I'm going to get you the number. What will happen is we will not peak until five, six, seven years down the road. Let me also point out in I think 2010, 2011 our debt service from other obligations actually begins to dip, and not insignificantly, which is going to give us a window of opportunity to either reduce our debt service or to issue even more bonds.
-- a full debt service schedule over the next 20, 30 years. 461 03/25/03 - COMMITTEE OF THE WHOLE
Absolutely. And let me also, just as a footnote to that, that debt service also assumes what we're going to be able to get subsidized through the state PlanCon. That's the school construction reimbursement program, which generally reimburses to the tune of 20, percent. 8
Is it 20 percent? Well, it 10 can go higher than that depending. But on the 11 average, about 22 percent. It can go as high as 30 12 percent depending on the project. 13
One last question 14 I'd like to follow up with you and work closely on. 15 I believe in your testimony you talked about a 16 summer job program, which, one, I'd like to get a 17 little more information on. 18 And secondly, I mentioned to you 19 yesterday my interest in working with the district 20 on some amount of incentive, which might be small, 21 medium or large, but some amount of incentive to the 22 business community in the creation of generally something called a youth job tax credit, which might work as an additional incentive to business people to hire young people, whether it's primarily during 462 03/25/03 - COMMITTEE OF THE WHOLE the summer or even during the course of the school year. But certainly in the summertime a lot of young people available don't necessarily have jobs or find themselves reverse commuting out into the far away suburbs, into malls and shopping centers and the like, when certainly there must be some job opportunities here in Philadelphia.
Absolutely. Once again, for the first time the entire city has comprised a team to look at job opportunities for youth during the summer. As a part of that team, the school district is represented and is apprised of all of the activities. The entire movement is attempting to secure upwards to seven or eight thousand jobs throughout the entire city. Of that seven or eight thousand, we anticipate that the school district would do upwards to 1,000 to 1500 of those jobs. We are working collaboratively as a group to look at all the tax credit benefits.
Let me make sure I'm understanding that. You're saying that you anticipate the school district would be an employer 463 03/25/03 - COMMITTEE OF THE WHOLE of 1,000 to 1500 out of the pool of 8,000?
In addition to that, we are looking at ways to ensure that employers are aware of the tax break opportunities that may be available to them. There are two in particular that we're looking at. The first one is the education improvement tax credit. And the second is the Neighborhood Assistance Act, which allows a certain amount of tax credit for companies that give donations to other entities which will then employ students.
Both federal. So you get to take something off your federal taxes? 464 03/25/03 - COMMITTEE OF THE WHOLE
We are also, at your request, exploring local options, both state options and local options for providing additional incentives because generally the federal tax credits, while nice, they usually don't provide enough oomph.
Well, most large business have already figured out how to get out of paying their federal income tax.
I will make a comment, though, that as part of this program, so that Council can understand how this is actually going to benefit us, we're going to target -- our summer jobs are going to be targeted for students who complete their sophomore year. The critical bridge, the critical key in high schools is to get the kids into their junior year because most of the dropouts occur before the junior year. So we are looking at Driver's Ed for students after their sophomore year, summer jobs for students, all these incentives to get them over that bridge. And when we select students for summer 465 03/25/03 - COMMITTEE OF THE WHOLE jobs, we're not going to be selecting them to sweep parking lots, although obviously there's a lot of basic -- there's a lot of tough labor jobs that obviously would be welcome too. But, for example, our honors and advanced placement students, the valedictorians, the high performing students, they're going to be given opportunities to work as teachers' aides in the summer school program. The computer geniuses, they're going to be deployed to run our computer clubs over the summer. Students that have an affinity towards business, et cetera, they're going to have an opportunity to work in our accounting and finance departments or work with the schools as like assistant comptrollers. Students who are in the vocational technical education fields, in some cases we may pair them up with companies that are doing rehab and construction work in the schools. One of the things that we've done previously under Creg's direction is we've actually allowed our student vocational education programs to form student businesses. So you had the culinary business. You had the landscaping business. You 466 03/25/03 - COMMITTEE OF THE WHOLE had the tutoring business. Some students formed a computer repair company. So we hope to do the same things. We, in our previous existence, had 32 student businesses that would bid on contracts and would participate and come in under the regular programs. So those are the type of things that we're going to do.
I can at least recommend to you one wintertime business which I will be a tremendous supporter of, which is the snow shoveling business. And any of the students who would like a contract with me for that, I'm looking forward to that conversation because I can't take it anymore. (Laughter.)
Not that I've been doing it at all lately, but we've been having more snow. Madame Chair, I'm finished. Thank you very much. Thank you, Mr. Vallas.
You're welcome. Mr. Vallas, I don't want to belabor an 467 03/25/03 - COMMITTEE OF THE WHOLE issue. But you know how concerned I have been about Audenried. Can we discuss that, if you don't mind? I asked you why it wasn't on that list that you provided us, and you said that Universal would be building the school.
Can you tell me what the terms of the financing would be, who pays for it, how is it to be paid for?
I don't have that information at my disposal. But I will certainly pull the information together and make that presentation. We've received Audenried's preliminary plan, which we thought was substantive. But we made some suggestions, and they've gone back and obviously made modifications. Plus, what I've told them is not to present their final plan until that plan basically had the support of the numerous community organizations.
And they're doing that. But I'm more concerned at this point in time about the financing, how would it be financed. What happens if Universal should lose its contract? Are they going to be leasing? Who owns the 468 03/25/03 - COMMITTEE OF THE WHOLE property? Is it the school district? Is it Universal? Who will be owning the property?
Give me hours to pull 5 that information together. I'm just at a 6 disadvantage right now because I don't have all the 7 details. 8
I understand. 9 But I would like to know where all of these pieces 10 fit. 11
Thank you. 13 The Chair recognizes Councilman Clarke. 14
Thank you, Madame 15 President. 16 Good afternoon. One quick question. 17 Mr. Vallas, I know there was some debate both on the 18 municipal and the state level about teacher 19 residency. Where are we at with that now and new 20 hires? 21
Our teachers are not 22 required to live in the city. And that's helped the 23 recruitment significantly. 24
With respect to the SSA employees, what's the strategy for elimination 469 03/25/03 - COMMITTEE OF THE WHOLE of those positions? Is it through early retirement? I know they're mostly part-time jobs.
Some of it's going to be through attrition. Also, every year the system hires individuals because there's always vacancies on the custodial side, the lunchroom side, the various support functions. So a number of the SSA's will be attrited out because every year these are jobs with high attrition rates. A number of SSA's will have an opportunity to move into other vacancies within the system. And let me point out that many SSA's actually may do more than one job in the schools. But then a number of SSA positions are going to be eliminated too. In some cases, we're going to try to identify those SSA's who actually have BA's, actually have the academic qualifications and who have been in our schools for a number of years and know our schools for the possibility of putting them through the alternative teacher certification program. But there will be a number of SSA's who 470 03/25/03 - COMMITTEE OF THE WHOLE will be displaced because of our desire to hire teachers rather than literacy interns and SSA's.
Yes. Even though they're in one line in the budget, really the SSA's perform multiple functions in the schools. I mean, some schools utilize SSA's effectively; others, less effectively. But the bottom line is they're like general support staff. And again, they work three hours a day. The feeling here is that we're trying to identify and secure additional resources to reduce class size. And if we get our class sizes down to levels that we've targeted, then we're not going to need that level of support staff. I'll also tell you this. Our goal as part of our teacher recruitment and retention program is to begin to subsidize our student teachers. This system has 250 student teachers a year. Yet there are 10,000 graduates from the colleges of education, I've been told, in Pennsylvania, Pennsylvania schools being No. 1 and No. 2 in the nation. 471 03/25/03 - COMMITTEE OF THE WHOLE We hope to have -- our target next year is -- we hope to secure as many as a thousand student teachers in this school system by allowing them to cluster. In other words, when you're dealing with a university, allow the university to send four or five or six student teachers to a single school by providing them with some support, transportation, a subsidy; by allowing them, if they're student teaching during the day, to participate in the after school, extended day program. Right now we have 60 student teachers who, because of shortages, teach extended day. And allowing those student teachers who have completed their first semester of student teaching or their semester of student teaching who have done well to serve as substitute teachers, or for that matter, to work as teacher assistants over the summer. We feel that'll do two things. It'll put in each semester about 500 qualified, because a thousand over two semesters is 500, 500 qualified teacher candidates in our schools, in the classrooms working with teachers. And it will also help us recruit. 472 03/25/03 - COMMITTEE OF THE WHOLE So there's going to be more --
No, no. But what I'm saying is there's going to be more resources coming into the schools to perhaps perform those functions that SSA's perform.
