What Happens When a School Closes Its Library?

At the protest, Hill stepped up to the podium and spoke into the microphone, talking over a crescendo of buzzing cicadas. The library at her school is a refuge, she said.

“I live in Fifth Ward. There’s not a lot there, but what is there should not be turned into a detention center, especially when I am constantly there,” Hill told the crowd. “I read a lot, and I just feel like that is not what needs to happen.”

Unfortunately for Hill, the new state-appointed superintendent went through with his plan. A year later, the early consequences are becoming clear. School librarians have lost their jobs. Teachers have adopted a district-approved curriculum that some feel is rote and uninspiring. And children are receiving different educations depending on which part of the city they call home — a divide that maps onto Houston’s income and racial disparities.

Man With a Plan for ‘Differentiation’

Mike Miles was appointed superintendent in June 2023, brought in to lead the state takeover and improve academic performance in Houston.

In addition to districts, schools in Texas are individually given A through F grades based partially on standardized test scores. Miles quickly created big and controversial plans to improve scores. One strategy among his planned overhaul — called the New Education System, or NES — was to close libraries at 28 schools out of the district’s 274 total and turn them into “team centers.” It would accomplish two goals, he said: create a place to send “disruptive” students after removing them from class as well as an environment to send high-achieving students for enrichment.

School principals were also given the option to voluntarily adopt the new system, becoming what the district referred to as “NES-aligned.” After adding in those campuses, a total of 85 schools would start fall 2023 under the program.

The problem? Myriad parents and teachers alike hated the idea of closing down libraries and isolating students, especially considering these schools — and the entire school district — serves a student population that’s overwhelmingly Black and Latino.

One was Melissa Yarborough, a teacher at Navarro Middle School in Houston’s East End, which is home to one of the city’s historically Latino neighborhoods. While not targeted as a failing school, her campus became “NES-aligned,” meaning her principal opted into the New Education System.

Her two children, however, were students at one of the targeted schools, Pugh Elementary in the city’s northeastern Denver Harbor neighborhood. Although, it wasn’t labeled as “failing” when Miles was appointed superintendent. It had an A rating from the state in 2022. Even by Houston ISD’s own calculations, the school is expected to earn a B rating when 2023 and 2024 school “report cards” are released. It was a tougher scoring formula released last year that makes earning high “grades” harder. A lawsuit by Texas school districts over the change has halted the release of 2023 ratings for now, and a second lawsuit is similarly blocking the state from releasing 2024 ratings.

As demonstrators hung back and talked after the protest, Yarborough said she was horrified by the way Miles described his plan to move disruptive students to the library-turned-team-center and tune into lessons via Zoom.

“He said, ‘Imagine. I’m walking in with 150 kids. All the children are working on their own little assignment or whatever, individually or in pairs,’” Yarborough recalled. “He said it to me like it’s a beautiful thing.”

She said Miles sold the idea as “differentiation,” a principle that all teachers learn during their undergraduate training. In essence, it’s the idea that teachers should adjust their lessons to each student’s needs, whether they’re struggling or grasping a concept quickly.

Yarborough said Miles’ plan isn’t effective differentiation, though. Disruptive students will receive a worse education, if the results of pandemic-era Zoom classes are any indicator, she said. And doing worksheets in the library isn’t a reward for high-achievers, she added.

Duncan Klussmann agreed with Yarborough’s assessment. A former superintendent of nearby Spring Branch Independent School District, he is now a professor of educational leadership and policy studies at the University of Houston. Ultimately, Klussmann said, Miles’ model is designed to produce higher test scores. But Klussmann is more interested to know what the student experience is in these schools.

“Just because you have higher state test schools, do more students go off to higher ed?” he asked. “Are they successful when they go off to higher ed? Do more students get a technical certification? Do more students go into the military, you know? Do they have a better life after high school? We don’t know. We won’t know for four, six, 10 years what the effect is of NES schools on students.”

Officials from Houston ISD did not respond to interview or information requests from EdSurge.

Displaced Librarians

When Brandie Dowda was hired at Burrus Elementary, a campus home to mostly Black and Hispanic students, she was the first librarian employed by the school in a decade.

Her tenure wouldn’t last long.

During summer 2023 — the same one during which Houstonians like student Hill and parent Yarborough protested outside the district administration building — Dowda was on vacation when the principal at Burrus informed her that the librarian position was being eliminated. The campus was going to be part of the inaugural New Education System cohort of schools, and the library would be closed.

Dowda found another librarian position in the district at Almeda Elementary and said she was happy at her new school. The library had long been central to life at the campus, and Dowda said students were rarely seen without a book in hand.

But again, her tenure would be short-lived.

