a competitive streak

In remote Brooklyn areas, more charters means more decisions

Courtesy of the New York City Charter School Center

When Emily Caton decided she wanted to send her daughter to a charter school, she navigated to the New York City Charter Center website, typed in her Brownsville zip code, and watched a stream of nearby schools flood her screen.

Soon, her daughter had offers to attend six different charter schools, all in her area of Brooklyn.

Just a few years ago, Caton’s screen would have shown far fewer local charter school options. But today, after charter schools have flooded the area, neighborhoods in eastern parts of Brooklyn has more school seats and applicants than neighborhoods where charter schools flocked early on, like Harlem and the South Bronx.

This year, Caton is one of 18,000 unique applicants to charter school lotteries in East New York and Brownsville. And the neighborhoods together have more than twice as many charter school seats as Harlem and the South Bronx, according to data provided by the New York City Charter Center.

The growth of charter school options comes even as district school attendance in the neighborhoods has fallen over the past decade — and in recent years, has driven that drop.

There are nearly 3,000 fewer elementary school seats in District 19, which includes most of East New York, than there were in 2003-2004, a 20 percent decrease. Middle school enrollment is down 25 percent over the same period. In the smaller District 23, which includes Brownsville, Ocean Hill, and part of East New York, the district has actually added about 800 middle school seats since 2003, a 30 percent hike, but elementary school enrollment has fallen by 30 percent.

With local schools losing students, their buildings had more room for charter schools to co-locate. The result, said James Merriman, CEO of the New York City Charter Center, is “a repopulation of the school buildings.”

For charter school operators, the flurry of charter schools in the area means more of one of the things charter schools have always promised to produce — competition. Except this competition is not only with the district schools, but also with each other.

And for parents like Caton, bent on finding a charter school, that means choices.

The right fit

Last Monday, Caton walked into a classroom at Brownsville Ascend Charter School to attend the last of the information sessions for the six schools her daughter got into. She had a lot of questions. How will teachers at Ascend interact with the children? What is the curriculum like? Do kids have time to socialize?

“Do they actually take time and sit on the rug with the children? Talk to them? See how they’re feeling? Or are they just like, you’re going to learn this, I’m going to teach this and don’t care about the student,” Caton said. “That’s what I want to know.”

Charter operators in the area said Caton’s drilling is increasingly common. “Parents are asking more specific questions about the school and program. They don’t just buy into ‘this is a charter school.’ They want to know what you do that’s different,” said Susan Bakst, who heads Ascend’s student recruitment. “They’re much more sophisticated in the questions they’re asking about what the schools offer, and they’re much more interested in what’s the right fit for them and their child.”

Caton said she went to one orientation session that was so disorganized and unprofessional that she left after 15 minutes. She leaves work to come to these sessions and doesn’t have the time to wait around.

“It makes me think, how are you during school? Are you organized? Are you professional? Or are you all over the place?”

School leaders said they respond by working to distinguish their school. “It pushes us to hone the definition of what we offer,” said Zvia Schoenberg, director of strategic planning and legal affairs at Ascend.

With the number of options on the rise, charter schools also face a mounting logistical challenge as they try to finalize their rosters for the year while parents are still making decisions. At Achievement First, senior director of recruitment Devyn Humphrey said sometimes the network will call a student off the wait list — only to learn that the student is already enrolled in another school.

And yet the student’s family could still decide to put him in Achievement First, pulling him from the original school — and creating an open seat for that school has to fill.

The Ascend administrators said they’ve had the same experience. Since parents are acting more as shoppers and consumers, this kind of shuffling can go well into the first couple of weeks of school, they said.

But while schools must accommodate families’ choices, there are limits to what parents request. For instance, while Ascend finds it can boast about the fact that the school doesn’t co-locate — an arrangement some parents try to avoid — some parents complain that the school doesn’t offer an after-school program and lacks a theme like law or government or fashion.

But the school leaders don’t cater to those demands. “That’s not the way we make decisions, to be honest with you,” said Schoenberg. “We think we have a great program. This is the path we’re on.”

The best choice

By the end of last week, Caton had narrowed her choices down to Brownsville Ascend and Excellence Girls Charter School in Bedford-Stuyvesant, which is part of the Uncommon Schools network. Excellence Girls was the only school where she got to see a class in session and watch the teacher interact with the students, she said.

“They were excited to learn… and they still structured how to behave themselves,” she said. “I really liked that.”

In 2012, Ascend’s third graders significantly outperformed the average District 23 third grader on the math and English state tests. But the school enrolls few English language learners and about half as many students with disabilities than the average District 23 school, according to 2011-2012 data collected by the charter center. Charter school critics say that enrolling fewer high-need students is one reason some charter schools outperform their district counterparts.

Over the course of the next week, Caton will consult with her daughter’s grandmother and father about which of the two schools is the best choice for her.

Caton’s daughter, meanwhile, has an opinion of her own. After attending all of the information sessions with her mother, she prefers Brownsville Ascend — because, her mother said, it has separate reading and activity centers and a rug with bright colorful dots on it.

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.