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Bright Ideas

Every great innovation starts with a seed of an idea. To that end, we asked nine Memphians this question: If you were given carte blanche to make whatever changes in Memphis you thought were needed, what would you do?

They talked about education, race relations, music, poverty, and crime, but, most of all, they talked about the possibility of what could be.

Rachel Hurley

Local blogger and Internet radio host

WUMR 91.7 FM is the radio station run by the University of Memphis. At present, it has an all-jazz format. I may be going out on a limb here, but I have doubts that the station is very popular among the school’s students.

If I had the power, I would change WUMR to a station with a more eclectic format. I would keep some of the programming but would update the majority of it to music genres more popular with the school’s student demographic.

I’ve been told time and time again that the lack of a college radio station with any kind of finger on the pulse of the local or national independent music scene hinders us, not only in bringing acts to the area (college radio playlists are often used to forecast the popularity of musicians before they book their tour), but it leaves the entire region to be influenced only by the bland, uninspiring, over-programmed corporate radio that crowds our dials now. Shouldn’t we expect a little bit more from our university station?

This city screams to the world at every opportunity that we are the “birthplace of rock-and-roll” and “home of the blues,” but it rarely works toward instilling the pride that should come along with that into its own citizens.

Maybe our student population is a good place to start. Every time I come across a Daily Helmsman (the U of M’s student newspaper), I see 18 stories about the Tigers, but rarely do I see three words written about any type of music going on in Memphis. The median age of the people I come into contact with at local rock shows is 30. The 18- to 24-year-olds who should be filling these shows seem to be uninformed about the great venues and local talent that flood this city.

There was a study released not too long ago that revealed three major growth markets in Memphis. One was distribution, another was biotech, and the last was music.

A well-programmed, well-connected station run by students with a passion for our homegrown music could have an exponential effect. When it comes to the business of music in our fair city, Memphis needs to go back to school.

Mario Lindsey

Assistant category manager, AutoZone

I think it would be a good idea to have affluent people, especially those who move back into the inner city — Uptown, South Bluffs, Harbor Town — send their children to public neighborhood schools.

If they put their kids in public schools, maybe it would influence other children who go to those schools and increase test scores. I talked to a friend about this, a parent of a middle-schooler, and she said you’d be asking parents to sacrifice their kids and put them in bad elements.

I agree that it may initially have a negative effect on their child, but at some point you have to realize the only way to improve these failing schools is to improve the students who go there. One of the ways to do that is bringing in better students, who can influence the other kids. We also need a requirement to teach basic financial education. We don’t do enough to teach kids in school about bank accounts, balancing a checkbook, credit reports.

Schools also need to teach kids how to be a parent. If you have a young mother who never learned how to be a mother, when her children have kids, are they going to know how to be a parent?

Finances, parenting, and household upkeep were once taught at home, but these days, children aren’t receiving these things.

I believe we need consolidation, but if the city cannot get the suburbanites to agree, the city should withdraw from Shelby County.

Something else we need is a cause. I mean that on two different levels: The black community needs a cause. Once upon a time, when black folks were treated like second-class citizens, we were forced to work together to overcome injustice.

Though we have many problems now, there is no unifying cause that brings the black community together. You could say the same thing for the whole Mid-South.

I don’t have that many white friends that I can call up and say let’s go hang out. When I was working on the Herman Morris campaign, I met some folks I could probably have created friendships with, but I didn’t pursue it. That’s just human nature. I understand it, but we have to overcome our prejudices to learn from people from other cultures. I just wish there was something we could talk about, because we’re all on the same side of something as Memphians. This city is a city of division, and that’s a shame.

Something that might work is if the Grizzlies were making a championship run. The Grizzlies have a rare opportunity that no other one entity in this city has. Grizzlies crowds are the most diverse in the city. It’s amazing to see.

It’s like a rare moment where we come together as a community. I want the Grizzlies to do a better job of marketing, and hopefully, they’ll make the right choice in the draft.

A lot of affluent white folks, they were big fans of Shane Battier. Shane Battier wasn’t as popular with black fans. We liked Bonzi Wells, Stromile Swift, Jason Williams, and James Posey. We need a player that everybody can get behind, kind of how Derrick Rose, CDR, and Joey Dorsey were for the Tigers.

I think that everybody is concerned with the Grizzlies moving away and hating on the owner. The fact is, if more people went to the games, it wouldn’t matter who the owner is because they would spend money on the team because they’re making money.

Richard Janikowski

University of Memphis professor,

criminologist behind MPD’s Blue Crush initiative

Across the nation, including in Memphis, concern is increasing about a rise in violent and gang crime involving young people. Law enforcement is actively responding with new proactive initiatives, including the Memphis Police Department’s Blue Crush strategy, creation of the Real Time Crime Center, and implementation by the Shelby County Sheriff’s Office of Data Smart policing.

by Justin Fox Burks

Rachel Hurley

However, while we must address criminal conduct through aggressive, focused law enforcement, we must also take care not to assume that law enforcement can by itself “solve” the problem of crime. Policing initiatives may suppress criminal behavior in the short-term, but long-term crime reduction requires a comprehensive strategy targeting community building and the healthy development of our youth.

Juvenile crime is not an isolated event. Most often, the roots of crime start during a child’s early years. When it happens, it is the culmination of a process that has gone on for a long time — a process rooted in our families, schools, neighborhoods, and society.

As my colleague Leon Caldwell has observed, we often look at a child as something needing fixing, when we should instead be looking at our “village” and trying to understand what in it needs fixing. The young people committing crimes are the same youth who are failing in school, truant, experimenting with drugs and alcohol, hanging out with antisocial peers, and alienated and isolated from the values and institutions of society. The conditions that foster these behaviors, including neglect, abuse, and poverty, are our responsibility. Children can’t fix the village, but we can.

All children are born equal, but all children are not born with equal opportunities. We can and must do something to rectify this inequality.

We must make a commitment to every child having strong early years by ensuring access to parenting, education, home visitation, early childhood education, nutrition, health services, and a safe home and community. Research by Syracuse University on a comprehensive program providing these services to pregnant mothers and children to age 5 revealed that by age 15, only 6 percent of the children in the group receiving these services had juvenile records. In contrast, of a comparison group of children not having access to the program, 22 percent had juvenile records and 10 percent had become chronic offenders by age 15. Additionally, we know the intervention programs that are needed: after-school activities, youth development, wraparound case management, prevention of child abuse and domestic violence, and good jobs and decent housing for families.

Almost 50 years ago, John F. Kennedy reminded us to not ask what your country can do for you, but what you can do for your country. Today, the first day of our future, the question is: Will we make a comprehensive commitment for the sake of our children to take the steps necessary to fix our village?

Martavius Jones

Memphis City Schools board member,

president and financial adviser of Jones Wealth Management Group

The first thing I would do to move Memphis forward would be to consolidate the governments and school systems of Memphis and Shelby County. Once consolidation is achieved, I would levy a commuter tax on the residents of neighboring counties who enjoy the amenities of a major city, but whose property taxes and sales taxes benefit surrounding counties instead of Memphis and Shelby County.

I would then charter a bus for the 132 members of the Tennessee General Assembly from Nashville to Tunica, Mississippi, and West Memphis, Arkansas, on any normal weekend to give the members an idea of how much Tennessee money is benefiting our bordering states. Having a first-hand account should motivate the legislators to allow gaming in Memphis.

Because gaming and other “sin industries” (namely, alcohol and tobacco) consider taxes a customary cost of doing business, I would tax casino revenues at 30 percent and mandate that 10 percent of the 30 percent is earmarked for education. The state of Tennessee would receive 10 percent, and the remaining 10 percent would be rebated to residents of Memphis and Shelby County in the form of a reduction in property tax rates.

The first priority for additional education funds would be to lower the pupil-to-student ratio by hiring more teachers and increasing teacher pay. I would extend the school day and provide more extracurricular activities.

For endorsing the plan, all citizens of Tennessee would benefit, because 10 percent of revenues would go into the state’s coffers.

Tom Jones

Smart City Consulting,

primary author of Smart City Memphis blog

At the risk of being branded for civic heresy, I’d like Memphis to adopt Nashville’s attitude. I admit that I’ve never really “gotten” Nashville, but I nonetheless grudgingly admire something imbedded in its civic culture — ambition.

I was in Nashville shortly after its school district was placed on the state’s “high priority” list. There was a palpable outrage among city leaders that such a thing could happen there, and they vowed to do something about it. Here, more than 100 of our city schools do not meet state benchmarks, but there’s a pervasive sense that that’s just the way things are in Memphis.

In Nashville, better decisions flow from this ambition and sense of purpose. Its political and business leaders simply refuse to accept second best or any suggestion that they shouldn’t set national standards. It’s hard to imagine a Bass Pro Shop inhabiting a signature building there.

When Nashville wanted to build a symphony hall, it did not append one onto a convention center so it could finagle hotel-motel taxes. Instead, it built a symphony center that is a monument to its cultural commitment. When it came time to build a new central library, it built it as a reminder of the importance of urban design — and downtown.

The magic in Nashville isn’t the result of consolidated government. Rather, the magic is found in a special strain of leadership that brings all civic resources, public and private, to the table to solve problems. And yet, Memphis needs consolidation, not because of promised savings that are unlikely to materialize, but because we need to do something to shake up the status quo and send the message to the rest of the nation that things are changing here.

We begin by being brutally honest, because troubling national indicators should inspire a new sense of urgency and a new way of thinking. We need action on all fronts. We need Highway 385 to be a toll road. We need to attack teenage pregnancy by getting serious about handing out birth control. We need to eliminate all tax incentives for low-wage, low-skill jobs. We need to find the best urban school superintendent and pay whatever it takes to get that person here. We need to get more city school students to college graduation, because they are the best predictor of our future economic success. We need to transform our riverfront from a stage set trapped in time to a vibrant magnet for talent.

We need to rationalize our tax structure. It’s simply not right that the less you make in Memphis, the more you pay in taxes as a percentage of income. It’s intolerable that city taxpayers pay a disincentive to live here and pay for programs and amenities that are regional in nature. If we move regional services to the regional (Shelby County) tax base, the Memphis tax rate can be comparable to Germantown’s.

These things don’t require that much money. They do, however, require ambition.

Phyllis Phillips

Program manager for MIFA emergency services

Maybe we need to develop a program to empower people here to help with their self-esteem and make them want to live better.

So many of the people I encounter through my work feel like they need to stay stuck in a job at McDonald’s. We need a way to make them want to get a better job, even if it means going back to school or learning life skills.

It could be a training program or an empowerment class. We could do it through churches, just to give people that extra get up and go.

Working here at MIFA, I see a lot of people who are going through a crisis because they aren’t able to pay their bills. I see a lot of hopelessness. They’re depressed. They often say they don’t know how they’re going to make it tomorrow. They need some positive reinforcement.

My other thing is high taxes. We have all this surplus money from the lottery; why can’t we use some of that surplus money for schools and taxes? The taxes are killing us here in Memphis.

by Justin Fox Burks

Richard Janikowski

My husband used to work in New York, and they had tolls. Maybe we could have a toll for those people coming into Memphis to work. If you live in Mississippi or Arkansas and you come to Memphis to work, you pay a toll.

Lucia Heros

Owner, Café Las Flores coffee

Giving children access to a great education, enriching programs, and emotional and spiritual support should be a priority for this community. So much depends on the core family unit, and yet the stability of family life seems to be more at risk than ever in our society. Taking care of our little ones now is the best guarantee to help them grow into responsible, caring, and successful adults who will in turn make this city a better place for future generations.

I am amazed by the many worthy organizations that struggle on a day-to-day basis to keep their programs afloat. Identifying these nonprofits and helping them meet their financial goals should be the responsibility of every citizen and our government. Especially in these times of economic crisis and cutbacks, let’s not lose sight of those doing the important work of helping our kids get a better head start in life.

Take the Children’s Museum of Memphis, one of the few places where families from all walks of life can bring their kids for a few hours of fun, play, and learning. Wouldn’t it be great if the museum could have greater access to funding, which would allow it to bring in more national exhibits and speakers, expand its facility, events, and programs, and bring their brand of fun learning to our schools?

