hitting pause (updated)

Candidates' criticism of school closures includes call for a halt

After closing 140 schools since taking over the system in 2003, Mayor Bloomberg shouldn’t be allowed to shut down any more, according to Bill Thompson, who would like to succeed the mayor.

Thompson today announced that he has been lobbying legislators in Albany to impose a moratorium on school closures in New York City until after Bloomberg leaves office at the end of 2013.

Thompson, who narrowly lost to Bloomberg in 2009, said he had heard rumors from sources “inside and outside” the Department of Education, including legislators, that the Bloomberg administration is planning to close 75 schools next year.

“Why would we allow that to happen in the last year of a Bloomberg administration?” Thompson said. “We need to be protected against the DOE right now.”

Bloomberg dismissed Thompson’s comment this afternoon, saying, “We can’t possibly know what we’re going to do next year.” But he added that his administration would “keep doing what we do right up until December 31, 2013” when his term ends.

“What we do” this year has included more school closures than in any previous year. If the Panel for Educational Policy approves the 23 school turnaround proposals before it next week, a total of 49 schools will close or begin to close this summer. In 2011, the city decided to phase out 22 schools.

Thompson called for the temporary ban on shutting schools at a press briefing about a new report outlining alternatives to the city’s approach to school closures. The report, produced by a committee convened last fall by the Coalition of Educational Justice, proposes that the city establish “Success Initiative Zones” where schools would be identified as struggling and given extra supports long before the city contemplates closure. It also highlights nearly a dozen groups and models that have shown promise in helping struggling schools improve in the city and elsewhere.

Two other candidates at the briefing, Public Advocate Bill de Blasio and Manhattan Borough President Scott Stringer, each said they would not support a moratorium because it is possible that some schools would warrant closure. But they said closure should be considered only after the city has tried valiantly to improve a school.

“I wouldn’t support one size fits all because if there’s a school where we’ve exhausted all options, I wouldn’t want to tie anyone’s hands,” Stringer said.

“[Bloomberg] has made clear that he’s closure-happy at this point, so I would not be shocked if that were the number,” de Blasio told reporters. “But I can’t in good conscience support a moratorium.”

CEJ had united the candidates against school closures before. In January, they decried the city’s school closure policies during a rally outside City Hall.

The candidates, who represent half of the people who have waded into mayoral campaigning so far, were divided on another issue that could shape up to play a major role in next year’s race: how the city’s system of school governance should be changed, if at all, when mayoral control comes up for renewal in 2015.

Stringer and Thompson both said that problems with mayoral control, which Bloomberg won in 2002, have been more about style than substance so far. “I still support mayoral control,” Thompson said. “I think it’s more about who the mayor is.”

But de Blasio told reporters that he would voluntarily cede some control by empowering the PEP, the citywide school board, to weigh policy decisions more meaningfully. The panel has essentially been a rubber-stamp for Bloomberg’s policies, particularly after 2004, when the mayor abruptly fired several of his appointees who had planned to vote against one of his proposals.

De Blasio said he had not determined exactly how the panel should change — altering the balance of mayoral and non-mayoral appointees is one option; another is promising fixed terms to panel members — but that the city should “not continue the status quo.”

He said elected parent councils in each district should receive some say in school closures, openings, and co-locations in their area. Currently, the councils have authority only over school zoning, but Assemblyman Keith Wright has proposed legislation to give the councils veto power over city plans to require district and charter schools to share space.

Thompson said he would like the councils, known as Community Education Councils, to have “real roles” but that he had not determined what that should be. Stringer said he would first work to implement a proposal he outlined last fall to strengthen capacity on the councils and improve their elections process, which last year was marred by especially serious complications.

“Only when you fix the CECs would I give them full authority,” Stringer said.

The candidates were united on another issue gripping Albany at the moment: whether to allow the results of teacher evaluations to be made public, as happened earlier this year in New York City, or keep them behind closed doors. The candidates all said they wanted to keep parents informed but did not see a need for teachers’ ratings to wind up in newspapers.

“I do not believe that we should humiliate our teachers,” Stringer told reporters. “To shield some of this from the light of day makes good sense.”

The report about alternatives to school closures is below.

Working Group on School Transformation Report Final

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.