backfill battle

Data release the latest salvo in former charter leader’s lonely backfill campaign

PHOTO: Alan Petersime

Over the past four months, Seth Andrew has waged a lonely campaign to get charter schools to sign on to “backfilling,” an enrollment issue previously seen mostly as a quiet rift among the sector’s leaders.

Agreeing to backfill, at least through eighth grade, means schools would have to add new students to fill empty seats created when students leave. For years, schools have stayed away from adding new students, allowing them to avoid the potential for disruption and the lower test scores that might being coming with them.

But critics like Andrew, who stepped down from running his own Harlem-based charter school network two years ago, argue that refusing to backfill casts a shadow over schools’ high test scores by effectively excluding students who didn’t succeed.

Through op-eds, new legislation, and, in one memorable episode, the public scolding of a charter school leader during a panel last month, Andrew has elevated the rift to an amplified — if not harmonious — new level.

“Find a way to do it and find a way to do it today, because this train is coming and you want to get on board,” Andrew said last month.

But as the latest salvo in his campaign was released on Friday, it was clear Andrew’s tactics had failed to inspire much unity, with only one charter school signing onto a related press release.

Andrew’s parent advocacy group, Democracy Builders, put out a report and accompanying enrollment data, finding that charter schools lost more than 2,500 seats in 2014 to student attrition that had not been backfilled. The report argued that such schools are “artificially inflating perceived performance” on state tests, pointing to research that shows students who leave tend to be lower performing than the peers the left behind.

The data is posted online at the Democracy Builders web site in a series of charts, combining a school’s cohort size, in tested grades, with the number of students who scored proficient on those tests. Users can sort information five ways – by year, testing subject, grade level, network, and individual school – though its functionality is at times challenging.

The default landing page highlights the average cohort sizes from 2006 to 2014 and corresponding test score data for the city’s four large charter management organizations: Uncommon Schools, Achievement First, Success Academies and KIPP.

Visually, the chart for Success Academy paints a grim picture of its enrollment practices. No other charter school network, it seemed, shed as many students without replacing them as Success.

Screen Shot 2015-04-10 at 9.08.36 PM
A screenshot of charts showing enrollment and test score patterns at large charter management organizations from 2006 to 2014.

But the report neglects some important context. Success’ cohort size averages are skewed because it’s based on third grade data from nine elementary schools, compared to just one school — Harlem Success 1 — for the seventh and eighth grade data.

It also does not prominently display enrollment patterns from recent years, which would have painted Success in a less negative light. In 2014 alone, the average cohort size of Success’s fifth grade classes was 96 students out of a maximum capacity of 97 students, compared to 75 students posted in the eight-year averages, suggesting that it has significantly reduced its attrition rates. (Success’s backfill policy, until this year, was to not accept any new students after third grade.)

A screenshot of charts showing enrollment and test score patterns at large charter management organizations for only the 2013-14 school year.
A screenshot of charts showing enrollment and test score patterns at large charter management organizations for only the 2013-14 school year.

“Virtually all of our schools are at 100 percent capacity, and we have 19,000 students on waiting lists,” Success CEO Eva Moskowitz said in a statement. “Accepting more students in higher grades would just force us to admit fewer in the lower grades.”

Some independent charter schools also added few new students when seats opened up. Amber Charter School, a unionized charter school visited by Mayor Bill de Blasio on the first day of school, and whose principal was on the steering committee of the Coalition of Community Charter Schools, saw one third grade cohort fall from 72 students in 2012 to 48 student in fifth grade two years later.

Andrew asked some of the large networks highlighted in the data to endorse his report, but none did. The only support the campaign garnered was an unidentified “representative” from the Coalition of Community Charter Schools and one charter school, St. Hope Academy Charter School, whose board of directors includes an executive at Democracy Prep, the charter school network Andrew founded and with which he remains closely involved.

Later, some of the networks, released their own statements.

“Our mission is to provide a high-quality education to as many students as possible, and we believe in backfilling open seats because it allows us to provide opportunities to more kids who need a great education,” said Amanda Pinto, a spokesperson for Achievement First. She added she school’s policy this year has been to replace each student who leaves, and this week accepted 275 new students to replace the students who were leaving at the end of the year.

Andrew’s charter network, Democracy Prep, is one of the very few networks that has historically replaced all of its students and whose schools have seen the total number of students scoring proficient on state exams increase in higher grades. At most schools, as highlighted in the enrollment data, that number has decreased.

But Democracy Prep has also had high attrition rates, data that Andrew’s report does not highlight.

Some the schools on Friday made a special effort to emphasize that they lost relatively few students, and hence needed to replace fewer kids.

“We are proud that our student attrition last year was only 4 percent, creating a very limited number of open seats which we fill from our waiting lists,” Uncommon Schools spokesperson Barbara Martinez said.   “Each year, we backfill an increasing number of seats, and will continue to do so in the future.”

“I think attrition is more important than backfill,” said KIPP spokesperson Steve Mancini. “We had 3,595 student in the 13-14 school year. We lost 188 kids. That comes out to be 5 percent .”

Andrew declined to speak on the record for this story. But he has succeeded at least at raising awareness around the issue in recent months. And he had a hand in crafting transparency legislation in the City Council that would further force both charter and district schools to open up their books on who is staying and going and who is being replaced.

“I’m getting really strong positive reaction from colleagues across the spectrum,” said Mark Levine, who sponsored the legislation with help from Andrew. “I feel like it’s going to have really broad support.”

Princess Lyles, executive director of Democracy Builders, said the absence of other charter schools from Friday’s report and an accompanying press conference at City Hall was an indicator that the schools weren’t yet fully on board with backfilling and would need more pressure. And she challenged assertions from charter management organizations that they were backfilling, pointing to previous years’ data highlighted in their report.

“The problem with this is that you can only go off self-reported data,” Lyles said. And she said her group wouldn’t be happy until the schools were backfilling all open seats.

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.