rhetoric and realism

Renewal schools get three years to meet one-year goals, clashing with mayor’s rhetoric

PHOTO: Demetrius Freeman/Mayoral Photography Office
Mayor Bill de Blasio announced new education initiatives for New York City schools at Bronx Latin earlier this year.

The city has given the 94 troubled schools in its expensive new improvement program a special pass: They have three years to hit academic targets that other schools must meet in one year.

Under Mayor Bill de Blasio, every school in the city is assigned annual goals that take into account how needy its students are. But unlike other schools, the 94 struggling schools in the “Renewal” program won’t get new, harder goals every year.

Instead, they have until 2017 to achieve goals they received in 2014. In the interim, they must reach benchmarks that are a fraction of the size of a typical school’s.

The city has previously refused to release lists of the goals it gave Renewal schools, and education department officials have not publicly discussed how they were created. In response to questions from Chalkbeat on Wednesday, they acknowledged that the Renewal goals were one-year targets spread out over three years.

The officials insisted that the Renewal schools, which serve a disproportionate share of needy students and have struggled for many years, require the extra time to reach their final targets. Several people who work in the schools — which could face closure or other consequences if they fail to achieve the goals — said they agreed, calling the targets “reasonable” and “reachable.”

“I don’t know where those numbers came from,” said an administrator at one school, “but we were pleased that they were as low as they were.”

The goals raise questions about the extent and pace of change that education officials expect to result from the nearly $400 million turnaround program, which de Blasio promised would spur “fast and intense improvement” at these bottom-ranked schools. Despite an infusion of support services for students and training for teachers, the improvements may be more modest and slower to materialize than the mayor’s rhetoric would imply.

The special accommodations also suggest that the city’s annual goal-setting formula could not account for the grim condition of the Renewal schools, or that officials adjusted the targets to help ensure that these much-scrutinized schools would hit them.

“Either their current goals are unrealistic,” said Kim Nauer, education project director at the New School’s Center for New York City Affairs, or officials are “hedging their bets for a press release two years out.”

The customized annual goals the city has given schools since 2014 center on attendance, state test scores, graduation rates, and class credits. They are based on the past performance of schools that serve students of similar demographics and skill levels.

The education department used that same formula to calculate goals for the Renewal schools, which enroll a higher-than-average share of students who are still learning English, live in temporary housing, or have disabilities. But officials decided that even though the formula factored in the schools’ high-needs students, the resulting goals still had to be stretched out over three years to be attainable.

“Whatever system they used to project targets for each school,” explained a person who works with Renewal schools, they “basically said for a Renewal school you get three years to meet that same target.”

For Renewal schools that are performing far worse than schools that serve comparable students, the goals may still be quite challenging to meet. For higher-performing schools, the targets require minimal growth.

For example, Banana Kelly High School in the Bronx must raise its four-year graduation rate from 41 percent this year to 57 percent by June 2017.

But M.S. 53 in Queens only needs to boost its students’ average score on the state reading exams one-hundredth of a level by 2017: from 2.14 to 2.15. It must increase their average math score from 2.03 to 2.12. (Students must score at least a level 3 out of 4 to be considered proficient.)

Other schools started this school year having already hit their 2017 targets.

For instance, Brooklyn Generation School’s final four-year graduation target is 67 percent, yet it posted a 68 percent graduation rate this June. And the middle-school students at the Bronx School of Young Leaders earned an average English score of 2.2 this spring, even as the school’s 2017 goal is a 2.19 average.

Even Banana Kelly, which is still far from meeting its graduation goal, already surpassed one of its 2017 targets this year: 16.5 percent of student met a certain “college readiness” measure, when the school’s final goal is just 6.8 percent.

Eric Ashton, the education department’s executive director for school performance, said in an interview that the agency is still deciding what to do about schools that met their goals early. Officials don’t want to discourage progress by issuing successful schools new, higher targets.

However, he said the “vast majority” of Renewal schools will need to make significant gains to meet their goals. Considering how needy many of their students are, and how long most of the schools have floundered, it is only fair to give them extra time to reach their targets.

“Most Renewal schools have been struggling for many years,” he said in a statement. “We cannot expect them to turn around overnight.”

Aaron Pallas, a sociology and education professor at Teachers College, said many past studies have shown that interventions at struggling schools take several years to bear fruit — and even then, they often produce disappointing results.

Setting modest improvement targets for troubled schools can prevent hard-working staffers from becoming demoralized, he said. It also can serve a political purpose, since the mayor’s critics will be sure to pounce if many Renewal schools miss their targets despite the costly intervention.

“Low-balling the goals,” Pallas said, “is a slightly defensive strategy to fight against that possibility.”

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.