I understand that. I just want to for a minute focus on SSA's. Do you know the specific categories of SSA's? Lunchroom aides. What else?
We're not looking at the bussing aides. The specific SSA categories that we've identified are the kindergarten SSA's. But many of those SSA's perform other functions in the schools. They may be in that line, but schools use SSA's for a variety of functions.
And more often than not, those SSA's are not only -- well, they're always city residents. But the likelihood is that they're residents of that immediate community.
Sometimes, yes. I would say that probably the majority of them may be.
I know in terms of 473 03/25/03 - COMMITTEE OF THE WHOLE the attrition program, you're probably just working it out. Can you provide me -- and it obviously doesn't have to be immediately.
But at some point in time, a list of the SSA's by category in terms of their geographical locations, in terms of residence. I don't want everybody's address. But I'd just like to get a sense of -- the reason I bring that question up, in my particular community, I live near Blaine School. And this goes all the way back to the time when I actually went to Blaine School. I don't know if they were called SSA's at that time. But the support staff, the lunchroom people, they were always like somebody's mom or somebody's aunt in the immediate neighborhood. It did a little more than the three hours a day. There was some sense of authority related to that person even in the evening because that person had that authority figure in the school and they carried that into other times. So it's just more than I think just a three-hour job in some respects. 474 03/25/03 - COMMITTEE OF THE WHOLE
Also, there are a lot of people who have these positions who, frankly speaking, they make ends meet with those three hours a day. And I know that once we start the elimination, although I agree with the premise that we need to increase teachers in the classroom, although I clearly agree, there's a human side of the elimination of these jobs.
Let me also put this into perspective. I agree. And believe me, we don't -- my inclination is always to avoid laying off or closing positions. We do not do these things in a vacuum, rest assured. But the dynamic that is at work here is in transforming the system and in shifting from like SSA's and literacy interns to teachers to reduce class size, that's something that's been long overdue. But also, some other things are happening. We're going to expand the parent truant officer program next year. We hope, if we're able to secure the federal grant that we're seeking, to double it from 250 to 500. Many of these SSA's are going to have an opportunity to apply and to qualify 475 03/25/03 - COMMITTEE OF THE WHOLE for those programs. There are in any given year vacancies in lunchroom, custodial, a number of functions. Obviously, there's going to be opportunities for SSA's to matriculate to those type of programs. And I'll tell you what we're working against too. Under the No Child Left Behind Act, staff support has got to be certified. Staff support is now being -- the bar is being raised. You need certified teachers. You need certified staff support. So for all practical purposes, under No 14 Child Left Behind, we're either going to have to reclassify these people or to move them into programs like the parent truant officer program, which doesn't require those classifications, and some other programs that are not considered a classroom support nature, or for that matter, we will be in violation of No Child Left Behind and we could lose some of the funding that we receive for these type of supplemental programs. So while we're closing these positions, there are going to be other opportunities for people to matriculate into the system, through parent 476 03/25/03 - COMMITTEE OF THE WHOLE truant officers, a number of other functions. And we're going to work very hard to make sure that the school support or school operations vacancies that exist are going to be operational vacancies that the SSA's are going to have an opportunity to move in. Also, one more thing. Again, if the Rendell administration is successful in getting their funding through, we are going to go back to the schools to look at ways of enhancing school support, classroom support to an even greater extent. Now, does that mean that we won't lay off the SSA's? It means we will create more classroom support positions that meet the guidelines of No Child Left Behind. And the SSA's that are in the school system will have an opportunity to meet the standards that are required, and we'll help them so that they can be staff support in the schools and not be in violation of No Child Left Behind. So we'll get you the information that you've requested. But again, there are going to be opportunities for people to move or the people to move into other positions. And again, the ultimate outcome we're really two or three months away from 477 03/25/03 - COMMITTEE OF THE WHOLE determining.
Also, can you possibly provide me, and I guess going back a couple of years in terms of new hires, the geographical residency of teachers?
I want to follow up on one of the questions that Councilman Nutter asked you about the city support for schools capital programs. And you indicated that it was in large part intended to support Beacon schools and after school programs.
My recollection, to some degree of a part of that financing, was to assist the city in consolidating its recreation facilities. Unfortunately, because we have a very dire budget situation, we're going to at some point look at eliminating or consolidating facilities. And there was some thought that in instances where there was a school in close proximity to a rec center that is being under-utilized or in disrepair, we would close the facility and then make opportunities in the schools. 478 03/25/03 - COMMITTEE OF THE WHOLE Is that level of discussion happening between the city and the school district on this capital budget?
We've been meeting with the city to, in effect, talk about what the actual commitment is. And right now we're really waiting to get more details. But I think the example of a project that you described where you would have a rec center that is under-utilized, a rec center with like a swimming pool, for example, and that rec center could be used for Beacon programs and after school and extended day programs as well as early childhood programs, and that rec center could be upgraded so that the pool could actually be used, I would certainly consider that to be an item that we would put on our list when we seek that million dollars 19 in city capital support for our initiatives. 20 I think that would fall in line because 21 based on what we've been told, they were talking 22 about after school, extended day, community-based in 23 partnership with school programs, Beacon style 24 programs. And of course, the facility that you and 25 I had an opportunity to tour could be tailor-made to 479 03/25/03 - COMMITTEE OF THE WHOLE support those type of programs.
I was actually looking in a different direction. As an example, if we had a city facility that has an outdoor basketball court and we were not in a position to continue the operation of that facility, the maintenance or anything, and we had to ultimately shut that facility down and there was a school in close proximity that may have had an indoor basketball court, there was some questions about access. And I'll give you an example. In Strawberry Mansion, at one point we had a program, an after school and a late evening basketball program in that school. But then there were some concerns about access to the school because you had to go through the main entrance and had access to other parts of the school. And this was years ago. We had looked at the possibility of creating an entryway into the school that would take you directly into the gym and would not allow you access to the rest of the school. And what we thought, at least in my mind, in terms of capital improvements to various schools, that we looked at 480 03/25/03 - COMMITTEE OF THE WHOLE the possibility of creating opportunities in schools in proximity to centers that we wanted to close that would allow access to those schools for not only basketball, but for computer educational opportunities.
I would certainly see that as an eligible -- as something that would come under the category of city funds given to the school district to help facilitate the opening of schools and the accessing of schools to communities and community-based organizations. Yes, I think that would certainly be something that would be eligible. And let me just say this to the Council too. If you have specific concerns and specific recommendations, we can certainly take a look at that and try to fit that in our list, because I've told Karen and my operations people let's put a list together of the type of projects that we think would be eligible and let's go to the city and let's say, okay, these are the type of projects that we feel fit under this plan and this is the priorities of requests, and then basically leave it up to the city and the Council to make the final determination.
And I was also going to add, 481 03/25/03 - COMMITTEE OF THE WHOLE Councilman, that that particular high school is in our capital plan. And when we look at a building from a rehab sense, we look at it holistically. And we are in accord that the best way to operate the building is to quadrant off the recreational areas. So whenever we're in a building, we're going to look at that.
One continuing concern that I've had, because I've actually asked this question of the city and its capital programs office and now I'm asking this of you, it doesn't seem that you guys are talking. Are you talking?
Believe me, our eyes are getting bloodshot. We're having conversations all the time.
Right. We are having conversations a lot. And I should point out that in April we go to the plan commission here because we ultimately must formally present our capital program 482 03/25/03 - COMMITTEE OF THE WHOLE to them.
I'll also tell you this too. One of the things, as Councilman Ortiz pointed out, was we did not come here to say woe is us, please give us more resources, just as we did not go to Harrisburg and do the same thing. But we're going to need some support because as we move forward to secure land for new high school and new elementary school construction we not only need community involvement, but we do need city involvement because we do not want to build any more schools that are curb to curb. Our schools need campuses. Our schools need outdoor facilities. We need soccer fields and football fields and outdoor tracks. I mean, schools are economic development engines. If we open quality schools, it does more to revitalize the community and revitalize the neighborhood. So we're going to need your help too because the one thing -- look, we're moving along with our contracts. We got a waiver from the four-part bidding process for three years. The opportunity is before us. But the thing that will 483 03/25/03 - COMMITTEE OF THE WHOLE trip us up -- we have money for land acquisition. But the thing that will trip us up is our inability to secure land and our inability to clear that land and to prep that land so we can get the construction going. And we're going to need the leadership of the Council to help us get that done.
