making nice

Foes to friends? Charter school leaders send letter saying ‘thank you’ to de Blasio for recent deal

PHOTO: Alex Zimmerman
Eva Moskowitz speaks to students at the 2016 "Slam the Exam" rally.

It’s no secret that New York City’s charter sector and Mayor Bill de Blasio have not always seen eye to eye. But recently, as part of a deal to extend mayoral control, de Blasio gave the charter sector several concessions, including agreeing to reissue “zombie” charters and streamline the process for finding school space.

In a new letter, first reported by Politico, some of the city’s most prominent charter school leaders thanked the mayor and said they were “delighted” by his decision to work “more cooperatively” with the charter sector. The letter may be a sign of eased tension between the mayor and charters moving forward — or just a fleeting détente.

Full text of the letter below:

July 11, 2017
The Hon. Bill de Blasio
Mayor, New York City

Dear Mayor de Blasio:

We are delighted that your administration has decided to work more cooperatively and collaboratively with the public charter school sector in New York City.

Together, we are over 100,000 families strong. We are committed to a mission of social justice, a shared belief that every child in New York City deserves a great public school, regardless of race, zip code, or family income.

This has led to outstanding results for children; last year 19 of the top 50 schools in New York City were public charter schools. This is why nearly 48,000 students are on waiting lists for charter schools, eager to access a high quality public education.

We stand ready to work with you to do our part to meet this parent demand for more high quality public schools, by providing 100,000 new seats for high need families in the coming years. Our biggest challenge to date has been the ability to secure reasonable public space.

Together, our schools currently have 27 open requests for public space that are waiting for a response from the City.

Though we are not all seeking space at this time, we all believe that access to quality public space is crucial to providing families with quality school options. We ask that your administration let us know the status of these requests that will impact thousands of New York City families no later than August 15th.

Mayor de Blasio, thank you for recognizing the incredible contribution public charter schools play in the educational justice and economic futures of our city’s children and the power of working together to serve all students.

We look forward to a new chapter of support from you and your administration, and we appreciate your commitment to children, whether they attend district or public charter schools.

Signed:
Dacia Toll, Achievement First
Ian Rowe, Public Prep Network
Jacob Mnookin, Coney Island Prep
Eva Moskowitz, Success Academies
Jim Manly, KIPP NYC
Brett Peiser, Uncommon Schools
Lester Long, South Bronx Classical
Steve Perry, Capital Preparatory Harlem
Jamie Davidson, City School of the Arts
Jeff Litt, Icahn Charter Schools
Miriam Raccah, Bronx Charter School for the Arts
Morty Ballen, Explore Charter Schools

Every Student Succeeds Act

Indiana is working on a plan to make sure every school — not just white, affluent ones — has high-quality teachers

PHOTO: Grace Tatter
Kathleen Cucci reads aloud to her students during group time.

Even though several years of teacher evaluation data have shown the vast majority of Indiana teachers are highly rated, poor students and students of color are still more likely to have ineffective, inexperienced teachers than their peers.

Indiana is examining how teachers are divided up among schools as part of its work on a new education plan to comply with the federal Every Student Succeeds Act. The new law focuses more on on equity and inclusivity, something civil rights advocates and state officials have praised.

“We have a lot of kids in Indiana who don’t have access to quality teachers,” said Indiana State Board of Education member David Freitas. “ESSA says we have to specifically address that.”

According to the state’s education plan, poor students and students of color in Title I schools (those that receive extra federal aid based on rates of poverty) are more likely than their affluent, white peers to have teachers who are ineffective, inexperienced and don’t meet Indiana certification requirements.

Here’s how the data breaks down.

  • Poor students are 3.7 times more likely to have ineffective teachers; Students of color are 8.5 times more likely;
  • Both poor students and students of color are slightly more likely to have teachers who don’t meet certification requirements;
  • Poor students are 1.54 times more likely to have inexperienced teachers; Students of color are 1.63 times more likely;
  • Both poor students and students of color are slightly less likely to have highly effective or effective teachers.

Despite the relative differences in teacher experience and quality in the list above, it’s worth noting that 88 percent of Indiana’s 68,386 teachers were rated “effective” or “highly effective” in 2015 (the most recent data available), with just 0.38 percent rated “ineffective.”

State officials said there could be many reasons why low-rated teachers tend to be more present in high-poverty, predominantly non-white schools. Those schools might not be able to pay teachers as much or offer them as much support, making it harder to attract more experienced educators.

