final round

Progress reports show stability as mayor-elect plans changes

photo (6)Officials released what could be the city’s final round of school grades today, emphasizing stability even as major changes are likely imminent.

The Department of Education and City Hall will soon be full of new officials, and last year was chaotic for different reasons—Superstorm Sandy and the first round of the state’s new, tougher Common Core-aligned exams. That meant today’s release was marked by little fanfare and lowered stakes.

The A to F grades and accompanying school progress reports are based mostly on calculations of student test scores, and they have become a signature of Mayor Bloomberg’s focus on school accountability since the city began giving them out in 2007. But they may not stick around at all, as mayor-elect Bill de Blasio has promised to eliminate those grades and pause the school-closure process.

So the 45 schools that received Fs and 102 that received Ds this year will not be considered for closure this year, as has become the norm.

The overall grade distribution across schools—fixed for elementary and middle schools, but not for high schools—remained fairly steady, despite across-the-board score decreases following the introduction of new state tests. Overall, 27 percent of the 1,624 schools receiving grades earned As, 36 percent earned Bs, 28 percent Cs, 6 percent Ds, and 3 percent Fs.

Some of this year’s scores also felt the impact of Superstorm Sandy, which devastated a number of city schools. Eleven hard-hit schools that would have received low grades had those grades withheld, though they did receive overall progress reports.

The results were good for new unscreened high schools, which continued to outperform high schools opened before 2002. Sixty-seven percent of the new schools earned an A or B, compared to 46 percent of the older schools. For charter schools, the results were also positive, with 69 percent earning an A or B.

De Blasio has called those letter grades too simplistic, though he hasn’t yet said what he would replace them with or whether schools would still be assessed by the complex algorithms that go into the grades.

Bloomberg rebuffed de Blasio’s assessment of the school grades at another event on Wednesday, saying that they made it easier for parents to understand school quality. “Getting it down to something that they can use is not making it too simplistic; quite the contrary, it is making it useful,” Bloomberg said.

But Chief Academic Officer Shael Polakow-Suransky, who presented the results on Wednesday, said he sees middle ground. “I hope that, there’s a sense that when we look at these questions, it’s not a dichotomy,” he said. “You don’t have to either do progress reports or no progress reports, you don’t have to either do no accountability or yes accountability. You can find ways to address whatever concerns are out there and build them into the system in a smart and thoughtful way.”

This year, adjustments included a new metric for college and career-readiness, after the department heard complaints from teachers and principals that their students were doing well in college despite not having exam scores that met the city’s college-readiness threshold.

They were right. Though only 25 percent of the class of 2011 was deemed college-ready by their state scores, an additional 23 percent of students who graduated then are still in college after three semesters, and high schools are now receiving credit for preparing those students as well.

The city also emphasized the success of its efforts to work with schools that received Ds or Fs in recent years but that the city decided not to close. Of the 76 schools with one of those plans last year, 76 percent improved at least one letter grade this year. Eleven percent improved three or more grade levels.

That may be a result of a suggestion in a recent report on school networks. “Although it is not widely discussed (either by the DOE or its critics), the last few years have seen the DOE take steps to test out more assertive direct support models for struggling schools,” that report said.

The city will release a list of schools eligible for “early intervention” because of low performance on Thursday.

And while Polakow-Suransky said it wasn’t his place to advocate for the specific continuation of the school grades, Bloomberg was happy to do just that.

“I would certainly urge my successor to keep going,” the mayor said.

Patrick Wall contributed reporting. 

Correction: This story previously misstated the number of schools that received Ds. That figure is 102, not 202.

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.”