frozen

New York’s latest charter-school funding debate, explained

PHOTO: Jessica Glazer

If Suyin So had more funding, she would increase small group instruction, provide more music classes, and offer a language at her charter school in Queens. But first, she’d deal with the pipe that burst in a special education classroom this year.

“We’re contending with, is the boiler going to blow and who’s going to fix that?” said So, the founder and executive director of Central Queens Academy. Recently, she added, “I’ve learned way more about construction than about instruction.”

So is one of many hoping for increased charter school funding in the state budget this year. While district school per-student funding has increased by $2,113 since 2010 in New York City, charter schools have seen a $350 per-student increase, according to Families for Excellent Schools, the pro-charter group that organized a rally around the issue on Wednesday in Albany.

That doesn’t necessarily mean all charter schools have had less to spend on students than district schools. But the bulk of public funding for charter schools has been held nearly constant for five years. Advocates hope that will change this year, since the governor proposed lifting the freeze in New York City in his executive budget.

But why was the funding freeze there to begin with? Why change it now? And how has it affected charter schools?

Here’s what you need to know.

What’s the funding freeze?

Under state law, as district school funding increases or decreases, so should charter school funding. (The charter figure lags by two years.) But the governor and legislature froze the number for charter schools at the end of the recession for 2009-10 and then again in 2010-11. The level of funding has held at the 2010-11 level ever since.

In the first years of the freeze, funding increases did not differ dramatically between district schools and charter schools. Some charter advocates were grateful that their funding remained constant during tough budgetary times.

But as the economy improved, district schools began receiving more funds, including from a new city teacher contract that upped teacher salaries. Charter schools got funding boosts in lump sums from the state, but overall, district school funding in New York City increased at six times the rate of charter school funding, according to FES.

Now, charter school advocates want to return to a formula that allows charter funding to increase as district school funds do.

So, have charter schools had less to spend on students?

It depends. Last summer, the city’s Independent Budget Office said although the city has increased funding for district schools more than for charter schools, the funding they receive is nearly identical — at least for the charter schools that operate in district buildings.

When those services, including maintenance and security costs, are taken into account, co-located charter schools received only $29 per student less than district schools in 2014-2015, according to the IBO.

“We say it’s essentially the same,” said Ray Domanico, the IBO’s research director.“Twenty-nine dollars is really a pretty meaningless difference.”

Charter schools that pay for their own space, though, received almost $3,000 less per student in funding than district schools, according to the IBO. All told, the city’s traditional public schools received an average of $17,928 per student in 2014-15, while co-located charter schools received $17,899 and charter schools in private space received $15,014.

(Advocacy groups, including FES and the Northeast Charter Schools Network, have disputed the IBO’s findings and questioned its methodology.)

As the city’s teachers union is quick to point out, charter schools can also raise money through private fundraising. New or expanding charter schools can now also apply for money to help pay for private space — further reducing that gap for schools that qualify. Central Queens Academy, which rents its own space and opened in 2012, gets that funding for some, but not all, of its students.

Why do charter advocates care about this now?

Charter advocates have been pushing to unfreeze the per-student funding formula for years, but it didn’t make it into Gov. Cuomo’s proposal or the final budget deal last year.

The funding boost would also provide an immediate benefit to all city charter schools, unlike the rent assistance, and would come as education spending continues to rise at a fast clip. From 2009 to 2014, district schools increased general education spending by $1,376 per student, according to the IBO.

What is the governor proposing?

The governor proposed both a lump sum of $27 million for charter schools and for charter school funding to parallel district school funding in New York City.

The funding formula is already set to unfreeze for the entire state next year, which means the governor’s proposal would “jumpstart” the process for New York City, said Andrea Rogers, a senior policy director at Northeast Charter Schools Network.

more back-and-forth

Eighteen legislators show support for TNReady pause as 11 superintendents say press on

PHOTO: TN.gov
Tennessee lawmakers listen to Gov. Bill Haslam deliver his 2016 State of the State address at the State Capitol in Nashville.

School leaders and now state lawmakers continue to pick sides in a growing debate over whether or not Tennessee should pause state testing for students.

Eighteen state legislators sent the superintendents of Nashville and Memphis a letter on Tuesday supporting a request for an indefinite pause of the state’s embattled test, TNReady.

“As members of the Tennessee General Assembly responsible for helping set policies and appropriate taxpayer funds for public education, we have been dismayed at the failed implementation of and wasted resources associated with a testing system that is universally considered — by any set of objective measures – to be a colossal failure,” said the letter, signed by legislators from Davidson and Shelby counties, where Nashville and Memphis are located.

Rep. John Ray Clemmons, a Democrat from Nashville, spearheaded the letter. Representatives Johnnie Turner, G.A. Hardaway, Barbara Cooper, Antonio Parkinson and Sen. Sara Kyle were among the signers representing Memphis.

Clemmons told Chalkbeat that he believes Tennessee should have a state test, but that it shouldn’t be TNReady.

“We are showing support for leaders who are representing students and teachers who are incredibly frustrated with a failing system,” Clemmons said. “We have to come up with a system that is reliable and fair.”

The lawmakers’ statement comes a day after Education Commissioner Candice McQueen responded to the Nashville and Memphis school leaders in a strongly worded letter, where she said that a pause on state testing would be “both illegal and inconsistent with our values as a state.”

The growing divide over a pause in TNReady testing further elevates it as an issue in the governor’s race, which will be decided on Nov. 6. Democratic nominee Karl Dean, who is the former mayor of Nashville, and Republican nominee Bill Lee, a businessman from Williamson County, have both said their respective administrations would review the state’s troubled testing program.