Another organization changing the lives of kids in Memphis is the Exchange Club Family Center, dedicated to breaking the cycle of child abuse and teaching families how to heal from these dysfunctional patterns. What if the center had more money to provide counseling for more families and the professional support that these kids need in their time of emotional crisis? Dealing with abuse and healing those wounds as early as possible teaches kids important values of respect and safety and stops the cycle of violence that often begins at home.

Let’s be cheerleaders for our kids by supporting the dedicated leaders and organizations that are already doing this work every day. We can supplement and enrich our kids’ lives with safe and positive diversion and the programs that they need to help them have a more nurturing childhood experience. We have nothing to lose and only happy, well-adjusted children to gain!

Andrew Couch

Executive director, West Tennessee Clean Cities Coalition

When I think about Memphis, I think of a city that is okay. If you leave education, leadership, and crime out of the discussion, we’ve got a mostly all right place to live.

Our air quality isn’t perfect, but it isn’t that bad. Our water is clean(ish) when compared to other cities. Our commute times are not that bad. We’ve got loads of open space nearby, loads of parks, a giant river, easy access to great food and live music, and we’re not very far from larger cities like Chicago, Atlanta, and New Orleans. So what needs to change?

If I could change anything about Memphis, it would be this: I would ever so politely ask the majority of my co-inhabitants here to take another look. There is a problem with our way of life, and it has nothing to do with global warming, hippies, environmentalists, terrorists, or the president.

This city is becoming a dirty, sprawling, and increasingly homogenized Anytown, USA. Why do we need so many Walgreens, so many lousy identical strip malls, and so many poorly and inefficiently built homes so far out into what was once perfectly pleasant woodlands?

Why do we need these giant vehicles to lug our overweight and malnourished bodies all over the once-beautiful town that we are ruining with such lousy and culturally neutral garbage? Why is there so much litter on our streets? To quote my favorite writer, J.P. Donleavy, we’re “teaching the landscape an ugly lesson it will never forget.”

Here are a few extraordinarily simple ideas that I would like to share:

1) Stop building crap. By crap, I mean cheap, ugly, inefficient buildings that age poorly and look worse than the building you tore down.

2) Stop tearing down old buildings to build crap. See above.

3) Stop building so many parking lots. If you have to build a parking lot, put it behind the building.

Once the building is required to bear its regrettable face to the street without a parking lot to bear the brunt of the offense, you may just decide that your building looks like crap and subsequently redesign.

4) Get out of your car every once in a while. Take a bus, ride your bike, or ride in someone else’s car for a change. The Health Department has a wonderful ride-share program that works great.

5) Stop throwing trash on the ground.

My wish and vision for Memphis is one that is simple and attainable in the near-term: a town that has preserved its identity, stopped being so wasteful, and cleaned up its mess.

Divine Mafa

Owner, Divine Rags

I think the important thing is to retain young folks. They don’t see Memphis as a place they can realize the American dream, so as soon as they graduate they are thinking about leaving the city to go to Chicago, New York, Los Angeles, or Atlanta.

by Justin Fox Burks

Lucia Heros

We need a government that understands how to create good jobs by bringing in the right companies and rebranding the city not just as a distribution center. When you do that, you are telling folks that we are here to ship boxes. To advertise that as the fabric of our economy is a travesty.

We could be known as the retail center of the Mid-South, where people from the whole Delta region come and do their shopping. That creates a lot of tax revenue. We’re already known for distribution; we could capitalize on that aspect.

Because the dollar is so low, I believe Memphis and Shelby County should establish its own currency to build its own micro economy and shield itself from a failing economy. Restaurants and retail businesses will accept this concept because it increases spending, pride, and awareness of the efforts of local businesses.

Faces of local legends and natural wonders of the county can be on the local currency. Local artists and students could design the currency. This is also a great way of making our resources known to tourists.

When investors come to Memphis — for whatever reason — they see dilapidated buildings. We don’t have anything that attracts people to say, “I want to invest in Memphis,” because all they see is blight.

Any city that is successful has a nucleus. It has a downtown that is functional, and then its energy begins to radiate to the surrounding areas.

We should have a homeless meter. People will always give to the panhandler, but the money goes to booze and drugs. The solution? Parking meters, in high-foot-traffic areas where panhandlers frequent. Educate Memphians and tourists to put loose change in the meter instead of handing it over to the panhandler. The money collected from the “homeless meter” will then be distributed to charities and organizations that assist with homelessness and hunger prevention.

And make sure that people who own vacant buildings have to do something to make them occupied. If you are keeping a building undeveloped in an area that’s economically depressed, you need to be accountable to some extent.

Memphians continue to be dependent on other people to come in and save them. We need to get up sometimes and do it ourselves. I’ve been in the medical field for the past 15 years. I said, I need to do something positive. I want that building. It’s a corner space. I said, I’m going to turn it into a clothing store.

Three months later, it was a clothing store. It was idea, talk, then action. Done. Now I see another vision: transforming the South Main district into a fashion district.

It doesn’t take long to transform a building. Three months from now, Memphis could be looking beautiful enough to attract investors if people are willing to do something about these ugly buildings that are sitting around here.

Categories
Editorial Opinion

Rethinking Education

It was not quite a year ago that a modest rebellion was mounted in the Tennessee General Assembly against the imposition of a 42-cent increase in the state tobacco tax, earmarked for education. The tax, pushed by Governor Phil Bredesen, went through but not without

opposition from some unexpected sources. Two of the holdouts were Shelby County Democrats Larry Turner and Mike Kernell, both House members of the governor’s own party but both determined to route the proceeds of the tax to health care. The idea was that money spent that way would have a more measurable effect than it would if channeled, as was finally the case, into the relatively amorphous agenda of the state’s Basic Education Plan.

This mini-rebellion might be regarded as the first faint sign of a political skepticism toward educational log-rolling that has since grown to heretical proportions. For generations, no cow has been more sacred than that of public education, a fact highlighted by the somewhat desperate 2001 proposal by former governor Don Sundquist for a state “reading program” as a backdoor means of getting the state income tax he felt the times required.

Now the revolt against indiscriminant educational spending has moved onto the agendas of cash-strapped local governments. While the Shelby County Commission listened sympathetically on Monday to county schools representatives who sought increased funding, mainly for mandated increases in teacher salaries, the commission, which has been deliberating on serious reductions in county government itself, put off a decision. Moreover, even commissioners who have favored educational spending in the past expressed resentment of the two local school districts’ support of what some called an “end run” in the legislature, where a bill to strengthen existing “Maintenance of Effort” legislation is pending. That legislation, if successful, would counteract the commission’s efforts, beginning last year, to curtail new capital construction.

The City Council, meanwhile, is considering the unprecedented step of withholding some or all of the almost $100 million it annually contributes to Memphis City Schools. While such a step would have seismic consequences on the MCS budget, it would be a catalyst toward the long-overdue consideration of single-source funding for the city and county schools and other administrative changes sought by a study headed a decade ago by Memphis businessman Russell Gwatney.

What Gwatney foresaw, even in rosier economic times, was the financial crunch that now afflicts both city and county schools, and he provided a recipe that involved both greater collaboration between the two local school systems and greater autonomy for each in responsibility for capital construction.

Perhaps it is time, as Tom Jones of the “Smart City” blog has suggested, to dust off that proposal. Perhaps it is time for new and even more innovative remedies. In any case, it seems certain that, at a time when property taxes have maxed out and declining property values are destined to result in shrunken revenues, something or somebody has to give — besides the already overburdened taxpayer.

Categories
Special Sections

Education

Memphis City Schools

2597 Avery (416-5300)

mcsk12.net

Shelby County Schools

160 S. Hollywood (321-2500)

scsk12.org

MEMPHIS CITY SCHOOLS OPTIONAL PROGRAMS

The Memphis City Schools optional program gives parents options in selecting a public education that can best fit their children’s talents and abilities. Optional elementary programs focus on different approaches to education. These programs enrich, supplement and broaden the standard school curriculum. Optional programs at the middle school and high school levels are designed to prepare students for college and careers. Optional schools are tuition-free to city residents and accessible to all parts of the city.

There are two types of schools in the Memphis City Schools Optional Program. Most programs exist as a school-within-a-school, which means the optional program is offered in addition to traditional classes or programs. However, 9 schools exist primarily as optional schools (see asterisks). Most students who attend these 9 schools participate in the optional program.

Bellevue Middle School

575 S. Bellevue Blvd. (38104) 416-4488

mcsk12.net/schools/bellevue.js/bellevue.html

College Preparatory — Optional program emphasizes the liberal arts with a focus in honors English, math, science, and social studies. Electives also include conversational Spanish, band, art, computer science, orchestra, vocal music, and musical keyboarding.

Grades: 6-8

Enrollment in program: 194

School enrollment: 516

Dr. William Herbert Brewster Elementary

2605 Sam Cooper Blvd. (38112) 416-7150

mcsk12.net/schools/brewster.es

Enriched Academics — Program incorporates project-based learning with emphasis on accelerating students’ learning in math, arts, science, and technology. This new facility houses 36 classrooms that include music rooms, science and computer labs, a library/media center, and a multipurpose room.

Grades: 1-5

Enrollment in Program: 33

School Enrollment: 491

Brownsville Road Elementary School

5292 Banbury (38135) 416-4300

mcsk12.net/schools/brownsvilleroad.es/brshome.html

Enriched Academics — Students are scheduled into enriched math, science, and language-arts classes where higher-level skills are emphasized. All students receive instruction in computer skills and develop artistic talents and an appreciation for art through art classes.

Grades: 1-5

Enrollment in program: 265

School enrollment: 733

Central High School

306 S. Bellevue Blvd. (38104) 416-4500

msck12.net/schools/central.hs/centralhomepage.html

College Preparatory — School offers quality academic experiences for college-bound students, including honors-level courses in all academic areas. During the sophomore, junior, and senior years, students may earn college credit through Advanced Placement courses in nine areas. Central’s recent renovation includes a new two-story classroom building, a gymnasium as well as state-of-the-art library and science facilities.

Grades: 9-12

Enrollment in program: 480

School enrollment: 1,411

Colonial Middle School

4778 Sea Isle (38117) 416-8980

msck12.net/schools/colonial.ms

Arts and Academics — The Creative and Performing Arts (CAPA) program focuses on art, vocal music, instrumental music, orchestra, drama, creative writing, dance, and piano. Through the enriched academics program, students participate in academically challenging courses in language arts, mathematics, science, and social studies.

Grades: 6-8

Enrollment in program: 490

School enrollment: 986

*Cordova Elementary

750 Sanga (38018) 416-1700

mcsk12.net/schools/cordova.es/newindex.htm

Enriched Academics — Innovative teaching and learning strategies such as the Reading Renaissance/Accelerated Reader program, the Accelerated Math program and inquiry-based problem solving, along with exploratory classes are used throughout the school. Exploratory classes include computer, physical education, foreign language, Orff, and instrumental music. A hands-on approach to learning allows students to develop their decision-making and problem-solving skills.

Grades: 1-4

Enrollment in program: 616

School enrollment: 745

*Cordova Middle School

900 Sanga (38018) 416-2189

cordovacougars.com

Enriched Academics/College Preparatory — Academically enriched program builds on Cordova Elementary’s foundation. The networked classrooms allow for sharing of innovative educational software and programs. Incorporating audio and video equipment with computer technology allows students to produce a wide range of multimedia projects.

Grades: 5-8

Enrollment in program: 1,147

School enrollment: 1,147

Craigmont High School

3333 Covington Pike (38128) 416-4312

craigmont.org

College Preparatory for International Studies — The international focus at Craigmont is on social studies, arts, language arts, and foreign languages. The program exposes students to issues of international scope to foster understanding and appreciation of cultural diversity.

Grades: 9-12

Enrollment in program: 168

School enrollment: 1,319

Craigmont Middle School

3455 Covington Pike (38128) 416-7780

mcsk12.net/schools/craigmont.mi/index.html

Enriched Academics/International Studies — School offers programs that prepare students to live and work successfully in an increasingly global society and allows them to better understand the cultures and people of the world.

