dotting the i's

Closure meetings underway at schools slated for "turnaround"

Posters from past student theater performances adorned the walls of Franklin Delano Roosevelt High School’s auditorium, where parents gathered Monday for a meeting on school turnaround.

The city has started running through its closure protocol at dozens of low-performing schools it wants to “turn around.”

At Brooklyn’s Franklin Delano Roosevelt High School, Superintendent Aimee Horowitz held a tense meeting with teachers to talk about the closure plan Monday afternoon. Hours later, she detailed the plan to about 50 angry and bewildered parents at an “early engagement” meeting that has for the last two years been the Department of Education’s first step in letting schools know they could be closed.

The pattern is set to repeat this week and beyond at dozens of low-performing schools that were midway through federally mandated overhaul processes known as “transformation” and “restart” until earlier this month, when Mayor Bloomberg announced that the city would instead try to use a different process, “turnaround,” at the schools. The switch, aimed at letting the city sidestep a state requirement that it negotiate new teacher evaluations with the United Federation of Teachers, would require the schools to be closed and immediately reopened after having at least half of their teachers replaced.

The mass-replacement plan drew fire from parents and students who said FDR’s teachers are essential if academic performance is to improve.

“I feel tortured,” said Abdul Sager, a ninth-grader whose first language is Bengali. “If a new teacher comes who doesn’t know about my feelings and strategies … to learn English, it’s going to take more time.”

Parents found out about Monday’s meeting in letters shortly after Bloomberg’s announcement and through automated telephone calls over the weekend announcing a parent-teacher association meeting with Horowitz, according to Robin Piraino, the mother of a ninth-grader. She said the messages didn’t say the meeting would deal with FDR’s proposed closure, and some people who attended the meeting were visibly surprised by the news.

Principal Steven Demarco implored families to push back against the city’s plan by contacting legislators and elected officials. He also promised that FDR would survive the city’s latest efforts to reshape the school.

“We’ve always been a family, we’ve always gotten through,” he said. “Regardless of what we’re called — transformation, restart, turnaround — we are continuing every day to make progress. That will continue until I’m dragged out of here.”

Demarco’s predecessor was in fact yanked from the school. Starting transformation in 2010 required Roosevelt’s longtime principal, Geraldine Maione, to be replaced, so the Department of Education appointed Demarco, a 29-veteran of the school, to take her place. Then the city installed Maione at William E. Grady Career and Technical Education High School, another school that was undergoing transformation and could now be closed.

Since 2010, FDR had received millions of dollars in federal School Improvement Grants. Teachers said the funds had financed training sessions and overtime hours for leading after-school English classes for parents, tutoring students, and hosting a new advisory program called freshman and sophomore academies.

“We’ve invested our support in the English Language Learners,” said Jorge Mitey, a Spanish teacher and FDR’s union chapter leader, who had passed out large buttons showing Bloomberg’s face with a red strike-through to people attending the meeting. “They’re coming in on weekends, they’re coming after school. We’ve given them more academic rigor to improve.”

Forty percent of FDR’s 3,400 students are considered English language learners, a data point that teachers said makes it impossible for the school to meet the city’s expectations, especially for its four-year graduation rate. Of the students who entered as ninth-graders in 2006, 59 percent graduated four years later, giving FDR a graduation rate just two points below the city average. The school received B’s on its two most recent city progress reports.

“Current policies do not reflect research on how students learn languages — many of our hardest-working students at this school are English language learners,” said one teacher, who asked not to be named because she is worried about keeping her job. “All research shows that it takes five to seven years to become academically proficient in a second language, and that is only if you have literacy in your first language. But many of our students come in with literacy challenges in their first language, Chinese, Spanish.”

The meetings are a first step in the city’s notification process for school closures. For the last two years, the city has held “early engagement” hearings at schools it is considering shuttering before finalizing the closure slate. Then the city must hold public hearings at each school slated for closure before the citywide school board, the Panel for Educational Policy, votes on them. The panel has never rejected a city proposal. By law, the city must also issue detailed reports about the closures’ impact, called “Education Impact Statements,” at least six months before the start of the school year when the closures would begin — a deadline that is just weeks away.

Other school communities are gearing up to protest the turnaround plan at meetings with superintendents later this week. On Wednesday, teachers at Brooklyn’s John Dewey High School say they will defend the progress the school has made under the restart model to department officials and ask them to let current teachers stay in the school.

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.