point by point

Bloomberg credits boosts in test results to new school initiatives

Mayor Michael Bloomberg, Schools Chancellor Dennis Walcott, and Deputy Chancellor Shael Polakow-Suransky walked reporters through a powerpoint presentation on the city’s latest test score results.

This afternoon, Mayor Michael Bloomberg enjoyed what could be his last opportunity to point to clear gains on city test data.

The state is overhauling its testing program next year, and year-to-year comparisons favored by Bloomberg’s test analysts will soon become futile.

Until then, city officials are championing the small gains almost every group of students made on this year’s state tests, calling the scores a sign that some fledgling school initiatives are already working.

Breaking the test results down by race, grade level and students with disabilities, each group saw gains of one to four percentage points for the numbers of students scoring proficient on the literacy and math exams. But students of color are still performing well below their white peers, and the number of English Language Learners scoring proficient in literacy actually dropped by 1.8 percentage points.

“There is still a gap, and it is unacceptable, inexcusable and it is our responsibility to rectify it,” Bloomberg told reporters this afternoon.  He speculated that the ELL scores dropped because the city has begun declassifying greater numbers of ELL students who have become proficient in English.

The much-touted Young Men’s Initiative would help overcome the racial performance gap, Bloomberg said. He attributed minority students’ gains to the early efforts of that initiative and two others: the push toward aligning lessons to new state standards called the Common Core, and the Department of Education’s plans to improve middle schools.

Last year, Chancellor Dennis Walcott said he would make boosting poor eighth grade literacy scores the focus of his Middle School Initiative. In 2011, the number of eighth graders scoring proficient on the literacy exams dropped. This year that number increased by 4 percentage points.

“Congratulations,” Bloomberg said to Walcott, striking a cheerful tone as he stepped away from the podium at a press conference, “This is an accomplishment you’re going to look back on for the rest of your life.”

Teachers union President Michael Mulgrew praised the middle school gains in a statement, but cautioned that the city had more work to do to close the racial achievement gap, particularly in literacy.

“Not only do black and Hispanic students still lag well behind whites and Asians,” he wrote, “but in the ELA results the gap actually widened this year.”

Another improvement Bloomberg heralded in the press conference were the gains charter schools made. On average, city charter school students gained seven points in English, and 3.5 points in math.

“Progress is especially evident, you know, in our charter schools,” he said, adding that 24 more charter schools will be opening in the city in the fall. “Charter schools are phenomenally popular for people who know where it really matters to them… We can’t possibly handle the demand from parents for the charter schools they’re just off the charts.”

Critics say these results mean less than they did in years past because the exams are poised to change dramatically to reflect the new Common Core State Standards, and because several poorly written test questions had to be thrown out.

Bloomberg waved off the suggestion that the test results are less valid, singling out one infamous question about a pineapple that set off flurry of testing criticism last spring.

“No matter how much you argue that the pineapple was a ridiculous question, every kid in the state had the pineapple question,” he said.

Deputy Chancellor Shael Polakow-Suransky said schools could use this years data to see how well they are teaching certain academic skills, even though many will be reinventing their test preparation strategies before next year’s new exams.

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.