the trump effect

‘I should have been more outspoken’: In letter, Eva Moskowitz denounces Trump, regrets her earlier response

PHOTO: Geoff Decker
Eva Moskowitz at a parent rally in Albany in 2015

The head of Success Academy sent a forceful letter to parents and staff at Success Academy on Thursday condemning President Donald Trump and expressing regret for not being “more outspoken” about her beliefs.

The letter, first reported by Politico New York, marks Moskowitz’s most aggressive rebuke of the president, whom she originally said she would “work with” after meeting with him when she was under consideration for the position of U.S education secretary. On Thursday, Moskowitz acknowledged that was a miscalculation.

Unfortunately, our nation has become so polarized in the Trump era that some have perceived my silence as tacit support of President Trump’s policies,” the letter said. “I apologize to you for allowing this to happen.”

It continues, “In retrospect, I should have been more outspoken so that no one would possibly think that either Success Academy or I was tacitly supporting President Trump’s policies, which are contrary to the values of respect, caring, and concern that are central to our mission.”

Moskowitz had previously seemed reluctant to distance herself from the Trump administration. While other charter leaders were silent about Trump’s pick of Betsy DeVos for U.S. education secretary, she tweeted her support for DeVos. She also hosted Ivanka Trump at a Success Academy school after the presidential election.

But the past weekend’s racist violence Charlottesville — and Trump’s equivocal response — appear to have pushed Moskowitz over the edge.

“Like so many of you, I am deeply distressed both by the hateful violence in Charlottesville and by President Trump’s refusal to clearly denounce it,” the letter reads. “Nobody with any empathy for the plight of people of color in this country could respond the way he did.”

Last week, Success Academy became ensnared in its own racial controversy after Daniel Loeb, its board chairman, said African-American New York State Senator Andrea Stewart-Cousins, who he considers loyal to unions, done “more damage to people of color than anyone who has ever donned a hood.” Loeb later apologized and deleted the post.

Moskowitz denounced those comments in an earlier letter to the Success Academy community, but he remains chairman of the board.

Here is the full text of the letter:

Dear Success Academy Community,

Like so many of you, I am deeply distressed both by the hateful violence in Charlottesville and by President Trump’s refusal to clearly denounce it. Nobody with any empathy for the plight of people of color in this country could respond the way he did.  His comments have left many in our community feeling unsafe and uncertain about their place in society. It’s one thing to have a President with whose politics you disagree; it’s another to have a President who doesn’t even seem to care about your welfare.

One of our greatest weapons in fighting the kinds of injustice, violence, and moral confusion we have seen over the past few days is ensuring that we have schools where our children are safe not only physically, but also emotionally and morally, and are taught the values to which we aspire. We must renew our commitment to instilling high moral character in our students, to teaching them to  treat each other with kindness, to stand up for what is right, and to respect the diversity of backgrounds and experiences that strengthen our country. In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.”

Like many of you, I have found the Trump presidency distressing, and I want to candidly share with you the struggles I’ve faced in dealing with it. As I explained when I announced that I was turning down a potential opportunity to serve as Secretary of Education, I voted for Hillary Clinton and was sorely disappointed she didn’t win. I am a Democrat and disagree with virtually all of President Trump’s policy positions including those on healthcare, LGBTQ rights, civil rights, immigration, global warming, gun control, and tax “reform.” I chose not to speak publicly about these disagreements, however, because I feel my responsibility as CEO of Success Academy is not to advance my personal beliefs on a broad range of political issues but instead to focus all of my energies on advocating for our kids and public policies that expand educational opportunity and parent choice. This is the approach I’ve taken for the last 11 years, working with elected officials from both parties including Presidents Obama and Bush, Governors Cuomo, Patterson, Spitzer, and Pataki, and Mayor Bloomberg.

Unfortunately, our nation has become so polarized in the Trump era that some have perceived my silence as tacit support of President Trump’s policies. This is particularly upsetting to me because opponents of charter schools in general, and of Success Academy in particular, have sought to take advantage of this confusion to undermine our schools and the work we do for children. I apologize to you for allowing this to happen. I thought the approach I’d previously taken would work in this new era; I’ve learned it doesn’t, particularly in light of President Trump’s horrifying response to the violence in Charlottesville. In retrospect, I should have been more outspoken so that no one would possibly think that either Success Academy or I was tacitly supporting President Trump’s policies, which are contrary to the values of respect, caring, and concern that are central to our mission.

Moving forward, I hope that we can redouble our efforts to protect our children from the terrible hatred and violence that still plagues our nation and work to make our country a place in which there is greater tolerance, equality, and love for one another.

Warmly,

Eva Moskowitz

what's next?

Policymakers agree virtual schools should get more teachers and less money. Will they make it happen?

PHOTO: Shaina Cavazos
A view outside of Indiana Virtual School's office, located in an office park at the northern edge of Marion County.

After Chalkbeat revealed widespread low-performance and unusual spending at Indiana Virtual School, there were no immediate plans to change how the fast-growing but relatively little-known online charter school operates.

Rep. Bob Behning, the House Education Committee chairman who is one of Indiana’s most influential education lawmakers, has not commented after repeated requests for an interview.

Senate Democrats have no education priorities specified for the upcoming year.

And Senate Republicans and House Democrats haven’t yet released their 2018 plans. Sen. Dennis Kruse, the Republican chairman of the Senate Education Committee, said he largely thought Indiana’s charter laws were fine, although he was open to tweaking aspects of the law — such as whether authorizers of failing charter schools should be allowed to open additional schools.

