mum's the word

New York City mayor keeps a low profile in announcing his high-profile diversity plan

PHOTO: Patrick Wall
Mayor Bill de Blasio

Last summer, Mayor Bill de Blasio stepped into one of the most racially divided school districts in New York City and promised a “bigger vision” for promoting school diversity.

On Tuesday morning, that vision was unveiled — with no public appearances from city officials.

Neither schools Chancellor Carmen Fariña nor de Blasio held public events or press conferences to explain the plan, nor did they publicly take questions from reporters. In recent months, de Blasio has made appearances to promote initiatives large and small: to announce more air conditioning in city schools, an expansion of universal pre-K, and a summer reading drive. On Monday, both leaders appeared at a press conference about physical education.

The mayor and chancellor have faced criticism for not being aggressive enough in integrating the city’s schools and have often described the plan released Tuesday as their attempt to tackle the problem. The decision not to take questions about their plan or explain it in person, some observers said, may showcase their reluctance to embrace the cause.

“When the leadership of a school system and a city does not make a public statement or press availability, it signals something about their desire to truly make this a stake in the ground,” said Josh Starr, a former schools superintendent in Connecticut and Maryland, who is currently the CEO of PDK International.

Their press strategy for making the announcement also contributed to the perception that they were not interested in a vigorous public debate.

Before the plan was unveiled, city officials approached several publications — including Chalkbeat — to offer exclusive glimpses at certain portions of it. But they insisted that reporters not contact outside sources for comment on the plan. (The city’s education department often asks for embargoes when it offers advance notice of policy announcements, but almost never asks reporters not to solicit outside perspectives.)

Education department spokesman Will Mantell said the way the city announced the plan is not unusual. He noted that reporters would be allowed to individually interview senior education officials Tuesday — including the chancellor.

“I would push back on the idea that we are taking fewer questions or doing less interaction with the press than we would normally do,” Mantell said in an interview.

Asked why there was no press conference to announce a plan that had been in the works for many months, a mayoral spokeswoman wrote in an email that “the mayor has spoken about this plan countless times and will happily continue to now that the plan is out.”

Key integration advocates have previously complained that there has not been sufficient public discussion of the plan before it was released, but Mantell said there would be a public process going forward. The city has created an advisory group that will evaluate the city’s current diversity goals and come up with formal recommendations by June 2018.

“The crux of the plan,” Mantell said, “is that we’re putting together a public school advisory group that is going put together public recommendations.”

Starr, the former schools chief, said the political sensitivity of school segregation may help explain the decision to not come forward with a full plan all at once.

School integration “deals with issues of white people recognizing the privilege that they have and it confronts the very design of the system that currently exists,” Starr said. “I understand the desire to put it out in bits and pieces.”

Building bonds

‘Trust is being built’ as foundation invests in programs to support Detroit parents and students

PHOTO: Kimberly Hayes Taylor
Teacher Michele Pizzo and students Wajiha Begum, Iftiker Choudhury and Demetrious Yancy are closer since she's visited their homes


Anna Hightower didn’t know what to think when her daughter, Jasmine, wanted permission to invite her teachers to visit their home in October. But she pushed past her reluctance and nervousness, baked brownie cookies and opened her doors to two teachers from the Davison Elementary-Middle School.

She discovered a new world of information on being a better parent as a participant in the Detroit main district’s new initiative to empower parents, the Parent Teacher Home Visit Program.

It’s part of a sweeping initiative led by the W.K. Kellogg Foundation, which announced a three-year, $3 million grant Wednesday with the Detroit Public Schools Foundation. The initiative also includes a parent academy which will serve 7,000 parents, and a summer camp for up to 900 pre-kindergartners starting in the fall.

It’s the first grant Kellogg has awarded as part of its $25 million commitment to a major initiative called Hope Starts Here that Kellogg, along with the Kresge Foundation, announced last fall. The two foundations plan to spend $50 million to improve the lives of the city’s youngest children. (Kresge and Kellogg also support Chalkbeat).

Hightower said she believes the home visits are helping set the direction for her daughter’s life.

“I see now that DPS is not just a school for my daughter, but also a GPS,” she said.  “They see where my daughter wants to be, they know the destination and give her the opportunity to see the different routes she can go. They encouraged me as a parent to foster her growth as well.”

By the time the first home visit was over, the new relationships got 12-year-old Jasmine planning to join the school math club, apply to attend Cass Technical High School and consider her college choices.

La June Montgomery Tabron, W.K. Kellogg Foundation President and CEO, helped design the initiative to help the city’s youngest citizens, but Wednesday was the first day she met program participants.

“It just brought tears to my eyes,” she said. “It’s real, it’s practical. These aren’t easy relationships to build, but they are being built and trust is being built.”

Superintendent Nikolai Vitti said rebuilding the district must include making parents stronger advocates for their children’s education.

