peanut gallery

Contempt, confusion, and cheers in State of the City reactions

Minutes after Mayor Bloomberg finished delivering his State of the City address today, reactions started flying about his aggressive slate of education proposals.

The reactions ranged from withering (in the case of UFT President Michael Mulgrew) to bewildered (Ernest Logan, principals union president) to supportive (charter school operator Eva Moskowitz and others whose organizations would benefit from the proposals).

Below, I’ve compiled the complete set of education-related reactions that dropped into my inbox. I’ll add to the list as more reactions roll in.

From Mulgrew:

The Mayor seems to be lost in his own fantasy world of education, the one where reality doesn’t apply. It doesn’t do the kids and the schools any good for him to propose the kind of teacher merit pay system that has failed in school districts around the country.  As far as the ‘turnaround’ model goes, the Mayor knows perfectly well that under state law these kinds of initiatives have to be negotiated with the union.  If he’s really interested in improving the schools his administration has mishandled, he will send his negotiators back to the table to reach an agreement on a new teacher evaluation process.

And Logan:

At first glance, in the public eye, the Mayor’s remarks about schools may seem reasonable, but when you dig down, you realize how many of his proposals do little to help struggling schools.  These schools are likely to continue struggling, not because 50% of the educators are supposedly incompetent, but because of the DOE’s student enrollment policies that place students who are over-age, under-credited, in temporary housing or dealing with involved special education needs in schools that are said to be low-performing.  We must stop this kind of warehousing and give these children what they need to succeed.

Hopefully, when the city presents this plan to us and explains it fully, we will have fewer concerns.

Joe Williams, executive director of Democrats for Education Reform:

What the mayor put forward today is a series of bold yet common sense initiatives to improve our public schools, ideas so obvious that with each one he announced the crowd erupted in applause. Opening high performing schools, paying teachers more and creating an elite corps of educators from the tops of their college classes are all important steps towards giving every child the top notch education they deserve. We should remember those authentic reactions as the special interests do their best to appeal to those applauding today to turn on these ideas tomorrow.

Bob Hughes, president of New Visions for Public Schools, which manages many city schools:

Mayor Bloomberg’s decision to hold his 2012 State of the City address at the beautifully restored Morris Educational Campus—home to four small public high schools—reinforces the success of the small schools movement. Research shows that small schools—our best example of transformative change—are effective at closing the achievement gap. New Visions for Public Schools is committed to building on this success by developing innovative practices that align with Common Core state standards and improve college readiness for all students. While we still have challenging work ahead of us, we’ve seen the promise of pursuing bold ideas. By focusing on improving instructional systems and professional capacity in schools, we can raise achievement even further for our highest-need students.

Moskowitz, whose Success Charter Network will expand more quickly under Bloomberg’s plan:

We’re really encouraged that the mayor is embracing the bolder, faster change we’ve been calling for. Our plan has always been to meet the demand from families in diverse neighborhoods across the city for more and better options for their children. We will work closely with the Mayor’s team to do our part to drastically improve the number of high quality public school options over the next several years.”

Manhattan Borough President Scott Stringer:

I support the Mayor’s call for a higher minimum wage, and I am glad that he talked about education. But I wish he had spoken more about the squeeze facing New York’s middle class families. Too many New Yorkers are working harder than ever, but feel like they are falling further and further behind. That’s got to change. We need a clear vision going forward about how we’re going to make this City work for middle class and working families.

If the last nine years have shown us anything, it’s that Mayor Bloomberg can’t improve City schools by himself. The Lone Ranger approach to education has held us back. Mayor Bloomberg also needs input from parents, teachers and principals, advocates and business leaders. This speech did nothing to forge those partnerships.

I support efforts to maximize the value of our assets wherever possible in the City budget. But without consideration of community needs I cannot support the Mayor’s proposal to sell off three valuable city-owned buildings in Lower Manhattan for a one-time budget windfall. As I pointed out in a letter to the Mayor, these buildings could fill crucial needs in an area plagued by classroom overcrowding and a lack of affordable housing.

Michael Haberman, director of PENCIL, which brokers public-private partnerships for schools:

I was heartened to hear a large portion of Mayor Bloomberg’s speech devoted to the true future of this city—our students.  He understands first-hand the importance of getting a leg up and building up ones skill level to truly prepare for college and careers.  He shared a story about the difference an internship made in his life, which put him on a path to where he is today.

PENCIL understands the city’s challenges—to create a 21st century economy and 21st century schools.  PENCIL’s mission focuses on the private sector partners the mayor identified as crucial to meeting these challenges.  We bring NYC business leaders into schools and support meaningful partnerships between the two.

