the chopping block

Among low-scoring schools, familiar names and dashed hopes

Yesterday’s high school progress reports release put 60 schools on existential notice.

Fourteen high schools got failing grades, 28 received D’s, and another 14 have scored at a C or lower since at least 2009 — making them eligible for closure under Department of Education policy.

In the coming weeks, the city will winnow the list of schools to those it considers beyond repair. After officials release a shortlist of schools under consideration for closure, they will hold “early engagement” meetings to find out more about what has gone wrong. City officials said they would look at the schools’ Quality Reviews, state evaluations, and past improvement efforts before recommending some for closure. Last month, they said they were considering closure for just 20 of the 128 elementary and middle schools that received low progress report grades.

The at-risk high schools are spread over every borough except for Staten Island and include many of the comprehensive high schools that are still open in the Bronx, including DeWitt Clinton High School and Lehman High School, which until recently were considered good options for many students. They also include two of the five small schools on the Erasmus Campus in Brooklyn and two of the three  small schools that have long occupied the John Jay High School building in Park Slope. (A fourth school, which is selective, opened at John Jay this year.)

They include several of the schools that received “executive principals” who got hefty bonuses to turn conditions around. Murry Bergtraum High School for Business Careers, Washington Irving High School, and Lehman all got executive principals between 2008 and 2010. The city’s first executive principal was plucked from Wadleigh Secondary School for Performing Arts, which is also on the list of low-scoring schools.

Some of the schools have been to the brink of closure before. Just before the Panel for Educational Policy was slated to vote — and, presumably, approve the phaseout of Alfred E. Smith Career and Technical Education High School, the DOE changed course and pared the school down instead. John Dewey High School and Sheepshead Bay High School, both in Brooklyn, were among the first schools where the DOE held early engagement meetings a year ago but ultimately did not wind up on the chopping block. And students at Samuel Gompers Career and Technical Education High School in the Bronx have been worrying aloud for years that their school could be the next to close.

A dozen of the schools are among the 33 citywide that are receiving federal funds to undergo the “transformation” or “restart” overhaul processes, including two that began transformation last year. But just because a school is undergoing transformation or restart doesn’t mean it can’t be closed, said a DOE spokesman, Matthew Mittenthal. The city is already using federal turnaround funds to support new schools that open when low-performing schools began to close.

The full list of low-scoring schools:

Academy For College Preparation and Career Exploration: A College Board School (Brooklyn): D
Academy For Scholarship And Entrepreneurship: A College Board School (Bronx): D
Alfred E. Smith Career And Technical Education High School (Bronx): 3 C’s
Aspirations Diploma Plus High School (Brooklyn): D
August Martin High School (Queens): D
Banana Kelly High School (Bronx): 3 C’s
Boys And Girls High School (Brooklyn): F
Bread & Roses Integrated Arts High School (Manhattan): D
Brooklyn Bridge Academy (Brooklyn): 3 C’s
Business, Computer Applications, and Entrepreneurship High School (Queens): 3 C’s
Coalition School For Social Change (Manhattan): 3 C’s
Cypress Hills Collegiate Preparatory School (Queens): D
Dewitt Clinton High School (Bronx): F
Dreamyard Preparatory School (Bronx): D
EBC High School For Public Service (Brooklyn): F
Expeditionary Learning School for Community Leaders (Brooklyn): D
Flushing High School (Queens): D
Fordham Leadership Academy For Business and Technology (Bronx): D
Frederick Douglass Academy II Secondary School (Manhattan): 3 C’s
Frederick Douglass Academy (Manhattan): 3 C’s
Freedom Academy High School (Brooklyn): F
Gateway School For Environmental Research and Technology (Bronx): D
George Westinghouse Career And Technical Education High School (Brooklyn): D
Gotham Professional Arts Academy (Brooklyn): F
Grace Dodge Career And Technical Education High School (Bronx): F
Herbert H. Lehman High School (Bronx): F
High School For Health Careers and Sciences (Manhattan): D
High School For Youth And Community Development at Erasmus (Brooklyn): 3 C’s
High School Of Graphic Communication Arts (Manhattan): F
Holcombe L. Rucker School Of Community Research (Bronx): D
Independence High School (Manhattan): 3 C’s
International Arts Business School (Brooklyn): F
Jane Addams High School For Academic Careers (Bronx): F
John Dewey High School (Brooklyn): 3 C’s
Juan Morel Campos Secondary School (Brooklyn): 3 C’s
Landmark High School (Manhattan): D
Law, Government And Community Service High School (Queens): D
Legacy School For Integrated Studies (Manhattan): F
Manhattan Theatre Lab High School (Manhattan): F
Martin Van Buren High School (Queens): D
Mathematics, Science Research and Technology High School (Queens): 3 C’s
Murry Bergtraum High School For Business Careers (Manhattan): D
Newtown High School (Queens): 3 C’s
Pan American International High School (Queens): D
Park Slope Collegiate (Brooklyn): D
Peace And Diversity Academy (Bronx): 3 C’s
Richmond Hill High School (Queens): D
Samuel Gompers Career And Technical Education High School (Bronx): F
School For Democracy And Leadership (Brooklyn): D
School For Legal Studies (Brooklyn): D
Secondary School For Law (Brooklyn): 3 C’s
Sheepshead Bay High School (Brooklyn): D
The High School For Global Citizenship (Brooklyn): 3 C’s
University Neighborhood High School (Manhattan): 3 C’s
Urban Assembly High School Of Music and Art (Brooklyn): D
Urban Assembly School For The Performing Arts (Manhattan): D
W.E.B. Dubois Academic High School, D
Wadleigh Secondary School For Performing Arts (Manhattan): D
Washington Irving High School (Manhattan): F
Williamsburg Charter High School (Brooklyn): 3 C’s

