on the list

Cuomo profiles New York City’s worst-performing schools in new report

PHOTO: Kevin P. Coughlin/Office of the Governor
Gov. Andrew Cuomo pushed for a broad overhaul of state education policy last year.

A day after Mayor Bill de Blasio traveled to Albany to try to convince state lawmakers that he should remain in charge of turning around the city’s lowest-performing schools, Gov. Andrew Cuomo challenged that assertion with a new report highlighting those schools’ struggles.

The report focuses on the 178 schools that Cuomo singled out as the worst in the state in his education-focused budget proposal last month, more than half of which are in New York City. Its contents offer little new to the debate over how to fix underperforming schools, besides reiterating grim metrics: Few students are proficient in reading or math, and graduation rates are far below the state average.

How to improve public education has become a flashpoint in the governor’s relationship with de Blasio. But whereas last year’s battle centered around charter schools, the two men are now at odds over how long to wait before taking more drastic measures in struggling schools.

The report aims to bolster Cuomo’s argument that the state should be allowed to seize control of the schools and hand them over to outside organizations. Cuomo’s takeover plan would allow “receivers” to restructure the low-ranked schools, overhaul their curriculums, and override labor agreements in order to fire “underperforming” teachers and administrators.

It also serves as a response to Cuomo’s critics who say schools are struggling in part because they are underfunded. Most districts in the report spend significantly more per student than the national average, $10,608, and that schools have continued to struggle even as funding increased. (New York City spent $20,226 per student and has received a 13 percent increase in state aid over the last three years.)

“This is the real scandal in Albany, the alarming fact that state government has stood by and done nothing as generation after generation of students have passed through failing schools,” Cuomo said in a statement accompanying a press release about the report.

Fifty-two of the city schools highlighted in the report are already a part of de Blasio’s signature school-improvement initiative, which gives school staff extra support and resources and three years to improve. De Blasio defended the plan in Albany on Wednesday and argued that Cuomo’s three-year extension of mayoral control in New York City was insufficient.

“This is an aggressive and exhaustive effort, and we will hold these schools – and our system as a whole – accountable for serious improvement,” education department spokeswoman Devora Kaye said in a statement about the Renewal Schools. The report also includes 18 city schools that will soon close, a process that began during the Bloomberg administration.

The struggling-schools showdown will be ratcheted up again next week, when advocacy groups aligned with the governor are planning to bring thousands of parents, teachers, and students to Albany for a rally in support of Cuomo’s proposal. The city teachers union is planning its own lobbying event on the same day.

The two leaders don’t seem likely to land on the same page. As de Blasio defended his turnaround program on Wednesday, Cuomo held a press conference during which he dismissed de Blasio’s points, though the two later had a discussion de Blasio described as “productive.”

Groups that have been protesting Cuomo’s education proposals said his report was too dismissive of the funding gap between poor and wealthy districts in the state.

“Inequality in how public schools are funded has reached record levels since this governor took office,” said Andrew Palotta, a vice president with the state teachers union.

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.