Meet the new standards

‘Common Core’ no more: New York moves to adopt revised standards with new name

New York's Board of Regents voted in committee Monday to replace the Common Core standards with the "Next Generation Learning Standards."

It’s official: New York has moved to adopt a revised set of learning standards that, among other changes, ditches the politically charged “Common Core” moniker.

New York’s Board of Regents voted in committee Monday to accept the Next Generation Learning Standards, capping off a nearly two-year revision process. The new standards include a number of changes to what students must learn, but they also serve a political purpose of distancing the state from the controversial Common Core brand.

“For two years we have been working and getting feedback,” said State Education Commissioner MaryEllen Elia. “So we’re very excited to bring this to you now.”

The new standards — which spell out the knowledge and skills students should acquire at each grade level — try to ensure students are learning the right skills at the appropriate grade level and clarify vague or confusing wording in the previous standards.

For instance, in an earlier draft of the revised standards, the state swapped the words “grade-level” text in a third-grade reading standard with “a variety of texts,” presumably to meet the needs of students who can’t yet read material written for students their age. In another example, a Common Core geometry standard read “Prove theorems about triangles,” while New York’s revised version lists the specific theorems students had to prove.

The Common Core standards have become a national lightning rod, with critics on the right saying they represent federal overreach (even though they were created by a consortium of states) and some educators insisting they made unrealistic demands of young students. Many states across the country have dropped the name Common Core and started their own revision processes.

In New York, the standards became closely linked with the high-stakes annual exams that students take. After one in five students boycotted those tests in 2015, Gov. Andrew Cuomo called for the standards to be revised.

The state convened committees that included many teachers to review the standards. When the initial revisions came out, State Commissioner MaryEllen Elia said the state was not “just tinkering around the edges” and noted that more than half the standards were changed. But the updates range from small wording tweaks to eliminating some standards entirely.

Stephen Sigmund, executive director of High Achievement New York, a coalition formed in support of the standards, said on Friday that the revised standards were similar enough to the Common Core that adopting them would signal that New York remains committed to tough standards.

“It’s an important moment to ensure that high expectations and high standards are enshrined into New York’s education system,” Sigmund said. “There’s been an effort to undermine and get rid of high standards and if, in fact, the Regents vote for the Next Generation Standards as they exist, that effort will have failed.”

Those who pushed against the standards were displeased with the result. Lisa Rudley, a founding member of New York State Allies for Public Education, which helped lead the movement to boycott state tests, said on Friday she thought much more work needed to be done to the early-grade standards.

Rudley said she is part of a large group that includes many educators who believe the early standards are “nowhere where they should be and they’re not appropriate.”

The standards for younger students remain a major sticking point for critics who say they are too rigid and don’t provide enough wiggle room for students who aren’t ready to tackle them, particularly students with disabilities or English learners. At one point, a group of educators called for the state to delay rolling out the early-grade standards until they had been revised further.

In order to address some of those concerns, the state education department added an Early Learning Standards Introduction, which provides more guidance on how to teach students, including English learners and those with disabilities. However, some of the Regents seemed concerned Monday that the revised early-grade standards may still not be totally appropriate for young students.

“I have been hearing and reading over the past several months the concerns about the … early childhood [standards],” said Regent Kathleen Cashin. “It bothers me because I would like to have a consensus” among the public about whether the standards are appropriate, she said.

It will still be awhile before the new standards make it into classrooms. Assuming the full board approves them at its meeting Tuesday, they are not expected to be in full use in classrooms until 2020. And students will not be tested on them until 2021, according to state officials who released a timeline on Monday.

The new standards are available here.

#NationalSchoolWalkout

Carranza discourages student participation in Friday’s gun violence walkout — which could come with consequences

PHOTO: Courtesy photo/P.S. 261
Students at P.S. 261 in Brooklyn walked out of class in March to honor the victims of the Parkland, Fla. shooting and call for stricter gun control laws.

Last month, 100,000 students streamed out of city classrooms to protest gun violence, demonstrations condoned by the mayor and education department officials.

Similar but scaled-down protests are being planned for Friday, but with a major difference — students are more likely to face consequences for walking out of their classes this time.

For the March 14 walkout, held on the one-month anniversary of the Parkland, Florida, school shooting that killed 17, city education department officials laid out clear rules meant to facilitate student participation. Anyone who left school for the scheduled protest but returned immediately afterward would not be marked absent.

