dotting the i's

Closure meetings underway at schools slated for "turnaround"

Posters from past student theater performances adorned the walls of Franklin Delano Roosevelt High School’s auditorium, where parents gathered Monday for a meeting on school turnaround.

The city has started running through its closure protocol at dozens of low-performing schools it wants to “turn around.”

At Brooklyn’s Franklin Delano Roosevelt High School, Superintendent Aimee Horowitz held a tense meeting with teachers to talk about the closure plan Monday afternoon. Hours later, she detailed the plan to about 50 angry and bewildered parents at an “early engagement” meeting that has for the last two years been the Department of Education’s first step in letting schools know they could be closed.

The pattern is set to repeat this week and beyond at dozens of low-performing schools that were midway through federally mandated overhaul processes known as “transformation” and “restart” until earlier this month, when Mayor Bloomberg announced that the city would instead try to use a different process, “turnaround,” at the schools. The switch, aimed at letting the city sidestep a state requirement that it negotiate new teacher evaluations with the United Federation of Teachers, would require the schools to be closed and immediately reopened after having at least half of their teachers replaced.

The mass-replacement plan drew fire from parents and students who said FDR’s teachers are essential if academic performance is to improve.

“I feel tortured,” said Abdul Sager, a ninth-grader whose first language is Bengali. “If a new teacher comes who doesn’t know about my feelings and strategies … to learn English, it’s going to take more time.”

Parents found out about Monday’s meeting in letters shortly after Bloomberg’s announcement and through automated telephone calls over the weekend announcing a parent-teacher association meeting with Horowitz, according to Robin Piraino, the mother of a ninth-grader. She said the messages didn’t say the meeting would deal with FDR’s proposed closure, and some people who attended the meeting were visibly surprised by the news.

Principal Steven Demarco implored families to push back against the city’s plan by contacting legislators and elected officials. He also promised that FDR would survive the city’s latest efforts to reshape the school.

“We’ve always been a family, we’ve always gotten through,” he said. “Regardless of what we’re called — transformation, restart, turnaround — we are continuing every day to make progress. That will continue until I’m dragged out of here.”

Demarco’s predecessor was in fact yanked from the school. Starting transformation in 2010 required Roosevelt’s longtime principal, Geraldine Maione, to be replaced, so the Department of Education appointed Demarco, a 29-veteran of the school, to take her place. Then the city installed Maione at William E. Grady Career and Technical Education High School, another school that was undergoing transformation and could now be closed.

Since 2010, FDR had received millions of dollars in federal School Improvement Grants. Teachers said the funds had financed training sessions and overtime hours for leading after-school English classes for parents, tutoring students, and hosting a new advisory program called freshman and sophomore academies.

“We’ve invested our support in the English Language Learners,” said Jorge Mitey, a Spanish teacher and FDR’s union chapter leader, who had passed out large buttons showing Bloomberg’s face with a red strike-through to people attending the meeting. “They’re coming in on weekends, they’re coming after school. We’ve given them more academic rigor to improve.”

Forty percent of FDR’s 3,400 students are considered English language learners, a data point that teachers said makes it impossible for the school to meet the city’s expectations, especially for its four-year graduation rate. Of the students who entered as ninth-graders in 2006, 59 percent graduated four years later, giving FDR a graduation rate just two points below the city average. The school received B’s on its two most recent city progress reports.

“Current policies do not reflect research on how students learn languages — many of our hardest-working students at this school are English language learners,” said one teacher, who asked not to be named because she is worried about keeping her job. “All research shows that it takes five to seven years to become academically proficient in a second language, and that is only if you have literacy in your first language. But many of our students come in with literacy challenges in their first language, Chinese, Spanish.”

The meetings are a first step in the city’s notification process for school closures. For the last two years, the city has held “early engagement” hearings at schools it is considering shuttering before finalizing the closure slate. Then the city must hold public hearings at each school slated for closure before the citywide school board, the Panel for Educational Policy, votes on them. The panel has never rejected a city proposal. By law, the city must also issue detailed reports about the closures’ impact, called “Education Impact Statements,” at least six months before the start of the school year when the closures would begin — a deadline that is just weeks away.

