Education issues remain unresolved as Albany pushes past session’s official end

With just hours left in the last official day of the legislative session on Wednesday afternoon, there looked to be some action on two important New York City-centric education issues.

The Senate had added a charter school bill with a one-year extension of mayoral control onto its agenda, meaning it would come up for a vote. It didn’t have much of a chance of passing, but there issues could at least get some public debate.

But by 9 p.m., the bill had been shelved. And with the session now continuing past its official end, mayoral control of city schools, changes to the state’s cap on charter schools, tax credits for private schools, and possible amendments to the new teacher evaluation law all remain unresolved, as lawmakers haven’t yet moved past other pressing issues like rent regulations for New York City and a real estate tax credit.

“There’s no reason for us to be on the final day like this,” said George Latimer, a Democrat the ranking minority member on the Senate’s education committee. “We’ve wasted the bulk of April and the bulk of May not having any of these conversations. And I think it’s on purpose.”

A few things did get done on Wednesday. Lawmakers agreed to strengthen sexual consent laws on college campuses, and came to a deal on tighter regulations for the city’s nail salon industry. The Senate even debated — and narrowly passed — a bill naming the wood frog the state’s official amphibian, prompting speculation that it might end up on the late-night circuit as the most recent example of Albany’s dysfunction.

Standing outside the Senate chambers on Wednesday afternoon, Latimer said he welcomed a transactional approach to extending mayoral control and allowing more charter schools to open in New York City, two issues that have little to do with the suburban Westchester schools he represents. He and several lawmakers said they hope negotiations include talks about amending the new teacher evaluation law to delay the deadline for districts to switch over.

The Senate has proposed a three-month delay, while the Assembly has proposed a full-year delay. Gov. Andrew Cuomo, who pushed for the new teacher evaluations in state budget negotiations this year, has said he is opening to giving districts more time to finalize their new systems, although he hasn’t said if he will support changes to the law. (The Board of Regents recently approved a waiver system that would allow eligible districts to apply to delay implementing the new system under current law.)

In addition to Cuomo, the people in charge of the talks are Assembly Speaker Carl Heastie and Senate Majority Leader John Flanagan, both of whom ascended to their leadership positions in recent months after their predecessors were felled by corruption scandals. Cuomo met with each separately behind closed doors on Wednesday, and Heastie and Flanagan also met together. But those meetings seemingly yielded little.

East Harlem Assemblyman Robert Rodriguez said the Assembly’s top priority remained renewing rent regulations, which expired on Monday and has created uncertainty for the rental costs of 2.5 million people who live in rent-regulated apartments, most of which are in New York City. But he said at this point education and housing issues were all likely part of the same conversation at this point.

“It looks like all those things are on the table and being addressed simultaneously,” Rodriguez said. “I don’t want to say it’s linked or not linked, but simultaneously all those conversations are moving forward.”

Rodriguez also said that changes to the state’s cap on charter schools were on the table in the Assembly in addition to the Senate.

“I think the Senate has an interest in increasing [charters], and the Assembly has an interest in managing how that’s done and making sure it’s done effectively and thoughtfully based on what’s currently available under the previous cap,” Rodriguez said. “So they’re being discussed under both houses.”

Correction: A previous version misstated the area the Assembly member Rodriguez represents.

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.