target practice

Moskowitz to authorizers: Reject high-need enrollment targets

The head of one of the city’s largest charter school networks is calling on state charter authorizers to reject a law that requires schools to serve a larger share of high-needs students.

The law, Success Academy Charter Schools CEO Eva Moskowitz wrote in a letter to authorizers this month, creates “perverse incentives” for charter schools to “over-identify” students in high-needs categories, an effect that she said would do more harm than good for children.

“We urge you not to impose any enrollment and retention targets,” Moskowitz wrote to the New York State Education Department and SUNY Charter Schools Institute, which are charged with enforcing the law. “Instead, we request that you partner with us in going to Albany to change this poorly-thought-out legislation.”

The mandate for charter schools to enroll more high-needs students was established in 2010 when lawmakers passed the Race to the Top bill. A charter sector self-assessment earlier this year found that a large majority of charter schools still served lower proportions of poor, special-needs and English language learning students than their districts.

It’s taken some time to iron out the details, but last month authorizers proposed a method of calculating the targets that they intend to use. The proposal is a complex methodology that would assign enrollment targets to each charter school based on the overall ratio of high-needs students in school districts where they operate. Schools that repeatedly fail to comply could be closed.

In response to the proposal, some in the charter sector have raised concerns. In its public comment, the New York Charter School Association suggested to authorizers that they create a single metric to hold schools accountable for their enrollment, rather than separate metrics for each different enrollment target. NYCSA is concerned that if a school serves a large proportion of students in a high-need category, such as poverty, it could still be penalized for under-enrolling in another category, such as special education or ELL.

But the most radical proposal was left to Moskowitz, who rejects the target plans outright.

This is not the first time a Success official has urged caution over charter school regulations. A week after the enrollment targets were proposed, Success’ General Counsel Emily Kim said that she believed any regulation that was not encouraging schools to move students toward more general education settings was sending the wrong message.

At the heart of the Success network’s concerns is the belief that many district schools too easily classify students as high-needs and then don’t work hard enough to declassify them, in part because schools received additional funding to provide these services.

“Poorly designed financial incentives and a dense bureaucracy have turned the city’s ELL programs into a parking lot – a place where students sit idly for years without hope of mastering essential skills and accelerating their academic progress,” concludes a report on the city’s ELL population that Success released last year. The report found that about one-third of the city’s English language learners failed to test out of the program for seven consecutive years.

Moskowitz said since her schools excel at declassifying ELL students authorizers could slap her with being out of compliance in middle school grades because most of her students would be declassified by then.

“Bizarrely, our successful education of ELL students will actually put us out of compliance with the proposed ELL targets,” Moskowitz wrote.

Critics of Moskowitz and the Success charter network have raised their own concerns about the schools’ rate of student attrition and it’s unclear how many students who leave the schools are identified as high-needs. Roughly one third of students in Harlem Success Academy I’s first two cohorts have left the school over the course of elementary school, according to state data..

State education officials have said their jobs weren’t to change the law, but rather implement it in the fairest way possible. As part of that effort, they created a provision that would give credit to schools – such as Moskowitz’s – that declassified students at higher rates than the district average. The provision would credit to any student who was classified as ELL or special education at any point in the last three years, even if they were later declassified.

But charter school advocates said that wasn’t going far enough. NYCSA suggested in its public comment that the “three-year-lag” be extended for the entirety of the student’s time in a school.

Officials for both SUNY and SED did not respond to comment about Moskowitz’s letter or about whether they would change their proposal in response to the suggestions. SED published a FAQ based on feedback it received in the public comment section, but did not respond to Moskowitz’s call to lobby the state.

Eva Moskowitz letter to charter authorizers regarding Enrollment and Retention Targets

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.”