exclusive

Probe underway after staff blows whistle on illicit credit recovery

A Philip Randolph High School is under investigation for credit accumulation fraud. (Credit: NYC DOE school web site)

A high school that posted suspicious swings in graduation rates in recent years is under investigation for giving students credits they didn’t earn.

Teachers and other staff members at A. Philip Randolph High School said they blew the whistle after seeing administrators abuse a practice that allows students to quickly make up credits in classes that they previously failed.

Department of Education officials said the Office of Special Investigations began probing A. Philip Randolph last month after Chancellor Dennis Walcott received several emails earlier this summer alleging illicit use of the practice, known as “credit recovery,” to artificially improve the school’s graduation numbers. After years of mediocre performance, the school’s graduation rate increased nearly 30 points two years ago and was one of the city’s highest.

This year, with less than a week before graduation day, school administrators ordered guidance counselors to enroll all failing seniors into online credit recovery courses so that they could graduate on time, one of the counselors said. She said the courses were crammed into one or two days and often went unsupervised.

When she and the school’s programming coordinators protested to administrators, they were rebuffed, the guidance counselor said.

“I said to them, ‘That is not right,’” she said. “You’re asking us to do something unethical.”

One teacher said he observed a group of credit recovery students huddled around a computer, searching online for the answers to test questions.

Another teacher, Joyce Stena, said one of her students attended her chemistry class so infrequently that the student not only failed the course but was declared ineligible to take the Regents exam.

And although state law requires students to pass Regents exams in order to earn course credits, Stena’s student still managed to graduate because she was enrolled in a credit recovery course.

“It’s frustrating,” Stena said. “What kind of message does that send to the rest of the students?”

Stena’s frustration crystallizes the controversy around credit recovery, an old practice with a new name that went unregulated in schools for years.

When used properly, education officials praise the policy as an opportunity to help students catch up on a few narrowly-missed credits in order to earn a diploma that they might not pursue after their senior year. Many of the courses are condensed and shortened and target specific areas where a student is deficient.

But credit recovery has come under increasing scrutiny as schools have experienced intense pressure to push students toward graduation, and in particular after the city began judging high schools in 2007 based in part on how many credits its students accumulate.

Amid mounting concerns, last year state education officials issued formal regulations for how schools should use credit recovery. Those regulations went into effect during the 2010-2011 school year and for the first time the DOE required schools to track credit recovery courses on student transcripts. Results from that data could be released as early as September, a spokesman said.

The data, which will show how widespread the use of credit recovery is, could challenge the credibility of the higher graduation rates that have taken place during the Bloomberg administration.

Critics of credit recovery say the pressures of accountability have induced widespread abuse of the practice in the city school system. Rather than providing a safety net for the few students for whom speedy makeup sessions would be appropriate, opponents say, the practice has merely allowed principals to inflate graduation rates and graduate students who are not ready for college. Less than a quarter of city graduates are well prepared for college, according to state data released in Feburary.

“This is an official recognition of lowered standards for academic credit,” said David Bloomfield, a Brooklyn College law professor who specializes in education policy.

And many teachers, including those at A. Philip Randolph who sounded the alarm about abuses there, say the policy diminishes their work in the classroom.

The investigation into the school came after Walcott publicly invited teachers to contact him directly if they thought cheating was going on in their schools.

Henry Rubio, A. Philip Randolph’s principal since 2006, did not respond to several phone calls and email messages seeking comment.

The DOE is also conducting a larger sweep of audits that began in February. The audits target schools that have shown suspicious trends on its testing and graduation data.

A Philip Randolph, which opened in 1979 on the City College campus, seems to fit that profile. Two years ago, the school achieved a remarkable one-year gain in its graduation rate — climbing 30 percentage points to 86 percent. Last year, the graduation rate plummeted to 71 percent.

What upsets Stena the most, she said, is that students she is accountable for are being passed even if they don’t deserve it.

“If you want to hold me accountable, then you have to leave me alone,” she said. “Not go behind my back and pass students that I fail.”

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.