public private

Siting process for Lower East Side charter co-location draws ire

Teachers and students crowd the panelist table at a public hearing to demonstrate overcrowding inside a Henry Street building where a charter co-location is proposed.

Confusion over where a new elementary charter school was supposed to be sited on the Lower East Side — and the co-location plan that ultimately emerged — has prompted widespread opposition from the community.

Up until four months ago, Manhattan Charter School II was bound for private space in District 1 — or at least that’s what its founders were hoping for and told local elected officials. But after those plans fell through, the Department of Education moved quickly to offer up public space in a Henry Street building that already housed three middle schools and a high school.

Now that plan is under attack by teachers and administrators at the schools, as well as the elected officials who originally were under the impression that there would be no co-location.

City Councilwoman Margaret Chin said she initially supported the school’s opening, and even helped connect the school to a couple of viable private facility options last year. MCS II was hoping to lease a building owned by the Archdiocese of New York, but lost out on its bid.

Chin said she felt deceived by the charter school after reading its original charter application for the first time in recent days. In the application, she discovered that the school  “seeks to be located in public school space” in District 1.

“I was shocked when I read it,” Chin said. “When they came to ask for help, they said they were looking for private sites only. I’m just very disappointed to find out that they intentionally, all along, were looking for public space.”

Two congresswomen, two state legislators, and a colleague in the City Council joined Chin in writing a letter requesting the DOE to withdraw the plan.

Chin said she suspected the school had purposely mislead neighborhood officials in order to avoid controversy that often accompanies charter school co-location plans.

That’s not at all the case, said Stephanie Mauterstock, director of the first Manhattan Charter School. Mauterstock said that although the group’s original intent was in fact to operate in public space, it scrapped those plans when the city said free space was not available. Instead, the school’s founders partnered with the charter school real estate developer Civic Builders to find space. It was only after its bid to open in the Archdiocese building, Our Lady of Sorrow, fell through that the DOE presented the co-location option to them.

“We were desperately looking for affordable private space in District 1,” Mauterstock said. “It was disappointing to us that it did not work out. ”

It’s at least the second time this year that the Portfolio and Planning Office, which makes decisions about school siting, has made last-minute adjustments to accomodate a new charter school. In a much higher-profile co-location plan, Eva Moskowitz’s Cobble Hill Success Academy was originally slated for District 13 in Brooklyn. But those plans changed last fall because the city said there wasn’t enough space in the district and now the school is set to open in a more affluent area nearby. Critics charge that the switch was pushed by Moskowitz as part of her strategy to open schools in middle-class neighborhoods.

According to the Department of Education’s building plan, the Lower East Side building’s current student population uses just 54 percent of the maximum capacity of 1,445 students. Even after MCS II reaches full capacity, the school would still be no more than 80 percent filled, the department argues.

But teachers and administrators who work in the building said that is not the reality. Each of the existing schools — University Neighborhood Middle School, CASTLE Middle School and Henry Street School for International Studies, a secondary school — serves large populations of students with special needs. Additional space for pull-out services in the building are required that don’t necessarily show up on the DOE building utilization plan, the teachers said Thursday night at a public hearing on the co-location.

About 150 people, most of them students and staff at the existing schools, attended the hearing, and more than 40 people signed up to speak.

Henry Street School Principal Erin McMahon attempted to illustrate the potential overcrowding issues by using panel members as props. She asked each member to stand, then shuffled them down the conference table and gradually added more people from the audience to the table. By the end of the exercise, about 15 people awkwardly stood shoulder to shoulder.

“The people sitting up there don’t realize that every time you compress space in a school, it becomes more and more uncomfortable,” McMahon said afterward. “I wanted them to see and feel what it was like.”

The Panel for Educational Policy is set to vote on the co-location plan March 21 at Manhattan’s High School of Fashion Industries.

The letter from elected officials to the city about the co-location plan is below.

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.

college plans

As Washington decides their fate, ‘Dreamers’ preparing for college are stuck in limbo

PHOTO: Joe Amon/The Denver Post
Randi Smith, a psychology teacher at Metro State University, marched to support Deferred Action for Childhood Arrivals during a citywide walkout in downtown Denver, CO.