I think some of us and I know the Mayor has characterized what some people call the state takeover of the school district, he characterizes it as a partnership. And I believe it should be a partnership because I think that we need to be in a position to assist you on acquisition issues. I mean, we have an NTI bond initiative that allows us to acquire land. You may have resources and some other facets of our ability to take care of our citizens and our children. So we look forward to working together on that. Kind of related to that question, in terms of -- in your capital project proposals, I see that it's primarily dealing with schools. Do you have an alternative budget or an additional budget that talks about athletic and community centers that are also owned by the school district; and if so, is 484 03/25/03 - COMMITTEE OF THE WHOLE there a strategy for those facilities that need upgrade?
Yes, sir. As part of the unallocated-at-the-moment budget out there for the capital program, every year for the next five years we'll be working on athletic facilities out there. You've already met Dr. Williams who was up here from high schools. And so we will be working from the build-it side very closely with him after the identification of the fields that need work. You've been around long enough to know that a number of these fields really need a lot of work out there. It's often an expensive proposition. It could be a million dollars a field. But can you rest assured that we're going bring them in because now that we're competing statewide we're going to have the facility. But there's money set aside.
I actually saw a field that looks the same as when I played on it. And I'm not going to tell you how long ago that was. But it was quite sometime ago.
It must have looked much, much worse. 485 03/25/03 - COMMITTEE OF THE WHOLE (Laughter.)
Thank you, Councilman Clarke. Councilman Ortiz, is your light on or did you turn it off?
Well, I had my conference. I want these teachers fired. No, just kidding. (Laughter.)
My son, I have to say, the athlete, he went up to the 3rd grade. I don't know. Two levels, whatever it is. So he saved himself.
He was very worried last night. Let me tell you that. And the young 486 03/25/03 - COMMITTEE OF THE WHOLE lady, she has something to answer to. Yesterday you said that only percent 4 of our kids take the SAT's? Is that what you said 5 yesterday? 6
5,000. Now, that doesn't mean only 10 percent because only one grade takes the SAT. There's 61,000 kids in high school. And there's probably twice that number of juniors, I would say, or probably more so than that.
12,000. So only 5,000 of the 12,000 juniors then are taking the SAT.
Only 5,000 of the 12,000 juniors then are taking the SAT. So about 40 percent, 45 percent.
It's actually smaller than 487 03/25/03 - COMMITTEE OF THE WHOLE that because many seniors can take the SAT too. So you may be talking about a third of the students, a third of the eligible students in that junior year actual taking the SAT.
Do you have, by high school, the number of students that graduated and go on to higher education? For instance, I'd like to know how many kids from Kensington, for instance, went to four-year college, went to community from Edison and Mastbaum and so on down the line?
I don't think in the past the school district -- well, the school district did not keep those records in the past.
Don't you believe that that's a barometer of our success?
It should have been done for the last 40 years. Absolutely. The graduation rate --
How do we measure success if it's not that way? 488 03/25/03 - COMMITTEE OF THE WHOLE
I'm with you on this. Absolutely. And that's part of the high school redesign. We will track the students into college to try to identify not only obviously who's entering college, but also who's graduating from college.
Do you have now the actual graduation rate by high schools?
We have that broken down by graduation rate, SAT's by high school.
If you could tell me -- for instance, I remember one of the things that really hit me in terms of how deeply in trouble we were, how deep our problems were, I was a speaker at a graduation around 11 years ago, I think it was, 11 years ago at Kensington. And the principal had told me that out of I don't know how many, 1500 kids that entered 9th grade or whatever, only 75 were graduating at that time. 489 03/25/03 - COMMITTEE OF THE WHOLE
And I'd like to see what has been the graduation rate so we can have a measuring stick for next year's conference that we have here. If you can give us the entering class of this graduating class that is going out for four years back --
-- of all the high schools, number and the expected graduation. And if you can, again because I'd like to see, if you can, give us your estimate of how many of those per high school are going on to four-year colleges or community college and so on.
We can give you -- College Board, who specializes in honors and advanced placement programs, did a study for our high school division, for Creg. And it lists the high schools by school. It identifies the number of kids taking PSSA, SAT, the number of honors courses, the number of kids who are taking AP tests. So we have that information broken down neatly by school. We also obviously have dropout information by school. I don't know if we have the 490 03/25/03 - COMMITTEE OF THE WHOLE information -- I don't think we have the information of the student enrollment by grade year by school. We have that aggregate number. And that aggregate number shows 21,000 freshmen and 9,000 seniors. But we'll try to get you most of the information you're requesting.
And I'd like to get -- specifically, I'd like to see Olney, Edison, Kensington. I'd like to look at those specifically. But I want the other ones for comparison. I hear that we are going to be taking a recess, slight recess. So I will leave you for now.
But I'm very glad by the reports I got today was very good, good teaching.
Thank you. We're going to take a break until 4:30. Thank you. (Brief recess.)
Good evening, everyone. This is the continued public hearing regarding Bill Nos. 030009, 030012 and 030013. Our first group to testify will be the Coalition to Save Stanton School. Who will be 491 03/25/03 - COMMITTEE OF THE WHOLE testifying? Whoever is testifying please approach MR. VALLAS table. Who is going to testify first? Can we have attention, please. Kindly identify yourself for the record and proceed with your testimony. (Mr. Shepard came forward.)
Good afternoon, Councilwoman Verna. My name is Gary Shepard. I'm a member of the Stanton Coalition.
This is Paul Vallas' first actual hearing after a budget hearing in the City of Philadelphia.
With the community. And he's not going to be able to stay for the entire session. But I appreciate his being here. And whenever you have to leave, you'll just let us know. Thank you. Please proceed, Mr. Shepard.
Yes. We also will be passing out packets. 492 03/25/03 - COMMITTEE OF THE WHOLE Members of City Council, good afternoon. My name is Gary Shepard. I am a member of the Save Stanton Coalition and also an alumni of Stanton School. First, I want to thank you so much for giving us this opportunity to speak with you and be heard today. Next, I would like to present our mission statement, which is on in our packet, which is being handed out now. We actively and progressively promote an effective, safe, creative learning community which will provide a sound basis for the educational development of our young successful minds. Next, defines who we are. We are a very diverse group of parents, grandparents, neighbors, teachers, senior citizens, alumni and home and school association members.
We strongly believe we are second to none. On you will see the goals of this highly diverse group. Number one, we need and want Stanton School to stay open for the children and the community. Why? Because it already has many of the 493 03/25/03 - COMMITTEE OF THE WHOLE key ingredients that the school board says is essential to effective learning, such as small classes. Two, an art and music program integrated into the curriculum. Very effective and very energetic management. Four, very heavy parent and community involvement. We are very confident that Mr. Vallas shares these views. As you look further in the packet, you will get more depth of the gold mine that already exists at the Stanton School. Finally, on you will see the names of just a portion of the support that Stanton School receives for free from the community, parents, grandparents, businesses, churches, clergy, colleges and just plain old friends of education. Please, I urge you, let us not make a mistake by closing such a valuable monument to the future of the community education in the Philadelphia public schools. Let us be partners in a just cause for our children. Let us keep the precious programs that Stanton offers. And I might say with confidence that many of the suburban schools would be green with envy if they knew what Stanton School offers to children and the community. 494 03/25/03 - COMMITTEE OF THE WHOLE When these programs were instituted at the Stanton School, they were to mirror the thought behind the building of the pyramids in Egypt: Built to last forever. Give the program the five years that was set aside for it to show success. If we can build two new stadiums that cost over one billion dollars to build without batting an eye, then you can't tell me with a good conscience that we can't or shouldn't keep Stanton School open. Please, I urge you to join us in keeping a school and a program open that already shows tremendous signs of success. Thank you so much.
You're welcome. Our next witness. (Ms. Miller came forward.)
Hello, Councilwoman Verna. My name is Verna Rae Miller. I'm also part of the Coalition to Save Stanton, of course. I have been a resident of South Philadelphia schools for my entire life. In that time I've seen the area slowly evolve to what we have today, and E. M. Stanton has always been a positive part of that equation. 495 03/25/03 - COMMITTEE OF THE WHOLE My son has been at Stanton for kindergarten and 1st grade. He has started to become an active part of the school community. The diversity of Stanton education has helped him appreciate his community and his neighbors. Stanton has been a center point of this area not only for the part of my son's education, but also for my own. In closing, I just want to say that Stanton is an integral element of South Philadelphia flavor as a city-run public school. This is coming from someone raised in this area, educated in this area, and we bought a home also in this area. Let's keep Stanton open as a public school. Thank you.
You're welcome. Please identify yourself for the record. (Ms. Ellis came forward.)
