Dr. Parish and her leadership team would be the first to tell you that University Schools and Memphis-Shelby County Schools are not an apples-to-apples comparison. Over 100,000 students are enrolled in MSCS’ more than 200 schools across the city, compared to approximately 1,300 at University Schools’ four schools (one of which is just a couple of years old). Black students make up nearly three-quarters of MSCS’ enrollment, compared to 35% at University Schools.
More than half of students at MSCS schools are classified as “economically disadvantaged.” That number is much lower at University Schools. Dr. Parish was quick to note, however, that the economically disadvantaged population of the district is not zero. The leadership team intentionally avoids painting an image of an economically perfect utopia at University Schools so as to not discourage families from seeking help when needed. This allows the school to ensure that kids who need support are coming to the classroom ready to learn, without the hindrances that affect so many children in Memphis, such as hunger, housing instability, and health issues.
When kids enter the classroom ready to learn, teachers are able to focus on what they do best: teach. At University Schools, instruction is fairly innovative. The terms “brain-compatible learning” and “Orton-Gillingham” were used throughout our conversation. Under these teaching principles, teachers are encouraged to adapt their instructional methods to suit the unique needs of their students. Within University Schools, teachers are given the time, autonomy, and support needed through professional development to consider their students’ needs and learning styles.
Teachers are not handed mandates by school and district leaders to teach a certain way, yet somehow, each classroom and grade level seemingly flow together perfectly. There is intentionality around how a student’s day is structured, which lends itself to higher achievement in ELA. Reading is not only taught in ELA classrooms but also woven into and reinforced in science, social studies, and even math classrooms.
A “universal language around instruction,” as Chief of Academics Dr. Lee-Ann Kight put it, is utilized by teachers throughout the district to ensure that students matriculating across grades are meeting the standards needed to have success in the next year. Teachers are not just preparing students for a test at the end of the year; the purpose of teaching is to ensure growth beyond their classroom.
The work of the entire district, crucially, is informed by a strong data infrastructure, allowing students to track their own progress and teachers and administrators to swiftly pinpoint necessary interventions or instructional changes.
