a charter is completely ignored.
• The researchers ignored the gold standards of research that requires apples to apples comparisons. That means that the achievement of a student that is already in a charter but would have gone to the precise neighborhood school of the student to whom he is compared in the traditional public school.
• The researchers ignored variations in state test rigor, reporting and data, and made comparisons of students regardless of state boundaries.
• The study accounted for poverty using federal free and reduced lunch program data, which the federal research bureau that collects that data has admitted is deeply flawed, as most charters do not participate fully in the free and reduced lunch program for a variety of welldocumented reasons. That does not mean they do not feed students; it means they prefernot to comply with US Department of Agriculture paperwork and regulations that are
costly and often negate the funds they’d receive.
The Center for Education Reform – Charter Achievement October 2010
Following is evidence to support these high level points:
1. CREDO’s results rely on the invention of fake children in conventional public schools for the purposes of gauging the learning gains by students in charter schools. Instead of comparing real students who attend charter schools to real students who attend conventional public schools, CREDO has merged demographic data to create so-called “virtual twins.” This is a highly subjective and easily manipulated way to gauge the effectiveness of a school.
• The study’s authors have admitted that it is easier to “generalize” about a charter school by creating so-called virtual twins, while admitting that head-to-head studies (referred to as “Lottery Studies,”) are superior to their approach. According to respected researcher Caroline Hoxby of Stanford, Harvard, and the National Bureau of Economic Research, “the CREDO study does not have data on charter schools’ admissions lotteries, so it does not use a randomization-based method of evaluation. Randomization is the ‘gold standard’ method of evaluating charter schools’ effects on student achievement because it effectively
eliminates all forms of selection bias so long as (i) randomized admissions lotteries were used and (ii) a sufficient number of students participated in them.”
• There is no such thing as a virtual student or virtual student achievement. Reports that attempt to virtually replicate a demographic profile of a charter school student by ethnicity, age, socio-economic status and match these averages with one or more conventional public school students can be easily manipulated by selecting certain types of data and eliminating others. Hoxby explains that the CREDO study, “matches each charter school
student to a group of students in traditional public schools. A charter school student can potentially be matched to a group that contains many students… Thereafter, the study treats these group averages as though they were students,” themselves.
• To successfully use the “virtual twin” methodology, students currently in a charter school had to have been previously enrolled in a conventional public school long enough to have a profile, and their attendance would have to be linked to state test data. CREDO did not do this. Twins were not created with state test data. Instead, they were created by scores from the National Assessment of Educational Progress — which provides snapshots of
state performance and is not to be used to develop “virtual twins” or gauge individual school performance.
• Even if the process were completed accurately, it is statistically impossible to come even close to a “virtual twin” for 20 to 25 percent of charter school students.
2. CREDO’s report does not take into account the higher percentage of charter elementary and middle schools, leading to inaccurately weighted aggregate data. In addition, CREDO’s analysis only looks at three years of a student’s education. The study’s failure to look at students over a
longer period of time leads to unrealistic outcomes and a flawed picture of the impact of charter schools.
• CREDO’s assertion that charter elementary and middle school students are positively impacted compared to their peers in conventional public schools, but negatively impacted in high schools and “multi-level” schools, is misleading because high schools make up sucha small number of charters, thus skewing CREDO’s overall data.
• In reality, 56 percent of charters serve elementary and middle school grades, or K-8, while only 22 percent of charters are high schools, or serving grades 9-12. Most charter schools are not classified as they are “multi-level” schools.
• Research has shown that whenever a child switches schools, whether elementary to middle, or a traditional public to a charter, there tends to be a drop in the student’s academic achievement level. This recovers after two or three years.
• In reality, long-term studies demonstrate strong growth for students who stay in charter schools. For example, on average, a student in New York City who attended a charter school for all of grades kindergarten through eighth would close about 86 percent of the achievement gap in math and 66 percent of the achievement gap in English. In Washington, D.C., high school graduation rate for DC charter schools is 24 percentage points higher
than at conventional public high schools.
3. CREDO’s study has been discredited by the nation’s leading charter school achievement researcher, Caroline Hoxby, for not following the “gold standard” of charter school research.
