moving on

Cuomo loses a top education aide as reform panel reconvenes

katiecampos
Katie Campos, the most experienced member of Gov. Andrew Cuomo’s education team, is leaving to attend law school. (Credit: Buffalo ReformEd)

For the second time in six months, Gov. Andrew Cuomo’s tiny team of education aides is undergoing transition.

The departure of Katie Campos, Cuomo’s P-12 assistant education secretary since 2011, comes as one of the governor’s major initiatives, his education reform commission, prepares to renew its operations.

Campos’s last day is technically today as she prepares to enter law school this fall. But a spokesman for Cuomo said she’s sticking around parttime — and unpaid — through the summer to oversee the commission, which convenes next week for a second and potentially more controversial phase of meetings.

Cuomo and a small circle of policy advisors, including Jim Malatras, set the governor’s education agenda. But the execution of that agenda is largely left to a deputy secretary and two assistants. Campos’s is the second departure in a year for the triumvirate, of which Campos, at 27, was the most experienced member.

David Wakelyn, Cuomo’s first deputy for education, left last April after eight months on the job. His post that was not filled for six months, until De’Shawn Wright took over. (Lonnie Threatte is assistant secretary on higher education.)

Wakelyn, who said he left because of the strain it placed on his family, said Campos earned a reputation as a workhorse who “worked on pretty much anything and everything.”

“Katie just has remarkable energy and brings fierce intelligence and passion to the work,” Wakelyn said.

Campos’s hire in June 2011 was viewed skeptically by many seasoned education officials and advocates, based on her age and background. After graduating from college three years earlier, Campos had worked for Democrats for Education Reform and the New York State Charter Schools Association. Campos also formed a parent-organizing group, Buffalo ReformEd, that pushed for a parent trigger law in her home city.

“She was a person who I had never met before in my life. She was very young and she came from a background that would suggest very education reform, very pro-charter,” said Tim Kremer, executive director of the New York State School Boards Association. “But once I got to know her, I was very impressed. She’s smart and very dedicated and accessible and she kept an open mind.”

Campos, who declined to comment about her departure, was seen as a key advisor on Cuomo’s ambitious education agenda. She was a point person to the commission’s members and the groups that were invited to testify at their meetings. She also helped develop the early learning, community schools, and extended learning grant programs that the commission recommended and the state is in the early stages of executing.

Campos also helped draft legislation designed to force local districts to negotiate, submit, and implement their teacher evaluation plans.

Cuomo has not yet selected a replacement for Campos. She’ll begin her volunteer stint next week when the Education Reform Commission meets in Albany to discuss the issue of merging and restructuring small school districts, a controversial policy that often means jobs loss.

Betsy DeVos

To promote virtual schools, Betsy DeVos cites a graduate who’s far from the norm

U.S. Education Secretary Betsy DeVos spoke to the National Alliance for Public Charter Schools in June.

If Betsy Devos is paying any attention to unfolding critiques of virtual charter schools, she didn’t let it show last week when she spoke to free-market policy advocates in Bellevue, Washington.

Just days after Politico published a scathing story about virtual charters’ track record in Pennsylvania, DeVos, the U.S. education secretary, was touting their successes at the Washington Policy Center’s annual dinner.

DeVos’s speech was largely identical in its main points to one she gave at Harvard University last month. But she customized the stories of students who struggled in traditional schools with local examples, and in doing so provided an especially clear example of why she believes in virtual schools.

From the speech:

I also think of Sandeep Thomas. Sandeep grew up impoverished in Bangalore, India and experienced terrible trauma in his youth. He was adopted by a loving couple from New Jersey, but continued to suffer from the unspeakable horrors he witnessed in his early years. He was not able to focus in school, and it took him hours to complete even the simplest assignment.

This changed when his family moved to Washington, where Sandeep was able to enroll in a virtual public school. This option gave him the flexibility to learn in the quiet of his own home and pursue his learning at a pace that was right for him. He ended up graduating high school with a 3.7 GPA, along with having earned well over a year of college credit. Today, he’s working in finance and he is a vocal advocate for expanding options that allow students like him a chance to succeed.

