crib sheet

We read the Moskowitz/Klein e-mails so that you don't have to

Schools Chancellor Joel Klein and Eva Moskowitz at the Harlem Success lottery in April 2009. (GothamSchools)
Joel Klein and Eva Moskowitz at the Harlem Success lottery in April 2009. (<em>GothamSchools</em>)

There’s a lot more than school siting and closures in the 77 pages of e-mails between Chancellor Joel Klein and charter school operator Eva Moskowitz.

The e-mails, obtained by the Daily News, include a little bit of news — such as that Bill Clinton considered weighing in on the charter schools fight — and a lot of insight into the way Klein and Moskowitz think about the politics of education. We’ve read every word of the 150+ e-mails and have collected the highlights below. 

A PERSONAL CHALLENGE: Moskowitz puts her expansion goal in personal terms, in an April 2007 e-mail to Klein: “I plan to be educating 8,000 of your children by 2013.”

SHE DIDN’T LIKE THE TWEED WORKFORCE, EITHER. We know that district school leaders and parents often clashed with Garth Harries, the Tweed official who for years led efforts to insert small schools and charters into their buildings. Now we learn that Moskowitz fumed at him, too. On May 16, 2007, she praised a new Department of Education official, Tom Taratko, to Klein. “He got done in 2hrs what garth could not accomplish in 9 months,” she declared, adding, “look out for him and hire more!!!!!” The more typical Tweed worker she describes this way: “maddening sluggishness and people afraid of their own shadows.”

POLITICKING FOR EXPANSION: In July 2007 Moskowitz described to Klein how she and her main financiers, John Petry and Joel Greenblatt, shored up support for her application to open three copies of the original Harlem Success Academy. They courted New York State Republican Committee chairman Ed Cox, who was at the time chairman of SUNY’s charter board. By January 2008, SUNY sent the charters to the Board of Regents, which approved charters for Harlem Success II, III, and IV in May 2008.

GHOST-WRITING IN KLEIN’S NAME: In August 2007, still marshaling support for the expansion plan, Moskowitz asked Klein to write a “letter of commitment” on her application’s behalf. “To save time,” she wrote to him, “I drafted a quick letter.” There’s nothing unusual about ghost-writing a recommendation letter, but it’s funny to see Moskowitz impersonate Klein.

JOEL KLEIN’S BIRTHDAY IS OCTOBER 25. Put it on your calendars.

SHE CONSULTED ON THE MAYORAL CONTROL CAMPAIGN. And it was war! But Moskowitz was humble about what she had to offer. “Though I have grit and courage,” she wrote to Klein on Jan. 23, 2008, “am not always as good at chess moves when up against the uft.”

THE “HOLY GRAIL”: “BOTTOM UP” SUPPORT: By Feb. 4, 2008, after meetings with “chris” (presumably Deputy Chancellor Chris Cerf), Moskowitz has gotten excited about the campaign to renew the mayor’s control over the public schools. Agreeing with an observation by “chris” that their “holy grail” is “bottom up” support (presumably this refers to grassroots support from non-white parents), she sounds an optimistic note. “[W]e will have armies,” she says.

THE COST OF SPACE-SHARING: On March 21, 2008, Moskowitz tells Klein that she was forced to re-wire her Harlem school building at a cost of $150,000.

THE REV. MAKES HIS FIRST APPEARANCE: Moskowitz fills Klein on her latest activities on March 25, 2008. “As you know, i met with Sharpton,” she writes. “Had a great meeting.”

THEY PLAY FOR THE SAME TEAM. “[W]eird as it may seem,” Klein wrote to Moskowitz on April 12, 2008, “I see us on the same team.” In the same chain, Moskowitz wrote about her small team of aides as if they were bodyguards. “i trust w my life,” she said.

BILL CLINTON MULLS TAKING ON THE UNION: April 16, 2009, was my birthday and a hectic e-mailing day for the odd couple. First, Klein offers his frank thoughts on his new buddy Al Sharpton, after Moskowitz asks whether she should invite Sharpton to visit her school. He’s good on charters, but not on mayoral control, Klein says. But he is “working” on Sharpton. The same day, Klein lets Moskowitz know that Bill Clinton called him to say he’s upset about the teachers union attack on charter schools — “keep confi,” Klein instructs. Clinton apparently “wants to do an op ed.” Pretty sure this never materialized, though Moskowitz offered some talking points.