Newark Enrolls

After changes and challenges, Friday’s deadline to enroll in Newark schools finally arrives

PHOTO: Patrick Wall/Chalkbeat
A student fills out an information sheet at Central High School's booth at the citywide school fair in December.

Newark families have just a few hours left to apply to more than 70 public schools for next fall.

At noon on Friday, the online portal that allows families to apply to most traditional and charter school will close. After that, they will have to visit the district’s enrollment center. Last year, nearly 13,000 applications were submitted.

The stakes — and stress — are greatest for students entering high school. Each year, hundreds of eighth-graders compete for spots at the city’s selective “magnet” high schools, which many students consider their best options.

This year, those eighth-graders have to jump through an extra hoop — a new admissions test the magnets will use as they rank applicants. District students will sit for the test Friday, while students in charter and private schools will take it Saturday.

That’s news to many parents, including Marie Rosario, whose son, Tamir, is an eighth-grader at Park Elementary School in the North Ward.

“I don’t know nothing about it,” she said. District officials have been tight-lipped about what’s on the new test, how it will factor into admissions decisions, or even why introducing it was deemed necessary.

Students can apply to as many as eight schools. Tamir’s top choice was Science Park, one of the most sought-after magnet schools. Last year, just 29 percent of eighth-graders who ranked it first on their applications got seats.

“I’m going to cross my fingers,” Rosario said.

Students will find out in April where they were matched. Last year, 84 percent of families applying to kindergarten got their first choice. Applicants for ninth grade were less fortunate: Only 41 percent of them got their top choice, the result of so many students vying for magnet schools.

This is the sixth year that families have used the online application system, called Newark Enrolls, to pick schools. Newark is one of the few cities in the country to use a single application for most charter and district schools. Still, several charter schools do not participate in the system, nor do the vocational high schools run by Essex County.

Today, surveys show that most families who use the enrollment system like it. However, its rollout was marred by technical glitches and suspicions that it was designed to funnel students into charter schools, which educate about one in three Newark students. Some charter critics hoped the district’s newly empowered school board would abolish the system. Instead, Superintendent Roger León convinced the board to keep it for now, arguing it simplifies the application process for families.

Managing that process has posed challenges for León, who began as schools chief in July.

First, he ousted but did not replace the district’s enrollment chief. Then, he clashed with charter school leaders over changes to Newark Enrolls, leading them to accelerate planning for an alternative system, although that never materialized. Next, the district fell behind schedule in printing an enrollment guidebook for families.

Later, the district announced the new magnet-school admissions test but then had to delay its rollout as León’s team worked to create the test from scratch with help from principals, raising questions from testing experts about its validity. Magnet school leaders, like families, have said they are in the dark about how heavily the new test will be weighted compared to the other criteria, including grades and state test scores, that magnet schools already use to rank applicants.

Meanwhile, León has repeatedly dropped hints about new “academies” opening inside the district’s traditional high schools in the fall to help those schools compete with the magnets. However, the district has yet to hold any formal informational sessions for families about the academies or provide details about them on the district website or in the enrollment guidebook. As a result, any such academies are unlikely to give the traditional schools much of an enrollment boost this year.

District spokeswoman Tracy Munford did not respond to a request Thursday to speak with an official about this year’s enrollment process.

Beyond those hiccups, the enrollment process has mostly gone according to plan. After activating the application website in December, the district held a well-attended school fair where families picked up school pamphlets and chatted with representatives. Individual elementary schools, such as Oliver Street School in the East Ward, have also invited high school principals to come and tell students about their offerings.

American History High School Principal Jason Denard said he made several outings to pitch his magnet school to prospective students. He also invited middle-school groups to tour his school, and ordered glossy school postcards. Now, along with students and families across the city, all he can do is wait.

“I’m excited to see the results of our recruitment efforts,” he said. “Not much else is in my control — but recruitment is.”

reunion

Jubilation, and some confusion, as Denver schools begin their post-strike recovery

PHOTO: Eric Gorski/Chalkbeat
Lupe Lopez-Montoya greets students at Columbian Elementary School on Thursday after Denver's three-day teacher strike.

