target practice

Moskowitz to authorizers: Reject high-need enrollment targets

The head of one of the city’s largest charter school networks is calling on state charter authorizers to reject a law that requires schools to serve a larger share of high-needs students.

The law, Success Academy Charter Schools CEO Eva Moskowitz wrote in a letter to authorizers this month, creates “perverse incentives” for charter schools to “over-identify” students in high-needs categories, an effect that she said would do more harm than good for children.

“We urge you not to impose any enrollment and retention targets,” Moskowitz wrote to the New York State Education Department and SUNY Charter Schools Institute, which are charged with enforcing the law. “Instead, we request that you partner with us in going to Albany to change this poorly-thought-out legislation.”

The mandate for charter schools to enroll more high-needs students was established in 2010 when lawmakers passed the Race to the Top bill. A charter sector self-assessment earlier this year found that a large majority of charter schools still served lower proportions of poor, special-needs and English language learning students than their districts.

It’s taken some time to iron out the details, but last month authorizers proposed a method of calculating the targets that they intend to use. The proposal is a complex methodology that would assign enrollment targets to each charter school based on the overall ratio of high-needs students in school districts where they operate. Schools that repeatedly fail to comply could be closed.

In response to the proposal, some in the charter sector have raised concerns. In its public comment, the New York Charter School Association suggested to authorizers that they create a single metric to hold schools accountable for their enrollment, rather than separate metrics for each different enrollment target. NYCSA is concerned that if a school serves a large proportion of students in a high-need category, such as poverty, it could still be penalized for under-enrolling in another category, such as special education or ELL.

But the most radical proposal was left to Moskowitz, who rejects the target plans outright.

This is not the first time a Success official has urged caution over charter school regulations. A week after the enrollment targets were proposed, Success’ General Counsel Emily Kim said that she believed any regulation that was not encouraging schools to move students toward more general education settings was sending the wrong message.

At the heart of the Success network’s concerns is the belief that many district schools too easily classify students as high-needs and then don’t work hard enough to declassify them, in part because schools received additional funding to provide these services.

“Poorly designed financial incentives and a dense bureaucracy have turned the city’s ELL programs into a parking lot – a place where students sit idly for years without hope of mastering essential skills and accelerating their academic progress,” concludes a report on the city’s ELL population that Success released last year. The report found that about one-third of the city’s English language learners failed to test out of the program for seven consecutive years.

Moskowitz said since her schools excel at declassifying ELL students authorizers could slap her with being out of compliance in middle school grades because most of her students would be declassified by then.

“Bizarrely, our successful education of ELL students will actually put us out of compliance with the proposed ELL targets,” Moskowitz wrote.

Critics of Moskowitz and the Success charter network have raised their own concerns about the schools’ rate of student attrition and it’s unclear how many students who leave the schools are identified as high-needs. Roughly one third of students in Harlem Success Academy I’s first two cohorts have left the school over the course of elementary school, according to state data..

State education officials have said their jobs weren’t to change the law, but rather implement it in the fairest way possible. As part of that effort, they created a provision that would give credit to schools – such as Moskowitz’s – that declassified students at higher rates than the district average. The provision would credit to any student who was classified as ELL or special education at any point in the last three years, even if they were later declassified.

But charter school advocates said that wasn’t going far enough. NYCSA suggested in its public comment that the “three-year-lag” be extended for the entirety of the student’s time in a school.

Officials for both SUNY and SED did not respond to comment about Moskowitz’s letter or about whether they would change their proposal in response to the suggestions. SED published a FAQ based on feedback it received in the public comment section, but did not respond to Moskowitz’s call to lobby the state.

Eva Moskowitz letter to charter authorizers regarding Enrollment and Retention Targets

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.

a 'meaningful' education?

How a Colorado court case could change how public schools everywhere serve students with special needs

Dougco headquarters in Castle Rock (John Leyba/The Denver Post).

The U.S. Supreme Court on Wednesday grappled with the question of what kind of education public schools must provide students with disabilities, hearing arguments in a case that originated with a complaint against a suburban Denver school district and that could have profound implications nationwide.

The case involves a student diagnosed with autism and attention deficit/hyperactive disorder. His parents pulled him out of his Douglas County elementary school, saying he wasn’t making enough progress and the district’s response was lacking.

They enrolled the boy in a private school for children with autism and asked the district to reimburse them for the tuition, arguing their son was due a “free appropriate public education” as required by the 1975 Individuals with Disabilities Education Act.

The law spells out the requirements states must meet to receive federal money to educate special-needs students. The district declined, saying it had met the standard of the law.

The family eventually filed a lawsuit against the district. Lower courts all sided with the district, reasoning that it had provided the child “some” educational benefit — the standard cited in the federal statute at issue.

Lower courts across the nation have varied in their definition of the proper standard. The high court arguments Wednesday centered on whether “some” benefit was good enough, or whether special-needs students deserve a more “meaningful” benefit.

Jeffrey Fisher, an attorney for the boy’s family, told the justices that as a general rule, individualized education plans for special education students should include “a level of educational services designed to allow the child to progress from grade to grade in the general curriculum.”

Throughout the arguments, the justices expressed frustration with what Justice Samuel Alito described as “a blizzard of words” that the law and courts have used to define what’s appropriate for special needs students.

Chief Justice John Roberts said regardless of the term used, “the whole package has got to be helpful enough to allow the student to keep up with his peers.”

Neal Katyal, an attorney for the school district, argued that providing children “some benefit” is a reasonable standard.

“That’s the way court after court has interpreted it,” he said. “It’s worked well. This court shouldn’t renege on that.”

Ron Hager, senior staff attorney for special education at the National Disability Rights Network, attended the oral arguments Wednesday and said he was optimistic the lower court’s ruling would be overturned.

He said if the Supreme Court does overturn the federal Tenth Circuit Court’s ruling and requires a higher standard, it won’t necessarily come with major financial costs for school districts. Instead, he said, it will nudge them to be proactive and provide teacher training and intervention services early on instead of waiting until problems — and the expenses associated with them — snowball later.

Marijo Rymer, executive director of the Arc of Colorado, which advocates on behalf of people with intellectual and developmental disabilities, said she was heartened to see the case advance to the Supreme Court. Establishing a clearer standard on what constitutes a fair and appropriate education for students with disabilities is a civil rights issue, she said.

“It’s critical that federal law, which is what this is based on, be reinforced and supported, and the court is in the position to deliver that message to the nation’s schools and the taxpayers that fund them,” Rymer said.

Both Hager and Rymer acknowledged that even if the Supreme Court establishes a new, higher standard, it could be open to interpretation. Still, they said it would send a strong message to school districts about their responsibilities to students with disabilities.