Grades: 6-8

Enrollment in program: 153

School enrollment: 998

*Delano Elementary

1716 Delano (38127) 416-3932

mcsk12.net/schools/delano.es/index

Computer/Technology — Technology is integrated throughout the instructional program as students develop skills in the areas of critical thinking, reasoning, communication, reading, writing, and math. Students engage in real world experiences using a variety of tools that include multimedia, computer technology, digital cameras, and closed circuit TV. It is a 2005 U.S. Department of Education “No Child Left Behind” Blue Ribbon Award recipient.

Grades: 1-6

Enrollment in program: 230

School enrollment: 294

*Double Tree Elementary School

4560 Double Tree (38109) 416-8144

mcsk12.net/schools/doubletree.es/doubletree.html

Montessori/Technology — A modified Montessori school, Double Tree offers concepts like multi-age grouping, non-graded work, individualized instruction, and the use of self-correcting manipulatives. Using computers and technology, students communicate ideas and share knowledge with schools throughout the state, nation, and world.

Grades: K-6 (K-3 in Montessori)

Enrollment in program: 512

School enrollment: 512

Downtown Elementary School

10 N. Fourth (38103) 416-8400

mcsk12.net/schools/downtown.es/downtown.html

Enriched Academics/Social Studies — Special emphasis in social studies as well as enrichment in all the basic courses. Frequent field trips to business, historical, educational, and cultural sites downtown are part of every child’s learning experience. Guest speakers from businesses and organizations, as well as parents working and living near the school, enhance the students’ learning opportunities.

Grades: 1-6

Enrollment in program: 227

School enrollment: 631

East High School

3206 Poplar (38111) 416-6160

mcsk12.net/schools/east.hs./site/index.shtml

College Preparatory for Health Sciences/Engineering and Allied Health — Designed for students who will pursue careers in health sciences, allied health, computer science, and engineering. The students are prepared for college level courses.

Grades: 9-12

Enrollment in program: 56

School enrollment: 930

Grahamwood Elementary School

3950 Summer (38122) 416-5952

mcsk12.net/schools/grahamwood.es/index.html

Enriched Academics — Students achieve a high level of learning through the challenge of a strong academic program and superior faculty that provides successful learning experiences for all students. Parents play a vital role.

Grades: 1-6

Enrollment in program: 507

School enrollment: 1,039

*Idlewild Elementary School

1950 Linden (38104) 416-4566

mcsk12.net/schools/idlewild.es/index.html

Science/Technology — The enriched Science and Technology optional program combines an emphasis on academic excellence with hands-on experience in developing students’ science and computer skills.

Grades: K-5

Enrollment in program: 516

School enrollment: 516

*John P. Freeman Optional School

5250 Tulane (38109) 416-3156

mcsk12.net/schools/jpfreeman.es/freeman.html

Enriched Academics/College Preparatory — Designed to stimulate creativity and develop critical thinking. The accelerated academic curriculum is broadened by introducing students to a varied range of cultural activities that stimulate their interest and provide a motivating atmosphere for learning.

Grades: 1-8

Enrollment in program: 604

School enrollment: 604

Keystone Elementary

4301 Old Allen (38128) 416-3924

mcsk12.net/schools/keystone.es

Enriched Academics — Includes basic skills in the curricula and enhances the application of learning through an outdoor classroom, as well as science and computer labs, an Orff music program, and an outstanding library/media center. The U.S. Department of Education identified Keystone as one of the most academically superior schools in the state and nation.

Grades: 1-5

Enrollment in program: 388

School enrollment: 454

Kingsbury High School

1270 N. Graham (38122) 416-6060

mcsk12.net/schools/kingsbury.hs/khswebsite.html

Technology and Careers — Students learn to integrate math, science, and English while they focus on modular tasks and hands-on projects. This program prepares for successful citizens and competent workers, as students have the opportunity to enroll in two- or four-year colleges or begin a career.

Grades: 9-12

Enrollment in program: 33

School enrollment: 1,449

Lester School

320 Carpenter (38112) 416-5969

mcsk12.net/schools/lester.es/index.htm

Focused Literacy/Technology — Focused literacy is an instructional concentration designed to raise the level of students’ skills in all language arts, including reading comprehension, writing, and conversation. There are two computer labs and all classrooms have internet access and at least four student work stations.

Grades: 1-8

Enrollment in program: 489

School enrollment: 614

Overton High School

1770 Lanier (38117) 416-2136

overtonhs.net

Creative and Performing Arts — Provides artistically inclined students the opportunity to pursue intense study in vocal music, instrumental music, theory, orchestra, dance, drama, visual arts, broadcasting, and creative writing. College prep classes are available in all subjects.

Grades: 9-12

Enrollment in program: 430

School enrollment: 1,497

Peabody Elementary School

2086 Young (38104) 416-4606

mcsk12.net/schools/peabody.es/peabody.html

Enriched Academics/International Studies — This multicultural mecca provides the traditional MCS curriculum as well as an Enriched Academics optional program, incorporating international studies as a distinguishing feature.

Grades: 1-5

Enrollment in program: 117

School enrollment: 425

*Rozelle Elementary School

993 Roland (38114) 416-4612

mcsk12.net/schools/rozelle.es/rozelle.html

Creative and Performing Arts — Instructors use the arts to teach academic subjects as well as to develop students’ talents. Artistic talents are enhanced through special classes: visual arts, Orff music, strings, drama, creative writing, and dance.

Grades: 1-5

Enrollment in program: 384

School enrollment: 429

Sherwood Elementary School

1156 Robin Hood Ln. (38111) 416-4864

mcsk12.net/schools/sherwood.es/sherwood.html

Academic Enrichment through the Arts — Students are required to read classic and current literature and periodicals. Problem solving and critical thinking activities are used to develop students’ listening, speaking, observing, thinking, and writing skills.

Grades: 1-5

Enrollment in program: 174

School enrollment: 778

Snowden School

1870 N. Parkway (38112) 416-4621

snowden.go.to

Enriched Academics/College Preparatory — Snowden offers exciting alternatives for the student who is interested in preparing for college and who can meet and maintain the academic standards of the school. The rigorous academic schedule is blended with activities that includes Spanish, orchestra, Orff music, band, CLUE, foreign languages and art.

Grades: 1-8

Enrollment in program: 643

School enrollment: 1,549

*Springdale-Memphis
Magnet Elementary School

880 N. Hollywood (38108) 416-4883

mcsk12.net/schools/sprindalemagnet.es/springdale.html

Exploratory Learning — This challenging academic program provides an environment that encourages students to ask questions and find answers. Explore the World through the Eyes of Education is the focus.

Grades: 1-5

Enrollment in program: 231

School enrollment: 304

*Vollentine Elementary School

1682 Vollintine (38107) 416-4632

mcsk12.net/schools/vollentine.es/homepage_1.htm

Individually Guided Education (IGE) — Vollentine’s IGE program incorporates a comprehensive support system involving the use of team-teaching, departmentalization, shared decision-making, collaborative planning, heterogeneous grouping, and the use of multilevel, multicultural, and multimedia materials.

Grades: 1-5

Enrollment in program: 320

School enrollment: 388

White Station High School

514 S. Perkins (38117) 416-8880

whitestation.net

Optional program: College Preparatory — Program is designed to provide a broad liberal arts foundation for college-bound students in the fields of science, mathematics, medicine, law, architecture, education, business, public service, and social service.

Grades: 9-12

Enrollment in program: 1,139

School enrollment: 2,237

White Station Middle School

5465 Mason (38120) 416-2184

mcsk12.net/schools/whitestation.ms/site/index.shtml

College Preparatory — Offers an academically enriched instructional program in the areas of English, mathematics, science, social studies, fine arts, and foreign languages.

Grades: 6-8

Enrollment in program: 419

School enrollment: 787

Whitehaven High School

4851 Elvis Presley (38116) 416-3000

mcsk12.net/schools/whitehaven.hs

College Preparatory/Business and Finance — Offers students a broad scope of opportunities, from a finance program emphasizing career preparation to a college prep program that includes advanced placement classes designed to prepare students for the rigors of college work.

Grades: 9-12

Enrollment in program: 267

School enrollment: 1,723

Willow Oaks Elementary School

4417 Willow (38117) 416-2196

mcsk12.net/schools/willowoaks.es/willowoakshomepage.html

Enriched Academics — Curriculum stresses a high level of learning in reading, mathematics, science, social studies, computer technology, and the arts in an enthusiastic, supportive environment.

Grades: 1-5

Enrollment in program: 262

School enrollment: 669

Wooddale High School

5151 Scottsdale (38118) 416-2440

mcsk12.net/schools/wooddale.hs/whs/index.htm

College Preparatory and Aviation/Travel and Tourism — Wooddale is designed for students seeking a strong, varied liberal arts foundation. Optional program follows a broad outline for a major in language arts, mathematics, science, or social studies. The aviation/travel and tourism program is an integrated aeronautics curriculum that enhances the study of math, science, engineering, technology, travel and tourism, preparing students for post-secondary education or training in these fields.

Grades: 9-12

Enrollment in program: 134

School enrollment: 1,606

Wooddale Middle School

3467 Castleman (38118) 416-2420

wooddalemiddle.net

Enriched Academics/College Preparatory — Program offers an enriched academics program in the areas of language arts, mathematics, science, social studies as well as a wide range of exploratory classes: health, Facing History and Ourselves, art, choir, conversational Spanish, drama, band, and orchestra.

Grades: 6-8

Enrollment in program: 74

School enrollment: 1,163

Charter Schools

Charter schools are independent public schools of choice. They control their own budget, curriculum, staffing. Memphis’ charter schools maximize students’ potential by focusing on specific academic interests and employing creative learning techniques. Charter programs prepare children for college by learning how to function productively in a global and technologically advanced society.

Circles of Success
Learning Academy (COLSA)

867 S. Parkway E. (38106) 322-7978

circlesofsuccess.org

Grades: K-5

Enrollment: 120

Sponsor: The Works, Inc.

City University School of Liberal Arts

1500 Dunn (38118) 368-9890

cityuniversityschool.org

Grades: 9-10

Enrollment: 240

Sponsor: The Influence 1 Foundation

Memphis Academy of Health Sciences

3925 Chelsea Ext. (38108) 382-1441

mahsmemphis.com

Grades: 6-8

Enrollment: 300

Sponsor: 100 Black Men of Memphis

Memphis Academy of Science
and Engineering (MASE)

Middle school: 20 S. Dudley (38103) 448-6273

High school: 1254 Jefferson

discovermase.org

Grades: 6-12

Enrollment: 550

Sponsor: Memphis Biotech Foundation

Promise Academy

1635 Georgian Dr. (38127) 358-7752

promiseacademy.com

Grades: K-2

Enrollment: 180

Sponsor: Promise Academy, Inc.

Soulsville Charter School

910 McLemore (38106) 942-7627

Located adjacent to the Stax Museum of American Soul Music. Provides an academically rigorous, musically rich environment with the mission of fully preparing students both academically and emotionally for college.

Grades: 6-12

Enrollment: 120

Sponsor: Stax Music Academy Charter School, LLC

Southern Ave. Charter School of Academic Excellence
and Creative Arts

3310 Kimball (38111) 743-7335

southernavcharter.org

Grades: K-3

Enrollment: 103

Sponsor: Children’s Care and Development Center, Inc.

STAR Academy

3260 James (38128) 387-5050

staracademycharter.com

Grades: K-4

Enrollment: 198

Sponsor: Golden Gate Development Corp.

Yo! Memphis Academy of Visual
and Performing Arts

2140 S. Third (38109) 947-5353

yomemphisonline.com

Grades: 9-12

Enrollment: 180

Sponsor: Yo! Memphis Foundation, Inc.

Private Schools

Area code is 901 unless otherwise noted.

Information, including enrollment and tuition rates, is from 2007.

Bodine School

2432 Yester Oaks Dr., Germantown (38139) 754-1800

bodineschool.org

School for students with dyslexia and dyslexia-related learning disabilities.

