clashes in the space wars

Success Academy co-location exposes fault lines among de Blasio’s allies

PHOTO: Geoff Decker
Success Academy parents testify at an April Panel for Educational Policy meeting.

The city’s controversial plan to place a charter school in a South Bronx building was narrowly approved Wednesday night, but not before drawing rare “nay” votes from two of the mayor’s own appointees to the city’s education policy board.

In an unusually divided 7-5 vote, the Panel for Educational Policy voted to move three grades of an expanding Success Academy elementary school into a building with three existing middle schools next year. The district schools are all a part of the city’s School Renewal turnaround program, and will have to give up space just as they begin to craft improvement plans — a scenario that appeared to test the patience of some of Mayor Bill de Blasio’s allies.

“I cannot in good conscience vote for a co-location of a charter school with three Renewal schools,” panelist Norm Fruchter said at the end of the meeting. “So I vote no.”

Elzora Cleveland, another mayoral appointee, also voted no.

The dissent is the latest illustration of how the panel’s dynamics have changed since the Bloomberg administration, when mayoral appointees voted in favor of the city’s proposals or were replaced before they could vote against them. (The mayor appoints eight of 13 members.)

The co-location debate also encapsulates a number of complicated problems the education department is facing: The need to support the schools in the Renewal program and its need to follow through on promises of space in public buildings to Success Academy; its desire for schools in shared buildings to work together and the three Bronx schools’ vehement protest of Success Academy’s arrival; and its need for space-sharing proposals to earn panel members’ approval while giving members the independence de Blasio has promised them.

Concerns about struggling schools facing co-locations aren’t new. At February’s panel meeting, in which three of eight co-location plans affected Renewal schools, Fruchter said he worried the space plans could undermine the city’s goal to provide the schools with extra resources like health clinics or additional counseling services. Chancellor Carmen Fariña said then that those worries were unwarranted, a message she repeated on Wednesday.

This time, Fruchter, a longtime education activist and policy analyst for the Annenberg Institute for School Reform, took his concerns a step further, breaking ranks for the first time since joining the panel 15 months ago.

“I try as best I can to support the chancellor because I think she’s doing a Herculean job in very difficult circumstance and she has terrific educational instincts,” Fruchter said.

Fruchter’s vote raised eyebrows among some of his colleagues, with one saying it would force some soul-searching as the city proposes more co-locations.

“For me, it was personally newsworthy and it made me think twice,” mayoral appointee Isaac Carmignani said. “It didn’t change my vote, but I respect Norm a lot. Norm has tons of experience, so that meant a lot.”

Four other co-locations were also approved at the meeting, including a contentious plan to co-locate a New Visions charter school with August Martin High School, also a Renewal school. Fruchter voted for that that proposal, which passed 7-3. Two members, including new mayoral appointee Ben Shuldiner, recused themselves.

The votes came after hours of charged testimony from parents, teachers, and students from several schools affected by the five co-locations being debated. More than 200 Success Academy Bronx 3 supporters, many donning orange shirts, packed into the middle seats of the auditorium of Pace High School in Chinatown, while a smaller group from J.H.S. 145, one of the other schools, huddled in the back.

Angel Cornejo, the mother of a Success Academy second grader, said she wanted the plan to be approved because she was concerned her son would otherwise have to return to a district school.

“He had a hard time the first couple of months. He was reading below level and struggling with math,” Cornejo said. “I was so confused because I was told by his teachers a local district school that he attended in kindergarten that he was right where he needed to be.”

Success Academy, which now operates 32 charter schools across the city, is the city’s top-performing charter network. But its strict discipline practices and intense academic focus, much of which is geared toward the state’s annual tests, as well as its high-profile lobbying efforts, have also attracted fierce criticism.

And while political tensions may have eased between Success Academy founder Eva Moskowitz and de Blasio since they faced off over school space last year, Wednesday night’s close vote shows that the network is still deeply divisive. Even panel members who voted for the proposal criticized what they called overly dramatic testimony from parents.

Jim Donohue, an English teacher at J.H.S. 145, testifies in opposition to a co-location plan involving Success Academy.
Jim Donohue, an English teacher at J.H.S. 145, testifies in opposition to a co-location plan involving Success Academy.

“Tonight’s comments confirmed to me that stakeholders at Success Academy are only concerned about themselves,” said panel member Vanessa Leung, a mayoral appointee.

Adding to the administration’s school-space headache is that Fariña and de Blasio are working to convince the state legislature that they should hold onto their control of the school system. The city’s mayoral control law expires at the end of June, and lawmakers have expressed concerns that the panel is too strongly connected to the mayor.

“We’re concerned about who gets appointed, how it gets appointed, how decisions get made,” said Walter Mosley, Jr., a Brooklyn Democrat and member of the Assembly education committee. “Right now, it feels as though nothing has changed.”

The building that the Success Academy school will enter next year has the capacity to serve more than 1,700 students, but is only currently serving about 920, according to the city’s (often disputed) estimates. As many as 120 third-grade students from Success will join them next year.

Success Academy will take over 14 full-size rooms next year, while the largest middle school in the building, J.H.S. 145, will give up nine of its 27 full-size rooms. Urban Science Academy will lose two of 20 rooms, and New Millennium Academy, the smallest school, will lose three of 15 rooms.

In response to concerns that the co-location would harm the city’s plans for its Renewal program, Fariña said her vision for the schools did not necessarily mean that they would require more space.

But Fariña’s comments did little to assuage some concerns.

Jim Donohue, who has taught English at J.H.S. 145 for the last 16 years, said taking away space sent mixed messages about his school’s future.

“What I find ironic and frustrating is that just as they’re saying, ‘You’re a Renewal school, you’re a school in need, here are resources,’” Donohue said. “On the other hand they’re saying, ‘Here’s an eviction notice.”

Correction: A previous version of this story said two members abstained from a vote on a co-location involving New Visions charter school, rather than recused themselves.

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.