Lupe Lopez-Montoya got the text message at 6:15 a.m. The strike was over, the colleague who’d been keeping her up to speed on news from her union told her.

And so as district and teachers union officials celebrated their deal at the Denver Public Library, Lopez-Montoya on Thursday resurrected her regular commute to Columbia Elementary School, the northwest Denver school where she’s the longest-serving tenured teacher.

For the past three days, Lopez-Montoya had stayed out of school as Denver Public Schools and the Denver Classroom Teachers Association sparred over how teachers in Denver are paid. She still had unanswered questions about the future. But first, it was time to greet students.

One girl ran across the sidewalk to give a hug. “Ms. Montoya’s back,” she shouted, burying her face in the teacher’s side.

Lopez-Montoya began to welcome students into the building. “Line up and you can go get breakfast,” she told one boy. “I’m happy you’re here today.”

The moment kicked off what was a not-quite-normal day in Denver schools. With a deal coming just an hour before some schools were due to start for the day, teachers and families had little time to adjust their plans. The district also had too little time to reopen early childhood classes that have been closed all week; those will reopen on Friday, officials said.

Building principals got an email around 7 a.m. telling them that the strike was over and that many teachers would be coming back to work. In some buildings, central office staff and substitutes who had been filling in for teachers were already on site when teachers returned to work. And some students who commute long distances didn’t get the word in time to go to schools.

By early afternoon, about 81 percent of teachers in district-run schools had shown up to work, and about 83 percent of students had, according to Denver school district spokesman Will Jones.

In the parking lot outside Mathematics and Science Leadership Academy, a west Denver elementary school, teachers still clad in the red of their cause gathered in the parking lot to walk in together. Asked what the mood was, reading intervention teacher Denise Saiz said, “Relief!” and her colleagues responded with an enthusiastic “Yes!”

“We’re really excited to get back to the kids,” said fifth grade teacher Emily Mimovich.

While strike participation was high at the school — it was founded with support from the state and local union as a teacher-led school — the teachers said they did not believe there would be hard feelings between those who walked and those who didn’t.

“We have such a good relationship,” said Reyes Navarro, who teaches Spanish to kindergarten and first-grade students. “We understand that you have to do whatever is right for you.”

Parents also said they were eager to have their children get back to school.

Sarah Murphy, who has a third-grader and a 4-year-old preschool student, said this morning was a “bit of a scramble, albeit a welcome one.” She had both children signed up for a day camp at the University of Denver and was unsure if she should send them to school or to camp because she wasn’t sure teachers would be back at school. Then she got word that camp was canceled for both children — but Denver Public Schools preschools are still closed.

“We were left trying to figure out what to do with our ECE4 since they were still closed,” she wrote to Chalkbeat. “We know how hard this has been on everyone, but this morning proved that the ECE program was the hardest hit, short notice every step of the way. We very much look forward to tomorrow when both are back in their normal school routines.”

Not everyone returned to school. Some teachers said they needed a day to collect themselves after an emotional experience. Judy Kelley, a visual arts teacher at Martin Luther King Jr. Early College, said she and many of her colleagues live too far away from the school to get there on short notice.

But the majority of teachers who went back to work Thursday describe positive experiences returning to their schools. Ryan Marini, a social studies teacher and football coach at South High School, called it the “best day” in 17 years of teaching.

Suzanne Hernandez, a first-grade teacher at Westerly Creek Elementary in Stapleton, said she and other teachers gathered to walk into school together at 7:45 a.m.

Teachers thanked the subs from central office who were in the building. They headed back to their roles in central offices.

Early in the morning, Hernandez sent a message to her students’ parents to let them know teachers would be back in school. The reaction from students as she greeted them was “overwhelming,” she said.

With the help of paraprofessionals who had prepared lessons, Hernandez said teachers were able to jump right back to where they left off last week.

As far as Valentine’s Day, that celebration will be pushed back until Friday afternoon, she said. For now, teachers are having their own celebration, happy to be back in the classroom.

“I think if there’s any sort of effect from the strike, it’s been a positive one,” she said. “It’s been a very unifying experience.”

Allison Hicks, a teacher at Colfax Elementary, said returning teachers were greeted with hugs, music, smiles and tears.

“After finding out an hour ago we were going back to work, I scrambled home to get ready,” she wrote to Chalkbeat. “I am exhausted, but so excited to be back with my students. This day won’t be normal, but knowing I did my part to put my students first is the best feeling to have.”

Kade Orlandini, who teaches at John F. Kennedy High School, said most of the teachers are back in her building, despite the short notice.

“Teachers were ready, and we are jumping right back into instruction,” she wrote. “Attendance seems lower than normal, but students who are here are ready to learn. The atmosphere in the school is very positive all around.”

What was your experience going back to school? What other questions do you have? Take our survey

Chalkbeat’s Ann Schimke, Erica Meltzer, and Yesenia Robles contributed reporting to this article.