supporting students

At diverse schools across metro Denver, deep-rooted concern over what a Trump presidency will bring

PHOTO: Melanie Asmar

At Lincoln High School in southwest Denver, many students and teachers spent most of the school day crying. At Rocky Mountain Prep elementary schools, students asked their teachers if they or their families would have to leave the country. An Aurora principal heard of two cases of Hispanic students being told by classmates that they would be deported.

Teachers and school leaders across the metro area struggled Wednesday helping students process the implications of a bitter, divisive election that will send Donald Trump to the White House. Those worries were especially acute in more diverse schools, where students worried about what might lay in store after a campaign in which Trump talked repeatedly about deportations, building walls and banning Muslims from the U.S.

Ruth Baldivia, principal of Boston K-8 in Aurora, which has a large number of Latino and refugee students, said she told teachers to try to keep discussions broad and focused on how democracy and elections work, “not specifically about how Trump might impact them.”

Baldivia said she heard of two incidents Wednesday in which students were “not being nice to their fellow Mexican students,” telling them they will be deported.

Many of Baldivia’s concerns centered on the well-being of her students and their families.

“Our parents already hide out because they don’t have papers,” she said. “I haven’t heard anything from them yet, but I do anticipate that and want to be prepared to support them and I’m not even sure how.”

At Lincoln High School, 14-year-old Jose Jon Carlos said his teachers made him feel better about his concerns about a Trump presidency and what it could mean for his immigrant family.

“They supported us,” Carlos said of his teachers. “They told us we don’t have to worry yet. They said they were here for us if anything happens.”

For Justin Geovanni, 15, seeing his teachers join students crying made him feel supported.

“They let us express ourselves,” Geovanni said. “Some of them are Mexican, too, and they’re here because they want the same American dream we do. They understand.”

At some Colorado schools, students walked out of class Wednesday to protest Trump’s victory.

Lola Rosales, a Lincoln senior and a member of Denver Public Schools’ student board of education, is trying to prevent that at her school. Instead, she wants to plan an informational rally to teach students and the community about their rights and “what power they have.”

“Everyone is scared in this school. There were tons of tears today,” Rosales said. “The reason for a walkout is when the administration isn’t listening to us. But our voice is being heard.”

When the double-doors opened Wednesday at the Denver School of International Studies, civics teacher Jennifer Boyle welcomed her high school students with hugs and tears.

One student cried 90 minutes straight during a planning period. Another, a 16-year-old Latina, came to her in hysterics, fearful for her family’s safety.

Boyle, in her sixth year teaching at the school, said she was apprehensive about teaching civics in a political year marked by so much polarization. Yet she said she also sensed an opportunity to fulfill the school’s vision of creating students who are tolerant, inquisitive about the world, communicative and aware of different perspectives.

“Kids were coming to me and asking, ‘What happened? Do you have the answer for me?’” Boyle said. “I said, ‘I think the answers are in the results. I think there are a lot of people who felt marginalized for a long time.’”

At Rocky Mountain Prep, a charter network with two schools in Denver, staff shared resources with teachers Wednesday morning to guide them through talking to students, said James Cryan, the CEO. The elementary schools serve large numbers of children of color living in poverty. The network is also in the process of taking over an Aurora school, starting with preschool this year.

“We’ve had multiple students ask if this means that they’ll have to move away or if they’ll no longer have a home in the U.S., or express concerns about a specific relative, asking if their father or mother will have to move away,” Cryan said. “We have all elementary students, so it’s heartbreaking to hear those questions in 2016 from our scholars.”

Cryan said Rocky Mountain Prep students held mock elections at their schools Tuesday, but “it got a lot more personal and scary this morning.”

In general, he said, the focus now is on making all students feel safe. The school staff are also exploring ways to provide resources for families with help from community organizations.

“I think our teachers feel like our work and our partnership with our scholars and our community is more important today than before,” Cryan said. “We’re very committed to showing all of our scholars what great community means and looks like.”

At College View Elementary in southwest Denver, some parents picking up their kids on Wednesday afternoon said they didn’t know how to talk to their children.

“I don’t know what to tell them,” said Mirna Bustillos, a mother of three children ages 7, 5 and 3.

Bustillos said that her 7-year-old son came home one day worried because his classmates had told him he would be kicked out of the country if Trump was president.

“When he knew he won, he got upset,” Bustillos said. “I told him nothing is going to happen.”

Carolina Martinez, a mother of a 9-year-old girl at College View, said she was trying to believe that everything would be fine.

“I have to be fine,” she said, “so that she will be fine, too.”

Starting young

New York City child care centers are serving more infants, but for poor families seats are scarce

PHOTO: Logan Zabel

Yvette Cora, who works at an East New York day care center, turns down a steady stream of parents asking to enroll their babies.

The center where she works, St. Malachy Child Development Center in East New York, has a contract from New York City to care for babies and toddlers from low-income families. But most won’t get offered a spot until their child is at least 18 months old — it takes six months to a year to get off the baby room waitlist.

“I refer them to home providers, and sometimes after they go visit those homes they come back here and say they prefer it here,” said Cora.

It’s an increasingly common experience for day care providers who work with the city. As interest in early childhood education has grown in the city, more families are seeking spots in day care programs for their babies — but the programs for poor children are actually losing capacity, even as programs that serve more affluent families grow.

With the upcoming transition of the city’s subsidized child care system to the Department of Education (DOE), it remains to be seen how the DOE will prioritize infant care, and whether the agency will find a way to increase the capacity for this age group in centers.

