Newark Enrolls

Want to attend one of Newark’s coveted magnet schools? Get ready to take a test.

Newark students who hope to attend one of the district's six magnet schools will have to take a new exam in January.

Newark students will soon face a new hurdle when trying to snag seats at the city’s most popular high schools.

Next month, any student who wants into one of the city’s six magnet schools will have to take a new exam that gauges their academic prowess as well as their interest in each school’s theme.

“If you would like to go to any of those schools,” Superintendent Roger León told parents at a conference Wednesday, “you better get ready for the test to get in.”

The exam, which will be given to students on Jan. 11-12, has not yet been announced on the district’s enrollment site. In fact, the test itself is still being developed and logistical details, such as where students will take it, are still being determined, officials said.

In addition to the new test, each school will also begin interviewing applicants, León said — something only two magnet schools did last year, according to an admissions guide. It’s unclear whether the interviews will take place this admission cycle. If so, schools may have to schedule dozens or even hundreds of interviews in the coming weeks.

Meanwhile, enrollment for next school year began on Dec. 3 and continues through February — giving students and schools little time to prepare for the new requirements.

“I know as much as you know right now,” one principal said. “Obviously the superintendent is revamping some items, but he hasn’t really shared the details with everyone.”

The district-run magnet schools, which have themes such as science and American history, include some of the city’s most sought-after high schools. Last year, nearly 1,800 eighth-graders listed a magnet school first on their high-school applications even though the schools had space for only 971 students.

The magnets, which vastly outperform the district’s six traditional high schools, already screen applicants. They look at grades, state test scores, attendance records, and — in the case of Arts High School — an audition or visual-art portfolio, when deciding which students to let in.

But even with those screens, some admitted students are not prepared for the rigor of work at the magnets or lack a strong interest in their programs, León said.

“The idea is to make sure that students who choose to go to these schools are going to meet whatever are the demands of that school,” he told Chalkbeat. “It’s not that your parents have the right to choose for you to go.”

Even as he moves to make magnet schools more selective, León — who became superintendent in July — also hopes to make traditional schools more appealing to top students.

On Wednesday, he also announced plans to create gifted-and-talented programs at each of the traditional high schools. To qualify, students will also take the new magnet-school exam.

León did not go into detail about what the programs will entail. But he may be drawing from his previous experience as principal of University High School, a magnet school that advertises a gifted-and-talented program on its website. Students must test into the program, which includes a “rigorous curriculum” in English, math, and another language, according to the site.

“Students are going into magnets because they think that’s where they can get their high-performing education,” he said. “Now they’ll be given a reason to not do that.”

The traditional schools will also develop specialized “academies” to train students for various careers, including engineering, teaching, and health services. Each school will partner with a higher-education institution and a professional organization to develop those programs.

Many Newark schools have tried to offer vocational programs, but often struggle to find qualified teachers and meet the stringent requirements to receive federal funding. It’s unclear how the district will help them overcome those challenges, especially if the timeline is also aggressive.

Traditional schools, for their part, seem eager for any support they can get. Angela Mincy, principal of Barringer High School, said the school created an honors program last year in an effort to retain high-achieving students.

“If I don’t create an isolated experience for them, I will lose them,” she said in an interview last month, adding that the goal is to keep attracting more and more top students. “The hope is that one day, one honors track will become two will become three.”

With their selective admissions and college-oriented courses, the city’s magnet schools have long been seen as a refuge for high-achieving students who cannot afford private school. County-run vocational schools, which also screen applicants, are another popular option along with some charter high schools — though they often have few seats left over for students who did not attend their lower-grade schools.

The district’s traditional, or “comprehensive,” high schools are viewed by many families as schools of last resort. On nearly every academic measure — attendance rates, test scores, college enrollment and completion — the traditional schools lag far behind the magnets.

In a sense, this disparity is built into the system. Magnet schools are designed to enroll academically and artistically accomplished students. Traditional schools take the rest, including almost all students who are still learning English and the majority of those with disabilities.

Other cities have begun to rethink this practice of tracking students into separate schools according to ability — at least as measured by a single test. In New York City, where a debate has raged over admissions to the district’s coveted “specialized” high schools, the mayor has proposed scrapping the schools’ entrance exam. Instead, he said, they should reserve spots for the top students from every middle school.