Other school communities are gearing up to protest the turnaround plan at meetings with superintendents later this week. On Wednesday, teachers at Brooklyn’s John Dewey High School say they will defend the progress the school has made under the restart model to department officials and ask them to let current teachers stay in the school.

that was weird

The D.C. school system had a pitch-perfect response after John Oliver made #DCPublicSchools trend on Twitter

Public education got some unexpected attention Sunday night when John Oliver asked viewers watching the Emmys to make #DCPublicSchools trend on Twitter.

Oliver had been inspired by comedian Dave Chappelle, who shouted out the school system he attended before he announced an award winner. Within a minute of Oliver’s request, the hashtag was officially trending.

Most of the tweets had nothing to do with schools in Washington, D.C.

Here are a few that did, starting with this pitch-perfect one from the official D.C. Public Schools account:

Oliver’s surreal challenge was far from the first time that the late-show host has made education a centerpiece of his comedy — over time, he has pilloried standardized testing, school segregation, and charter schools.

Nor was it the first education hashtag to take center stage at an awards show: #PublicSchoolProud, which emerged as a response to new U.S. Education Secretary Betsy DeVos, got a shoutout during the Oscars in February.

And it also is not the first time this year that D.C. schools have gotten a surprise burst of attention. The Oscars were just a week after DeVos drew fire for criticizing the teachers she met during her first school visit as secretary — to a D.C. public school.

Startup Support

Diverse charter schools in New York City to get boost from Walton money

PHOTO: John Bartelstone
Students at Brooklyn Prospect Charter School in 2012. The school is one of several New York City charters that aim to enroll diverse student bodies.

The Walton Family Foundation, the philanthropy governed by the family behind Walmart, pledged Tuesday to invest $2.2 million over the next two years in new charter schools in New York City that aim to be socioeconomically diverse.

Officials from the foundation expect the initiative to support the start of about seven mixed-income charter schools, which will be able to use the money to pay for anything from building space to teachers to technology.

The effort reflects a growing interest in New York and beyond in establishing charter schools that enroll students from a mix of backgrounds, which research suggests can benefit students and is considered one remedy to school segregation.

“We are excited to help educators and leaders on the front lines of solving one of today’s most pressing education challenges,” Marc Sternberg, the foundation’s K-12 education director and a former New York City education department official, said in a statement.

Walton has been a major charter school backer, pouring more than $407 million into hundreds of those schools over the past two decades. In New York, the foundation has helped fund more than 100 new charter schools. (Walton also supports Chalkbeat; read about our funding here.)

Some studies have found that black and Hispanic students in charter schools are more likely to attend predominantly nonwhite schools than their peers in traditional schools, partly because charter schools tend to be located in urban areas and are often established specifically to serve low-income students of color. In New York City, one report found that 90 percent of charter schools in 2010 were “intensely segregated,” meaning fewer than 10 percent of their students were white.

However, more recently, a small but rising number of charter schools has started to take steps to recruit and enroll a more diverse student body. Often, they do this by drawing in applicants from larger geographic areas than traditional schools can and by adjusting their admissions lotteries to reserve seats for particular groups, such as low-income students or residents of nearby housing projects.

Founded in 2014, the national Diverse Charter Schools Coalition now includes more than 100 schools in more than a dozen states. Nine New York City charter groups are part of the coalition, ranging from individual schools like Community Roots Charter School in Brooklyn to larger networks, including six Success Academy schools.

“There’s been a real shift in the charter school movement to think about how they address the issue of segregation,” said Halley Potter, a senior fellow at the Century Foundation, a think tank that promotes socioeconomic diversity.

The Century Foundation and researchers at Teachers College at Columbia University and Temple University will receive additional funding from Walton to study diverse charter schools, with the universities’ researchers conducting what Walton says is the first peer-reviewed study of those schools’ impact on student learning.