First Person

Seeing a landlord/tenant dispute in the charter school rent debate

So much of the debate about charter schools seems to presume that New York City’s mayor has large sway over the sector. But Mayor Bill De Blasio has little more control over charter education than he does over education in private religious and independent schools.

According to state law, the mayor’s authority is largely limited to the 94 percent of city children who attend schools operated by the New York City Department of Education. The city does serve as the landlord to charter schools that operate in public space, which is a frequent source of tension, but that doesn’t mean the mayor controls what happens inside of them.

Under current state law, charter schools are completely out of the hands of the mayor and chancellor, though the Department of Education does play a role in recommending closure or reauthorization for the schools that it originally chartered. While public funding of charter schools comes from taxes (hence the term “public charter schools”), this funding is based on a state-mandated formula that the mayor does not control.

How much are charter schools not part of the city’s educational apparatus? Every charter school has its own board of directors. Some are associated with management organizations such as Success Academy, Achievement First, or Uncommon Schools. Others are single “mom and pop” entities. Because New York prohibits for-profit charter operators, all charter management organizations are nonprofits. None are governmental. Their executives, principals, and teachers are not hired, supervised, fired, or paid by the city.

In fact, arguing about why the city government is not now more supportive of charters under de Blasio is like arguing why it is not more supportive of kids in religious or independent schools. Charters must accept students by lottery but when a student leaves or is expelled — as is the family’s or school’s prerogative, just like in a private school — the Department of Education must take them in. By law, charters must educate children with special needs, and many do, but only based on services the charter is willing to provide, while district schools  must provide services to all, regardless of disability. Parents who choose to enroll their children in charters, like those enrolled in private schools, have opted to have their children educated outside the traditional public school system.

The hot-button issue about charters when it comes to their relation to the New York City Public Schools is whether any should be housed rent-free in Department of Education buildings. Mayor Michael Bloomberg created, by his sole discretion and perhaps outside his authority, a status quo in which some co-location exists. When he provided some charters with free space, he created an assumption that this was somehow a right or that charters fall under the Department of Education’s rules. They do not.

De Blasio seems willing to have these schools remain, amounting to approximately 40 percent of New York’s total. The rest are in separate charter-owned or rented facilities, the norm in the rest of the country, where co-located charters usually pay rent to the district. A few of New York’s co-located charters, the mayor has said, should also pay rent based on ability to pay. Granted, for those schools affected, this is a big deal. Landlord/tenant disputes are like that.

But that’s it. New York’s charter school war that makes headlines and monopolizes discussion of education is, like most wars, about real estate. We do not fight or scream about parochial schools. Many are better than some city schools, others are worse. So be it. Same with charter schools.

Let limited battles over rent be fought and decided on their individual merits based on capacity analysis and finances. The two sectors are bound to coexist for some time, each with separate and overlapping instructional and operational issues for their respective leaderships. Some degree of mutual support in finding solutions will benefit their students more than hyperbolic attacks based on misunderstandings of their legally separate operation and roles. 

First Person

I mentor students demoralized about not having a vote. Here’s their plan for getting civically involved before turning 18

Students in the Minds Matter program.

Every Monday night during the school year, I spend time with two wonderful young women. They’re high-achieving high school sophomores from low-income families whose success would be certain if they grew up in a more affluent ZIP code.

Along with a team of other mentors, I help the students improve their writing and communication skills to help them prepare for a successful college career. That’s what I’m prepared to do.

I was less prepared for what they brought to our meeting last week, the first time we met under the tenure of a new president. They talked about feeling the consequences of the national political shift, though at 15, they knew it would be years before they could cast a ballot of their own. “We feel left out of a system that affects us too,” they said.

So our task that night became to expand our ideas about what participation in the American political system really means.

Here are five ideas we came up with, designed to help high schoolers do just that.

1. Meet elected officials. Meeting state senators and representatives during their campaigns is often the easiest way to make contact. Attend a coffee event, a party meeting, or a fundraiser where students can introduce themselves and talk about their concerns. Encourage them to be more than just another face in the crowd.

There are plenty of young, local elected officials to learn from. Dominick Moreno, a prominent Senate Democrat on the state of Colorado’s powerful Joint Budget Committee, got his start running for class president as a high school sophomore. Still only 32, he has already served in the House of Representatives and as mayor pro tem of a Denver suburb.

2. Volunteer on a campaign. This is the best opportunity for students to get an inside look at the political process and can help them establish lasting relationships with real people working in politics.

