joel klein

mayoral challenge

back to the future

End of an era

middle ground

New York

Weighing in on mayor's race, Joel Klein takes aim at detractors

New York

Kopp vows that TFA's "unstoppable force" will steer next mayor

New York

End of an era as iSchool's first graduates are told to 'go and do'

Former Schools Chancellor Joel Klein speaks at iSchool's graduation on Monday. Principal Alisa Berger is on the stage to Klein's right. In May 2009, the Department of Education launched a new initiative, NYC21C, to remake the American high school using technology. Then-Chancellor Joel Klein made the announcement at the NYC iSchool, then completing its first year, and praised its students and co-principals, Alisa Berger and Mary Moss. Now, all of those people have moved on. Klein left the Department of Education in November 2010 and now earns more than $4 million a year running the education division of a multinational corporation. Moss left last year when her family moved to North Carolina. Berger's family is relocating to Massachusetts this summer. And on Monday, members of the school's inaugural class graduated in an afternoon ceremony, featuring a speech by Klein, held at the Ethical Culture Society on the Upper West Side. This fall, they'll enroll at colleges and universities up and down the East Coast. "Our greatest hope is that you love college, that you discover something you love learning about, that what you love to do is something that makes the world better, even in small ways, and that you find fulfillment in your life," said Moss, who returned to see the school's first students graduate. Of the 100 students who entered the selective school in 2008, 94 graduated on time. "I ask that you go and do — that you take what you've learned at the iSchool to transform the colleges you attend and create communities for yourselves the way that you have created the iSchool," Berger told the graduates.
New York

Shift in city's priorities seen as gifted program denied expansion

Parents of children admitted to the STEM citywide gifted program at P.S. 85 attend an open house Wednesday. Every morning, Tim Smith and his nine-year-old son leave their Bronx home at 7:30 a.m., catch a MetroNorth train to 125th Street and then board the M60 bus into Queens — all so the third-grader can attend P.S. 85 in Astoria, home to one of New York City’s handful of citywide gifted-and-talented programs. Even so, they brace themselves for an even more difficult journey ahead: Finding a middle school. In 2009, when P.S. 85′s program opened as part of an effort to expand gifted education, the Department of Education pledged “to identify nearby middle schools where students in these programs can continue after fifth grade.” But last month, responding to parents’ pleas to make good on the promise, the department informed them that P.S. 85 cannot handle expansion into a middle school because it is already “operating close to 100 percent capacity.” It said students in the gifted program — called the STEM Academy (it stands for Science, Technology, Enrichment and Math) — must go to middle school elsewhere. STEM is the only citywide gifted-and-talented elementary school program that ends with fifth grade. (It is the only citywide gifted program housed within another school.) Three of the four other citywide programs — Manhattan’s Anderson School and TAG Young Scholars, as well as the Brooklyn School of Inquiry — continue through eighth grade, and Manhattan’s NEST+M carries students through the end of high school. “The school was meant to be a peer for the other citywide gifted programs, and admission to a middle school program was supposed to be seamless,” said Smith. STEM parents charge that their program has been neglected because of a shift in priorities at the Department of Education.
New York

City releases Teacher Data Reports — and a slew of caveats

When the Department of Education's embargo of Teacher Data Reports details lifted at noon today, news organizations across the city rushed to make the data available. The Teacher Data Reports are “value-added” assessments of teachers’ effectiveness that were produced from 2008 to 2010 for reading and math teachers in grades 3 to 8. This morning, department officials including Chancellor Dennis Walcott and Chief Academic Officer Shael Polakow-Suransky met with reporters to offer caution about how the data reports should be used. They emphasized the reports' wide margins of error — 35 percentage points for math teachers and 53 percentage points for reading teachers, on average — and that the reports reflect only a small portion of teachers' work. "We would never advise anyone — parent, reporter, principal, teacher — to draw a conclusion based on this score alone," Polakow-Suransky said. Most of the news organizations that filed Freedom of Information Law requests for the ratings plan to publish them in searchable or streamlined databases, with the teachers' names attached. GothamSchools does not plan to publish the data with teachers' names or identifying characteristics included because of concerns about the data's reliability. At least two other news organizations that cover education are also not publishing the data: the local affiliate of Fox News, according to a representative of Fox, and the nonprofit school information website Insideschools. Department officials are asking schools not to release the reports to parents. They issued a guide today advising principals about how to handle parents who demand that their child be removed from the class of a teacher rated ineffective.
New York

