peanut gallery

Contempt, confusion, and cheers in State of the City reactions

Minutes after Mayor Bloomberg finished delivering his State of the City address today, reactions started flying about his aggressive slate of education proposals.

The reactions ranged from withering (in the case of UFT President Michael Mulgrew) to bewildered (Ernest Logan, principals union president) to supportive (charter school operator Eva Moskowitz and others whose organizations would benefit from the proposals).

Below, I’ve compiled the complete set of education-related reactions that dropped into my inbox. I’ll add to the list as more reactions roll in.

From Mulgrew:

The Mayor seems to be lost in his own fantasy world of education, the one where reality doesn’t apply. It doesn’t do the kids and the schools any good for him to propose the kind of teacher merit pay system that has failed in school districts around the country.  As far as the ‘turnaround’ model goes, the Mayor knows perfectly well that under state law these kinds of initiatives have to be negotiated with the union.  If he’s really interested in improving the schools his administration has mishandled, he will send his negotiators back to the table to reach an agreement on a new teacher evaluation process.

And Logan:

At first glance, in the public eye, the Mayor’s remarks about schools may seem reasonable, but when you dig down, you realize how many of his proposals do little to help struggling schools.  These schools are likely to continue struggling, not because 50% of the educators are supposedly incompetent, but because of the DOE’s student enrollment policies that place students who are over-age, under-credited, in temporary housing or dealing with involved special education needs in schools that are said to be low-performing.  We must stop this kind of warehousing and give these children what they need to succeed.

Hopefully, when the city presents this plan to us and explains it fully, we will have fewer concerns.

Joe Williams, executive director of Democrats for Education Reform:

What the mayor put forward today is a series of bold yet common sense initiatives to improve our public schools, ideas so obvious that with each one he announced the crowd erupted in applause. Opening high performing schools, paying teachers more and creating an elite corps of educators from the tops of their college classes are all important steps towards giving every child the top notch education they deserve. We should remember those authentic reactions as the special interests do their best to appeal to those applauding today to turn on these ideas tomorrow.

Bob Hughes, president of New Visions for Public Schools, which manages many city schools:

Mayor Bloomberg’s decision to hold his 2012 State of the City address at the beautifully restored Morris Educational Campus—home to four small public high schools—reinforces the success of the small schools movement. Research shows that small schools—our best example of transformative change—are effective at closing the achievement gap. New Visions for Public Schools is committed to building on this success by developing innovative practices that align with Common Core state standards and improve college readiness for all students. While we still have challenging work ahead of us, we’ve seen the promise of pursuing bold ideas. By focusing on improving instructional systems and professional capacity in schools, we can raise achievement even further for our highest-need students.

Moskowitz, whose Success Charter Network will expand more quickly under Bloomberg’s plan:

We’re really encouraged that the mayor is embracing the bolder, faster change we’ve been calling for. Our plan has always been to meet the demand from families in diverse neighborhoods across the city for more and better options for their children. We will work closely with the Mayor’s team to do our part to drastically improve the number of high quality public school options over the next several years.”

Manhattan Borough President Scott Stringer:

I support the Mayor’s call for a higher minimum wage, and I am glad that he talked about education. But I wish he had spoken more about the squeeze facing New York’s middle class families. Too many New Yorkers are working harder than ever, but feel like they are falling further and further behind. That’s got to change. We need a clear vision going forward about how we’re going to make this City work for middle class and working families.

If the last nine years have shown us anything, it’s that Mayor Bloomberg can’t improve City schools by himself. The Lone Ranger approach to education has held us back. Mayor Bloomberg also needs input from parents, teachers and principals, advocates and business leaders. This speech did nothing to forge those partnerships.

I support efforts to maximize the value of our assets wherever possible in the City budget. But without consideration of community needs I cannot support the Mayor’s proposal to sell off three valuable city-owned buildings in Lower Manhattan for a one-time budget windfall. As I pointed out in a letter to the Mayor, these buildings could fill crucial needs in an area plagued by classroom overcrowding and a lack of affordable housing.

