breaking news

State names 123 city schools to improve or close by 2015

New York State’s No Child Left Behind waiver has spawned a new list of struggling schools that education officials could close if they don’t post dramatic improvements by 2015.

That list includes many schools that were identified as struggling by the state in the past and have undergone deep reform interventions or begun phasing out, but now labels them as “priority schools.” In New York City, there are 123 priority schools, nearly double the schools once identified as “persistently low achieving” because their students performed poorly on state tests and posted low graduation rates.

The schools are being called priority schools because their statistics are grim, officials said. The state determined which schools would be identified as priority based on four-year graduation rates (under 60 percent) in high schools and a student growth formula from state test scores in elementary and middle schools that places the schools in the bottom 5 percent of schools statewide, per guidelines set by the federal government.

The districts will have just three years to improve these data points, according to a release the State Education Department published late this afternoon, and must submit transitional plans for each priority school by October. And for the first time, State Education Commissioner John King will have the authority to require districts to close the schools that fail to make gains.

Districts generally have several options for funding reforms in these schools through federal School Improvement Grant and Race to the Top Innovation Funding programs. But New York City has fewer.

Because the city and the teachers union have yet to agree on a teacher evaluation plan, state officials said the city is only eligible to receive funding to implement the most stringent of interventions: school closure over a four-year period, through a process known as phase-out, or school “turnaround.” But turnaround is for now off the table because the city lost a lawsuit over its plans to use the turnaround model in 24 schools earlier this summer. It is appealing the decision, but is not likely to see a resolution soon.

SED spokesman Dennis Tompkins said the city would be eligible to receive funds for priority schools it decides to close in the coming school year, and that officials expect the city to propose closure for some of the schools on the list this fall.

Before priority schools, there were Schools in Need of Improvement (SINI), a list of hundreds of schools that the state required to devise improvement plans under NCLB guidelines. The list grew every year, and schools put on the list never came off it.

The new waiver guidelines mean that far fewer schools will have an improvement status compared to previous years. But the interventions for these schools will be more aggressive and more extensive. Ira Schwartz, SED’s assistant commissioner for accountability, told reporters that the new lists hold schools to higher standards than the SINI list did, but at the same time makes the list of schools under pressure more manageable.

“We appplied college and career standards to create these lists. We were testing against higher standards and [we] incorporated growth similar to what we’re doing with teacher and principal evaluations,” he said. “We think this list is more right-sized.”

School districts will also be able to redirect some funds that were once used to fund after school tutoring to new initiatives in the priority schools. The school improvement plans must include an extended learning day and a small increase in parent engagement program spending.

Schwartz said there is a chance some schools could be removed from the priority list if they post significant improvements in the coming year. But once a school begins implementing a reform program, it must stick through it for three years and be accountable for the end results, even if it shows improvements in the short term.

More than a dozen of the city schools that the state identified for intensive improvement, including Christopher Columbus High School and Jamaica High School, won’t have a chance to try. That’s because the city has already began phasing them out as part of a four-year closure plan.

The other priority schools on the list that will be closed within the next four years are: Norman Thomas High School, Washington Irving Academy, John F. Kennedy, Monroe Academy for Business/Law, Metropolitan Corporate Academy, Paul Robeson, Beach Channel, Samuel Gompers Career and Technical Education, Jane Addams, and Grace Dodge Career and Technical Education.

The state’s list features all 24 of the former “turnaround” schools the city unsuccessfully moved to close this year, and a handful of schools that opened under the Bloomberg administration—some as recently as 2006 and 2008. The list also has one city charter school: Williamsburg Charter High School.

In addition to the priority school list, the state named 70 school districts, including New York City, as “focus districts,” because their ethnic minority students, students with disabilities, and English Language Learners have performed particularly poorly on the state’s reading and math exams, and have graduation rates far below average. From there, New York City selected more than 200 schools as focus schools, where it must now develop school improvement plans that target the populations of students that are most in need of help.

Many of the priority schools are high schools, but most of the schools that the city picked as focus schools are elementary and middle schools. Two charter schools, Opportunity Charter School and St. Hope Academy Charter School made the focus list.

New York City schools also made up a good portion of the state’s list for top-performing schools, called “Reward and Recognition Schools.” Of the 250 schools on this list, 55 were from New York City. These are schools that have either made the most progress on student achievement and do not have significant achievement gaps.

As part of the recognition, the schools will be rewarded between $150,000 and $300,000 to expand their models of success into more schools or more grades. The state education department said it plans to release yet another list this fall, called “Recognition Schools” that meet most, but not all of the criteria.

Teachers union president Michael Mulgrew said the new lists might motivate the city to close more schools, but the focus list is likely to encourage officials to create improvement plans in schools that have never had ones before.

“They’re already saying they want to close more schools, but they’ve never had a plan for how to help a struggling school,” he said in an interview. “If your crowning achievement is closing more schools than ever before before you leave [office,] that’s the single biggest piece of evidence that [Mayor Michael Bloomberg] is doing a bad job.”

David Bloomfield, a professor of educational leadership at the City University of New York, said the new lists do not seem to represent a significant departure from the NCLB criteria, which determines whether schools are in good standing or not based on similar categories, such as the performance of high needs students. But he said it’s possible they could still motivate political decisions in the city this year.

“Here is a newly prominent sign that there are still so many failing schools in New York City, he said.  “The SINI list became like wallpaper and nobody noticed it. This may encourage the Mayor to close more schools, but it also highlights the number of schools that are still low performing.”

State Education Department Memo on priority, focus and reward schools:

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.”