While many high schoolers spend spring of their senior year coasting through classes and waiting to hear back from colleges, undocumented students who hope to attend college spend their time calling lawyers, consulting school counselors, and scouring the internet in search of ways to pay for school without the help of federal financial aid or student loans — assuming they even get in.

That process, anxiety-provoking even in a normal year, has become incalculably more chaotic this admissions season — even traumatic — as these young undocumented immigrants watch President Trump and lawmakers wrangle over Deferred Action for Childhood Arrivals, the program that has until now allowed them to remain in the country without having to fear deportation.

As the policy battle nears a climax, these students aren’t just breathlessly waiting to learn whether they’ll be accepted into college — they’re waiting to see whether they have a future in this country.

“It’s different for me. It’s definitely more stressful and there are times when you want to give up,” said an undocumented student at KIPP NYC College Prep High School, who is graduating this year and applying to colleges. She requested anonymity because of her legal status. “But then I remind myself that regardless of what’s going on, I’m still going to do what I’ve set myself to do.”

High school counselors are also feeling the strain. They already faced the difficult task of helping undocumented students compete for private scholarships, and finding schools that will support those students once they’re on campus. Now those counselors also must monitor each twist and turn of the immigration debate in Washington, while, somehow, trying to keep their undocumented students focused on college.

One of those counselors is John Kearney, who works at Guadalupe Centers Alta Vista High School, a charter school in Kansas City, Missouri. Dozens of his soon-to-graduate students are beneficiaries of DACA, a program created under former President Obama that allows undocumented immigrants who were brought to the country as children to avoid deportation and work here legally. Lately, they have been asking him why they should even consider college when their fate in the U.S. is so uncertain.

“The big question is, ‘Why? Why go to college, and then I can’t even work, then why?’” said Kearney, who also helped start a nonprofit that provides scholarships to undocumented students. “It’s a really tough question.”

As of Friday, President Trump and lawmakers were still locked in heated negotiations over DACA, which Trump said this fall that he would eliminate unless Congress enshrined it in law. Without an agreement, it is set to expire March 5, just as graduating seniors firm up their college plans. If that happens, young immigrants, often called Dreamers, could lose the few crucial protections they have. For many, their DACA status has already lapsed.

Even with DACA’s protections, Dreamers face massive hurdles to enroll in college: They don’t qualify for federal aid or loans, and, in some states, are barred from receiving financial aid or even attending public universities. Out of the estimated 65,000 undocumented students who graduate from high school every year, only 5-10 percent enroll in college.

Following Trump’s announcement in September, counselors have also had to race against the clock counting down to DACA’s expiration: That meant juggling college application deadlines with the October cutoff for students to apply for renewed DACA status.

The KIPP charter school network received a donation this year to help students pay for the renewal fee, which has been a godsend for many students — including the young woman who is graduating from KIPP NYC College Prep High School.

As soon as she learned the school would pay the fee for her, she immediately called her father, who is also undocumented and repairs beauty-salon equipment for a living.

“My dad was definitely trying to round up the money before the deadline, so it was a blessing that the school was able to find a donor,” she said. “I told him not to worry about it and it was a relief — like a weight off his shoulders.”

If the girl was trying to relieve her father’s stress, her college counselor, Rob Santos, was trying to do the same for her. Even as she balanced college-application essays, transcripts, and the rest, she was also coming to realize how quickly her life would change if DACA is not extended.

“There was definitely extra emotional support that I’ve had to provide this year,” Santos said. “I definitely had my DACA student in my office, and tears were happening.”

Santos keeps a running list of the colleges that accept students who don’t have permanent legal status and the few scholarships available to them. Many of those scholarships require undocumented students to have DACA status. If the program ends, it’s unclear whether students will still be eligible.

Still, Santos said his dreamer student rarely talks about the political furor surrounding her future in the U.S. as she awaits her college-acceptance letter. Instead, she’s more likely to discuss her hope of one day studying business and fashion.

“Our DACA students are resilient. They’re optimistic,” Santos said. “But they’re also realistic for what could actually happen.”