kumbaya

Mulgrew joins charter leaders’ calls for city to release school enrollment data

Transparency, it turns out, has united the city’s charter school sector and the teachers union.

United Federation of Teachers President Michael Mulgrew joined calls from New York City Charter School Center James Merriman on Friday for the city to provide student discharge data for district and charter schools. The request came in response to comments made by Chancellor Carmen Fariña’s a day earlier that implied some charter schools were recruiting and pushing students to leave the schools inappropriately.

“The UFT completely agrees with Mr. Merriman, and I would love for a completely transparent audit of all of these enrollments, including public schools and charter schools,” Mulgrew said in an interview on Friday.

Fariña’s comments came after she was asked to clarify remarks she made at a conference, where she said charter schools needed “better transparency.”

Charter schools need to serve larger populations of English language learners and students with disabilities, Fariña said, and she knew of some schools where there was a “whole movement out of charters the month before the test.” She also suggested that charter schools were circumventing state law by recruiting and enrolling students based on their test scores.

A spokeswoman for Fariña backed away from those claims on Friday. The chancellor’s comments, she said, “did not refer to the majority of charter schools where staff are working hard to support and educate all students.”

Mulgrew threw some cold water on Fariña’s concern that students were being pushed out of charter schools just before state tests. Though complaints of attrition at that time of year used to be common, that is no longer the case, he said. In fact, it’s this time of year when the union most often hears from members whose schools get students who have left charter schools.

“It’s gotten louder and louder,” Mulgrew said.

(One Chalkbeat commenter offered an explanation for the October timing: School funding is largely determined by enrollment after Oct. 31. Merriman pointed out that charter school funding is adjusted during the year as enrollment changes. District school funding is adjusted for enrollment just once, in the spring.)

The back-and-forth prompted many teachers to share their personal experiences with student churn at their own schools.

Paula Richardson, a special education teacher at a district elementary school in Brownsville, said her school was “like a revolving door.” Some students come to the school after brief stints at a charter school, while others come after moving into one of the neighborhood’s homeless shelters. Two students recently left the school just a few days apart because they moved out of their shelter, she said.

“We are mandated to take in every kid,” said Richardson. “Whatever challenges come with them.”

Mulgrew wasn’t the only education official to call for more information about charter school enrollment. Kathleen Cashin, a former regional superintendent who now serves on the state’s Board of Regents, said she has been asking the State Education Department for more than a year to release data showing district and charter school attrition trends.

“I think it’s very important to know and we still don’t have it yet,” Cashin said. “Let’s not just make up numbers and spin things to make one or another side look good.”

Mayor Bill de Blasio defended Fariña’s remarks on Friday, though he only referred to her statements about special-education students and English language learners. Charter schools vary widely in how they serve those high-needs students, he noted.

“I don’t think anyone should see that as a negative, that she’s acknowledging a reality that is something we’re going to have to work on, just like we have to work on a lot of issues in traditional public schools,” de Blasio said.

“There’s charter schools that have work to do. We should talk about that openly,” de Blasio added.

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.