vignettes

Pep-rally tone but many worries at Queens turnaround hearings

Students dressed in blue and white, Long Island City High School's colors, chant at the school's closure hearing Tuesday.

The feeling at two Queens high schools Tuesday evening was as much pep rally as protest during public hearings about the city’s plans to close the schools in June.

The city wants to close and reopen the schools, Long Island City High School and Newtown High School, under the federally prescribed reform process known as “turnaround.” The process would require many teachers to be replaced, a prospect that students said has induced anxiety about what classes and clubs would be offered next year.

Students and teachers said unique elective and extracurricular options that currently exist — including boys gymnastics, robotics, and guitar — are a large part of what makes the schools special. They urged the Department of Education to preserve those features and revert to other improvement plans that would cause less disruption.

At a third school whose turnaround hearing took place last night, John Dewey High School, students and teachers have been mounting a vigorous defense since January, when the turnaround plans were announced. The three schools are among 26 whose turnaround proposals are likely to be approved when the Panel for Educational Policy votes on them next week.

Newtown High School

The crowd at Newtown gave forth whoops and cheers for every teacher who spoke, for every mention of the school’s winning robotics team, and for every nod to longstanding principal – and Newtown alum – John Ficalora.

But before there was cheer, there was tension when a top Department of Education official, Deputy Chancellor David Weiner, had not shown up 20 minutes after the meeting was supposed to begin. At 6:20 p.m., with Weiner an estimated 20 minutes away, Jesse Mojica, the Department of Education’s executive director for Family and Community Engagement, tried to start the meeting without him.

That decision didn’t sit well with the hundreds of students, parents, and teachers crowded into the school’s auditorium. Washington Sanchez, a Queens Borough United Federation of Teachers representative, rushed to a microphone that had been set up in the audience.

“How can we conduct this meeting without a representative from the chancellor’s office?” he asked?

The audience screamed in support, chanting, “We want Weiner!” until Mojica acquiesced and postponed the meeting.

The crowd did not quiet down even after Weiner arrived, shouting over his opening statement about how the school’s report card grade (C) and graduation rate (62.4 percent) were not satisfactory. In testimony, teachers and staff members who have been invested in the school for decades defended the school alongside students who have been in this country for mere months.

They all said the school had improved under a short-lived reform effort, “restart,” that paired the school with a nonprofit partner this year. They also pointed to dedicated teachers, Ficalora’s leadership, and Newtown’s culturally diverse community of students as strong assets.

But they said having immigrant students from all over the world has also made it difficult to meet the city’s expectations.

Supporters of Newtown High packed the auditorium.

“How do you expect students who never heard any English words to graduate in four years?” asked Jiawen Shen, a junior who immigrated from China two and a half years ago and now has had teachers dedicate hours of their free time to help her perfect her college essay and work through trying math problems.

“How is a school like this called ineffective?” she asked.

“We’re serving the students of Corona. It’s the most ethnically diverse community in the world. It’s not their fault and it’s not our fault,” said Shara Berkowitz, who has taught English as a Second Language at Newtown for 18 years.

Prior to the event, as a small crowd gathered outside of the school to listen to student guitarists perform, Berkowitz said that she was uncertain about what the future would hold for her students and her school.

“I have students walking in every single day from their country. We accept everybody. Will a new school accept everybody?” she asked. (The Department of Education has said that the replacement schools would enroll the same students under turnaround.)

Xiaoyu Zhou immigrated from China five months ago and has worked closely with Berkowitz to learn English. Now, he told me, his English has greatly improved because of his teacher’s efforts and he is no longer afraid of making mistakes. He said he wonders how his teachers would be judged good or bad when the school decides which of them to rehire.

Shen said rumors have been going around about art and music classes being cut to make way for double periods of math and English next year. Last year by this time, Shen said she knew her class schedule for the fall. This year, that’s not a possibility.

Long Island City High School

Students at LICHS also had next year’s classes and clubs foremost on their minds.

During four hours of testimony, dozens of college-bound seniors and recent graduates told Deputy Chancellor Shael Polakow-Suransky and other Department of Education officials that LICHS teachers had inspired them to take Advanced Placement classes and participate in an array of electives, clubs, and sports, from boys gymnastics to culinary arts.

Fotini Dimopoulos, a junior, said she especially values drama club, a dance team, and a leadership class that organizes community service opportunities for students. The class also designed and distributed the T-shirts that most audience members were wearing Tuesday evening, which read “I am L.I.C.” and “We Can, We Will Save Long Island City High School.”

“If you guys close us down, it’s not guaranteed that we’re going to have all these things back,” Dimopoulos said. “Next year’s going to be horrible. I have to apply for colleges and get recommendation letters. If I’m not going to have the same teachers we have now, what’s going to happen?”

