mayoral challenge

Education candidate Josh Thompson challenging de Blasio with long-shot bid for mayor

PHOTO: Courtesy Photo
Josh Thompson, 31, is seeking the Democratic nomination for New York City mayor.

As a teen with an unstable home, Josh Thompson says a private school helped save his life. Now, he wants to make sure more kids have the same opportunity.

Thompson, 31, is seeking the Democratic nomination for New York City mayor. He joins a growing list of long-shot candidates lining up to challenge incumbent Bill de Blasio in the September 2017 primary.

Thompson supports school vouchers, charter schools and merit pay for educators — all contentious issues in New York City, where the teachers union is famously strong. He says he admires former New York City schools Chancellor Joel Klein, who worked with Mayor Michael Bloomberg to overhaul school accountability, but Thompson suggested he wouldn’t go out of his way to antagonize the unions.

“You take what works and you expand it — whether that is vouchers, whether that is a traditional public school,” he said. “We have the resources, we have the buildings and we have the innovation. It’s tapping into those things.”

A top official at New Leaders — a national education nonprofit that trains principals and other school officials — Thompson previously worked for the mayors of Washington, D.C. and Bridgeport, Conn.

He got his first taste of politics as a volunteer for Cory Booker’s mayoral campaign in Newark and considers Booker, now a U.S. senator, a mentor.

Thompson’s support for school vouchers can be traced back to his experience at Saint Benedict’s Preparatory, an all-boys Catholic school in Newark that he credits with turning around his life. Born in North Carolina, Thompson said he spent much of his childhood bouncing around the country as his mother tried to make ends meet. St. Benedict’s, nationally recognized for its work with inner-city youth, offered him housing and picked up the tuition bill.

Thompson wants other low-income students to have access to schools like his, though he’s likely to face obstacles if he tries to launch a voucher program in New York City. If necessary, Thompson said he would create a private fund with the hope of tripling the number of low-income students attending private schools.

“Most of us want choice for everything we do in life,” he said in an interview with Chalkbeat. “But when it comes to black and brown children and inner city education, we lose our backbone when it comes to choice.”

Thompson is also challenging the mayor on charter schools. While de Blasio must, by law, accommodate new charter schools within district school buildings or pay their rent, Thompson and others have accused the mayor of dragging his feet when it comes to making such decisions.

Thompson said de Blasio often waits “until the shot clock goes off” to accommodate charter school co-locations, and that, if elected, he would streamline the process.

Thompson also advocates for incentive pay for educators and more power for principals, concepts Mayor Bloomberg also supported.

New York City has already dabbled in both vouchers and merit pay; research showed that neither venture paid off as hoped. In both cases, student achievement failed to significantly improve.

As of July, Thompson’s campaign was about $23,000 in debt, though he said a new round of campaign finance reports due in January will show significant fundraising. The July report showed many small donations, with contributions from education reform advocates and individuals affiliated with charter school networks such as Achievement First, where his wife, Julia, is the founding dean of a Brooklyn charter school.

Jamaal Bowman, an outspoken principal in the Bronx, gave a $15 donation. He said he plans on giving to other candidates, too, but praised Thompson as “a supporter of public schools.”

“I believe he has a whole-child view of education. He’s not looking at a one-size-fits-all approach,” Bowman said.

De Blasio’s approval ratings slid last spring and summer amid investigations into his fundraising tactics, and they remain mediocre. But the mayor has tallied more than $2 million for his reelection bid and recently scored the early endorsements of some city council members and labor unions.

Though the United Federation of Teachers has yet to officially endorse a candidate, former president Randi Weingarten, now head of the American Federation of Teachers, is reportedly planning a fundraiser for de Blasio in January.

Chalkbeat reporter Monica Disare contributed to this report. 

Clarification (Dec. 21, 2016): This story has been updated to reflect that Thompson said the next round of campaign reports will show significant fundraising.

second chance

An embattled Harlem charter school that serves kids with disabilities will be allowed to keep its middle school — for now

PHOTO: Alex Zimmerman
Opportunity Charter School

A Harlem charter school will be allowed to keep its middle school next school year, despite the fact that top city education officials have repeatedly ruled that it is too low performing to stay open.

That decision offers at least temporary relief for Opportunity Charter School, which has been embroiled in a dispute with the education department since March. The disagreement centers on whether city officials properly took into account the school’s students — over half of whom have a disability — when it judged the school’s performance.

The city’s education department, which oversees the school as its charter authorizer, tried to close the middle school and offered only a short-term renewal for the high school when the school’s charter came up for review earlier this year. The school appealed that decision, and was denied late last month.

But the education department is backing down from its position — at least for now. That reversal appears to be based mostly on logistics: A Manhattan Supreme Court judge has temporarily blocked the closure through at least mid-July in response to a lawsuit filed by the school and some of its parents last month, complicating the process of finding students new schools outside the normal admissions cycle.

