February 14, 2006

1. PRESENTATION OF THE CMS EQUITY COMMITTEE’S 2006 REPORT TO THE CHARLOTTE-MECKLENBURGBOARD OF EDUCATION February 14, 2006

2. Alice Bennett William Garcia Richard Helms Ellen C. Martin Rev. Dr. John H. Walker Members of the CMS Equity Committee • Rev. George Cook, Jr., Vice Chair • Paul R. Haisley • James H. Henderlite • Reggie Singleton • Julian H. Wright, Jr., Chair

3. Where We Are Now – As a Committeeand As a System Who We Are and What We Do • Concerned Citizens Appointed by the Board and the Superintendent • Meet at Least Once Each Month • Gather Information and Review Data • Hear Reports from CMS Staff, Parents, Teachers, Administrators, and Students • Tour Schools • Present an Annual Report

4. Our Equity Definition Equity is the condition in which each student is able to realize his/her full potential for academic achievement, individual performance, and personal success. Equity requires an on-going process to allocate resources to each school so that each student has access to rigorous academic challenges and an environment that promotes high expectations. An equal allocation of baseline resources is the first step toward equity, but equity requires much more. Equity requires a differentiation of resources among all schools to enable every school to meet the unique needs of each student.

5. Where We are Now • Progress with EquityPlusII and FOCUS Schools • Reaching a Base Line of Standards for Faculty, Facilities, Curriculum, and Supplies • Improving Mentoring Programs and Incentives for Teachers • Progress in Lower Grades Bodes Well for the Future • Still Have Far To Go To Attain Equity

6. CMS Has Many Equity Issues to Address • Inequities in Student Achievement • Grading Schools • Geographic Disparities • Socio-Economic Disparities By Status and Race

7. “Grading” Schools • “A” means having 93% or greater of students at or above grade level • “B” means having between 85% and 92% of students at or above grade level • “C” means having between 77% and 84% of students at or above grade level • “D” means having between 70% and 77% of students at or above grade level • “F” means having less than 70% of students at or above grade level

8. Geographic Disparities by DistrictsAmong Elementary Schools 20 “A” Elementary Schools 17 in Districts 1, 5 & 6 1 each in Districts 2, 3 & 4 9 “D” & “F” Elementary Schools 8 in Districts 2, 3 & 4 1 in District 1

9. Geographic Disparities by DistrictsAmong Middle Schools 5 “A” Middle Schools 5 in Districts 1 & 6 11 “D” & “F” Middle Schools 11 in Districts 2, 3 & 4

10. Geographic Disparities by DistrictsAmong High Schools 12 “F” High Schools 10 in Districts 2, 3 & 4 1 in District 6 1 in District 1

11. Geographic Disparities by Districts Among Schools The data suggests to your Equity Committee that: • CMS is a long way from achieving equity. • Any realtor is a long way from telling a new family moving to Charlotte that anywhere they purchase a home in Mecklenburg County their children are guaranteed an equitable, quality education by CMS. • Academic achievement is too much linked to where children live and go to school.

12. Disparities by Socio-Economic Status and Race Among High Schools • A disturbing average “FRL gap” of 11.8%. • The lowest FRL gaps are at 5 of CMS’s 6 lowest performing high schools. • CMS has no (ZERO) high schools in which African-American students are at or above grade level in percentages equal to or above the percentage of all students at the high school.

13. Disparities by Socio-Economic Status and Race Among High Schools • At 5 high schools, African-Americans are on grade level at percentages within 5% of the school’s overall population, but 4 of these 5 high schools are CMS’s lowest performing. • Numbers are better for Hispanic students. • Hispanics on or above grade level in percentages at or above the overall student population at 3 of 17 high schools. • Hispanics are within 5% at 6 other high schools.

14. Disparities by Socio-Economic Status and Race Among Middle Schools • An average FRL gap of 7.1%. • African-Americans at or above grade level at, above, or within 5% of overall populations at 16 of 29 middle schools. • Hispanics at or above grade level at, above, or within 5% of overall populations at 13 of 29 middle schools.

15. Disparities by Socio-Economic Status and Race Among Elementary Schools • An average FRL gap of 4.76%. • African-Americans at or above grade level at, above, or within 5% of overall populations at 58 of 87 elementary schools. • Hispanics at or above grade level at, above, or within 5% of overall populations at 60 of 87 elementary schools.

16. Disparities by Socio-Economic Status and Race • Gaps lowest in elementary schools. • Gaps highest in high schools. • Managed Instruction and Bright Beginnings show promise. • More must be done at the high school level.

17. Other Examples of Inequities • Physical Facilities • Faculty Recruitment, Retention And Allocation • Family Involvement • Discipline • Talent Development and Exceptional Children Programs

18. What We Feel We Have BeenTelling You All Along • Clear Reporting of Inequities and Clear Communication of Suggested Remedies to the Community • Correctly Defining and Measuring Equity • The Need for More “Financial Transparency” and Financial Accountability for Equity Programs • An Equity Template for School Leadership Teams

19. What We Feel We Have BeenTelling You All Along • Better Recruitment, Development, Retention, and Allocation of Teachers and Principals • More Leadership Training • Empowering Teachers, Not Drowning Them in Minutia • Competitive Pay With Other Incentives for Challenging Positions in High-Poverty, Low-Performing Schools • Mentoring Programs • More Support for Licensure and Certification, Particularly at High-Poverty, Low-Performing Schools • Giving Teachers the Tools They Need • Specific Recruitment Plans for African-American and Hispanic Teachers • Treating Teachers as Professionals

20. What We Feel We Have BeenTelling You All Along • A Realistic and Fair Way to Address CMS’s Growing Needs for Physical Facilities • Utilizing Smaller Schools • Making Magnet Programs that Really Attract • Promoting Parental and Community Involvement in All Schools • Building Trust With the Larger Charlotte-Mecklenburg Community

21. The Future Vision of Equity Within CMS We see your Equity Committee’s role changing as we seek more communication with and feedback from the Board about equity issues. • Better Reporting by Your Equity Committee • More One on One Contact • More Regular Joint Meetings • More Feedback from the Board

22. Issues Equity Committee’s Role Improved Interaction with BOE Citizens’ Task Force Specific Recommendations for 2006 and Beyond Action Items • BOE Approves In Next Month • BOE Agrees Within Two Months • Let Equity Committee Review CTF Recommendations from an Equity Perspective

23. Issues Governor Martin’s Task Force Plan to Address Achievement Disparities School Construction and Renovation Specific Recommendations for 2006 and Beyond Action Items • Let Us Review any Proposed Construction Packages from an Equity Perspective • Devote an Equity Committee Meeting to This Issue in 2006 • Devote an Equity Committee Meeting to This Issue in 2006

24. Issues Faculty Recruitment, Development, and Retention Bolster Family Involvement Discipline Issues Specific Recommendations for 2006 and Beyond Action Items • Discuss and Assess Adequacy of Current Initiatives • Analyze Spending Per FRL Student on Family Advocate Positions for the Last Three Years • Tour Alternative Schools and Other Discipline Programs and Assess From an Equity Perspective

25. Issues Talent Development and Exceptional Children Programs Specific Recommendations for 2006 and Beyond Action Items • More Time Studying and Touring These Programs in 2006

26. A Call For Communication • A Time For Questions