Ratings Rise

97 percent of New York City teachers earn high marks on latest evaluations, union president says

PHOTO: Patrick Wall
UFT President Michael Mulgrew (standing) met with teachers during a school visit in 2014.

Nearly 97 percent of New York City teachers were rated “effective” or “highly effective” last school year, compared to 93 percent the previous year, the city teachers union president said at a recent meeting.

About 26 percent of teachers earned “highly effective” ratings during the 2016-17 school year, a 4 percentage point bump from the previous year, United Federation of Teachers President Michael Mulgrew told union members, according to people who attended the meeting. Just over 71 percent of teachers received “effective” ratings — the same share as the previous year, Mulgrew said.

Just 3 percent of teachers received the lowest ratings — “developing” or “ineffective” — down from 7 percent in 2015-16, Mulgrew said at the Sept. 27 meeting.

The figures he presented were shared with Chalkbeat by a meeting attendee. The blog NYC Educator first reported the numbers, which the city education department and the teachers union would not confirm.

Any city evaluation figures are still preliminary. The city education department has not yet sent the state those numbers, which are due Oct. 27, officials said.

If the city’s preliminary numbers do not change, they show that more New York City teachers are earning positive ratings under the current evaluation system — which may be partly related to changes in how the city rates teachers.

In an effort to hold educators to a higher standard, Governor Andrew Cuomo led the charge two years ago to create a tougher evaluation system that relied heavily on test scores. But the measure sparked outrage across the state, causing policymakers to temporarily remove grade 3-8 math and English test scores from evaluations.

In the first year of the test-score moratorium, the percentage of New York City teachers rated “highly effective” roughly doubled. (Still, even after that spike, a much larger share of teachers statewide earns that rating.)

New York City and the teachers union struck a deal last December that would allow teacher ratings to incorporate more “authentic” measures of student learning, including tests in additional subjects and compilations of student work. The new measures have not yet been factored into evaluations, city officials said.

State policymakers currently are reassessing the evaluation system. The most recent ratings — which show that virtually all teachers receive positive ratings when evaluations do not include state test scores — may help frame the discussion, which will likely focus in part on how much weight to give test scores in the evaluations.

In the past, the evaluations were derided as meaningless since nearly all teachers were labeled “satisfactory.” Test scores were introduced in part to limit the number of teachers earning top ratings.

Patrick Wall contributed reporting.

Still walking

Colorado teachers plan more walkouts, and Jeffco canceled classes one day next week

Colorado teachers march around the state Capitol Monday, April 16, to call for more school funding and to protect their retirement benefits. (Erica Meltzer/Chalkbeat)

Teachers from Colorado’s two largest school districts are planning back-to-back walkouts next week to call for more funding for education – and they could be joined by other districts.

Jeffco Public Schools canceled classes for April 26, next Thursday, after many teachers there said they plan to go to the Capitol, while the union representing Denver classroom teachers said they plan to walk out midday April 27, next Friday, to rally at the Capitol early in the afternoon.

In a press release, the Denver Classroom Teachers Association said Denver teachers would be leading a statewide walkout. Corey Kern, the union’s deputy executive director, said he’s not sure yet how many other districts will be represented.

The announcements come after hundreds of teachers marched at the Capitol during a day of action Monday to protect their retirement benefits and call for more school funding. Enough teachers left the suburban Englewood district that classes were canceled there.

Colorado consistently ranks in the bottom tier for school funding and teacher pay, though there is considerable variation around the state. A recent study ranked Colorado last for the competitiveness of its teacher salaries, and nearly half the state’s districts are now on four-day weeks. The 2018-19 budget takes a big step toward restoring money cut during the Great Recession, but the state is still holding back $672 million from what it would have spent on K-12 education if it complied with constitutional requirements to increase per-pupil spending at least by inflation each year.

The wave of teacher activism reflects a national movement that has seen strikes, walkouts, and marches in West Virginia, Oklahoma, Arizona, and Kentucky. Unlike other states, lawmakers here can’t raise taxes to send more money to schools or approve teacher raises on their own. Voters would need to approve more money, and local school boards would need to increase salaries.

Teachers interviewed at Monday’s march said they recognize the fiscal constraints in Colorado, but they’re also inspired by the actions of their colleagues in more conservative states.

Many teachers also said they fear that reductions in retirement benefits could lead to an exodus of younger teachers, further squeezing a profession that struggles to recruit new workers and suffers from high turnover.

A House committee made changes to a pension overhaul this week that removed the provisions teachers found most objectionable, like raising the retirement age and making teachers pay more out of their paychecks, but the final form of the bill still needs to be hashed out between Democrats in the House and Republicans in the Senate.

Jason Glass, superintendent of the 85,000-student Jefferson County district, sent an email to parents Tuesday that said classes would be canceled next week due to a “labor shortage.” Teachers who miss school are required to use their allowed leave time.

Glass called the level of education funding in Colorado “problematic.”

