The September issue of Brooklyn Family magazine tells the story of the PS 102 mural. Here’s an excerpt.

“PS 102 Principal Theresa Dovi welcomed the concept wholeheartedly introducing the idea of the public art mural to the school’s families early in the year, and invited them to answer the question: ‘How does your family welcome guests into your home?’

“In response, students submitted a variety of drawings, photos, writings and belongings. The arts committee received more than 100 submissions that reflected the wide range of cultures, customs and traditions at the Bay View School. Judah submitted one of his favorite quotes: “A stranger who dwells among you shall be to you as one born among you and you shall love him as yourself.”

“Curtis and Wisneski helped the arts committee sift through the contributions — flags, pinatas, Arabic tea sets, family photos, pictures of the Taj Mahal, drawings of the earth, beloved toys, and a variety of writings — to identify overall themes to inform the mural. The artists designed a narrative mural consisting of nine panels, each telling a part of a story about a young boy being welcomed into a new community by a culturally-diverse group of people. He is first greeted by a classmate who introduces him to a larger student body, part of a diverse neighborhood, within a global city, in an interconnected world.

“The kind, simple gesture sets the picture in motion, guiding the eye through a vibrant celebration of respect, acceptance, sharing and love. That sentiment is echoed in words of greeting, spelled out in 43 different languages on the wall, some written on the sidewalk in chalk, others on building marquees and walls, and still others waving from colorful banners.”

Full article here.

The Willow Creek Association’s Global Leadership Summit features 20/20 Vision for Schools this week. Summit speaker Michell Rhee (former Schools Chancellor of Washington, DC, and founder of Children First) will explore how educational inequity robs inner city children of the skills necessary to complete college, compete in an information economy, or even conduct an inductive Bible study.

The Summit asked 20/20 director Jeremy Del Rio to provide a case study demonstrating how churches and ministries can provide leadership around these issues. Below is the article Jeremy wrote for the for the conference notebook that will be distributed to the estimated audience of 100,000 ministry leaders. The Summit also features the “20/20 Vision for Schools: Transforming Public Education within a Single Generation of Students” workshop curriculum and the “Why Public Schools Matter to God (and Should Matter to You Too)” article among its Digital Resources.

See additional 20/20 resources provided to the Leadership Summit here.

_____________________

Leading Education Reform Where You Are: One Church’s Story

[Originally published by Willow Creek Association in the conference Notebook for the 2011 Global Leadership Summit. Download article pdf here.]

In September of 2008, Pastor Paul Curtis’ relationship with the public school system fit the profile of many New York City pastors. That is, he didn’t have one. Public schools seemed to him so resistant to help from churches that they were the last place he considered to begin making a difference.

Then he heard about 20/20 Vision for Schools and felt God stirring him toward a vision for people of faith to lead the effort to restore justice to public education – to level the playing field for all students regardless of neighborhood, race, or economic status. Staggering numbers made the problems feel intractable.

Despite 1,700 public schools, 1.1 million students, and a $21 billion annual budget, graduation rates in the city hovered near 50%, and reading and math proficiency lagged at or below 40%. But next to 7,100 self-described Evangelical, Pentecostal, and Charismatic churches in NYC, 1,700 schools didn’t feel so large.

“What might happen if five churches actually prayed for one neighborhood school?” Curtis reasoned. “Dare we expect God to answer?”

And what if God already positioned his church to be salt and light within those schools? Between students, parents, teachers, staff, and relatives, more than 85% of his attenders already had direct or indirect relationships with schools. Might they become answers to their own prayers, or the prayers of others?

He registered Crossroads Christian Church to adopt a school through 20/20 Vision for Schools. In spring 2010, Crossroads organized a prayer walk of four neighborhood schools. He leveraged his pulpit to launch a three-week sermon series the next Sunday, including a panel discussion with educators, administrators and students around the topic of educational justice in the public school system.

Several of Curtis’ church members took the challenge. The next month, the youth minister and five teens from the church volunteered at a local school event. Then the next fall, another of his members volunteered the church’s Storefront Art Center to lead a mural project in the refurbished schoolyard. The changing demographics of the neighborhood meant hundreds of immigrant children at the 1,200-student elementary school, and a parent from Crossroads proposed creating a welcoming environment by celebrating the diversity with a public art project.

Curtis and the school agreed. Eight months later, 450+ volunteers from eight community groups (including five churches) and five sponsors joined the principal, PTA, students, and staff to execute an 875-square foot mural for six weeks. They celebrated with a schoolyard block party on June 4, 2011, attended by 1,500 neighbors of every age, race, and religion.