Good afternoon. My name is Vickie Ellis. I'm as resident homeowner. I live at 1520 Christian Street. Lived in the neighborhood 19 years and have owned the home for 11. Stanton is my neighborhood school. Private business, agencies and foundations are being strongly encouraged by our national leaders to provide their personnel and 496 03/25/03 - COMMITTEE OF THE WHOLE capital in support of schools nationwide. Long before ads on TV and presidential messages were prominent, we at Stanton School had established such partnerships. I'm going to just mention a few briefly. The mentoring program. For the past nine years, an average of 45 adult volunteers have met one on one with students in a weekly school-based mentoring program funded and sponsored by a neighborhood community group, Bainbridge House. percent of Stanton students have mentors. 13 Our volunteers come from many 14 organizations, including Tindley Temple, United 15 Methodist Church, the nearby Scottish Rite senior 16 housing complex, St. Peter's Episcopal Church, the 17 University of the Arts and Stanton alumni, to name a 18 few. 19 Nine students from Drexel conduct the 20 Junior Achievement Program where our students are learning money and business concepts in classes coordinated by these college men. For the past several years, the YWCA has coordinated a tech girls after school program for 5th and 4th grade girls. This year, inspired by The 497 03/25/03 - COMMITTEE OF THE WHOLE Y, Stanton's computer teacher is managing the program directly. We also have a volunteer who specializes in computers and assists our computer teacher weekly. Volunteer readers have been a part of Stanton for seven years. Originally, they read to and with students. But once the 100 book challenge program was instituted, most became 100 book challenge coaches. The arts are a part of the very climate at Stanton. All students participate in cultural arts classes weekly. In class, they learn the cultures of the world through art forms, visual arts, music, dance and drama. We may be one of the few elementary schools in the country with a fully equipped artist's studio. We have partnerships with the Clay Studios, Strings for Schools, the Folklore Project and others who have brought their programs into Stanton for multiple years. One of our largest collaborations is with the University of the Arts and Moore College of Art where 50 Stanton students attend Saturday art classes funded by scholarships. A professional 498 03/25/03 - COMMITTEE OF THE WHOLE painter volunteers her time one and a half days a week to guide the students in their painting and drawing. Three students were just awarded cash prizes for their artwork in a contest sponsored by HUD and the U.S. Army Corps of Engineers. An artist in residence joins Stanton weekly to run a dance club. The Stanton School mentoring program and the cultural arts program have established a reputation in the City of Philadelphia. Groups about to start mentoring programs are sent to visit Stanton as a model. None of this work would be possible without financial support. Many of the art supplies and all of the scholarships, visiting artists, musical instruments, mentoring expenses require funds not found in the Stanton budget. Over the years, many foundations have provided grants to support us, including the Fels Foundation, Dowdy Foundation, The Philadelphia Foundation and the William Penn Foundation, to name a few. Individuals and churches have supported our endeavors with funds as well as volunteers. And 499 03/25/03 - COMMITTEE OF THE WHOLE Universal, of course, is our newest partner. Stanton School's enriched environment enhances and enlivens each student's learning experience. I know I speak for so many of these community partners who join us in the Coalition to keep Stanton School a school. Thank you very much.
You're welcome. Councilman Ortiz. COUNCILMAN ORTIZ. Yes, thank you. I would like to hear from Mr. Vallas as to the rationale for the closing.
If you don't mind, Councilman, I think there are other witnesses that want to be heard. So I would like, as long as Mr. Vallas is here, I'd like him to hear them. Thank you. 500 3/25/03 - COMMITTEE OF THE WHOLE (Reported by Lisa C. Bradley) - - -
Terry, identify yourself for the record and proceed with your testimony, please.
My name is Terry Gillen, and I'm the Democratic Ward Leader for the 30th Ward in which Stanton School is located. I'm working with the Coalition to Save Stanton School and want to emphasize two points made in their testimony. First, the School District is closing, not one, but two schools in the 30th Ward. Although I understand the need for the School District to right-size its facilities, this seems like too much for a single neighborhood to bear. But what really does not make sense is that the 30th Ward has been gaining population in the last five years. I monitor voter registration data closely, as you can imagine, and we have added new residents and voters, a 6 percent increase in the last five years. This is the result of Center City development moving south of South Street at an astonishing rate. The School District is probably using 2000 census numbers, but those statistics will not pick up this 501 3/25/03 - COMMITTEE OF THE WHOLE recent trend. If this trend continues, then I believe the School District may be making a big mistake by closing these schools. My other point is that I personally do support school choice. I'm on the board of a charter school, and we have several good charter schools in the 30th Ward, including the World Charter School which had the greatest improvement in test scores of any charter elementary school in the last round of testing. However, as you know, charter schools are not neighborhood schools. Real school choice must also include excellent neighborhood schools that are run by the School District and are available to parents who want that alternative for their children. By closing Stanton, the City would be removing that choice for these parents. I want to thank Paul Vallas for his willingness to work with us and to listen to our voices. He's been very generous with his time on this issue. I urge City Councilmembers to join in our effort and to work to keep Stanton School open. Thank you. 502 3/25/03 - COMMITTEE OF THE WHOLE
Durham. And we also have St. Charles, which is a parochial school in that immediate vicinity which will be closing, I guess, in June. So I would certainly think that many of the children that are going to St. Charles might very well be going to Stanton also. Good evening.
Good evening. My name is Tacuma Bethea, and I'm with the Save Stanton Coalition. I'm an uncle of three at Stanton School. Overcrowding is a major issue of Philadelphia's public school students. Overcrowding has persisted in some schools for a decade or more. During the '60s and '70s, many schools were built just to handle the overcrowding, but not the education component. Now that the students are not fairing well in schools, we want to add new buildings as a way to stimulate learning. While that may be true if a school building has deteriorated beyond design capacity, education 503 3/25/03 - COMMITTEE OF THE WHOLE capacity, and enrollment capacity, closing due to enrollment is not the answer. Calculation of the enrollment capacity is a sensitive issue school districts use as if the basis for making a decision for closing schools or for constructing new ones, but enrollment capacity is not a fixed number for the life of a school, and changes often cause credibility issues with the public as they try to understand the changing nature of this number. Local, state, federal initiatives to reduce class size have drastically changed the enrollment capacity of many schools. Program changes, current teaching methodologies, and increases in special education classifications have also caused school and district capacities to decrease. Understanding capacity and utilization of a school is essential to developing appropriate solutions to the problem facing the school. Design capacity is the number of students which the building was originally designed to accommodate. All design capacity does is state how many children can be in the building. Design capacity may no longer be a true measure of how much space you need to do a good job or educate your 504 3/25/03 - COMMITTEE OF THE WHOLE children. Elementary school buildings are considered as being overcrowded if its enrollment exceeds 80 percent of the school's design capacity. Program capacity is the number of students whose educational needs can be adequately addressed in the current facility which may actually be less than a number of students that were originally envisioned as attending the school 20, 30, 70 or 100 hundred years ago. Enrollment capacity is defined as the maximum number of students that a school building can satisfactorily accommodate at one time for the particular education program or curriculum offered. Elementary school capacity is calculated by multiplying the number of regular grade level classrooms by the maximum number of students that can be assigned to a teacher in those classrooms. It has been suggested that we send the displaced children to Arthur Elementary. Arthur has classrooms. If 25 students are put in each of 22 these classrooms, as per Mr. Vallas request, there 23 will be 650 students at Arthur Elementary. However, 24 Arthur has only a 528-person building capacity 25 limit. Stanton has 178 students, Durham has 202 505 3/25/03 - COMMITTEE OF THE WHOLE students. When we add these to the 299 students already at Arthur, we have a total 680 students. Arthur would be overcrowded by percent or 30 5 students. However, enrollment capacity in this case 6 far exceeds building capacity. This means that the 7 school would actually be overcrowded by 129 percent 8 or 158 students. 9 This is the basis for our argument that 10 Stanton should stay open as a small school instead 11 of these students going to a school that would be 12 overcrowded by their presence or entrance into that 13 school. 14 Communities should treasure their small 15 schools, and policymakers should protect these 16 schools with sound policies and financial support. 17 Legislators and other decision-makers should 18 implement policies that limit the number of students 19 in a facility to the range compatible by placing 20 limits on renovation and outdated codes and 21 regulations that promote construction of large 22 schools. Thank you. 23
Thank you. 24 You have been so loyal. Thank you so 25 much for coming in. 506 3/25/03 - COMMITTEE OF THE WHOLE UNIDENTIFIED SPEAKER: Good afternoon. I think I can probably speak as one of the oldest living alumnus of Stanton School. I was there from 1927 to 1933. I was fortunate enough to have two of my children attend there, so as a result I can attest to the quality of Stanton School. Now, during the years that have passed, many of the families and homeowners have moved out of the area because of the fact that financial institutions red lined the area, making it almost impossible to acquire improvement loans. And many of the former residents I have encountered through the recent years have told us that it wasn't because of the lack of the quality of education, but merely a matter of economics, thus creating tremendous reduction in the number of students in the elementary school. However, now, there are currently over 200 new and recently renovated properties available, and the people are moving in just about every day. More families will need quality education for their children. So in conclusion, Mr. Vallas, if you are genuinely concerned about the scholastic achievement of these children, I will gladly volunteer my 507 3/25/03 - COMMITTEE OF THE WHOLE services to escort you through the area so that you can see firsthand what is happening and how it's important to the community.
