New York City could get $25M for turnaround this year after all

Three of the 24 schools that the city tried to close and reopen this summer could undergo “turnaround” after all.

Under the aggressive form of the federally prescribed school overhaul process that the department tried to carry out, all teachers at the struggling schools were required to reapply for their jobs. The city set no quota for rehiring, but the requirement that no more than 50 percent be rehired in order for the schools to qualify for federal funding was widely known.

An arbitrator ruled in June that the city’s version of turnaround ran afoul of its contract with the teachers union.

But three of the schools — some of the smallest proposed for turnaround — turned over more than 50 percent of their teachers last year anyway, so they meet the federal requirements for funding. The schools are Bread and Roses Integrated Arts High School, J.H.S. 22 in the Bronx, and M.S. 126 in Brooklyn.

Now, the city has asked for turnaround funding for them and for 15 other schools that it is shutting down through its regular closure process. Under that process, used for years, one school phases out while others phase in in the same space.

According to materials that the State Education Department presented to the Board of Regents in Albany this week, the State Education Department is currently reviewing the city’s application for the federal funds, known as School Improvement Grants. If the application passes muster, the city would get about $25 million for the 18 schools and, where applicable, their replacements.

Last year, the city received $60 million to fund 11 school closures it had planned before finding out about the grants. The funds went to 16 new schools, two of them charter schools, that opened in space vacated as the 11 low-performing schools shrank, the department said at the time.

SED’s briefing papers to the Regents also give a hint at what happened after the arbitrator’s decision torpedoed the city’s more aggressive turnaround plans this summer. They say that the department formally withdrew its application for the School Improvement Grants in September — more than two months after the arbitrator’s ruling and more than a month after a judge threw out the city’s request to have the ruling overturned.

Now, the city must submit documents that show how it plans to improve the schools. Those documents are due by the end of this month, according to the briefing papers.

The 18 schools that would receive SIG funds if the city’s application is approved are below.

In first year of phase-out:

Washington Irving High School, Manhattan, first year of phase-out
Samuel Gompers Career and Technical Education High School, Bronx, first year of phase-out
Jane Addams High School for Academic Careers, Bronx, first year of phase-out
Grace Dodge Career and Technical Education High School, Bronx, first year of phase-out
I.S. 296 — The Anna Gonzalez Community School, Brooklyn, first year of phase-out

In second year of phase-out:

Norman Thomas High School, Manhattan
IS 195, Manhattan
School for Community Research and Learning, Bronx
Bronx Academy High School, Bronx
John F Kennedy High School, Bronx
Christopher Columbus High School, Bronx
Monroe Academy for Business and Law, Bronx
Paul Robeson High School, Brooklyn
Beach Channel High School, Queens
Jamaica High School, Queens

Still open:

Bread and Roses Integrated Arts High School, Manhattan
J.H.S. 22, Bronx
M.S. 126, Brooklyn

men of color

New York state charges forward with its ‘My Brother’s Keeper’ initiative

When young men of color enter high school, they often do so with the deck stacked against them. That’s what a panel of young men from Ithaca and Albany told a room of education policy officials and lawmakers on Friday.

“There’s a mold for us that they want us to fit in,” one student said.

“No one realizes how much potential, not only white students have, but every student has,” another added.

New York state’s top education leaders convened in Albany Friday to tackle the problem posed by these young men: How can the state raise educational achievement for boys and young men of color?

Only about 68 percent of black and Hispanic students graduate on time, while 88 percent of their white counterparts do, according to state graduation rates released last week. Male students fare worse than female students, with a 76 percent graduation rate compared to 83 percent for female students.

The conference is part of the state’s My Brother’s Keeper Initiative, modeled on President Barack Obama’s national program geared toward boosting opportunities for young men of color. Policymakers spearheading New York’s initiative scored a big victory last year, securing $20 million from the legislature and officially becoming the first state to accept Obama’s challenge.

Though the political winds in Washington have changed since then, Friday’s conference sent a clear message that, if the state’s top education officials have anything to do with it, this strand of Obama’s legacy will live on in New York.

Attendees included State Education Commissioner MaryEllen Elia, Regents Chancellor Betty Rosa and assorted lawmakers and superintendents.

“For me, this is the end of the beginning,” said Stanley Hansen, the State Education Department assistant commissioner who runs the program. “We will start today: Staff will be contacting your schools and communities, and we will be out there in force.”

So far, the state has split the $20 million into grants that encourage the recruitment of a diverse pool of high-quality teachers, along with family and community engagement, and programs focused on college and career success. The department is pushing for another $20 million in this year’s budget.

But Regent Lester Young, who is leading the effort on New York’s education policymaking board, reminded the crowd that it will take more than funding to radically change outcomes for young men of color.

