civil disagreement

City-state schism over challenge of needy students grows wider

New York City’s process for assigning students to schools still sets some of the schools up to fail, State Education Commission John King charged today.

“I continue to have concerns about enrollment,” King said. “I worry about the over-concentration of high-needs students in particular buildings without adequate supports to ensure success.”

King made the comments to reporters during a break in a meeting of Gov. Andrew Cuomo’s state education reform commission, which met this morning in the Bronx.

City officials have acknowledged King’s concerns when petitioning the state for aid, but they have never conceded that high concentrations of needy students could hurt schools. Today, the Department of Education official in charge of enrollment said recent changes to the way some students are assigned to schools, made quietly last summer, were meant to increase choices for families, not respond to King’s concerns or help struggling schools.

King’s concerns reflect longstanding criticism about the Bloomberg administration’s school choice policies. For years, critics have charged that the department overloads some schools with needy students, making it hard for them to show progress or even sustain their past performance. An internal department report completed in 2008 and obtained by GothamSchools last year concluded that a high school’s size and concentration of low-achieving and overage students strongly predicts its graduation rate.

At many schools the city has closed, performance had fallen as populations of English language learners, poor students, low-scoring students, students with disabilities, and overage students increased, often after other nearby schools were shuttered.

But department officials say some schools have improved and even thrived despite having challenging student populations. The deputy chancellor in charge of enrollment, Marc Sternberg, told reporters today that some schools had gotten “outrageously better results” with similar students.

The argument is valid but not sufficient, King said.

“I agree with the city’s perspective that indeed there are schools that have very high concentrations of high-needs kids that are excelling,” he said. “The question is how do we ensure where there are concentrations of [those students], there are adequate supports. If not, how do we think about the enrollment system to make sure that students have access to schools that will provide the support that they need?”

King first expressed the concerns a year ago when awarding the city aid for schools it was closing and reopening. He said he wanted “to ensure that schools receiving students who would otherwise have attended a phased out school are not negatively impacted as a result of their now enrolling an increased number of high-needs students,” a scenario that he noted had played out before in the city.

Today, he said his renewed criticism would not come as a surprise to city officials.

“Chancellor [Merryl] Tisch and I have raised concerns about this repeatedly with the city,” King said. “We think this issue of how you manage enrollment is critical to effectively managing a system of 1,700 schools, and I think ultimately the mayor, the chancellor, and the deputy chancellor, [Shael Polakow-Suransky] came to agree with that view.”

Last summer, the department quietly embarked on a pilot program to distribute students who enroll in the school system during the school year and summer over a wider swath of schools. Those students, known as “over-the-counters,” include immigrants and teens who have been incarcerated. The city gets about 20,000 high-school-aged over-the-counters each year, and last year, about 800 of them went to 54 high schools that had not been slated to accept midyear arrivals, according to a memo the city sent to the State Education Department last month.

The memo was aimed at smoothing the city’s chances of receiving federal School Improvement Grants for 24 struggling schools. King was responsible for distributing the aid, and he had pushed the city to explain how it make sure the school would enroll students whose needs mirrored the district’s as a whole.

In the memo, the city appeared to acknowledge that King’s concerns about student distribution had merit.

“We acknowledge that there is still more work to do,” the memo said. “Over the past 18 months, NYC has been working with the New York State Education Department to address its concerns about situations where our choice-based system may be leading to an over-concentration of students” with high needs.

But Sternberg said today that the recent changes were aimed at offering more choices to over-the-counter students and their families, not distributing high-need students more equitably.

“I think we acknowledge that the state has concerns … and we want to be sensitive to those concerns,” he said. “Our position is we want to provide families as many options as possible.”

He added, “I have a lot of respect for John King. If this is something that John is concerned about we want to be sensitive to that concern.”

King cited the city’s letter when he conditionally approved the federal grants last month, saying that the department had pledged to “aggressively manage” over-the-counter enrollment in the schools.

Today, he said those promises would have to be reassessed now that the city’s school “turnaround” plans, which would have received the funds, have collapsed.

“There are some things that the New York City DOE agreed to do based on their SIG application, but now all of that obviously has to be reviewed, revised, and revisited in light of the arbitrator’s and court’s decision,” King said. “But we’ll continue to have that conversation with the city because we want to be sure that we don’t have those over-concentration of high-needs kids.”

UFT President Michael Mulgrew said today that the changes to the over-the-counter policy were long overdue — and not extensive enough to repair the damage wrought by the city’s school choice policies. “Those are band-aids on this problem,” he said. “The only reason they are even slightly adjusting this is that John King is asking them to.”

King signaled that he had been discussing the issue with not only Sternberg, but with Chancellor Dennis Walcott and Polakow-Suransky as well. “They have been open to discussions with us about how they might tweak enrollment policies to ensure that schools have the right supports in place,” King said.

Those changes are sorely needed, said Robert Hughes, the president of New Visions, a nonprofit that works in or operates dozens of city schools, including some that were eligible for School Improvement Grants.

“I think we do need to figure out a mechanism to ensure that that need is more equitably distributed,” Hughes said. “It’s pretty clear that concentration of student need, and a school’s ability to personalize instruction, has an impact on whether or not a school is successful.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.