But Thomas — who spoke at a conference of a group DeVos used to chair, Advocates for Children, in 2013 as part of ongoing work lobbying for virtual charters — is hardly representative of online school students.

In Pennsylvania, Politico reported last week, 30,000 students are enrolled in virtual charters with an average 48 percent graduation rate. In Indiana, an online charter school that had gotten a stunning six straight F grades from the state — one of just three schools in that positionis closing. And an Education Week investigation into Colorado’s largest virtual charter school found that not even a quarter of the 4,000 students even log on to do work every day.

The fact that in many states with online charters, large numbers of often needy students have enrolled without advancing has not held DeVos back from supporting the model. (A 2015 study found that students who enrolled in virtual charters in Michigan, Illinois, and Wisconsin did just as well as similar students who stayed in brick-and-mortar schools.) In fact, she appeared to ignore their track records during the confirmation process in January, citing graduation rates provided by a leading charter operator that were far higher — nearly 40 points in one case — than the rates recorded by the schools’ states.

She has long backed the schools, and her former organization has close ties to major virtual school operators, including K12, the one that generated the inflated graduation numbers. In her first week as education secretary, DeVos said, “I expect there will be more virtual schools.”

Correction: An earlier version of this article misstated the location of the dinner.

expansion plans

Here are the next districts where New York City will start offering preschool for 3-year-olds

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, left, and Mayor Bill de Blasio, center, visited a "Mommy and Me" class in District 27 in Queens, where the city is set to expand 3-K For All.

New York City officials on Tuesday announced which school districts are next in line for free pre-K for 3-year-olds, identifying East Harlem and the eastern neighborhoods of Queens for expansion of the program.

Building on its popular universal pre-K program for 4-year-olds, the city this year began serving even younger students with “3-K For All” in two high-needs school districts. Mayor Bill de Blasio has said he wants to make 3-K available to every family who wants it by 2021.

“Our education system all over the country had it backwards for too long,” de Blasio said at a press conference. “We are recognizing we have to reach kids younger and more deeply if we’re going to be able to give them the foundation they need.”

But making preschool available to all of the city’s 3-year-olds will require an infusion of $700 million from the state or federal governments. In the meantime, de Blasio said the city can afford to expand to eight districts, at a cost of $180 million of city money a year.

Funding isn’t the only obstacle the city faces to make 3-K available universally. De Blasio warned that finding the room for an estimated 60,000 students will be a challenge. Space constraints were a major factor in picking the next districts for expansion, he said.

“I have to tell you, this will take a lot of work,” he said, calling it “even harder” than the breakneck rollout of pre-K for all 4-year-olds. “We’re building something brand new.”

De Blasio, a Democrat who is running for re-election in November, has made expansion of early childhood education a cornerstone of his administration. The city kicked off its efforts this September in District 7 in the South Bronx, and District 23 in Brownsville, Brooklyn. More than 2,000 families applied for those seats, and 84 percent of those living in the pilot districts got an offer for enrollment, according to city figures.

According to the timeline released Thursday, the rollout will continue next school year in District 4 in Manhattan, which includes East Harlem; and District 27 in Queens, which includes Broad Channel, Howard Beach, Ozone Park and Rockaways.

By the 2019 – 2020 school year, the city plans to launch 3-K in the Bronx’s District 9, which includes the Grand Concourse, Highbridge and Morrisania neighborhoods; and District 31, which spans all of Staten Island.

The 2020 – 2021 school year would see the addition of District 19 in Brooklyn, which includes East New York; and District 29 in Queens, which includes Cambria Heights, Hollis, Laurelton, Queens Village, Springfield Gardens and St. Albans.

With all those districts up and running, the city expects to serve 15,000 students.

Admission to the city’s pre-K programs is determined by lottery. Families don’t have to live in the district where 3-K is being offered to apply for a seat, though preference will be given to students who do. With every expansion, the city expects it will take two years for each district to have enough seats for every district family who wants one.