border control

Downtown residents disappointed by school zones proposal

A map of proposed new school zones for Lower Manhattan

Tribeca’s P.S. 234 is no stranger to overcrowding, but last night the packed auditorium was full of stressed downtown parents instead of their children.

The parents were there to speak out on the Department of Education’s rezoning proposal for downtown Manhattan during the first of multiple public hearings held by the Community Education Council for District 2.

It is the third time District 2 has been rezoned in as many years as new schools have come online to serve the district’s growing number of families. In 2009, the department offered up multiple rezoning options, pitting parents against each other based on how their children would be affected. This year, the department released a single proposal for the council to revise and approve.

“We went through some wars together,” Elizabeth Rose, from the DOE’s department of portfolio management, told the parents at last night’s meeting. “Tonight, I’m mostly here to listen.”

Rose, CEC members, and other officials heard parents complain that they had moved to Tribeca in order to send their children to the popular P.S. 234, only to find out that they could be rezoned and see the value of their homes fall. They heard concerns about changes to a longstanding policy of treating the West Village as a single zone shared by multiple schools. And they heard worries about the “sketchy” neighborhood that students might have to walk through to get from Tribeca to P.S. 3 in the West Village.

Together, the parents argued that the rezoning proposal did not meet downtown’s real needs: for the DOE to bring school zones in line with neighborhood boundaries, ensure students’ safety during their commutes, and build more schools in Lower Manhattan.

They also said that the rezoning proposal is inducing an identity crisis for Tribeca, whose name is based on having Canal Street as a northern boundary. The new plan would use North Moore Street, roughly five blocks away, as a school zone line, forcing families in the northern tip of Tribeca to make the trek above Canal Street to P.S. 3.

“By making this division, you are cutting Tribeca in half,” one parent said.

“It’s asking you not to be neighbors with your neighbors,” a later speaker echoed.

Lower Manhattan Rezoning Proposal Map B

And no matter how the zoning issues are resolved — in an iterative process that could take months — some speakers reminded the community that shifting zones was a temporary solution for a neighborhood that is bursting at the seams with new residential buildings and a rising birth rate.

Rezoning “is like rearranging deck chairs on the Titanic,” said Tricia Joyce, a P.S. 234 parent. “The nose of the ship is going down and our children are on it.”

Michael Markowitz, CEC council member and co-chair of the zoning committee, agreed with Joyce’s metaphor: “No one should think that rezoning is anything other than making the life boats sink concurrently.”

The ultimate solution community members called for – well beyond the scope of what could have been resolved in a single evening and unlikely at a time of continuing budget cuts – was more school construction. One speaker got a head start on the hunt for real-estate, begging the DOE to place a bid on a foreclosed building across the street from his apartment.

“Quite frankly we don’t have the capital plan to build all of the seats we would like to build,” Rose said.

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.