he said/he said

Principals union chief lambastes city's school closure strategy

Among the press releases that went flying after the city announced its first set of school closures earlier today, the one from principals union president Ernest Logan stood out for its stridency.

In a statement the length of a short essay, Logan decried school closures as “a losing strategy” that traumatizes needy students, shuts out educators, and prevents scrutiny of the city’s reform efforts. Adding eight months to mayoral control’s age, he said twice that the Bloomberg administration has had a decade to fix all schools but has not.

Nine of the 15 schools whose closures or truncations were announced today have opened since Mayor Bloomberg took control of the schools; one replaced a failing elementary school just three years ago. Logan suggested that at least two additional Bloomberg-started schools would show up on the second installment of the closure roster when it comes out tomorrow.

“The fact is that closure is an admission of failure by City Hall, whose weak or non-existent interventions amount to either a cynical statement of indifference to children of poverty or an inferiority complex about their own ability to come up with solutions,” Logan said.

The statement elicited a rebuttal from Chancellor Dennis Walcott, who called Logan’s statement “embarrassing” for the union.

“Real leadership is standing up and saying that we’re not going to leave students in failing schools,” Walcott said. “It’s embarrassing that the union representing the leaders of our schools — our principals — is more focused on making excuses and pointing fingers than on doing what is best for students. We hold all of our schools, new or old, to the same high standards.”

The policy got backup from Joe Williams, head of the nonprofit Democrats for Education Reform, which generally supports Bloomberg’s education policies. Williams called the practice of closing struggling schools and opening new ones to take their place is the mayor’s “crowning achievement.”

“These are schools that simply aren’t worthy of Gotham’s schoolchildren,” Williams said in a statement. “We applaud the mayor for resisting intense pressure to not rock the boat and make things as comfortable as possible for adults in the system, as our children are cast adrift.”

But in his statement, Williams did tread some common ground with Logan and other critics of the closures, including UFT President Michael Mulgrew and the nonprofit Coalition for Educational Justice.

“The mayor’s education legacy hangs in the balance here,” Williams said.

Here’s Logan’s statement in full:

Yesterday evening, Deputy Chancellor of Portfolio Planning Marc Sternberg announced to the press the pending closure of 25 more struggling schools. This is in addition to the 117 the DOE has already closed since Mayor Bloomberg took over the school system more than ten years ago.

Those opened under Bloomberg have been touted by Sternberg ‘as better than those they replaced.’  Tweed’s own failed schools number in the double digits, although the DOE sheepishly avoids making public an exact number. But in today’s and tomorrow’s round of closings alone, 11 schools were opened during the Bloomberg administration.

The NYC public school system is not a place for whimsical experiment where we open and close schools for students who have already been traumatized by previous school closings. Then, there is the tragedy of all the young people who have not been saved even briefly by the city’s new-school safety net, but have been turned away from new schools for reasons of poor academic achievement and sent to be warehoused in other low-performing schools slated for the scrapheap.

Bloomberg’s DOE has come up with a losing strategy for turning around low- performing schools, which are invariably attended by children of color from economically disadvantaged communities. That strategy includes rejecting most offers of collaboration from experienced educators and relying instead on theories hatched in ivy halls. The endgame of the strategy is to eliminate schools that the administration has had at least a decade to fix and to improve its data by creating new schools that won’t have data for as long as four years. The fact is that closure is an admission of failure by City Hall, whose weak or non-existent interventions amount to either a cynical statement of indifference to children of poverty or an inferiority complex about their own ability to come up with solutions.

The Bloomberg administration needs to take more responsibility, not less, for schools that are not doing well, rather than turning them over to private entities like EPOs or closing them and washing their hands of a deep-rooted problem that it has been unsuccessful in remedying.

CSA is mindful of Tweed’s lack of support for Principals and APs, how little it cares about the opinions of educators in the front lines and how the entire system of local superintendent support has been eviscerated so that control can be consolidated centrally.”

Behind the brawl

Three things to know about the Tennessee school behind this week’s graduation brawl

PHOTO: Arlington Community Schools
Arlington High School is a 2,000-plus-student school in suburban Shelby County in southwest Tennessee.

Arlington High School is considered the crown jewel of a 3-year-old district in suburban Shelby County, even as its school community deals with the unwelcome attention of several viral videos showing a fight that broke out among adults attending its graduation ceremony.

The brawl, which reportedly began with a dispute over saved seats, detracted from Tuesday’s pomp and circumstance and the more than $30 million in scholarships earned by the school’s Class of 2017. No students were involved.

“It was unfortunate that a couple of adults in the audience exhibited the behavior they did prior to the ceremony beginning and thus has caused a distraction from the celebration of our students’ accomplishments,” Arlington Community Schools Superintendent Tammy Mason said in a statement.

Here are three things to know about the 13-year-old school in northwest Shelby County.

With more than 2,000 students, Arlington is one of the largest high schools in Shelby County and is part of a relatively new district.

It’s the pride of a suburban municipality that is one of six that seceded from Shelby County Schools in 2014 following the merger of the city and county districts the year before. (School district secessions are a national trend, usually of predominantly white communities leaving predominantly black urban school systems.) More than 70 percent of Arlington’s students are white, and 6 percent are considered economically disadvantaged — in stark contrast to the Memphis district where less than 8 percent are white, and almost 60 percent are considered economically disadvantaged.

