problem solvers

From buying books to managing the lunchroom: Meet the behind-the-scenes teams that keep Success charters running

PHOTO: Monica Disare
Students participate in science class at Success Academy Harlem 1.

Success Academy — New York City’s largest and most controversial charter school network — is best known for its sky-high test scores. Critics chalk up the results to intense test preparation and strict discipline policies that they say force out challenging students, while supporters credit stellar teaching and exacting expectations.

But people within the schools also point to a less flashy but just as crucial secret to the network’s success: “operations” teams embedded in each of the network’s 46 schools that handle a mix of logistical matters — from ordering supplies to managing the lunchroom — and family support. When it comes to families, they help do whatever it takes to get students to class, whether that means getting subway passes for students traveling from homeless shelters or buying alarm clocks for students who are habitually late.

The mission of these behind-the-scenes teams is to attend to the myriad issues that arise inside a school on any given day — clogged toilets, upset parents, sick students — so that the educators and students can concentrate on teaching and learning.

“The way that I like to describe my job is I’m responsible for everything besides teaching kids,” said Ashlee Scott, who as the “business operations manager” leads the troubleshooting team at Success Academy Harlem 1. “We see it as like a customer-service situation.”

To an extent, part of the teams’ work echoes the philosophy behind “community schools,” which provide social and health services for students and their families on the premise that students can’t learn when they’re in distress. That approach has been championed by the city teachers union and their ally Mayor Bill de Blasio, two of Success CEO Eva Moskowitz’s frequent antagonists. But Success has put its own no-nonsense spin on the model, approaching the countless complications that arise from poverty as problems to be solved, like missing textbooks or broken computers — in line with the network’s philosophy that the hardships students endure outside of school should not excuse underachievement in the classroom.

“It’s holding kids accountable, holding yourself accountable, and giving them all the things that they need to be successful,” said Harlem 1 Principal Danique Day-Loving. “One of the things that they don’t need is to get off the hook.”

In each Success Academy school, teams of three to five staff members manage a range of logistical and administrative duties — time-consuming tasks that the principal and other administrators at most district schools often handle themselves. In addition to the school-based operations teams, Success schools also get support from the network, which provides curriculum, finds building space, and helps with hiring. (Some of Success’ work is bankrolled by private money — it expects to raise $43.5 million in private funds during the 2017 fiscal year to go towards opening new schools, according to a federal grant application — though officials say schools’ daily operations are financed with public funds.)

At Harlem 1, the five-person operations team answers phones, partners with the local police precinct around safety issues, makes sure snacks and lunch are served, oversees the nurses and custodians, and plans school events. They also communicate with students’ families, for instance, to figure out why a student has been showing up late or to mediate a disagreement between a parent and teacher. The school’s principal and instructional team also work closely with families, but the operation team’s support frees them up to focus on educational matters.

Whether it’s a logistical or a family issue, the team’s job is to troubleshoot.

For instance, when a Harlem 1 teacher noticed her library was running low on good books, Scott figured out which ones she needed and ordered them. When a fire destroyed a family’s apartment, Scott rounded up new uniforms and gift cards for the students.

When members of a family experience domestic violence, Scott’s team informs building staff who can and cannot enter the school. Recently, she helped a student transfer schools to make sure the abuser did not know where to find the student.

While it’s unclear exactly how this troubleshooting approach contributes to student learning, students at Harlem 1 do exceedingly well on the state exams. More than 90 percent of its students are black or Hispanic, 62 percent live in poverty, and 11 percent are homeless. Yet 80 percent passed the state English tests last year and 92 percent passed math, rates far above the city average and many wealthy school districts.

Success is not alone in attending to students’ out-of-school needs.

Mayor Bill de Blasio has made that a centerpiece of his education agenda. Under his administration, the city has infused over 200 community schools with a host of additional resources, including health clinics, extra social workers, and even washing machines. Each has a team devoted to boosting student attendance and a full-time director to coordinate the support services.

