core values

As officials stress urgency, teachers raise standards concerns

Deputy chancellor of the New York City schools Shael Polakow-Suransky (left) and State Education Commissioner John King discussed the Common Core at a teaching forum.

As three of the region’s education policy heavyweights said last week that they were rolling out new curriculum standards with “incredible urgency,” educators asked them to slow things down.

The conversation took place Friday at WNET’s annual Celebration of Teaching and Learning conference, where State Education Commissioner John King, New Jersey schools chief Christopher Cerf, and city Department of Education Deputy Chancellor Shael Polakow-Suransky spoke on a panel discussion about new Common Core curriculum standards. GothamSchools editor Elizabeth Green moderated the panel.

Both New York and New Jersey are in the process of rolling out the new standards, which emphasize analytical skills, non-fiction literature, and mathematical word-problems. Every city school devoted a training day before the school year started to the standards, and all teachers are supposed to teach one unit this spring aligned to them.

But educators who attended the panel — some of whom cut out of school early to be there — said the Core’s introduction this year had become a point of anxiety as teachers are juggling multiple sets of expectations. They said the new standards were increasing pressure on them to revise their teaching methods at a time when they are already gearing up for performance evaluations tied to their students’ test scores for the first time.

Noah Heller, a high school math teacher, said he struggled to decide how to adjust to the new standards when the state is years from tying high school Regents exam scores to the Common Core.

“When we talk about teacher evaluations being tied more and more to high stakes testing, it seems not a tad bit problematic that we don’t know about the tests,” Heller said.

The state is scheduled to roll out Common Core-aligned tests in grades 3 through 8 next year. Regents exams are supposed to start reflecting the Common Core’s focus on real-world situations, problem-solving, and informational texts in the 2013-2014 school year. The state is also weighing whether to adopt brand-new, Common Core-aligned tests for the 2014-2015 school year that are being developed by a consortium of states that have adopted the new standards. If the state adopts those tests, students in grades 3 through 11 could face reading and math assessments as many as nine times a year.

Acknowledging the teachers’ concerns, King stressed that standards and assessments “must change together,” and said he wished the state tests could change faster.

“It’s true Regents exams are not as rigorous as we want,” King said. “We’re trying to make those exam changes quickly.”

A teacher who introduced himself as Mitch compared King’s approach to “putting down the train tracks while the train is going through.”

“What you guys are doing is a little comical,” he said, eliciting applause from the audience. “How do we not pilot this system for two or three years before we put in place? We can’t do it all at once. We have to pilot it, and then really make it successful.”

Other teachers who attended the panel said they still had little sense of how the standards would affect instruction in science and social studies classes or where to find materials to help them incorporate the standards into their classrooms. One said that the sample lessons provided by the city were only of limited use because they are not tailored to every grade level 0r subject area.

In response, King noted that as a city teacher, he once had a physical and mental “file cabinet” full of lessons he and his colleagues had prepared in years past. But teachers have few such resources to draw from now because of the newness of the curriculum.

“We at the department need to develop more materials,” King said.

Until the state develops more assessment and instructional materials, Polakow-Suransky said the city is discouraging educators from buying books and lessons that claim to be Common Core-aligned. Instead, he points them toward the Common Core Library, an online trove of teaching materials hosted by the city. He said the city is also encouraging teachers to get creative, and write their own lessons inspired by the Common Core guidelines the city has provided. And the city hired 100 teachers to serve as Common Core Fellows, guiding instructional changes inside their school buildings.

Polakow-Suransky said the city is trying to be cautious by introducing the new standards to schools relatively slowly to make up for shortfalls. This year, teachers were asked to align just one unit per class to the new standards, which city and state officials said would privilege critical thinking over rote learning. He said some of those changes are already visible.

Thanks to the emphasis on analytical essay-writing and non-fiction reading, he said, “We’re seeing kids writing much more, and being asked to defend their ideas.”

Betsy DeVos

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 Bellevue, 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.”

Correction: An earlier version of this article misstated the location of the dinner.

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.