no worries

City tells parents not to worry about cheating investigation

City officials brushed off parents’ concerns over an ongoing cheating investigation at a Bronx high school last night, telling them that if the principal had really been changing grades, the school wouldn’t be failing.

In 2009, teachers at Herbert Lehman High School reported that executive principal Janet Saraceno was changing dozens of students’ grades in order to boost the school’s graduation rate. More than a year later, Saraceno remains under investigation and Lehman is teetering on the edge of being shut down by the city after receiving an F on its progress report. Yet when parents asked Department of Education officials about the investigation at a meeting last night, they were told to ignore it.

“Let’s let the investigators do their work,” said Juan Ruiz, a DOE official heading the team assigned to support Lehman. He told parents that if Saraceno had really been changing students’ grades from failing to passing, “we probably wouldn’t have an F.”

In fact, Saraceno is only under investigation for changing grades during the 2008-09 school year and Lehman’s progress report grade for that year was a B. A year later, after DOE officials became aware of the cheating and began to monitor the school more closely, its grade fell to an F.

Last night’s meeting was a chance for city officials to explain to parents what might happen to Lehman in the next year. Yet after an hour, parents began walk out, frustrated their questions weren’t being taken seriously.

“Where are the weaknesses? I want to know how it went from a B to an F,” said a parent.

Reading from the DOE’s fact-sheet, Bronx high school superintendent Elena Papaliberios said that Lehman students weren’t passing enough of their classes — one of the metrics the city uses to gauge how well a school is doing.

“Even as they finish their first year, they’re starting to struggle,” she said. “And if they don’t earn 10 credits per year, they’re going to fall short and they’re not going to be able to graduate.”

Parents of Lehman students have been stunned by the school’s precipitous decline, as it has long been considered one of the city’s best remaining large high schools. For 29 years, Lehman was run by former principal Robert Leder, who resigned in 2008. Since then, safety has become a problem and this year the school installed metal detectors. Teachers and students say the new principal rarely leaves her office and does not have the rapport with students that Leder used to keep the large population — 4,000 students — under control.

Ruiz said the city planned to reduce the school’s enrollment next year and that the metal detectors have already cut down the number of violent incidents.

Elvin Flores, the father of a Lehman freshman, said his daughter graduated from the school five years ago without incident. But from his son’s first day of school this year, there have been problems with safety.

“How the heck did you guys lose control of this school?” Flores asked. “For the years Leder was here, we felt safe. You guys need to take back this school.”

Parents at the meeting said when they visited the school during orientation, classroom walls were hung with students’ work that was two years old. Others said they’d gone to parent association meetings hoping to meet the principal, only to watch her rush out afterwards.

Saraceno sat at the front of the auditorium and did not speak, except to say that the school’s graduation rate was 52 percent rather than 49 percent, the number Ruiz gave.

“She’s sitting there and not saying anything,” said Lisa Mateo, whose daughter is a freshman at Lehman. “By now she should know she looks guilty.”

magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

First Person

I’m a teacher, not an activist. Here’s why I’m joining the March for Science this weekend

PHOTO: Creative Commons / Jeremy Wilburn

I became a science teacher because there’s nothing I love more than talking about science. This Saturday, I’ll march for science in Cleveland because there’s nothing I believe is more important than defending science in our society and our classrooms.

My love affair with science goes back to my seventh-grade teacher, Mr. Hurst, who took a hands-on approach to science education. Through labs and real-world investigations, my classmates and I discovered the complexity of scientific discovery. While I originally pursued a career in lab research, I soon realized that my true passion lay in teaching – that I could fulfill my love of science by delivering the same quality of teaching that I’d received to the next generation.

I’m marching for science on Saturday because every student deserves such a strong foundation. A well-rounded education should be a reality for every child in America – and that must include science, technology, engineering and math. Without it, our country won’t be able to solve the very real crises looming just over the horizon.

The world’s population is growing exponentially, consuming a limited supply of natural resources at a faster pace. We rely on nonrenewable forms of energy that we’ll inevitably exhaust at a great environmental cost. Medical advances have slowed the spread of infectious disease, but our overuse of antibiotics is leading to a new generation of drug-resistant pathogens.

Our children need to know what they are up against so they can design their own solutions. They need an education that enables them to think analytically, approach a problem, tackle new challenges, and embrace the unknown. That’s exactly what good science education does.

Still, I understand that some may wonder why teachers are marching – and even if they should. Some will inevitably accuse teachers of “politicizing” science or stepping “out of their lane.”

But marching for science is distinct from the kind of political statements I dutifully avoid in my role as a teacher. To me, marching is a statement of fact: without science teachers, there is no science education; without science education, there is no future for science in America. Science teachers and their classrooms are the agar in the petri dish that cultures our students’ scientific minds. (Did I mention there’s nothing I love talking about more than science?) In any movement for science, teachers have a role to play.

Marching, like teaching, is to take part in something bigger. Years from now, if I’m lucky, I might glimpse the name of one of my former students in the newspaper for a scientific discovery or prestigious award. But by and large, it’s my job to plant seeds of curiosity and discovery in a garden I may never see.

On Saturday, I’ll be there alongside doctors and nurses, engineers and researchers, and citizens from all walks of life who love science and want to see it valued and respected in our country. We might not see the fruit of our labors the day after the march, or even after that, but the message we send will be clear.

If you’re a parent or student – maybe one of my own – I hope you see that passion for science on full display around the nation this Saturday. I hope you see why having committed science teachers like myself and my colleagues is inextricably bound to the fate of our world. I hope that recognition grows into action to support teachers and demand universal access to an excellent science education, like the one I strive to provide every day in my classroom.

Sarah Rivera teaches engineering, biology, biomedical science, and environmental science at Perry High School in Perry, Ohio. She is also a member of 100Kin10’s teacher forum.