departures

Amid sweeping changes, state's testing chief resigns suddenly

The State Education Department official who has supervised the state’s testing program since 2004 — through skyrocketing scores, a brutal crash, and the dawn of an overhaul — has resigned.

David Abrams, the State Education Department’s assistant commissioner for standards, assessment, and reporting since 2004, announced his resignation today. His resignation is effective immediately, shocking some people who had expected to participate in meetings with him this week.

Abrams’s departure comes at a time of robust efforts to overhaul both state tests and how their scores are used — and of robust criticism of those efforts. Most recently, principals across the state have launched a rebellion against the state’s plan to use student test scores in teacher evaluations. This week, a plan to lengthen reading tests to four hours was released prematurely, then rescinded the next day amid backlash.

The department has yet to find a replacement for Abrams, according to SED spokesman Dennis Tompkins. He said other department officials would fill in for Abrams for now, as would members of a privately funded group that has been advising SED on implementing Race to the Top commitments, which include redesigning student assessments and teacher evaluations.

“Obviously [Abrams] will be missed, but we do have a really strong team that can fill in,” Tompkins said. He declined to comment on the reasons for Abrams’s departure.

Abrams supervised the state’s testing program during a period of controversy and change.

For the first several years of his tenure, test scores skyrocketed, even as experts warned that the tests were not accurate gauges of student performance. In 2010, ex-Commissioner David Steiner, then in his first year as state education chief, acknowledged that the scores were inflated and promised to toughen exams, first in a series of incremental changes and then with entirely new tests in coming years.

Some argued that fundamental improvements to state tests could not happen as long as Abrams remained at the department. Last year, a New York Post editorial pegged Abrams with responsibility for grade inflation on state tests, and Manhattan Institute fellow Sol Stern wrote in the conservative National Review, “It is dismaying to discover that David Abrams, the Albany bureaucrat who was squarely in the middle of the test-inflation scandals of the past few years, is still New York’s state testing director.”

But others saw Abrams as having a role to play in improving the testing program. In the same Post editorial that criticized him, In the editorial, Steiner and Regents Chancellor Merryl Tisch described Abrams as “a valued member of New York’s assessment team.” And an educator who has worked with Abrams on student assessment issues but does not work for the state said today that Abrams is “very passionate about testing and getting it right.”

Abrams did not respond to requests for comment today.

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.