Now, Curtis is hooked. Welcoming neighbors from the Middle East, Latin America, Eastern Europe, and Asia, by empowering their academic success no longer feels overwhelming.

It feels, and looks, like Jesus.

- Jeremy Del Rio, Esq. co-founded and directs 20/20 Vision for Schools. Free how-to resources and practical next-steps, including the PS 102 mural case study, online here: 2020schools.org/wcagls11. Visit the PS 102 Mural website here to track the project from beginning to end.

Goliaths fall when adults like Saul get out of David’s way.

For the last twelve months, student leaders from greater New York have proven this truism time and again. Now some are organizing a citywide prayer walk of 1,600 public schools the weekend of Halloween and inviting the city’s 7,100 churches to participate.

Imagine that: students leading congregations as together they intercede for 1.1 million public school students — on a weekend long symbolic of darkness and mayhem.

This second I Am My School effort, spearheaded by student leaders from God Belongs in My City and 20/20 Vision for Schools, expands a May 15 pilot that included ten walks in four boroughs covering twenty-five schools.

The students will pray, “I am my school,” because “I am,” the name God calls Himself, has sent them to love and serve and transform their schools. On the Monday following the walk, students will wear I Am My School t-shirts to school in an effort to identify other Christians on campus. They will also encourage their churches to adopt one school within walking distance for ongoing prayer, advocacy, and service.

This kind of catalytic student leadership is exactly what Latino Pastoral Action Center hoped to inspire on September 12, 2009, when they produced “Kickin’ it Old Skool,” the first student leadership conference in collective memory that was actually led by students. Most “student leadership” events involve adults teaching students, or adults teaching other adults how to lead students. Rarely do adults voluntarily play a supporting role to students leading the event.

LPAC empowered twelve student organizers from four boroughs defy the stereotype and design a leadership event that they and other students would lead, armed with a budget to pull it off. Sixty-eight of their peers gathered for the conference at Washington Irving High School in Manhattan, and 175 enjoyed the evening concert as well.

At Kickin’ It, LPAC’s President Rev. Dr. Raymond Rivera called students, “essential to efforts to transform communities.” Then he charged them, “Share your story. Declare your future. Inspire other students. Remember, tomorrow needs you. Prepare for it today.”

Little did he know that less than two months later, three of the Kickin’ It student organizers would rally a dozen or so other students to coordinate God Belongs in My City, the largest student led prayer walk in New York City. Fifteen hundred marchers walked a total of eight miles in Manhattan culminating in a Times Square rally and silent prayer “flash mob” in the main lobby of Grand Central Station.

In May 2010, those same empowered students organized the I Am My School pilot that provides the basis for the upcoming effort.

Another recent manifestation of authentic student leadership occurred at Reload 1.2.3, the groundbreaking multi-state, multi-site youth training event on June 12 that required every adult involved in the program — from musicians and singers to trainers and general session speakers — to integrate a “Plus-1? student protégé into their content delivery. With live music and workshops at all three venues, this strategy created a platform for more than fifty student leaders to provide meaningful leadership at a premiere training event for more than five hundred youth workers. Kickin’ It student leaders presented the “Student Led Student Leadership: Pipe Dream or Possible?” workshop that was simulcast to all three venues.

Dr. Larry Acosta, president of Urban Youth Workers Institute, challenged adult leaders at Reload 1.2.3, “You need to empower youth to lead with real ministry opportunities,” not just “passing the offering plates every fifth Sunday.”

To the Plus-1’s and other student leaders, Larry exhorted: “We need you … to rise up and lead the church into the future. You’re alive at this time in history at such a time as this. We need you to help us complete the Great Commission in the cities, in the … neighborhoods, in the projects, in the parks, in the places where too many from my generation are afraid to go.”

The Biblical character David was an untested teenager, a shepherd boy with no military training, when he simultaneously proved to be the only man among soldiers courageous enough to confront the giant Goliath. For forty days, Goliath’s taunts paralyzed Israel’s army with fear. Then David overheard the mockery, witnessed the cowardice of the adults around him, and was moved to action. The rest, as they say, is history.

Join veteran leaders like Dr. Rivera and Dr. Acosta in creating space for young people to continue making history. For more information on I Am My School, sign up online at 2020schools.net/i-am-my-school.