Some legislators face tough races and are out knocking on doors for months. Others spend their time differently, and in either case, candidates need help reaching out to voters, managing social media accounts, answering emails or organizing events. Plus, this work looks great on student résumés.

I tell students about my own experience. It started small: When I was 10, I passed out stickers for local elected officials at holiday parades. When I was 16, I got the chance to intern at the South Dakota state capitol. At 21, I got my first job in Washington, and at 23 I started lobbying in Colorado, affecting policy that now touches all citizens of the state.

3. Think locally. There are so many small things that students can do that will help their community become a better place on their own timeline. Help students organize a neighborhood clean-up day or tutor at an elementary school. These might feel inadequate to students when they look at the big picture, but it’s important to remind them that these actions help weave a fabric of compassion — and helps them become local leaders in the community.

4. Pre-register to vote. Voting matters, too. It sounds simple, but pre-registering addresses a root cause of low voter turnout — missing deadlines. In Colorado, one must be a U.S. citizen, be at least 16 years old, and reside in the state 22 days prior to the date of the election.

5. Affiliate with a party.
This assures full involvement in the process. Before turning 18, students can still attend party meetings or even start a “Young Democrats/Republicans” group at school. If they don’t feel like they fit with either the Republican or the Democratic parties, that’s OK — unaffiliated voters can now take part in the primary elections and help name either Republican or Democratic leaders.

Talking through these ideas helped the students I work with realize voting isn’t the only way to make a difference. One of my students has started a group that helps other young women know about birth control options, after seeing girls in her high school struggle and drop out after getting pregnant. Other students in the group have asked to learn more about the legislative process and want to testify on legislation.

They’re proving that democracy doesn’t begin and end with casting a ballot — but it does depend on taking interest and taking action.

Zoey DeWolf is a lobbyist with Colorado Legislative Services, based in Denver. She also works with Minds Matter of Denver, a not-for-profit organization whose mission is to help prepare accomplished high school students from low-income families for successful college careers.

First Person

It’s time to retire the myth that any counselor can do the job alone — even at a tiny school

A few of the author's students who graduated last year.

I waited five years to get my dream job as a counselor in a New York City public school. After all of that waiting, I was full of ideas about how I would be able to use my experience to help students navigate what can be an overwhelming few years.

I wanted to make our school counseling more individualized and full of innovative support mechanisms. I wanted our guidance department to be a place that anyone could leave with a grand plan.

A few months into that first year, in fall 2015, it was clear that my vision would be, to put it bluntly, impossible to achieve.

When I received my position at a Harlem high school in District 5, I was assigned to not only take on the responsibilities of a school counselor, but also to act as the college advisor, assign (and then frequently re-shuffle) class schedules for every student, and several other tasks. My school had just under 200 students — enrollment low enough that it was assumed this could all be managed.

This proved to be a very inaccurate assumption. I was working with a group of students with low attendance rates, and many were English language learners or students with disabilities. Many students were overage and under-credited, others were in foster care or homeless, some had returned from incarceration, and a couple were teen parents or pregnant.

The American School Counselor Association recommends a maximum school counselor-to-student ratio of one to 250. I know from experience that extremely high student need makes that ratio meaningless. Almost all of these students needed help in order to be ready to learn. Their needs tripled the feel of our enrollment.

This frequent mismatch between need and numbers puts school counselors like me in the position to do a great disservice to so many students. As the only counselor available, a seemingly small mishap with a task as crucial as graduation certification or credit monitoring could have spelled disaster for a student. I know some seniors missed certain financial aid opportunities and application deadlines, and some ninth, 10th, and 11th graders could have used more academic intervention to help them transition to the next grade level successfully.

My success at keeping our promotion and college admissions rates on the upswing was largely due to my outreach and partnership with community-based organizations that helped support several of our students. Had it not been for their assistance, I wouldn’t have achieved anything near what I did.

I’m still a counselor at my small school, and some aspects of the job have gotten easier with time. I love my job, which I think of as the most rewarding yet intense position in the building. But I still believe that there is almost no case in which only one counselor should be available for students.

Principals and school leaders directly involved with the budget must make sure to effectively analyze the needs of their student population, and advocate for an appropriately sized counseling staff. Small schools face real funding constraints. But ones serving students like mine need more than they’ve gotten.

Students’ social and emotional development and their academic success go hand in hand. Let’s not make the mistake of conflating enrollment numbers with need.

Danisha Baughan is a high school counselor and college advisor. She received her masters in school counseling in May 2010 and has held elementary, middle, and high school counseling positions since then.