Some Newark parents have floated a similar plan for the city’s most exclusive magnet school, Science Park High School. Instead, Superintendent León is pursuing the opposite approach — adding new entrance exams for all magnet schools. In other cities, exam schools tend to be highly segregated by race and class, favoring families with the wherewithal to help students prepare for the exams or pay for test prep.

León said he expects the new magnet exams will measure students’ reading and math proficiency, as well as their interest in each school’s particular focus, such as science or technology.

“The whole concept that anyone and everyone can get into the magnet high schools — that’s not why they were designed,” said León, who graduated from Science High School. “You actually have to qualify to get into those schools.”

Karen Gaylord, Science Park High School’s community engagement specialist, said some teachers and  parents may grumble about the new test because they haven’t had a chance to prepare students for it. But she noted that families had become “resigned” to entrance exams when magnet schools used them in the past.

She also said many people would welcome the admissions interviews as a way for students to highlight skills and interests that aren’t reflected on their transcripts. The question, she said, is how schools will carry out these changes on such a tight timeline.

“It feels like there are so many opportunities to get this right,” she said. “I’m just not sure we’re going to get them all in this year. The clock is ticking.”

six months in

As Newark superintendent makes whirlwind changes, some residents seek ‘clarity’

PHOTO: Chalkbeat/Patrick Wall
Superintendent Roger León has made a flurry of policy changes since starting in July. But some observers still aren't clear about his overall vision.

A whirlwind of activity. A legion of initiatives. A blitz of meetings. Pick your metaphor — Superintendent Roger León has been busy.

In his first six months as Newark schools chief, León has overhauled the district’s central office; launched a wide-ranging assortment of programs involving high schools, testing, technology, and more; and offered a litany of wildly ambitious promises, including a vow to make Newark “the highest-performing school district in the country.”

León’s maximalist approach has thrilled many residents who find it invigorating to hear a Newark native present a vision of greatness for a school system that, until February, spent two decades under state control. In recent years, the 36,000-student district has attracted national notoriety mainly for its struggles and the pitched battles that erupted when outside reformers tried to reshape the city’s schools.

But León’s jam-packed agenda and sweeping promises have also raised concerns, even among those rooting for him to succeed — an unease that León may be hoping to address Wednesday evening at a community forum on the district’s future.

Observers have privately asked how the new leader’s disparate initiatives fit together, and whether he can pull them all off simultaneously. Occasionally, their frustration has bubbled to the surface, as when some board members refused to approve some of León’s requests until they knew more about his plans or when Mayor Ras Baraka urged León to make those plans public.

Even the name of León’s elaborate strategy — “NPS Clarity 2020” — has baffled some people, who are unsure when it starts and what it entails. They are hoping the forum will address some of those concerns.

As a former Newark Public Schools educator and administrator, León brings a wealth of experience and institutional knowledge to the job, said Antoinette Baskerville Richardson, the mayor’s chief education officer. While León obviously “has a big vision,” she added, it is imperative that he share detailed plans with the public — especially after 22 years of state control, when officials had license to make wholesale changes without locals’ consent.

“I think a lot of stakeholders are looking for more clarity — and it’s up to the superintendent to bring that,” she said. “Folks are looking for substantive plans.”

After a quarter-century working in the district, León started July 1 with strong convictions about what approaches work in schools — and which don’t. But as he’s rushed to reverse policies he considers ineffective and enact alternatives, schools and partner groups have often had to scramble to keep up.

In June, he tried to oust top district officials before informing the school board, which then rejected some of the staffing changes. In September, he axed a program that extended the hours of struggling schools — resulting in scheduling changes just days before classes began. Last month, he cast doubt on a program that brought extra services to several South Ward schools, leaving the schools and their partner organizations uncertain about its future.

At the same time, he has undertaken several efforts of his own. While most new superintendents are eager to start making their mark, León’s aggressive timeline and ambitious agenda have run up against roadblocks.

He is planning a redesign of the city’s high schools, including changes to the admissions process for magnet schools and new career-themed academies inside the traditional schools. However, the new magnet admissions test was recently postponed, and the district has not formally announced the themes and partners of the new academies. Meanwhile, the enrollment period for next school year is already underway.

