State of the City

Mayor de Blasio’s second-term education agenda? More of the same.

PHOTO: Benjamin Kanter/Mayoral Photo Office
New York City Mayor Bill de Blasio delivers his fifth State of the City address at the Kings Theatre in Brooklyn on Tuesday.

In the wake of his decisive re-election in November, Mayor Bill de Blasio signaled that education would be a top priority during his second term.

“We need the school system to look entirely different in the coming years,” he said the day after the election. “That will be the issue I put my greatest passion and energy into.”

But if education is at the top of the mayor’s agenda, it did not form the centerpiece of his State of the City address Tuesday night. Instead, the roughly 70-minute speech highlighted other aspects of his agenda such as affordable housing and criminal justice reform, while casting President Donald Trump as a threat to the city — a reflection of de Blasio’s ambition to be a voice for progressives on the national stage.

His limited mention of the nation’s largest school system included a new $7 million civics-education program (a fraction of the city’s more than $24 billion education operating budget) and the ongoing expansion of his signature education program — pre-kindergarten — to include three-year-olds.

However, he offered no bold new vision for the city’s schools or even a clear argument for how his existing initiatives — a grabbag of programs ranging from computer-science classes to school-based health clinics — will push the system to new heights. While de Blasio’s cautious approach has allowed him to trumpet education-related successes while avoiding controversy, it’s also created challenges as he seeks a new schools chief and has some ostensible allies questioning his strategy.

Universal pre-K is “critical and I want to see the rollout of 3-K,” said Mark Treyger, chairman of the city council’s education committee, in an interview days before the speech. “But what’s the plan beyond?”

Rather than spell out a new plan, de Blasio doubled down on his existing initiatives Tuesday. He leaned heavily on his early-learning efforts, arguing that providing free preschool for three-year-olds would be “seismic.”

“To defeat structural racism and overcome this achievement gap we have to flip the script — we have to do something different when it comes to education,” de Blasio said during his speech at Brooklyn’s Kings Theater, before promoting his pre-K expansion. He added that his “next big goal” is to ensure all students are reading on grade level by the third grade — a promise he first laid out in his first term.

For the city’s older students, de Blasio touched on just one new policy initiative, an effort dubbed “civics for all.” The new program will encourage teachers to develop “rapid-response lesson plans” about current events, allow 17-year-olds to register to vote at school, and give every high school $2,000 that students will be able to spend through “participatory budgeting.”

The mayor did not mention some of the highest-profile elements of his current agenda, including his controversial “Renewal” program for struggling schools, a half-billion dollar initiative to infuse dozens of struggling schools with social services and academic support. It’s little surprise the mayor didn’t highlight the program: It has achieved mixed results, and the city recently announced that it will close nine of the schools, sparking opposition among some school communities.

De Blasio also skipped over some key pillars of his “Equity and Excellence” education agenda, including efforts to make computer science classes available to every student and expand access to AP courses.

It’s not the first time de Blasio’s annual State of the City speech focused primarily on issues outside of education, which covers roughly one-third of the city’s budget. Last year, for instance, his speech devoted just three of 94 paragraphs to the topic.

The perception that the mayor has not put forth a clear vision for the city’s schools could complicate his search for a leader to replace Chancellor Carmen Fariña, who plans to step down in the coming months. De Blasio said the city is conducting a national search, yet some observers have warned that candidates eager to influence the city’s education landscape might be wary of joining an administration that has already set out its education agenda and does not appear interested in launching new initiatives.

For their part, city officials said they were not having trouble recruiting candidates for the post, and broadly defended the mayor’s education agenda.

City schools “are stronger than ever with the highest-ever graduation rate, lowest-ever dropout rate, record-high college enrollment and college readiness,” city hall spokeswoman Olivia Lapeyrolerie wrote in an email. “This didn’t happen by accident, but is the result of a clear plan to improve our schools and deliver equity and excellence to all New York City children.”

Walk it out

NYC mayor encourages school walkouts in wake of Florida shooting: ‘If I was a high school student today, I’d be walking out’

PHOTO: Michael Appleton/Mayoral Photography Office
Mayor Bill de Blasio

In the wake of a school shooting in Florida that left 17 dead, New York City Mayor Bill de Blasio said students won’t face serious disciplinary action if they choose to participate in a national school walkout planned for next month to protest gun violence.