Before the last speaker, I just neglected to say we've gotten letters of support from many of our State legislators, and I wanted to refer specifically to a letter that we got from our State Representative Harold James, again, a letter to Mr. Vallas urging him to keep the Stanton School open.
Thank you. My name is Stephanie Trott-Batipps, and I'm here as a grandparent who has three children who attend the Stanton School. I'm also here because I support public education and I am one who went through the system, had children to go, and look forward to my grandchildren going through public schools. What bothers me is that we sometimes throw things that are old away and not realize how much of a treasure they are. And Stanton is that. While there seems to be a thing of sending children out of the neighborhood for quality education, we should be staying in our neighborhoods 508 3/25/03 - COMMITTEE OF THE WHOLE and building in that. And I have to thank Mr. Vallas for reminding us, in our talks, that it's important that we take pride in our school as parents, as educators, that we make it a community effort. And what you've heard today is a community speaking, those who have an interest in the school, those who care for what happens in our neighborhood, and those who care for a neighborhood that is expanding. There are statistics in the packets, as you will read along, that show the expansion. We put this packet together, ant it's not a final piece; however, it gives you some interesting facts, it gives you a chance to look at points of interest, and it makes it easier if you want to know why we feel that Stanton should stay open. We could talk for hours and hours of the famous people that went to Stanton School; Marian Anderson, for one. But we need to talk about the famous people we are making in Stanton, that being the little people who are now there getting their education. We could talk about growth rate, but we can't talk about it unless we make that rate happen. So when we sit here and we ask you about 509 3/25/03 - COMMITTEE OF THE WHOLE reconsidering, time, effort, and thoughts and duties have been put into this. So I ask you when I think about it and you make some decision, think of us as a community, a safe community. Stanton was one of those schools that was awarded a Safe School Award. This is a pride because neighbors know their children, the parents know the neighbors' children. We can walk our kids to school. We can watch other kids when someone is not around. It's important when a birth rate is growing, 117 new children are being born that will enter, we hope, the Stanton School. We want to make sure when there are buildings that are coming, houses that are being built, there is a place for them to go. So we here ask you as the Stanton Coalition to think about it. Again, I'd like to thank Mr. Vallas. He's been most kind and gracious in meeting with us and talking. And I think that takes a lot of effort when you've made some decision. So again, I thank you. I thank the City Councilpersons. As a matter of fact, the Save Stanton School Coalition thanks you all. Thank you again.
Thank you. I would just like to say a few words, if 510 3/25/03 - COMMITTEE OF THE WHOLE I may. In all of my years in the community, I have never seen the community rally on one issue as they have on the Stanton School issue, and I think you're all to be commended. I know that there were numerous meetings at the school and I know that Mr. Vallas attended many of them, and I think what impressed me most was -- you know, I was told that the School was 75 years old. And when I walked in, I was truly impressed with the cleanliness of the school, and more importantly, I was very, very impressed with the students. They were well behaved. They were quite talented. They entertained us for a period of time. And I think that the teachers at Stanton and the principal can be so proud of what they have done with that school. I also want to commend the Coalition. And with that, I am serious when I say I stand to applaud you. Without you, that would have never happened. (Applause.)
I mean that sincerely. You've done a fabulous job. And I know that Mr. Vallas has heard, not every word, but every 511 3/25/03 - COMMITTEE OF THE WHOLE syllable that you have said. And every syllable, I am sure he will consider in making his decision. And I know we're all hoping that it will be the right decision because the Coalition is not going to go away, I'm sure. (Applause.)
Mr. Vallas, did you want to say something? Now we're going to weigh every syllable you say.
Madam Chair, the Coalition is not going to go away and neither are we. (Applause.)
First of all, let me thank the Coalition and the Coalition'S leadership because they've really been delightful to work with. And I've actually met with them now on three occasions, and just this past Saturday. And I'll tell you, it's a great coming together of the community. All of the community should come together. But what's been really nice, a lot of these public hearings can become very contentious. And when you participate, sometimes it becomes confrontational. And I'm not afraid of confrontation. Sometimes some people 512 3/25/03 - COMMITTEE OF THE WHOLE think that's the way I exercise. But at the end of the day, the meetings were delightful. You come in hoping that you can get out in an hour and you stay for a two and a half hours and then you're the last one to leave. And it's in large part due to the leadership. It's really been a delightful community and it's great to see the multi-culturalism, the diversity in the community and just the social economic diversity. So I do want to congratulate them. Let me make a couple points. We all understand what's at stake here. As we embark upon our efforts to revamp the school system, the school system has a reputation, whether earned or undeserved or deserved, of not spending resources wisely. When you have lost percent of your 18 student population or whatever that decrease has 19 been, when you have buildings that are half empty 20 and sometimes two-thirds empty and you continue to 21 operate and maintain them, let's forget about all 22 the other insufficiencies or neglect that the system 23 has brought onto its schools over the years, you 24 develop a reputation. And there is a perception out 25 here that this School District is not afraid to make 513 3/25/03 - COMMITTEE OF THE WHOLE tough decisions. They're not afraid to cut what needs to be cut. They're not afraid to close a building when that building is only one-third full. So, you know, when we identify programs that we're going to cut or buildings that we're going to close, we just don't do that for show. We also do it because we need to free up the money so that we're investing our money in the most cost-effective way possible. But we also do it because we have to justify to the taxpayers and we have to justify to the legislature that we deserve more. " Now, our decision to recommend this school for closing was based on the following statistics: First of all, this school, the enrollment -- the capacity, it's a three-story building, 482 capacity; it has 166 students in the school. I just want to point that out. So it's less than one-third full. In addition, it has lost 51 percent of its enrollment over the past four or five years. Now, we can talk about why it's happened or why it didn't happen or what the 514 3/25/03 - COMMITTEE OF THE WHOLE circumstances were, but this is a building that has or classroom teachers and or or 4 classrooms, whatever that is. That is not an 5 efficient use of our space. 6 And if you look at Durham four blocks 7 away, they've lost 50 percent of their kids. And if 8 you look at Arthur and Pierce, they're at 50 percent 9 capacity. So I have schools in the area that are 10 either half full or one-third full. So that's not 11 an efficient use of our resources, not to mention 12 the fact that the building is in need of repair. 13 Also, when we were looking at schools in 14 candidates to close, we also asked ourselves this 15 fundamental question: We know we've got to get rid 16 of our middle schools; where do the kids go after 17 5th grade? Now this is a school with no auditorium, 18 no gym, no cafeteria for all practical purposes. 19 It's going to be very difficult to add grades, to 20 add 6th, 7th and 8th grade. Well, the kids are 21 going to have to go to Pierce. Well, we're going to 22 be converting Pierce to K to 8 schools. And Arthur 23 is going to be adding grades so that they can go to 24 K to 8.
