all before 9 a.m.

Tisch fans rumors of mayoral bid, calls test errors "inexcusable"

Teachers from New Rochelle wore custom shirts designed to mock a state test question to Regents Chancellor Merryl Tisch's breakfast talk today.

Regents Chancellor Merryl Tisch fanned interest in a possible mayoral bid by refusing to deny her interest in the position at a breakfast hosted by Crain’s New York today.

Crain’s NY editor Erik Engquist’s first question for Tisch was about the persistent rumors, first aired last fall, that she might be considering running to succeed New York City Mayor Michael Bloomberg. “Everything I have to say on that subject I think I’ve already said,” Tisch told Engquist.

What Tisch has said in the past hasn’t been entirely consistent. When GothamSchools broke the news about the mayoral murmurings in October, Tisch told us, “I am absolutely, positively not going to run.” But appearing on Inside City Hall the next month, she was less definitive.

“I have an obligation that I am fulfilling right now and I am very happy in my work,” she said. “And I know there is a really crowded field out there of very eager people and I am sure they will emerge and one of them will serve the city very well.”

Host Errol Louis pointed out that Tisch hadn’t actually said she wasn’t considering running. “I’ll take that as a ‘I’m thinking about it,'” he said. She answered, “That’s what you said.”

A mayoral bid appears unlikely — but is by no means impossible — with the campaign in official kickoff mode and six Democrats angling for the nomination. But allowing the rumors to persist could work to Tisch’s advantage as she works to advance the Regents’ agenda even as Gov. Andrew Cuomo works to advance his own similar but not identical agenda.

For example, the Board of Regents added passing the DREAM Act, legislation that would give children brought to the country illegally by their parents access to financial aid for state universities, to its legislative agenda this year. Tisch today urged audience members to press lawmakers to pass the bill — but so far Cuomo has stayed mum on the topic.

Tisch was more forthcoming today when offering advice for the city’s next mayor, saying, “I would say to anyone who runs for mayor that the education system is something that they’d better know inside out — first of all because it is the heart of economic development for this city, second of all because a huge part of the city budget goes towards it, and third of all because the public is paying attention to education and its outcomes as never before in our history. Study up, guys.”

Tisch was also forthcoming when discussing problems with this year’s state tests, which she called “inexcusable.” The criticism started over a seemingly nonsensical and ultimately spiked story on the seventh-grade reading exam — referenced on the t-shirts of some teachers who attended today’s breakfast — and have picked up steam in the weeks since the tests ended. The latest mistakes to be revealed are more than 20 translation errors on foreign language versions of the exams that made some questions unanswerable.

“The psychometricians have assured us that the reliability and validity of the exams … is not contaminated by these errors,” she said. “What does drive my anxiety is [test-maker Pearson’s] ability to deliver on the contract. The mistakes that have been revealed are really disturbing. I don’t think children should sit in an exam and be confused about the exam. I think testing needs to be as straightforward as possible.”

Tisch said she has warned Pearson officials to consider how this year’s exam snafus have eroded the general public’s confidence in the tests at a critical time.

“I would suggest to Pearson that they take this very seriously, because next year we are moving to the Common Core standards and those tests are going to be harder still,” she said. “What happens here as a result of these mistakes is that it makes the public at large question the efficacy of the state testing system.”

Changes to the tests that are on the way should restore some of that confidence, Tisch said, and she suggested that Pearson speed up the test scoring to counter objections to the state’s testing program.

“The purpose of these tests is not to play gotcha with school districts. The purpose of these tests is to inform instruction,” she said. “If we can’t get the results back to districts in a time frame in which they can actually use these measures to inform instruction, then you’re just testing for the sake of testing, or for some federal accountability system.”

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 [email protected]

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.”