“If I was a high school student today, I’d be walking out,” de Blasio said Thursday. “This is too important a moment in history to try to hold back the desire of our young people to see fundamental change and to protect themselves.”

Students across the country are planning to walk out of class at 10 a.m. on March 14 “to protest Congress’ inaction to do more than tweet thoughts and prayers in response to the gun violence plaguing our schools and neighborhoods,” according to a Facebook description of the event.  The protest is scheduled to last 17 minutes, one for each person who died at Marjory Stoneman Douglas High School.

And unlike one Texas school district, which threatened to slap students with suspensions if they walked out, de Blasio said students would not face serious discipline. “There’s no negative, lasting impact if they do this,” the mayor said.

De Blasio’s tacit endorsement of the walkout comes just days after he announced that schools across the city would deploy more “rapid-response lesson plans” about current events. On Friday, de Blasio told WNYC’s Brian Lehrer that the protests are a “teachable moment.”

We are going to do lesson plans around this issue leading up to that day,” de Blasio said. “We are going to make sure that there’s a real educational impact.”

The city also announced this week that every New York City school will hold a lockdown drill by March 15, and every middle and high school will be subject to at least one random screening with metal detectors this year.

Here’s more on what de Blasio told Lehrer this morning:

For high school students – we are going to be very clear, we want parents to weigh in, to let us know if they are comfortable with a young person walking out. It is supposed to be for 17 minutes. We expect the school day before and after to proceed. For younger folks – middle school, elementary school — the model I’m interested in, we are still working on this, is to have it be within the context of the building, you know to gather in the building for the memorial to the 17 young people lost, 17 people lost I should say. And again that may be silent, that may be with young people speaking, that’s all being worked through.

Speaking Out

Students at Denver’s George Washington High say their voices were unheard in principal selection

PHOTO: Denver Post file

When Shahad Mohieldin learned that students, parents, and teachers at George Washington High School in Denver would have a say in who was named the next principal, the high school senior spent days recruiting representatives from all three groups to participate.

Mohieldin, a member of the school’s advisory board, said she and others worked hard to ensure the group vetting the principal candidates would be diverse. It was important to include students of color and white students, parents who speak English and those who don’t, and teachers of both International Baccalaureate and traditional classes, she said, especially since the high school has been working to heal years-long racial and academic divides.

The students particularly liked one candidate who they said seemed to understand the school’s struggles. He would have also been a leader of color at a school where 70 percent are students of color. Denver Public Schools Superintendent Tom Boasberg ultimately chose a different candidate, a more experienced principal with whom he’d worked closely before.

It was a whirlwind process that took just seven weeks from when the current principal announced his retirement. In the end, Mohieldin and other students said they were left feeling like their voices were ignored.

“We were often told that, ‘Hey, your voice really matters in this. Please, we want your input,’” Mohieldin said. “It really hurts. Now we don’t trust the district as much, which is really sad.”

District leaders said the process was quick but thorough. Deputy Superintendent Susana Cordova said that while it was clear the students preferred one candidate, the input collected from parents, teachers, and community members was more mixed. The slate of three finalists was unusually strong, she said, and it was not an easy decision.

Kristin Waters, the candidate who was hired, is a former district administrator with years of experience leading a comprehensive Denver high school similar in size to George Washington. The students’ top choice was an assistant principal at East High School named Jason Maclin.

Cordova said she wants to assure students that although district leaders didn’t choose students’ favored candidate, they did consider their opinions.

“It is important to use your voice,” Cordova said. “Sometimes your voice isn’t the only piece of information we look at, but in no way does that mean to stop speaking out.”

Not listening to community feedback is a perennial criticism of Denver Public Schools, and one district leaders are continually trying to address. Recently, several major decisions have been based on recommendations from committees of parents and community members. While the process hasn’t always gone smoothly, the district has followed the community’s advice.