PENCIL coordinates one of the largest city-wide fellowship program that matches high school juniors and seniors with experiential learning opportunities—internships—which give them the tangible skills and resume builders they need to succeed in this highly competitive city.  Many of our Fellows credit these opportunities—like our mayor—with the doors that have been opened for them.

PENCIL Fellows receive career readiness training and guidance from PENCIL, and are placed in full-time, paid six-week summer internships at leading businesses throughout New York City. Through the program, nearly 500 NYC public high school students have been provided with Business Mentors who have shepherded them through meaningful workplace experiences over the past four years. Participants include business such as JPMorgan Chase, Estee Lauder, Ogilvy, State Farm Insurance and Deloitte.

We know internships and mentoring works.  PENCIL has a model that makes a difference for hundreds of students.  And we applaud the mayor for highlighting these actions as core strategies for meeting the city’s goals.”

Zakiyah Ansari, a parent leader with the Coalition for Educational Justice:

Nearly every student in City public schools today started school under Mayor Bloomberg.  These are our children and Bloomberg has run out of time, spin and excuses. All the kids in our schools are ‘Bloomberg’s Kids’; all the results are his to own. Until he makes serious changes and begins listening to parents, he will be ‘Mayor 13%’—the mayor who prepares just 13 percent of Black and Latino students for college.”

As I listened to the Mayor’s speech today, my hope was that he was going to take real leadership and acknowledge the truth of what is really happening in our schools. Unfortunately but not surprisingly, he did not. The mayor missed a major opportunity today to take a big step forward for our children and our school system by listening to the concerns of parents and the majority of New Yorkers who believe his policies have failed, and moving forward with a new set of reforms that will lift our City out of this educational crisis. Instead, the mayor doubled down on bad policies that – after ten years of mistakes – leave just one-in-four City students ready for college and only 13 percent of Black and Latino children prepared for higher education.

In fact, the mayor’s outrageous claim that ‘by almost any measure, students are doing better and our school system is heading in the right direction’ is not only flat out wrong, but a dangerous presumption for this administration to have and promote. The federal government’s National Assessment of Educational Progress Trial Urban District Assessment (NAEP TUDA) test results in December showed that City scores have plateaued since 2009 and the large racial achievement gap persists between Black and Latino students and their white peers has not budged. More than one-third of all City schools are now considered failing by the State. That is not the right direction. We wonder if the mayor is so out of touch with his own constituents that he does not even see the writing on the wall.

The school the mayor chose for his address is itself a symbol of his failed education policies.  Yes, graduation rates have improved at Morris High School—but only because the city cruelly forced out the highest-needs special education students. The old Morris HS had a 14 percent rate of self-contained special education students; the new Morris HS campus schools have an average of just two percent. What happened to all those special education students? They now attend other large high schools like Samuel Gompers and Grace Dodge, which the Mayor is now closing down as well. This ‘warehousing’ of students, according to the state’s chancellor, is happening all around the City to cover up the real problems with City schools.

Over the years, my eight children have passed through the classrooms of at least 50 teachers. I can count on one hand the number of teachers who I objected to. I’m offended by the mayor’s insinuations that the majority of teachers are ineffective and that it is teachers, rather than the last decade of the mayor’s leadership, that is responsible for the state of our schools.”

And Guadalupe Garcia, a youth leader with Make the Road New York who has pushed for the DREAM Act:

We thank Mayor Bloomberg for supporting our dreams and highlighting the importance of ensuring that young people have access to financial resources from the State to pursue their higher education,” said Guadalupe Garcia, a DREAMer from Mexico and youth leader of Make the Road New York. “We look forward to working with the Mayor and our legislators to ensure the passage of the NYS DREAM Act this year.

 

Newsroom

To promote virtual schools, Betsy DeVos cites a graduate who’s far from the norm

U.S. Education Secretary Betsy DeVos spoke to the National Alliance for Public Charter Schools in June.

If Betsy Devos is paying any attention to unfolding critiques of virtual charter schools, she didn’t let it show last week when she spoke to free-market policy advocates in Spokane, Washington.

Just days after Politico published a scathing story about virtual charters’ track record in Pennsylvania, DeVos, the U.S. education secretary, was touting their successes at the Washington Policy Center’s annual dinner.

DeVos’s speech was largely identical in its main points to one she gave at Harvard University last month. But she customized the stories of students who struggled in traditional schools with local examples, and in doing so provided an especially clear example of why she believes in virtual schools.