“This is not about $20 million because this problem, this challenge, is not going to be solved with $20 million,” Young said. “This will be solved when we decide to change the narrative.”

turnaround time

This Harlem school has one of the highest dropout rates in New York City. Meet the principal working to turn it around.

PHOTO: Alex Zimmerman
Geralda Valcin, principal at Harlem's Coalition School for Social Change

Just two months after becoming principal, Geralda Valcin’s plan to reduce her school’s dropout rate landed her in a parking lot at Rikers Island.

One of her students at the Coalition School for Social Change had been incarcerated, so she made the trip — with a care package of clean t-shirts and socks in tow — to convince the jail’s staff to enroll him in a U.S. history class, one of the only courses he needed to earn a diploma.

“The principal at Rikers was like, ‘You really came up here to do this?’” Valcin recalls. “It fell on deaf ears.”

The jail wouldn’t let her visit the student or place him in the class Valcin requested, but that was only part of the reason for the trip. “He totally appreciated us for it,” she said. After his release about six months later, the senior returned to school and is on track to graduate this year.

Valcin chalks this up as a success story, but acknowledges she has many other students who need that type of support. At her Harlem school, more than a quarter of the ninth-graders who started in 2012 dropped out at some point during their high school careers, meaning they left without enrolling in another school. Only a handful of other traditional high schools in New York City had higher dropout rates, according to new statistics.

Valcin, who became principal last March after more than five years as assistant principal at Bronx High School for Law and Community Service, says she’s ready for the challenge.

She has spent much of the past year reinforcing systems to identify students early who are at risk of dropping out, and working with her school’s nonprofit partner to intervene. And the stakes are high: Coalition is one of 86 schools in the city’s “Renewal” program for low-performers, which offers schools extra social services and academic support, but which must show signs of progress in return.

Though her previous school wasn’t in the program, it also struggled with low graduation rates. It was “pretty much in the same predicament,” she said. That school boosted graduation rates by almost 20 points during her tenure, eventually besting the current citywide average of 72 percent.

Though graduation rates at her new school have started to climb, Valcin isn’t sanguine about the work ahead of her. For one thing, her students — roughly 92 percent of whom are black or Hispanic — often arrive far behind grade-level. Three-quarters come from poor families; 35 percent have disabilities.

Valcin isn’t willing to speculate about why Coalition’s dropout rate is higher than other schools with similarly high-need populations, and is careful not to assign blame. “The numbers spoke for themselves,” she said. “Coalition hasn’t graduated 50 percent of its students in six years or more. A lot of the work probably wasn’t happening.”

Soon after arriving, she launched a “Saturday academy” to help students stay on track and prepare for the state’s exit exams, and began carefully watching students who had attendance or disciplinary problems early on. “If that pattern begins, you’re almost doomed,” Valcin said.

That’s why, before students start classes in the fall, school staff review their middle school records and conduct home visits, so they can talk about previous problems before they crop up again.

“From the beginning of the year, we have highlighted a cohort of kids that without significant additional support wouldn’t cross the finish line,” said Derek Anello, a program director at Partnership with Children, the school’s nonprofit community partner. “We’re starting with ninth-graders before they’re even in the building.”

PHOTO: Alex Zimmerman
Coalition School for Social Change

The school zooms in on students who don’t earn passing grades during the first few months of school, and offers extra academic help. (Valcin keeps a color-coded spreadsheet on her desk that tracks student progress toward graduation.)

If a student is showing up late — or not at all — they’ll likely get a knock on their door, sometimes from Valcin herself, or from a staff member at Partnership with Children. And if they’re routinely showing up late to class due to an extra-long commute, school officials might help the family find a school that’s closer to home.

City officials are expecting those efforts to produce significant results this year. Under the benchmarks assigned to the school through the Renewal program, its graduation rate should increase to 63 percent this school year, up from 46 percent. The education department considers graduation rates in decisions about whether to close or merge schools in the program.

Partnership with Children’s Anello is optimistic about meeting that goal partly because of Valcin’s embrace of his community organization. “Not every principal allows the [nonprofit partner] to be their right hand,” he added. “That’s not consistent across Renewal schools.”

But the school faces strong headwinds that make it hard to attract students who are more likely to graduate, including intense academic segregation. Among last year’s ninth-graders, for instance, fewer than five students had passed either their eighth-grade math or reading tests.

The school’s inclusion in the Renewal program, historically low graduation rate, and sagging enrollment have also signaled to prospective families that the school doesn’t have a strong track record.

In fact, Valcin has been reluctant to aggressively market the school. “I don’t want to go on the street and say, ‘Hey send your kids to this school’ given the condition we’re in currently.”

But she’s banking on this year’s graduation rate changing that calculation.

“The day after graduation, I’ll be on the corners passing out fliers,” she said.