breaking

Partial teacher evaluation deal clears way for improvement funds

After months of negotiations, the city and teachers union announced a deal today on a set of reforms that will allow the state to claim millions of dollars promised to struggling schools.

The announcement comes a week after the state ramped up pressure on the city to finalize its plans for how to improve its lowest-performing schools. The state’s deadline to complete its application for federal School Improvement Grants is just two weeks away. New York City is eligible for up to $65 million to help 33 “persistently low-achieving” schools undergo one of four processes over the next two years.

The 33 schools will undergo one of two revamp options, “restart” and “transformation,” according to the agreement. Those models are the least aggressive and also the least objectionable for the teachers union: They do not involve removing teachers or asking them to reapply for their jobs. “Restart” assigns a new management organization, and “transformation” replaces the principal and brings in additional resources.

Decisions about which model each of the 33 schools on the list would undergo will be made “over the next week,” according to the city’s press release. Last year, 11 city schools underwent the “transformation” process, and nine schools are undergoing the restart process this fall.

The city’s press release is long on relief but short on specifics other than that the city and union have agreed to implement the state’s new teacher evaluation model — but only in the 33 struggling schools.An impasse over the evaluations had caused the months-long holdup in negotiations. A key sticking point was whether teachers would be allowed to discuss their observations with their principals: The union wanted meetings built into the agreement, but the city said the extra step would add unnecessary delay to the evaluation process. The issue is absent from the city’s press release but union officials said it had been resolved.

Supporters of the state’s toughened teacher evaluations said today’s agreement could be a blueprint for the rest of the city’s schools.

“This agreement is a good first step towards placing highly effective teachers in every classroom, but I urge both sides to institute this evaluation system across the board immediately so that every child has a chance to learn from the city’s best educators,” said Joe Williams, executive director of Democrats for Education Reform, in a statement.

The city’s press release also heralds a performance pay program for teachers at the struggling schools that was finalized more than a year ago. That performance pay program will now be aligned with the state’s teacher evaluation law, and only teachers who fall into the highest of four tiers will be able to occupy higher-paying “master teacher” and “turnaround teacher” positions.

UFT President Michael Mulgrew looked only to the future in the city’s press release. Reiterating the union’s concern that the city has inadequately invested in struggling schools in the past — a concern that fueled the union’s lawsuit to halt 22 school closures — he said the priority is to direct the new federal funds to needy schools and their students.

“This agreement helps lay the groundwork,” Mulgrew said. “Now we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.”

AGREEMENT BETWEEN DEPARTMENT OF EDUCATION AND TEACHERS’ UNION WILL HELP SECURE $65 MILLION IN FEDERAL FUNDS FOR STRUGGLING SCHOOLS

DOE-UFT agreement also includes a new, 4-category teacher evaluation system in these schools

Schools Chancellor Dennis M. Walcott and United Federation of Teachers President Michael Mulgrew today announced an important agreement that will help secure up to $65 million over the next two years in federal School Improvement Grants, a U.S. Department of Education program that provides funding to help transform our nation’s struggling schools.  The funding will go to implement either “restart” or “transformation” at 33 City schools identified by the State as persistently lowest achieving (PLA) and therefore at risk of being closed.

“With this agreement, we will be able to bring millions of dollars in federal funding to these struggling schools and recruit top quality teachers to help students succeed and mentor other staff,”  said Chancellor Dennis Walcott. “I also want to thank Michael Mulgrew for his commitment to working with us to implement a more effective and meaningful teacher evaluation system to in these schools.  I believe our collaboration on matters like this is critical to student success.”

UFT President Michael Mulgrew said, “This agreement helps lay the groundwork.  Now we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.”

In the 33 schools, the DOE and UFT have also jointly agreed to implement a new teacher evaluation system that is aligned with the State’s new teacher evaluation law.  The evaluation system in these schools will be based on a four-category rating system of highly effective, effective, developing and ineffective, instead of the current system that simply gives teachers a rating of satisfactory or unsatisfactory.

Federal guidelines identify four models for school improvement—a “transformation” model, a “turnaround” model, a “restart” model, and a “closure” model—each  involving different strategies to improve low performing schools.  Last year, 11 of these 33 schools were chosen for “transformation.”

Under the “transformation” model, the principal of the school is generally replaced, and the schools will be able to hire new teachers in the categories “Master Teacher” and “Turnaround Teachers.” A Master Teacher working in a PLA school will receive 30% above their base salary and is expected to serve as a mentor for other teachers in the school, working an additional 100 hours per year.  A Turnaround Teacher working in a PLA school will receive 15% above their base salary and open their classroom up to other teachers to learn best practices, working an additional 30 hours per year.  To remain eligible for either position, teachers must maintain a rating of “highly effective.”

Under the “restart” model, schools will be teamed with a non-profit educational partner organization (EPO) that will work with the principal and school staff to make recommendations on specific interventions to raise student achievement. This model does not require leadership or staff changes, but also allows for the hiring of master and turnaround teachers.  All proposed changes from the EPO will need to conform to collective bargaining agreements.

The City will work with the schools over the next week to determine which model suits the 33 schools best.  The following is the full list of schools:

02M460           WASHINGTON IRVING HIGH SCHOOL
02M500           UNITY CENTER FOR URBAN TECHNOLOGIES
02M615           CHELSEA CAREER AND TECH ED HS
05M685           BREAD & ROSES INTEGRATED ARTS HIGH SCHOOL
08X405           HERBERT H LEHMAN HIGH SCHOOL
08X530           BANANA KELLY HIGH SCHOOL
09X022           JHS 22 JORDAN L MOTT
09X339           IS 339
09X412           BRONX HIGH SCHOOL OF BUSINESS
10X080           JHS 80 MOSHOLU PARKWAY
10X391           MS 391
10X660           GRACE H DODGE CAREER AND TECH HS
14K126           JOHN ERICSSON MIDDLE SCHOOL 126
14K610           AUTOMOTIVE HIGH SCHOOL
15K136           IS 136 CHARLES O DEWEY
15K429           SCHOOL FOR GLOBAL STUDIES
15K519           COBBLE HILL SCHOOL OF AMERICAN STUDIES
16K455           BOYS & GIRLS HIGH SCHOOL
19K166           JHS 166 GEORGE GERSHWIN
20K505           FRANKLIN D. ROOSEVELT HIGH SCHOOL
21K540           JOHN DEWEY HIGH SCHOOL
21K620           WILLIAM E GRADY VOCATIONAL HIGH SCHOOL
22K495           SHEEPSHEAD BAY HIGH SCHOOL
32K564           BUSHWICK COMM HIGH SCHOOL
24Q455           NEWTOWN HIGH SCHOOL
24Q485           GROVER CLEVELAND HIGH SCHOOL
24Q600           QUEENS VOCATIONAL & TECHNICAL HIGH SCHOL
25Q460           FLUSHING HIGH SCHOOL
27Q400           AUGUST MARTIN HIGH SCHOOL
27Q475           RICHMOND HILL HIGH SCHOOL
27Q480           JOHN ADAMS HIGH SCHOOL
30Q445           WILLIAM CULLEN BRYANT HIGH SCHOOL
30Q450           LONG ISLAND CITY HIGH SCHOOL

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.”