the ask

Democrats push Cuomo for more school aid

PHOTO: Geoff Decker
Alliance for Quality Education Executive Director Billy Easton speaks at a press conference.

ALBANY — Before more thorny education issues divide them, lawmakers are presenting a unified front to Gov. Andrew Cuomo over state funding for public schools.

More than 80 Democrats in the state Assembly and Senate from Buffalo to New York City have signed a letter urging Cuomo to increase the state’s education spending by $1.9 billion in the 2014-2015 budget. The amount, which would amount to a 9 percent increase over this year, is far more than Cuomo has signaled he will call for in his budget proposal, which he will unveil to the legislature later this month.

Cuomo, a Democrat, has not championed big funding increases through his first four years in office, instead pressing districts to use their existing allocations more efficiently. The approach came largely as his administration confronted the aftereffects of the 2009 economic recession, which brought a total of $2 billion in state school aid cuts.

Between 2010 and 2012, schools across the state cut 35,000 teachers and staff as a result of the reduced funding, according to the Alliance for Quality Education, which organized a press conference to announce the letter.

And even though the legislature resumed funding increases two years ago, advocates say it hasn’t been enough to keep up with growing classroom costs and local mandates, let alone restore funding to its pre-recession levels. AQE has argued that at least $1.9 billion — the figure legislators called for today — is needed to restore the state to pre-recession funding levels.

In New York City, the recession brought several years of budget cuts, and schools reduced staff, increased class sizes, and trimmed arts and extracurricular programs. But unlike in many districts, no teachers were laid off, despite threats from the Bloomberg administration. Instead, the city assumed responsibility from the state for a larger share of its $24 billion budget to make up for the cuts. (The city got $364 in additional school aid last year, compared to $616 million in 2007.)

The letter’s signees represent a large swath of the state’s public education system, including rural, urban and suburban schools. More than 50 of the lawmakers represent schools in New York City.

Queens Assemblywoman Catherine Nolan, who chairs the education committee, argued that a surplus that Cuomo recently reported in his mid-year financial projections is evidence enough that the darkest of days are behind public schools in the state and that it’s time to fully restore school budgets.

“We’re not in the same fiscal crisis we were in in 2008, and I think it’s time to move forward on that larger pot,” Nolan said after a press conference with more than a dozen lawmakers who signed the letter.

Cuomo has indicated that he would be willing to increase school aid by about 5 percent, although only a fraction of that would go toward the general pot of funds that Nolan and other prefer. Nolan said the general funds, from which more money goes to poor school districts, is the most fair way to disburse funding in the state.

But it’s also a departure from the way Cuomo has tended to prefer funding education during his first term. Cuomo has embraced competitive grants, including $75 million added to last years budget, that districts can qualify for only if they promise to adopt certain policies or programs. The grants are funding community schools, pre-kindergarten, expanding school days, and merit pay for top-performing teachers.

Nolan said she supported Cuomo’s grants, but not at the expense of less general funding.

“This is about … putting money in the large pot, not so that state ed can pick and choose” which districts they prefer over another, said Nolan, “but that every child in every district get a fair share.”

A spokesman for Cuomo did not respond to a request for comment about the letter.

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.