• According to Hoxby, whose work was also published by Stanford University and the National Bureau of Economic Research:
A recent study…by CREDO…contains a statistical mistake that causes a biased estimate of how charter schools affect achievement. Essentially, the achievement of charter school students is measured with much more error than the achievement of the controls, which are not individual students but are group averages of students in the traditional public schools. [This] forces the
estimated effect of charter schools to be biased, and the bias is negative…the CREDO study also violates four rules for the empirically sound use of matching methods to evaluate other charter schools’ effects.
4. CREDO's analysis does not account for the great variances in charter laws from state to state or how those laws may differ from paper to practice.
• The report suggests a negative correlation between student achievement and multiple authorizers. In fact, such charter authorizers vary greatly in law and practice, as CER’s 2010 study and scorecard demonstrate. There is clear evidence that charters students succeed in states with a number of meaningful, independent and highly accountable authorizers who compete for chartering.
• The states reported to have significant learning gains are in fact, states which have earned an average "C" grade for the strength of their law, based on CER's 2009 charter law analysis.
5. CREDO claims that charter schools lead to lower performance among Black and Hispanic students but higher achievement gains for low-income students. This is flawed, because most of the low-income students served by public charter schools are minorities. CREDO’s failure to recognize this overlap leads to skewed results.
• CREDO relies solely on federal free and reduced lunch program data in its analysis of poverty vs. ethnicity. In reality, the National Center for Education Statistics’ former commissioner, Mark Schneider, has joined with leading experts to call lunch program data a “poor proxy for poverty.” Moreover, the 2010 Annual Survey of America’s Charter Schools found that 39 percent of charter schools do not even participate in the free and reduced lunch program because it is an onerous process.
• In reality, 50 percent of students in charter schools are deemed at-risk and 50 percent of children in charter schools are nonwhite. Further, 40 percent or more of charter schools serve student populations that are over 60 percent minority, at-risk or low income. Charters in urban areas, such as New York City, Detroit, or Washington, DC, serve student populations that are nearly 100 percent minority or at-risk.
CHARTER TRUTHS
Individuals seeking verifiable charter school research need to know that there are reports with much more credibility, and much more reliability, than the one produced by CREDO. For example, the following data points indicate the success and achievement of charter schools nationwide.
Student and School Achievement
• By the end of eighth grade, a charter student would be scoring 30 points higher in math than if he remained in a traditional public school, according to Hoxby.
• In Colorado, 85 percent of charter elementary schools made Adequate Yearly Progress (AYP), compared to 73 percent of conventional elementary schools. Eighty-one percent of charter middle schools also made AYP, compared to only 49 percent of conventional middle schools.
• In New Orleans, the number of fourth grade students who met or exceeded grade level in English rose from 44 percent in 2005 to 59 percent in 2009. Eight graders who met or exceeded grade level increased from 26 percent to 42 percent of students.
• Eighty-one percent of all charter schools in Georgia made AYP compared to 79 percent of traditional public schools.
• At SUNY-authorized schools in New York, charter students are performing better than their non-charter peers. Eighty percent of students in grades three through eight scored at or above proficiency in ELA in SUNY schools, compared with 77 percent of all public school students. In math, 92 percent of students scored at or above proficiency compared with 86 percent of all public school students.
• California's school Academic Performance Index (API) is calculated from student test scores on a scale of 1 to 1,000. Analyzing the growth of school's API scores from 2004 -2007, it shows that 17 percent of charter schools have had significant growth, over 50 points, compared to only 6 percent of traditional public schools. In Los Angeles, charter schools had a 2008 median API score of 728 as compared to a median API score of 663 for conventional public middle schools.
Charter School Accountability
• Since the beginning of the charter school movement, only 13 percent of charter schools (657 of the 5,250 schools ever created) have ever closed their doors.
• Of the charter schools that have closed, only 14 percent closed because of academic reasons. This means that charters have a significant rate of success despite being held to much higher standards than conventional public schools.
Charter School Demand
• 65 percent of charter schools have waiting lists, an increase of 6 percent over 2009.
• Parental demand for charter schools surged by 21 percent in 2010.
• In some areas of the country, such as North Carolina, no new charters may open unless one closes. It is estimated that the waiting list for all charter schools combined in Texas is currently over 40,000 students. Cities are also constricted by caps; Boston, Massachusetts has over 8,000 students on waiting lists because of the numerous restrictions on charter
growth.
