tried and true

Teachers union lawsuit takes aim at 22 school closures

For the second time in two years, the city teachers union is suing to stop the Bloomberg administration from closing schools and opening new ones in their place.

The union’s lawsuit, which it filed along with the NAACP and a host of elected officials and parents, challenges plans to close 22 of the 26 schools that education officials hope to phase out this year.

Last year, the union successfully stopped the city from closing 19 schools by persuading a State Supreme Court judge that the closures violated various requirements in the state’s education law. These ranged from not following the law about public notification of hearing dates to failing to failing to map out the predicted impact of school closures.

This year, the city took pains to follow public notification rules, beginning the process earlier in the year, and by last month, 26 schools had ended up on the chopping block.

Perhaps as a result, the United Federation of Teachers’ argument against closures this year is broader and more complicated. And unlike last year, the union is also seeking to prevent charter schools from moving into public school buildings, charging that the city did not prove the co-locations would be equitable.

“The department continues to insist that phase-outs and closures of schools and co-locating untested schools is the answer, while depriving the remaining students in those designated, 22 schools of the resources to succeed academically,” said Kenneth Cohen of the NAACP at a press conference this morning.

Chancellor Dennis Walcott — who said he learned about the suit not from UFT President Michael Mulgrew but from a reporter this morning — said he was “saddened” by the suit. As deputy mayor, Walcott decried the NAACP last year for its involvement in the school closure lawsuit because he said the group prevented the city from improving school choices.

“We totally disagree with the union,” Walcott said. “We have met the letter of the law and we will continue to meet the letter of the law as far as these schools are concerned.”

The new suit offers a suite of justifications for why the city’s plans should be stopped. It argues that the city did not keep its promises to help the schools that were originally slated to close last year avoid closure next year. Extra staff and support services that the city promised to provide in a settlement agreement with the union often did not surface, the suit alleges.

(In fact, academic performance at some schools on last year’s closure list has improved so much that the department did not try to close them again this year.)

The suit also argues that Panel for Educational Policy was wrong to approve charter school co-locations when the city had not provided enough information about the co-locations’ impact. And it charges that schools on the state’s lists of failing schools require state approval for closure — a step that has not been a public part of the closure process in recent memory.

This year’s lawsuit includes 15 of the 19 schools in last year’s suit and adds seven more. Four schools that are slated for closure this year are not included in the lawsuit. “These 22 were the strongest cases we have,”  said Dick Riley, a UFT spokesman.

Because the lawsuit comes so late in the school year, city officials say that it threatens to upend enrollment and space plans set to go into effect within months. Students have already been admitted to high schools, which make up 15 of the schools named in the lawsuit, and the 18 charter schools the union is seeking to limit have also admitted new students for next year.

“Students who have been accepted will have to wait and wonder,” Walcott said.

Walcott promised that the city would push hard to carry out its plans.

“We’re going to litigate it,” he said. “We will fight to make sure we’re going to phase out those schools.”

UFT School Closure Suit 2011

Weighing in

Parents rally to demand a voice in the search for New York City schools chief

PHOTO: Courtesy/Shino Tanikawa
Parents and ddvocates rallied on the steps of the New York City education department headquarters to call for a say in the search for a new schools chancellor.

The education department has made it a mission to boost parent involvement in schools. Now, parents are demanding a bigger role elsewhere: In the search for a new schools chancellor.

Parent leaders from across New York City took to the steps of the education department’s headquarters to demand that Mayor Bill de Blasio allow them to have a say in the process.

“For the mayor to deny parents the opportunity to represent the interests of our children in this critical decision is to ignore the voices of our most vulnerable, underrepresented New Yorkers,” Jessamyn Lee, co-chair of the Chancellor’s Parent Advisory Council, said in a statement.

Organizers say about 30 members from a range of parent groups gathered in the rain to call on de Blasio to follow through on a campaign promise made during his first run for mayor.

Before he was was first elected, de Blasio said the city needed a school leader who would be “presented to the public, not just forced down our throat.” But he went on to conduct a hushed search, pulling department veteran Carmen Fariña from retirement to become chancellor.

De Blasio recently won reelection for a second term, and, in December, Fariña announced plans to head back to retirement. This time around, the mayor has committed to a quiet, internal deliberation.

Among the organizations represented at the rally were the Chancellor’s Parent Advisory Council, which is made of leaders from school parent organizations; the Education Council Consortium, which represents members of the local Community and Citywide Education Councils; and the NYCKids PAC, a parent-led political committee. Those are not the only groups seeking more access and transparency in the hiring process. Advocates for different causes, including school integration efforts, have all called for the opportunity to weigh in.

One of those calls came this weekend in an online petition asking de Blasio to consider a well regarded state education official for the job. And the Coalition for Educational Justice, which held its own rally on Tuesday outside City Hall, is calling on the city to appoint a chancellor who “has a strong vision for racial justice in schools.” The organization has called on the city to focus on making sure that teachers have anti-bias training and that classrooms reflect all students’ cultures.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen FariƱa, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.