From the speech:

I also think of Sandeep Thomas. Sandeep grew up impoverished in Bangalore, India and experienced terrible trauma in his youth. He was adopted by a loving couple from New Jersey, but continued to suffer from the unspeakable horrors he witnessed in his early years. He was not able to focus in school, and it took him hours to complete even the simplest assignment.

This changed when his family moved to Washington, where Sandeep was able to enroll in a virtual public school. This option gave him the flexibility to learn in the quiet of his own home and pursue his learning at a pace that was right for him. He ended up graduating high school with a 3.7 GPA, along with having earned well over a year of college credit. Today, he’s working in finance and he is a vocal advocate for expanding options that allow students like him a chance to succeed.

But Thomas — who spoke at a conference of a group DeVos used to chair, Advocates for Children, in 2013 as part of ongoing work lobbying for virtual charters — is hardly representative of online school students.

In Pennsylvania, Politico reported last week, 30,000 students are enrolled in virtual charters with an average 48 percent graduation rate. In Indiana, an online charter school that had gotten a stunning six straight F grades from the state — one of just three schools in that positionis closing. And an Education Week investigation into Colorado’s largest virtual charter school found that not even a quarter of the 4,000 students even log on to do work every day.

The fact that in many states with online charters, large numbers of often needy students have enrolled without advancing has not held DeVos back from supporting the model. (A 2015 study found that students who enrolled in virtual charters in Michigan, Illinois, and Wisconsin did just as well as similar students who stayed in brick-and-mortar schools.) In fact, she appeared to ignore their track records during the confirmation process in January, citing graduation rates provided by a leading charter operator that were far higher — nearly 40 points in one case — than the rates recorded by the schools’ states.

She has long backed the schools, and her former organization has close ties to major virtual school operators, including K12, the one that generated the inflated graduation numbers. In her first week as education secretary, DeVos said, “I expect there will be more virtual schools.”

expansion plans

Here are the next districts where New York City will start offering preschool for 3-year-olds

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, left, and Mayor Bill de Blasio, center, visited a "Mommy and Me" class in District 27 in Queens, where the city is set to expand 3-K For All.

New York City officials on Tuesday announced which school districts are next in line for free pre-K for 3-year-olds, identifying East Harlem and the eastern neighborhoods of Queens for expansion of the program.

Building on its popular universal pre-K program for 4-year-olds, the city this year began serving even younger students with “3-K For All” in two high-needs school districts. Mayor Bill de Blasio has said he wants to make 3-K available to every family who wants it by 2021.

“Our education system all over the country had it backwards for too long,” de Blasio said at a press conference. “We are recognizing we have to reach kids younger and more deeply if we’re going to be able to give them the foundation they need.”

But making preschool available to all of the city’s 3-year-olds will require an infusion of $700 million from the state or federal governments. In the meantime, de Blasio said the city can afford to expand to eight districts, at a cost of $180 million of city money a year.

Funding isn’t the only obstacle the city faces to make 3-K available universally. De Blasio warned that finding the room for an estimated 60,000 students will be a challenge. Space constraints were a major factor in picking the next districts for expansion, he said.

“I have to tell you, this will take a lot of work,” he said, calling it “even harder” than the breakneck rollout of pre-K for all 4-year-olds. “We’re building something brand new.”

De Blasio, a Democrat who is running for re-election in November, has made expansion of early childhood education a cornerstone of his administration. The city kicked off its efforts this September in District 7 in the South Bronx, and District 23 in Brownsville, Brooklyn. More than 2,000 families applied for those seats, and 84 percent of those living in the pilot districts got an offer for enrollment, according to city figures.

According to the timeline released Thursday, the rollout will continue next school year in District 4 in Manhattan, which includes East Harlem; and District 27 in Queens, which includes Broad Channel, Howard Beach, Ozone Park and Rockaways.

By the 2019 – 2020 school year, the city plans to launch 3-K in the Bronx’s District 9, which includes the Grand Concourse, Highbridge and Morrisania neighborhoods; and District 31, which spans all of Staten Island.

The 2020 – 2021 school year would see the addition of District 19 in Brooklyn, which includes East New York; and District 29 in Queens, which includes Cambria Heights, Hollis, Laurelton, Queens Village, Springfield Gardens and St. Albans.

With all those districts up and running, the city expects to serve 15,000 students.

Admission to the city’s pre-K programs is determined by lottery. Families don’t have to live in the district where 3-K is being offered to apply for a seat, though preference will be given to students who do. With every expansion, the city expects it will take two years for each district to have enough seats for every district family who wants one.