Dowda was leaving for work one morning in January 2024 and quickly scrolled through the news feed on her phone before heading out the door when she saw it — a news article announcing that 26 more schools would join the New Education System in the fall of 2024.

Dowda’s school was on the list. “I went, ‘Oh, I get to do this again,’” she recalled. “I found out from the regular news, which if I remember correctly, is also how my principal found out. It’s kind of how everybody found out.”

Dowda said that her former library at Burrus wasn’t turned into a team center — a classroom was used instead — but students still weren’t allowed to access the books. Then, in May 2024 at Almeda, she was in the middle of a lesson when movers arrived to begin disassembling the library, she said. As the school year ended, the carpet was left with bald spots where shelves had been removed and the concrete floor underneath showed through. Her students were upset to learn that their library would be closed when they returned in the fall.

Dowda’s story mirrors that of Cheryl Hensley, the former librarian at Lockhart Elementary. Hensley had been retired from her 38-year career in Houston ISD when a friend coaxed her into applying for the librarian position at the campus, which is in the city’s historically Black neighborhood of Third Ward.

Like Dowda at Almeda Elementary, she was at Lockhart for one year before her job was eliminated. Her principal opted into the NES standards believing that, in doing so, decisions about the school would still ultimately be made at the campus level. Hensley found out she lost her job in summer 2023.

“The principal is a super supporter of libraries and books and literature and reading, all over, I mean 100 percent,” Hensley said, “and so she was thinking I would be OK. They told [the principal] they could keep everybody, that everything would be the same and nothing would change.”

But then Hensley heard from the principal: “She called me in and just said, ‘No, I can’t keep you. They told me that I have to turn my library into a team center.’”

Beyond the professional upheaval, Hensley and Dowda worry about what the absence of a school library will mean for students’ success in elementary school and beyond. Third grade is widely noted as a critical time for children to achieve reading proficiency, otherwise putting them at risk of falling behind academically during each subsequent year.

“I teach them to love to read,” Hensley said. “If you’re invested so much in reading and math, then you’re missing a major component [by closing libraries]. Because if a kid loves to read, they will read more. If a kid loves to read, he will comprehend more. We are part of that solution.”

Hensley said she visited her former colleagues and students at Lockhart monthly during the 2023-24 school year, and students asked her if she was back to reopen the library each time. It has been turned into a team center with about 50 desks, she says, where students are sent if they finish their classwork early.

Hensley said the school’s library, even if it’s not operating as one, still has books thanks to the principal’s actions in 2023. A work crew arrived to remove the shelves — making way for the team center desks — when the principal was at an off-campus meeting, Hensley recalled. The principal returned just in time to tell the crew that nothing was to be taken.

“She said, ‘We’ll work that out, because you’re not taking the books,’” Hensley says. “She pushed back, and I appreciate her 100 percent because still the library itself at Lockhart is basically intact.”

Houston ISD told Houston Landing that some schools allow students to informally check out books on an “honor system.”

The NES approach might fix the problem of low test scores, she said, “but it’s not going to give you a lifetime learner or lifetime reader that will read and comprehend and think for themselves.”

While the district is moving forward with bringing more schools in its New Education System — and closing more libraries in the process — Dowda said that there aren’t any parents or community members she’s heard from who see library closures as a smart move.

“Why are you closing the libraries when you want to improve literacy and reading scores? They have not yet explained to us how that makes sense,” Dowda said. “I’m not the only one who has pointed out that this is not happening in the schools in the west side of Houston, which are the affluent schools that are mostly white. It is happening in the Title I schools with high poverty rates that are populated mostly by African American and Hispanic students.”

Dowda won’t be looking for yet another librarian job within Houston ISD. Instead, she found one in a different school district nearby. She predicts other educators who work at NES schools will do the same.

“I’m going to go to another district that values libraries,” she said, “and where I can have stability in a library and go about my librarian business of helping children find books that they enjoy reading.”

‘It’s Segregation’

It was last November that Yarborough, the Houston teacher and parent, stepped outside the bounds of the new NES curriculum for the final time.

After the summer protest, Yarborough started the 2023-24 school year using the district’s mandated materials. But three months in, she had had enough of watching students in her English language arts class mentally check out from the monotony of the new structure: She read off district-created slides, and then students answered a multiple-choice question by holding up a markerboard where they scribbled an A, B, C or D. For short-answer questions, they wrote on an index card. Over and over, until it was time for a five-question quiz.

“By November I was like, ‘I’m done with this,’” Yarborough recalls. “They’re not learning. I know they can. I’m going to go back to a great lesson.”

For Native American Heritage Month, Yarborough decided to introduce her sixth graders to stories, poems and songs that fit the theme, despite them not being approved for use. Each time she rebelled by using a story or activity in class, even if an observing school administrator had liked the lesson, her supervisor would remind Yarborough the next day not to stray from the slides that were sent over by the district.

