line by line

Mayor's budget keeps after-school cuts, counts on teacher evals

Advocates protest the city's proposed cuts to after-school programs during a rally outside City Hall today.

The city would spend $387 million more on its schools next year and hire more teachers under the budget proposal Mayor Bloomberg unveiled today.

But it would also slash spending to after-school programs, leaving 27,000 children who currently attend city-funded programs without care.

“I’m concerned,” Bloomberg said about the after-school cuts during a press conference about the budget today at City Hall. He said the programs are “extremely valuable” for working families but had unfortunately fallen victim to scarce resources. “We cannot do everything for everybody,” he said.

Advocates from Upper Manhattan gathered on the steps of City Hall in protest right after Bloomberg’s presentation, and critics of the mayor’s budget said the child-care cuts would prove short-sighted.

“These are dollars that allow parents to go to work and pay taxes; cutting them will only force more families to seek public assistance and add to taxpayer costs,” said Manhattan Borough President and mayoral candidate Scott Stringer in a statement.

But both the mayor and City Council Speaker Christine Quinn signaled that the toll could be lessened by the time a final budget is set by July 1.

At a press conference shortly after Bloomberg’s presentation, Quinn said reversing the child-care cuts would be her top priority during the next two months of budget negotiations. Last year, the budget negotiation process ended with some restorations for child care and, at the last moment, averted thousands of teacher layoffs that Bloomberg had threatened.

“If there is an openness to negotiations then I’m very optimistic,” Quinn said about the opportunity to shift more funds to after-school programs. Reversing the cuts would be a political win for each City Council member and especially for Quinn, who is seen as Bloomberg’s choice to succeed him.

Robert Jackson, the council’s education committee chair, vowed to turn back the cuts, which would eliminate thousands of child-care slots in his Northern Manhattan district. “If we have to dance to come to the end and reach an agreement, we will dance,” he said.

Quinn and other members of the council took credit for one change that happened between Bloomberg’s preliminary budget proposal and now. As Chancellor Dennis Walcott had promised and City Council sources indicated on Wednesday, the city is not calling for any reduction in the size of the Department of Education’s teaching corps. Instead, Bloomberg said today, it would actually add teaching positions for the first time after years of budget cuts.

Last year, the city lost 1,800 teaching jobs to attrition. Bloomberg said today the city would replace all teachers who leave and also likely add positions, for a total of 2,500 new hires.

The mayor’s preliminary budget, released in February, had also called for a $30 million cut in funds for overtime payments to Department of Education employees. That cut was eliminated, and a Department of Education spokesman, Matthew Mittenthal, said principals could opt to pay for after-school programs of their own using the “per session” funds.

United Federation of Teachers President Michael Mulgrew gave the budget a positive review but did not address the after-school cuts. “New York City has lost thousands of teachers over the last few years and it’s good news to hear that we will be adding educators to the system,” he said. “I can’t thank the City Council enough for making education a priority.”

But Mulgrew chided Bloomberg for saying during his press conference that he hoped the union would engage in “serious discussions” around new teacher evaluations, noting that the city, not the union, had walked out of talks in December.

“There’s no substantive reason why a final agreement should not be reached very quickly,” Bloomberg had said. “The longer the UFT waits, however, the longer it will take our schools to get the money they need and that they deserve.”

That’s because Gov. Andrew Cuomo has pledged to attach next year’s increases in school aid to teacher evaluation agreements: Districts that don’t finalize new evaluations by January 2013 won’t see their state aid grow. Not meeting the deadline could force the city to forgo $300 million for the year — nearly the same amount by which the DOE’s budget is slated to grow — and make deep midyear cuts to the Department of Education.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”