PENN RESEARCHERS MIGHT BE STUDYING HSA: The e-mails oddly get a little out of order here and we fly back to 2008 for a while. On May 16, 2008, Moskowitz indicates that she’s getting researchers at the University to Pennsylvania to study her school. An academic study is something her funder Greenblatt really wants, apparently — and which, as far as I know, no New York City charter school has ever had done.

SPARRING OVER THE SIZE OF HER FOOTPRINT: In June 2008, Moskowitz and John White, who took over for Harries in moderating the messy space battles, sparred over how much city school space she should have. Moskowitz then complained to Klein. “Really could use your intervention,” she said, forwarding her exchange with White.

OUR FRIEND ELI: Juan Gonzalez has chronicled how Klein helped Moskowitz get $1 million from the Broad Foundation. You can read the details in emails from October 3, 2008; October 8, 2008, and November 11, 2008. The grant was made public in April 2009.

WHAT RANDI SAID: In an Oct. 8, 2008, e-mail, Moskowitz claims that former city teachers union president Randi Weingarten, and her personal enemy, suggested that the duo write a thin contract together. Presumably that would mean that Harlem Success schools would become unionized, and the resulting work contract would have very few restrictions. Moskowitz said she would but only if Weingarten also agreed to a thin contract at half of all city schools. The union’s first thin contract, with the Green Dot charter school in the Bronx, landed in June 2009.

HAPPY ANNIVERSARY, JOEL: November 19 is Klein’s anniversary with his wife Nicole Seligman, and in 2008 he spent part of it speaking at a Harlem Success event. “[W]e will have a new generation of warriors,” Moskowitz said, thanking him.

PRINCIPAL MOSKOWITZ: Feb. 12, 2009, Moskowitz fills Klein in on how she had to lay off a principal — and become principal herself.

KLEIN AND GATES: STILL FRENEMIES: On Feb. 15, 2009, Klein admits that he doesn’t “get” the strategy of the Gates Foundation, which has been avoiding New York City K-12 school investments lately.

PONTIFICATING ON PATERSON AND OTHER POLITICIANS: In March 2009, Moskowitz breaks down the mayoral control fight by the politicians taking part in it. “Malcolm [Smith] is yours if floyd flake cmes through (though of course don’t trust Malcolm),” she writes. “Shelluy [Silver] wants patronage and keeping randi happy.” And presciently, she adds about the year-old governor, “Paterson (we are sending him 10,000 postcards – friendly but reminding him that he said he was oufriend) is just about re-election. He will go with the path of least resistance.”

PUTTING THE POLITICS ASIDE: After the Harlem Success lottery on April 23, 2009, Klein wrote to Moskowitz, “Meant what I said: put the politics aside and enjoy what you’ve done for people. Truly extraordinary and I don’t say that casually. Bravo!”

Moskowitz responded in minutes with a thank-you note of her own: “You were terrific too tonight. You sounded like an evangelist. Donors loved. And parents did.”

To and Through

Newark’s post-grad paradox: More students are entering college, but few earn degrees

PHOTO: Patrick Wall/Chalkbeat
Newark Mayor Ras Baraka wants 25 percent of residents to have college degrees by 2025, up from 19 percent today.

When it comes to college, Newark faces a good news-bad news paradox.

More students than ever are graduating high school and enrolling in college, according to a new report. Yet fewer than one in four Newark students earns a college degree within six years of graduating high school — leaving many with limited job prospects in a city where an estimated one-third of jobs require a four-year college degree.

Now, city officials are promising to build on the report. They want to ramp up the rigor of high-school classes and create more early-college programs to increase the odds of students entering college and leaving with a degree.  

“How do we teach our children to perform — to graduate?” Mayor Ras Baraka asked at a press conference Wednesday to mark the official release of the report of Newark students’ college outcomes. “We got them in the door,” he said of students who attend college. “Now how do we make them stay?”

The city’s plans, to which Superintendent Roger León is lending his support, reflect a growing recognition that simply getting students into college is not sufficient — and can even backfire if they drop out before graduation, leaving them with college debt but no degree.