This week, students who are not in school will be marked absent, according to the education department.

At his first town hall meeting with students, Chancellor Richard Carranza implored them not to walk out of class this week.

“I supported it in March,” he said. “This one — I don’t think it’s the same thing.”

Instead, Carranza said, students should focus on having conversations about the issue inside their schools. “You don’t have to be out of school all day to make your voices known. You’ve already made your voices known.”

The department’s revised approach comes as activists planning the day of action worry that focus on gun control policy is diminishing as the Parkland shooting recedes into the past. That shooting has inspired a sustained protest movement led largely by students, but other topics have pushed it out of headlines in recent weeks.

Indeed, advocates are expecting a smaller turnout this time around, with about a dozen New York City schools registered on the national organizing page — including Bard High School Early College Queens and Stuyvesant High School.

One of the biggest demonstrations is expected to be an afternoon rally at Washington Square park, but other schools are opting for a day of action within their own buildings — and some students say they are prioritizing other ways of making a difference.

“We will be hosting a lunch and learn and creating kindness cards,” Urban Assembly School for Criminal Justice junior Robina Afzal said in an email. “We don’t feel the walkouts are most effective. Instead we can stay in school and create a change.”

PHOTO: Courtesy photo/P.S. 261
Fifth-grade students at P.S. 261 in Brooklyn are planning to walk out of school on April 20, marking the anniversary of the Columbine school shooting. They will head to borough hall and deliver letters to their local U.S. representative calling for stricter gun control laws.

At M.S. 51 in Brooklyn, students will take part in a day of assemblies where they will write letters to elected officials to demand action on issues that are important to young people.

“We want to balance our walkout and take real action that might influence policy-makers, rather than making another powerful public statement,” according to a press release sent by the middle school students there.

P.S. 261 in Brooklyn is one of the few elementary schools expected to participate on Friday. The fifth grade students have assigned themselves organizing tasks, with separate working groups dedicated to poster-making, writing original freedom songs, and even a media team. They plan to march to Borough Hall, where students will stand in a circle, sing, and chant to draw attention to young lives lost to gun violence every day across the United States.

“I think we should do it outside of the school because more people can see us walking out, because this is very important,” said Bayan Clark, a fifth-grader who is helping to organize the event. “Kids get shot every single day and it’s not just in school. It’s also outside.”

Principal Jackie Allen said such social actions are woven into the school’s teaching and learning.

When Trayvon Martin was killed in Florida, students wore black armbands in solidarity with protesters who drew attention to racial profiling and bias. When President Trump proposed an immigration ban on majority-Muslim countries, they marched around their school and created posters to signal that everyone is welcome at P.S. 261.

Ever since the Parkland shooting, students have been tackling issues around gun violence, writing letters to local elected representatives and making connections to the Black Lives Matter movement.

“We try to make sure the curriculum is relevant,” Allen said. “What’s happening in the world, it does make our way into the classrooms and kids want to talk about it.”

“We want to reflect democratic values,” she said. “We want kids to take social action and develop social awareness.”

Q and A

Here’s what Richard Carranza had to say in his first TV interview as New York City chancellor

Chancellor Richard Carranza was pressed on segregation, testing and metal detectors in schools.

New York City schools chief Richard Carranza has been cramming, if his first media interview since taking over the city’s schools on Monday is any indication.

Carranza spoke with NY1’s Lindsey Christ for about 30 minutes Wednesday, with an empty classroom as a backdrop. She pressed him on some of the most pressing issues facing the city, including school segregation, whether metal detectors belong in schools, and the city’s expensive Renewal program for struggling schools — where Carranza signaled that changes could be coming. He also addressed a gender discrimination lawsuit from his time as the head of San Francisco schools and called boycotts of standardized tests an “extreme reaction.” 

A few times, Carranza acknowledged he is still learning the ropes: Until he arrived in New York City, he had never worked in the country’s largest school system. He comes from Houston, where he was superintendent for less than two years.

Here’s what he had to say in Wednesday’s interview, which you can watch in its entirety here.

On segregation

Carranza is proving to be more frank than his boss — and his predecessor, retired Chancellor Carmen Fariña — on the issues of segregation and integration. Mayor Bill de Blasio has avoided those terms, preferring to speak more broadly about “diversity.” Carranza didn’t mind saying that “segregation and integration” have been issues in every district where he has worked. In Wednesday’s interview, Carranza was asked about his choice of words.