The Center for Education Reform
910 Seventeenth Street, NW • Suite 1100 • Washington, DC 20006
800-521-2118 • 301-986-8088
www.edreform.com
A 2009 study by Stanford University found that only 17 percent of charter schools performed significantly better than traditional public schools while 37 percent performed worse and 46 percent showed no big difference.
As I find myself speaking publically about AHS and the greater Charter School movement, it's important to understand how the CREDO report is used by critics to counter charter school success. Below, I've posted two very credible and accurate assessments of the Stanford study.
First, is a link to Nelson Smith's report CREDO Reconsidered. I had the good fortune of taking a class from Mr. Smith this past fall at Harvard and he went into great detail concerning the flaws in the CREDO team's research techniques. You can read his summary here:
http://www.publiccharters.org/files/publications/CREDO%20Reconsidered%20-%20final.pdf
Second, is a report from www.edreform.com which offers additional context and information about the shortcomings of the CREDO report.
I wanted to make sure that these resources are available for anyone trying to find credibilitiy in CREDO. Enjoy!
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See this report at:http://www.edreform.com/_upload/No_More_Waiting_Charter_Schools.pdf
www.edreform.com October 2010
FACT-CHECKING CHARTER SCHOOL ACHIEVEMENT
Why some are saying only 1 in 5 charter schools perform, and why it’s wrong
Throughout the media in recent months, a statistic is often repeated that suggests charter school achievement is “mixed” and that only 1 in 5 charter schools actually perform well. This started in June 2009, when The New York Times published a report on a study by a small research center out at
Stanford University, whose press releases for each of the 15 states studied said that charter schools usually did no better or worse than traditional public schools.
It’s been repeated by everyone from Joe Scarborough to Education Secretary Arne Duncan. The problem is that it’s not even remotely true.
The source of this new conventional wisdom about charters is the Center for Research on Education Outcomes (CREDO). Their report is flawed in several ways:
• It was not a national study but a study of only15 states. Forty states plus DC have charter school laws.
• It deployed a method of comparing students in charters to “virtual twins” in traditional public schools. These children are composites of what the researchers believe the student in a traditional public school would look like, not what they DO look like.
• The study did not account for any variation in grade levels of schools. Some charters run from K-3, starting a new grade each year; others start at 3 and go to 8 and so on. The number of years a student was in a charter is completely ignored.
• The researchers ignored the gold standards of research that requires apples to apples comparisons. That means that the achievement of a student that is already in a charter but would have gone to the precise neighborhood school of the student to whom he is compared in the traditional public school.
• The researchers ignored variations in state test rigor, reporting and data, and made comparisons of students regardless of state boundaries.
• The study accounted for poverty using federal free and reduced lunch program data, which the federal research bureau that collects that data has admitted is deeply flawed, as most charters do not participate fully in the free and reduced lunch program for a variety of welldocumented reasons. That does not mean they do not feed students; it means they prefernot to comply with US Department of Agriculture paperwork and regulations that are
costly and often negate the funds they’d receive.
The Center for Education Reform – Charter Achievement October 2010
Following is evidence to support these high level points:
1. CREDO’s results rely on the invention of fake children in conventional public schools for the purposes of gauging the learning gains by students in charter schools. Instead of comparing real students who attend charter schools to real students who attend conventional public schools, CREDO has merged demographic data to create so-called “virtual twins.” This is a highly subjective and easily manipulated way to gauge the effectiveness of a school.
• The study’s authors have admitted that it is easier to “generalize” about a charter school by creating so-called virtual twins, while admitting that head-to-head studies (referred to as “Lottery Studies,”) are superior to their approach. According to respected researcher Caroline Hoxby of Stanford, Harvard, and the National Bureau of Economic Research, “the CREDO study does not have data on charter schools’ admissions lotteries, so it does not use a randomization-based method of evaluation. Randomization is the ‘gold standard’ method of evaluating charter schools’ effects on student achievement because it effectively
eliminates all forms of selection bias so long as (i) randomized admissions lotteries were used and (ii) a sufficient number of students participated in them.”
• There is no such thing as a virtual student or virtual student achievement. Reports that attempt to virtually replicate a demographic profile of a charter school student by ethnicity, age, socio-economic status and match these averages with one or more conventional public school students can be easily manipulated by selecting certain types of data and eliminating others. Hoxby explains that the CREDO study, “matches each charter school
student to a group of students in traditional public schools. A charter school student can potentially be matched to a group that contains many students… Thereafter, the study treats these group averages as though they were students,” themselves.
