after the appeals

City set to begin paying millions for charter-school rent under new law

The city is getting ready to cut its first checks to charter schools that are paying for their own space—an outlay that could stretch to nearly $10 million for this school year, based on charter school enrollment figures.

By the end of May, the Department of Education will have sent money to dozens of expanding charter schools to cover this year’s facility costs, according to a letter sent to school leaders this month. The schools are the first to reap the significant financial benefits of a state law passed just over a year ago that is sure to grow more costly for the city in the coming years.

“It’s huge,” said Great Oaks Charter School founder Michael Duffy, who became the first school leader to test the nascent law’s limits this summer. Duffy estimates his Lower Manhattan school stands to receive about $300,000 to cover rent for about 109 students in seventh grade this year.

Great Oaks is one of 46 city charter schools in private space that added grades, according to the New York City Charter School Center, and more than 3,600 students from those schools were enrolled in new grades. Most of those schools successfully appealed to the State Education Department for rental assistance over the last several months.

Under the law, eligible schools can receive up to 20 percent of their total school funding for those students — which this year rounds to $2,755 per student. (The actual amount paid to each school could be less, depending on how much the school pays in rent. The department is reviewing leases to calculate what to pay each school.)

Not all eligible schools have applied for the funding, a department spokesman said, though the charter center said most are expected to have applied or to apply in the future. If they do, the city would be on the hook for as much as $10 million for this school year, although that sum will likely be lower because some school leaders said they paid less than $2,755 per student in rent.

The spokesman said that a precise tally of costs would not be available until city reviews all of the appeals.

But the city’s costs are certain to continue to add up, as more schools open and enrollment increases at expanding schools. Next school year, the charter center’s enrollment projections would put the maximum tab just for expanding schools at $17.8 million.

One of those new schools, South Bronx Early College Academy Charter School, will be due more than $300,000 for 110 six graders next year, according to the founding principal.

“It’s a heck of a gift,” said the founder, Ric Campbell.

The city is obligated to spend $40 million to cover rent costs of eligible charter schools if they are not given space inside of a city-owned building, according to the law. Once the bills hit the $40 million ceiling, costs will be split with the state.

The law was passed in April 2014 as a rebuke to Mayor Bill de Blasio, who during his early months in office signaled that he would end the city’s practice of giving charter schools space inside of city-owned buildings for free. Charter schools do not automatically receive any funding for space, and de Blasio’s predecessor Michael Bloomberg used the controversial space-sharing policy to help grow the city’s charter sector.

“The challenge since the dawn of the charter school sector in New York City has been facilities,” said Duffy, who headed the education department’s charter school office from 2007 to 2010. The new facilities funding law, he added, “is the next chapter.”

Many of the schools set to receive the funding didn’t expect the financial boost when the law was passed last April. Lawmakers and members of Gov. Andrew Cuomo’s own staff indicated then that only brand-new schools would be covered.

But a conference call last May between charter school leaders and New York City Charter School CEO James Merriman kicked off what would become a broader campaign. Merriman, a lawyer, said his reading of the law suggested that existing schools could also take advantage of the funding as long as they were adding grades.

Duffy was the first leader of an existing school to request space from the city and, once denied, appealed to then-State Education Commissioner John King. On his last day in office, King upheld Great Oaks’ appeal, a decision that opened the floodgates for other schools to submit their own requests.

Not all the private rent bills will cost as much as the $300,000 that Duffy is expecting for Great Oaks, which next year will move into a school building that will be vacant after the charter school there now closes at the end of the school year.

For instance, there are just 13 students in 11th grade this year at John W. Lavelle Preparatory, according to President Ken Byalin. The most the school could receive for this year is about $36,000, but Byalin said it would be lower because its costs to operate inside corporate offices come out to less than $2,755 per student.

Byalin said that since the school’s rent is already paid for the year, the money might go toward providing summer school classes, more Saturday school days, or maybe to fund a trip for the school’s inaugural senior class next year.

Not all charter schools in private space are eligible for city money. Twenty-three are done adding grades, and are therefore ineligible, a funding discrepancy that has prompted a lawsuit from charter school parents and advocates.

And not all of the expanding schools in private space will receive it. New Dawn Charter High School in Brooklyn is a transfer school for students who had previously left other high schools and are behind in their academic credits. But because students enter the school at different ages and different levels of high school completion, the school doesn’t technically have any grades. So even though it is adding students, it is not technically “adding grades,” which disqualified the school, according to its principal.

“We argued that the wording in the law was not meant to be a barrier to a new school like us,” New Dawn principal Sara Asmussen said of her school’s rejected appeal. “But it’s fine. The law’s the law. That’s what it says.”

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.”