The co-location situation

Looking to 2013, city pitches space plans for Success schools

The school year is only a few weeks underway, but the Department of Education is already hard at work figuring out where to put its new schools in 2013.

Today, the department announced that it had published “Educational Impact Statements” about changes it wants to make at 17 school buildings next year. The statements, which appeared on the department’s website on Thursday, are the first component of a public comment process that legally must precede any major changes to how school buildings are used.

Eight of the proposals are for new charter school co-locations, including seven in the Success Academies network. The network, which has opened 14 schools since it was founded by former City Councilwoman Eva Moskowitz in 2006, was one of two charter management organizations that Mayor Bloomberg said during his State of the City address in January that he would like to see grow.

All of the Success schools, which employ non-unionized teachers, operate in public school buildings and its co-locations proposals tend to attract the most pubic outrage from union officials and school community members. Last year, two separate lawsuits were filed against the Department of Education and Moskowitz for Brooklyn co-location plans. A judge dismissed both suits.

SUNY’s Charter Schools Institute approved the network’s request to launch seven more schools next year, but until now exactly where the schools would open has been a question mark. Two were approved to open in Manhattan’s District 2, which has many high-performing and overcrowded elementary schools. Parents argued that the district did not need another elementary school option and could not accommodate one in any case.

But the city has proposed carving out space in two high school buildings that are located in the district but historically have enrolled few students from the area. One of the buildings, in Union Square, is the home of Washington Irving High School, which is being phased out for poor performance, and several small schools that have already opened to replace Irving. The other building houses the High School of Graphics Communications Arts, which the city unsuccessfully tried to close and reopen using an overhaul strategy called “turnaround” this past summer. Both buildings currently have fewer students than they were built to accommodate.

Already, at least one of the the Success proposals has stirred controversy. District 13 community members said they oppose the city’s plan to open Brooklyn Success Academy 5 at M.S. 265 Susan S. McKinney, a Fort Greene secondary school. The building also houses a District 75 school.

The building currently enrolls 470 students, less than 50 percent of its 1,035-student capacity, according to the city’s utilization estimate. But City Councilwoman Letitia James said she had safety concerns with placing elementary school-aged students in the same building as high school students. She also took issue with the lack of feedback sought by city officials before they proposed the plan.

“There’s really not much of a process,” said James, who attended an information meeting hosted by the department’s Division of Portfolio Planning on Wednesday night. “There has been no deliberation, no consideration, no transparency.”

The eighth new charter school co-location would add a new school in the Achievement First network, Aspire Elementary School, to the P.S. 202 building in Brooklyn’s District 19.

Most of the rest of the proposals the department announced today are grade truncations or expansions meant to bring schools’ grade structure in line with citywide norms. For example, the city wants to lop two grades off of Brooklyn College Academy so that it is a standard high school, rather than serving students in grades seven through 12, as it does now.

The city school board, known as the Panel for Educational Policy, is set to consider the proposals at its Nov. 8 meeting. The date is months earlier than last year, when the panel didn’t vote to approve the Williamsburg Success co-location until March. The panel, whose members are mostly appointed by Bloomberg, has never rejected a city proposal.

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.