25 A comment was made that if we put all 515 3/25/03 - COMMITTEE OF THE WHOLE the kids in Arthur, we're going to make Arthur overcrowded. Pierce and Arthur are going to go to K to 8. Plus, under the provisions of No Child Left Behind, any student in a school that's going to be closed will have an option of attending one of the two dozen top-performing schools in the City. Let me point out that the reason we can afford Stanton the option is because Stanton is on the No Child Left Behind under-performing list. This was one of the 86 partnership schools that were identified as the schools to be turned over to private management, if you recall. And, of course, that predated me. Stanton was one of those schools. So our decision to identify this school as a candidate for consolidation and to make sure that, obviously, we would afford the children and their families an opportunity to transfer to some of the best schools in the system was not one that was just made out of a vacuum. Now, that said and done, why have we not finalized the decision on Stanton? We haven't finalized the decision on any of the schools to date. Because there are some circumstances -- let me point out that a lot of people think, well, 516 3/25/03 - COMMITTEE OF THE WHOLE you're afraid to close schools. I will make any recommendation for cost-cutting that I feel is right and that I feel can be justified. But if you have public hearings, you hold public hearings to listen. We can't say, Well, we're going to close four schools but we're going to have a public hearing process, and then after the public hearing process still turn around and close the four schools as if it was predetermined. When we say we're going to have public hearings and we're going to have public input, I don't go out and attend three meetings at Stanton or three meetings Durham or two meetings at Ellison because I'm just going through the motions. You only need one public hearing to go through the motions. When you have three public hearings, you're listening. So it's not a case of us being reluctant to make the tough decisions. I think we've made some tough recommendations before this Council. And so we're not afraid to do that. But there are circumstances that we have to consider. Circumstance number 1, Stanton is a school that's five blocks away from another school we're planning on closing. What's going to be the implication of closing both those schools? 517 3/25/03 - COMMITTEE OF THE WHOLE In addition, we want to convert Arthur, which is not far from Stanton to K to and reduce 4 class size. What's going to be the implications on 5 Arthur? 6 Now, we know we want to convert Pierce 7 to a K to 8 school, but that could be delayed by a 8 year or two. And the Catholic school has closed, although the Archdiocese has communicated to us that most of the students in those Catholic schools have already committed to other schools. But I'll tell you, if you have an exemplary school in the neighborhood, you're going to get a lot of those kids back. So there are circumstances here that are changing the dynamic. Yes, there has been a lot of housing in the area. There's a potential for more housing. It hasn't affected it yet. I'm just telling you because enrollment continues to drop. But because we're closing Durham or we're recommending that Durham be closed. We haven't made a final decision on Durham, and Durham is close by. And because we want Arthur to convert to a K to 8 school and do class size reduction and because we're going to do the Pierce conversion and because 518 3/25/03 - COMMITTEE OF THE WHOLE there's a Catholic school that has closed, we're cautious. We haven't made a decision. We're wrestling with this decision. So there are other circumstances to consider. And then there's also the circumstance of a community coming together. There's something to be said for the community coming together, whatever the catalyst is, whether it's a good catalyst or a bad catalyst.
And I need this community, not only for Stanton, I need this community to come together for Arthur, for Pierce. I need the community to come together for Audenried. I need this community to come together for all the schools in that cluster because all those schools need this type of community effort and this outreach and these partnerships. So there is this factor to consider too, not just for Stanton, but for all the schools in the community. So that's why we've gone through this process, and it is a deliberate process because it's very important for us to communicate to the Council that if we make proposals and we set up a public hearing process, that is going to be a listening process. And we're going to make the 519 3/25/03 - COMMITTEE OF THE WHOLE right decisions in the end, not based on pressure or politics or anything else, but based on substance because you have to make those decisions every day and we have to be a School District that's going to make those decisions on what's in the best interest of the kids. But I thank you for giving me more than five minutes to make my comments. I just wanted the Council to understand -- and I've said this to the community, too, and I think that's a part of the reason we've had such a cordial relationship. But again, our objective here is not to hurt anybody. Our objective here is to make sound educational decisions based on the realities that we have before us. But there are circumstances in this decision that have to be considered, and those circumstances are circumstances that have caused us to pause as we deliberate the final recommendation that we'll make before the School Reform Commission. But we hope to finalize our proposals regarding all four of the schools in the next couple weeks so that we can move to the School Reform Commission in April. But I'll tell you, there's a lot of things to consider. And while I still think the decision and the 520 3/25/03 - COMMITTEE OF THE WHOLE recommendation that was made to consolidate this school is a sound one, there are other circumstances that I believe have to be considered. And I think Madam President has raised those issues both publicly in her best traditional way which is privately because she is always raising relevant issues but she's always doing it in private confidences. The community has really come together and mobilized. And I see a potential to take this type of organizational structure far beyond just a single school. There are other schools in the area that are trouble schools. So that's why we are taking our time and that's why we are reconsidering. And while it's important for me to continue to coordinate with the School Reform Commission before any decision or any recommendation is made to that commission, we haven't made any final decision. And we'll not only consider the information that has been presented today, information that I have received and that I have evaluated and assessed, but we will certainly inform Madam President and individual Councilmembers privately before we make any public recommendations. Thank you very much. 521 3/25/03 - COMMITTEE OF THE WHOLE
Thank you. At this time, the Chair recognizes Councilman Cohen. Councilman Cohen, your light is on; did you want to be recognized?
Well, I had not intended to be recognized at this point, Madam President, but I never want to miss an opportunity. (Laughter.)
And this is an opportunity. I think the single most important factor affecting public education today is the response of the community. When you have an issue that galvanizes a community, makes them as interested as this, what comes through clearly and loudly is that the one factor above all others has to be community support. And this school has such a great record, despite the loss of students, I think we've got to build on what the school has done by starting with the premise that we're going to keep Stanton School open and add to it. (Applause.)
That's why I hope, Mr. Vallas, that your statement will take that into account. Right now, public schools are under attack 522 3/25/03 - COMMITTEE OF THE WHOLE everywhere. Forces of repression have been trying to find a way to get rid of the public school system or to prove that it's much less effective than other systems. Well, if the impact of that is to weaken the school system, it's bad. If the impact of the other pressures is to improve the public school system, then I guess it's good in the long run. I think what's happened here is good in the long run because I haven't seen this kind of demonstration of support for the public school system in a long time. And I must tell you it heartens me to see so many people coming out at this time of the day following the long history of meetings that the President referred to before. I wish everybody good luck. And I hope that Council will be spared the need to ever exercise any extra powers to bring about the kind of decision everybody in this room, I think, really feels ought to be made; and that's long live Stanton. Thank you very much. (Applause.)
Thank you. I didn't 523 3/25/03 - COMMITTEE OF THE WHOLE know that Marian Anderson had gone to that school. And the Nicholas Brothers, does anybody know who the Nicholas Brothers are? The dancers. They're incredible dancers. They are incredible in the grouping of people. I grew up with those guys watching TV, watching those old films. There's a history there, and that history is something that has to be nurtured in this City because this is a historical city. This is a city that prides itself in being able to maintain its historical structures. It doesn't tear them down very easily as other cities have done. And I think as parents and the community comes together, like David said, it is the first brick on good education and partnership in education. And I believe that this is the beginning probably, Mr. Vallas, of your first experiment, of your first test of seeing and joining with a community to build something that is already there, but build upon that and make it better. So I think before you make that final decision to go some other way, look at the resources that are already present, the seeds that have been planted and the roots that have already taken place. 524 3/25/03 - COMMITTEE OF THE WHOLE (Applause.)
Good afternoon, everybody. Mr. Vallas, I think you've got to give the Mayor's Neighborhood Transformation Initiative a chance here. I really do. I say it with seriousness. I think that we need to rebuild our neighborhoods, and I would hope that your engineers could figure out a way to maybe downsize these schools, partition them off, because if these neighborhoods are going to grow, that school some day could be full. I know that's a magic wand type of a request. But I think that's undermining the Mayor's Neighborhood Initiative program by closing schools, but I wish you could close them or size them down, use a portion of the school so some day you can reopen it and put additional -- I mean, isn't there a way that you can have these schools continue to operate, reduce the operating cost but not have them operating and use -- like City Hall, half of this place is empty. The courts are moving back in. For years and years and years we operated 525 3/25/03 - COMMITTEE OF THE WHOLE very few offices here in an efficient way, so could you consider --
We would welcome a school here if you wanted to do that. (Laughter.)
Like I said, we're looking at a number of issues. As I did mention, I wanted to explain that -- and first of all, you're right on target. We can't be afraid to consolidate our buildings, and I'm not suggesting any of us are. But by the same token, there are extenuating circumstances. And as you pointed out, there is a lot of redevelopment going on in that area of the City. As Councilman Ortiz pointed out, this is a community awakening and a community coming together can serve as a catalyst for doing other things in that community. And as our esteemed President has pointed out time and time again, at the end of the day, there's a lot of schools that have been closed or are closing in those areas. And with the new housing coming in, you don't know a year from now or two years from now what you're going to be facing. 526 3/25/03 - COMMITTEE OF THE WHOLE So all those things have caused us to reconsider our proposal.
Mr. Vallas, I believe the Archdiocese had a similar situation with Cardinal Dougherty High School. Different community, different environment. And that school's enrollment is probably a third of what it once was, and I believe they shut down half of the building down, actually using some of that space for private industry or the private sector. So again, I would encourage you to look at partitioning possibly some of these schools that are in jeopardy, because I think the Administration and I think the Council would like you to have confidence in what we're trying to do here to turn this City around. Thank you. (Applause.)
Thank you. Are there any other questions or comments from Members of the Committee? (No response.)
Mr. Vallas, 527 3/25/03 - COMMITTEE OF THE WHOLE thank you very much.
Our next witness is Ted Kirsch. Again, thank you for coming in. Good evening. Please identify yourself for the record and proceed with your testimony.