But national and even local charter school advocates — including those who could affect public policy — agree changes need to be made at Indiana Virtual School and online charters more broadly across the state. Some were blunt in their assessment of the school, which since 2011 has enrolled thousands of students and failed to graduate most of them. It also has a barebones teaching force, low test scores, and two F grades from the state.

“The whole thing is a mess,” said Tony Walker, a pro-charter school Democrat on the Indiana State Board of Education.

Read: As students signed up, online school hired barely any teachers — but founder’s company charged it millions

And the school’s problems aren’t limited to academics. Walker also called out the school’s lenient attendance policy, lack of real-time teaching and choice not to provide computers to students.

“Them not having an online platform that permits them to have live courses should be a deal-breaker … You should never have an online school that exists without that,” he said. “You should never have an online school that’s chartered that does not provide the means to access the school to its students. If you’re not giving your students laptops, then you shouldn’t exist.”

What’s more, Thomas Stoughton, Indiana Virtual’s founder, previously headed a for-profit company that charged millions of dollars in management fees and rent to the school while he was school board president. Stoughton is also leading the school’s growth — a second Indiana school opened this year, and plans for Michigan and Texas schools are in the works.

Although Indiana’s legislative session won’t begin until January — and it’s looking like a year where education won’t be center stage — Democrat and Republican lawmakers indicated interest in making changes to laws governing virtual schools, but nothing more.

Doing nothing just isn’t acceptable, said Rep. Terri Austin, a Democrat from Anderson and a former educator.

“Surely given the statistics the General Assembly has an obligation to take a look what’s happening,” she said.

Walker said Indiana Virtual School’s student-teacher ratio jumped out at him. At the end of last school year, Indiana Virtual had one teacher for every 222 students.

Now, Indiana Virtual and the new Indiana Virtual Pathways Academy enroll about 6,332 students, served by 40 teachers, which makes the student-to-teacher ratio 158-to-1. The national average for online charter schools is 30-to-1, according to the National Education Policy Center.

“There’s absolutely no justification or reason that I can think of to permit a school to have a 221-1 faculty-student ratio,” Walker said. “That’s just ridiculous … There needs to be substantially more of the funds appropriated in the direction of instruction than I think this school has.”

Rep. Scott Pelath, the long-time leader of the House Democrats who stepped down from that role last week, was also surprised by the student-teacher ratio, even more surprised than he was by the tens of millions of dollars the state has set aside to fund the schools.

“That struck me as just outrageous, and I would think the public would think it was outrageous,” Pelath said. “Particularly when virtual schools are used as a substitute in places where you maybe have a lot more at-risk kids that need more attention, not less.”

Indeed, more than 80 percent of the students at Indiana Virtual qualify for meal assistance, but otherwise their demographics closely mirror those of the state — majority white, with relatively small populations of English-learners and students with special needs. The school says many of its students have been expelled from previous schools, and they say their students’ struggles are part of the reason graduation rates and test scores remain low.

But Karega Rausch, a former member of the Indiana Charter School Board who now works for the National Association of Charter School Authorizers, said online charter schools as a whole shouldn’t use student characteristics as an excuse. The group even has an entire set of online school-specific policies states should adopt in light of their poor performance.

“Just having lots of low-income kids is not a justifiable reason to not teach them well,” Rausch said. “Just having a lot of kids that may be mobile is not an excuse for not teaching them well. Traditional public schools and charter schools are finding ways of serving those kids at high levels.”

While traditional schools should serve as a model for instruction, Indiana’s school funding formula creates problems in a virtual environment. For schools like Indiana Virtual that have few barriers to entry and inconsistent attendance reporting practices, it can be hard to know if students who are enrolled are actually being educated. Yet schools get more money for every student they enroll.

Kruse and Walker, as well as national advocates, said they would support a funding model based on how much work students do, rather than whether they are on a school’s books on Count Day. New Hampshire and Florida already use this kind of system.

“There needs to be a different funding formula for these schools,” Walker said. “They should not be funded on a per-student basis like brick-and-mortar schools … it becomes a profit mill.”

An analysis from Florida Southwestern State College School of Education last year found that funding based on students finishing classes in virtual schools cost the state less money than the more traditional per-student model. Walker called on lawmakers to consider this change and put it into law “sooner rather than later.”

Pelath said based on what he’s learned about online schools, he doesn’t see them as a good substitute for traditional education. (Former state Superintendent Glenda Ritz agrees.)

“The oversight and accountability is not anywhere close to what we would have in traditional education,” Pelath said. “It’s entirely reasonable that some virtual experiences can be part of the larger overall experience, but as a substitute they are just woefully inadequate.”

The first step is to stop growth immediately, he said. Virtual schools enroll about 12,000 students across the state — about 1 percent of all students — and the number has been growing each year.

As far as upcoming legislation, Pelath was less sure, and new House Democrat leadership will certainly play a role in the caucuses’ goals for next year. Pelath was optimistic change could happen, but he was also realistic about the fact that a Republican supermajority in the House can make it difficult to get Democrats’ bills through.

“I think there’s a very good chance of that,” Pelath said in regards to possible legislation on virtual schools in the upcoming session. “Whether those things come in the form of originally introduced bills, of which there’s a risk of them staying bottled up in committee, or in the form of amendments to alter legislation that is moving in the process …This is going to have to be a debate.”



student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.