Grade levels offered: 1-8

Tuition: $12,300-$14,600

Financial aid: available

Enrollment: 85

Student/faculty ratio: 6:1

Religious affiliation: none

After-school care offered: no

Bornblum Solomon Schechter

6641 Humphreys Blvd. (38120) 747-2665

bsssmemphis.com

Student body: co-ed

Grades: 1-8

Tuition: $9,650-$9,950

Enrollment: 206

Student/faculty ratio: 7:1

Religious affiliation: Jewish

Before- and after-school care offered: yes

Briarcrest Christian Schools

6000 Briarcrest (38120) 765-4600

briarcrest.com

Student body: co-ed

Grades: K3-8

Tuition: $3,895-$10,225

Enrollment: 1,600

Student/faculty ratio: 12:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: yes

Additional locations:

1620 Houston Levee (38018) 737-1356

Grades: K3-5

10103 Raleigh-LaGrange, Eads (38028) 751-6400

Grades: 9-12

Central Day School

2005 Winchester Blvd., Collierville (38017) 255-8134

centraldayschool.com

Student body: co-ed

Grades: K-8

Tuition: $4,400-$5,000

Enrollment: 365

Student/faculty ratio: 17:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: yes

Christ Methodist Day School

411 S. Grove Park (38117) 683-6873

cmdsmemphis.org

Student body: co-ed

Grades: PreK-6

Tuition: $2,550-$8,650

Enrollment: 381

Student/faculty ratio: 9:1

Religious affiliation: United Methodist

Before- and after-school care offered: yes

Christ the King Lutheran School

5296 Park (38119) 682-8405

ctkschool.com

Student body: co-ed

Grades: PreK-8, including special education Horizons and Discoveries classes

Tuition: $2,265-$6,100

Enrollment: 350

Student/faculty ratio: 10:1

Religious affiliation: Lutheran

Before- and after-school care: yes

Christ the Rock Christian Academy

8800 Winchester (38125) 751-7122

ctracademy.org

Student body: co-ed

Grades: K3-8

Tuition: $4,200

Enrollment: 300

Student/faculty ratio: 9:1-20:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: yes

Evangelical Christian School

7600 Macon (38018) 754-7217

ecseagles.net

Student body: co-ed

Grades: 6-12

Tuition: $5,300-$10,265

Enrollment: 1,502

Student/faculty ratio: 14:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: all lower schools

Additional locations:

1920 Forest Hill-Irene (38139) 754-4420

Grades: K-5

735 Ridgelake Blvd. (38120) 683-9013

Grades: Jr.K-5

ECS at Fisherville

11893 Macon, Eads (38028) 853-7705

Grades: Jr.K-3 (grade levels advancing each year up to fifth)

Fayette Academy

15090 Highway 64, Somerville (38068) 465-3241

fayetteacademy.com

Student body: co-ed

Grades: K-12

Tuition: $4,500-$4,700 ($650 bldg. fee per family)

Enrollment: 780

Student/faculty ratio: 15:1

Religious affiliation: nonsectarian

Before- and after-school care offered: yes

Elliston Baptist Academy

4179 Elliston (38111) 743-4250

ellistonbaptist.org

Student body: co-ed

Grades: PreK-12

Tuition: $3,450 (multi-student discount available, books not included)

Enrollment: 104

Student/faculty ratio: 9:1

Religious affiliation: Baptist

Before- and after-school care offered: yes

Emmanuel United Methodist Kindergarten

2404 Kirby (38119) 754-3607

Student body: co-ed

Grades: Toddler-K

Tuition: $1,215-$4,725

Enrollment: 283

Student/faculty ratio: 4:1-10:1

Religious Affiliation: Methodist

Before- and after-school care offered: no

First Assembly Christian School

8650 Walnut Grove (38018) 458-5543

facsmemphis.org

Student body: co-ed

Grades: Jr.K-12

Tuition: $3,394-$6,710

Enrollment: 636

Student/faculty ratio: 11:1-18:1

Religious affiliation: interdenominational Christian

Before- and after-school care offered: yes

Additional location:

8229 Rockcreek Pkwy. (38106) 384-3816

Grades: K3-K4

Grace-St. Luke’s Episcopal School

246 S. Belvedere (38104) 278-0200

gslschool.org

Student body: co-ed

Grades: PreK-8

Tuition: $6,050-$10,400

Enrollment: 500

Student/faculty ratio: 9:1

Religious affiliation: Episcopal

Before- and after-school program offered: yes

Harding Academy

1100 Cherry (38117) 767-4494

hardinglions.org

Student body: co-ed

Grades: early childhood ages 2-3, grades 7-12

Tuition: $4,698-$8,995

Enrollment: 1,630

Student/faculty ratio: 14:1

Religious affiliation: Church of Christ

Before- and after-school care offered: yes

Additional locations:

8350 Macon (38018) 624-0871

Early childhood and kindergarten

8360 Macon (38018) 624-0522

Grades: 1-6

8220 E. Shelby Dr. (38125) 755-5662

Grades: Jr.K-6

1910 Sycamore View (38134) 372-1818

Grades: Jr.K-6

1106 Colonial (38117) 767-2093

Grades: Jr.K-6

Hutchison School

1740 Ridgeway (38119) 761-2220

hutchisonschool.org

Student body: female only

Grades: PreK-12

Tuition: $4,450-$13,900

Enrollment: 855

Student/faculty ratio: 18:1 (elementary-high); 8:1 (early childhood)

Religious affiliation: nondenominational Christian

Before- and after-school care offered: yes

Immanuel Lutheran School

6319 Raleigh-LaGrange (38134) 388-0205

ilsmemphis.org

Student body: co-ed

Grades: PreK-8

Tuition: $4,700-$5,200

Enrollment: 220

Student/faculty ratio: 18:1

Religious affiliation: Lutheran

Before- and after-school care offered: yes

The LaGrange School

21450 Hwy. 57, LaGrange, TN (38046) 878-1499

TheLagrangeSchool.org

Student body: co-ed

Grades: early childhood-6th (7-9 available in 2008)

Tuition: $5,300 (part-time programs available)

Enrollment: 50

Student/faculty ratio: 12:1

Religious affiliation: Christian

After-school care offered: yes

Lamplighter Montessori School

8563 Fay (38018) 751-2000

lamplighterschool.org

Student body: co-ed

Grades: Pre K3-8

Tuition: $4,300-$10,700

Enrollment: 200

Student/faculty ratio: 12:1

Religious affiliation: nonsectarian

Before- and after-school care offered: yes

Lausanne Collegiate School

1381 W. Massey (38120) 474-1000

lausanneschool.com

Student body: co-ed

Grades: Pre K-12

Tuition: $7,150-$11,900

Enrollment: 750

Student/faculty ratio: 9:1

Religious affiliation: nonsectarian

Before- and after-school care offered: yes

Macon Road Baptist School

1082 Berclair (38122) 682-5420

maconroadbaptist.org

Student body: co-ed

Grades: K4-12

Tuition: $2,500-$4,100

Enrollment: 365

Student/faculty ratio: 20:1

Religious affiliation: Baptist

Before- and after-school care offered: yes

Additional locations:

Macon Road Baptist School East

11017 Highway 64, Arlington (38002) 867-8161

Grades: K3-3

Tuition: $4,500-$4,600 (lunch included)

Enrollment: 160

Student/faculty ratio: 20:1
Before- and after-school offered: yes

Macon Road Baptist School Lakeland

9182 Highway 64, Lakeland TN 38002

Grades: 4-7

Tuition: $4,500-$4,600 (lunch included)

Enrollment: 60

Student/faculty ratio: 15:1

Before- and after-school offered: yes

Margolin Hebrew Academy –
Feinstone Yeshiva of the South

390 S. White Station (38117) 682-2409

mhafyos.org

Student body: co-ed (Pk-8); female only (9-12);
males only (9-12)

Grades: Pre K-12

Tuition: $5,300-$12,300

Enrollment: 230

Student/faculty ratio: 14:1

Religious affiliation: Jewish

Before- and after-school care offered: yes

*Maria Montessori School

740 Harbor Bend (38103) 527-3444

mariamontessorischool.org

Student body: co-ed

Grades: 18 months-8

Tuition: $5,459-$7,400

Enrollment: 128

Student/faculty ratio: 20:1

Religious affiliation: none

After-school care offered: no; part-time enrichment offered

Marshall Academy

100 Academy Dr., Holly Springs, MS (38635) (662) 252-3449

marshallacademy.com

Student body: co-ed

Grades: K3-12

Tuition: $3,650-$4,100

Enrollment: 425

Student/faculty ratio: 16:1

Religious affiliation: nondenominational Christian

After-school care offered: yes

Memphis Junior Academy

50 N. Mendenhall (38117) 683-1061

Student body: co-ed

Grades: PreK-10

Tuition: $2,700-$5,000

Enrollment: 80

Student/faculty ratio: 10:1

Religious affiliation: Seventh Day Adventist

Before- and after-school care offered: yes

Memphis Oral School for the Deaf

7901 Poplar (38138) 758-2228

mosdkids.org

School for hearing-impaired children

Student body: co-ed

Grades: Birth-6th

Tuition: based on a sliding scale

Enrollment: 25

Student/faculty ratio: 2:1-3:1

Religious affiliation: none

Before- and after-school care offered: yes (students only)

Memphis University School

6191 Park (38119) 260-1300

musowls.org

Student body: male only

Grades: 7-12

Tuition: $14,350

Enrollment: 650

Student/faculty ratio: 10:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: no

New Hope Christian Academy

3000 University (38127) 358-3183

newhopememphis.org

Student body: co-ed

Grades: Jr.K-6

Tuition: sliding scale

Enrollment: 261

Student/faculty ratio: 14:1

Religious affiliation: nondenominational Christian

After-school care offered: yes

Additional locations:

New Hope Christian Academy Junior Kindergarten

3277 N. Watkins (38127)

K4 program only

Enrollment: 52

Presbyterian Day School

4025 Poplar (38111-6022) 842-4600

pdsmemphis.org

Student body: male

Grades: PreK-6

Tuition: $6,495-$12,990

Enrollment: 616

Student/faculty ratio: 9:1

Religious affiliation: Presbyterian

Before- and after-school care offered: yes

Rossville Christian Academy

280 High, Rossville (38066) 853-0200

rossvillechristian.com

Student body: co-ed

Grades: K4-12

Tuition: $4,400-$4,650

Enrollment: 320

Student/faculty ratio: 14:1

Religious affiliation: nondenominational Christian

Before- and after-school care offered: yes

St. George’s Independent School, Collierville Campus

1880 Wolf River Blvd., Collierville (38017) 457-2000

sgis.org

Student body: co-ed

Grades: 6-12

Tuition: $13,335 (scholarship assist. available)

Enrollment: 680

Student/faculty ratio: 9:1

Religious affiliation: Judeo-Christian

After-school care offered: yes (for middle school)

St. George’s Independent School, Germantown Campus

8250 Poplar, Germantown (38138) 261-2300

sgis.org

Student body: co-ed

Grades: K3-5

Tuition: $6,839-$12,297 (scholarship assist. available)

Enrollment: 425

Student/faculty ratio: 9:1

Religious affiliation: Judeo-Christian

Before- and after-school care offered: yes

St. George’s Independent School,
Memphis Campus

3749 Kimball (38111) 261-2200

sgis.org

Student body: co-ed

Grades: K3-4 (new grade level added each year through 5th)

Tuition: $6,839-$12,297 (scholarship assist. available)

Enrollment: 130

Student/faculty ratio: 9:1

Religious affiliation: Judeo-Christian

Before- and after-school care offered: yes

St. Mary’s Episcopal School

60 Perkins Ext. (38117) 537-1405

Admission office located on Lower School campus at 41 N. Perkins

stmarysschool.org

Student body: female only

Grades: PK-12

Tuition: $4,000-$14,400

Enrollment: 850

Student/faculty ratio: 15:1 (although it differs by grade level)

