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HISD continues to send students to CEP. Whether they go there, stay there or return successfully to their home school is anyone's guess.

CEP also has had strong supporters: most notably, former HISD Superintendent and former U.S. Secretary of Education Rod Paige and Houston Federation of Teachers union president Gayle Fallon. Fallon has said repeatedly that there's a need to get the worst of the misbehaving students out of the regular classrooms so other students can learn and so that students and teachers can work in a safe environment. On September 20, both she and Sharon Baker, principal of CEP's Beechnut campus, testified before the state Senate Committee on Education in support of CEP. The principal said that 86 percent of the students who went to CEP returned to their high schools and graduated. CEP has testimonials on file from kids and their parents who say their lives were turned around after going there.

Even teachers who dislike CEP say that just cutting off ties with it won't work; HISD has nothing with which to replace it.

Students get to CEP when they have committed crimes considered too onerous to allow them to stay in their regular school. The idea is that rather than abandoning students who previously would have been tossed out on the streets, the district is caring for them by giving them a second chance.

A sleeping student meets two of the school's three criteria: He's there and he's not causing problems. Whether he's learning is anyone's guess.
Keri Rosebraugh
A sleeping student meets two of the school's three criteria: He's there and he's not causing problems. Whether he's learning is anyone's guess.

Finding out what happens at CEP is difficult, especially if you have been critical of it in the past as this paper has. It is not a public entity; it is a private business, and if it doesn't want to answer questions, no one can compel it to. HISD and CEP were each sent a list of questions about the operations at the CEP schools. HISD spokesman Terry Abbott picked out a few questions to answer but said the rest were the responsibility of CEP. He did, however, ask CEP to answer the questions sent it. This occurred after initial calls and a fax to company CEO Randle Richardson at his Nashville office went unanswered.

The student body at both CEP campuses is about 60 percent Hispanic, 35 percent African American, 4 percent white and 1 percent Asian American. Abbott points out that the ethnic breakdown almost exactly mirrors that of the district as a whole. The male to female ratio is 70-30.

According to statistics on file with the Texas Education Agency, both CEP schools in Houston have been a rousing success. Beechnut had an attendance rate of 84 percent in 2003–4 and 86.9 percent in 2002–3. The annual dropout rate for grades 7-12 was a startling 0 percent in 2003–4 and 0.7 percent the year before. What makes this more surprising is that these are kids who already have established problems attending class in their home schools; many of them landed at CEP because of their inability to adhere to the state's truancy laws. The report also shows that 100 percent continued high school and that the class of 2004 had a 100 percent completion rate. Ferndale had similar figures.

When asked if these statistics were, in fact, accurate, HISD spokesman Terry Abbott said, "Yes, remember CEP has mostly middle school kids, not high school kids, so the dropout rate would be lower than the district average." The district average as reported to TEA is 2.2 percent, a figure greatly suspect in its own right, given the serious drop-off in the number of students between the ninth and 12th grades, as well as the regular sweeps through the neighborhoods that Superintendent Abe Saavedra makes, appealing to students to return to school.

CEP has its own set of numbers for Houston. Of the 3,887 students CEP served last year, it says: ¥ 1,145 (29 percent) returned to CEP. These students were assigned in the second semester and will be returning to their home schools this year;

• 1,721 (44 percent) returned to HISD;

• 897 (23 percent) either graduated or continued their education outside of the district in charter schools, private schools or other school districts;

• 124 (3 percent), whereabouts unknown.

But Kimball, in his study of this CEP subgroup, comes up with some very different results than either CEP, HISD or the TEA. He has spent months gathering and analyzing public information he requested from HISD.

The students in the sample Kimball selected were all the students assigned to CEP's Beechnut location from schools in the West District. He looked at retention rates and graduation results. Highlights of his findings:

Of the 93 high school students (38 from Sharpstown, 21 from Westside and 34 from Lee) at the Beechnut location, only four had graduated from HISD by March 2006. By September, that had moved to five graduates, with another four still enrolled. That means: Ninety percent of this sample group of students were no longer students in HISD two years after being enrolled in CEP.

Of the 87 middle school students (six from Grady, 18 from Long, 24 from Paul Revere, seven from Westbriar and 32 from Sharpstown Middle) enrolled in CEP in the same sample, only 34 students (40 percent) of them were still on the active list in HISD by September 11. Five of those students were not on the active list as of March, but were reported to have re-enrolled between March and September.

Kimball also found that of the West Side students he studied, as of March, six had been at CEP since 2002. In September only one of those six was enrolled in HISD. Ninety-five had been enrolled in CEP since 2003, and 79 in 2004. The terms of the contract states students are to be reviewed for possible return to their home schools after 120 days, but many of the students are staying at CEP much longer, Kimball says.

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