Middletown May Need a New Superintendent

 

One that will work with the board and the community and not take such a dictatorial stance things.

 

A uniter, not a divider.

A leader with a positive attitude toward the business community.

A cost controller who will not spend but rather save by making the painful cuts necessary.

A communicator who always shares their opinions by being more visible on the internet.

 

Is that asking too much?

 

 

And in regards to the problems of our demographics: It's not an excuse. We all work and live in an imperfect world with countless obstacles to overcome every day, our success or failure is always judged within that context.

Working toward Racial Equity.(Administrator Profile: SUPERINTENDENT STEPHEN PRICE)

 

WHEN STEVEN PRICE WAS HIRED as superintendent of Middletown City Schools in Ohio six years ago, he was charged with three tasks: raise academic achievement, fix dilapidated buildings, and address the district's diversity issues.

He's been pretty successful. Middletown's report card grade has risen from a performance index score of 71.4 to 82.5, resulting in a jump from "Academic Watch" to "Continuous Improvement," under No Child Left Behind. And Price hopes for an "Effective" grade.

On the building front, the district demolished in 2003 and slowly rebuilt its elementary schools, with the last one reopening earlier this fall. But addressing Middletown's diversity has become an ongoing process, and it has led to a paradigm shift in dealing with race not only in Middletown but throughout Ohio.

Middletown is one of 21 urban districts in Ohio and suffers from declining enrollment: Families once brought to Middletown by the allure of steel factory work are relocating to places where the economy isn't forcing businesses to close.

About 24 percent of the district's students are minority students, nearly 70 percent of whom receive free or reduced-price lunches. With that diversity has come a gaping achievement gap not unlike those seen in other urban areas. To Price, achievement gaps are in part the result of an inherent discomfort in identifying race--not just economics--as the heart of educational inequity in the United States school system.

"Advocates recognize that the achievement gap is persistent. But rushing to solutions like we've done has not solved anything," says Price. "Great conversations about the achievement gap are about identifying the root causes that are uncomfortable to talk about."

Closing the Gap, Opening Discussion

In 2007, Price and educators from districts across Ohio--including Butler Tech, Fairfield, Lacota, Mason, and Talawanda--and the Ohio Department of Education, in association with Miami University, collaborated to create the Consortium on Racial Equity in K-12 Education, which aims to eliminate the racial predictability of achievement while raising the level of achievement for all students by teaching teachers to better understand (and in some cases, admit) their racial biases, and to break through barriers in the classroom attributed to how teachers-and students--view race. "People want to talk about cultural language, barriers, poverty--but race, we have to be brave enough to confront," says Price.

The consortium is led by a group of nationally recognized professionals dedicated to addressing racial inequity in education: Glenn E. Singleton, a professor, coauthor of Courageous Conversations about Race, and founder and president of Pacific Educational Group, which provides support to school districts striving to meet the needs of students of color; and Circe Stumbo, president of West Wind Education Policy, which provides policy analysis, knowledge building, and systemic equity leadership development promoting a K12 education system that overcomes what the organization calls "historic inequities" in learning. Participants also include the Ohio Leadership Forum. "When I first came, the focus was in a very broad sense on diversity," says Price. But after working with Singleton and Stumbo, his sites sharpened in race and equity.

Through "equity teams" comprised of teachers, administrators, staff members, and a board member, the consortium helps Price give Middletown a guideline for confronting the issues of race and culture in the classroom. Ideas are as simple as changing how teachers refer to racial achievement gaps, and evaluating the differences between "underachieving" and "underserved" students. Price continues m help Middletown shift from discussing "achievement gaps" to "racial disparities."

Five-Year Forecast

According to the Middletown Journal, Ohio's Department of Education stated that black teachers made up 6.2 percent of Middletown's teaching staff in the 200506 school year--more than double that of any local school--and still employs the highest number of black teachers across the county.

Price attributes the district's consortium involvement as a carrot that helps attract more teachers and administrators of color. He proudly promotes Middletown's participation in the consortium at conferences such as the National Conference on Student Assessment, and this fall's Summit for Courageous Conversation. Similar consortiums are being considered by school districts in Indiana, Connecticut and Minnesota.

If the current models prove successful, Price hopes to work with the Department of Education to make the consortium model national. "What a great legacy" it would be, he says: "Strong for Ohio, and for the nation."

Stephen Price

Superintendent for 6 years Middletown (Ohio) City Schools

Age: 53

Salary: $121,000

Students: 6,500

Staff and faculty: 900

Web address: www.middletowncityschools.com

Jennifer Chase Esposito is a contributing writer for DISTRICT ADMINISTRATION.

 

There is a lot of things to weigh out in the process and if these were just decisions the process of that should be made public so the community has a little more understanding as to why activities get cancelled.

 

 

 

Dr Price leaves and goes to Cincinnati or Springfield. We get another Super. Things don't change. Is it the new Supers fault? We want top blame people in power, but don't want to hold those responsible accountable. I do not disagree that administrators and teachers have a hand in it. But the biggest part of the problem is the parents. For example, my daughter is active in many extracurriculars, and is #1 in her class. Did Dr Price do this? No! My wife and I are very active in her life and we see that she gets what she needs to be successful. As a junior next year she will be attending MUM for her classes! My 2 older son's are the same way. One a successfl teacher and the other a successful business man.

 

It is time that the parents in this town are held accountable for their childrens test scores, attendance, and the needs to be successful. Being in a community of 70% free and reduced lunches, I do not see that the scores will change no matter who is in charge. If the parents are not successful, then the children won't be! Children usually try to be like their parents. JMO

It is better to constantly talk about Diversity.  Nothing wrong with Diversity, but it doesn't get to the root of the problem or issue.

 

 

Hummm, let me think about this one. Which board did these “philosophical differences” start. How long has our super been looking?

 

In the real world, when someone says they are looking for a job, they get sht canned right away. You don't need someone with a bad attitude to influence those who have not yet turned their backs on the elected school board.

 

If Dr Price does leave, I wish him well and success. For our BOE, I hope that they hire someone who will not be their puppet and Auntie Ann's mouthpiece. Someone who will stand up to the city and the board and will do what is best for the kids, not the adults in power! Maybe I should of referenced the students as adults and the adults as kids!