Religious affiliation: Episcopal

Before- and after-school care offered: yes

SBEC – Southern Baptist Educational Center

7400 Getwell, Southaven, MS (38672) (662) 349-3096

sbectrojans.com

Student body: co-ed

Grades: K3-12

Tuition: $3,232-$6,600

Enrollment: 1,180

Student/faculty ratio: 14:1

Religious affiliation: Christian

Before- and after-school care offered: yes

Tipton-Rosemark Academy

8696 Rosemark, Millington (38053) 829-4221

tiptonrosemarkacademy.net

Student body: co-ed

Grades: Jr.K-12

Tuition: $5,380-$5,950

Enrollment: 630

Student/faculty ratio: 12:1-20:1

Religious affiliation: nondenominational Christian

Westminster Academy

Ridgeway Baptist Church

2500 Ridgeway (38119) 380-9192

wamemphis.com

Student body: co-ed

Grades: K-12

Tuition: $4,500-$8,000

Enrollment: 350

Student/faculty ratio: 8:1

Religious affiliation: nondenominational Christian

Extracurricular activities offered

West Memphis Christian School

1101 N. Missouri, West Memphis, AR (72303) (870) 735-0642

wmcs.com

Student body: co-ed

Grades: K-12

Tuition: $4,100-$5,500

Enrollment: 125

Student/faculty ratio: 12:1

Before- and after-school care offered: yes

Woodland Presbyterian School

5217 Park (38119) 685-0976

woodlandschool.org

Student body: co-ed

Grades: PreK-8

Tuition: $5,100-$8,950

Enrollment: 380

Student/faculty ratio: 10:1

Religious affiliation: Presbyterian

After-school care offered: yes

CATHOLIC SCHOOLS

CATHOLIC DIOCESE OF MEMPHIS

cdom.org

373-1219

Bishop Byrne Middle and High School

1475 E. Shelby Dr. (38116) 346-3060

bishopbyrne.org

Student body: co-ed

Grades: 7-12

Tuition: $4,400-$6,300

Enrollment: 290

Student/faculty ratio: 12:1

After-school care offered: no

Christian Brothers High School

5900 Walnut Grove (38120) 682-7801

cbhs.org

Student body: male

Grades: 9-12

Tuition: $7,600

Enrollment: 878

Student/faculty ratio: 11:1

Extracurricular activities offered

De La Salle at Blessed Sacrament

2540 Hale (38112) 866-9084

cbhs.org/delasalle

Student body: co-ed

Grades: K-7 (grades levels advancing each year up to eighth)

Tuition: $500-$4,450 (tuition based on family income/household size, scholarships available)

Enrollment: 137

Student/faculty ratio: 11:1

Before- and after-school care offered: yes

Holy Names Elementary

709 Keel (38107) 507-1503

holynamesmemphis.org

Student body: co-ed

Grades: 3-8

Tuition: $4,450

Enrollment: 90

Student/faculty ratio: 12:1

Before- and after-school care offered: yes

Holy Rosary Elementary

4841 Park (38117) 685-1231

edline.net/pages/HolyRosarySchool

Student body: co-ed

Grades: PreK-8

Tuition: $4,100-$5,600

Enrollment: 441

Student/faculty ratio: 14:1

After-school care offered: yes

Immaculate Conception Cathedral Schools

iccatherdralschool.org

Elementary/Middle

1669 Central (38104) 725-2710

Student body: co-ed

Grades: PreK-8

Tuition: $5,450

Enrollment: 368

Student/faculty ratio: 15:1

Before- and after-school care offered: yes

High School

1725 Central (38104) 725-2705

Student body: female only

Grades: 9-12

Tuition: $7,850

Enrollment: 148

Student/faculty ratio: 8:1

Extracurricular activities offered: yes

Incarnation School

360 Bray Station, Collierville (38017) 853-7804

goics.org

Student body: co-ed

Grades: PreK-8

Tuition: $4,500-$6,200

Enrollment: 256

Student/faculty ratio: 9:1

Before- and after-school care offered: yes

Little Flower School

1666 Jackson (38107) 725-9900

cdom.org

Student body: co-ed

Grades: PreK4-2

Tuition: $4,450 (based on family income/household size)

Enrollment: 60

Student/faculty ratio: 10:1

Before- and after-school care offered: yes

Memphis Catholic Middle and High School

61 N. McLean Blvd. (38104) 276-1221

memphiscatholic.org

Student body: co-ed

Grades: 7-12

Middle School: $4,200;
High School: $7,200; “Education That Works” Program

Enrollment: 160

Student/faculty ratio: 11:1

Our Lady of Perpetual Help School

8151 Poplar, Germantown (38138) 753-1181

olphonline.com

Student body: co-ed

Grades: PreK-8

Tuition: $4,500

Enrollment: 265

Student/faculty ratio: 15:1

Before- and after-school care offered: yes

Our Lady of Sorrows School

3690 Thomas (38127) 358-7431

ourladyofsorrowschurch.org/school

Student body: co-ed

Grades: PreK3-8

Tuition: n/a

Enrollment: 117

Student/faculty ratio: 13:1

Before- and after-school care offered: yes

Resurrection School

5475 Newberry (38115) 546-9926

Grades: PreK3-1 (grade levels advancing to 8th)

Tuition: $0-$4,500 (based on family income/household size)

Enrollment: 125

St. Agnes Academy/St. Dominic School

4830 Walnut Grove (38117) 767-1356

saa-sds.org

Student body: St. Agnes: female; St. Dominic: male

Grades: PreK-12 (girls); PreK-8 (boys)

Tuition: $5,543-$10,490

Enrollment: 870 (girls and boys)

Student/faculty ratio: 10:1

Before- and after-school care offered: yes

St. Ann School

6529 Stage, Bartlett (38134) 386-3328

stannbartlett.org/school

Student body: co-ed

Grades: PreK-8

Tuition: $4,300-$5,000

Enrollment: 650

Student/faculty ratio: 16:1

Before- and after-school care offered: yes

St. Anne School

670 S. Highland (38111) 323-1344

stannehighland.net

Student body: co-ed

Grades: PreK-8

Tuition: $4,500-$4,700

Enrollment: 140

Student/faculty ratio: 12:1

Before- and after-school care offered: yes

St. Augustine School

1169 Kerr (38106) 942-8002

staugustinememphis.org/school

Student body: co-ed

Grades: PreK4-6

Tuition: $4,450 (based on family income/household size)

Enrollment: 150

Student/faculty ratio: 20:1

After-school care offered: yes

St. Benedict at Auburndale

8250 Varnavas (38016) 260-2840

sbaeagles.org

Student body: co-ed

Grades: 9-12

Tuition: $6,600-$7,400

Enrollment: 950

Student/faculty ratio: 14:1

After-school care offered: no

St. Francis of Assisi Elementary School

2100 N. Germantown Pkwy. (38016) 388-7321

sfawolves.org

Student body: co-ed

Grades: K4-8

Tuition: $5,440-$8,480

Enrollment: 927

Student/faculty ratio: 13:1

Before- and after-school care offered: yes

St. Joseph Elementary

3851 Neely (38109) 344-0021

cdom.org

Student body: co-ed

Grades: PreK3-6

Tuition: $4,325 (based on family income/household size)

Enrollment: 170

Student/faculty ratio: 8:1-22:1

Before- and after-school care offered: yes

St. John School

2718 Lamar (38114) 743-6700

cdom.org

Student body: co-ed

Grades: PreK-6 (grades levels advancing each year to sixth, 11-month school)

Tuition: $4,895 (based on family income/household size)

Enrollment: 200

Student/faculty ratio: 12:1

Before- and after-school care offered: yes

St. Louis School

5192 Shady Grove (38117) 682-9692

stlouismemphis.org

Student body: co-ed

Grades: K-8

Tuition: $4,125-$4,875

Enrollment: 505

Student/faculty ratio: 20:1

After-school care offered: yes

St. Michael School

3880 Forrest (38122) 323-2162

cdom.org

Student body: co-ed

Grades: PreK-8

Tuition: n/a

Enrollment: 198

Student/faculty ratio: 11:1

Before- and after-school care offered: yes

St. Patrick School

277 S. Fourth (38126) 521-3252

cdom.org

Student body: co-ed

Grades: PreK3-4

Tuition: $4,325-$4,600 (based on family income/household size)

Enrollment: 93

Student/faculty ratio: 10:1

Before- and after-school care offered: yes

St. Paul School

1425 E. Shelby Dr. (38116) 346-0862

cdom.org

Student body: co-ed

Grades: PreK-6

Tuition: $4,450

Enrollment: 289

Student/faculty ratio: 15:1

After-school care offered: yes

COLLEGES AND UNIVERSITIES

Tuition levels and enrollment numbers are from 2007.

LIBERAL ARTS AND SCIENCES

Cecil C. Humphreys School of Law

University of Memphis

3715 Central (38152) 678-2421

law.memphis.edu

The Cecil C. Humphreys School of Law began in 1962 as a college within Memphis State University. The law school began in response to widespread interest in developing a full-time legal education program to serve Memphis and the Mid-South. Since its inception, the Cecil C. Humphreys School of Law has graduated over 4,500 students who have assumed positions of responsibility and prominence as lawyers, judges and public officials in all fifty states.

Enrollment: 460

Faculty: 23 full-time

Tuition: $10,116-$28,466

Housing: $7,509/year

Christian Brothers University

650 E. Parkway South (38104) 321-3000

cbu.edu

Christian Brothers University (1871) awarded the first college degree in Memphis in 1875. A private, co-ed Catholic university, CBU offers bachelor’s degrees in liberal arts, sciences, business, education and engineering. Master’s degrees are offered in business administration, engineering management, and education. The U.S. News and World Report ranks CBU among the top 25 Best Southern Universities and the Princeton Review lists CBU among the Best Southeastern Colleges and Universities.

Enrollment: 1,700

Faculty: 110 full-time; 64 part-time

Tuition: $20,840/year

Housing: $990-$2,950/semester

LeMoyne-Owen College

807 Walker (38126) 435-1000

loc.edu

LeMoyne-Owen (1862) is one of the nation’s oldest historically black institutions. A private, co-ed college, LeMoyne-Owen offers four-year degrees in 21 academic disciplines.

Enrollment: 720

Faculty: 71 (full- and part-time)

Tuition: $10,318/year

Housing: $2,434/year

Memphis College of Art

Overton Park, 1930 Poplar (38104) 272-5100

mca.edu

Memphis College of Art (1936) is dedicated to excellence in art and design education. Degree programs include a Bachelor of Fine Arts, Master of Fine Arts, Master of Art in Teaching, and Master of Art in Art Education.

Enrollment: 300

Faculty: 45

Tuition: $20,660/year

Housing: 108 dorm rooms available, $3,600-5,500/year

Northwest Community College
DeSoto Center

5197 E. W. Ross Parkway, Southaven, MS (38671) (662) 562-3222

northwestms.edu

Northwest Mississippi Community College serves students at four locations: the main campus in Senatobia, DeSoto Center in Southaven and Olive Branch, and Lafayette-Yalobusha Technical Center at Oxford. The college offers courses for academic transfer to four-year colleges and universities and more than 40 career-technical programs designed to put the student into the workforce upon graduation. Northwest awards an Associate of Arts degree, Associate of Applied Science degree, and a career certificate.

Enrollment: 6,691

Faculty: 370 (full- and part-time)

Tuition: $850/full-time, in-state; $1,850/full-time,
semester/out-of-state

Housing: $425-725

Rhodes College

2000 N. Parkway (38112) 843-3000

rhodes.edu

Rhodes College (1848) has earned a national reputation as one of the country’s top liberal arts colleges. Long associated with the Presbyterian Church, the 100-acre campus built in the Gothic tradition is located in Midtown. Rhodes offers 23 departmental majors as well as 14 majors and minors in the interdisciplinary program. The college grants a Bachelor of Arts, Bachelor of Science, and a Master of Science in Accounting. Rhodes also offers multiple study abroad opportunities.

Enrollment: 1,700

Faculty: 175 (full- and part-time)

Tuition: $30,342/year

Housing, room and board: $7,468

Southwest Tennessee Community College

737 Union / 5983 Macon Cove (38104) 333-5000

southwest.tn.edu

Southwest includes two main campuses and numerous centers throughout the Mid-South. Southwest offers 39 programs for career studies and transfer degrees, 37 two-year associate of applied science (A.A.S.) degrees, and more than 40 areas of interest in traditional university transfer programs. Southwest also offers one-year Academic Certificate and Technical Certificate Programs in 28 areas.

Enrollment: 11,452

Faculty: 658 full-time; 442 adjunct

Tuition: $128/credit hour

Housing: n/a

Union University—Germantown

2745 Hacks Cross (38138) 759-0029

uu.edu/gtown

Union University’s Germantown campus is a satellite of the main campus in Jackson, TN. The facility opened in 1997 as a campus designed to meet the needs of adult students in the Memphis area. Now providing both graduate and undergraduate programs, Union—Germantown offers bachelor’s degrees in nursing and organizational leadership; master’s degrees in education, nursing, business administration, and Christian studies; and a doctorate of education.

