who rules the schools

Despite differences, Buery seeks support from charter schools on mayoral control

PHOTO: Geoff Decker

The de Blasio administration is making nice with some of the city’s charter school leaders just in time to seek their support for a legislative priority that has so far eluded them: renewing mayoral control.

Deputy Mayor Richard Buery was the featured speaker at a Tuesday event hosted by the Coalition of Community Charter Schools, a group of independent charter schools whose relationship with the de Blasio administration had recently soured. In his speech, Buery praised the coalition’s advocacy work and encouraged a renewed partnership with the city, then asked the audience to take a long-term view of the city’s needs.

“Whatever you believe about Mayor de Blasio’s views on education, whatever you believe about Chancellor Fariña, one thing I think we can all agree on is that we don’t want to go back in time,” Buery said, referring to the period before the mayor was granted control of the city’s schools in 2002. “That whoever is in charge, having a system where the mayor is clearly in charge, where the mayor is clearly accountable for results, is the best system for transparency and accountability and therefore can drive results.”

Charter leaders on Tuesday said they largely agreed with Buery. “There’s just no point in going back,” said Steve Zimmerman, who heads the coalition. “It shouldn’t be contingent on whoever’s in office.”

“I believe this is bigger than just who the mayor is now,” said Jeff Ginsburg, executive director of East Harlem Tutorial Program, which operates the East Harlem Scholars Academies network, whose schools are not coalition members.

When mayoral control was last due to expire in 2009, supporters of charter schools played a starring role in helping then-Mayor Michael Bloomberg get the law renewed. The Robin Hood Foundation, which provides charter school start-up funding, supported a lobbying campaign headed by then-Harlem Children’s Zone CEO Geoffrey Canada, who pointed to Bloomberg’s encouragement of charter schools as a reason for his support.

The shift is a symptom of the de Blasio administration’s fractious relationship with the charter sector. Last year, charter advocates helped derail de Blasio’s plans to charge rent to co-located charter schools, and as recently as a month ago, Success Academy Charter Schools CEO Eva Moskowitz and James Merriman of the New York City Charter Center were saying the mayor’s policy ideas should cause state lawmakers to think twice about extending his power.

Merriman said in a statement that his support for mayoral control has not wavered with the new administration, but that passage remains closely linked to allowing more charter schools to open in New York City. The state’s current cap on charter schools allows for another 25 to be authorized to open in the city, and charter leaders say it’s important to lift the cap now to allow for the sector to continue to grow.

“We supported mayoral control under Mayor Bloomberg and we support it under Mayor de Blasio but are mystified why the mayor won’t support eliminating the charter cap, and in so doing, make the path to mayoral control renewal much easier and outcomes for kids better,” Merriman said.

Buery did not mention the cap in his remarks on Tuesday, and reiterated the mayor’s opposition to lifting the cap in a brief interview.

“We think there’s lots of great work to do, lots of great opportunities for the sector to continue to flourish and grow, but we’re not in a position where we need to raise the cap to do that,” Buery said.

Most of the charter schools at the event are independent without plans to replicate and expand, unlike the city’s charter management organizations, the largest of which, Success Academy, has 32 schools. But speakers said they supported lifting the cap for political reasons.

“Whether we get it this time or not, I think we need to continue to push for it because a movement that’s capped is a movement that eventually dies,” said Stacey Gauthier, principal of the Renaissance Charter School in Queens.

Buery did note one area that the de Blasio administration is making an effort to give charter schools what they ask for. After leaders of the coalition helped him understand how important it is for charter schools in private space to have access to facilities funding, Buery said, the city has not sought to impede a state law that requires the city to provide that funding to new and expanding charters — even though it will cost over $30 million over the next two years alone.

“We’ve been going out of our way to make sure the process has not been contentious,” Buery said, referring to legal appeals that schools must file to receive the funding. “That it’s speedy and collaborative, and it really feels like, as much as possible, we can get money out to schools that need it.”

His request for charter leaders’ support is the latest case of the Blasio administration has reaching beyond its political base to portray mayoral control as an issue with wide-ranging support. De Blasio has also cited the endorsements of former Mayor Rudy Giuliani and dozens of prominent business leaders. (De Blasio’s reliable ally, the United Federation of Teachers, officially opposes the current mayoral control setup but has stayed quiet during the lobbying effort.)

Buery’s appearance came a day after the heads of several nonprofit organizations that run or support charter schools — Harlem Children’s Zone, Harlem RBI, New Visions for Public Schools, and Civic Builders — signed onto a letter meant to “strongly urge” state lawmakers to make mayoral control permanent. At minimum, they wrote, mayoral control should be renewed for three years, as the Assembly and Gov. Andrew Cuomo have proposed. (The Republican-controlled Senate has proposed a one-year extension that would weaken mayoral control and be paired with a law that raising the charter cap.) Forty-five organizations signed onto the letter in all.

“We have seen that mayoral control makes possible the coordination and focus that is necessary to achieve ambitious large-scale reform: expanding pre-k to serve every child who needs it by September; launching Community Schools that meet students’ social, emotional, and health and mental health needs; and focusing resources and accountability on the city’s most struggling schools,” the letter reads.

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.