big debut

Weiner steps out, and against competitors, at education debate

In his first debate as a mayoral candidate, former congressman Anthony Weiner distinguished himself from his Democratic rivals and made it clear he was not going to tell the event’s organizers what they wanted to hear.

The debate Tuesday afternoon was organized by New Yorkers for Great Public Schools, a group that formed to oppose the Bloomberg administration’s school policies, and questions were tilted heavily toward the group’s agenda. Weiner and all the other Democratic candidates, except City Council Speaker Christine Quinn who dropped out over the weekend, answered questions from moderator Zakiyah Ansari, a parent activist and spokeswoman for NY-GPS.

Most of the candidates spent the debate reiterating positions they’ve taken in the past that fall close to what the group says it wants from the next mayor. They promised to refrain from closing schools and curbing school space-sharing arrangements, for example.

But Weiner stood apart from his competitors, both by rising each time he answered a question and by staking out unpopular positions. He was the only candidate to say he would not shift control of school discipline from the New York Police Department to principals and would not earmark special funding for arts education in schools.

He stood firm even where his stances have already drawn fire from groups aligned with NY-GPS. The first question of the debate was from student Cheyenne Smith, who asked Weiner about his priority to make it easier for schools to remove “troublesome students” from classrooms, a policy that critics have said could increase suspensions.

Smith asked, “Why would you focus on making it easier to suspend students instead of using proven effective ways to improve school safety and keep students in school?”

“The last thing you need is a disruptive child making it difficult for someone else to learn,” Weiner said. “We have to realize there’s a constituency among the kids that are in that classroom that want to learn and we have to make sure we at least focus on that group, like a laser beam, so that they can have their rights as well.”

Weiner also stood out from his competitors when it came to co-locations, a hot-button issue for advocacy groups who argue that charter schools moving into district schools has a negative effect on the district schools. Weiner said he would allow communities to decide how they want extra space in school buildings to be used.

Communities might choose to expand a school library, create a gifted and talented program, or open a charter school, he said, adding, “I want the competition to be fair and let the best ideas win.”

At one point, Weiner did seem to get caught up in the anti-Bloomberg sentiment that swirled during the debate. Asked to say whether charter school operator Eva Moskowitz has gotten special treatment from the Bloomberg administration, the other candidates quickly said yes. But Weiner was confused.  “I have no bloody idea,” he said, to laughter. “Uh, sure. … It seems to be the answer of the day.”

Weiner fell in with the pack on several issues. All of the candidates said they would go to Albany to lobby Gov. Andrew Cuomo to give the city money it is supposed to have gotten because of the Campaign for Fiscal Equity lawsuit, which found that the city receives inadequate state funding. And he and Comptroller John Liu both said they were open to the idea of recreating the Chancellor’s District, which former Board of Education President Bill Thompson, who is also a mayoral candidate, has said was crucial to improving low-performing schools instead of closing them.

“Instead of giving up on those schools, we need to turn those schools around. A chancellor’s district would allow us to do that,” Thompson said. “It would allow us to be able to focus on increasing services to those schools, capping those schools, intensive curriculum, focus on teacher development.”

Even though questions were heavily tilted toward GPS’s agenda, several questions did push candidates to explain — albeit in 30-second intervals — their constructive vision for the city’s public schools. “Everyone has criticized standardized testing but hasn’t provided an alternative,” a student from Bronx International High School asked. “What’s yours?” Later, Ansari asked, “How would you reform special education?”

Liu said that under Bloomberg, a quarter of students who need special education services do not get those services. His solution involves integrating more special needs students into “so-called mainstream classrooms,” something that the Department of Education has done in recent years.

“It’s a balance of mainstreaming the kids and it’s a balance of maintaining the special needs classrooms,” Liu said.

After the debate, Ansari said she wanted to hear more from Weiner on his education policies, especially when it comes to how to improve low-performing high schools, for which none of the candidates have provided clear solutions.

“Some issues he was a little vague on,” she said. “If you’re going to do this… then you’ve got to get on it and play catch up, so to speak.”

After the debate, Monique Lindsay, who serves on the UFT parent outreach committee and is a member of the Coalition for Educational Justice, said about Weiner, “I think that everything he said is what we want to hear,” but added, “I think that his downfall is going to be that incident, the things he did two years ago.”

Below is the full audio from the event:
 

Newsroom

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 Spokane, 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.”

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.