“Students always come first, and given where we are in the school year, we will allow the middle school grades to remain open in 2017-18,” education department spokesman Michael Aciman wrote in an email on Thursday. Still, he noted, the department will continue to push to close the middle school in the future.

Kevin Quinn, a lawyer representing Opportunity Charter, said the city’s decision was the only responsible one, given that the school has already held its admissions lottery and made offers to parents.

“This is a wise decision by the [education department],” Quinn wrote in an email, “and [we] appreciate their acknowledgment that placement of this population at this time would be significantly disruptive.”

language proficiency

Educators working on creating more bilingual students worry new state requirements aren’t high enough

A second grade class at Bryant Webster K-8 school in Denver (Joe Amon, The Denver Post).

Colorado educators who led the way in developing high school diploma endorsements recognizing bilingual students worry that new legislation establishing statewide standards for such “seals of biliteracy” sets the bar too low.

Two years ago, Denver Public Schools, Eagle County Schools and the Adams County School District 14 started offering the seal of biliteracy to their students. The three districts worked together to find a common way to assess whether students are fluent in English and another language, and recognize that on high school diplomas. Advocates say the seal is supposed to indicate to colleges and employers that students are truly bilingual.

A bill passed by state legislators this year that will go into effect in August sets a path for districts that want to follow that lead by outlining the minimum that students must do to prove they are fluent in English and in another language.

According to the new law, students must meet a 3.0 grade point average in their English classes and also earn a proficient score on the 11th grade state test, or on Advanced Placement or IB tests. For showing proficiency in the second language, students can either earn proficient scores on nationally recognized tests — or meet a 3.0 grade point average after four years of language classes.

Although educators say the law sends a message of support for bilingual education, that last criteria is one part of what has some concerned.

“It allows for proficiency in a world language to be established solely by completing four years of high school language classes,” said Jorge Garcia, executive director of the Colorado Association for Bilingual Education. “Language classes in one school district may have a different degree of rigor than they do in another.”

The second language criteria should be comparable to the English criteria, several educators said. In the requirements set by Denver, Eagle County and Adams 14, students must at a minimum demonstrate language proficiency through a test score, or in some cases with a portfolio review and interview if a test is not available.

The three districts also catered their requirements based on what each community said was important. In Adams 14 and in Eagle schools, students must perform community service using their language skills. Students also have to do an interview in both languages with a community panel.

“Our school district team developed the community service criteria because we wanted our kids to have authentic practice in their languages,” said Jessica Martinez, director of multilingual education for Eagle County Schools. “We also wanted students to be a bridge to another community than their own. For example, one group of students created academic tutoring services for their peers who don’t yet speak a lot of English. Another student started tutoring her mom and her parents’ friends so they could get their GED.”

The state law doesn’t require students to do community service. But it does allow school districts to go above the state’s requirements when setting up their biliteracy programs.

“Thoughtful school districts can absolutely address these concerns,” Garcia said.

Several school districts in the state are looking to start their own programs. In March, the school board for the Roaring Fork School District in Glenwood Springs voted to start offering the seal. Summit School District also began offering the seal this year.

Leslie Davison, the dual language coordinator for Summit, said that although her program will change in the next year as she forms more clear requirements around some new tests, she will continue to have higher requirements than the state has set.

This year her students had prove proficiency in their second language by taking a test in that language. They also had to demonstrate English proficiency through the ACT. In addition, students did oral presentations to the community in both languages.

“Their expectations aren’t as high as mine are,” Davison said. “We’ll probably stay with our higher-level proficiencies. I do have some work to do in terms of how that’s going to look for next year, but I certainly don’t want to just use seat time.”

Meanwhile, the districts that started the seal are increasing their commitment to biliteracy so as many students as possible can be eligible to earn seals in the future.

The Adams 14 school district in Commerce City is using Literacy Squared, a framework written by local researchers for teaching students to read English by strengthening literacy in the native language. The program is being rolled up year by year and will serve students in 34 classrooms from preschool through fourth grade in the fall.

In Eagle County, Martinez said parents have shown such a strong demand for biliteracy that most elementary schools are now dual language schools providing instruction to all students in English for half of the school day and in Spanish for the other half.

Both districts are also increasing the offerings of language classes in middle and high school. The options are important for students who are native English speakers so they too can become bilingual and access the seal. For students whose primary language is not English, the classes can help ensure they don’t lose their primary language as they learn English.

Of Eagle’s 25 students who graduated with a seal of biliteracy this year, 17 were native Spanish speakers and eight were native English speakers.

“We want all kids to see their bilingualism is an asset,” Martinez said. “It’s huge for them.”