I'm Ted Kirsch, President of the Philadelphia Federation of Teachers, and by my side is my colleague Jerry Jordan, Vice President. Good evening, Council President Verna, Education Committee Chair Miller and Members of City Council. It's an honor for me to speak to you today on behalf of the more than 21,000 members of the Philadelphia Federation of Teachers who work in our public schools. For the past 13 years, I have been coming before this City Council in March to discuss with you what teachers and students need to be successful. Over the years, we've talked about reducing class size to help children master reading and math. We've discussed programs to recruit talented, qualified teachers. And we've explored ways to improve low-performing schools. 528 3/25/03 - COMMITTEE OF THE WHOLE Regrettably, the issues haven't changed that much over the years. But now the climate in which we're working to solve them has. For the first time in many years, the PFT and the Administration agree in principle on the reforms that will raise student achievement. Paul Vallas has moved forward on crucial PFT-backed initiatives with a potential to turn struggling schools around. Among them are plans to reduce class size, get tough on discipline, rebuild crumbling schools, develop a rigorous district-wide curriculum, and strengthen middle years and high school education. We've developed a positive relationship with the Administration and succeeded in many cases heading off problems before they become crises. This kind of labor management cooperation will improve our schools and benefit our students. Paul and I don't always agree, but there is mutual respect, constant dialogue, and room for discussion. But improving schools cannot be accomplished without the proper resources. 8 billion in the coming school year. Every year we expect teachers to teach 529 3/25/03 - COMMITTEE OF THE WHOLE the higher standards and educate an increasingly diverse and often disadvantaged student population with fewer real dollars. The investment in Philadelphia's children simply hasn't kept pace with inflation, let alone new demands placed on schools by high stakes testing and unfunded federal mandates. And I emphasize the unfunded federal mandates. Despite years of chronic underfunding, teachers and students in Philadelphia have exceeded expectations. According to Standard & Poor's School Evaluation Services, in each of the past four years, reading and math scores in Philadelphia improved at more than twice the State average. 13 Philadelphia schools ranked among those showing the greatest annual gains in reading and math in the State. We are proud of the progress staff and students have made, but we know that reforms proposed by the Administration and supported by the Federation will not succeed without adequate and equitable funding. In the present economic climate, it isn't likely that the funding crisis will be resolved. So that we must target our investments wisely so they will have the greatest impact on the 530 3/25/03 - COMMITTEE OF THE WHOLE largest number of children. That won't be easy with such an ambitious reform agenda. Among the district's top priorities is reducing class size in grades kindergarten to grade 3, a reform we all know will pay tremendous dividends. For two decades, the PFT has argued that children do better in smaller classes. We've produced irrefutable evidence documenting the life-long benefit of reducing class size to no more than children to 1 teacher in kindergarten 12 through 3rd grade. But according to Standard & 13 Poor's, 72 percent of Philadelphia school children 14 attend classes with more than 24 students; and 36 15 percent are in classes with 30 or more. Reducing 16 class size is expensive. We will need hundreds of 17 new teachers and additional classrooms to give youngsters the individualized instruction they deserve.
But we must begin a real class size reduction program now so that every child who enters school today is literate and graduates in 12 years. Reducing class size will put us on the road to improving student achievement. But without a qualified teacher in every classroom, our students won't be able to achieve their full potential. 531 3/25/03 - COMMITTEE OF THE WHOLE There is more and more research showing that hiring well-prepared, certified teachers has a significant and positive impact on student achievement. Studies indicated that qualified teachers help children overcome severe disadvantages, including poverty and language barriers and can help close the achievement gap between white and minority students. And while small classes improve student learning, studies show that those gains are unlikely to be fully realized without qualified teachers. The question is what makes a teacher qualified? According to research, a qualified teacher has a degree in education, earned high marks on State teacher exams, and is fully certified. Study after study shows that trained, certified teachers significantly raise student achievement. Conversely, untrained and uncertified teachers produce the lowest performing students and have the highest turnover. Not surprisingly, in Philadelphia where kids have a in chance of having a teacher with an emergency credential, Standard & Poor's found that the turnover rate among those teachers is double the State average. The fact is, unprepared teachers are quickly overwhelmed and leave. As a 532 3/25/03 - COMMITTEE OF THE WHOLE result, students are robbed of consistent, effective instruction, and the District invests repeatedly in training people who don't stay. Student progress is further hindered by the persistent teacher shortage. The District has had about a hundred teaching vacancies all year, and a hundred or more vacancies are filled by long-term substitutes. If we are serious about keeping families in Philadelphia, parents must know that the adult in front of their child's classroom is a qualified teacher, not just a warm body. It's difficult to recruit certified teachers when surrounding districts offer higher salaries and in some cases better working conditions. The District is taking some important steps next year to recruit and retain qualified teachers, with proposals to reduce class size, provide tuition reimbursement, and improve the support and training program. Without these and other incentives, even the most qualified and dedicated teachers will be frustrated and leave the profession, the same way that doctors are fleeing managed care programs and nurses are fleeing understaffed hospitals. 533 3/25/03 - COMMITTEE OF THE WHOLE There are other initiatives that the PFT believes are important to revitalizing our schools, our neighborhoods, and our City. I'd like to highlight them briefly. We believe that the School District should be able to tap into City Social Service funds set aside for tutoring, mentoring, and other after school programs. There are many exceptional education related programs funded from City social service money and their effectiveness could be enhanced tremendously if these programs were fully integrated with the regular school curriculum. High quality early childhood educational programs must be fully funded and available universally to 3 and 4-year-olds. Too many children come to kindergarten eager to learn but ill-prepared for school. I know you are familiar with research showing the lasting benefits of the Head Start and similar programs. But I want to add that not only do good preschool benefit children, but also parents in Philadelphia would be able to go to work every day with a peace of mind knowing that their children are safe and receiving high quality child care.
Philadelphia has many examples of 534 3/25/03 - COMMITTEE OF THE WHOLE excellence among its magnet and neighborhood schools, Cappa, Masterman, Greenfield, Meredith, and others are the kinds of schools to which any parent would be proud to send their children. We need more of these schools and in every neighborhood. Parents want learning opportunities tailored to meet their children's individual needs and interests. Rebuilding neighborhood schools is the first step to rebuilding neighborhoods. We believe more resources should be channelled into improving neighborhood schools and providing students with more advanced placement, honors, technology, and vocational courses. What is provided to privileged students in this State must become the norm for all students. While we ensure that Philadelphia students get a high quality education in the basics, we must not sacrifice the programs that make school enjoyable; art, music, sports, computer education and libraries are not frills. They are as critical to developing well-rounded adults as math, reading, and science. As we strive to raise student achievement, we cannot forgo the activities, subjects, and services that keep students interested, engaged, and motivated to come to school 535 3/25/03 - COMMITTEE OF THE WHOLE each day. Finally, we urge you to use your authority in these tough budgetary times to put an end to the expensive privatization experiment. Reports from our members in privately-managed public schools indicate that there has been little or no 8 value added by the majority of private companies hired to manage our public schools. In most instances, PFT members have received little additional training, support, or materials this year from outside managers, despite the fact that these organizations are being paid between 500 and 900 more per pupil than other public schools. With five years of standstill budgets, we must invest every dollar wisely to our programs proven to raise student achievement. Money wasted on private managers as well as the majority of charter schools would be better used on after school programs, summer school, tutoring, mentoring, intensified support for new teachers and smaller classes. These reforms are proven to raise student achievement. Mayor Street has done a good job removing old cars from our streets, drug dealers from our corners, and establishing a program to 536 3/25/03 - COMMITTEE OF THE WHOLE demolish dilapidated buildings. Each of these efforts is vital to the rebirth of Philadelphia. But equally important is spending money wisely on what works in our schools. We have a new leadership, a vision, and a new opportunity to turn our schools around and give our students a good education that will prepare them to compete in a job market that demands high-level skills. It is within our grasp now to achieve excellence in our public schools. With your support and leadership, I am confident that we can improve our schools, rebuild our neighborhoods, and continue to revitalize our City. Thank you. )
Any questions or comments from Members of the Committee? The Chair recognizes Councilman Cohen.
I guess I had to wait to be involved in public service for 35 years and become 88 before I heard such a cooperative spirit in the school system. (Laughter.)
It's really 537 3/25/03 - COMMITTEE OF THE WHOLE refreshing and gives one a sense of comfort to know that not only is the superintendent present when the union and the community speak at School Board hearings, because it's the first time I've ever known a school superintendent to be present when the public testifies. (Applause.)
And at a time when generally labor is marked by contentious battles between management and labor to find the spirit of cooperation, I think really that's a wonderful sign for the future of the Philadelphia schools. Thank you, Madam President.
You're welcome. The Chair recognizes Councilwoman Tasco.
