Status quo

First day of school will stay the same, five days before second

Parents who had been pushing to delay the first day of school in September appear not to be getting their wish.

Discussions between the city and teachers union to start classes on Sept. 13, rather than Sept. 8, as is currently scheduled, fell apart when the two sides couldn’t agree how to make up the missed time, according to an email Chancellor Joel Klein sent to principals today.

Klein said the union declined to turn Brooklyn-Queens Day, a midweek teacher training day in June, into an instructional day. Under the current schedule, students will report for one day of class on Wednesday but because of Rosh Hashanah, a major Jewish holiday, will not have their second day of school until the following Monday.

“We understand and are sympathetic to the stress some families may feel because of the schedule during the first week of school, and regret that we were unable to make a change we saw as straightforward and fair to all,” Klein wrote.

Families came close to ending the school year without knowing when the next one would begin. One reader who sent us Klein’s email pointed out that the message went out at 8:54 a.m., just two and a half hours before school was scheduled to let out for the summer.

I’ll update this story when I hear back from the teachers union.

Dear colleagues,

As you are no doubt aware, the current schedule for school to start in the fall has students returning to class on Wednesday, September 8, 2010.

But over the past few weeks, we heard directly from many parents and school communities concerned about the impact of Labor Day and the Jewish holidays on the first week of school. They asked us to consider moving the first day of school to Monday, September 13, 2010.

Recognizing the importance of not losing an instructional school day, the parents who wrote us further proposed that our teachers and staff use that Wednesday, September 8, 2010, as a professional development day, and instead use what is known as Brooklyn-Queens day, a professional development day that falls on Thursday, June 9, 2011 as an instructional school day.

Both the Mayor and I thought this proposal made sense for all involved and, in fact, would save parents the hassle of finding child-care for a one-day, mid-week holiday in June.

But in order to move forward with this plan, we needed the agreement of the United Federation of Teachers (UFT).

Unfortunately, the UFT refused our proposal and therefore we are left with no choice but to keep the calendar unchanged.

I also want to briefly address UFTs statements in the press that we should allow different schools to start classes on different days. That idea is simply not feasible.

We cannot have a chaotic system where different schools start classes on different days, which would require different bus schedules as well as different food schedules. It would be confusing to parents, a further strain on our budget, and disruptive to the overall school calendar.

We understand and are sympathetic to the stress some families may feel because of the schedule during the first week of school, and regret that we were unable to make a change we saw as straightforward and fair to all.

But given our inability to reach an agreement with the UFT, we will proceed with starting school on Wednesday, September 8, 2010.

I wish you and your families an enjoyable, relaxing summer, and look forward to seeing everyone in the fall.

Sincerely,

Joel I. Klein

Chancellor

weekend update

How the education world is reacting to racist violence in Charlottesville — and to Trump’s muted response

PHOTO: Andrew Dallos/Flickr
A rally against hate in Tarrytown, New York, responds to the violence in Charlottesville.

For educators across the country, this weekend’s eruption of racism and violence in Charlottesville, Virginia, offered yet another painful opportunity to communicate their values to families, colleagues, and community members.

Many decried the white supremacists who convened in the college town and clashed with protesters who had come to oppose their message. Some used social media to outline ideas about how to turn the distressing news into a teaching moment.

And others took issue with President Donald Trump’s statement criticizing violence “on many sides,” largely interpreted as an unwillingness to condemn white supremacists.

One leading education official, U.S. Education Secretary Betsy DeVos, followed Trump’s approach, criticizing what happened but not placing blame on anyone in particular:

DeVos’s two most recent predecessors were unequivocal, both about what unfolded in Charlottesville and whom to blame:

Leaders of the nation’s two largest teachers unions responded directly to Trump:

The American Federation of Teachers, Weingarten’s union, is supporting vigils across the country Sunday night organized by chapters of Indivisible, a coalition that emerged to resist the Trump administration. The union also promoted resources from Share My Lesson, its lesson-plan site, that deal with civil rights and related issues.

“As educators, we will continue to fulfill our responsibility to make sure our students feel safe and protected and valued for who they are,” Weingarten said in a statement with other AFT officials.

Local education officials took stands as well, often emotionally. Here’s what the superintendent in Memphis, which is engaged in the same debate about whether Confederate memorials should continue to stand that drew white supremacists to Charlottesville, said on Twitter:

Teachers in Hopson’s district return for the second week of classes on Monday. They’ve helped students process difficult moments before, such as a spate of police killings of black men in 2016; here’s advice they shared then and advice that teachers across the country offered up.

We want to hear from educators who are tackling this tough moment in their classrooms. Share your experiences and ideas here or in the form below. 

Betsy DeVos

‘Underperformer,’ ‘bully,’ and a ‘mermaid with legs’: NYMag story slams Betsy DeVos

PHOTO: New York Magazine
A drawing of DeVos commissioned by an 8-year-old starts the New York Magazine article.

A new article detailing Betsy DeVos’s first six months as U.S. education secretary concludes that she’s “a mermaid with legs: clumsy, conspicuous, and unable to move forward.”

That’s just one of several brutal critiques of DeVos’s leadership and effectiveness in the New York Magazine story, by Lisa Miller, who has previously covered efforts to overhaul high schools, New York City’s pre-kindergarten push, and the apocalypse. Here are some highlights:

  • Bipartisan befuddlement: The story summarizes the left’s well known opposition to DeVos’s school choice agenda. But her political allies also say she’s making unnecessary mistakes: “Most mystifying to those invested in her success is why DeVos hasn’t found herself some better help.”
  • A friend’s defense: DeVos is “muzzled” by the Trump administration, said her friend and frequent defender Kevin Chavous, a school choice activist.
  • The department reacts: “More often than not press statements are being written by career staff,” a spokesperson told Miller, rejecting claims that politics are trumping policy concerns.
  • D.C. colleagues speak: “When you talk to her, it’s a blank stare,” said Charles Doolittle, who quit the Department of Education in June. A current education department employee says: “It’s not clear that the secretary is making decisions or really capable of understanding the elements of a good decision.”
  • Kids critique: The magazine commissioned six portraits of DeVos drawn by grade-schoolers.
  • Special Olympics flip-flop: DeVos started out saying she was proud to partner with the athletics competition for people with disabilities — and quickly turned to defending a budget that cuts the program’s funding.
  • In conclusion: DeVos is an underperformer,” a “bully” and “ineffective,” Miller found based on her reporting.

Updated (July 31, 2017): A U.S. Education Department spokesperson responded to our request for comment, calling the New York Magazine story “nothing more than a hit piece.” Said Liz Hill: “The magazine clearly displayed its agenda by writing a story based on largely disputed claims and then leaving out of the article the many voices of those who are excited by the Secretary’s leadership and determination to improve education in America.”