Future of Schools

These 94 schools are set to receive extra funding and learning time

Ninety-four low-performing schools are about to get a lot more attention from the city, Mayor Bill de Blasio announced today. Called “Renewal Schools,” they will receive a share of $150 million designated for an hour of additional learning time, after-school and summer programs, and teacher training. The principals will also be under review.

Click for more information on the Renewal Schools

Below is the full list of schools, which the city says were chosen because they have been designated as struggling by the state, were in the bottom quartile of city schools on state test scores or four-year graduation rates for the last three years, and earned a “proficient” or below on their last Quality Review.

  • P.S. 015 Roberto Clemente
  • Henry Street School for International Studies
  • P.S. 149 Sojourner Truth
  • Wadleigh Secondary School for the Performing & Visual Arts
  • P.S. 050 Vito Marcantonio
  • Renaissance School of the Arts
  • Coalition School for Social Change
  • P.S. 123 Mahalia Jackson
  • P.S. 194 Countee Cullen
  • P.S. 132 Juan Pablo Duarte
  • High School for Health Careers and Sciences
  • I.S. 528 Bea Fuller Rodgers School
  • P.S. 154 Jonathan D. Hyatt
  • J.H.S. 162 Lola Rodriguez De Tio
  • Foreign Language Academy of Global Studies
  • New Explorers High School
  • J.H.S. 123 James M. Kieran
  • M.S. 301 Paul L. Dunbar
  • Holcombe L. Rucker School of Community Research
  • Urban Assembly Academy of Civic Engagement
  • The Bronx Mathematics Preparatory School
  • Herbert H. Lehman High School
  • The Hunts Point School
  • Banana Kelly High School
  • J.H.S. 022 Jordan L. Mott
  • I.S. 117 Joseph H. Wade
  • J.H.S. 145 Arturo Toscanini
  • I.S. 219 New Venture School
  • Bronx Collegiate Academy
  • Leadership Institute
  • I.S. 313 School of Leadership Development
  • Bronx Early College Academy for Teaching & Learning
  • Urban Science Academy
  • New Millennium Business Academy Middle School
  • DreamYard Preparatory School
  • I.S. 339
  • Bronx High School of Business
  • J.H.S. 080 The Mosholu Parkway
  • P.S. 085 Great Expectations
  • The Bronx School of Young Leaders
  • Academy for Personal Leadership and Excellence
  • The Angelo Patri Middle School
  • Fordham Leadership Academy for Business and Technology
  • DeWitt Clinton High School
  • P.S. 112 Bronxwood
  • Globe School for Environmental Research
  • The Young Scholars Academy of The Bronx
  • School of Diplomacy
  • P.S. 092 Bronx
  • School of Performing Arts
  • Peace and Diversity Academy
  • Fannie Lou Hamer Middle School
  • Entrada Academy
  • Urban Scholars Community School
  • Monroe Academy for Visual Arts & Design
  • P.S. 067 Charles A. Dorsey
  • Satellite East Middle School
  • MS 596 Peace Academy
  • J.H.S. 050 John D. Wells
  • Juan Morel Campos Secondary School
  • Foundations Academy
  • Automotive High School
  • Frederick Douglass Academy IV Secondary School
  • Boys and Girls High School
  • Upper School @ P.S. 25
  • M.S. 584
  • Middle School for Academic and Social Excellence
  • Ebbets Field Middle School
  • Brooklyn Generation School
  • East Flatbush Community Research School
  • P.S. 306 Ethan Allen
  • Essence School
  • P.S. 328 Phyllis Wheatley
  • Multicultural High School
  • Cypress Hills Collegiate Preparatory School
  • P.S. 165 Ida Posner
  • P.S. 284 Lew Wallace
  • P.S. 298 Dr. Betty Shabazz
  • Brooklyn Collegiate: A College Board School
  • Pan American International High School
  • Flushing High School
  • Martin Van Buren High School
  • P.S./M.S 042 R. Vernam
  • M.S. 053 Brian Piccolo
  • P.S. 197 The Ocean School
  • August Martin High School
  • Richmond Hill High School
  • John Adams High School
  • J.H.S. 008 Richard S. Grossley
  • P.S. 111 Jacob Blackwell
  • Long Island City High School
  • J.H.S. 291 Roland Hayes
  • I.S. 349 Math, Science & Tech.
  • Academy of Urban Planning

study says...