León has also promised to tackle one of the district’s most dire and long-standing challenges — absenteeism. One in three Newark students missed the equivalent of a month or more of school days last year, qualifying them as “chronically absent.” The crux of León’s plan for getting students to school is to rehire attendance counselors who were laid off by his predecessor. However, labor rules have complicated the rehiring process, leaving many of the counselor positions unfilled five months into the school year.

Other new superintendents might be content with these already ambitious goals: revamping the district’s high schools and combating severe absenteeism. But León has not stopped there. He has personally reviewed student transcripts and conducted teacher trainings; negotiated changes to the city’s enrollment system with charter-school leaders; and ordered comprehensive audits of the district’s teaching materials and facilities.

León has described different parts of his agenda to different audiences at meetings large and small with parents, district employees, students, union leaders, and local philanthropies. However, members of the public who aren’t invited to all of these gatherings and can’t make the public school-board meetings may have a limited view of León’s entire agenda. His administration seldom holds press conferences or posts summaries of his initiatives on the district website, and reporters’ questions often go unanswered. (A spokeswoman did not respond to questions for this story.)

Deborah Smith-Gregory, president of the Newark NAACP and a former district teacher, said she is eager to learn how León will incorporate all of the feedback he has received into a clear plan with measurable goals.

“He’s doing a lot of outreach,” she said. “But after you get all of those opinions, how do you prioritize what you’re going to pay attention to and implement something that can be measured?”

León may begin to answer that question at the forum Wednesday evening at Central High School. A public notice for the event says it will include a discussion of “goals and timelines” for Clarity 2020, along with a 10-year district roadmap León is crafting and various policy reviews he is conducting.

The event will also kick off a series public meetings intended to gather input for a new three-year strategic plan for the district, according to the notice. León’s predecessor, Christopher Cerf, organized a similar planning process in 2016 to create the district’s current strategic plan.

Whether Wednesday’s forum will leave the public with a clearer sense of León’s overarching vision remains to be seen. But some of the superintendent’s most ardent supporters say they already know enough.

“He’s planning to turn this into the most successful district in the state,” said Newark Teachers Union President John Abeigon. “What’s obtuse about that?”

chalkbeat cheat sheet

All eyes are on Denver’s teacher pay negotiations as a strike looms. Here’s where things stand and how to tune in.

PHOTO: Michael Ciaglo/Special to the Denver Post
Eagleton Elementary School first grade teacher Valerie Lovato, left, and East High School French teacher Tiffany Choi hold up signs as the Denver teachers union negotiates with district officials.

Denver Public Schools and the Denver Classroom Teachers Association have been negotiating for more than a year against a backdrop of widespread protests over teacher pay.

Now, the union is inching toward a strike.

The issues at play are narrower than they are in Los Angeles, where teachers are striking over pay but also class sizes and school resources. In Denver, the union and district agreed on a general contract last year. Now, the sides are focused on the district’s complicated pay-for-performance system, with the union pushing for higher salaries and more opportunities for raises.

The union says it will call for a strike vote on Saturday if a new agreement can’t be reached.

In the meantime, negotiations in Denver are particularly interesting because state law requires bargaining to happen in public. If you’re just getting caught up, or want to tune in as the back-and-forth continues, here’s what you should know.

When are the union and district set to negotiate, and how can I watch?

There are two more sessions on the schedule:

  • Thursday, Jan. 17, 9 a.m.-9 p.m.
  • Friday, Jan. 18, 9 a.m.-9 p.m.

Both sessions will take place at the Acoma Campus, at 1617 S. Acoma St., and are open to the public.

You can also watch online. The district often livestreams the negotiations — here’s where you can find them. It doesn’t always, because doing so takes staff time.

If the district isn’t livestreaming, the union will set up a Facebook Live with a cell phone and a tripod, but it will be of lower quality. Here’s the union’s Facebook page.

If you don’t see anything in either place, it probably means the two sides are caucusing, or meeting in private. Those meetings aren’t streamed.