But groups of educators, policymakers and community members who worked with state officials to draft the plan focused on issues of training and support, leading the state to develop a number of strategies to pursue going forward that could help keep good teachers in the classroom. Those strategies could include extending student teaching, overhauling performance evaluations to focus more on improvement rather than simple ratings and helping districts access funding to improve ongoing teacher training.

This struggle is not new to Indiana — teacher-related discussions for the past several years have focused on recruiting and retaining teachers. So far, legislative progress has been slow. Some bills championing prospective teacher scholarships and mentoring programs have won approval, but they have received relatively small amounts of funding, if any.

By 2023, Indiana education officials have a goal to cut the inequitable rates of teacher experience and quality in half.

The Indiana Department of Education submitted the ESSA plan to Gov. Eric Holcomb for approval earlier this week. It is due to federal officials in September.

the secretary speaks

In departure from Trump, Betsy DeVos calls out ‘racist bigots’ in Charlottesville

PHOTO: U.S. Department of Education
U.S. Education Secretary Betsy DeVos.

U.S. Education Secretary Betsy DeVos condemned “white nationalists, neo-Nazis and other racist bigots” in an email to her staff Thursday — without mentioning President Trump, whose equivocal stance on the racist violence in Charlottesville last weekend has drawn widespread criticism.

“While we should be anticipating and celebrating students’ returns to campuses across the country, we are engaged in a national discussion that has stirred ugly, hate-filled conversations and reopened hurtful wounds from shameful portions of our nation’s past,” DeVos wrote.

The letter was more pointed — describing the racist views as “cowardly, hateful and just plain wrong” — than DeVos’ initial tweets on the events. She has been silent since those posts until now.

 

In her email to staff, she emphasized that individuals, and schools, had a part in combating hatred.

“We can all play a role. Mentor a student. Volunteer at a school. Lend a helping hand and offer a listening ear,” she wrote.

But DeVos did not specify what role, if any, the department’s policymaking would play. She has received persistent criticism from civil rights groups for proposed federal budget cuts, her stance on discrimination of LGBT students, and her appointment to head the Office of Civil Rights. (DeVos specifically notes that, “Our Department, and particularly the Office for Civil Rights, exists to ensure all students have equal access to a safe, nurturing, quality learning environment free from discrimination or intimidation.”)

Meanwhile, criticism of Trump and Devos from education advocates has intensified in recent days.

New York City charter school leader Eva Moskowitz — who was initially considered for the job DeVos now holds, and who led Ivanka Trump on a school tour — released a strongly worded letter condemning the Trump administration (though she did not mention DeVos). On Twitter, Kevin Huffman, the charter-friendly former Tennessee education commissioner, called on DeVos to resign, saying, “It is not viable to serve all kids under a POTUS who defends and encourages white supremacy.”

This is on top of persistent hostility from many left-of-center charter advocates, including one of DeVos’s predecessors, Arne Duncan, who called bumps in federal spending for charters “blood money” if they came alongside to Trump’s proposed cuts to education.

The note was sent to staff, rather than posted as a press release. DeVos has not been shy in the past about weighing in on topics beyond education — she quickly issued a statement praising Trump’s decision to leave the Paris climate change agreement, for example.

Here’s the text of her letter:

Team,

I write today with a heavy heart for our country. While we should be anticipating and celebrating students’ returns to campuses across the country, we are engaged in a national discussion that has stirred ugly, hate-filled conversations and reopened hurtful wounds from shameful portions of our nation’s past.

There is fear, pain, anger, disappointment, discouragement and embarrassment across America, and I know, too, here within the Department.

Last weekend’s tragic and unthinkable events in Charlottesville, which stole three innocent lives and injured many more, were wholly unacceptable. The views of white nationalists, neo-Nazis and other racist bigots are totally abhorrent to the American ideal. We all have a role to play in rejecting views that pit one group of people against another. Such views are cowardly, hateful and just plain wrong.

This is what makes our work so important. Our Department, and particularly the Office for Civil Rights, exists to ensure all students have equal access to a safe, nurturing, quality learning environment free from discrimination or intimidation.

Our own difficult history reminds us that we must confront, head-on, problems when and where they exist with moral clarity and conviction. Our nation is greater than what it has shown in recent days.

Violence and hate will never be the answer. We must engage, debate and educate. We must remind all what it means to be an American, and while far from perfect, we must never lose sight that America still stands as the brightest beacon for freedom in the world.

My hope is that we will use this as an opportunity to show that what unites and holds America together is far stronger than what seeks to divide and draw us apart. We can all play a role. Mentor a student. Volunteer at a school. Lend a helping hand and offer a listening ear.

Our work is truly the bridge to a stronger future. Let’s recommit ourselves to ensuring the future is brighter for all.

Betsy