Achieving Diversity

What diverse schools do differently: New report outlines 10 promising approaches

PHOTO: Patrick Wall

With a rezoning debate barely settled in Brooklyn — and another still raging on the Upper West Side — New York City has been forced to reckon with the fact that many of its schools are deeply segregated.

But it’s worth remembering that there are success stories in our midst, schools that have taken deliberate steps to enroll a diversity of students, creating “Integrated Schools in a Segregated City.”

That’s the name of a report released Wednesday by the New School’s Center for New York City Affairs, where staff at the school-review site Insideschools spent a year uncovering lessons from local schools that are tackling segregation.

The findings, released ahead of a forum to discuss integration, highlight 10 strategies that have already shown promise in New York City. Here are a few of them.

School has to be welcoming for everyone

Schools that successfully enroll a mix of students also manage to create a climate that welcomes everyone, the report notes.

P.S. 312 in Bergen Beach, Brooklyn — home to families from Russia, Haiti, Korea and beyond — invites families to visit and talk about their cultures and share traditional foods. That has helped build relationships between parents, and while more minority students have enrolled in the school in recent years, the report says, it hasn’t experienced “the rapid white flight that schools in neighboring Canarsie witnessed some 30 years ago.”

Sometimes, maintaining diversity takes leadership from the top. The report found that the principal at P.S. 261 in Boerum Hill, Brooklyn, helped set an inclusive tone by encouraging the PTA to reach out to parents of color for the school’s annual fundraiser.

Other times, parents themselves play an important role. At P.S. 11 in Clinton Hill, Brooklyn, the diverse PTA leads school tours for prospective families.

“Since the PTA represents just about every race and ethnic group imaginable, visiting parents are likely to see someone who looks like them as a tour leader, and the tour leaders are great ambassadors for their school,” the report notes.

Change can be good

Whether it’s a new school in an old building, or an existing school in a new space — a change of scenery can attract more families of all kinds.

“Parents are more willing to take a chance on a new school with no track record than with an old school with a long history of low performance and poor discipline,” the authors say.

Closing a school is often unpopular, and it doesn’t always work, they acknowledge. But “it’s way easier to start a school from scratch with a new principal, new staff, and new kids than to turn around an existing school with a longstanding bad reputation.”

In other cases, change happens inside the classroom. P.S. 84 in Williamsburg, Brooklyn enrolled a more diverse mix of students after overhauling its curriculum, starting new programs and moving away from “scripted lessons” that emphasized basic skills.

Similarly, implementing gifted or dual-language programs can attract more middle-class and language-diverse families, though those programs can themselves become segregated. The report points to P.S. 9 in Prospect Heights, Brooklyn, a school with integrated gifted and dual-language programs.

Different admissions policies can help

Schools that accept students from outside regular zone lines, such as AmPark Neighborhood School in the Kingsbridge section of the Bronx, may attract students of different backgrounds, the report notes.

The Hellenic Classical Charter School in Sunset Park, Brooklyn is another example. Though it grew out of a Greek-Orthodox parochial school, demographic changes have resulted in a student body where few are of Greek heritage.

“Other cultures are celebrated, too. Each classroom studies a different country in preparation for the school’s multicultural fair; Cinco de Mayo and Martin Luther King, Jr. Day are important holidays,” the report notes.

New admissions policies have also shown moderate success. The city Department of Education has allowed some schools to set aside seats for students who are low-income, learning English or who meet other criteria. So far, such “Diversity in Admissions” plans have been approved at 19 schools, and are seen as a way to preserve diversity in gentrifying neighborhoods.

IPS School Board Race 2018

Indiana teachers union spends big on Indianapolis Public Schools in election

PHOTO: Dylan Peers McCoy/Chalkbeat
IPS board candidate signs

The political arm of Indiana’s largest teachers union is spending big on the Indianapolis Public Schools board. The group donated $68,400 to three candidates vying for seats on the board this November, according to pre-election campaign finance disclosures released Friday.

The three candidates — Susan Collins, Michele Lorbieski, and Taria Slack — have all expressed criticism of the current board and the leadership of Superintendent Lewis Ferebee. Although that criticism touches on many issues, one particular bone of contention is the district’s embrace of innovation schools, independent campuses that are run by charter or nonprofit operators but remain under the district’s umbrella. Teachers at those schools are employed by the school operators, so they cannot join the union.

The trio was also endorsed by the IPS Community Coalition, a local group that has received funding from a national teachers union.

It’s not unusual for teachers unions to spend on school board elections. In 2016, the union contributed $15,000 to an unsuccessful at-large candidate for the Indianapolis Public Schools board. But $68,400 dwarfs that contribution. Those disclosures do not capture the full spending on the election. The three candidates endorsed by Stand for Children Indiana — Mary Ann Sullivan, Dorene Rodríguez Hoops, and Evan Hawkins — are likely getting significant unreported benefits.

Stand for Children, which supports innovation schools, typically sends mailers and hires campaign workers to support the candidates it endorses. But it is not required to disclose all of its political activity because it is an independent expenditure committee, also known as a 501(c)(4), for the tax code section that covers it. The group did not immediately respond to a request for information on how much it is spending on this race.

The candidates’ fundraising varied widely in the reporting period, which covered the period from April 14 to Oct. 12, with Taria Slack bringing in $28,950 and Joanna Krumel raising $200. In recent years, candidates have been raising significantly more money than had been common. But one recent candidate managed to win on a shoestring: Elizabeth Gore won an at-large seat in 2016 after raising about $1,200.