In the case of the George Washington principal selection, the process worked like this: Current principal Scott Lessard announced in mid-December that he’d be retiring at the end of the school year. Lessard has helmed the school for two years, and students and teachers credit him with fostering a sense of unity and a culture of openness to new ideas.

But he said the daily challenges of being a school principal led to his decision.

“I was going to retire at some point,” he said. “It may not have been at the end of this year, but it was going to be soon. The school in such a good place, I thought it was a unique opportunity now to find somebody who would be a good principal.”

The district has a pool of pre-screened principal candidates who are invited to apply for openings as they come up, Cordova said. With every vacancy, the district convenes a committee of parents, teachers, and community members to interview the candidates. In the case of high school principal jobs, the district also asks students to participate.

For George Washington, the district assembled the committee and three separate focus groups, which Mohieldin helped organize: one of parents, one of teachers, and one of students. The groups and the committee interviewed five candidates selected by the district, and based partly on their feedback, district leaders whittled the field to three finalists, Cordova said.

The three finalists then participated in a community forum. Forum attendees were asked to submit written comments on candidates’ strengths and weaknesses, and Cordova said she personally read every single one. She said district leaders also read emails students sent afterward urging the district to pick Maclin. Students said they never received responses to those emails – one reason they felt unheard.

A week after the forum, on Feb. 6, the district announced its decision to hire Waters.

Cordova said she has every confidence that Waters will be “an amazing school leader.” Waters has been principal of three Denver schools: Morey Middle School; Bruce Randolph School, which serves grades six through 12; and South High School, whose demographics are similar to George Washington. More than 300 of the 1,239 students at George Washington are black and more than 400 are Hispanic.

“She has a strong track record working in similar communities,” Cordova said.

Students had some concerns about Waters’ approachability and her seemingly close ties with district leadership; Boasberg was listed as the first reference on her resumé. They said they liked Maclin’s presence, and that he seemed knowledgeable about the school’s past struggles and had concrete ideas for its future. Maclin submitted a proposed plan for his first 100 days as principal that included conducting a listening tour of the school community.

But students said their main complaint is not the outcome but the way the process unfolded.

“The district goes through this whole act of putting on these focus groups and interviews at the school and it’s like, ‘What really came out of that?’” said sophomore Andrew Schwartz. “At this point, it seems like the answer to that question is very little. I think that’s upsetting.”

Schwartz was part of the student focus group that interviewed all five candidates. So was junior Henry Waldstreicher, who noted that students missed an entire day of school to participate.

Waldstreicher said he was also left feeling disillusioned. “Why should we even try to talk to the district if they’re not going to listen to what we’re going to say?” he said.

The perception that the selection process was top-down wasn’t just among the students. Some teachers and community members said they felt the same way.

“We were given the opportunity to give our feedback and then it went into a black box and a decision was made,” said Vincent Bowen, a community member who participates in a student mentoring program at George Washington and was on the selection committee.

Pam Shamburg, executive director of the Denver teachers union, shared those concerns, adding that what happened at George Washington has happened at other schools, too: Candidates, she said, “go through this process, this rigamarole, but the district already knows who they’re going to pick.”

Parent Elizabeth Sopher said she feels district leaders weren’t as transparent as they could have been about what they wanted in a new principal, which she suspects contributed to the disconnect between the students’ top pick and the district’s ultimate decision.

“When you say to a group, ‘You tell us what the most important thing about this new principal is to you,’” she said, but then don’t make a decision based on that, “that’s a mistake.”

For her part, Waters said she’s excited to step into her new role at George Washington. She’s slated to start March 1 and finish out the school year alongside Lessard, a transition plan Cordova said was important to the district and the school community.

Waters said she wants to build a strong relationship with students. To that end, she has already met with a group of them to talk about their concerns.

“Once I get on board, they will see me out and about and hopefully feel comfortable coming up to me and letting me know what they’re thinking,” Waters said. “I want their input.”

Junior Cora Galpern said rebuilding that trust will be crucial. In the future, Galpern said the district should give students and others more of a say in principal selection by seeking a consensus on a candidate rather than simply soliciting feedback.

“Because at the end of the day,” she said, “our next principal has a huge effect on our day-to-day lives.”