New Arrivals

Advocates decry Fariña’s explanation of low graduation rates among English learners

PHOTO: Monica Disare
Nancie Adolphe, a case manager at Flanbwayan, a group that helps young Haitian immigrants hosts a press conference on English Language Learner graduation rates.

When the head of New York City schools suggested that English Language Learners fail to graduate, in part, because they lack formal schooling and are “coming from the mountains,” advocates from a group that serves Haitian immigrants said she undoubtedly missed the point.

“We are insulted by her statement,” said Nancie Adolphe, a case manager at Flanbwayan, a group that helps young Haitian immigrants, during a Thursday press conference. “As a community of immigrants, of English learners, we care about what happens to each student, no matter where they come from.”

The city pointed out that combining current and former English Language Learner graduation rates, 57 more students graduated this year. Fariña also said that while she is working to help more English learners graduate, it is harder for students to earn a diploma if they start off years behind.

Members of Flanbwayan have a different explanation for the city’s 27 percent June graduation rate for English learners, a 9.6 percentage point decrease over the previous year. In their view, many ELL students face a huge disadvantage because of how the city’s high school admissions process treats newly arrived immigrants.

New York City’s admissions process, which allows students to apply to any high school throughout the city, is notoriously difficult even for students born and raised in New York. But for newly arrived immigrants, the process is even worse, said Darnell Benoit, director of Flanbwayan.

Students have years to wade through a thick directory of more than 400 high schools, tour the ones they like and apply for competitive programs. For new immigrants, that process is often replaced by a quick trip to an enrollment center. Many times the only seats left are at low-performing schools, and students often find they don’t have access to the language help they need, Benoit said.

“They don’t have a lot of time to fight for their lives,” said Alectus Nadjely, a Haitian immigrant who arrived in the United States when she was twelve and is now a senior in high school, about the process.

A student’s high school placement is directly connected to whether or not they will graduate on time, advocates said. When newly arrived immigrants enter the country, they have to move quickly to pass the state’s required exit exams in time for graduation — and they need all the support they can get, advocates said. Twenty-seven percent of English learners in New York City drop out before graduating, according to state data.

“If a student is not set up in the right placement from the start, the likelihood of being able to stay engaged, be on track for graduation and not drop out, all of that will be impacted,” said Abja Midha, a project director at Advocates for Children. “We really think the high school enrollment piece is a really critical point.”

Education department officials pointed out that the graduation rate for former English learners went up by more than five percentage points this year. They also noted that enrollment information is available in Haitian Creole and that they have increased translation and interpretation services.

“We’ll continue our work to ensure that all our students receive a high-quality education,” said education department spokesman Will Mantell, “and have the support they need to be successful in the classroom and beyond.”

This story has been updated to include additional information.

Mapping a Turnaround

This is what the State Board of Education hopes to order Adams 14 to do

PHOTO: Hyoung Chang/The Denver Post
Javier Abrego, superintendent of Adams 14 School District on April 17, 2018.

In Colorado’s first-ever attempt to give away management of a school district, state officials Thursday provided a preview of what the final order requiring Adams 14 to give up district management could include.

The State Board of Education is expected to approve its final directives to the district later this month.

Thursday, after expressing a lack of trust in district officials who pleaded their case, the state board asked the Attorney General’s office for advice and help in drafting a final order detailing how the district is to cede authority, and in what areas.

Colorado has never ordered an external organization to take over full management of an entire district.

Among details discussed Thursday, Adams 14 will be required to hire an external manager for at least four years. The district will have 90 days to finalize a contract with an external manager. If it doesn’t, or if the contract doesn’t meet the state’s guidelines, the state may pull the district’s accreditation, which would trigger dissolution of Adams 14.

State board chair Angelika Schroeder said no one wants to have to resort to that measure.

But districts should know, the state board does have “a few more tools in our toolbox,” she said.

In addition, if they get legal clearance, state board members would like to explicitly require the district:

  • To give up hiring and firing authority, at least for at-will employees who are administrators, but not teachers, to the external manager.
    When State Board member Steve Durham questioned the Adams 14 school board President Connie Quintana about this point on Wednesday, she made it clear she was not interested in giving up this authority.
  • To give up instructional, curricular, and teacher training decisions to the external manager.
  • To allow the new external manager to decide if there is value in continuing the existing work with nonprofit Beyond Textbooks.
    District officials have proposed they continue this work and are expanding Beyond Textbooks resources to more schools this year. The state review panel also suggested keeping the Beyond Textbooks partnership, mostly to give teachers continuity instead of switching strategies again.
  • To require Adams 14 to seek an outside manager that uses research-based strategies and has experience working in that role and with similar students.
  • To task the external manager with helping the district improve community engagement.
  • To be more open about their progress.
    The state board wants to be able to keep track of how things are going. State board member Rebecca McClellan said she would like the state board and the department’s progress monitor to be able to do unannounced site visits. Board member Jane Goff asked for brief weekly reports.
  • To allow the external manager to decide if the high school requires additional management or other support.
  • To allow state education officials, and/or the state board, to review the final contract between the district and its selected manager, to review for compliance with the final order.

Facing the potential for losing near total control over his district, Superintendent Javier Abrego Thursday afternoon thanked the state board for “honoring our request.”

The district had accepted the recommendation of external management and brought forward its own proposal — but with the district retaining more authority.

Asked about the ways in which the state board went above and beyond the district’s proposal, such as giving the outside manager the authority to hire and fire administrative staff, Abrego did not seem concerned.

“That has not been determined yet,” he said. “That will all be negotiated.”

The state board asked that the final order include clear instructions about next steps if the district failed to comply with the state’s order.

Changing fortune

Late votes deliver a narrow win for Jeffco school bond measure

PHOTO: Denver Post file
Fourth-graders Kintan Surghani, left, and Rachel Anderson laugh out the school bus window at Mitchell Elementary School in Golden.

Voters in Jefferson County narrowly approved a $567 million bond request that will allow the school district to improve its buildings.

Jeffco Measure 5B, the bond request, initially appeared to have failed, even as voters supported Measure 5A, a $33 million mill levy override, a type of local property tax increase, by a comfortable margin. But as late votes continued to be counted between Election Day and today, the gap narrowed — and then the tally flipped.

With all ballots counted — including overseas and military ballots and ballots from voters who had to resolve signature problems — the bond measure had 50.3 percent of the vote and a comfortable 1,500 vote margin.

In 2016, Jeffco voters turned down both a mill levy override and a bond request. Current Superintendent Jason Glass, who was hired after the ballot failure, made efforts in the last year to engage community members who don’t have children in the district on the importance of school funding. This year’s bond request was even larger than the $535 million ask that voters rejected two years ago.

“We are incredibly thankful to our voters and the entire Jeffco community for supporting our schools,” Glass said in a statement. “The 5A and 5B funding will dramatically impact the learning environment for all of our students. Starting this year, we will be able to better serve our students, who in turn will better serve our communities and the world.”

The money will be used to add new classrooms and equip them, improve security at school buildings, and add career and technical education facilities.