heated discussion

Northfield High School parents, students sound off against sharing campus with charter school

PHOTO: Melanie Asmar
Nearly 300 people packed into Northfield High Monday night.

Emotions ran high Monday night in Denver’s Northfield High School cafeteria, which was packed with nearly 300 people who had come to discuss the school district’s plans for the campus.

Parents interrupted the superintendent to accuse Denver Public Schools of breaking its promises to Northfield High, the city’s first new comprehensive high school in 35 years. Students made impassioned pleas against a plan to co-locate a high-performing charter school there. And a mother of two middle schoolers at that charter school, DSST: Conservatory Green, choked up.

“Where would you put our children?” Lechelle Schilz asked. “I hear a lot of hatred.”

Superintendent Tom Boasberg tried to assuage their fears, diffuse the tension and debunk the perception that the Paul Sandoval Campus in northeast Denver was ever meant to belong solely to Northfield High. It was always intended to house multiple schools sharing athletic fields and common areas, a strategy the district uses all over the city to keep costs low, he said.

“Can we have a successful, comprehensive Northfield High School with a top-flight (International Baccalaureate) program and can we have a successful Conservatory Green High School sharing the same campus? I believe the answer is absolutely,” he said at the three-hour meeting. “We can do both. And one does not take away from the other.”

But many parents and students left the meeting unconvinced.

“I feel betrayed,” said Northfield High sophomore Devante Tanguy.

The school board is scheduled to vote Dec. 15 on a plan that calls for using funds from the $572 million bond issue approved by voters last month to build a new, 500-seat high school building on the campus. It would be occupied by DSST: Conservatory Green High School, another link in the district’s biggest charter chain and a continuation of the nearby DSST: Conservatory Green Middle School. That building is expected to be completed by the fall of 2018.

The plan also includes:

— Temporarily placing a new elementary school, Inspire Elementary, at the Paul Sandoval Campus for the 2017-18 school year until construction is complete on a new building in the booming Stapleton neighborhood. Inspire would initially serve kindergarten through 2nd grade.

— Temporarily placing DSST: Conservatory Green High School at the nearby Samsonite Campus for 2017-18 until the new building is ready on the Paul Sandoval Campus.

— Monitoring enrollment at Northfield High, which currently serves 9th and 10th graders with plans to add 11th grade next year and 12th grade the following year. If additional capacity is needed for the fall of 2019 or 2020, the district would borrow money to add more seats.

— Begin planning to fully build out Northfield High with funds raised through a bond issue anticipated to go before voters in 2020. The district is planning to add 1,000 additional seats to the Paul Sandoval Campus with 2020 bond money, 500 of which would be for Northfield High. The other 500 seats would be for a new, yet-to-be-determined middle school.

Boasberg reiterated the district remains committed to Northfield High’s vision of comprehensive high school serving a diverse population that offers all kids the opportunity to participate in the rigorous International Baccalaureate program. Last year, the student body was split evenly between white students, black students and Latino students. Half qualified for free or reduced-price lunch, an indicator of poverty.

The district predicts that Northfield High will eventually serve between 1,200 and 1,500 students, putting its enrollment on par with comprehensive Denver high schools such as George Washington and South but remaining smaller than 2,500-student East High.

This year, Northfield has 415 students in grades nine and 10. Seventy percent of students who live within the high school’s boundary — and are thus guaranteed a seat — choose to go elsewhere, which is on the high end for the district’s comprehensive high schools. Sixty-two percent of Northfield students are from outside the boundary.

Parents credit Northfield’s relatively low enrollment to the school’s tumultuous start. Its first principal resigned rather than be fired in October 2015, two months after the school opened, following an investigation into inappropriate responses involving student discipline.

The school had an interim principal last year. Amy Bringedahl, a longtime educator who served as principal of a DPS middle school last year, was chosen to helm Northfield this year.

Parents and students Monday night said they felt repeatedly hoodwinked by the district, which they complained wasn’t investing in Northfield High like it should.

“We wanted a comprehensive high school, a school that had a wide range of options,” said a Northfield High sophomore who took a turn at the microphone. “We were promised additional buildings so we could grow our school into the best school.

“Before you open up something new, why don’t you build what you already started?” he continued. “I question DPS’s commitment to our school. I pose it as an open question to DPS tonight: Do you support our school? Because you’ve sure got a funny way of showing it.”

Boasberg insisted the district does. But he said it doesn’t make sense to build out the school to 1,500 seats now if it won’t need that many for several more years. When parents pushed back, saying they were under the impression the 2016 bond would pay to complete Northfield High, Boasberg said they were mistaken.

The bond proposal stated the money would pay for 500 additional seats on the Paul Sandoval Campus, he said: “It doesn’t say ‘Northfield High School.’ It never said ‘Northfield High School.’”

One woman in the audience shouted back.

