a new plan

Your guide to de Blasio’s announcement, with new goals for grad rate, coding for all

PHOTO: Patrick Wall
Mayor Bill de Blasio announced new education initiatives for New York City schools at Bronx Latin in September.

Mayor Bill de Blasio laid out an ambitious new set of education goals and initiatives on Wednesday.

In a speech at Bronx Latin, de Blasio said the city would aim for 80 percent of high-school students to graduate within four years and would add reading specialists to elementary schools to ensure all second-graders could read at grade level. Over the next decade, the city will also introduce computer science instruction to all schools and offer all eighth-grade students the chance to take algebra.

After the de Blasio administration spent most of its first year and a half focused on rapidly expanding pre-kindergarten and introducing plans to improve a set of especially low-performing schools, the mayor’s speech offered new indications about how the city plans to improve instruction in all schools. De Blasio said the changes are aimed at creating a more equitable school system and city, invoking his mayoral campaign’s focus on inequality.

“There is a tale of two cities in our schools,” de Blasio said. “Excellence will not be apportioned out for the lucky few.”

We’ll be adding details over the course of the day. Here’s what the mayor announced:

Graduation rate goal: The city’s four-year August graduation rate was 68 percent for the class of 2014. De Blasio set a new goal: 80 percent by 2026, 10 years after this year’s high school seniors graduate.

College readiness: Two-thirds of those graduates will be “college ready” by the city’s standards by 2026, de Blasio said. That number refers to graduates who scored 80 or higher on a Regents math exam and 75 or higher on the English Regents exam or earned an equivalent score on the SAT, ACT, or CUNY Achievement Test, which included 47 percent of the city’s 2014 graduates.

In the South Bronx’s District 7 and Brooklyn’s District 23, adult advocates called “single shepherds” will be paired with students to help them navigate middle and high school and to prepare for college, starting next fall at a cost of $15 million per year.

Another initiative will provide tours of New York City colleges to middle-school students. De Blasio mentioned Columbia, New York University, the City University of New York, and the Fashion Institute of Technology specifically.

Advanced Placement classes: The mayor said the city will expand access to Advanced Placement courses. Some new AP classes and prep classes will be rolled out by next fall, the mayor said. Seventy-five percent of students will be offered at least five AP classes by the fall of 2018 and all high schools will have that many by 2021.

Officials did not say which AP courses would be made more widely available. A recent report from the Center for New York City Affairs at the New School found that nearly four in 10 city high schools do not offer advanced math and science classes. The reasons include the proliferation of small high schools, which have less scheduling flexibility, and that many high school students are unprepared for the material — two challenges the de Blasio administration is likely to face as it expands access to AP courses.

Algebra instruction: The city will expand middle-school algebra classes to ensure students take the class by ninth grade. More than 40 percent of middle schools currently don’t offer algebra in eighth grade, according to the city.

Some new algebra classes will be added next fall, and all students will have access to algebra in eighth grade by 2021.

Computer science: All students will receive some computer science education in elementary, middle and high school in the next 10 years. The number of students receiving computer science training will be “expanded significantly” starting in the fall of 2016, and the program will have expanded to all grades in 2025. The program is expected to cost $81 million and will be the nation’s largest effort to increase computer science in classrooms, de Blasio said.

It expands on a series of smaller efforts to boost computer science in schools that the city has made over the last few years, including the launch of a teacher training plan, opening software engineering-focused high schools, and adding Advanced Placement computer science courses to high schools.

Reading instruction: Elementary schools will have access to expert reading specialists, who will focus on helping all students read on grade level by second grade. That’s a goal Chancellor Fariña has been talking about since the start of last school year.

De Blasio said his goal is for two-thirds of students to be able to read with fluency by the end of second grade within six years, and for the city to achieve 100 percent literacy in second grade by 2026. That will require significant improvements: Less than one-third of New York City’s third-graders earned a proficient score on last year’s state tests.

Approximately 700 reading specialists will be placed in elementary schools by 2018 and schools that need the “most support” will begin hiring specialists this spring.

District-charter school cooperation: De Blasio said the city would create and fund at least 25 partnerships between district and charter schools to share ideas for teaching math and reaching English language learners. The initiative will be based on Chancellor Carmen Fariña’s “Learning Partners” program and cost $5 million a year by 2017.

Correction: An earlier version of this story referred to a different college readiness measure.

Speaking Up

Letters to J.B.: Here’s what 10 Illinois educators said governor-elect Pritzker should prioritize

PHOTO: Keri Wiginton/Chicago Tribune/MCT via Getty Images

As governor-elect and national early childhood education advocate J.B. Pritzker assembles his transition team and builds out his early agenda, we asked educators to weigh in with items he should consider.

Here are 10 of their responses, which range from pleas for more staffing to more counseling and mental health services. Letters have been edited only for clarity and length. Got something to add? Use the comment section below or tell us on Twitter using #PritzkerEdu.