Michael Haberman, director of PENCIL, which brokers public-private partnerships for schools:

I was heartened to hear a large portion of Mayor Bloomberg’s speech devoted to the true future of this city—our students.  He understands first-hand the importance of getting a leg up and building up ones skill level to truly prepare for college and careers.  He shared a story about the difference an internship made in his life, which put him on a path to where he is today.

PENCIL understands the city’s challenges—to create a 21st century economy and 21st century schools.  PENCIL’s mission focuses on the private sector partners the mayor identified as crucial to meeting these challenges.  We bring NYC business leaders into schools and support meaningful partnerships between the two.

PENCIL coordinates one of the largest city-wide fellowship program that matches high school juniors and seniors with experiential learning opportunities—internships—which give them the tangible skills and resume builders they need to succeed in this highly competitive city.  Many of our Fellows credit these opportunities—like our mayor—with the doors that have been opened for them.

PENCIL Fellows receive career readiness training and guidance from PENCIL, and are placed in full-time, paid six-week summer internships at leading businesses throughout New York City. Through the program, nearly 500 NYC public high school students have been provided with Business Mentors who have shepherded them through meaningful workplace experiences over the past four years. Participants include business such as JPMorgan Chase, Estee Lauder, Ogilvy, State Farm Insurance and Deloitte.

We know internships and mentoring works.  PENCIL has a model that makes a difference for hundreds of students.  And we applaud the mayor for highlighting these actions as core strategies for meeting the city’s goals.”

Zakiyah Ansari, a parent leader with the Coalition for Educational Justice:

Nearly every student in City public schools today started school under Mayor Bloomberg.  These are our children and Bloomberg has run out of time, spin and excuses. All the kids in our schools are ‘Bloomberg’s Kids’; all the results are his to own. Until he makes serious changes and begins listening to parents, he will be ‘Mayor 13%’—the mayor who prepares just 13 percent of Black and Latino students for college.”

As I listened to the Mayor’s speech today, my hope was that he was going to take real leadership and acknowledge the truth of what is really happening in our schools. Unfortunately but not surprisingly, he did not. The mayor missed a major opportunity today to take a big step forward for our children and our school system by listening to the concerns of parents and the majority of New Yorkers who believe his policies have failed, and moving forward with a new set of reforms that will lift our City out of this educational crisis. Instead, the mayor doubled down on bad policies that – after ten years of mistakes – leave just one-in-four City students ready for college and only 13 percent of Black and Latino children prepared for higher education.

In fact, the mayor’s outrageous claim that ‘by almost any measure, students are doing better and our school system is heading in the right direction’ is not only flat out wrong, but a dangerous presumption for this administration to have and promote. The federal government’s National Assessment of Educational Progress Trial Urban District Assessment (NAEP TUDA) test results in December showed that City scores have plateaued since 2009 and the large racial achievement gap persists between Black and Latino students and their white peers has not budged. More than one-third of all City schools are now considered failing by the State. That is not the right direction. We wonder if the mayor is so out of touch with his own constituents that he does not even see the writing on the wall.

The school the mayor chose for his address is itself a symbol of his failed education policies.  Yes, graduation rates have improved at Morris High School—but only because the city cruelly forced out the highest-needs special education students. The old Morris HS had a 14 percent rate of self-contained special education students; the new Morris HS campus schools have an average of just two percent. What happened to all those special education students? They now attend other large high schools like Samuel Gompers and Grace Dodge, which the Mayor is now closing down as well. This ‘warehousing’ of students, according to the state’s chancellor, is happening all around the City to cover up the real problems with City schools.

Over the years, my eight children have passed through the classrooms of at least 50 teachers. I can count on one hand the number of teachers who I objected to. I’m offended by the mayor’s insinuations that the majority of teachers are ineffective and that it is teachers, rather than the last decade of the mayor’s leadership, that is responsible for the state of our schools.”

And Guadalupe Garcia, a youth leader with Make the Road New York who has pushed for the DREAM Act:

We thank Mayor Bloomberg for supporting our dreams and highlighting the importance of ensuring that young people have access to financial resources from the State to pursue their higher education,” said Guadalupe Garcia, a DREAMer from Mexico and youth leader of Make the Road New York. “We look forward to working with the Mayor and our legislators to ensure the passage of the NYS DREAM Act this year.

 

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.