“I didn’t vote for the bond because I knew you were going to do this,” she said angrily.

Many DSST parents and staff members attended the meeting, as well. They expressed dismay at the attitude of the Northfield High supporters and said sharing a campus, which DSST does at several of its locations, is a great way to teach children the value of cooperation.

“I think there is a way to have a vital Northfield High School and a way to have a vital and exciting DSST: Conservatory Green High School,” said a father of two DSST middle school students. “Is it perfect? No. My dream would be that they’d each have their own campus. But there’s something innovative and exciting to me and we are in support.”

At the end of the meeting, some Northfield parents said the proposal felt like “a done deal.”

“I think our community is being held hostage by DPS until the 2020 bond,” said Amy Passas, who has an 8th grader and a 5th grader. Even though she lives close to Northfield and is considering sending her 8th grader there next year, she said she’s also considering East High.

charter talks

Hopson weighs charters as school turnaround tool for Shelby County Schools

PHOTO: TN.gov
Superintendent Dorsey Hopson leads Shelby County Schools in Memphis, home to Tennessee's highest concentration of low-performing schools.

Shelby County Schools Superintendent Dorsey Hopson has opened a crack in the door to charter school partnerships that might help his district avoid losing more schools to Tennessee’s turnaround district.

Hopson emailed his principals this week to clarify his recent comments to the editorial board of The Commercial Appeal about possibly recruiting charter organizations for turnaround work. The report’s original headline read: “Hopson says he’s willing to hand schools over to charters, if they have a plan for improvement.”

The superintendent quickly turned to Twitter to label the headline “misleading and inaccurate” and, as he sought to regain control of dialogue on the thorny matter, dispatched an email to his school principals.

“It is my top priority to ensure all of our schools have the necessary resources to provide students with the high-quality education they deserve,” he wrote on Tuesday. “If the Tennessee Department of Education offers us the opportunity to select a charter operator that is willing to collaborate closely with District leaders to improve a school instead of losing it to the (Achievement School District), then I believe it is our responsibility to explore the option.”

Hopson’s comments hint at a potentially significant shift for a district that has battled openly with the charter sector over students being absorbed by the state’s 6-year-old turnaround initiative known as the ASD.

They also point to the tough spot that the superintendent is in.

On the one hand, the growth of the city’s charter turnaround sector has been a thorn in the side of local school leaders since 2012 when the state-run district began taking control of low-performing schools and assigning them to charter operators. Now with 29 Memphis schools, the ASD has siphoned off thousands of students and millions of dollars in an already under-enrolled and under-funded school environment — and made mostly anemic academic gains. (The local district also oversees about 50 charter schools that it’s authorized.)

On the other hand, Shelby County Schools has its hands full trying to improve a substantial number of struggling schools. It’s made some important headway through its Innovation Zone, which adds resources, extends the school day, and pays more to top principals and teachers who are willing to do some of the toughest education work in America. But the iZone is an expensive model, and few of its schools have exited the state’s priority school list.

In addition, some education reform advocates are lobbying to shift Memphis to a “portfolio model,” in which districts actively turn over schools to charter operators and manage them more like stocks in a portfolio. In other words, successful ones are expanded and failing ones are closed. Indianapolis has a robust portfolio model and, last fall, the philanthropic group known as the Memphis Education Fund took several Memphis school board members there for a tour. (The Memphis Education Fund receives support from several local philanthropies, including The Pyramid Peak Foundation and the Hyde Foundation. Chalkbeat also receives support from Hyde; read about our funding here.)

In his email to principals, Hopson said the school board ultimately would decide whether to authorize charter schools for the district’s turnaround work, and that he expects to discuss the matter with members in the coming weeks.

“All that said, I want to be very clear that my preference would always be to keep schools under the governance of (Shelby County Schools),” the superintendent added.

Hopson has been in discussions with the state Department of Education about several school improvement avenues available in Tennessee’s education plan under a new federal law. Among them is an option for Shelby County Schools to voluntarily convert priority schools to a charter, according to department spokeswoman Sara Gast.

One school board member told Chalkbeat he needs more information from the district and state before he would support any move forward. Chris Caldwell added that he thinks the board isn’t up to speed on options under the state’s new education plan.

“At this point, there’s so little information that I’ve been given,” Caldwell said. “I don’t want to conjecture what (a charter conversion) would actually will be like, but I have reservations with any kind of collaboration with the state.”

What would it take for such a shift to be successful?

One Memphis charter advocate says the ground rules are already in place because of a charter compact developed in recent years to address turf issues such as facilities, funding, and accountability.

“In order for a charter to manage a district school that’s underperforming and for it to be successful, that charter needs to have supports from the district to be successful,” said Luther Mercer, the Memphis advocacy director for the Tennessee Charter School Center.

The next school board work session is scheduled for Jan. 23.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.