“We are hopeful that the next governor will appoint a new Commissioner of Education and immediately embark on a collaborative effort with local school districts to scrap the failed TNready system,” the 18 state lawmakers said in their statement.

Shelby County Schools Superintendent Dorsey Hopson and Metropolitan Nashville Public Schools Director Shawn Joseph launched the back-and-forth with an Aug. 3 letter they said was sent to outgoing Gov. Bill Haslam and McQueen declaring “no confidence” in the troubled state test. McQueen’s office said Tuesday that neither her office nor the governor’s office had yet received the letter.

However, a spokeswoman for Nashville public schools told Chalkbeat on Monday that the Aug. 3 letter was sent to Assistant Commissioner Elizabeth Fiveash, who reports to McQueen. While some legislators backed the two superintendents, 11 district leaders from around the state released an email statement on Tuesday supporting state testing. Superintendents from Maryville, Alcoa, Sevier, Johnson, Dyersburg, Loudon, Clinton, Marshall, McKenzie, Trousdale, and Lenoir signed the statement, which they said was also sent to McQueen.

“Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking,” the email said. “The comprehensive accountability model holds schools and districts accountable for improved student performance…. Challenges remain, but together we must be positive as we continue the work.”

The state has struggled to administer TNReady cleanly since its failed online rollout in 2016, prompting McQueen to cancel most testing that year and fire its testing company. Except for scattered scoring problems, the next year went better under new vendor Questar and mostly paper-and-pencil testing materials.

But this spring, the return to computerized exams for older students was fraught with disruptions and spurred the Legislature to order that the results not be used against students or teachers.

For the upcoming school year, the state has hired an additional testing company, and McQueen has slowed the switch to computerized exams. The state Department of Education has recruited 37 teachers and testing coordinators to become TNReady ambassadors, tasked with offering on-the-ground feedback and advice to the state and its vendors to improve the testing experience.

Read both the state lawmakers’ letter and the superintendents’ statement below:

Signers are: John Ray Clemmons, Bo Mitchell, Sherry Jones, Dwayne Thompson, Brenda Gilmore, Darren Jernigan, Antonio Parkinson, Jason Powell, Bill Beck, Mike Stewart, Barbara Ward Cooper, Larry Miller, G.A. Hardaway,  Karen D. Camper, Harold Love,  Johnnie Turner, Sara Kyle, and Joe Towns.

August 14, 2018
 
STATEMENT OF SUPPORT
 
District leaders across Tennessee understand and validate the disappointment and frustration our teachers, students, and parents felt with the glitches and errors faced during the spring’s administration of the TNReady student assessment. It was unacceptable. However, it is important that we, as leaders, step up to say that now is the time to press on and continue the important work of improving the overall education for all Tennessee students.  
 
We are optimistic about where we are heading in education – ultimately more students will graduate prepared for the next steps in their lives. The foundation is solid with (1) rigorous standards, (2) aligned assessments, and (3) an accountability model that focuses on student achievement and growth.  We are now expecting as much or more out of our students as any state in the nation. Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking. The comprehensive accountability model holds schools and districts accountable for improved student performance across all subgroups.  Challenges remain, but together we must be positive as we continue the work.
 
Our students have made strong and steady gains in achievement and growth over the past few years, earning recognition at a national level. Our students now have the opportunity to be more fully prepared and competitive to enter college and the workforce. This is not the time to press the pause button. Even with the improvements in student performance, there is much work to do. Achievement gaps for subgroups are too large and not enough students are graduating “Ready” for the next step.
 
We must hold the course on rigorous standards, aligned assessments, and an accountability system focused on student achievement and growth. We, the directors of Tennessee schools, believe this rigor and accountability will impact all students. We embrace the priorities outlined in Tennessee Succeeds with a focus on foundational literacy and pathways to postsecondary success. Tennessee students have already demonstrated a determination to reach the mastery of rigorous state standards and will rise to the newly established expectations. We have work to do, and we should keep the focus on instruction and closing the gaps to ensure every student in Tennessee is ready for their future. We want to send a message of confidence and determination, a relentless ambition to reach our goals. We must step up and hold the line. We cannot expect anything less than excellence. Our students deserve it. 
 
 
Mike Winstead, Maryville City Schools
Brian Bell, Alcoa City Schools
Jack Parton, Sevier County Schools
Steve Barnett, Johnson City Schools
Neel Durbin, Dyersburg City Schools
Jason Vance, Loudon County Schools
Kelly Johnson, Clinton City Schools
Jacob Sorrells, Marshall County Schools
Lynn Watkins, McKenzie Special School District
Clint Satterfield, Trousdale County Schools
Jeanne Barker, Lenoir City Schools

Super Search

‘Who we are:’ Denver’s background statement for superintendent candidates, annotated

PHOTO: Denver Post file
Denver Public School Superintendent Tom Boasberg speaks to faculty during a town hall meeting in Denver on Aug. 20, 2013.

For the first time in more than a decade, the Denver school district is searching the nation for its next superintendent. The school board recently hired a big search firm to help find candidates to replace Tom Boasberg, who is stepping down in October.

The board also penned a four-page document introducing the 92,600-student district – and its greatest strengths and weaknesses – to potential future leaders.

“The point of this document is to make a statement to those who would apply and to the community that we understand how important this job is,” board member Happy Haynes explained at a recent meeting where the document was unveiled. “We wanted to make sure people have a holistic view of our district: the good, the bad, and everything in between.”

Chalkbeat has embedded the full document below. We’ve also annotated it with explanations and context about the various initiatives described in it, as well as links to our previous coverage and to other sources. Click on the highlighted yellow passages to read our annotations.