call for more

Advocates gather in Brooklyn to demand more action for immigrant students

PHOTO: Alex Zimmerman
Diana Eusebio, an advocate with New York State Leadership Council, speaks at a rally asking the Department of Education to do more for immigrant students.

Dozens of parents, teachers and advocates rallied before Tuesday’s Panel for Educational Policy meeting in Brooklyn to call on the education department to do more to protect and reassure its undocumented students.

President Trump has amped up immigration enforcement and spoke derisively about Mexicans and Muslims on the campaign train, stirring fear among immigrants that they were no longer welcome in the country.

In these anxious times, advocates argue, the city’s education department should put an immigrant liaison in every school and require any immigration enforcement officials to obtain approval from the chancellor’s office before entering schools.

“We’re asking [the DOE] to push forward to be a leader in the country,” said Diana Eusebio, an advocate with New York State Leadership Council who has undocumented family members and qualifies for protection under Deferred Action for Childhood Arrivals. (The rally took place right before news broke that Trump, in a seemingly bizarre policy switch, had suggested he could be interested in comprehensive immigration reform.)

In January, Schools Chancellor Carmen Fariña sent a joint letter with Commissioner Nisha Agarwal of the Mayor’s Office of Immigrant Affairs stressing that all undocumented students have the right to attend school. The letter also said ICE agents will be barred from schools “without proper legal authority” and that the city does not collect information about the immigration status of its students.

Eusebio referred to the letter as a “band-aid” and said the chancellor needs to say more to immigrant communities.

At a press conference earlier on Tuesday, Fariña promised that the city will soon provide additional information and that no ICE agents will be allowed in classrooms.

“The best place to be protected is in your school,” Fariña said.

She also addressed those concerns during the PEP meeting, assuring the audience that new guidelines will be announced in the next two weeks.

City Council Speaker Melissa Mark-Viverito, who dedicated her State of the City address to immigration protections, said she is exploring whether more can legally be done to protect students in schools, such as barring ICE agents altogether.

While New York City’s pledge to support immigrant students follows a nationwide trend, some other cities have gone one step further and symbolically granted the school system “sanctuary” status. New York City is already considered a sanctuary city, but the school system hasn’t formally made that gesture.

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.