- Jeremy Del Rio was 13 when his youth pastor invited him to preach, 19 when his senior pastor asked him to start a youth group, and today directs 20/20 Vision for Schools, a movement to transform public education within one generation of students. www.JeremyDelRio.com

Related

• Watch the Reload 1.2.3 General Sessions for free online.
• Watch the Reload 1.2.3 Workshops for free online.

The sound of bubbles bursting: Student gains on state test vanished into thin air

BY Diane Ravitch

Every year for the past four years, the New York State Education Department has announced dramatic test score gains. And every year, it turns out they were misrepresenting reality. This year, New Yorkers got an accurate accounting of student performance, and it was sobering.

Since 2006, scores have gone through the roof. Teachers and principals quietly told reporters that the tests were getting easier to pass, but no one listened. A few critics and testing experts warned that outsized annual gains were not credible, but no one listened.

At the same time that the state was announcing phenomenal annual gains, national tests administered by the federal government – exams considered the gold standard – told a different story. On those tests, the state’s scores in reading were flat from 2000 to 2009. Math scores were up in fourth grade, but not in eighth grade, where they were flat from 2005 to 2009.

New York Commissioner of Education David Steiner made a bold move. He decided to end the inflation – and administer some shock therapy. The sharp contrast between mostly flat scores on national tests and dramatic annual claims by the state made it necessary for him to act, and he did.

Now we know the painful truth. Last year, 86.4% of the state’s students in grades three to eight were deemed proficient in mathematics; today it is 61%. Last year, 77.4% of students in the same grades were deemed proficient in reading; today it is 53.2%.

When the scores were released, there was a sound of bursting bubbles across the state. What once were miracles turned into mirages.

Since 2005, Mayor Bloomberg and Chancellor Joel Klein have trumpeted historic gains. But after the state’s adjustment, the pass rate on the state reading test among city students fell from an impressive 68.8% to an unimpressive 42.4%, and from an astonishing 81.8% to a disappointing 54% in mathematics. Overnight, the city’s historic gains disappeared.

Now, look at the achievement gap between the performance of white students and that of minorities. Last year, black students were 22 points behind white students in passing the state English exam. This year – after the state corrected its scoring – the gap increased to 30.4 points.

In math, the gap grew even more. Black students were 17 points behind whites last year. Now they’ve fallen 30 points behind.

Charter school advocates saw their bubble burst as well. The pass rates in the state’s charter schools, overall, dropped even faster than those in regular public schools. In third grade math, it plunged from 96.1% to 61.6%, and in eighth grade, from 84.5% to 50.4%. On the 2010 reading tests, the scores of charter students in New York City were nearly identical to those of district schools: 43% compared to 42%.

In math, 63% of the city’s charter students passed, compared to 54% in public schools, which was an advantage but nothing like the miraculous results previously claimed by charter promoters.

Among other bubbles that popped were the city’s school report cards, which based 85% of their grades on the state’s test scores, mostly on gains on the test now proven to be vastly overstated. Some schools were given an A for “progress” on dumbed-down tests, and others were closed because they didn’t make the grade. But the measure was a deeply flawed instrument.

The hundreds of millions of dollars that the city has spent on test preparation turned out to be a bad investment. Students were learning test-taking skills, not truly learning reading or mathematics.

As a result of the fiasco, we now know that the bonuses of more than $30 million handed out last year to teachers in schools that made “gains” on the state tests were a waste of precious money.

Why does test score inflation matter? Aside from the fact that the state misled the public, the inflated scores caused tens of thousands of students to be denied needed remediation. The inflated scores also help to explain why 75% of the city’s high school graduates require remediation when they enroll in community colleges at the City University.

Now we know that achievement in the city and state did not grow by historic proportions, as officials claimed.

The way to avoid similar messes in the future is to use test scores for information and diagnosis, not for rewards and punishments.

Two questions remain: Will Bloomberg and Klein accept this new reality or will they continue to deny the plain facts and refuse to be held accountable? And will the state education department find and fire the bureaucrats and private contractors responsible for this scandal? Unfortunately, the prospects for genuine accountability by the city and state are not promising.

- Ravitch is Research Professor of Education at New York University.

Original Article

A Crisis of Zeroes: Engaging NYC Public Schools

by Jeremy Del Rio

Where are the Christians?

The New York City Department of Education will spend $12,200,000,000 ($12.2 billion) to educate 1,100,000 students (1.1 million) in its public schools beginning this month – an average of $11,220 per student. For those of us who scrimp by on modest means, our minds struggle to grasp the effect of all those zeroes. Let’s put them in perspective.