If you tune in, you’ll see members of both negotiating teams. The union’s team includes Pam Shamburg, Denver Classroom Teachers Association’s executive director; Corey Kern, DCTA’s deputy executive director; Henry Roman, DCTA’s president; Rob Gould, a Denver teacher; and several other teachers.

The district’s negotiation team includes Mark Ferrandino, chief financial officer; Susana Cordova, superintendent; and Michelle Berge, general counsel.

What are the union and district at odds over?

The two sides are negotiating the contract that governs the district’s complex pay-for-performance system, known as ProComp.

Denver teachers have long said the pay-for-performance system is too complicated and unpredictable. It pays teachers a base salary and allows them to earn bonuses and incentives for things like high student test scores or working in a hard-to-fill position.

But giving up the incentives altogether would mean giving up tax money raised specifically for teacher salaries. In 2005, Denver voters passed a tax increase to fund ProComp, and the ballot language was specific about how the tax revenue would be used, including to pay teachers for things like working in hard-to-fill positions, increasing their teaching skills, and earning positive evaluations. District officials project the tax will raise $33 million next year.

Where do things stand?

The timing: The current agreement is set to expire Friday, and union leaders have said they will call for a strike vote on Saturday if a new agreement cannot be reached.

The Denver Classroom Teachers Association informed the Colorado Department of Labor and Employment on Jan. 8 of its intent to strike. A union must give the state 20 days notice, which means the earliest a strike could start would be Jan. 28.

The basics: The biggest sticking point is money. Buoyed by widespread protests over teacher pay in Colorado and other states, the Denver union has asked the district to invest about $30 million more of its $1 billion budget into teacher compensation.

The district’s offer as of Jan. 11 would invest $23 million more into teacher pay. District officials have said some of that money will come from increased state funding, but $7 million would come from cuts to the district’s central office, where many administrators work.

The salary schedule: The union has proposed returning to a more traditional salary schedule. The maximum base salary would be $100,000, which a teacher with a doctorate could earn after  20 years of positive evaluations.

After offering less than that for months, the district’s Jan. 11 proposal matched that $100,000 maximum base salary. Earning it would require a teacher with a doctorate to have 30 years of positive evaluations.

The base salary for a first-year teacher with a bachelor’s degree on the district’s schedule as of Jan. 11 would be $45,500. The union’s schedule would start at $45,000.

The union’s salary schedule differs from the one the district has proposed in one major way: it has more “lanes,” which allow teachers to get raises more frequently.

The “lanes” represent a teacher’s education level. The salary schedule also has “steps,” which represent a teacher’s years of satisfactory evaluations.

The union’s proposed salary schedule has nine “lanes” and 20 “steps.” The district’s Jan. 11 offer has only six “lanes” but 30 “steps.” In the union’s view, the district’s offer doesn’t give teachers enough of a salary boost for furthering their own education.

The district’s proposal is an attempt to diversify the ways teachers can get a pay raise. Teachers could move a lane by getting an advanced license or serving for 10 consecutive years, in addition to earning a higher degree or National Board certification.

Contract talks hit a sticking point Tuesday, with the union insisting the district embrace a salary table with its preferred structure for steps and lanes. Negotiations that were scheduled for all day ended before lunch as district negotiators regrouped. District officials say they want a counterproposal from the union, while the union says the ball is still in the district’s court.

About those bonuses: The district and the union also disagree on the size of the bonuses and incentives. The union favors larger base salaries and smaller incentives, with some as small as $1,000.

The district has proposed three different incentives at $2,500 each. One would be for teachers who work in high-poverty schools, where more than 60 percent of students qualify for free or reduced-price lunch. Another would be for teachers who work in hard-to-fill positions, such as special education and secondary math, and teachers who teach in Spanish.

The third $2,500 incentive would be in the form of a retention bonus for teachers who return to work at a set of 30 schools the district and the union deem “highest priority.”

About 72 percent of Denver teachers would qualify for one of the two $2,500 incentives, district officials said on Jan. 11. About 37 of those same teachers would qualify for both incentives.

A first-year teacher with a bachelor’s degree who gets both incentives — say, a first-year special education teacher in a high-poverty school — could make $50,500 under the district’s proposal.

How did we get here?

Here is a timeline if you’re looking to dive even deeper.