Back to Brown v. Board of Education, the Supreme Court used the word segregation. So it is what it is. I think we get caught up sometimes in the terminology and miss the broader picture. The broader picture is that, if we have a public education system that truly belongs to the public, then every member of that public body — every single student, regardless of race, class, socioeconomic status, religious creed — should have access to all — all — opportunities in that system. And if [there is] segregation, then we need to work to end it.

On specialized high schools

New York City’s specialized high schools are some of the most prestigious in the system, but they are also starkly and persistently segregated. Only 10.4 percent of admissions offers for next year’s ninth-grade class went to black and Hispanic students, even though they make up about 70 percent of students citywide. Under de Blasio, the city has tried a number of initiatives to address the problem, but the admissions picture has not budged. Carranza suggested he wanted to see changes — but signaled that he had accepted his boss’s position that state law could be a barrier.

I’m starting to learn about what these issues are… State law notwithstanding, other protocol notwithstanding, how is that OK? From my perspective it’s not OK to have a public school in a city as diverse… and that you have only 10 African American students in a high school. So I’m looking at that, absolutely.

On a gender discrimination settlement from San Francisco

Shortly after Carranza was named chancellor, the New York Daily News uncovered a 2015 gender discrimination lawsuit involving Carranza when he was superintendent of San Francisco schools. The suit, which was settled for $75,000, was filed by a district employee who said she was denied a leadership role during Carranza’s tenure because of her gender and charged he retaliated against her for confronting him about flirting with a woman during a work conference. City Hall told Chalkbeat that officials were aware of the lawsuit but believed the allegations to be false — which Carranza echoed.

It just didn’t happen. It never happened. I’ve been an educator almost 30 years. I’ve worked with thousands of colleagues and there are many people who would talk about my character and who I am … I will stand on my record and I’ll stand on the relationships that I built. But it never happened.

On the city’s long-running investigation into yeshivas

In 2015, the education department said it would investigate whether private yeshivas offer adequate instruction in secular subjects such as math and science. The results of that politically charged investigation have yet to be revealed, and the city hasn’t offered a timeline for when it would be completed. Meanwhile, a new state law seems to hand state education leaders the power to evaluate the schools — rather than the local district. Carranza wouldn’t commit to a timeline to wrap up the city’s investigation, or even promise to finish it.

I haven’t been fully briefed on the investigation, or what this history of the investigation has been, but I believe that every student — regardless of where they go to school — needs to have a quality education. … My commitment is to be very transparent in terms of where the investigation is and what the next steps in the investigation are.

On metal detectors

Metal detectors are a polarizing issue in the debate over how to keep schools safe. Some advocates say the city would be better off investing in services like mental health supports, but others argue that metal detectors keep students and staff safe. Once metal detectors are installed in schools, they are almost never removed. But Carranza signaled he is open to having conversations about taking scanners out of schools.

The most effective, in my experience, security system is an environment where students feel a responsibility for their safety and feel comfortable in reporting when they hear or they see something… I think in some places there may be a very good reason why we have metal detectors. Again, I’m just getting here but that’s one of the topics I really want to explore. If we have metal detectors, what’s the reason for it, what’s the justification for it and if there’s no need for it, then how do we get rid of those?

On testing

New York has one of the largest opt-out movements in the country, with parents instructing their children to refuse to take standardized tests. Carranza said English and math tests should not crowd out other subjects such as art, but he also was clear that he does not encourage opting out.

I think it’s an extreme reaction to where I think we could have a much more nuanced approach. All right, let’s look at how much testing is happening in our schools, and then let’s decide what has to be there so that we know where our students are, and then let’s eliminate whatever we don’t need to have… There are a number of tests that serve a purpose. I think that’s a more nuanced conversation. What’s the purpose and why is that important?

On the Renewal program for struggling schools

De Blasio has spent more than $500 million to support struggling schools through Renewal, which floods dozens of struggling schools with extra support, social services such as health care, and a longer school day. Though the mayor promised “fast and intense” improvements, Renewal has produced mixed results. Carranza called the program “incredibly proactive,” but also suggested there might be changes coming.  

Where have the results been mixed and then how do we change strategies or how do we update our strategy? How do we become strategic in certain areas? That’s part of improving.