From: A non-profit employee who works with schools in the city and suburbs

Letter to J.B.: I work with a number of students from the City of Chicago and sadly most of them lack basic skills. Most of the students lack the ability to read and write properly, and perform below grade level. It is alarming how many students don’t have critical-thinking and analytical skills. The lack of education in low-income and minority population will hurt our city and state in years to come.

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From: A youth organizer at Morrill Elementary, a K-8 school on Chicago’s Southwest Side

Letter to J.B.: Morrill School has suffered from constant turnover due to an unstable Chicago Public Schools environment that cares more about upholding its own self-interest than the people it should be serving. We need representatives that will advocate for what communities say they need!

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From: A music teacher at a Chicago charter school

Letter to J.B.: I work at a charter school and I don’t think we are doing the best we can for our kids. Our school’s policies are too harsh and dehumanizing.

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From: A Chicago charter school social worker

Letter to J.B.: We’ve cut mental health services throughout the city and that has crippled us. Parents have a hard time getting jobs and having enough money to supply basic needs.

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From: A Chicago principal

Letter to J.B.: My school is 100 percent free- and reduced-price lunch-eligible, or low-income population. We are a middle years International Baccalaureate school. Our children were once were the lowest performing in the area and now we are a Level 1-plus school. Our school was on the closing list back in 2005 when I took over.

But now we are an investment school. Teachers are dedicated and work hard. We need funding for a new teacher to keep classes small and additional funds to purchase multiple resources to continue and strengthen overall academics. We have a vested interest in educating all of our children!

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From: A teacher at A.N. Pritzker Elementary in Chicago’s Wicker Park neighborhood

Letter to J.B.: Great kids. Great staff. No librarian. Extremely poor special education services. No substitute teachers. No time for planning. No time for anyone to provide mental health services for those in need.

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From: A teacher at Whitney Young High School on Chicago’s Near West Side

Letter to J.B.: Every teacher knows that well over 90 percent of the students with academic problems have serious problems at home and in their neighborhoods. In the suburbs, social worker and psychologist staffing levels are often five to 10 times what they are here in the city, where kids are dealing with way more challenges, not less. If you’re looking for bang for your buck, fund psychologists and social workers!

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From: A teacher in the Galesburg CUSD 205

Letter to J.B.: Our school is diverse in all definitions of the word. We have a diverse population in terms of race, money, and ability. We currently don’t have the money to keep all of the schools in our district open and are in the process of closing some of the buildings in order to get the others up to code and comfortable; many of our schools don’t even have air conditioning.

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From: A teacher at Kiefer School, a Peoria school that educates children with severe behavioral and learning challenges

Letter to J.B.: We work with students with behavioral and mental challenges who need more help getting mental health services. We’ve had children deflected from being hospitalized due to no beds being available.

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From: A teacher at Unity Junior High School in Cicero

Letter to J.B.: People often think that our school is “bad,” but the truth is, we have so many staff and students that work hard every day to bring positive change.

Who's In Charge

Who’s in charge of rethinking Manual High School’s ‘offensive’ mascot?

PHOTO: Scott Elliott/Chalkbeat
Manual High School is one of three Indianapolis schools managed by Charter Schools USA.

As other schools in Indiana and across the nation have renounced controversial team names and mascots in recent years, Emmerich Manual High School in Indianapolis has held onto the Redskins.

One of the reasons why the school hasn’t given it up, officials said during a state board of education meeting this week, is because it’s unclear whose responsibility it would be to change the disparaging name.

Is it the obligation of the district, Indianapolis Public Schools, which owns the building and granted the nickname more than 100 years ago?

Is it the duty of the charter operator, Charter Schools USA, which currently runs the school?

Or is it the responsibility of the state, which took Manual out of the district’s hands in 2011, assuming control after years of failing grades?

“I don’t care who’s responsible for it,” said Indiana State Board of Education member Gordon Hendry, as he acknowledged the uncertainty. “I think it’s high time that that mascot be retired.”

The mascot debate resurfaced Wednesday as state officials considered the future of Manual and Howe high schools, which are approaching the end of their state takeover. Charter School USA’s contracts to run the schools, in addition to Emma Donnan Middle School, are slated to expire in 2020, so the schools could return to IPS, become charter schools, or close.

Manual is only one of two Indiana schools still holding onto the Redskins name, a slur against Native Americans. In recent years, Goshen High School and North Side High School in Fort Wayne have changed their mascots in painful processes in which some people pushed back against getting rid of a name that they felt was integral to the identity of their communities.

Knox Community High School in northern Indiana also still bears the Redskins name and logo.

“The term Redskins can be absolutely offensive,” said Jon Hage, president and CEO of Charter Schools USA. “We’ve had no power or authority to do anything about that.”

He suggested that the state board needs to start the process, and that the community should have input on the decision.

An Indianapolis Public Schools official told Chalkbeat the district didn’t have clear answers yet on its role in addressing the issue.

Even if the state board initiates conversations, however, member Steve Yager emphasized that he does not want the state to make the decision on the mascot.

“We don’t have to weigh in on that,” Yager said. “I feel like that’s a local decision.”