School choice advocates rank city's enrollment policies as best

The same admissions processes that leave city parents scratching their heads or, worse, pulling their hair out have put New York City at the head of the pack in a new study ranking districts' school choice policies. The report, by the nonpartisan Brookings Institution, which has long pushed for expanded school choice, compares choice policies in place in 25 urban school districts and how families took advantage of them. New York City came in first, in part because students here are never assigned to schools based simply on where they live. Of the 25 districts, New York was the only one where students are assigned to schools based on applications that asked for families' preferences, not just their address. The city has a labyrinthine citywide high school matching process and district-based middle and elementary school admissions processes that many believe could be improved. In a district with more than 1,600 schools (the Brookings report tallies 1,474), the processes are seen as bringing order but also as sometimes pitting schools against each other and limiting options, particularly in high school, for students who aren't happy with what they've chosen. The Brookings report also gave New York credit for making data about school performance public and closing or restructuring low-performing schools. But its B grade would have been higher if it had more virtual school options and provided transportation when students enroll in schools outside their districts. To tie in with the report, former city schools chancellor Joel Klein, who bolstered and expanded the city's school choice policies, is speaking at Brookings' Washington, D.C., offices today.
New York

Required to help ELLs, city to open 125 new bilingual programs

The city will launch 125 new bilingual programs under the terms of a required plan to improve the treatment of students who are classified as English language learners. Test scores and high school graduation rates for ELLs lag far behind the city average, and last summer the state told then-Chancellor Joel Klein to produce a "corrective action plan" for how to serve the students better. That plan, released today and posted below, sets out an ambitious remediation schedule — and also highlights just how much the city has lagged in providing legally mandated services to ELLs. In the plan, the city promises to reduce the number of ELLs whose teachers are not trained to work with them and to punish schools that fail to provide services to which ELLs are entitled. It also promises to launch 125 new bilingual programs by 2013, including 20 this school year, on top of the 397 that are already open. The new programs will open in districts with many ELLs and where parents say they prefer their children placed in classrooms where instruction takes place in two languages, rather than in English-only classes with extra help for non-native speakers. The city has hired Ernst & Young, an auditing group, to monitor whether parents' choices are honored. Some of the new programs will open in high school campuses where no bilingual instruction currently takes place. When he approved several school closures in July, State Education Commissioner John King expressed concern about whether new high schools would serve the same students who attended the schools that closed. The plan commits to opening new programs when existing ones phase out along with their schools.
New York

Why New York City isn't joining Chicago in extended-day uproar

New Yorkers following Chicago’s snowballing union-district standoff over plans to extend the school day may not realize that similar conversations take place inside city schools every year. Chicago's new mayor, Rahm Emanuel, and his schools chief, former New York City deputy Jean-Claude Brizard, are pushing schools to add 90 minutes to their 5-hour-long days, among the shortest in the nation. But they have offered teachers only 2 percent more pay, raising the ire of the teachers union, whose president, Karen Lewis, has said Emanuel is creating "a nightmare" by asking union members to override their union contract. Even though the union has filed a lawsuit over the plan, Emanuel and Brizard decided to shop the proposal school by school, and teachers at at least nine schools have voted to extend their working hours—and the instructional day. The city and the teachers union send out warring press releases each time another school takes a vote. Staff at New York City schools routinely take similar votes, but with less fanfare. There has been no system-wide push for a longer school day in years, and educators do not foresee a Chicago-style showdown repeating in New York. That’s in part because the average New York City school day is already much longer than Chicago’s, and slightly longer than other major cities’, with many students in school for 6.5 hours or more. In addition, the district already struck a flexible deal with the union five years ago to extend the school day by 37.5 minutes four days a week for at least 290,000 city students, mostly those who struggle academically. How that time is spent is, to a large degree, up to each school. Researchers say it is almost impossible to make a good estimate of the length of the New York City school day—something that one Chicago columnist found last week when he tried to tally the numbers—because instructional time requirements vary by grade-level and subject, and principals and teachers can decide together how they want to structure parts of the school day. 
New York