Several students and alumni teared up as they described the mentoring and encouragement they received while on the boys gymnastics team and other sports teams, and two performed impromptu backflips at the front of the auditorium before testifying. They reasoned that those programs would not be able to exist without the leadership of Ken Achiron, the gymnastics coach and union representative, and many other teachers who supervise the extracurricular activities.

Polakow-Suransky told the audience that the city would not be eliminating any of the school’s electives or extracurricular programs.

“Anyone who’s telling you that there might not be those programs available is not telling you the truth,” he said.

LICHS freshman Hugo Wehe shows off a medal the gymnastics team recently won during his testimony.

What the department is trying to do, Polakow-Suransky said, is jolt the school out of lagging performance. Citing the school’s lackluster attendance rate — 80.8 percent — and two consecutive progress report C grades, he said the city believes improvement requires a deep intervention such as turnaround, which would overhaul the staff and infuse the school with several million dollars in federal improvement funds.

Until January, LICHS was receiving federal funding to undergo transformation, a less aggressive federally prescribed reform effort. As at other schools cut off from the federal funds because of a city-union dispute over teacher evaluations, the protesters said the transformation had brought about positive changes. If the school had been allowed to complete the three-year program, they argued, then LICHS’s student performance data would have risen to meet the city’s expectations. Its four-year graduation rate already jumped from 56 percent to 66 percent, several points above the city average, over the past two years.

As the hearing wound down, Polakow-Suransky told the 50 or so remaining protesters that he found their testimonies powerful. He said he would report back to Chancellor Dennis Walcott about the sense of “tremendous, love, respect, and pride … and family” evinced at the hearing, adding, “That sense of history and identity fairly came through this evening.”

Vivian Selenikas, the proposed new school leader, sat quietly in the audience beside the current principal, Maria Mamo-Vacacela, who wore a white “I Am L.I.C.” shirt. Mamo-Vacacela took over only in 2010 when the city was required to remove William Bassell, in charge since 1993, under the transformation rules. The city would not have to replace her under turnaround. But her leadership has been dotted with hiccups, including a massive scheduling debacle earlier this year.

Several teachers who spoke at the hearing said Selenikas had already met with teachers and told them she was pleased with their work. She declined to speak with GothamSchools at the hearing.

study says...

In new study of school-district effectiveness, New York City falls just below national average

PHOTO: Stephanie Snyder

Each year, state test scores offer a snapshot of how much New York City students have learned. But they say little about how the city’s schools stack up against other districts’, in part because the raw scores largely reflect student demographics — wealthier districts tend to have higher scores.

Now, a major new analysis of several years of test scores from across the country provides a better way to judge and compare districts: Instead of looking at a single moment, it shows how well school systems help students grow their skills over time.

Based on that measure, New York City falls just below the middle of the pack: In the five years from third to eighth grade, its students collectively make about 4.6 grade levels of progress — landing New York in the 35th percentile of districts nationally. By contrast, Chicago students advance the equivalent of six grades within those five years, giving the district one of the highest growth rates in the country.

Still, New York is slightly above average when compared to other large districts with many students from low-income families. And it trounces the state’s other urban districts — including Yonkers, Syracuse, and Rochester, which have some of the nation’s worst growth rates.

“Among big poor districts, it’s better than average,” said Sean Reardon, the Stanford University researcher who conducted the analysis. “In the grand scheme, it’s pretty middle-of-the-road.”

Reardon’s analysis — based on 300 million standardized tests taken by students across more than 11,000 school districts from 2009 to 2015 — is the largest of its kind. It looks both at student proficiency on third-grade math and English tests (that is, what share of students earned a score deemed “proficient”) and student growth between grades three and eight (how much their scores improved over time). Reardon’s research was supported by several foundations, including the Bill and Melinda Gates Foundation, which also provides funding to Chalkbeat.

The analysis controls for the differences in tests across states and over time by converting scores into a common scale that measures growth in grade levels, making it possible to compare nearly every district in the country to one another. (It excludes New York’s scores from 2015 and some grades in 2014 because of the high number of students who boycotted the state tests those years. However, each district’s five-year growth rates is actually an average of its year-over-year growth, so Reardon was still able to calculate a five-year rate for New York.)

Experts generally prefer growth rates over proficiency as a way to evaluate school quality, since growth measures the progress students make in school rather than where they started. Even if a district enrolls many poor students who are less likely than their affluent peers to hit the “proficiency” benchmark, its schools can still help them advance at a rate comparable to or even better than schools filled with wealthier students.

“Growth is way better than achievement,” said Douglas Ready, an education and public policy professor at Teachers College, Columbia University. “We know low-income students start school behind — the question is what do school districts do with the kids they get?”