12.2 billion: Larger than the economies of dozens of nations. More revenue than the net worth of all but the nine wealthiest Americans.

1.1 million: Larger than eight U.S. states and all but nine U.S. cities, including Detroit, Boston, Baltimore, San Francisco, Seattle, Washington D.C., and Las Vegas.

That’s a lot of kids, and a lot of money, especially considering that they reflect only New York’s public schools while the City also boasts private schools, charter schools, parochial schools, home schools, and too many dropped-out-of-schools to count with certainty. They are taught by a system where, as of June 2002, 18% of teachers had failed licensing exams.

Even more telling:

60.7% of the City’s elementary students do not meet state and city reading standards.

64.7% do not grasp math standards.

26.5% of students in Grades 4-12 exhibit symptoms of at least one diagnosable psychiatric disorder requiring intervention.

5.1% of high school students abuse alcohol so severely as to impair daily functioning.

Fiscal mismanagement. Failing educators. Underachievement. Mental illness. And enough children to make one school system the tenth largest city in the nation. All this crisis, plastered on the front pages of metro area newspapers at least weekly during every school year, has made reforming our public schools one of the great public mandates of our day.

Politicians, educators, teachers unions, bureaucrats, academics, corporate big shots like New York City’s current mayor and schools chancellor all seem to have opinions on how to improve our schools, but where are the evangelicals in the public discourse? As a collective voice, how many summits have we held or debates have we entered? How many coordinated city-wide efforts have we undertaken to address the problems?

Zero. The real crisis.

Individually, some are engaged. They function as principals and administrators, teachers and paraprofessionals, student missionaries and advocates, coaches and volunteers. But for every Christian employed in a public school, for every local church that has adopted a neighborhood school, for every outspoken parent or pastor, scores do nothing. For instance, how many leaders have reached out to local principals or superintendents as a resource to serve? How many retirees or youth workers or Sunday school teachers volunteer as hall monitors or teachers’ aids or tutors? How many parents are active in PTAs or coach PSAL teams or regularly attend parent-teacher conferences? How many student organizations, whether Bible clubs or not, have Christian business people supported? How many prayer groups intentionally intercede for community schools?

Sadly, not enough. In some communities, zero.

Last year, New York City’s officials finally set aside partisanship long enough to initiate the most widespread, systemic education reform in decades. As a collective group, administrators, politicians, and the teachers union all agreed to tackle entrenched problems with innovative strategies. Only time will tell how effective the reforms are.

In the interim, evangelicals, as a group, should follow their lead and bypass whatever excuses have kept so many of us disengaged for so long. It’s time for our community to seriously consider its role in one of our great public issues. It’s time for us to propose comprehensive strategies that go beyond the pat answers we are more commonly known for. Cliché solutions are no more helpful to our schools then they would be in the board room of a $12.2 billion Fortune 500 company or in Detroit’s City Council chambers.

Finally, it’s time we recognize that mandating a return to institutionalized prayer in schools is bankrupt. Legalistic prayer, devoid of faith, is no prayer at all. Besides, purposeful prayer by men, women, and students of conviction is already in public schools. It’s time for us to turn zeroes into heroes by becoming answers to those prayers.

In New York, both city-wide Christian monthlies published “Why Public Schools Matter to God (and Should Matter to You Too),” a column that makes the case to pastors and faith leaders why literacy and education reform are issues requiring their leadership and congregational investment.

Outreach magazine, one of the nation’s most widely circulated Christian magazines, profiled 20/20 in their “Going Public” article about reimagining how churches can engage public schools.

Here are excerpts and links to both articles.

// “Going Public,” by Dave Urbanski, with Sidebar by Jeremy Del Rio, Outreach (Sept/Oct 2009)

A growing number of congregations are learning that outreach to public schools doesn’t mean tearing down an iron curtain or diving into a sea of protests and lawsuits. There’s very little to figure out, invent or dream up. In fact, apart from discovering and meeting the schools’ needs, everything else—spiritual conversations, church attendance, rsion experiences—happens naturally.

[They] have discovered the painfully obvious truth that the church has a credibility problem in America, and if churches have any hope of influencing lives within schools, they have to meet the schools on their terms.  This starts with serving with no strings attached — along with an open ear to helping schools overcome their biggest stated obstacles.

// “Why Public Schools Matter to God (and Should Matter to You Too),” by Jeremy Del Rio, Tri-State Voice and Love Express (Sept 2009)

How many eighth grade Bible studies lead with Lamentations? Or Leviticus?