Enrollment: 831

Faculty: 36

Tuition: $245-$400 per credit hour

Housing: n/a

University of Memphis

Central Avenue (38152) 678-2000

memphis.edu

The U of M (1912) offers 15 bachelor degrees in more than 50 majors and 70 concentrations, master degrees in 46 fields, and doctorates in 21 fields. The graduate school also offers an education specialist degree and law degree (J.D.).

Enrollment: 20,562

Faculty: 916 full-time; 467 part-time (excluding student assistants)

Tuition: (in-state/out-of-state tuition): $5,256/$15,772 (undergraduate); $6,378/$16,844 (graduate)

Housing: dormitories from $1,290-$1,540/semester; apartments/townhouses from $2,445-$2,520

Additional locations

The University of Memphis — Carrier Center

500 Winchester, Collierville (38017) 678-5515

extended.memphis.edu

Enrollment: 1,350

Faculty: varies according to classes offered

Tuition: $234 per credit hour

MEDICINE

Baptist College of Health Science

1003 Monroe (38104) 575-BCHS

bchs.edu

Baptist College of Health Sciences is a specialized private, degree-granting undergraduate college offering general studies and professional education courses. Bachelor degrees are offered in nursing, respiratory care, diagnostic medical sonography, nuclear medicine technology, medical radiography, radiation therapy and health care management. Baptist College offers completion programs for RN to BSN and respiratory care along with weekend and evening programs.

Enrollment: 834

Faculty: 63 full-time, 30 part-time

Tuition: $245/semester hour

Housing: $750/semester/double occupancy,
$1,600/single occupancy

Methodist Healthcare Education Program

Methodist University Schools of Radiological
and Imaging Sciences

1211 Union (38104) 516-8099

methodisthealth.org

Methodist University Schools of Radiological and Imaging Sciences offers three programs: a 15-month Nuclear Medicine Technology program (for RTs only); a 15-month Diagnostic Medical Sonography (2-year Allied Health graduate or BS required); and an 18-month General Diagnostic Medical Sonography program for ultrasound.

Nuclear Medicine Technology School

Tuition: $5,000 plus books

General Diagnostic Medical Sonography Program

Tuition: $5,000 plus books

Southern College of Optometry

1245 Madison (38104) 722-3200

sco.edu

Founded in Memphis in 1932, this college is one of only 17 optometry colleges in the nation. It is the largest in the South and includes the Eye Center, a clinical facility that opened in 2002. Students pursue a four-year, post-baccalaureate program leading to a Doctor of Optometry degree.

Enrollment: 474

Faculty: 54

Tuition: $15,448/year for regional students; $20,448 per year for non-regional students

Housing: n/a

University of Tennessee
Health Science Center

920 Madison (38163) 448-5500

utmem.edu

The UT Health Science Center (UTHSC), founded in 1911, is Tennessee’s flagship statewide academic health system and one of the largest academic health science centers in the United States. The Memphis campus includes the Colleges of Allied Health Sciences, Dentistry, Graduate Health Sciences, Medicine, Nursing, and Pharmacy. Additional College of Medicine campus locations are in Knoxville and Chattanooga. UTHSC offers four undergraduate and 20 graduate or professional degrees. Graduate medical education programs, family medicine centers, and continuing education programs are offered statewide.

Enrollment: 2,327

Faculty: 1,110 paid; 1,931 volunteer

Tuition: $4,582-$18,256, in-state; $11,172-$38,130/year, out-of-state

Housing: $360/month, meals excluded

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Categories
Book Features Books

Lightman’s Excellent Cambodian Adventure

Memphis-born writer and MIT physicist Alan Lightman was the subject of a long profile in the The Boston Globe last week. The story recounts Lightman’s efforts to build a women’s college dorm in Cambodia.

Lightman began doing charity work in Cambodia after becoming friends with a minister who had asked to use Lightman’s novel Einstein’s Dreams in a sermon. While on one such trip, Lightman learned that many women don’t pursue a college education because they don’t have a safe place to stay.

“The women started coming up to us, holding their babies, and said, ‘Please help us build a school,’ ” he told the Globe. “I was just amazed that in this remote village with no electricity, no plumbing, no toilets, they were talking about education. . . . I was overwhelmed by their courage and their ability to think in the long term.”

With donations from friends and family, Lightman built Harpswell Foundation Dormitory for University Women in Phnom Penh. The building is named for Harpswell, Maine, where Lightman spends summers.

To read the story, go here.

Categories
Opinion

The Scholarship Game

Let’s have a cheer for the administrators of Memphis City Schools, who produced a comprehensive and revealing new report on scholarships and high school graduates, and for school board member Kenneth Whalum Jr., who publicly recognized it.

And let’s have a jeer for the local media, which ignored the report and remained focused on football, food programs, and the ongoing grand jury investigation.

The 2007 Annual Scholarship Report came out last week, the same week, coincidentally, that Secretary of Education Margaret Spellings said she was considering using federal authority to make states report graduation rates the same way.

“I think we need some truth in advertising,” Spellings told the Associated Press in a story that was not picked up locally.

Here are the highlights of the MCS graduation and scholarships report:

• There were a total of 5,886 graduates in 2007. Only 1,568 of them, or 27 percent, got scholarship offers. A college scholarship is not a gimme. The total value of scholarships offered was $97 million, but only $49 million of that was accepted.

• It is quite possible that somewhere in Memphis there is a “$1 million student.” A single four-year athletic or academic scholarship to an elite college can be worth $150,000 or more. Given the zest with which some students and parents fill out college applications, it’s conceivable that somebody got into six or eight elite schools and was showered with scholarships worth $1 million.

• The MCS motto “Every Child. College Bound. Every Day.” is simply not realistic. For one thing, only 70 percent or so of students graduate, depending on how the graduation rate is being calculated these days. And the percentage of graduates who go to college, although not reported in the annual report, is obviously less than 100 percent.

• The scholarship data, which is compiled by school guidance counselors, may be flawed by different counting standards or miscounting. For example, Cordova High School reported that 60 percent of its 373 grads were offered scholarships. No other school achieved more than 35 percent.

• The education benefits of the Tennessee Lottery are overhyped and overrated. Lottery scholarships were accepted by 862 students, or 14 percent of the Memphis graduating class. In other words, only one out of seven Memphis grads qualified for a scholarship and stayed in Tennessee, while six out of seven did not, despite the inducement of $3,000 to $4,000 in financial aid per year. And it is reasonable to assume that some if not most of those 862 students would have gone to Tennessee colleges anyway.

• Athletic scholarships are false hope for most students. A total of 117 students accepted athletic scholarships, worth $4.4 million. That compares to 131 students who got scholarships for leadership or service, worth $4.2 million. Fairley and Melrose got the most athletic scholarship offers, even though they are medium-size schools.

• The magnet effect is as strong as ever, and it applies to athletics and academics. White Station High School is unbeaten in football this year. Six years ago, the team struggled to win one game. But good coaches and good players attract more good players. And there are as many ways for a football star to get into the school of his choice as there are to get into the end zone. White Station had more graduates (441) than these six schools combined: Manassas (38), Oakhaven (102), Southside (102), Treadwell (74), Westside (51), and Westwood (62).

• Having said that, scholarship offers are pretty widely dispersed: Central ($7.8 million to 113 students out of 342 graduates); Cordova ($10 million to 224 students out of 373 graduates); Craigmont ($5.6 million to 86 students out of 277 graduates); Fairley ($4 million to 47 students out of 179 graduates); Hamilton ($3.6 million to 30 students out of 214 graduates); Overton ($3.2 million to 79 students out of 284 graduates); Ridgeway ($13.2 million to 115 students out of 325 graduates); Whitehaven ($6.9 million to 82 students out of 369 graduates); White Station ($19.3 million to 160 students out of 441 graduates); and Wooddale ($3.3 million to 46 students out of 300 graduates).

Other schools such as East ($466,000 to 37 students out of 192 graduates) and Kirby ($795,000 to 18 students out of 220 graduates) are not getting as much attention. Are optional schools hurting them? Are counselors not selling them? Are college recruiters ignoring them? The next thing MCS should do is find out.

Categories
News News Feature

Pay For Grades

It was like old times, in more ways than one, at an assembly at East High School this week. On stage, U.S. senator Lamar Alexander sat next to former Grahamwood Elementary School principal Margaret Taylor, who sat next to Mayor Willie Herenton.

Alexander gave a heartfelt speech about his long friendships with West Tennesseans Herenton, Taylor, and the late Alex Haley, author of Roots, which became a television epic before today’s students were born. Taylor unabashedly hugged Herenton, whose support for optional schools and Grahamwood in particular was vital when he was superintendent 25 years ago. And Herenton, who was greeted with a standing ovation, talked inspiringly about the importance of education to the 900-plus students in the audience.

The man of the hour, however, was another Memphian who’s been around a while — businessman Charles McVean, a 1961 East High graduate and benefactor of the Greater East High Foundation to the tune of approximately $2 million. A few years ago, McVean had an epiphany: He could give $1 million to his college alma mater, Vanderbilt University, which has an endowment worth over $1 billion. Or he could give it to East to pay for extra support teachers, facility improvements, and direct payments to students who make good grades and tutor other students.

Pay-for-performance was the most interesting new wrinkle. The idea was to pay students up to $10 an hour for tutoring and as much money as they could make working at McDonald’s for working harder on their homework instead.

On a modest scale, it appears to be working. A total of 110 students are involved as either tutors or “scholars” who make a commitment to good grades and good behavior in exchange for some of McVean’s cash. A similar program, with a different benefactor, Dr. Jerre Freeman, is being implemented at Whitehaven High School. And on Monday The New York Times reported that 25 public high schools in New York City are paying up to $1,000 to students who do well on Advanced Placement exams. Philanthropists are funding the program.

Alexander, a Vanderbilt graduate who was governor of Tennessee and U.S. Secretary of Education before winning a Senate seat in 2002, likes McVean’s merit program and doesn’t mind seeing his gifts staying in Memphis instead of going to Vandy.

“Charles can see every day real results from the way he spends his money,” said Alexander, a proponent of merit pay increases for teachers when he was governor. “Our biggest challenge in American education is kindergarten through 12th grade.”

Cash-for-performance, so long as it isn’t paid for by government, is “a terrific idea,” said Alexander. “I’m for what works.”

Alexander met Taylor during his first term as governor. He wanted to visit a Memphis public school, and Grahamwood was so popular at the time that parents, most of them white, camped out at the Board of Education offices to get spots in the optional program. Taylor said Herenton suggested Grahamwood even though “it was controversial” because every other school coveted such attention. Taylor, who is in her 80s, works as a tutor and support teacher in algebra classes at East five days a week.

In the movies, there would be hundreds of East students and tutors earning college scholarships each year, but reality is not like that. East is as racially segregated as it was 40 years ago, but now there are almost no white students. There are actually slightly fewer tutors this year than last year due to graduation losses and the commitment that is required. “It takes a while to train them,” said Bill Sehnert, a McVean hire who works full-time at East. And tutors are now starting to work on ACT preparation and in classes besides algebra, in effect plugging one leak only to find another one somewhere else.

“It doesn’t do any good to pass algebra and flunk English,” Sehnert said.

McVean, a commodities trader who has seen his personal fortunes rise and fall many times, is undeterred. The Greater East High Foundation got off to a rough start when it came out of the gate a few years ago and basically had to start all over. A less determined person might seize upon the program’s partial successes, claim a victory, accept some applause, and bow out. Instead, McVean wants to focus attention on the large number of less-motivated students who aren’t buying into the program and being served.

“The secret to success in any business,” he said, “is to find a good idea and leverage it.”

Categories
Opinion Viewpoint

Time for a School Takeover

People can talk about crime being the number-one issue. It’s not. Education is. If we can educate our kids, crime goes down, but the present educational system has failed us all. It’s time for a radical change.