New York’s growth rate falls just below the national median of 4.8 grade levels. Among big districts, its students made gains similar to those in Dallas and Detroit, and greater than students in Los Angeles, Miami, and Indianapolis.

By contrast, Rochester ranks rock-bottom nationally. In that high-poverty district, where the median income among families with children in the public schools is $26,000, students advanced about three grade levels in five years. Yonkers’ $48,000 median income is much higher, yet its schools barely do better, with students moving just 3.5 grade levels. (Among New York City public-school parents, the median income is $42,000.)

Reardon emphasized that test scores provide an important but incomplete picture of student learning, and growth rates are an imperfect measure of school effectiveness since factors outside of the classroom also influence how much students learn over time.

Still, he argued that officials who rate schools and parents who choose them would do much better to look at a school’s growth rate over its average test scores. In fact, he said, a focus on growth rates could theoretically drive down socioeconomic segregation since higher-income parents might be willing to enroll their children in schools with many poor students and low overall test scores if the schools nonetheless had outstanding growth rates.

Ready, however, pointed out that even when schools and districts are highly effective at helping students make progress, they are still unlikely to close the yawning achievement gaps that separate most poor and wealthier students from the time they start school. Reardon came to the same conclusion.

“The large gaps in students’ academic skills between low- and higher-[socioeconomic status] districts are so large,” Reardon’s analysis says, “that even the highest growth rate in the country would be insufficient to close even half of the gap by eighth grade.”

In response to the analysis, New York City education department officials pointed to the National Assessment of Educational Progress, a standardized test taken by a representative sample of students in each state and certain districts, including New York. Only one other district among the country’s 10 largest cities performed better in reading and math than New York, which had the highest share of low-income students reach the proficient level on the reading test.

“Our schools are the strongest they’ve ever been, with record-high graduation and college enrollment rates, and improving state test scores,” said the district’s spokesman, Will Mantell.

change up

Just as Lower East Side integration plan takes off, superintendent who helped craft it steps down

PHOTO: Christina Veiga
Carry Chan, left, will become acting superintendent in District 1 when Daniella Phillips, right, leaves this month to join the central education department.

The longtime superintendent of the Manhattan community district where parents pushed for a plan to desegregate the local schools is stepping down just as the plan gets underway.

After a decade at the helm of District 1, which includes the Lower East Side and East Village, Superintendent Daniella Phillips is leaving to join the central education department, Chalkbeat has learned. During the yearslong campaign for an integration plan, Phillips acted as a liaison between parents and the education department, which finally approved a new admissions system for the district’s elementary schools this fall.

She will be replaced by Carry Chan, who has also played a role in the district’s diversity efforts as the interim head of a new Family Resource Center, an information hub to help district parents sort through their school options. Chan takes over as acting superintendent on Dec. 18.

The leadership change comes at a crucial time for the district, which also includes a portion of Chinatown. Parents are currently applying to elementary schools, marking the first admissions cycle under the new enrollment system. Under the system, schools give certain students admissions priority based on their economic status and other factors, with the goal of every elementary school enrolling share of disadvantaged students similar to the district average.

It will be up to the new superintendent to help schools recruit and welcome a greater mix of families, and to help steer parents towards a wider range of schools. Advocates hope the district can become a model for the city.

“There is a torch that needs to be carried in order to really, fully execute,” said Naomi Peña, president of the district’s parent council. “The next superintendent has to be a champion for the mission and the cause.”

During heated public meetings, Phillips tried to keep the peace while serving as a go-between for frustrated integration advocates and reluctant education department officials. The tensions sometimes boiled over, with advocates directing their anger at Phillips — though they were eventually won-over and endorsed the final integration plan.

In her new role, she will oversee school consolidations as part of the education department’s Office of School Design and Charter Partnerships. In District 1, Phillips helped steer three such mergers, which often involve combining small, low-performing schools with ones that are higher achieving.

“It has been such a joy and privilege to be District 1 superintendent for over 10 years, and I’m excited for this next chapter in the district and my career,” Phillips said in an emailed statement.

Chan is a former principal who launched the School for Global Leaders, a middle school that focuses on community service projects and offers Mandarin classes. Last year, she joined the education department’s Manhattan support center, where she helped schools form partnerships in order to learn from one another.

Since October, Chan has served as the interim director of District 1’s Family Resource Center, which is seen as an integral part of making the new diversity plan work. Families must apply for seats in the district’s elementary schools, which do not have attendance zones like other districts. The family center aims to arm families with more information about their options, in the hopes that they will consider schools they may not have previously.

“I think we’re all really passionate about this plan and we really want this to work,” Chan said. “Communication is the key, and being transparent with how we’re progressing with this work.”