Can charter operators turn around district schools? In Atlanta, two are trying and finding extra challenges

A UNICEF Kid Power Event at Charles R. Drew Charter School in Atlanta, Georgia in 2016. (Photo by Marcus Ingram/Getty Images for UNICEF)

When Atlanta Public Schools decided to hand over control of one of its struggling elementary schools, the leaders of a small charter network raised their hands.

In its application to run the school, Kindezi leaders said it had posted strong results at its two charter schools and was ready to spread its model. But the job proved much more difficult than they expected.

The students at the turnaround school were far behind academically, and many were entering and exiting the school, making it tough to establish a new school culture.

“One of the things that we weren’t really prepared for was the level of trauma for a lot of our student population,” said Danielle Washington, the Kindezi turnaround principal. “Knowing superficially — looking at the demographics — what the environment was like [and] actually being in it is very different.”

“Frankly, organizationally, we weren’t ready to do it,” said Dean Leeper, Kindezi’s founder.

A new study on Atlanta’s turnaround efforts shows that Kindezi’s results were uneven, as were results at a few other Atlanta schools taken over by an outside operator.

The Kindezi school had some clear successes: large gains on math tests, as well as moderate improvements in reading. But students’ already-low science and social studies scores dropped sharply, and suspension rates spiked, too.

At three other schools run by another external operator, math scores also jumped — but so did suspensions, and scores in other subjects were flat.

The results come from just one or two years of data, and most agree that a successful turnaround takes more time. The same study also showed tepid results for an improvement strategy that kept the schools under district control.

Still, the mix of findings and reported struggles in Atlanta underscore the challenges of exporting charter models to new environments, especially existing schools. This charter takeover approach has taken root in a growing number of cities, including Camden, Indianapolis, Las Vegas, and San Antonio.

“If you’re going to use charters, you have to realize that even those that are experienced and seasoned are not going to enter into this [turnaround] work totally prepared,” said Joshua Glazer, a professor at George Washington University who has studied charter takeovers in Tennessee. “There is going to be a significant learning curve.”

The challenge: Two external groups, four struggling schools

Two local groups won Atlanta’s competitive application process to take over five schools the district considered low performing: Kindezi and Purpose Built Schools, a nonprofit connected to the Drew charter school.

They won backing from national philanthropy. Two of the schools got $325,000 start-up grants from the pro-charter Walton Family Foundation. (Walton is a funder of Chalkbeat.) The two turnaround groups also got money from RedefinED, a local nonprofit that recently received funding from the City Fund. Walton also paid $900,000 for the research firm Mathematica to study Atlanta’s turnaround strategies.

The four schools the researchers examined saw big changes after the external groups took over. Their teachers were no longer employed by the district, for one, and those who wanted to remain had to reapply for their jobs.

The schools, though, continued to enroll students from the neighborhood, keeping attendance boundaries intact — unlike the enrollment setup for most charter schools.

The results were all over the place.

After one year, Kindezi-school students in grades three through five jumped from the 29th percentile in the district in math to roughly the 43rd percentile — a big improvement. There was also an uptick in English scores.

But results on science and social studies exams (only administered to fifth-graders) fell precipitously compared to similar schools — dropping from the 24th to the 13th percentile in social studies, for instance.

Washington, the Kindezi principal, said that may be a result of her school’s choice to emphasize basic math and reading skills after realizing how far behind students were.

“We had to make some tough decisions on what to prioritize,” she said. “We definitely paid for it on the science and social studies end, but we were able to make some dents [in] reading.”

The Kindezi school also saw a sharp increase in suspension rates, though some staff members suggested that that might be because suspensions had previously been under-reported.

The three other schools — which followed the Drew charter model, with extra learning time and nonacademic support — also had mixed results. In year one, math scores increased and chronic absenteeism declined, compared to similar schools. There were no clear effects in three other subjects, though, and suspension rates jumped 8 percentage points.

In the first school taken over, math scores continued to improve in year two, but there were still no gains in other subjects. And, alarmingly, chronic absenteeism increased by 8 percentage points.