Thank you. I, too, join in with Councilman Cohen. It is, I guess, a demonstration of a new day is dawning and that the cooperative spirit between the PFT and the school administration will help to move the programs along faster and the children will benefit. And I thank you very much.
The Chair recognizes Councilman Ortiz. 538 3/25/03 - COMMITTEE OF THE WHOLE
I said yesterday that the presentations made by the Board were different. There were no lamentations and only a vision of improvement. And today with Ted and Jerry coming forward, in my years I've never seen a process of 7 cooperation and coming together. And to me, as one 8 who has kids in public school, is something that 9 encourages me. And I agree with you; as soon as we 10 get rid of those companies, we'll be even better. 11 (Applause.) 12
Any other questions 13 or comments from Members of the Committee? 14 (No response.) 15
Thank you. 16 Is Shelly Yanoff here? 17 (No response.) 18
Eric Crockett. Please identify yourself for the record.
My name is Eric Crockett, and I am from GAMP Academic School.
Excuse me somebody please close the doors. Please proceed.
Good afternoon. My name 539 3/25/03 - COMMITTEE OF THE WHOLE is Eric Crockett, and I'm speaking as a member of the Executive Board of the Home & School of GAMP Academic Music Program. As we approach the 30th year, the 30th anniversary of the formation of the excellent magnet school, we have much which to be proud: Proficient and advancement levels on standardized tests such as Stat 9s, PSAs, and TerraNovas, award winning music ensembles, accelerated certification by the State's AFT protocol in March 2002, our Public League Champion baseball team last June 2002. These academic, music, and athletic achievements have occurred because of dedication, drive and determination of the students, staff, and parents and administrators at GAMP over the past 29 years. Much has been achieved with little. The physical plant is totally inadequate to support the needs of more than 500 students who attend grades 5 through 12 daily. This unique grade organization aligned to a music major curriculum has produced over 1200 graduates since the first 16 graduates departed for higher education in June, 1983. Each year, 99 percent of our senior class leaves to pursue a university curriculum in areas of art, 540 3/25/03 - COMMITTEE OF THE WHOLE science, education, business, and other liberal arts fields. The need for an auditorium, gymnasium, library, and cafeteria cannot be over stated. Architectural plans have already been drawn, yet yearly we at GAMP are overlooked as renovations and new buildings for many schools have been revealed in the news. These architectural plans for GAMP are completed because all of us in the school community have made these things happen. We wish to share those plans with the District who have the power to make the plans a reality. The time is now and we need to know what part of the new capital construction project includes the funding for the expansion of this excellent school. Two decades of GAMP graduates have been patient. Let us now begin the third with the promise of support by the new leaders of the School District of Philadelphia.
Is there someone from the School District that would be able to respond to Mr. Crockett's inquiry?
Yes, Madam President. I'm 541 3/25/03 - COMMITTEE OF THE WHOLE Karen Burke, Chief Operating Officer. And I'm sorry, Mr. Vallas had another meeting to attend. We have received information on this program and the school, and we realize what the concerns are out there. Actually, earlier in the meeting, you had mentioned it as well. In the Capital Program, our first step out there is to take some of our funds and do a complete assessment of all of our buildings out there. This kind of activity hasn't taken place in eight years, and so we're aware of deficiencies in buildings, even beyond additions, that lead to the electrical mechanical systems in the building, as well, as they get older. We're also aware that anything that has a high school program in it probably doesn't have a science lab, doesn't have media centers, and things that we consider that high school programs do need. What I can reassure everybody, is that we will take a look at the building. You are aware that not every dollar is allocated at the moment, but we're trying to make the smart decision, get us out of any code violations that we have there, get things running, and then on another pass there look 542 3/25/03 - COMMITTEE OF THE WHOLE to additions out there. And what I can say is that I will be happy to visit the school with staff and take a look at it, and we'll share this information with Mr. Vallas and other plans that are out there. And you are of about other schools in a similar programming nature that have asked for a similar thing.
Mr. Crockett, what type of renovations are you referring to?
Well, we're just looking for, at this time, just the expansion of an auditorium because we have no auditorium. It cost us approximately $6100 to have a venue. If we have a program, we have to pay approximately $6100 for a venue that would handle all the parents that we have to come to our programs. We also need a cafeteria, a gymnasium. The school is about 70 years old. But we do what we can with we have and we've done it for 30 years and I think that it's time for the kids and the people in that community to get what they deserve. (Applause.)
Thank you. Please identify yourself for the record. 543 3/25/03 - COMMITTEE OF THE WHOLE
My name is Ann Malatino and my children have attended GAMP -- well, my oldest is graduating -- for eight years now. And my grandfather attended GAMP over 80 years ago, so the school is an old building. As a matter of fact, we just got adult lavatories, I think a couple years ago. The school is an old, old building. There is no auditorium. We have two concerts a year, one at Christmas and one in the spring that are absolutely beautiful, and we have to pay in order for us to have a place for our kids to go and perform. We're having a play, Mame. We have to go to all the schools and ask if we can use their auditorium. We're having it at South Philadelphia High this year. And it costs a lot of money, and our Home & School raises that money. And we're a school that has showed that it does succeed; 99 percent of our children go to college, a lot of parent involvement, I mean, a lot. And I just feel that our school -- I mean, we've been waiting all these years for this, so we do deserve it.
I will tell you, that GAMP has an absolutely fantastic reputation, they really do. And I know a commitment was made 544 3/25/03 - COMMITTEE OF THE WHOLE this evening that the School District will certainly be looking into it. I don't think it's going to be renovations, but expansion.
We'd like to invite you to come to our school. We'd like to invite City Council and Mr. Vallas to come to our school. We have a play that we're having April 4th, 5th and 6th and 7th. We'd like to invite you to come there, too.
Well, we used to have it -- well, we still have our concerts at Girard College. And now we have to pay them to go there, $6100 to rent it for the day of our concert. And at South Philadelphia High we have wonderful fathers. As a matter of fact, one of the father's wife is here. He has dedicated two months every single night straight from work until 11, 12:00 at night to build the stage itself, and that we cannot take with us back to GAMP. The money involved in building that stage and the time that this man has put into it, plus the other parents, I mean, it just isn't fair. Why shouldn't we have an 545 3/25/03 - COMMITTEE OF THE WHOLE auditorium when the school is a musical school?
If I may respond to that. We'll see that Mr. Vallas is scheduled to come there and we'll let you know. Anybody who knows Mr. Vallas knows that he delights in coming out there, so we'll make sure.
Good evening, Madam Chairman, Councilmembers and other guests. My name is Megan Terry de Catalan, and I am a former JRTC student. I am here today to speak on the positive aspects and benefits of the JRTC program and hope that you will approve the portions of the School District budget to keep this fabulous program running. Before I go into detail about my love for this program, it is important that you understand a little about me. I began my secondary education at the Philadelphia High School for Girls. While there, I suffered a series of strokes and was 546 3/25/03 - COMMITTEE OF THE WHOLE told not to return the following year. While in rehabilitation, I was told I would never go to college and probably never successfully complete high school. When I finally did return to school, it was to my neighborhood school. While I was enrolled in JRTC to fill one of the credits for this graduation, the school had no idea where else to place me. That corner everyone was backed into became the greatest thing to ever happened to me. My instructors took a personal interest in me, as with all the students, become more than I had dreamed. The curriculum re-taught me how to take notes and study, how to give this speech, overcoming dysphasia thought to be permanent. I was taught how cooperation would help obtain even the most difficult goals. Even learning to march left, right, left, right, left, improved my balance so much, I come before you in heels. These are all things even trained rehabilitation therapists had deemed impossible. Yet a couple of retired military personnel made it all happen. Most important, though, were the portions of curriculum that taught pride in my country and myself. These helped me regain the self-esteem and confidence I had lost 547 3/25/03 - COMMITTEE OF THE WHOLE with my disabilities. Now to see the American flag raised is not only a symbol of America, but also a reminder that if I believe, I can achieve anything. Today, I am a college graduate with an AAS in paralegal studies, married with a daughter, a homeowner, and taxpayer. When I was graduating from college, I was asked what one person or thing helped me most in achieving my goals. Without blinking, I said JRTC. Even today, JRTC classes are part of my life: Interview skills, writing business letters and professional courtesies, even reading the map to locate the best way here. How many programs can you say teach all of these things in a single year? Imagine what four years could do for a timid teenager. Maybe instead of the Junior Reserve Officer Training Course, we should call it the Junior Realization and Occupational Training Class. Finally, I hope when my daughter is enrolling for her freshman year in high school that she will have the same opportunity to benefit from this wonderful program. Thank you. (Applause.)
That's wonderful. Any questions or comments from Members of the 548 3/25/03 - COMMITTEE OF THE WHOLE Committee? (No response.)