“Public education staff, parents, and other supporters have become increasingly vocal in their advocacy for increased funding for our K-12 public schools and the stabilization” of the state pension plan, he wrote. “There is a belief among these groups that years of low funding is having a significant impact on our ability to attract quality candidates into the teaching profession, and is impeding the ability to effectively deliver the high level of educational experience our students deserve.”

Glass apologized for the “inconvenience” to families and reminded parents that April 26 is also “Take Our Daughters and Sons to Work Day.”

Denver Public Schools, the state’s largest district with 92,000 students, announced late Tuesday that there would be early dismissal April 27, with more details to come.

“Officials across the country and specifically lawmakers in the statehouse must finally recognize that a quality education cannot be provided on the cheap.” Denver union president Henry Roman said in a press release about the walkout. “If we want Colorado’s current economic prosperity to continue, we need to realize the importance of strong schools.”

Advocates are trying to place a $1.6 billion tax increase for education on the November ballot. Voters have twice rejected similar measures in recent years.

money talks

Why Colorado teachers marched on the state Capitol

Teachers in red gather in the rotunda of the Colorado State Capitol on Monday, April 16. (Erica Meltzer/Chalkbeat)

Chanting “Education is a right! That is why we have to fight!” and “Whose schools? Our schools!” several hundred teachers came to the Colorado State Capitol Monday to call for more school funding and to defend their retirement benefits. They marched down Colfax Avenue and around the Capitol building before filling the halls to lobby legislators and rallying in the rotunda.

Emboldened by teacher strikes and walkouts across the nation, a majority of the teachers from the suburban Englewood district joined the day of action, forcing the district to cancel classes, but the protest was a small shadow of the labor unrest among educators in other states.

In interviews, teachers said they recognize the state’s fiscal constraints. The Taxpayer’s Bill of Rights places a constitutional cap on how much the state budget can grow, even when the economy is good, and requires voters to approve all tax increases. In the afternoon, House Democrats told teachers to go back to their communities and urge voters to approve a major tax increase that could appear on the November ballot.

We asked teachers why they were marching, and this is what they had to say:

(Erica Meltzer/Chalkbeat)

Cody Jump teaches government in rural Lake County, where health insurance rates are among the highest in the country and schools have a hard time filling open positions.

Low pay contributes to high teacher turnover, he said, and if changes to the state public employee retirement system are too onerous, he thinks many younger teachers will leave the profession.

The Democratic-controlled House is currently putting its own stamp on a bill that aims to address an unfunded liability in the state pension system of between $32 billion and $50 billion. The version that came out of the Republican-controlled Senate raises the retirement age, limits cost-of-living raises for retirees, and asks current teachers to pay more. Amendments put on in the House make the bill friendlier to teachers, but the final version still needs to be hashed out.

“We’re trying to stabilize our profession and bring a sense of dignity to teaching so our kids can have the stable schools they need to thrive,” he said.

Jump said he has two young children, and he and his wife use several forms of public assistance just to get by, including visiting a monthly food bank.

“If we miss that, our pantry is in trouble,” he said. Enough teacher families use the food bank that it’s become a social gathering spot for their spouses.

If something doesn’t change, he said, the quality of education will suffer.

“There are good, high-quality teachers who just will not come here,” he said. “I don’t want my son to spend a decade in a school system full of people we had to scrape together.”

(Erica Meltzer/Chalkbeat)

Amy Nagel is a physical education teacher in an Englewood elementary school, just south of Denver. Her biggest concern is the lack of mental health services and counselors in schools. Many of the children she teaches come into school having already experienced trauma in their young lives, she said, and they need counseling and support before they can learn well.

“There is a misunderstanding that we’re asking for pay raises,” she said. “This is 100 percent about making sure that our schools are funded. We deserve pay raises, but we’re here for our kids.”

The decision by Englewood teachers to leave school en masse was inspired in part by teacher action in other states, she said.

“I think the government is really hoping we will be teachers to our core and be quiet and keep the peace,” she said. “I hope that teachers see the activism and know that they’re supported and know that interrupting a little bit of a child’s education to impact decades of education is worth it.”

(Erica Meltzer/Chalkbeat)

Kathryn Brown is a counselor at an alternative high school in the Englewood district. She said she’s marching for more school funding and to protect retirement benefits.

“I feel very fortunate because my school values the mental health professionals who work there, but it’s often one of the first things cut,” she said. “So when we’re talking about school funding, we’re not just talking about academics. We’re talking about educating the whole child.”

If retirement benefits become less generous, younger teachers and counselors “absolutely” will leave the profession, Brown said.

“We don’t get paid very much, but at the end we’re promised a good retirement,” she said. “And I want my retirement.

Like many of her colleagues, Nagel has a master’s degree and student loans she can’t pay off.

“That’s okay because I love to do what I do, but at some point new educators, new counselors are going to say, this is it, it’s not worth it,” she said.

Brown said Englewood teachers were inspired by teachers in Oklahoma and West Virginia.

“It emboldened our teachers and gave us a lot of courage because we’ve seen it in other states,” she said. “I think educators are fed up with not being valued and not being paid.”