• To successfully use the “virtual twin” methodology, students currently in a charter school had to have been previously enrolled in a conventional public school long enough to have a profile, and their attendance would have to be linked to state test data. CREDO did not do this. Twins were not created with state test data. Instead, they were created by scores from the National Assessment of Educational Progress — which provides snapshots of
state performance and is not to be used to develop “virtual twins” or gauge individual school performance.
• Even if the process were completed accurately, it is statistically impossible to come even close to a “virtual twin” for 20 to 25 percent of charter school students.
2. CREDO’s report does not take into account the higher percentage of charter elementary and middle schools, leading to inaccurately weighted aggregate data. In addition, CREDO’s analysis only looks at three years of a student’s education. The study’s failure to look at students over a
longer period of time leads to unrealistic outcomes and a flawed picture of the impact of charter schools.
• CREDO’s assertion that charter elementary and middle school students are positively impacted compared to their peers in conventional public schools, but negatively impacted in high schools and “multi-level” schools, is misleading because high schools make up sucha small number of charters, thus skewing CREDO’s overall data.
• In reality, 56 percent of charters serve elementary and middle school grades, or K-8, while only 22 percent of charters are high schools, or serving grades 9-12. Most charter schools are not classified as they are “multi-level” schools.
• Research has shown that whenever a child switches schools, whether elementary to middle, or a traditional public to a charter, there tends to be a drop in the student’s academic achievement level. This recovers after two or three years.
• In reality, long-term studies demonstrate strong growth for students who stay in charter schools. For example, on average, a student in New York City who attended a charter school for all of grades kindergarten through eighth would close about 86 percent of the achievement gap in math and 66 percent of the achievement gap in English. In Washington, D.C., high school graduation rate for DC charter schools is 24 percentage points higher
than at conventional public high schools.
3. CREDO’s study has been discredited by the nation’s leading charter school achievement researcher, Caroline Hoxby, for not following the “gold standard” of charter school research.
• According to Hoxby, whose work was also published by Stanford University and the National Bureau of Economic Research:
A recent study…by CREDO…contains a statistical mistake that causes a biased estimate of how charter schools affect achievement. Essentially, the achievement of charter school students is measured with much more error than the achievement of the controls, which are not individual students but are group averages of students in the traditional public schools. [This] forces the
estimated effect of charter schools to be biased, and the bias is negative…the CREDO study also violates four rules for the empirically sound use of matching methods to evaluate other charter schools’ effects.
4. CREDO's analysis does not account for the great variances in charter laws from state to state or how those laws may differ from paper to practice.
• The report suggests a negative correlation between student achievement and multiple authorizers. In fact, such charter authorizers vary greatly in law and practice, as CER’s 2010 study and scorecard demonstrate. There is clear evidence that charters students succeed in states with a number of meaningful, independent and highly accountable authorizers who compete for chartering.
• The states reported to have significant learning gains are in fact, states which have earned an average "C" grade for the strength of their law, based on CER's 2009 charter law analysis.
5. CREDO claims that charter schools lead to lower performance among Black and Hispanic students but higher achievement gains for low-income students. This is flawed, because most of the low-income students served by public charter schools are minorities. CREDO’s failure to recognize this overlap leads to skewed results.
• CREDO relies solely on federal free and reduced lunch program data in its analysis of poverty vs. ethnicity. In reality, the National Center for Education Statistics’ former commissioner, Mark Schneider, has joined with leading experts to call lunch program data a “poor proxy for poverty.” Moreover, the 2010 Annual Survey of America’s Charter Schools found that 39 percent of charter schools do not even participate in the free and reduced lunch program because it is an onerous process.
• In reality, 50 percent of students in charter schools are deemed at-risk and 50 percent of children in charter schools are nonwhite. Further, 40 percent or more of charter schools serve student populations that are over 60 percent minority, at-risk or low income. Charters in urban areas, such as New York City, Detroit, or Washington, DC, serve student populations that are nearly 100 percent minority or at-risk.
CHARTER TRUTHS
Individuals seeking verifiable charter school research need to know that there are reports with much more credibility, and much more reliability, than the one produced by CREDO. For example, the following data points indicate the success and achievement of charter schools nationwide.
Student and School Achievement
• By the end of eighth grade, a charter student would be scoring 30 points higher in math than if he remained in a traditional public school, according to Hoxby.