“Every parent cares about their child’s education,” he said. “The reality, though, is a lot of our parents don’t know how to navigate the system in order to advocate for their child every day. Some of our parents are intimidated by the system. Sometimes, parents are not welcomed by schools, principals and even teachers, and sometimes district staff.”

Parents, he said, also often are carrying heavy loads, working multiple jobs, and struggling to pay bills. While they’re navigating everything, they are challenged to put their children and their  schooling first.

He said he envisions a “critical mass of parents” in every school who will hold the district accountable for its performance: They will demand certified teachers. They will understand how to help their child get a higher SAT test score, complete a financial aid application and help their children become better readers.

“All of this, I probably would say, is part of the greatest reflection of what I want us to be as a district,” he said.

Parents will be able to take classes on topics such as resume writing, scholarships, and college placements tests. The Parent Academy training will be held in schools, libraries, community centers and places of worship across the city.  

Michele Pizzo, a seventh-grade English language arts teacher at Davison, said volunteering to visit homes has become personal for her.

She’s gained weight eating four- and five-course meals of samosas, biryani rice and rich desserts prepared by families in the school with a majority Bengali student population. She’s made new friends while visiting with her students’ parents, and she better understands her students and feels she knows them better.

Since the fall, when the program was in its pilot stage, she has visited 30 parents after school and on weekends — all in homes except one.

“We try to make the parents feel as comfortable as possible. We walk in, give them a hug, kissing on both cheeks, and there’s a huge meal that takes place,” she said.  “They are able to open up to us, and even if they couldn’t speak English, their child translated for us.”

For seventh-grader Iftiker Choudhury the home visits have made him and his family closer to his teacher.

“I get along with the teacher more, and it’s like very friendly now,” he said. “I’m comfortable now and I talk to her more. My parents knowing her, it creates a bond in all of us.”

Every Student Succeeds Act

The Indiana State Board of Education is hitting the brakes on a plan to overhaul A-F school grades

PHOTO: Shaina Cavazos
Students in IPS School 91's multi-age first-, second- and third-grade classroom work on math activities.

The Indiana State Board of Education is pressing pause on a proposed overhaul of how schools are graded that drew criticism from educators and some education advocates.

Board members said they wanted more time to consider how the A-F proposal — initially created to address new federal accountability law — would work alongside new graduation requirements and to incorporate feedback from educators about how the school grades are calculated, especially for high schools.

That means for this year, the 2018-19 school year, and possibly longer, Indiana schools will be measured according to two different yardsticks — a state model introduced in 2016 and a federal system that complies with the new Every Student Succeeds Act.

Read: Indiana has a curious plan to sidestep federal rules — give schools two A-F grades next year

The board met Wednesday to continue hammering out the new process for calculating state grades, a draft of which was approved in January. But just as the meeting started, board member Byron Ernest suggested pausing process, aiming instead for a new A-F grading model for the 2019-20 school year at the earliest.

“I would like for us to take a step back and do some research,” Ernest said. Four of the state board members were absent, including state Superintendent Jennifer McCormick. The seven present board members quickly reached a consensus that they should postpone a decision on the A-F rules, though no official vote happened.

As it stands now, the state and federal grading methods for calculating school ratings have important differences. The federal grade calculation, for example, would include school attendance rates and language proficiency of English-learners, whereas the state calculation would mainly rely on state test scores and test score growth. Because Indiana’s calculation also excludes certain students that the federal plan includes, such as those receiving credit recovery services, the final ratings could differ significantly for the same school. Although state and federal accountability metrics have differed in the past, the differences going forward would be more significant.

The differences ultimately add a lot of confusion to a state accountability system designed to be simpler to understand for teachers, parents, and the community.

Cari Whicker, a board member and principal, said the changes Indiana has made to testing and accountability have been exhausting and frustrating for schools.

“Either A-F accountability or testing has changed every year since 2011,” Whicker said. “That’s a lot for schools. What you consider tweaking is truly moving the target for people in the field.”

The pause is also an about-face from a meeting just a couple months ago, where board members shot down a similar proposal from Gordon Hendry to slow down. On Wednesday, Hendry said he was glad to hear Ernest’s proposal.

“That’s what I advocated for in January — wouldn’t it behoove us to take our time,” Hendry said.

In January, educators and education advocates came forward with concerns over the process for creating the new school grades, which they said was far too fast and not transparent. They also took issue with the substance of the state plan, which would have made test scores more important and limited how much test score improvement could have factored into high school grades.

It’s not yet clear exactly what changes the board wants to make in the state A-F grading model that haven’t already been discussed or considered. The Indiana Department of Education released its federal ESSA plan over the summer, and the board has had multiple opportunities to examine that plan and give feedback.

Further discussion is expected at the state board’s April meeting.