catch and release

Council members and DOE at odds over class size data release

Days after the deadline for the city’s Department of Education to send class size data to the City Council, the department is giving itself a new deadline for the numbers’ release.

A spokesman for the DOE, Will Havemann, said department officials met with staff members of the City Council’s Education Committee this morning and showed them preliminary class size numbers. When the meeting ended, department officials took the data back with them.

“The numbers were shown to the Council this morning but not given to them,” Havemann said, adding that the department plans to release final numbers to the Council on November 23.

City Council spokesman Anthony Hogrebe said giving council members a brief look at a small amount of data did not qualify as meeting the department’s legal obligation to release class size information.

“They very briefly showed it to them, which is not the same and certainly not what the law requires,” Hogrebe said. “As far as we’re concerned we’re still waiting on the data.”

In a statement sent to reporters, executive director of the group Class Size Matters, Leonie Haimson, said that this is the third year in a row that the DOE has missed its November 15 deadline for releasing class size data to the City Council.

The city’s deadline for giving class size numbers to the State Education Department was yesterday and Havemann said the preliminary numbers were sent over this morning. A spokesman for SED did not return requests for comment.

“We are 3 weeks earlier than we were last year and hope to work with the Council to change the deadline that I think is broadly recognized to be unreasonable given the quantity of data involved,” Havemann said.

The DOE has also yet to publish data on the number of teachers in its Absent Teacher Reserve — a pool of teachers who lost their jobs when their schools closed or when they were laid off during budget cuts and have not found new work. The deadline for hiring these teachers was October 30.

that was weird

The D.C. school system had a pitch-perfect response after John Oliver made #DCPublicSchools trend on Twitter

Public education got some unexpected attention Sunday night when John Oliver asked viewers watching the Emmys to make #DCPublicSchools trend on Twitter.

Oliver had been inspired by comedian Dave Chappelle, who shouted out the school system he attended before he announced an award winner. Within a minute of Oliver’s request, the hashtag was officially trending.

Most of the tweets had nothing to do with schools in Washington, D.C.

Here are a few that did, starting with this pitch-perfect one from the official D.C. Public Schools account:

Oliver’s surreal challenge was far from the first time that the late-show host has made education a centerpiece of his comedy — over time, he has pilloried standardized testing, school segregation, and charter schools.

Nor was it the first education hashtag to take center stage at an awards show: #PublicSchoolProud, which emerged as a response to new U.S. Education Secretary Betsy DeVos, got a shoutout during the Oscars in February.

And it also is not the first time this year that D.C. schools have gotten a surprise burst of attention. The Oscars were just a week after DeVos drew fire for criticizing the teachers she met during her first school visit as secretary — to a D.C. public school.

Startup Support

Diverse charter schools in New York City to get boost from Walton money

PHOTO: John Bartelstone
Students at Brooklyn Prospect Charter School in 2012. The school is one of several New York City charters that aim to enroll diverse student bodies.

The Walton Family Foundation, the philanthropy governed by the family behind Walmart, pledged Tuesday to invest $2.2 million over the next two years in new charter schools in New York City that aim to be socioeconomically diverse.

Officials from the foundation expect the initiative to support the start of about seven mixed-income charter schools, which will be able to use the money to pay for anything from building space to teachers to technology.

The effort reflects a growing interest in New York and beyond in establishing charter schools that enroll students from a mix of backgrounds, which research suggests can benefit students and is considered one remedy to school segregation.

“We are excited to help educators and leaders on the front lines of solving one of today’s most pressing education challenges,” Marc Sternberg, the foundation’s K-12 education director and a former New York City education department official, said in a statement.

Walton has been a major charter school backer, pouring more than $407 million into hundreds of those schools over the past two decades. In New York, the foundation has helped fund more than 100 new charter schools. (Walton also supports Chalkbeat; read about our funding here.)

Some studies have found that black and Hispanic students in charter schools are more likely to attend predominantly nonwhite schools than their peers in traditional schools, partly because charter schools tend to be located in urban areas and are often established specifically to serve low-income students of color. In New York City, one report found that 90 percent of charter schools in 2010 were “intensely segregated,” meaning fewer than 10 percent of their students were white.

However, more recently, a small but rising number of charter schools has started to take steps to recruit and enroll a more diverse student body. Often, they do this by drawing in applicants from larger geographic areas than traditional schools can and by adjusting their admissions lotteries to reserve seats for particular groups, such as low-income students or residents of nearby housing projects.

Founded in 2014, the national Diverse Charter Schools Coalition now includes more than 100 schools in more than a dozen states. Nine New York City charter groups are part of the coalition, ranging from individual schools like Community Roots Charter School in Brooklyn to larger networks, including six Success Academy schools.

“There’s been a real shift in the charter school movement to think about how they address the issue of segregation,” said Halley Potter, a senior fellow at the Century Foundation, a think tank that promotes socioeconomic diversity.

The Century Foundation and researchers at Teachers College at Columbia University and Temple University will receive additional funding from Walton to study diverse charter schools, with the universities’ researchers conducting what Walton says is the first peer-reviewed study of those schools’ impact on student learning.