The departure of Memphis’ latest school superintendent, Carol Johnson, provides an opportunity to revolutionize Memphis City Schools (MCS). In its present state, it’s nothing but a system that is failing to educate, is fiscally irresponsible, and is a major drag on the general welfare of this community. And the only solution we ever hear from our educators is: Give us more money.

But just consider: The city school budget is already almost twice the budget of the city of Memphis. The operating budget for the 675,000 residents of Memphis is $539 million. This encompasses fire and police protection, roads, garbage collection, parks, sewers, city courts, and much more. By contrast, the operating budget for the Memphis public school system — for 119,000 students seven hours a day, nine months a year — stands at $918 million. The two budgets were roughly equal in the 1990s, but in recent years, the school budget has escalated dramatically — with rapidly diminishing results. Increased funding is not the answer; better management is.

More than a decade ago, we saw Superintendent Gerry House come and go with rave early reviews, only to realize later that her tenure was, to say the least, unsuccessful. Johnson has come and is now going with the same tepid results. Yes, she can extrapolate from the reams of data at her disposal and point to some slight test-score improvement here and some minor success there, but that’s more show than substance. We forget that running the school system is a billion-dollar-a-year business for which a doctorate of education offers little training.

The results of overlooking business credentials can be seen in school projects such as the Mitchell High School auditorium, which escalated from a $1 million auditorium renovation to a $5 million performing-arts center, with no one accountable to explain how it happened. There is a new $20 million child nutritional center that no one knows how to run, whose need is questionable, and which is operating at 20 percent capacity with no positive results for students. Tens of millions have been spent for consulting contracts with no demonstrable purpose other than to provide cover for the lack of business acumen on the part of the superintendent and the school board. I could go on.

It is now the time for all to come to the realization that the Memphis City Schools system is broken and not fixable by means of the present school board/superintendent structure. If MCS were a company, it would be a prime candidate for Chapter 11 reorganization.

As it happens, there is a means at hand to accomplish the reorganization of a school system. Before we spend hundreds of thousands of dollars to employ “hiring consultants” to bring in another superintendent with more of the same credentials, it may be time for Governor Phil Bredesen to exert his authority under the No Child Left Behind Act and take over the school system, as he has recently threatened to do.

He needs to do what Mayor Herenton wanted to do, and that’s to fire the school board, which has been riddled with incompetence, conflicts, turf protection, and emotional outbursts, and bring in a new head with a new team to shake this system to its very core, rebuilding it from the ground up — a new school “czar,” to use an overworked term.

This new head could operate outside of the political arena and make those hard decisions that need to be made unfettered by school boards and prior contractual constraints.

We can delude ourselves into thinking that success is just around the corner, but it’s not. Another search team looking for another superintendent with the same old resume for the same old system won’t work. We’ve been down that road before.

It’s time for a radical change, and I believe Governor Bredesen has the guts and ability — and the legal and political wherewithal — to change the system.

Now is the time to act. Memphis restaurateur John Vergos is a former city councilman.

Categories
Opinion

Painful Lesson

City government does big things like collect taxes, set budgets, and provide police protection. But often it’s the little things that impact peoples’ lives and shape their views. Things like graduation ceremonies at the Mid-South Coliseum.

In the space of about six weeks, city officials managed to create a crisis disrupting the plans of thousands of Memphis families and then resolve it. The story offers a glimpse of how members of the city administration, the school board, and the City Council operate — sometimes working together and sometimes painfully ignorant.

Around January 27th, the news broke that city and county schools would not be able to use the Coliseum for graduations as they have in the past because the building was not in compliance with code requirements for disabled citizens. Some schools made plans to shift graduation to the DeSoto Civic Center. But that idea enraged Memphians who pay taxes to support the Coliseum, the Pyramid, and FedExForum.

One of them was Wanda Halbert, a member of the Memphis City School Board of Education and mother of a child graduating this year from White Station High School, one of the affected schools. Halbert, who said she does not read the daily paper, said she learned the news a few days after it broke. In a committee meeting, Superintendent Carol Johnson said there were code-compliance issues that would cost $100,000 to fix. She suggested that parents who had already ordered graduation announcements insert a slip of paper informing recipients of the change of venue. But Halbert, one of three board members with graduating children (the others are Jeff Warren and Kenneth Whalum Jr.), was not satisfied. She even wondered about financially compensating families for the cost of reordering announcements and invitations.

“It was not a petty issue,” said Halbert, who recalled the chaotic scene five years ago when Ridgeway High School decided to hold graduation in its gym and had to turn away several guests due to lack of space. “It was the worst thing in the world,” she said.

The Coliseum has problems of its own in addition to code compliance. With more than enough seats for all comers, recent graduations have been marked by rowdiness, despite efforts of principals and teachers to encourage decorum. And at last May’s ceremony for University of Tennessee health-sciences grads, the power went off, and those attending had to cope with oppressive heat and darkness. Drew Ermenc, whose wife was one of the graduates, said it was “a mess all around” and especially so for elderly people.

Halbert contacted Memphis City Council member Myron Lowery, who had already heard the news and was surprised by it. On December 19th, council members had been promised by Parks Division director Cindy Buchanan and chief financial officer Robert Lipscomb that the Coliseum would be available for graduations even though it is slated to be closed later this year. For Lowery, it was an all-too-familiar problem.

“Too often as council members we read about decisions within our scope that are changed by the administration without informing us,” he told the Flyer this week.

Lowery asked Halbert to send him an e-mail, which he forwarded to City Council chairman Tom Marshall, along with his own e-mail, which said in part, “This is not only a serious creditability [sic] issue for the city, it was [sic] create a hardship for thousands of our citizens.” He suggested the council discuss it on February 6th.

Lowery called Buchanan for an explanation. Although she is a veteran city administrator, Buchanan has been head of the Parks Division for only about a year. The division includes a hodgepodge of golf courses, community centers, and tennis courts as well as the Fairgrounds complex, which includes the Coliseum. Mayor Willie Herenton is scheduled to report to the council in two weeks on his overall plan for the Fairgrounds. In January, he surprised Memphians by recommending that the Coliseum be demolished so that a new football stadium can be built.

Lowery says Buchanan told him it would cost too much money to open the Coliseum. He reminded her that she had earlier promised that the Coliseum would be available. Buchanan disagreed but later called back to apologize to Lowery after he produced a transcript of the December meeting. In it, Buchanan says “minimal maintenance” will enable the Coliseum to be used for “small community events like the high school graduations.” Councilman Jack Sammons asks, “So you could still do the graduations?” She replies, “Right.”

On Tuesday, February 6th, the day the council was scheduled to meet, Lowery read in the morning paper that the graduations were on once again. The subject came up at a committee meeting that day. Keith McGee, chief administrative officer for the city, came to the meeting and assured members that the Coliseum would indeed be available for graduations this year only.

“Other than these graduations, the Coliseum is closed,” he said.

McGee said the U.S. Department of Justice has signed a consent decree with the city of Memphis about compliance with the Americans With Disabilities Act, commonly known as ADA compliance. The Justice Department has agreed to allow graduations.

Council members were not satisfied. They wanted to know why they were not informed and how schools were informed that they would have to find alternate sites. McGee said Buchanan (who was not at the meeting and who could not be reached for comment because she is out of town) informed school officials by telephone, setting in motion the whole chain of events.

“This council needs to be kept informed on the front end,” Lowery told McGee.

So the graduations at the Coliseum are once again on. Bring your friends, canes, fans, sweaters, flashlights, and earplugs. And congratulations.

Categories
Cover Feature News

Classroom Confidential

You’re a first-year teacher in Memphis. You struggle with 35-student classes, not enough textbooks, no schedules, strange accents, discipline, violence, 18-hour days, and your self-confidence. Maybe you take solace in the cigarettes and ice cream binges you thought you had given up after college. But if you hang in there, you begin to get a grip. You see progress. You’re going to make it to June. At least you’re pretty sure you are.

In August, the Flyer published a cover story about Teach For America, a national program that puts new teachers, most of them fresh out of college, into tough schools for a two-year hitch. When our story came out, school had not yet started. The teachers we introduced to our readers had a pretty good idea what they were in for but had not yet set foot inside their classrooms.

Four months later, we are revisiting Teach For America to see how it’s going. We invited seven teachers to write about their first semester. To try to make their comments as forthright as possible without making their jobs any harder than they are already, we are not using the teachers’ names or identifying individual students.

Each year, Memphis City Schools hires 600 to 800 new teachers. The Memphis corps of Teach For America had 48 members working at 22 different schools on the first day of classes. All of them are still on the job four months later. These essays give a glimpse of the emotional roller coaster of idealism, frustration, insomnia, and satisfaction that is part of being a teacher in Memphis.

Elementary teacher: “Something seems terribly wrong with my 20s.”

Many of my friends are finishing up college or attending graduate school, complaining about writing papers that they have paid someone to assign to them. My twentysomething sister is in New York working for a well-known actor and jazz-assing around town every night with friends. My boyfriend is in Colorado for the ski season, taking a year off before medical school to enjoy his youth. And I am in a construction-papered classroom just emptied of its 16 9-year-olds, crying on the Morning Meeting rug and wondering how I got here. These days, something seems terribly wrong with my 20s.

When I packed my car in Minnesota and headed for Memphis, Tennessee, I thought of Stand and Deliver. I thought of Dangerous Minds. I thought of my own pleasant and privileged fourth-grade experience. I thought of everything at which I had succeeded, and I was ready to take on the achievement gap. I pictured myself, young and healthy, suntanned from the warm Southern sunshine, jumping out of bed in the mornings to teach and inspire what in my head were hundreds of eager students. I pictured the 20/20 series they would produce about my remarkable pupils doing calculus, reading Dostoyevski, and performing their favorite Shakespeare dramas in the Elementary cafeteria. And I pictured it all coming together by about mid-October.

By mid-October of my first year in Memphis, I am still scrambling, desperately trying to establish my dubious authority in Room 304 and trying to teach. I put out the last of the chain of cigarettes I smoke on the drive home as I pull up to my apartment and carry my burden of papers and teacher’s manuals up to my room. And it is not until about the third bowl of ice cream and a few more of the cigarettes I had sworn to give up after college that I can sit down and begin the second leg of my day: the five hours of reading and planning that go towards trying to make tomorrow better than today.

As I climb into bed and set my alarm for an obscene time that I had always considered part of the night rather than the morning, my head is racing with ideas and plans to teach, to get our class on the right track starting tomorrow.

I think this moment — five or six hours before I have to wake again, as I lay down my neglected body in my unmade bed — is what Teach For America is all about. It is what the whole mission relies on: that the young leaders of our country will be resilient enough, determined enough, or stubborn enough to do it again another day. That we will care enough to see it through. That we will realize that we are not the ones getting the shorter end of the stick; at twentysomething, we are built for this stuff. Our students — without the Stand and Deliver story, the Dangerous Minds inspiration, the pleasant and privileged fourth-grade experience that I had — are the ones really hurting at the end of the day.

So, today, it’s what I can make of The Cricket in Times Square instead of Dostoyevski, but I’m not giving up.

High school science teacher:

“I started to question my sanity.”

When we came to Memphis, I remember feeling excited, energized, and ready to take on any and all challenges that came my way. The few weeks we had before the first day of school went by quickly, and I spent it envisioning what I was going to do with my room, who these unknown students of mine were, and even wondering what I was going to be teaching. I’m a planner, and I hate the unknown; those few weeks of “break” were quite miserable for someone who didn’t know every last detail of what she was getting into.

I showed up for work on the first day, and I remember feeling a little out of place. The job didn’t quite feel like mine yet. I greeted every student with a “Good morning!” and their responses were shocking. Many of them ignored me and walked on past my room. Some turned their gazes my way, a huge smile brimming across their face, as if I were the first person to speak to them this morning. Others snapped to attention with a “Good morning, ma’am” like a trained soldier. I hadn’t yet been called ma’am in that tone before, and that made my day feel all the more real. I was a teacher. I was responsible for children’s lives.

I really started to question my sanity regarding this whole Teach For America business when I realized I was working 20 hours a day and only sleeping for four. I even considered therapy when I noticed my dreams were my lesson rehearsals. I spent the four hours I had “off” from work envisioning work! I spent the first six weeks of my teaching like this — overworked and exhausted. Even in college, my coffee pot never received so much attention.