In the past two years, the number of slots for children under 2 years old increased by 10 percent in licensed early education centers citywide — from 9,853 spots in 2015 to 10,806 in 2017, even as total capacity in centers has grown by only 2 percent. That’s according to the Center for New York City Affairs’s analysis of data provided by the city’s Department of Health and Mental Hygiene, which issues licenses to the centers.

At the same time, the child care centers that contract with the city to serve low-income families have been losing their capacity to take in infants and toddlers. The number of openings for children under 2 years old in those centers fell by 8 percent during the same time period, amounting to about 100 lost slots for young children.

The shift means that while Bright Horizons, one for-profit day care provider that charges up to $40,000 per year for full-time care, is growing, there are fewer spots for families whose total annual income is less than that.

“The capacity has grown, but not for poor people,” said Kathleen Hopkins, vice president of the Family Health Centers at NYU Langone Department of Community Programs that oversees two centers that provide infant care. “There are still not a lot of options for poor families.”

The scarcity of choice for poor families with infants is largely driven by cost. Infants and toddlers are the most expensive age group to serve in child care centers. Most babies in the subsidized child care system are placed in the far less-expensive but also less-regulated subsidized family child care programs, where women get paid meager wages to look after neighborhood kids in their homes, often their living rooms.

But studies nationwide have found family child care programs to be, on average, of lower quality than center-based care, and there’s been a growing interest in increasing the number of slots for infants and toddlers in subsidized New York City child care centers.

Some say that Mayor Bill de Blasio’s universal pre-K expansion and public awareness campaigns such as “Talk to Your Baby” added urgency to this discussion by raising awareness of the importance of receiving high-quality care during the first few years of life.

Staff at the city’s child care resource and referral agencies say they now see a growing number of parents from all backgrounds who believe that early education centers are better equipped than informal arrangements with friends and family to provide quality care and prepare young kids for school. “It’s a trend of the last five years,” says Nancy Kolben, executive director of the child care resource and referral agency Center for Children’s Initiatives.

Early childhood centers that enroll only families who can pay without public subsidies have responded by charging parents more money to offset the high costs inherent in baby care, including expensive sprinkler systems, ground floor classrooms, and that babies be cared for in small groups.

But at subsidized child care centers, rising rents combined with flat city funding have made infant care elusive, despite efforts from ACS to encourage growth.

“Everything we have seen says it’s a money-losing proposition to do [infant care] as a center-based facility because of the infrastructure you need,” said James Matison, executive director of Brooklyn Kindergarten Society, which oversees five early education centers that serve low-income families.

“We lose a lot [of space] if we try to incorporate cribs and changing tables, and enrollment numbers go down,” says Maria Contreras-Collier, executive director of Cypress Hills Child Care Corporation.
Some directors say that serving infants is easier at large child care centers that can dedicate a few rooms to babies without cutting back on overall enrollment.

Hanover Place Child Care, a center in Downtown Brooklyn, is a case in point. A large school with a total capacity for over 300 children, it accepts more vouchers to care for infants than any other center in the city. In recent years, as surrounding neighborhoods gentrified, it has begun attracting families who pay privately.

But after a special-education preschool it shared its building and some staff with closed, Hanover Place lost a security guard, art teacher and a nurse. Meanwhile, rents in the neighborhood skyrocketed as new construction crept closer and closer.

Some local parents fear it is only a matter of time before the Brooklyn real estate boom will lead the center to close its doors entirely, or at least close doors to families unable to pay the tuition necessary to keep them open.

This story is adapted from a policy brief from the New School’s Center for New York City Affairs.

Charter growth

Smaller cohort of charter schools to open in Memphis in 2018

PHOTO: Laura Faith Kebede
Daphnè Robinson, director of charter schools for Shelby County Schools, offers recommendations to the school board.

With charter schools comprising a fourth of Shelby County Schools, district leaders say they’re setting a higher bar for opening new ones in Memphis.

The school board approved only three out of 14 applications on Tuesday night, just months after the district overhauled its charter school office to strengthen oversight of the growing sector.

Opening in 2018 will be Believe Memphis Academy, Freedom Preparatory Academy, and Perea Elementary. The approvals mean the district will oversee 55 charter schools, easily the largest number of any district in Tennessee.

But it’s significantly less than last year, when the board green-lighted seven applicants. Since then, Shelby County Schools has doubled the size of its charter oversight office and stepped up scrutiny of applications.

“We want to strengthen the process every school year because, when it comes down to it, the lives of our kids are at stake and millions of dollars in taxpayer money,” said Brad Leon, chief of strategy and performance management.

This year, the district hired a new leader and new staff for its charter office. It also used five application reviewers from the National Association of Charter School Authorizers, the group that last year recommended a slew of changes for opening, managing and closing charter schools.

But even with all the changes, the school board didn’t follow all of the staff’s recommendations. Perea’s application had been recommended for denial but, after much discussion, the board voted 7-2 to let the group open an elementary school inside the recently closed Klondike Elementary building. Board members pointed to Perea’s long record of success in operating a preschool at Klondike.

The other two approvals were in line with staff recommendations. Believe Memphis Academy will be a literacy-focused college preparatory school serving students in grades 4-8 in the city’s medical district. Memphis-based Freedom Prep will open its fifth school, which eventually will serve grades 6-12 in the Whitehaven and Nonconnah communities.

Board member Teresa Jones expressed concern about deviating from staff recommendations on Perea.

“We have a process. And by all accounts, it’s not a perfect process, but it’s been applied to everyone,” she said.

But Billy Orgel, another board member, said the charter office should have taken into account the long-standing preschool’s performance, even though it’s never operated an elementary school.

“There is a track record with the funders. There is a track record with the school,” he said, adding that “no process is perfect.”

Groups vying for approval this year wanted to open schools that range from an all-girls program to a sports academy to several focused on science, technology, engineering and math.