consolidated ed

Why city’s unions aren’t fighting Fariña’s school-merger plan

PHOTO: Stephanie Snyder
Chancellor Carmen Fariña speaks with Monique Campbell, the principal of The School of Integrated Learning, one of the city schools that will begin absorbing a struggling middle school next year.

Peace Academy M.S. 596 has struggled for years. Led by a rotating cast of principals and facing dwindling enrollment, the Clinton Hill middle school was nearly closed by the Bloomberg administration in 2012.

This year, despite a name change and yet another new principals, it’s in even worse shape, enrolling just 12 sixth graders and prompting new questions about whether the school should continue in its current form.

“It would have been a miracle to save that school,” said David Goldsmith, president of the parent council that represents the District 13 school.

Now, Mayor Bill de Blasio and Chancellor Carmen Fariña — who oppose school closures except as a last resort — may be close to doing what their predecessors would not. Peace Academy could be folded into another school, Goldsmith said, part of a new consolidation strategy that would merge some struggling schools with another school nearby that is helmed by a top-notch principal.

Fariña’s broader plan, presented in two interviews last week, would share characteristics of the school closures that elicited outrage during the Bloomberg years: A struggling school would eventually lose its name, its principal, and cease to exist. But the teachers and principals unions, strong allies of de Blasio that sued to stop Bloomberg’s attempts to close schools, say they aren’t distressed by the possibility of mergers, in part because relatively few school staff members would be affected.

“There are going to be some cases where this absolutely makes sense,” Mark Cannizzaro, executive vice president for the union that represents principals and assistant principals, the Council of School Supervisors and Administrators. “Some schools are just too small to sustain themselves.”

The Bloomberg administration closed large schools, causing many teachers to lose their positions. Under a merger, teachers from both schools would be expected to remain at the consolidated school, city officials said, and they would not have to reapply for their jobs. Those provisions could make the plans palatable for the United Federation of Teachers.

“We are discussing the issues with DOE,” teachers-union spokesman Dick Riley said.

Teachers whose positions are cut will be assigned to different subjects or grades than they’ve previously taught, city officials said. If the combined school ends up with duplicated positions, the least experienced teachers from either school will lose their positions, in accordance with union rules, Riley said.

School leaders stand to be the most affected by the mergers, because consolidating administrations means there will be two principals for one spot and an excess of assistant principals. But Cannizzaro said he wasn’t concerned because Fariña’s plans were on a “very small scale right now.”

“I don’t think, at this point, that we’re anywhere close to discussing [mergers for] all under-enrolled schools,” Cannizzaro said.

Differences between the Bloomberg administration’s approach and what appears to be Fariña’s are calming other groups that opposed closures.

For one, the small schools that appear to be at risk lack the large alumni associations that sprung to the aid of some schools threatened by the Bloomberg administration. (An exception might be Boys and Girls High School, but it’s unclear whether that proposal — developed by the principal — is part of Fariña’s overarching plans.)

Tensions could still emerge once the city releases the name of the schools that could be consolidated, or when the appear before the Panel for Educational Policy. No schools will be fully consolidated until the start of the 2016-17 school year, although some changes could begin next year.

And while the Bloomberg administration’s strategy of phasing out closing schools one grade at a time was designed to minimize disruption, in reality, staff members often fled and students were encouraged to transfer out, leaving a hollowed-out school. The new plan would offer fewer incentives for staff and students to leave, potentially minimizing disruption for students and parents.

If the two schools are already sharing a building, the city would be able to promise parents that their children would stay with their classmates and maintain relationships with many of the adults at the school.

“The pluses for our people, students with disabilities, are that they’re allowing the schools to stay in the same building,” said Lori Podvesker, a special education advocate and member of the city’s Panel for Educational Policy.

The city’s move to draw attention to the consolidation plan also provides political benefits. De Blasio’s plan to improve 94 Renewal Schools got off to a slow start this year, and his approach has drawn criticism from those who favored Bloomberg’s more aggressive approach.

“This is a struggling school intervention strategy,” Department of Education spokeswoman Devora Kaye said in an email, noting that some schools that aren’t struggling will be merged, too.

That framing gives de Blasio another talking point as he tries to make his case to Gov. Andrew Cuomo and the state legislature that they should renew mayoral control of the city school system and stay out of the city’s education policy affairs, though the plan has attracted attention from familiar critics.

“Masking the depth of failure by combining good schools with bad ones and diluting statistics is a move designed to shirk accountability and keep special interests satisfied,” Families for Excellent Schools CEO Jeremiah Kittredge said in a statement.

The mergers would also help solve a logistical problem that has emerged years after the city created hundreds of small schools that compete for student enrollment. Dozens of schools citywide, and nine Renewal Schools, enroll fewer than 150 students this year — eating up administrative resources in a system serving more than 1 million students.

Kaye said that merger plans are in the works for as many as a dozen schools, but the city has stayed mum on which schools will be involved. So far, the city has only confirmed that a merger is happening at two schools: M.S. 354 and M.S. 334, co-located middle schools in Crown Heights.

Goldsmith said that district officials are having “serious conversations” about a consolidation at Peace Academy, which like Boys and Girls and M.S. 334 are part of the de Blasio administration’s School Renewal turnaround program for struggling schools.

But school and District 13 officials are not eager to discuss those talks. Several options are still on the table for the tiny school, Kaye said, like changing its curriculum, revamping teacher training, or replacing the principal.

District 13 Superintendent Barbara Freeman did not respond to multiple requests for comment, and Principal Amy Rodriguez declined to comment — although her denial came through another principal.

“We are running our schools,” said James O’Brien, principal of the Brooklyn Community High School for Communication, Arts and Media, which shares a building with Peace Academy.

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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.”