• In Colorado, 85 percent of charter elementary schools made Adequate Yearly Progress (AYP), compared to 73 percent of conventional elementary schools. Eighty-one percent of charter middle schools also made AYP, compared to only 49 percent of conventional middle schools.
• In New Orleans, the number of fourth grade students who met or exceeded grade level in English rose from 44 percent in 2005 to 59 percent in 2009. Eight graders who met or exceeded grade level increased from 26 percent to 42 percent of students.
• Eighty-one percent of all charter schools in Georgia made AYP compared to 79 percent of traditional public schools.
• At SUNY-authorized schools in New York, charter students are performing better than their non-charter peers. Eighty percent of students in grades three through eight scored at or above proficiency in ELA in SUNY schools, compared with 77 percent of all public school students. In math, 92 percent of students scored at or above proficiency compared with 86 percent of all public school students.
• California's school Academic Performance Index (API) is calculated from student test scores on a scale of 1 to 1,000. Analyzing the growth of school's API scores from 2004 -2007, it shows that 17 percent of charter schools have had significant growth, over 50 points, compared to only 6 percent of traditional public schools. In Los Angeles, charter schools had a 2008 median API score of 728 as compared to a median API score of 663 for conventional public middle schools.
Charter School Accountability
• Since the beginning of the charter school movement, only 13 percent of charter schools (657 of the 5,250 schools ever created) have ever closed their doors.
• Of the charter schools that have closed, only 14 percent closed because of academic reasons. This means that charters have a significant rate of success despite being held to much higher standards than conventional public schools.
Charter School Demand
• 65 percent of charter schools have waiting lists, an increase of 6 percent over 2009.
• Parental demand for charter schools surged by 21 percent in 2010.
• In some areas of the country, such as North Carolina, no new charters may open unless one closes. It is estimated that the waiting list for all charter schools combined in Texas is currently over 40,000 students. Cities are also constricted by caps; Boston, Massachusetts has over 8,000 students on waiting lists because of the numerous restrictions on charter
growth.
The Center for Education Reform
910 Seventeenth Street, NW • Suite 1100 • Washington, DC 20006
800-521-2118 • 301-986-8088
www.edreform.com
Across U.S., Charter School Movement Grows
Photo by: MARCIO JOSE SANCHEZ/AP
Charter schools are growing most rapidly in urban districts, such as the Berkeley Maynard Academy in Oakland, Calif., with struggling schools and large numbers of poor, minority students.
Across U.S., Charter School Movement Grows
OAKLAND, Calif. – As cash-strapped school districts lay off teachers and close campuses, publicly funded charter schools are flourishing and altering the landscape of public education.
Despite a painful economic downturn, the charter school movement is expanding rapidly across the country with support from the Obama administration, wealthy donors such as Bill Gates and
Charter schools are growing most rapidly in urban districts, such as the Berkeley Maynard Academy in Oakland, Calif., with struggling schools and large numbers of poor, minority students.
Across U.S., Charter School Movement Grows
By Terence Chea Associated Press
OAKLAND, Calif. – As cash-strapped school districts lay off teachers and close campuses, publicly funded charter schools are flourishing and altering the landscape of public education.
Despite a painful economic downturn, the charter school movement is expanding rapidly across the country with support from the Obama administration, wealthy donors such as Bill Gates and
Oprah Winfrey, and the highly publicized documentary “Waiting for Superman.”
Charter schools typically receive a mixture of public and private money and operate free of many regulations that govern traditional public schools in exchange for achieving promised results.
Nationwide, less than 4 percent of public school students are enrolled in charters, but that number is expected to rise significantly because of increased financial and political support.
More than a dozen states loosened restrictions on charters during the last year for a chance to win a share of the federal $4.3 billion Race to the Top school reform competition.
More than a dozen states loosened restrictions on charters during the last year for a chance to win a share of the federal $4.3 billion Race to the Top school reform competition.
The number of charter schools grew by 6.7 percent to 4,936 in 2009-2010 and is projected to increase by 7.5 percent in the current school year, according to the National Alliance for Public Charter Schools.
The 2010-11 growth is expected to be dramatic in states such as Florida with a 12 percent increase, Illinois with a 14 percent rise and New York with a 20 percent jump, according to the association’s projections.
“Families that have options are increasingly choosing charter schools over traditional schools,” said Peter Groff, who heads the national association.