Read more: See candidates’ answers to a Chalkbeat survey

One part of Stand for Children’s spending became visible this year when it gave directly to tax campaigns. The group contributed $188,842 to the campaign for two tax referendums to raise money for Indianapolis Public Schools. That includes a $100,000 donation that was announced in August and about $88,842 worth of in-kind contributions such as mailers. The group has a team of campaign workers who have been going door-to-door for months.

The district is seeking to persuade voters to support two tax increases. One would raise $220 million for operating funds, such as teacher salaries, over eight years. A second measure would raise $52 million for building improvements. Donations from Stand for Children largely power the Vote Yes for IPS campaign, which raised a total of $201,717. The Indiana teachers union also contributed $5,000.

Here are the details on how much each candidate has raised and some of the notable contributions:

At large

Incumbent Mary Ann Sullivan, a former Democrat state lawmaker, raised $7,054. Her largest contribution came from the Indy Chamber Business Advocacy Committee, which donated $4,670. She also received $1,000 from Steel House, a metal warehouse run by businessman Reid Litwack. She also received several donations of $250 or less.

Retired Indianapolis Public Schools teacher Susan Collins, who is one of the candidates supported by the union, raised $16,422. The Indiana Political Action Committee for Education contributed $15,000. She also received several donations of $200 or less.

Ceramics studio owner and Indianapolis Public Schools parent Joanna Krumel raised $200. Her largest contribution, $100, came from James W. Hill.

District 3

Marian University Executive Director of Facilities and Procurement and Indianapolis Public Schools parent Evan Hawkins raised $22,037. His largest contributions from individuals were from businessmen Allan Hubbard, who donated $5,000, and Litwack, who donated $2,500. The Indy Chamber Business Advocacy Committee contributed $4,670 and web design valued at $330. He also received several donations of $1,000 or less. His donors included IPS board member Venita Moore, retiring IPS board member Kelly Bentley’s campaign, and the CEO of The Mind Trust, Brandon Brown.

Frost Brown Todd trial attorney and Indianapolis Public Schools parent Michele Lorbieski, who is one of the candidates supported by the union, raised $27,345. The Indiana Political Action Committee for Education contributed $24,900. She also received several contributions of $250 or less.

Pike Township schools Director of Information Services Sherry Shelton raised $1,763, primarily from money she contributed. David Green contributed $116.

District 5

Incumbent Dorene Rodríguez Hoops, an Indianapolis Public Schools parent, raised $16,006. Her largest contributors include Hubbard, who donated $5,000; the Indy Chamber Business Advocacy Committee, which gave $4,670 and web design valued at $330; and the MIBOR PAC, which contributed $1,000. She also received several contributions of $500 or less, including from Bentley.

Federal employee and Indianapolis Public Schools parent Taria Slack, who is one of the candidates supported by the union, raised $28,950. The Indiana Political Action Committee for Education contributed $28,500.

Innovation zone

Two more Denver schools win additional freedom from district rules

PHOTO: J. Zubrzycki/Chalkbeat
Alex Magaña, then principal at Grant Beacon Middle School, greeted students as they moved between classes in 2015.

Two more Denver schools this week won more flexibility in how they spend their money and time. The schools will create a new “innovation zone,” bringing the district’s number of quasi-autonomous zones to three.

The Denver school board on Thursday unanimously approved the schools’ application to operate more independently from district rules, starting in January.

The new zone will include Grant Beacon Middle School in south Denver and Kepner Beacon Middle School in southwest Denver. The two schools are high-performing by the district’s standards and follow a model that allows students to learn at their own pace.

With just two schools, the zone will be the district’s smallest, though Beacon leaders have signaled their intent to compete to open a third school in the growing Stapleton neighborhood, where the district has said it will need more capacity. The district’s other two innovation zones have four and five schools each.

Schools in zones are still district schools, but they can opt out of paying for certain district services and instead spend that money on things that meet their specific needs, such as additional teachers or aides. Zones can also form nonprofit organizations with their own boards of directors that provide academic and operational oversight, and help raise extra dollars to support the schools.

The new zone, called the Beacon Schools Network Innovation Zone, will have a five-member board of directors that includes one current parent, two former parents, and two community members whose professional work is related to education.

The zone will also have a teacher council and a parent council that will provide feedback to its board but whose members won’t be able to vote on decisions.

Some Denver school board members questioned the makeup of the zone’s board.

“I’m wondering about what kinds of steps you’re going to take to ensure there is a greater representation of people who live and reside in southwest Denver,” where Kepner Beacon is located, asked school board member Angela Cobián, who represents the region. She also asked about a greater representation of current parents on the board.

Alex Magaña, who serves as executive principal over the Beacon schools and will lead the new zone, said he expects the board to expand to seven members within a year. He also said the parent council will play a key role even if its members can’t vote.

“The parent council is a strong influence,” he said. “If the parent council is not happy, that’s going to be impacting both of the schools. I don’t want to undersell that.”

Other Denver school board members questioned the zone’s finances and how dependent it would be on fundraising. A district summary of the zone’s application notes that the zone’s budget relies on $1.68 million in foundation revenue over the next 5½ years.

Magaña said the zone would eventually seek to expand to four schools, which would make it more financially stable. As for philanthropic dollars, he said the zone would work to ensure any loss of revenue doesn’t hurt the schools’ unique programs or enrichment.

“I can’t emphasize enough that it won’t impact the schools,” he said.

Ultimately, Denver school board members said they have confidence in the Beacon model and look forward to seeing what its leaders do with their increased autonomy.