redundant reporting?

Advocates turn up pressure as city mulls overcrowding tallies

A citywide effort to make government more efficient has prompted the Department of Education to propose eliminating a handful of the data reports it compiles each year. But as a vote on the proposal approaches, opponents are ratcheting up the pressure in hopes it will not pass.

In 2010, voters approved a referendum to create the Report and Advisory Board Review Commission, which would identify “outdated or redundant” functions in city agencies. Each city agency was asked to suggest ways to trim its oprerations without disrupting government services.

The education department recommended that it report class sizes once a year instead of twice and eliminate one place where it compiles the number of classrooms held in trailers.

That proposal joined 12 other reports that the seven-member commission recommended eliminating at its first meeting in February. The commission, to which the majority of members were appointed by Mayor Bloomberg, also recommended eliminating seven regulatory boards that currently operate in the city.

The commission was supposed to take a final look at the recommendations on Oct. 30, in a meeting that has been rescheduled for Nov. 19 because of a scheduling conflict. Comptroller John Liu and other education advocates say they hope the commission will use the extra time to reconsider the Department of Education’s proposal, which they characterized as an effort to cover up overcrowding issues.

“The DOE’s desire to keep parents and students in the dark about class size is an affront to anyone who cares about the quality of our public schools,” Liu said in a statement earlier this week.

Department officials want to eliminate the first of two annual class size reports that they have compiled since 2005.  The department releases class size numbers once in November, based on Oct. 31 enrollment, and once in February, based on Jan. 31 enrollment.

The Oct. 31 data is based on each school’s audited register, which the city uses for its own accountability reports, to allot school space, and to receive state aid reimbursement.

But in a slideshow presentation outlining the proposal, department officials said the data was “not as refined” as the Jan. 31 data. The February report, they said, would suffice.

The department also wants to eliminate a requirement to report the number of temporary classroom units — trailers, mostly  — that schools are using. The department said that report is redundant since it keeps track of the trailers in different reports about school space utilization.

Class Size Matters’ Leonie Haimson, who advocates for smaller class sizes, said the Oct. 31 class size data is more meaningful than the Jan. 31 numbers because it comes earlier in the year. She said the February report would fail to account for high school students who leave the school system toward the end of the first semester of school.

“The DOE wants to delay reporting class sizes until January because classes are smaller as a result of thousands of students having dropped out or been discharged by then,” Haimson said. She said the January reports show class sizes that are, on average, 4 percent smaller than the November reports.

Class size has been a thorn in the side of the Bloomberg administration. Parents consistently say that lowering class sizes is a top priority, but sizes have steadily increased in recent years as school budgets have gotten tighter. This year, average K-3 class sizes topped out at 24 students, up from 21 in 2007, according to Liu’s office. And the union identified 6,220 classes in 670 schools that were over their contractual limits during the first weeks of the school year.

Additionally, the department committed to remove all temporary classroom units by 2009 as part of its 2005-2009 capital plan.  But that did not happen. There are currently 363 trailers operating as classrooms in the city, down from 368 in 2005, according to Liu’s office, and the department has more recently committed to decreasing the number of units by more than 10 per year.

City officials did not respond to specific requests for comment, but insisted that no decisions on proposals will be made until the commission first makes recommendations, which was postponed to Nov. 12, a week before the vote.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”