firing back

Charter CEO: Fariña has 'obligation' to release data after push-out claims

Some charter school leaders are taking a quieter approach to lobbying the de Blasio administration. Here, posters from a charter schools rally in October.

New York City Charter School Center CEO James Merriman is challenging Chancellor Carmen Fariña to prove that some charter schools have illicit enrollment practices, after she claimed schools were bending the rules on Thursday.

After Fariña suggested that some charter schools were pushing kids out ahead of state tests and selectively recruiting high-performing students, Merriman fired back with a 400-word statement that called on the chancellor to use her authority to investigate her suspicions. Merriman said that the center had “no evidence” that charters counseled out students before testing.

“The NYC DOE has access to enrollment and discharge data and now has an obligation to release such data not just for every charter school but for every district school as well,” he said. “I call on the Chancellor to instruct the DOE to do so promptly.”

“To do anything else is to smear an entire group of public schools and their teachers and leaders who work very hard every day to educate children in this city,” he said, adding that corrective action should be taken in schools where there is evidence of improper discharging of students.

The response was unusually forceful, given that Fariña has cultivated a cordial relationship with many charter schools even as Mayor Bill de Blasio has more frequently clashed with the charter sector.

A spokeswoman for Fariña emailed Thursday night to temper the chancellor’s remarks, which came during a brief talk with reporters.

“The Chancellor believes schools should share best practices, serve English Language Learners and students with disabilities—and together, we will move our City forward,” said the spokeswoman, Devora Kaye. “As she stated in her remarks, Chancellor Fariña sits on the NYC Charter School Center Board and is committed to working closely with all stakeholders who are invested in improving student outcomes.”

Kaye did not say if Fariña would authorize the release of student discharge data that Merriman called for.

Fariña, a voting board member of Merriman’s organization, has visited many charter schools — focusing on those serving large shares of high-needs students — and brought a few into her signature initiative, the Learning Partners Program.

Merriman called her a “valued member of the board for whose services I and the other board members are very grateful.”

“We stand ready to work with the Chancellor, for whom I have nothing but the utmost respect, to ensure that we not only have the highest-quality charter sector but also the most responsible,” he added. “This work will be made easier if we have this conversation based strictly on data available to all and not on anecdotes or generalized characterizations.”

In his response, Merriman also took issue with Fariña’s suggestion that some charter schools recruit students based on academic achievement, a practice that would be against state charter law. Fariña said charters should fill open seats with more than “just kids who get postcards because they’re level 3s or 4s to come to the school.”

“If there is evidence that the Chancellor is relying on in making this claim, she should immediately release it so that appropriate corrective measures may be taken,” Merriman said.

Merriman acknowledged that charter schools should enroll more students with disabilities and English language learners, a disparity that Fariña also highlighted. But he said the chancellor should also call attention to “far more troubling and gaping inequalities among the schools she oversees,” referring to screened district schools that select students based on factors like test scores and attendance.

Merriman’s full statement is below:

“This morning, Chancellor Fariña made some very serious allegations about the charter school sector and  they require a detailed response.

“First, we have seen no evidence that charter schools are counseling children out prior to test time as she has suggested is a not uncommon practice. The NYC DOE has access to enrollment and discharge data and now has an obligation to release such data not just for every charter school but for every district school as well. I call on the Chancellor to instruct the DOE to do so promptly.  To do anything else is to smear an entire group of public schools and their teachers and leaders who work very hard every day to educate children in this city.  Where the data shows such a pattern for any school, corrective action should be instituted immediately.

“Second, the Chancellor also seems to have alleged that at least some charter schools, all of which enroll their students via random lottery, are selecting students based on test scores. We have seen no evidence of this, either at the beginning of the year or anytime thereafter. While selecting students based on their academic achievement is a wide-spread practice throughout the district, charter schools cannot do so.  If there is evidence that the Chancellor is relying on in making this claim, she should immediately release it so that appropriate corrective measures may be taken.

“Third, Chancellor Fariña rightly called on charter schools to enroll more students receiving special education services and English Language Learners.  The NYC Charter School Center, together with many charter school leaders, has made access to charter schools for these children a priority; and there is more work for us to do.  However, in calling out charter schools, Chancellor Fariña inexplicably ignores far more troubling and gaping inequalities among the schools she oversees.  We and many others have documented the startling differences among district schools that are in close geographic proximity, not only in the numbers of students receiving special education services and who are English Language Learners, but also even more perniciously by race and class.

“We stand ready to work with the Chancellor, for whom I have nothing but the utmost respect, to ensure that we not only have the highest-quality charter sector but also the most responsible.  This work will be made easier if we have this conversation based strictly on data available to all and not on anecdotes or generalized characterizations.”

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.