on the table

IBO: Charter school rent, ATR reform should be budget options

Slashing parent coordinators, charging rent to charter schools, and limiting time spent in the Absent Teacher Reserve are among the menu items that the city’s budget watchdog said could save the city hundreds of millions of dollars.

The Independent Budget Office released its annual list of options that it believes city government officials should consider as they head into their final negotiations before adopting a budget for the 2013 fiscal year. The Department of Education, an agency that eats up about one-third of the $67 billion citywide budget, was listed in 10 of the 72 recommendations.

The IBO estimated that the city could raise $53 million in revenue by charging rent to charter schools and save $28 million if it slashed its summer school program.

The ideas reflected policy positions from all corners of the ideological map. Some of the proposals can also be found on a list of contract demands the city made in 2010. But others are straight from the teachers union’s wishlist.

“Mostly bad ideas,” a spokesman for the union, Dick Riley, wrote in an email, referring specifically to the summer school cuts. “And a few promising ones – like charging rent to charter operators.”

James Merriman, CEO of the New York City Charter Center, disagreed.

“Charter schools are public schools, so asking them to pay rent is like asking the fire department to pay for their firehouses or the NYPD to pay for their precincts,” Merriman said in a statement.

Others options on the table are to eliminate all parent coordinators – and save $70 million – and end a $32.6 million teacher coach program.

The proposal to charge charter schools rent has emerged as a contentious issue in the last year. Last February, the IBO estimated that charter school students in public school buildings received about $700 more than their DOE counterparts, largely because the schools don’t have to budget for rent and other building-related costs. This summer, education advocates filed a lawsuit against the Department of Education for not collecting an estimated $100 million for these costs.

One item that Riley declined to comment on was a proposal to cap the number of years that excessed teachers should be allowed to collect salary as part the Absent Teacher Reserve . That proposal would save the city $53 million annually.

The issue has been buoyed by the Department of Education and The New Teacher Project in the past, but it has not gotten as much attention during budget talks in recent years. Last year’s budget negotiations to save thousands of teaching positions yielded an ATR deal that required excessed teachers to replace substitute teachers by filling short- and long-term vacancies.

Previously, the IBO has generally left education cuts alone when it publishes the report, but it has bulked up its education division after legislators named it a data watchdog for the Department of Education in 2009.

This year’s report reflects the closer scrutiny. Seven of the 15 budget options added to the 2012 version were education-related. There’s even a proposal “encourage” teachers to complete jury duty in the summer months so they don’t have to miss as much time ($2.4 millionin estimated savings) and one to eliminate a “Banking Time” mandate that gives DOE central staff 20 minutes every two weeks to cash in their checks at  a nearby bank ($1 million).

IBO officials said the point of the report isn’t a popularity contest, but rather a tool to help key budget negotiators during their final round of talks on the adopted budget.

“Budgeting is a series of tradeoffs as the Mayor, City Council Members, and other city officials seek to balance the level of services that can be provided with the revenues that must be raised to fund those services,” said IBO Director Ronnie Lowenstein. “This volume is designed to help city officials and the public consider how some of the tradeoffs can be achieved.”

A full copy of the report is embedded below. Here’s all the education-related cuts and their projected savings (*denotes new option)

  • Eliminate Public Funding of Transportation For Private School Students* ($39 million)
  • Eliminate Elementary and Middle Summer School Program ($28 million)
  • Impose a One-Year Hiatus on the Creation of New Small Schools ($14.4 million)
  • Eliminate City Dollars and Contracts for Excellence Funds for Teacher Coaches ($32.6 million)
  • Eliminate Hiring Exception for New Schools ($12 million)
  • Institute Time Limits for Excessed Teachers In the Absent Teacher Reserve Pool ($50 million)
  • Eliminate the 20-Minute “Banking Time” For Certain Education Department Staff ($1 million)
  • Encourage Classroom Teachers to Serve Jury Duty During Noninstructional Summer Months ($2.4 million)
  • Charge Rent to Charter Schools in Shared Facilities ($53 million)

Options 2012

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.