California saw a 15 percent increase, with 115 new campuses despite budget woes that led to mass teacher layoffs and shuttered traditional schools, according to the California Charter School Association.
Many charter schools are boosting the academic achievement of disadvantaged students, but critics say charters siphon students and resources away from traditional public schools, result in greater racial segregation, block access to certain groups of students and operate without proper oversight.
“What we’re seeing basically is an effort to impose deregulation and the free market into education,” said Diane Ravich, an education historian at New York University. “The fascination with charters among philanthropists and Wall Street has diverted the attention away from tackling the hard problems of public education.”
Charter schools are growing most rapidly in urban districts with struggling schools and large numbers of poor, minority students. In 16 districts, more than one in five public school students attend charters, with 36 percent in Detroit, 38 percent in Washington, D.C., and 61 percent in New Orleans, according to the national alliance.
Much of the growth is being driven by charter management organizations that have received multimillion-dollar grants from the Obama administration and foundations funded by philanthropists such as Gates, Charles Schwab, Eli Broad and Reed Hastings.
San Francisco-based KIPP, the Knowledge Is Power Program, plans to double its national network of schools to 200 during the next decade.
San Francisco-based KIPP, the Knowledge Is Power Program, plans to double its national network of schools to 200 during the next decade.
Aspire Public Schools, California’s largest charter school operator with 30 campuses, plans to open as many as 45 new campus over the next decade, said CEO James Willcox.
The Oakland-based nonprofit, which offers kindergarten through high school, was recently named one of the world’s 20 most improved schools systems – one of only three in the U.S. – by the consulting firm McKinsey and Co. after producing impressive results on standardized tests.
Aspire officials say nearly all of its students are accepted at four-year colleges, and most are their first in their families to attend. They attribute that high rate to smaller schools and class sizes, a longer school day and school year, and its relentless “College for Certain” culture.
Aspire officials say nearly all of its students are accepted at four-year colleges, and most are their first in their families to attend. They attribute that high rate to smaller schools and class sizes, a longer school day and school year, and its relentless “College for Certain” culture.
“Our entire program from kindergarten all the way through high school is geared toward getting youngsters to go to college and get a college degree,” Willcox said.
At ERES Academy, an Aspire K-8 school in Oakland, every classroom is named after a college and students eat in University Hall.
At ERES Academy, an Aspire K-8 school in Oakland, every classroom is named after a college and students eat in University Hall.
Jorge Lopez, a senior at California College Preparatory Academy in Berkeley, said he didn’t think college was possible for him before he came to the Aspire-run high school. He’s now poised to be the first in his family to get a college education.
“Upon coming here I found out that college is where you want to be at,” said Lopez, 17. “My parents tell me it’s an honor that I’m leading the family, that I’m being an example for them.”
But not all charter schools produce strong academic results.
But not all charter schools produce strong academic results.
A 2009 study by Stanford University found that only 17 percent of charter schools performed significantly better than traditional public schools while 37 percent performed worse and 46 percent showed no big difference.
A 2010 study by the UCLA-based Civil Rights Project found that charter schools tend to be more racially segregated than traditional schools.
“Charter schools are publicly funded schools, and we need to make sure students of all backgrounds have access to them,” said study co-author Erica Frankenberg, an education professor at Pennsylvania State University.
Oakland Unified School District has seen a major expansion of charters during the last decade, when it spent years under state control because of financial mismanagement. The district is now home to more than 30 charter schools.
Betty Olson-Jones, head of the Oakland teachers union, complains many charters recruit top students and get rid of poor performers, boosting the schools’ test scores and saddling traditional schools with a disproportionate number of students with disabilities, behavior problems and poor English language skills.
“You end up with schools that are filled with kids that are really struggling,” Olson-Jones said.
“Charter schools are publicly funded schools, and we need to make sure students of all backgrounds have access to them,” said study co-author Erica Frankenberg, an education professor at Pennsylvania State University.
Oakland Unified School District has seen a major expansion of charters during the last decade, when it spent years under state control because of financial mismanagement. The district is now home to more than 30 charter schools.
Betty Olson-Jones, head of the Oakland teachers union, complains many charters recruit top students and get rid of poor performers, boosting the schools’ test scores and saddling traditional schools with a disproportionate number of students with disabilities, behavior problems and poor English language skills.
“You end up with schools that are filled with kids that are really struggling,” Olson-Jones said.
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