Eventually, an assistant principal called Yarborough into her office. She reminded Yarborough that the district’s orders barred teachers at NES-aligned schools like Navarro Middle from giving students quizzes, tests or any assessment outside of what was part of district-provided slideshows.

“It sounded kind of like a threat where she said, ‘I’m telling you before the [executive director] comes and tells you herself,’” Yarborough recalls. “‘You’re going to be in big trouble with the ED herself if you don’t start doing this now.’”

Yarborough quit her teaching job in January. She now works as a teacher in a nearby district, outside of the NES program. She couldn’t be part of a system that was forcing her to, as Yarborough puts it, treat students like machines.

“I knew they weren’t learning. I knew I wasn’t preparing them for anything in life besides a STAAR test,” Yarborough says, referencing the state’s annual standardized test, “and I was having to deny their humanity while we did that. I was so stressed, and my stomach was always a knot. I was like, ‘This is horrible. I can’t keep doing this.’”

The slideshow model didn’t give her time to help students understand concepts before moving on, or for students to practice a skill on their own. The timed, jam-packed schedule didn’t even leave most kids with time to go to the bathroom, she says.

“They’ve just been holding up the whiteboard on the multiple-choice question slides, so they haven’t been able to read a story and think through it and make mistakes and get feedback on their own,” Yarborough says. “So you have kids who will give up, and they just write any letter on their whiteboard, and it doesn’t matter to them. And Mike Miles calls this engagement, but that’s just obedience — because when a student is really engaged, it’s their mind that’s engaged, not their hand with a marker.”

Despite educators’ concerns, district leaders are riding high on data showing that some campuses made huge improvements in their overall accountability ratings — rising by 30 or more points, in some cases — during Miles’ first year at the helm. The district called the increases “remarkable” in a news release, noting the changes made under the New Education System.

While the state has been blocked from releasing annual school accountability scores, Houston ISD crunched the numbers itself and released its campuses’ preliminary scores. Wheatley High School, the source of low scores that triggered the state takeover, will increase from a “D” rating in 2023 to a “B” at the end of the 2024 academic year. The number of schools rated “A” and “B” will more than double during the same period, according to the district, while “D” and “F” campuses will fall to 41 schools in 2024 compared to 121 the previous year.

“We are incredibly proud of what we’ve been able to achieve in one year,” Miles said in the news release. “Together with our dedicated teachers, principals, and everyone at HISD, we will continue to provide high-quality instruction that builds on this growth.”

The first year of NES was turbulent, with a seemingly constant stream of new reforms. Protesters spoke out against the overhaul at public meetings, with plans for massive layoffs angering parents. Employee turnover during Miles’ tenure was 33 percent higher than the previous year.

Miles has remained cool under the barrage of criticism — including from a panel of graduating seniors who had firsthand experience under his New Education System. He brushed off the idea that a 9,000-student drop in enrollment was worrisome, telling the Houston Chronicle that the “numbers are changing every day … but we feel confident that we’re going to keep growing in our enrollment until September.”

In the same article, a parent said her children had “hollow zombie faces” due to the stressful environment at their Houston ISD school. She opted to have them do virtual schooling this year.

As a parent, Yarborough wasn’t only troubled by how the superintendent’s test-centered plan changed school for the students she taught. Both of her children attended Pugh Elementary, part of the original cohort of NES schools, during the 2023-24 school year. She said her daughter’s fourth-grade class operated much like Yarborough was expected to run her sixth-grade class. Her son’s first-grade class wasn’t much different.

“My younger one would say, ‘Today’s the same as every day,’” she recalls. “He said there wasn’t the best part or the worst part. It wasn’t good and it wasn’t bad. It was just a flat line, like blah, every day.”

Yarborough found another school for her children — her son has specifically asked not to go back to Pugh Elementary for second grade. But to ensure she chose a school that’s beyond the reach of the New Education System, it meant looking at areas of the city that are wealthier.

Earlier this year, the district brought the total number of NES schools to 130 — nearly half of schools in the district — when it added 45 campuses to the NES roster.

“Miles is not going to target the schools where the parents have wealth and power, and that’s concentrated in the schools with higher white populations,” Yarborough says. “And that’s due to a legacy of racism.”

She feels bad about searching for schools based on the income level of their students’ families. But she doesn’t feel like she has a choice.

“Would Miles or any of those board members send their child to an NES school? They would say, ‘Oh, no. My kids need to be more challenged. My kids need a better social environment. My kids,’” Yarborough said. “They’re giving our kids less. They’re treating our kids differently. It’s segregation.”