space wars

Parents contest charter schools proposed for crowded District 2

A hearing about Success Academy's proposed expansion into District 2 drew a standing-room-only crowd Tuesday evening.

A public hearing to discuss Success Academy’s bid to open two new charter schools in Manhattan’s District 2 next year was dominated by angry residents who said the district’s schools are too crowded to share space.

Parents from the district and members of its elected parent council said they opposed the proposal from the charter network because the district — which includes the Upper East Side down through Greenwich Village, Tribeca, and Lower Manhattan — is already overcrowded.

The council passed resolutions at the end of March calling for Success Academy to find its own building instead of moving into existing public schools and for a moratorium on charter school applications in the district.

“You can come in if you’re invited, but if the families are saying don’t come in, I don’t think you should come in,” said Shino Tanikawa, president of the Community Education Council for District 2. Tanikawa said she thinks of charter schools as “vampires.”

Most parents at the public hearing had children enrolled in one of the six schools located at the Julia Richman Education Complex on the Upper East Side or P.S. 158, whose co-located school, P.S. 267, is set to depart for its own space in September.

“What you’re essentially trying to do if you want to get into the complex is put 14 pounds of sand in a 10 pound bag,” said Guy Workman, whose daughter attends Talent Unlimited High School in the Richman Complex.

Widespread crowding is nothing new in District 2, and neither is criticism of Success Academy schools: The charge that it should find its own space has followed the network, which is run by former City Councilwoman Eva Moskowitz, virtually wherever it has sought to open.

In February, a hearing about the network’s application for a school in Brooklyn’s Williamsburg attracted hundreds of people, both supporters and protesters who said the network shouldn’t get public space because it had not adequately recruited among Spanish-speaking families. That same month, a group of parents from Cobble Hill filed a lawsuit against Moskowitz and Success Academy to prevent the charter network from moving into a neighborhood school building. The two schools are among three the network is set to open this fall.

The network regularly encourages current parents to speak out at hearings about its proposed schools. On Tuesday, Ryan Dunn, the mother of twin boys who attend the network’s Upper West Side location, said Success had sped the progress of one son who had special needs. Parents should have a choice to be able to try to find alternative to their zoned schools, said Dunn, who was then interrupted by shouting from the small, crowded room. “People wouldn’t send in applications if there wasn’t interest,” Dunn added.

Neither Moskowitz nor representatives from the State University of New York charter board, which must approve the network’s application to open the new schools, attended the meeting, held at the Department of Education’s Midtown office.

So critics of the proposed schools directed their remarks toward the Recy Dunn, executive director of the city’s charter schools office. Parents questioned Dunn about which schools would be chosen to share space with incoming Success Academy schools, if the applications are approved, and over the late notification prior to the meeting.

“It was, as many parents said, very last minute. None of the PTA was able to come, so I’m going to be reporting back the information I got,” said Doris Moreira-Douek, whose daughter attends P.S. 2 in the Lower East Side near Chinatown. She found out about Tuesday’s hearing in a school letter sent home last week and said parents at P.S. 2 were prepared to fight if the department picks it to house a Success charter school.

The Department of Education typically places charter schools in space that it says is underused. The department has acknowledged the sweeping scale of overcrowding in many parts of District 2, and a spokeswoman for the Success Charter Network, Kerri Lyon, said today that it would only seek space in school buildings that are underutilized. Lyon said the network’s Upper West Side school had received 100 applications from District 2 families this year.

A handful of elementary schools in the district are not operating at full enrollment, especially in Chelsea and Hell’s Kitchen, and multiple high schools in the district are being phased out, which would open up additional space.

The Department of Education has opened several new elementary schools in District 2 in recent years and another, the Peck Slip School, is set to open in September. Parents at the hearing said they preferred available space to be given to a new public middle school. They also said they weren’t against the charter network but argued that the schools should find locations outside of the district’s packed schools.

“The relationships that we built across the grades and across the different schools are amazing,” said Joshua Satin, vice-principal of Ella Baker School in the Richman Complex. “It’s a great place and it should not be touched.”

Success Academy Charter Schools has also applied to open a school in East Harlem’s District 4 next year and three new schools in Brooklyn. Mayor Bloomberg has said he is encouraging the network to expand quickly, and the six schools would be the most the network has opened in a single year.

Rose D’souza is a graduate student at Columbia University’s journalism school.

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.