Yet last I checked, Lamentations and Leviticus are part of the Biblical canon, along with Romans and Revelation and lots of other heady reading material.

Should it matter to pastors then that average graduates of America’s city schools read at eighth grade levels?

If pastors believe Scripture, then absolutely it should.  Romans teaches that spiritual transformation occurs by renewing the mind according to the Word of God – not at altar calls or church services.  Besides being ill-equipped to compete in an information economy, where the currency is fluency with words, how likely are poor readers to engage the written Word?

Regardless of whether literacy matters to pastors, it matters to prison wardens.  States allocate prison construction dollars based on fourth grade reading test scores.

Download the article pdf here.

In September 2008, Jeremy Del Rio launched 20/20 Vision for Schools in New York City with one idea in mind: What would happen if church leaders activated the people in their churches for “good deeds” within public schools?

Here, Del Rio shares how 20/20 Vision has succeeded and why he believes churches are called to this backyard mission field.

If the moral test of a society is how it treats children, America has failed the same test year after year for decades. Specifically, we have failed to educate the urban poor despite promising equal access to quality education for all. This educational inequity–where the place of one’s childhood determines the quality of one’s education–has been called our nation’s greatest injustice and the Civil Rights issue of our day.

And churches have watched it happen.

As we looked at what it would take to accomplish comprehensive reform, we knew it would require multi-sector, collaborative strategies led by men and women willing to commit. And churches are uniquely positioned to lead this effort.

First, the God we preach requires us to care about justice (Micah 6:8, Isaiah 61:1-8). The prologue to Proverbs 31’s Wife of Noble Character describes the Bride of Christ at her most noble: “Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy” (Proverbs 31:8-9).

Second, Jesus activates us as salt and light, that the world “may see your good deeds and praise your Father in heaven” (Matthew 5:13-16). Salt that loses its preservative and flavoring effects–or remains inside the saltshaker of our churches–is useless.

20/20 Vision is bent on activating churches. Our vision is that first graders of September 2008—the graduating high school class of 2020—would reverse decades of chronic underperformance and graduate in record numbers, equitably across demographics and neighborhoods, with the skills and character necessary to achieve in life.

Mobilizing congregations for scalable engagement requires a plan, and 20/20’s school adoption paradigm moves congregations from no relationship to holistic, transformative relationships. It begins by committing to pray for a specific neighborhood school as often as the church prays. If America’s 300,000 evangelical churches actually prayed for its 100,000 public schools, dare we expect God to answer?

It continues as congregations overcome generational mistrust by cultivating personal relationships at the school. Next, churches become answers to prayer by responding to felt needs with meaningful acts of service such as beautification efforts or event sponsorships. Then they develop an ongoing presence by volunteering as coaches, mentors or tutors, or coordinating leadership clubs. Finally comes the credibility to affect policy both at the school and district level.

To date, nearly 200 New York churches have adopted schools through 20/20. Together, these churches have open-sourced a multi-sector effort to transform education in America. Because the problems are too vast for one person, group or community to overcome on its own, sharing ideas, best practices, funding solutions, evaluation methodologies and reform strategies represents the best way to engage the best minds in transforming public education in this country.

If it’s “about the kids,” 20/20 reminds us to share.

And to lead.

–Jeremy Del Rio

ONLINE: JeremyDelRio.com; 2020Schools.net

Rev. Jeremy Del Rio, Esq. is the lead architect of 20/20 Vision for Schools.

As a first-hand witness to the power of adoption, Jeremy Del Rio knows that failing public schools and students can be changed with some intervention. That’s why he helped found the 20/20 Vision for Schools last year with The Coalition of Urban Youth Workers, a regional network of youth specialists. The seeds for the initiative were planted when Del Rio’s Generation Xcel youth group teamed with the Southern Baptists to paint some local schools in a summer community service project, which opened a door with school administrators.

The New York City Leadership Center has embraced 20/20 as its first initiative, and brought together representatives from the Church, business, education, and political arenas for its “Leadership Conversation.” The consortium sought to find strategies and solutions regarding urban education, specifically in New York City, as it heard from various national experts and made recommendations that will enhance the “20/20 Vision Adopt-A-School” program.

“This is a time of urgency,” said Newark Mayor Corey Booker. “Why do we tolerate a world where children, born with God’s genius, are going to school in environments that are not nurturing that genius and manifesting the divine within them?”

Download the PDF.