damned if you do

State policy an obstacle to charter school serving English learners

A charter school that hoped to focus on students who don’t speak English is changing tactics after being told by the state that it cannot give admissions preference to the students it wants to attract.

Though New York City’s charter schools admit relatively few English Language Learners in comparison to district schools, Inwood Academy for Leadership intended to be the exception. When Principal Christina Hykes applied for a charter, she envisioned a school where half the students were English Language Learners and half were general education students, making Inwood Academy the first charter school in the city to propose such a model.

Hykes planned to achieve this balance by giving admissions preference to ELL students living in Inwood, something Department of Education officials agreed she could do. State law encourages charters to focus on students “at risk of academic failure,” and students with little English seemed like prime candidates. They routinely have lower scores on the state tests than their English-speaking peers and are less likely to graduate high school.

But officials at the State Education Department disagreed with the city’s reading of the law, telling the DOE and Hykes that ELL students don’t fall in the “at risk” category. As a result, Inwood Academy’s application would have to lose all the language giving ELLs enrollment preference if it wanted to get a charter.

“Because a student is an ELL doesn’t necessarily mean they’re at risk. That’s their [SED’s] interpretation,” said Michael Duffy, director of the city’s office of charter schools.

“What’s ironic is that it seems like at the Regents level there’s a real interest in seeing charter schools that can reach out to ELLs in the way Inwood was trying to do,” he said.

According to the state, ELL students are considered “high needs,” but not “at risk.” To bridge this distinction, the Board of Regents recommended last week that the state legislature raise the charter cap to encourage the growth of charter schools targeting “high needs” high school students,” said Tom Dunn, a spokesman for SED.

A change in law could offer hope to future charter operators looking to focus their attention on specific student groups like ELLs.

Charter schools won’t hold lotteries until April, leaving state officials time to change their interpretation of current law and the city time to lobby them, Duffy said.

In the meantime, Hykes has modified Inwood’s application enough to get it approved by the Board of Regents last week.

Inwood’s charter now says it will give admissions preference to students living in District 6 who get low scores — 1s and 2s — on the state math and English exams. Because of their low scores, the state does consider these students to be “at risk.”

“We’re being specific about how we recruit,” Hykes said. “We know where the need is. We’re going to have our meetings in the projects. What we’ll try to do is reach out to recent immigrants who came here in third or fourth grade. But there’s a chance we still won’t get 50 percent ELL.”

Without being able to give preference to ELL students, Hykes could land 110 fifth graders who have low test scores but are English-speakers.

“We would also like that language back in our application to show we’re devoted to these students,” Hykes said.

Traditional public schools don’t face the same admissions restrictions charter schools do. The high school Inwood Academy is using as a model, Gregorio Luperon High School in Washington Heights, only admits Spanish-speaking students who have lived in the U.S. for fewer than two years.

“There are criticisms out there about charters not enrolling enough ELL students, and I think those are valid criticisms,” Duffy said. “Here you have a school like Inwood that wants to go the extra distance and they’re being stymied and it doesn’t make sense.”

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.