Union: From style to substance, relationship with city improved

New York

We read Steven Brill’s “Class Warfare” so you don’t have to

New York

Principals cut 2,000+ teaching jobs; city plans school layoffs

Budget cuts caused principals to cut thousands of positions this year, but the total number of teachers without permanent jobs rose only slightly, the Department of Education revealed today. The Bloomberg administration also announced plans to lay off nearly 800 school employees who do not belong to the teachers union, which negotiated a deal in June to avert layoffs. Most of those employees — 737 of 777 — belong to DC-37, which represents school aides and other auxiliary school personnel. The layoffs are set to start in October. When the city announced in July that schools would have to cut an average of 2.43 percent from their budgets, many principals complained that they had little fat to trim. They said they would have to turn to eliminating necessary positions and sending junior teachers to the Absent Teacher Reserve, the pool of teachers whose positions were cut or lost as a result of school closures or enrollment changes. In the end, they sent 2,186 teachers to the ATR pool this summer. More than a thousand of those teachers have already left the pool, either by finding new positions or leaving the system. A DOE spokeswoman said many of the teachers were rehired by their original schools after funding became available to keep them there. That leaves 1,940 teachers in the ATR pool with just weeks before the start of the school year.  Last year, the pool contained 1,779 teachers just before classes began. Though small, the growth in the size of the ATR pool still places added financial stress on the department.
New York

When the story is education, Rupert Murdoch gets involved

Rupert Murdoch takes a strong interest in his newspapers' education coverage. (Photo by WorldEconomicForum on Flickr) How involved is Rupert Murdoch at the newspapers he owns? When the subject is education, Murdoch's views directly influence the coverage in the New York Post and, at the least, the sorts of meetings taken at the Wall Street Journal. Azi Paybarah at the Observer reports today that at the New York Post, education stories are ordered up according to Murdoch's visits: One former reporter said his own editor requested a week’s worth of stories about the New York City public schools because “Rupert was going to be in town.” It was coveted real estate in the paper, and the reporter reluctantly obliged. We have previously chronicled the Post's open campaigning on behalf of the Bloomberg administration's education policies and its effort to renew mayoral control. The coverage prompted Education Secretary Arne Duncan to praise the newspaper for its "leadership" in covering mayoral control. There are some exceptions — New York City education beat reporter Yoav Gonen is even-handed and columnist Michael Goodwin takes no prisoners. But on and off the editorial page, the newspaper often matches Murdoch's education views: aggressively dismissive of the teachers union and ridiculing of critics of the mayor. At the Wall Street Journal, the line between news and opinion and newspaper boss seems to be thicker. But it has some holes. Last week, the New York Times reported on a meeting arranged between Joel Klein, then still the schools chancellor, and reporters: When Mr. Klein visited The Journal last year to discuss education issues with news and opinion writers, Mr. Murdoch interrupted to lavish praise on the chancellor, much to the surprise of the writers. “Just listen to everything that Joel is saying,” Mr. Murdoch insisted, according to one person who attended the meeting.
New York

New hire a first step in effort to bridge district, charter divide

An initiative designed to ease tension between district and charter schools in the city has moved slowly and largely under the radar this spring. In December, then-Chancellor Joel Klein joined 88 of the city’s charter schools in signing on to a District-Charter Collaboration Compact, which mandates that charter schools “fulfill their role as laboratories of innovation” and requires the Department of Education to support city charter schools. The compact, which the Gates Foundation urged and is funding, emphasizes collaboration around issues of enrollment, space allocation, and instruction. But after more than six months — which were bookended by Klein’s sudden departure and a contentious lawsuit over charter school co-location — little progress has been made toward fulfilling the compact’s requirements. In June, the New York City Charter School Center took a first step by hiring Cara Volpe, a former Teach for America employee, to be the city’s first district-charter collaboration manager. Later, a not-yet-formed advisory council of district and charter school employees will help Volpe set priorities, according to city and charter school officials. Volpe “will be expected to implement the council’s vision for identifying, establishing and implementing the partnerships, policies and programs that will help tear down the boundaries between great district and charter schools,” according to advertisement for the position, which the charter center posted online at GothamSchools’ jobs board, Idealist, and elsewhere. Volpe’s work will come at a time when tensions around charter schools are at an all-time high.
New York