Turnaround leaders say challenges are greater than in charter schools

Barbara Preuss, who oversees principals at Purpose Built Schools, said her network had found that the students at turnaround schools were much different than the students they had previously served.

“Our children live in an environment where they experience a lot more trauma than children that are attending Drew charter,” she said. “We also are dealing with a high transiency rate, which the charter school does not have.”

In response, Preuss said the schools have brought therapists and social workers to schools; connected families to pro bono housing lawyers; and begun offering after school programs, providing dinners, and stocking food pantries. The schools have even directly employed two dozen parents to help with things like attendance and family events.

Preuss said the schools had seen attendance rates grow and student turnover and suspensions decline this year.

Washington said the Kindezi school had adapted as well, adding time for science and social studies in the second half of this year.

Leeper said the experience offers a lesson to other charter leaders.

“I do think some of the charter world … we underestimate the challenges that are faced in the traditional public schools,” he said. “It definitely is humbling.”

That sentiment, Glazer said, mirrored what he heard from charter leaders who had attempted takeovers in Tennessee. “That could be right off the pages of our transcripts from Memphis,” he said.

Atlanta’s district-focused turnaround strategy also didn’t produce major improvements

Having charter school operators take over struggling district schools has succeeded at raising test scores in New Orleans and in Boston. In Memphis, though, the strategy had no effect, even after five years.

Meanwhile, school turnarounds have proven difficult with or without charter schools.

Atlanta’s other turnaround strategy, beginning in the 2016-17 school year, flooded 13 district schools with additional support, including math and reading specialists, an extended school day or year, and coordinators to connect students with out-of-school support.

Results were uneven at those schools, too, the Mathematica study found, with bumps in math scores in year two but no other clear improvements.

“You can find examples of places that have successfully turned schools around other district management and you can find examples of places that have successfully turned around using charters,” said Brian Gill, one of the Mathematica researchers. “It’s not as if there is any clear indication that one of these approaches is superior to the other.”

Code of conduct

Tennessee’s ‘parent dress code’ bill clears first legislative hurdle

PHOTO: Chalkbeat/Marta W. Aldrich
The State Capitol in Nashville is home to the Tennessee General Assembly.

Every Tennessee school district would have to develop a code of conduct for parents and other school visitors under a bill that narrowly advanced out of a House subcommittee on Tuesday.

The measure aims to tamp down on problems that arise when visitors show up to school wearing inappropriate attire, using inappropriate language, playing loud music, or bringing other unwelcome behaviors on campus.

Rep. Antonio Parkinson

“We’re telling school districts to come up with a baseline level of behavior for any person who steps on campus,” whether it’s a parent, vendor, or guest, said Rep. Antonio Parkinson, a Memphis Democrat who is sponsoring the proposal along with Sen. Dolores Gresham, a Republican from Somerville.

“It’s all about contributing to an enhanced or better learning environment,” Parkinson said.

Parkinson has gotten national attention with his so-called “parent dress code” bill, which he filed after getting complaints from parents about sexually suggestive or gang-inspired clothing that other parents were wearing to school.

The bill passed 4-3, but not before several lawmakers questioned the proposed mandate, especially when school districts already can create a code of conduct for visitors if they see a need.

Rep. Jerry Sexton, a Republican from Bean Station, called the measure “overreach” by state government, and Rep. Ryan Williams, a Republican from Cookeville, agreed.

“I don’t like us telling locals to do something they can do anyway,” Williams said.

Parkinson emphasized the importance of having a process in place so that parents and other visitors understand what’s appropriate attire or behavior when they enter a school building.

The problem “is pervasive because nobody has told people what is expected. What we’re doing is more of an awareness campaign,” Parkinson said.

Rep. Mark White, who chairs the full House Education Committee where the bill is now headed, said he supports the idea.

“When I visit schools, it’s a shame that you have to address this because parents should know better,” White said, citing inappropriate clothing as the biggest problem. “I’ve seen too much of it, and it’s not a pretty sight.”

Rep. David Byrd added that the policy might also cut down on fights at sporting events on school campuses, even as others expressed concern that the proposal could open up school districts to even more problems.

“The reason we don’t have such a code of conduct is because the enforcement is questionable,” said Chuck Cagle, an attorney who represents the state superintendents group.

Tennessee law already requires school districts to develop a code of conduct for students.