About four weeks into the school, around the time I became comfortable, so did my students. Pretty soon, the fights started. After the fights came, so did the 180-day suspensions. The students I was working those 20-hour days for were no longer allowed to come to school. I was frustrated and angry. I yelled and cried a lot. I didn’t understand why the kids who needed an education the most were being thrown out of school for an entire school year! It was unfathomable to me. I was here to fight the achievement gap, and they were throwing the achievement gap out!

I was disillusioned for about two weeks, before I realized I still had 110 students who depended on me. I was their teacher. They looked forward to my class because we were getting smarter in my classroom. I still send messages of hope and education to those students whose bad decisions at school earned them punishment, but I still work around the clock for the students whose lives will change because they spent a year in my room.

Special-ed teacher: “I decided to counter backtalk with silence.”

“I don’t know how to do this!”

Welcome to my Resource Room. I hear this every day, many times a day. My students say this often and loudly with hints of exhaustion, lots of frustration, and plenty of expectation. Special education breeds insecurity in students, based on very real experiences. They have failed inside and outside the classroom, been bullied both academically and socially by peers, and have been told by teachers and adults that they are worth less than other students.

My students are insecure, and I am insecure. I understand my responsibilities. I am entrusted with teaching 15 Individual Education Plans with objectives incorporating six grade levels worth of reading, writing, language arts, and math curriculum. I am not confident yet about how to accomplish this. I am most vulnerable at 10:20 a.m. and 12:45 p.m.

10:20 a.m.: The third rotation of my literacy block. My room is at full capacity, with all 14 regular students roaming through work-station assignments (journal, spelling, silent reading) and completing guided reading skill lessons in small groups. This is not all they do, however. They also pick on each other, throw random objects, make noise with their mouths, and drum with pencils. I run on autopilot, attempting to teach while I am engrossed with behavior management. I take a deep breath, worried that these last two teams are getting the raw end of the reading deal with so many others diverting my attention.

12:45 p.m.: Eight students are in my room, sometimes focused on their math-station work, other times interested in convincing me to assign them to the computer (the one out of three that still works). I am always asking this of myself: How can I demand respect and regain control of my classroom through more efficient and effective discipline? What do my students need in individual instruction? How can I teach similar themes with leveled materials to reach as many students as possible during our precious time together?

Answers come woven through my interactions with other teachers, in professional-development workshops and university courses, and in reading materials. Integrating them into my practice is a complicated task. As I drive to school, I listen to music, sing, and smile. Each morning, I am more optimistic and excited than the day before. With this optimism, I try new strategies in discipline, management, and instruction daily. Sometimes it is as simple as bracing myself for consistency.

Today, for example, I decided to counter backtalk with silence. I harvested this technique from Fred Jones’ Tools For Teaching last night as I read to fall asleep. It seemed successful. I was able to redirect my energy to engaging students in instruction. I wonder what it will be like after it becomes my style of discipline, once students expect it and understand my role as the leader of the classroom. I am optimistic that I will discover more and more free moments in which to teach. And I am excited for tomorrow, the coming months of teaching, and all that my students and I will learn.

Resource teacher: “We will do real work.”

My job is not just about teaching; it is about changing mindsets. The first few weeks, I would start a lesson or hand out work, and the students would be confused. Not confused by the material but confused that they had work to do.

“But this is a resource class, not a real class” was the phrase that I heard endlessly. Especially from Justin. He would walk into class and ask for a free day, a music day, a poker day, any day that he didn’t have to learn. I explained that school was for learning, not just hanging out, but he would just laugh at me.

I faced the same mindsets in my school staff too. Students have to take three Gateway exams to get a diploma, and one of these is an algebra exam. I looked at a practice test and realized that I would need graphing calculators to teach all the graphing and functions. So I talked to a woman at my school to see if she could tell me where to find calculators, and I heard a familiar phrase: “But this is a resource class, not a real class.” I felt so defeated when I realized that all my kids had probably ever heard was this idea — that their classes weren’t “real” classes; they weren’t even “real” students.

I still haven’t gotten calculators. But now, 12 weeks into the school year, Justin has started to understand that we will work in class and that we will do real work. He no longer tells me that he wants a free day; instead, he wants a college-fair day. He attends all of the Gateway study sessions that the school offers.

Elementary teacher: “The fruit snacks in the treasure box.”

I remember what it was like to be 8 years old. I didn’t have much responsibility beyond going to school, picking up my room, and playing with friends. While the chores weren’t too bad and school was still kinda cool, playing was what I always wanted to do. When I did homework, I certainly wasn’t thinking, Oh yes, I’m so glad I can do homework instead of play Nintendo. The truth is, I did it because I had to and not because I wanted to. Maybe that is why when one of my second-grade students gave me a sheet of 106 compound words she had came up with the night before, I was stunned. But it wasn’t because she came up with more words than I probably could have come up with in a week that got to me. Nor was it the fact that she probably had a little assistance from her older brother. What struck me more than anything was that there had been no homework that night. She just did it.

For months, I had been struggling with how to motivate my students to want to learn beyond the lessons that allow them to take a make-believe space adventure to the planets (complete, of course, with space food). There have been too many days where I have had students complain about being too tired, wanting to go play Xbox, or needing to get a prize out of the treasure chest for doing nothing but showing up. I’ve come to realize that providing incentives for working hard will only take you so far. Students will come to expect a reward for just about anything they do, and in the end I have merely taught a group of kids how to impress me instead of themselves. My students should work for themselves, not me, not the fruit snacks in the treasure box, and not just to avoid trouble. My ultimate goal here is not for them to just meet my classroom expectations but to achieve, with high hopes and full hearts, their lifelong aspirations.

If my students remember nothing else that I have taught them, my dearest hope is that they leave knowing they have the power to be unstoppable. That they can do whatever it is they want to do, so long as they do it for themselves. It seems like we often forget the strength in self-confidence. We spend a lot of time talking about ways to get the children to do what we want them to do and not enough time asking them what they can and want to do for themselves. I’ve been blessed with such an amazing opportunity to guide my students down that path and can only imagine the possibilities that are waiting.

Elementary teacher:

“I feel like I have aged 10 years in six months.”

It is 7:15 a.m. on a Saturday, and I am wide-awake. I seem to have lost my penchant for sleeping in. During the workweek, I am desperate for just 10 more minutes of glorious unconsciousness, but on the weekend my mind races with reflections and worries. Mostly, I worry about my students. I worry about their futures.

Every single thing I know and love I left behind for something I still do not fully understand. I became a Teach For America teacher. As an undergraduate student, I studied digital design, English, and women’s studies. I considered myself socially conscious. Every single day I grapple with what I used to be only six months age: a college student.

This job forces you to grow up fast. Some days I feel like I have aged 10 years in six months. The reality is I am a 22- year-old who is responsible for 15 human beings’ intellectual and social health. It has been difficult going from student to teacher, especially when I loved being a student. Nowadays, I feel like the student who forgot her homework on the kitchen table. Some days, I stand in front of my students filled with a sense of awe for what I am doing. Other days, I want to crawl into the janitor’s closet.

I have trouble with the execution of my hopes for them. The school day begins officially at 7:30 a.m. It unofficially ends at 9 p.m., when I get ready for bed and pass out. I stop to eat generally because that has been my only comfort thus far in this job.

There is so much potential. I see it every single day. My class is extremely enthusiastic about learning. Sometimes their enthusiasm gets to the point where I have to review classroom procedures so there is some control over their tendency to jump out of their seats while answering a question. Now I just have to find the right way to harness its power.

My enthusiasm for going into this was to find purpose and direction. I need to constantly find that motivation and strength to push forward. I am not used to failure, and I am generally a woman who gets what she wants.

If I wrote about what I have been feeling since school began, then we would all need a good piece of chocolate afterward, which is much of how I feel every day I walk out of my school to go home. Many people keep saying the goal of a first-year teacher is to keep your head above water. I’d like to keep my sanity afloat while I am at it.

It is too early to decide whether teaching is the purpose in life I want to discover so badly. The first year of teaching is hell, just as the first year of college was for me. But after that first year of college, I loved it. That is what I am hoping for with teaching. I hope to overcome the exhaustion, selfishness, and initial challenges to accomplish great things with my students.

Middle school math teacher: “The hardest thing I’ve ever done.”

I’ve always known I was a people person. But I didn’t realize just how much genuine love I could have for people I just met. Becoming an eighth-grade math teacher has been the hardest thing I’ve ever done and at the same time one of the best things I’ll ever do. There are 118 adolescents who walk into my classroom every day, and I love each and every one of them more than I ever thought would be possible.

People who saw my classroom at the beginning of the school year might call me a liar for ever saying I could love these kids. The first weeks of school were nothing more than me yelling at a bunch of rowdy students who were trying to get on the nerves of the new young teacher with the weird Northern accent. And they were good at what they did. I have never been more infuriated in my life than I was during those two weeks. My students made it known that they didn’t like me and that they were not going to make things easy for me.

I fell into the routine of complaining to my family and friends about how terrible things were and about how terrible my students were. Fortunately, I realized I was dwelling on all of the negative things, and as a result, I was feeling sorry for myself. So I stepped back from the situation to re-evaluate. I decided that I needed to start focusing on the good things, even if they were very few and far between.

The turning point for me was when I started getting students coming after school to get tutoring. I lived for these moments. However, if the students didn’t show up to get help, I was crushed. I would go home deflated. But after one of those days, I realized something that changed my whole perception: I loved these kids. I wasn’t upset because I felt like the kids didn’t like me. I wasn’t frustrated because the kids were mocking and making fun of everything I said. I wasn’t deflated because I wasn’t getting time to eat and sleep.

I realized it’s not about me. It’s all about these 118 kids who walk through my door. It dawned on me that I love these kids so much I could not handle witnessing them not learning. I was upset because the kids were not getting what they deserved. And I was frustrated because I didn’t know how to reach them yet.

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News The Fly-By

Teaching to the Testers

Angel Perkins has been teaching chemistry and biology to high school students for 18 years. But in the past two years, she’s found herself working with a different group of students: other teachers.

“It all started with a colleague of mine. I thought he was an excellent teacher, but he was having problems passing the teacher’s exam,” she says.

After watching him struggle, she asked him if he wanted a tutor.

“He was very resistant to it at first,” she says. “People think they should know the material and be able to pass the test.” He relented and passed the exam shortly after they started working together. After that, she says, word just got around.

Since then, she’s credited with helping 50 teachers pass the Praxis exam, an assessment used by many states in their teaching certification and licensing, and she’s been hired by the University of Memphis’ Transition to Teaching program, a course that prepares people who have worked in other fields to teach.

The White Station AP biology teacher has also been named to the U.S. Department of Education’s Teacher Training Corps, spending last summer traveling to places all over the country — Boston, Seattle, and Santa Clara, California — to work with other educators. She also is the only teacher on the Department of Education’s national No Child Left Behind panel.

Perkins credits most of her successes to her technique of framing lessons around a story, learned from older relatives in rural Mississippi.

“A lot of them couldn’t read or write. You had to be very verbal with them and very expressive,” she says. “It’s a lot easier to learn and retain information if you can connect it to something.”

For instance, with her students in Memphis, she compares cellular functions to those of FedEx. Each FedEx department — the organelles, if you will — have a role to play within the organization, or the cell.

Of course, not all her audiences are as familiar with FedEx as Memphians, so she employs a variety of anecdotes, mnemonic devices, and analogical reasoning, as well.

When Perkins talks about photosynthesis, she compares it to a person converting their gold to cash.

“It tends to make more sense, because it’s so abstract. The kids are like, Why, why, why?” she says. “If they’re in possession of gold, they know it’s something of value, but they need to convert it to paper money to be able to spend it.”

One of the teachers who learned Perkins’ technique over the summer has already employed it with success — his students are averaging almost 30 percent higher on his tests — and Perkins is working on a biology supplement that other teachers could use to accompany their lessons.

As for teaching students versus teaching educators, Perkins says it’s a little different, but not in the way you might think. With her adolescent students, she knows what they should know. With other teachers, she has no idea.

“I have to be sensitive to the fact that I have a mixed bag of people,” she says. “Some just need a refresher. Others are missing the foundation. I kind of assess it as we go along.”