creation story

"Mayor and chancellor show" touts 54 schools opening this fall

Mayor Bloomberg, flanked by Chancellor Walcott and new school leaders, discusses the city's school creation efforts.

When Mayor Bloomberg entered office in 2002, there were about fewer than 1,200 schools in the city. By the time he leaves, there will be about 1,800.

That number — representing a more than 50 percent increase — had Bloomberg and Chancellor Dennis Walcott in a good mood during a press conference today to tout this year’s crop of new schools. Thirty Department of Education-run schools will open in September, as will 24 privately managed charter schools.

“We have created so many new schools. It is truly amazing,” said Walcott, who stood with Bloomberg and dozens of freshly minted principals at Manhattan’s Washington Irving High School, which will house two of the new schools. The pair touted a recent study by the research firm MDRC that concluded that the city’s new small high schools have continued to post higher graduation rates than other schools that remained open.

The addition of 54 schools created through the department’s new schools creation process will bring the total number of city schools to 1,750 this fall, 589 of them opened under Bloomberg’s watch. Bloomberg has promised to create at least 50 new schools next year — evenly split between charter and district-run — and he reiterated that vow again today.

Another 26 new schools would open under the city’s “turnaround” proposals but were not included in the small schools total touted today. Those proposals, which are likely to be approved next week, would close and immediately reopen 26 schools with new names and many new teachers in an attempt to win federal funding for the schools.

The sunny event came on the same day as two reports took aim at Bloomberg’s school policies, saying that his administration had fostered inequities and closed schools without first trying to improve them. The city decided this year to close Washington Irving, where teachers have said students had grown increasingly needy in recent years. The teachers also said that the school’s landmarked library, where the mayor’s event took place, had been closed to students since Washington Irving cut loose its librarian last summer.

If the criticism bothered Bloomberg and Walcott, they didn’t show it during their presentation. Instead, the pair engaged in friendly stage banter about the new schools.

Walcott noted that city elementary and middle school students had started state reading tests today. Then he offered a quiz question to Bloomberg, asking the mayor to guess the number of students who attend schools created on his watch.

Bloomberg furrowed his brow and did some quick mental math. “350,000?” he suggested.

The number was way too high. Actually, about 190,000 students — or just over half of Bloomberg’s estimate, which he explained was based on an assumption that a third of the city’s schools would enroll a third of its 1.1 million students  — will be enrolled at the schools in September.

“You’re watching the mayor and chancellor show,” Walcott joked from behind the podium. Then he told Bloomberg that the schools would in fact enroll 384,000 students when they are at full capacity; many are so new that they are still adding a grade each year.

“You’re always right,” Walcott told the mayor, adding, “I don’t want to be an ex-chancellor.”

Cleanup took place in Washington Irving's library after Bloomberg's press conference there today.

Bloomberg and Walcott were less sanguine when discussing the number of schools that would close to make way for additional new schools. The Bloomberg administration has so far closed or begun closing 140 schools, and most of the 589 small schools have opened in space vacated by schools deemed so low-performing that they should not continue to operate.

Bloomberg dismissed a rumor, repeated by mayoral candidate Bill Thompson at an event earlier in the day, that the department would try to close 75 schools in his last year in office.

”We can’t possibly know what we’re going to do next year,” he said, adding that the department would withdraw schools that are improving from closure consideration, as it did two weeks ago when it pulled seven schools from the turnaround roster.

About next year’s closure toll, Bloomberg said, “Pick a number. It’s less than the total number of schools that are in this city and greater than zero.”

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.