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.

newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

Who Is In Charge

Indianapolis Public Schools board gives superintendent Ferebee raise, bonus

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Indianapolis Public Schools Superintendent Lewis Ferebee is getting a $4,701 raise and a bonus of $28,000.

The board voted unanimously to approve both. The raise is a 2.24 percent salary increase. It is retroactive to July 1, 2017. Ferebee’s total pay this year, including the bonus, retirement contributions and a stipend for a car, will be $286,769. Even though the bonus was paid this year, it is based on his performance last school year.

The board approved a new contract Tuesday that includes a raise for teachers.

The bonus is 80 percent of the total — $35,000 — he could have received under his contract. It is based on goals agreed to by the superintendent and the board.

These are performance criteria used to determine the superintendent’s bonus are below: