non-public policy

Responding to complaint, city vows to investigate secular learning at 39 Jewish schools

PHOTO: Jackie Schechter
The city has made a strong push to include Jewish schools in its drive to add thousands of new public pre-K seats.

With its pre-kindergarten expansion underway and its school-turnaround program under pressure to perform, New York City has its hands full with its own schools.

And yet the city was recently reminded that it is also on the hook for overseeing private schools, under a state law that says local officials must ensure that non-public school students receive an education “substantially equivalent” to that of their public school peers.

Last Monday, more than 50 Jewish school parents, former students, and former teachers invoked that rule in a letter asking several superintendents to investigate nearly 40 yeshivas that they claim offer unacceptably scant instruction in math, English and other non-religious subjects. The education department has promised to investigate, as Jewish Week first reported.

“We take seriously our responsibility to ensure that all students in New York receive an appropriate education, and we will investigate all allegations that are brought to our attention,” spokesman Harry Hartfield said in a statement. He did not answer any specific questions about the investigation.

Such an investigation would be a rare move, experts say. While Catholic, Islamic, Jewish and other private schools receive millions of public dollars for things like busing, testing, and immunizations, they operate almost entirely out of public view. And though the city is responsible for keeping tabs on the private schools in its borders, other factors can get in the way: City officials have limited resources, a reluctance to overstep church-state boundaries, and an awareness that these schools serve politically connected communities.

“There are political, fiscal, and legal complications involved in this,” said David Bloomfield, an education professor at Brooklyn College and The CUNY Grad Center, referring to the city’s duty to oversee private schools. “All of them militate against the application of the rule.”

There are 250 yeshivas in New York City serving more than 106,000 students, making it the largest non-public school sector. While many Jewish schools are known for their mix of rigorous religious and secular studies, some of the yeshivas that educate boys in the city’s ultra-Orthodox Jewish communities have long been said to focus primarily on religious instruction.

The group responsible for last week’s letter, Young Advocates for Fair Education, or Yaffed, has been asking the government to probe yeshivas’ academic programs since 2011 but said it saw no signs of official action until delivering this letter, which was also sent to media outlets.

The group says that most yeshiva classes are taught in Yiddish or Hebrew and focus on religious texts, with just 90 minutes per day devoted to math and English for young students and often no secular studies for high school-aged boys. (Girls tend to enjoy a more equal mix of studies.) Yaffed founder Naftuli Moster, who attended a Borough Park yeshiva, said the school left him woefully unprepared when he decided to enroll in a community college.

“I didn’t know what the word ‘essay’ meant,” he said, “let alone how to write one.”

State law says that private schools must offer reading, math, science, history, health, and other academic classes on par with those in public schools. If a local superintendent finds that a school is not doing so and fails to make changes, the district can cut off the school’s public transportation and its funding for textbooks and health services, and mark its students truant, the law says.

The group has been on a multi-year quest to get the government to look into secular education at these schools. Moster said he met with state officials in 2012, but they told him that district superintendents are responsible for enforcement. So Moster met with a few Brooklyn superintendents with many yeshivas located in their districts, but he said they knew little about the rule.

Last December, the group sent a letter to top state and city officials requesting an investigation into secular studies at ultra-Orthodox yeshivas, but got no response. This time, they enlisted 52 parents and former yeshiva students and teachers to sign onto the letter and forwarded it to local superintendents and the media.

The letter asked for an investigation of the academic instruction at 39 specific yeshivas: 38 in Brooklyn and one in Queens. The group withheld the names of the signatories and the yeshivas — part of an effort to reassure the ultra-Orthodox community that the group’s intent is to reform the yeshiva system, not to sanction individual schools.

Maury Litwack, state political affairs director for the Orthodox Union Advocacy Center, which represents New York yeshivas, said the schools have a “dual curriculum” of religious and secular studies that they “are always looking to improve.” However, he said many schools are cash-strapped and could use more public funds to support math, English, and other non-religious instruction.

“If the city and state want to have a robust discussion about how our kids are educated, that discussion has to include what they’re willing to invest,” he said, “because right now the answer is a very paltry amount of funding.”

Several experts on the ultra-Orthodox community said they knew of no instance when the city education department had investigated a yeshiva’s academic program. And now may be an especially sensitive time for the agency to begin conducting such investigations since City Hall has spent the past year trying to convince yeshivas to join in the mayor’s signature initiative and offer full-day pre-K, even though that means less religious instruction for their students. The ultra-Orthodox community is also considered a powerful voting bloc.

At an unrelated press conference Thursday, Mayor Bill de Blasio seemed unfamiliar with the city’s responsibilities under the equivalent-education rule when asked about the call to investigate the yeshivas.

“I’m not sure I follow, because obviously it’s a separate school system,” he said, adding that he needed to review the matter.

But City Hall spokesman Wiley Norvell said the city takes its duty seriously to address complaints about any private school, including the yeshivas cited in last week’s letter.

“Everyone is held to the same standard,” he said in a statement, “and there is zero tolerance for the kind of educational failure alleged.”

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.