bungled evacuation (updated)

Report: Principal foundered for years before being removed

When Maria Penaherrera was removed as principal of Brooklyn’s PS 114 in February 2009, the community breathed a sigh of relief. Her leadership had drawn protests from teachers and parents, and it was well known that the school was in bad shape financially.

But according to a report released today by Special Commissioner of Education Richard Condon, none of those problems caused the city to remove Pena-Herrera. Instead, it was failing to follow proper procedure during an evacuation that cost Pena-Herrera her job.

The report paints a picture of an uncommonly bad principal whose obvious shortcomings went unaddressed by department officials during a period when the city frequently redrew lines of authority over schools.

Pena-Herrera became principal of PS 114 in Brooklyn in 2004 after two decades in the city schools. By the time she was removed, she had amassed a reputation as a “principal from hell” who unsuccessfully tried to bully parents into giving her good marks on the city’s survey. According to the report, she ran up a deficit of more than $100,000, hired and fired four assistant principals, illicitly employed uncertified teachers and paraprofessionals, and paid consultants to replicate support she was already getting. When her replacement inquired about safety issues with a city-funded after-school program that Pena-Herrera had allowed to use school space without a permit, the program’s head offered a bribe of knockoff handbags. A school custodian told investigators that the bribe was typical of the way business was done at the school.

What’s not clear from the report is how Pena-Herrera lasted as long as she did. According to the report, her supervisors saw red flags almost immediately, and in February 2007, two years before Pena-Herrera was removed, city officials convened a meeting to discuss her out-of-control financial practices.

One clue comes from the shifting lines of authority at the Department of Education in recent years. Figuring prominently into the report is Julia Bove, who was the superintendent of PS 114’s district in the 2005-2006 school year. Bove told investigators that she immediately recognized that Pena-Herrera was in over her head. But the following year Bove no longer supervised Pena-Herrera. The year after that, Bove once again worked with PS 114, but she did not have any real authority over Pena-Herrera because she was employed by one of the organizations within the department that competed for contracts with schools. PS 114 paid Bove’s group, the Integrated Learning and Instruction Learning Support Organization, $38,000 for its support, according to the report.

Another clue comes from Bove’s comment to investigators about the city’s priorities for its principals:

Bove reported that the Chancellor’s Office had been ready to remove Penaherrera [sic] during the 2007-2008 school year, but as a result of the massive amount of support provided to Penaherrera, the school’s rating went from an “F” to a “B,” so the Chancellor’s Office left Penaherrera in place.

UPDATE: Department of Education spokeswoman Natalie Ravitz today said the rising progress report grade was “a substantial academic improvement that certainly influenced our decision to allow [Pena-Herrera] to continue on as Principal, albeit with additional support.”

Ravitz said the department is equipped to help principals who struggle. “On occasion, we have talented Principals who struggle to properly manage their budgets and we work — as we did with Principal Penaherrera — to help them stay in line and make appropriate hiring decisions.”

Ravitz said the city would follow the recommendation by Special Commissioner of Investigation Richard Condon to bar Pena-Herrera from working in the the school system. “We were previously aware of some concern about Principal Maria Penaherrera’s budget management skills,” she said. “However, no one in the Chancellor’s office was aware of any allegations or evidence of fraudulent or illegal activity until now.”

SCI report about Maria Pena-Herrera

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.