City to renew $4.5 million contract with Wireless Generation

New York

J.C. Brizard, a former DOE official, to head Chicago schools

New York

Bloomberg files formal request to make Walcott schools chief

New York

On his way out, Klein pushes for end to ATR pool, last-in first-out

The final installment of Joel Klein's weekly memo to principals In a nostalgic final missive to city principals this week, outgoing Chancellor Joel Klein suggested three things to do once he's gone. He urged lawmakers to end the last-in first-out process of teacher layoffs, pushed for an end to the Absent Teacher Reserve pool, and underlined his belief in the importance of closing struggling schools. Klein's statement that "we have to eliminate the ATR pool" ratchets up the city's position on the pool of teachers — city teachers who lose their positions, don't find new ones, but stay on the city payroll anyway. Previously, the city has asked the union, in contract negotiations, to add a limit to the amount of time a teacher can spend in the reserve pool. That would make the pool smaller, but it would not cause it to disappear altogether. Describing the costs of keeping those teachers on the city payroll as exceeding $100 million a year, Klein argues: We cannot afford it, and it's wrong to keep paying this money. It amounts to supporting more than a thousand teachers who either don't care to, or can't, find a job, even though our school system hires literally thousands of teachers each year. That's money that could be spent on teachers that we desperately want and need. Klein also describes teacher layoffs as a sure thing. "I wish it were otherwise, but the economics of our state and city make this virtually impossible to avoid," he writes. The Bloomberg administration has a history of being bullish on layoffs in order to push for the end of the state law regulating how teachers lose their jobs. Klein reiterates that case in his letter: If we have layoffs, it's unconscionable to use the last-hired, first-fired rule that currently governs. By definition, such a rule means that quality counts for zero. Our children cannot afford that kind of approach. They need the best teachers, not those who are longest serving. (If you had to have surgery, would you want the longest-serving surgeon or the best one?) This doesn't mean that many of our longest-serving teachers aren't among the best, but this is not an area for "group think." We need individual determinations of teacher effectiveness to decide who stays and who doesn't. Klein also quoted his favorite T.S. Eliot poem, "Little Gidding," excerpting four cryptic lines that seem to summarize his "odyssey" as something more complex than a straight line of a progress: We shall not cease from exploration / And the end of all our exploring / Will be to arrive where we started / And know the place for the first time. Other curious lines from the poem: ... Either you had no purpose Or the purpose is beyond the end you figured And is altered in fulfilment. ... Klein has sent a memo to principals every week for years. Read the full letter here and below.
New York

Black will receive waiver after city vows to promote Suransky

Cathleen Black will receive the state waiver that lets her become the next New York City schools chancellor, following a Thanksgiving deal between the city and the state, an official familiar with the deal confirmed today. PHOTO: GreenleeShael Polakow-Suransky, the man whose promotion allowed Cathie Black to become chancellor The deal calls for Black to give a major promotion to Shael Polakow-Suransky, an education official who has sparred with Chancellor Joel Klein's top deputies, even while working alongside them. Suransky, currently deputy chancellor for "performance and accountability," will now hold two titles: senior deputy chancellor and chief academic officer. Suransky engaged in especially vigorous debates with James Leibman, the official who created Klein's controversial school report cards, according to department officials. He successfully lobbied to give schools the opportunity to create their own assessments rather than follow state tests. The disagreements didn't stop the two men from respecting each other. When Leibman left the Department of Education to return to Columbia University, Klein promoted Suransky to succeed him as head of the accountability office. An official said that Leibman promoted Suransky to the position. Suransky is also one of a small number of top Department of Education officials who regularly refers to "instruction" as the part of education he would like to change — a trait he holds in common with Steiner and his top deputy, John King. Like King, Suransky is also a former teacher and principal. He has worked closely with state education officials on their main project, the reforms they are creating with their federal Race to the Top funding. Suransky has taken an especially prominent role in creating new assessments designed to make it harder for teachers to "teach to the test."
New York

Bloomberg defends his private search and choice for chancellor

Mayor Michael Bloomberg fought against growing opposition to his selection of magazine publisher Cathie Black this morning, saying that he and Chancellor Joel Klein had "spent a lot of time finding the right person." Bloomberg said he had been discussing Klein's departure with him "for months" and only began to search for a successor in earnest once he "slowly...became convinced" that Klein truly intended to leave. His remarks, on the John Gambling radio show this morning, described the search process: Anybody that comes in wants to have a chance to really get up to speed and make a difference and stick with that difference and implement it and show that it works earlier rather than later. And we'd been talking about it for months, and I've been looking — at the beginning I wasn't sure he [Klein] was serious, but slowly as I became convinced he was, I started looking — and he and I together spent a lot of time finding the right person. The description follows a report in the New York Times that Klein himself only learned who his successor would be on Monday. Black told the New York Post this week that the mayor offered her the job after approaching her a "couple of weeks ago on a Monday." Black's account, as reported in the Post, suggested that the mayor offered her the job at their first meeting: "Monday the mayor called," she told me. "We know each other a long time. I didn't know what he wanted. He only told me this was a personal call and he wanted to meet. I couldn't exactly say, 'Sorry, Mr. Mayor, but I'm busy,' but the fact is I had back-to-back meetings at Hearst, so I said I couldn't today but could tomorrow.' "He said, 'How's 7 a.m. tomorrow?' I said, 'Fine.' We met in his foundation offices. The offer came out of left field, and my stomach did a flip-flop. The opportunity made me feel fantastic." In her Post interview, Black described meeting with Klein for an hour and a half.