public opinion

Poll: Voters don't trust city's teacher ratings but do back release

New York City voters by and large do not trust the teacher ratings released late last month. But most wouldn’t mind if future assessments of teachers’ quality were also made public, according to a poll whose results were released this morning.

The poll, conducted by Quinnipiac University last week, asked 964 New Yorkers about teacher evaluations both in theory and in practice. It found that just 20 percent of voters said they trusted the city’s “recently released teacher evaluations” known as Teacher Data Reports, and nearly half said the results were flawed. (The ratings, which had massive margins of error, were not actually used to evaluate teachers.) But 58 percent said they approved in theory of releasing the results of teacher evaluations to the public.

The poll’s findings suggest voters simply haven’t made up their minds about the role that teacher evaluations should play even as battles over new evaluations have dominated the headlines in recent months.

Just a third of poll respondents said they thought teachers who score low on evaluations should be fired, a use that advocates of new evaluations have championed. But 54 percent said they thought top-rated teachers should be rewarded with additional pay, something Mayor Bloomberg has suggested and the UFT has opposed. And 84 percent said they thought performance should trump seniority if the city needed to lay off teachers, a policy position that Bloomberg made his priority last spring, to no avail.

The poll contained soothing news for politicians worrying how to navigate the rocky terrain of public opinion on teacher evaluations: Sixty percent of respondents said whether a candidate supports the release of teacher ratings would not affect their vote.

Plus, the ratings’ release did not exact a toll on New Yorkers’ opinion of Chancellor Dennis Walcott or Mayor Bloomberg’s handling of the city public schools. Voters’ approval of Walcott, who publicly warned that the ratings were out of date and unreliable, actually rose significantly since February, to 43 percent, the highest since his tenure began a year ago.

Bloomberg, who defended the teacher ratings’ release even when Walcott was more circumspect, also saw a slight uptick in his approval rating on education. The poll found that 32 percent of New Yorkers approve of how Bloomberg is handling the schools, up slightly since February and relatively steady over the long term.

The proportion of New Yorkers who say they have a favorable opinion of city teachers also held steady, at about 50 percent, as did the portion who said the teachers union is playing a positive role in improving schools. (The poll of 964 registered voters, conducted March 6-11, had a margin of error of 3.2 percent.)

Both city and union officials found data points to support their positions in today’s poll results.

A spokeswoman for the city, Lauren Passalacqua, pointed to Walcott’s surging approval rating and noted that “even 74 percent of union households agree that teachers should be considered based on performance and not seniority.”

UFT President Michael Mulgrew, on the other hand, issued a statement targeting the low public approval for the Teacher Data Reports. “If I were Mayor Bloomberg, I’d be asking myself why only one in five voters trusts the information my administration just released on thousands of teachers,” he said.

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.

What's your education story?

This educator sees ‘the power in being bilingual’ — and she wants her students to see it, too

PHOTO: Shaina Cavazos
Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy.

education_story_graphic

Chalkbeat journalists ask the people we come across in our work to tell us about their education stories and how learning shaped who they are today. Learn more about this series, and read other installments, here.

Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy, an innovation school housed at IPS Riverside School 44. She is part of the first round of local fellows selected to participate in a principal training program run by Relay Graduate School of Education.

I’ve been an educator now for 20 years. I was born in Cuba, and that’s where I got my bachelor’s degree. After that, I moved to Africa. My mom is a doctor, she’s a psychiatrist, and she was sent there for two years. I saw the opportunity to teach in a different place. I met my husband there, and we were married in Cape Verde, and I taught there for six years.

In a poor country like Cape Verde it was really hard for me to continue my studies because there wasn’t a university. So I started looking outside the country, and I was really fortunate to find a university in Vermont where part of their goal is to find international students who wanted to study there and were able to bring that cultural awareness to the rest of of the school.

It was an incredible experience because it was so diverse and you were able to work with people from all over the world. After that, I started looking for a (job). A school in Oregon was looking forof bilingual teachers … and that’s how I got involved in dual language, and it’s been my passion forever.

I see the power in being bilingual, and I want students to recognize you are very powerful when you can speak, write and read correctly in two languages — it’s an advantage for you.

That led me to find Mariama (Carson) by accident. We went to a conference, and I met her. She talked about this project (Global Prep Academy), and it was very interesting. Well, you know how it happens at a conference, you meet people, you say goodbye to people.

I went back to Oregon and forgot about it, and it was kind of … meant to be. I came back to a second conference, and the first person I saw was her. The last day of the conference, I called her, we sat down and talked.

So I came with my family (to Indianapolis). I really loved that the project was in the beginning because it was an opportunity to start something from the beginning. I never saw a new (dual language program) from the ground up.

One of the things that really caught my attention is how different urban education is. The real challenge started when I met the kids. They are so smart, all of them, but they come with so much baggage. It requires a lot of patience, a lot of commitment — believing that they can do it.

I would like to be more in an administrator role, with more administrator responsibilities in that sense because I see the need we have in the school. We have great teachers, but we have teachers who need to be switching their minds around to meet the needs of the kids.

I see education as the greatest equalizer for any student. It doesn’t matter where you are coming from, but if you have an education, you can achieve.

I don’t have all the answers. I have a lot of experience, but I still need to continue learning and growing as an educator. I see myself in 20 years continuing in this career path, but with more experience so that the people that I work with can reach whatever they want to reach — not just the students, but also the educators.