Until recently, the charge given to high schools in Newark and across the country was to foster “college-going cultures.” And these efforts showed promising results: On average, 51 percent of Newark Public School students who graduated high school between 2011 and 2016 immediately enrolled in college, up from 39 percent who did so between 2004 and 2010, according to the report by the Newark City of Learning Collaborative, or NCLC, and Rutgers University-Newark’s School of Public Affairs and Administration.

But entering college didn’t guarantee its completion. Of those students who started college straight after high school, only 39 percent earned a degree within six years, the report found.

As a result, educators and policymakers have begun to think harder about how to help students “to and through” college — to ensure they actually earn degrees. Toward that end, Baraka and the NCLC — which includes roughly 40 colleges, schools, nonprofits, and corporations — has set a goal of 25 percent of Newark residents earning college degrees or comparable credentials by 2025.

Today, just 19 percent of Newark adults have associate degrees or higher — compared to 45 percent of adults across New Jersey and 40 percent nationally.

Superintendent León, who began overseeing the city’s schools on July 1, said his main strategy for supporting these efforts will be to expose students to challenging work early on.

“If we don’t do something dramatically in classrooms to improve instruction and make it rigorous,” León said after Wednesday’s event, then students are “getting into college but they’re not completing it.”

Source: “Post-Secondary Outcomes of Newark High School Graduates (2011-2016)” report. Note: The four-year rate is an average of the classes of 2011 to 2013. The six-year rate is from the class of 2011. Graphic: Sam Park/Chalkbeat

For starters, León said he wants high schools to offer more college-level classes. In the 2016-17 school year, just 21 percent of Newark students were enrolled in one or more Advanced Placement or International Baccalaureate classes — compared to 42 percent of students statewide.

He also vowed to raise the quality of instruction in the district’s traditional high schools. Only 14 percent of their graduates earn college degrees within six years, compared to 42 percent of graduates from the city’s selective magnet schools, the report found.

To do that, León said he will create specialized academies within the traditional schools modeled on the magnets, which have specialized themes such as science, technology, or the arts. The academies, which will partner with colleges, will most likely feature admissions criteria similar to those of magnet schools, which select students based on their academic and attendance records, León added.

And, for the first time, all ninth-grade students this academic year will take the Preliminary SAT, or PSAT, León said Wednesday. An additional 1,100 eighth-graders who passed at least one of their seventh-grade PARCC exams will also take the PSAT when it’s administered on Oct. 10.

Since 2016, the district has provided the PSAT to all 10th and 11th-grade students. But León said that giving the test to younger students will focus their attention on college and help identity those who are ready for advanced classes. The PSAT is designed to help students prepare for the SAT, which is used in college admissions, and to qualify for National Merit Scholarships.

The district, which was under state control for 22 years until February, is getting some assistance in its effort to improve students’ college outcomes.

For instance, KIPP, the national charter-school network with eight schools in Newark, is sharing its strategies for helping students choose the right college with guidance counselors at three district high schools.

And the higher-education institutions in the Newark City of Learning Collaborative, including Essex County College and Rutgers University-Newark, plan to create more “dual-enrollment” programs that allow high-school students to earn college credits, said NCLC Executive Director Reginald Lewis.

“We’re all going to do a better job,” Lewis said, “of making sure that once Newark residents get in our doors, that we help them persist.”

Time crunch

In victory for teachers union, Newark superintendent scraps longer hours for low-performing schools

PHOTO: Patrick Wall/Chalkbeat
Superintendent Roger León at Hawkins Street School, one of the schools that will lose its extended hours.

Newark’s new superintendent is eliminating a program that extended the hours of struggling schools, which the teachers union has long attacked as ineffective and unfair to educators.

Teachers at roughly 30 schools will no longer receive $3,000 annual stipends for the extra hours, a provision written into the current teachers contract, which extends to 2019. Instead, all 64 district schools will get extra funding for before and after-school programs, Superintendent Roger León said in an email to employees on Tuesday.

The changes will go into effect Monday, Sept. 10, resulting in new hours for the affected schools just days after the new school year began. The district is still working to adjust pickup times for students who are bused to school, according to León’s email. A few of the schools will phase out their extended hours later in the year, the email said.