The school’s graduation rate is high … and climbing.

Last year, after adding interventions for struggling students, the school’s graduation rate jumped a full point to more than 96 percent. Its students taking the ACT college entrance exam scored an average composite of 22.5 out of a possible 36, higher than the state average of 19.9. But only a fifth scored proficient or advanced in math and a third in English language arts during 2015-16, the last school year for which scores are available and a transition year for Tennessee under a new test.

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen visits with students at Arlington High School during a 2016 tour.

The school was in the news last August when Tennessee Education Commissioner Candice McQueen visited its campus.

The commissioner spoke with students there to kick off her statewide listening tour that’s focused on ways to get students ready for college and career. McQueen highlighted the school’s extracurricular activities and students’  opportunities to intern for or shadow local professionals. She also complimented Arlington for having an engaged education community. 

poster campaign

How one Memphis student is elevating the conversation about school discipline

PHOTO: Laura Faith Kebede
Posters created by junior Janiya Douglas have amplified student voices about the culture of White Station High School in Memphis.

Now in her third year of attending a premier public high school in Memphis, Janiya Douglas says she’s observed discipline being handed out unevenly to her classmates, depending on whether they are on the college preparatory track.

PHOTO: Laura Faith Kebede
From left: Janiya Douglas and Michal Mckay are student leaders in Bridge Builders CHANGE program.

“We’re heavily divided in an academic hierarchy,” said Janiya, a junior in the optional program for high-achieving students at White Station High School. “It’s obvious students are treated differently if they are in traditional classes.”

Janiya also has observed racial disparities in how students are disciplined, and the state’s data backs that up. White Station students who are black or Hispanic are suspended at significantly higher rates than students who are white.

Frustrated by what she’s seen, Janiya took her concerns last Friday to the hallways of White Station and hung 14 posters to declare that “our school doesn’t treat everybody equally.”

By Monday morning, the posters were gone — removed by school administrators because Janiya did not get prior approval — but not before other students shared images of some of the messages on social media.

Now, Janiya is seeing some fruits of her activism, spawned by her participation in Bridge Builders CHANGE, a student leadership program offered by a local nonprofit organization.

In the last week, she’s met with Principal David Mansfield, a school counselor and a district discipline specialist to discuss her concerns. She’s encouraged that someone is listening, and hopes wider conversations will follow.

The discussions also are bringing attention to an online petition by the education justice arm of Bridge Builders calling for suspension alternatives across schools in Memphis.

White Station often is cited as one of the jewels of Shelby County Schools, a district wrought with academic challenges. The East Memphis school is partially optional, meaning some students test into the college prep program from across the county.

But Janiya and some of her classmates say they also see an academically and racially segregated school where students zoned to the traditional program are looked down upon by teachers. Those students often get harsher punishments, they say, than their optional program counterparts for the same actions.

“Our school doesn’t treat everybody equally. A lot of groups aren’t treated equally in our school system,” junior Tyra Akoto said in a quote featured on one poster.

“If we get wrong with a teacher, they’ll probably write us up. But if a white student was to do it, they’ll just play it off or something like that,” said Kelsey Brown, another junior, also quoted in the poster campaign.

A district spokeswoman did not respond to questions about disciplinary issues raised by the posters, but offered a statement about their removal from the school’s walls.

White Station is known for “enabling student voice and allowing students to express their opinions in various ways,” the statement reads. “However, there are protocols in place that must be followed before placing signs, posters, or other messages on school property. Schools administrators will always work with students to ensure they feel their voices are heard.”

PHOTO: @edj.youth/Instagram
Members of the education justice arm of the Bridge Builders CHANGE program

To create the posters, Janiya interviewed about two dozen students and had been learning about about school discipline disparities as part of the Bridge Builders CHANGE program.

State discipline data does not differentiate academic subgroups in optional schools. But white students in Shelby County Schools are more likely to be in an optional school program and less likely to be suspended. And statewide in 2014-15, black students were more than five times as likely as white students to be suspended.

White Station reflects those same disparities. About 28 percent of black boys and 19 percent of black girls were suspended that same year — significantly higher than the school’s overall suspension rate of 14 percent. About 17 percent of Hispanic boys and 7 percent of Hispanic girls were suspended. By comparison, 9 percent of white boys and 2 percent of white girls were suspended.

Shelby County Schools has been working to overhaul its disciplinary practices to move from punitive practices to a “restorative justice” approach — a transition that is not as widespread as officials would like, according to Gina True, one of four specialists implementing a behavior system called Positive Behavior Interventions and Supports, or PBIS.

“The whole goal is to not get them suspended, because we want to educate them,” said True, who met this week with Janiya and several other students from Bridge Builders. “When students are cared for emotionally, they perform better academically. As counselors, that’s what we’ve been saying for years.”

Janiya acknowledges that she didn’t follow her school’s policy last week when hanging posters without permission at White Station. But she thinks her action has been a catalyst for hard conversations that need to happen. And she hopes the discussions will include more student input from her school — and across the district.

“Those most affected by the issues should always be a part of the solution,” she said.

Correction: April 10, 2017: A previous version of this story said Janiya put up 50 posters at her school. She designed 50 but actually posted only 14.