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Opportunity Charter School's flags line 113th street in Harlem, where the school shares a building with P.S. 241.

Opportunity Charter School in Harlem is a rare species in the charter school movement.

Its student body is roughly half general education students and half students with learning disabilities. The two groups learn in classes side by side, following the “inclusion” model. And year after year, students entering the school have some of the lowest test scores in the city — a distinction that’s become a point of pride.

“Lowest achieving kids in New York City. Bottom 10 percent,” Opportunity’s assistant principal, Brett Fazio, said in an interview, with the same delight other school administrators reserve for science fair champions.

But the point of Opportunity, as CEO Leonard Goldberg dreamed it up when he was an administrator at a residential school five years ago, is to take the least and make them champions.

That hasn’t been an easy task and as a result, Goldberg’s school is in trouble. In part, this is because it’s a charter school, subject to the demands of the charter school ultimatum: set your standards high and meet them, or else.

At the same time that the combined middle and high school is preparing its first twelfth grade class for graduation, the city has put the school on probation. Opportunity has one year to improve its test scores or it will lose its charter, something that’s rarely happened among the city’s charter schools.

A School on Trial

Walking through Opportunity’s hallways, there’s no sense that the school is on trial. During the first week of class, students were busy learning the school’s rules, teachers were trying to capitalize on the first-week honeymoon, and a crew of affable bouncers patrolled the hallway. Linger too long between classes? Someone will nudge you on your way. Arrive at school irritable and with an empty stomach? Someone who knows what’s going on at home will pull you aside. There is someone watching Opportunity students at every turn, waiting to see whether they might need managing.

“I think we continue doing what we have been doing,” said Yoly Parra, a Spanish teacher. “For me every day is probation because every day I make sure I’m doing what I have to do for these kids.”

When Goldberg left a residential school in Westchester to found Opportunity in 2004, he convinced Fazio and several other staff members to come with him. Goldberg, who graduated from the Bank Street College of Education and taught students with IEPs for years, was fed up with the traditional special education model.

“I felt marginalized as a teacher,” he said. “The schools’ attitude was: ‘Why bother with your kids?'”

According to Goldberg, Opportunity is on its way to meeting its charter goals, which include having the majority of students score Levels 3 or 4 on the state tests by the time they enter high school, seeing that all eighth graders are promoted to high school, and ensuring that all high school seniors have the ability to go to college.

How well the school has been able to meet that first goal has been the subject of intense scrutiny. State testing data shows that when it comes to moving general and special education students from Level 1 to Level 2 in math and reading, Opportunity has been successful. More of its special education students have made one year of progress than students with learning disabilities throughout the city.

picture-5However, Opportunity has a difficult time getting its Level 2 students past that ceiling. This year, 19 percent of its students tested proficient in English, while 40 percent were proficient in math and though those numbers may seem low, they’re massive improvements over the 2008 scores.

More alarming to state and city officials is the comparatively little progress high scoring students and general education students have made.

Testing data from 2007 and 2008, the two years the school’s charter renewal report studies in depth, shows that most students who regularly score in the top two thirds of the school did not make one year’s worth of progress and, in some cases, slid backward.

“I think it’s great to say that your model is inclusive, but you can’t do that at the expense of the students in general education,” Michael Duffy, director of the Office of Charter Schools for the Department of Education. “You can’t spend a year and make less than a year of progress.”

Many Opportunity teachers and administrators believe the strides they’re making with their nearly 400 students, some of whom enter unable to sound out letters of the alphabet, can’t be picked up in an annual test.

“They don’t have those tools yet to truly, accurately measure us and the achievements that we create,” said Opportunity Charter’s principal, Marya Baker. “Sometimes they’re little steps.”

“I don’t think they [the city and state] understand that you can’t measure students who are four or five years behind on one state standardized test and expect the school to be accountable for a system that has failed them for six or seven years,” Fazio said. “I think that’s a very unfair judgment, but it is a judgment we have to work with.”

Goldberg sees the school as being caught between two masters — the state and the city — who view OCS differently. The state, he said, is focused on whether the school is meeting the goals laid out in its charter, while the city is more interested in signs of progress.

“We’re obviously a school that benefits from a progress lens and not an absolute goal lens,” he said. “Because, if you take the absolute goal of a student who’s coming in at sixth grade and doesn’t know that A sounds like “ah”, then yeah, you’re not going to be successful, but if you see that that student goes from not being able to say A is “ah” to passing the Regents in high school, then that’s huge. And how do you measure that?” he asked.

When it came to the school’s own renewal process, the difference in approach may have been more concrete. In the first report the city submitted to the state and Board of Regents for approval, the Department of Education called for a more lenient, two year probation period, but in its second report, it had downgraded it to one year. A spokesman for the State Education Department would not comment on whether SED had pushed for a shorter time frame.

Duffy, who visited the school last August, said he’s seeing encouraging signs. “I think they’re taking all the right steps,” he said, noting the introduction of an AP English class and several honors English and math classes.

“They had a come-in-everybody mentality, which is a good thing, but they weren’t prepared to handle it,” said one advocate who works with parents of students with disabilities. “Opportunity is trying to do the right thing. They didn’t just run and hide and not take kids like other charter schools did.”

By Goldberg’s calculation, the school is about to send its twelfth grade class into the world with a higher graduation rate than the city average. Asked if he expects the city to give Opportunity Charter a five year renewal, Goldberg said, “Absolutely.”