“We will not continue to do the same things as before and be surprised when the results do not change,” León wrote, adding that cutting the extra hours would save the district $5 million.

In an interview with Chalkbeat Thursday, León said the move is intended to create more uniformity among schools and the services they provide. Now, all schools will get additional money to pay for programs outside of the regular school day, which schools can tailor to their individual needs, though students who are struggling academically will continue to receive “intensive” support, he said.

“Ultimately, the idea would be by October having completely different after-school and before-school programming that meets the needs of each respective school,” León said.

The extended time was first included in the teachers contract in 2012 as part of a larger improvement plan for the targeted schools, which was developed by Cami Anderson, Newark’s former state-appointed superintendent. The plan also designated some low-performing schools as “renew” schools, where teachers had to reapply for their positions and work longer hours.

Anderson also closed some schools and gave principals new hiring authority. Both actions left dozens of tenured teachers without positions, so Anderson created a fund to pay those teachers to perform support duties in schools. In 2014, that fund for “employees without placement” cost the district $35 million out of its nearly $1 billion budget, though by last year the fund had shrunk to $8 million for about 100 unassigned teachers, according to officials.

León said in Tuesday’s email that he was also eliminating the fund, which he said would save the district another $6 million. The teachers union president said he believed all the unassigned teachers now have placements, but the district did not respond to a request to confirm that.

León is also removing the “renew” and “turnaround” labels from low-performing schools, citing their “progress and student achievement,” according to the email.

“I applaud everyone’s efforts at renew or turnaround schools and acknowledge what has been accomplished,” he wrote.

Now that León has abolished his predecessors’ school-improvement program, he will be expected to create his own. Many schools remain mired in poor performance, even as the district overall has made strides in recent years.

When the teachers union agreed to the extended hours in its 2012 contract with the district, it was hailed nationally as a major breakthrough in efforts to revamp troubled schools. But even as the union agreed last year to keep the provision in its current contract, union officials have assailed the turnaround effort as a failure.

NTU President John Abeigon told Chalkbeat on Thursday that the program had been a “scam” and “nothing more than extended childcare.” He added that the stipend teachers received amounted to about $7 per hour for the extra time they worked.

In 2016, a district-commissioned survey of 787 teachers at schools with extended hours found that two-thirds of teachers at schools where the extra time was spent on student instruction said the time was valuable. But in a survey the union conducted in April, the 278 teachers who responded gave the extended hours low ratings for effectiveness in boosting student achievement.

Some teachers in the union survey praised the longer hours, saying their schools used them effectively to lengthen class periods, run after-school clubs, or allow teachers to plan lessons or review student data. But others said the extra time was squandered, leaving staff and students exhausted with little evidence of improved student outcomes to show for it. (Students’ pass rates on state tests stayed flat or declined at most “renew” schools in the first years of the program.)

The union also has complained that many teachers felt compelled to work the extra hours because those who refused to could be transferred to different schools. Under the terms of the original extended-day agreement, teachers were required to work an extra hour per day and attend trainings during the summer and some weekends.

In León’s email to employees, he said every extended-day school had set different work requirements and “none are consistent with the original design.” The longer days may also be contributing to high teacher turnover in those schools, he wrote, adding that principals of schools with regular hours told him they did not want to extend their hours.

Abeigon, the union president, applauded León’s decision to scrap the extra work hours.

“He came to the conclusion that we expected any true educator to reach: that the program was not working and was never going to work,” he said.

León said Thursday that he is now working on a new turnaround program. Once it’s ready, he promised to share the details with affected families before publicly announcing which schools are part of it — an effort to avoid the student protests that erupted when Anderson identified her “turnaround” schools.

He also said he was still considering whether he would ever close schools that fail to improve or to reverse their declining enrollments. Anderson’s decision to shutter nearly a dozen long-struggling schools continues to fuel resentment among her critics even years later.

“I think the whole idea of how much time does a school get to correct itself is a very important one and I’m going to need to be really reflective on it,” León said. “I’ve seen what closing schools does with people who do not feel that they were aware of it or a part of fixing it.”