Follow the money

Success Academy donors give big to Cuomo campaign

Backers of a top charter school network that Mayor Bill de Blasio has singled out in his plans to curb charter school growth are filling Gov. Andrew Cuomo’s campaign chest.

Cuomo’s reelection bid has so far received  nearly $400,000 from a cadre of wealthy supporters of Eva Moskowitz’s Success Academy Charter School network, according to an updated tally of newly-released campaign filings. Some money has even come from Moskowitz’s political action committee, Great Public Schools, which has given $65,000 to Cuomo since 2011.

A broader analysis of the filings shows just how much the charter school sector and its education policy allies have embraced Cuomo, a Democrat, during his first term as governor. It also shows how much support from the state’s powerful teachers union, a more traditional ally, has waned.

By one tally of the 2014 filings, Cuomo racked up at least $800,000 in donations from 27 bankers, real estate executives, business executives, philanthropists and advocacy groups who have flocked to charter schools and other education causes in recent years. 

The totals far exceed what the same group gave him for his first run in 2010: $136,000. The union, meanwhile, has donated one-quarter of the sum it gave Cuomo in 2010.

After having a close friend in City Hall for 12 years, the flood of contributions is a sign that charter school backers in New York City may have found a new powerful ally in government at a time when they need one badly. Mayor Bill de Blasio has taken aim at the charter management organizations with well-heeled donors, singling Success Academy out as one whose schools should pay rent for operating in city-owned buildings.

Cuomo’s education policy decisions during his first term in office have been more aligned to former Mayor Michael Bloomberg, a supporter of charter schools. This year, Cuomo is pushing a merit pay proposal and his education reform commission recently recommended that charter schools should be eligible for state pre-kindergarten funds.

Success charter schools, where three of four students qualify for free or reduced lunch, are considered the city’s highest-performing, though critics argue that Success doesn’t replace students who leave or serve a high enough population of students with disabilities (Success’ special education population is 15 percent, slightly less than the citywide average.)

John Petry, a Success founder and board member who has given $35,000 to Cuomo since 2011, said he was won over in early conversations with Cuomo, an attorney general who had a sparse record on education as a candidate in 2010.

“It’s really impressive how he’s thrown himself into education policy over the last four years and developed into a leader on the issue,” Petry said.
Petry was one of at least 10 Success board members, along with two spouses, who donated to Cuomo in recent years. (Success has 66 board members serving seven boards, each of which oversees a small number of schools — some oversee just one — in the 22-school network).

Topping the list is board member Jill Braufman, a philanthropist who is married to Daniel Nir, another board member who heads Gracie Capital, an investment firm. Braufman, who also chairs the Center for Arts Education board, gave $57,500 over the past two years, while Nir chipped in another $35,000.

Joel Greenblatt, a Success co-founder, and his wife, Julia, contributed $75,000. Moskowitz’s PAC donated to Cuomo four times in less than a year between 2011 and 2012.

As a nonprofit organization, Success Academy Charter Schools is barred from engaging or coordinating in political campaign fundraising activities for candidates, although employees may volunteer on their own time. A spokeswoman said that any donations by board members or through Moskowitz’s PAC were not coordinated through Success.

“They are committed to helping children gain access to high-quality educational options, but they serve many communities and causes; their decisions about political donations are purely personal,” said the spokeswoman, Ann Powell. 

As governor, Cuomo doesn’t have direct power over many policies to help the charter school sector. He can’t authorize new charter schools and it’s up to de Blasio to decide if they will pay rent.

But Cuomo does pull strings in budget negotiations and has a say over how much per-pupil state funding charter schools receive, which is less on average than district schools. Cuomo could give them a boost in the event that de Blasio chooses to charge rent or evict them altogether.

“He kept charter funding level during the recession and did not allow the already existing gap to get worse,” said Bill Phillips, whose PAC, the Coalition for Public Charter Schools, donated $10,000 to Cuomo.

Joe Williams, who has helped fundraise for Cuomo as head of Democrats for Education Reform, said that the flood of support is more a testament to Cuomo’s overall performance as governor than any specific education initiative. He noted an improved budget process, same-sex marriage legislation and “smart gun-control legislation” as notable highlights that have impressed donors.

“He came to us in 2010 and pitched himself as a grownup who could get state government working again,” Williams said. “Some people in our orbit thought it was impossible, but he proved he was up for it.”

A Cuomo spokesman declined to comment.

One group that has cooled considerably on Cuomo since he took office, if campaign donations are any indication, is the state teachers union. The PAC for the New York State United Teachers has offered just $10,000 so far this campaign cycle compared with more than $40,000 in 2010.

In the last four years, Cuomo has fought the union over teacher evaluations and aggressively pushed districts to adopt the systems after implementation had stalled. He also cut pension benefits for state workers, including teachers, which infuriated public employee unions.

A union spokesman declined to comment.  

Though Success board members were most-represented among Cuomo’s education donors, they were hardly alone. Below is a complete list of Success’ and other education donors, their contributions and their affiliations. 

— Sam Cole, Success board; JerseyCan board: $30,000

— Bryan Binder, Success board: $15,000

— Great Public Schools PAC, Eva Moskowitz’s PAC: $65,000

— Jill Braufman, Success board; Chair of Center for Arts Education: $57,500

— Dan/Margaret Loeb, Success board and wife: $29,367

— Joel/Julia Greenblatt, Success co-founder; Say Yes to Education board member, and wife: $75,000

— John Petry, Success co-founder and board member; Democrats for Education Reform co-founder and board member: $35,000

— Dan Nir, Success board, $35,000

— Charles Strauch, Success board, $15,000

— Jarrett Posner, Success board, $2,500

— Kelly Posner, Turnaround for Children chair; founder of Speyer Legacy School: $20,000

— Andrew and Dana Stone, Success board: $75,000

— Larry Robbins, KIPP board, RELAY Graduate School of Education board, $50,000

— Brian Olson, Chairman of ConnCan, Civic Builders board, New Schools Leadership Council, $45,000

— Brian and Tania Higgins, Harlem Children’s Zone board: $45,000

— Jon Sackler, Achievement First board; 50Can; NewSchools Venture Fund: $26,000

— Winston Fisher, Civic Builders board, $47,500

— Bruce Kovner, Bronx Preparatory Charter School board, $40,000

— Carl Icahn, founder of Icahn Charter Schools, $50,000

— Ken Langone, StudentsFirstNY board, $50,000

— Whitney Tilson, co-founder of Democrats for Education Reform, KIPP-NYC board, National Alliance for Public Charter Schools board, $12,000

— Bryan Lawrence, Public Prep board, $10,000

— Democrats for Education Reform, $35,000

— Coalition for Public Charter Schools, $10,000

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.