P.S. 154, a community school that sits a short distance from Success Academy Harlem 1, offers free dental screenings for students and English classes for their parents. P.S. 154’s community school director, Karoline Alexander, said her aim is to prevent student problems as much as respond to them. And yet, her expansive view of her role is very similar to Scott’s, the Success operations manager.

Her job, Alexander said, is to provide “everything kids need to be efficient besides going to school to learn to read and write.”

Despite the overlap between the work of Success’ operations teams and the city’s community schools, Success founder Eva Moskowitz has been critical of community-school proponents.

In her new memoir, she argues that advocates for that approach sometimes use children’s poverty as “an excuse for failing to teach them.” The idea that students can only learn in schools that address their health needs is “nonsense,” she says.

“While health care should undoubtedly be improved for poor children,” she writes, “inadequate health care isn’t a substantial factor in the failures of urban district schools.”

In fact, while many charter school operators — including Moskowitz — may not identify their schools as community schools, many nonetheless offer support services to students and their families, said James Merriman, CEO of New York City’s Charter School Center.

“I think that if you were to talk with folks who have been running [charter] schools, they’d say that this was part of their program from the very beginning,” he said.

“‘Sweating the small stuff’,” he added, referring to a common refrain in the charter sector, “didn’t just mean in schools. It meant working with families.”

Pushback

National head of DFER after Colorado Democrats’ platform vote: ‘We’re not going anywhere’

PHOTO: Newark Trust
DFER President Shavar Jeffries

The national head of Democrats for Education Reform responded to the dramatic rejection of his organization at the Colorado Democratic Party state assembly with a simple message: We’re not going anywhere.

In an email to supporters that he also posted on Medium Thursday, Shavar Jeffries laid out his credentials as a Democrat and said disagreements over education policy should remain a “family fight.”

“We understand that on some issues, some in our party disagree with us,” Jeffries wrote. “We welcome that disagreement, and we welcome the debates that ensue periodically. We stay true to our principles because we believe our vision best reflects the values of the party and the outcomes we seek for young people.

“But we will fight  –  when fights are necessary  –  anchored in the understanding that this is a family fight and thus we will not engage in the politics of personal destruction against those with whom we disagree.”

Jeffries went on to blame the election of President Donald Trump on an unwillingness among Democrats to set aside their differences.

“Trump is president to a large degree because progressives and liberals engaged in a civil war over the 10 percent of policies where we might disagree, as opposed to uniting around the 90 percent where we agree,” Jeffries wrote. “Hillary Clinton was booed at the DNC convention in 2016 by the same forces that still seek to sow division within our party. Our unity is our best weapon against the ongoing assault to our democracy visited upon the country each day by Trump.”

Jennifer Walmer, the head of the Colorado chapter of Democrats for Education Reform, was booed down by delegates at Saturday’s assembly. Those delegates went on to adopt into the official party platform a call for DFER to stop using “Democrats” in its name.

Former state Treasurer Cary Kennedy, who has the backing of the teachers unions, won 62 percent of the vote at the party assembly. The platform vote happened later in the day, after some of the more than 3,000 delegates had left.

It’s not clear how the platform provision could be enforced. Some members want the party to send a cease-and-desist letter to Democrats for Education Reform, something the Los Angeles Democratic Party tried in 2012, with no apparent effect.

The Colorado vote drew cheers and jeers locally and around the country. In New York City, one blog called it a “ray of sunshine” that could signal cracks in support for reform policies. Meanwhile, conservatives used the vote to cast Democrats as extremists. The editorial board of the Colorado Springs Gazette said it represented “a far-left shift in the Democratic Party.”

Education reform has become an increasingly divisive issue within the Democratic Party. Since the 2016 presidential election, opponents of a suite of reform policies, like charter schools and test-based teacher accountability laws, have increasingly sought to tie Democratic proponents of these policies to the unpopular president and his education secretary.

Jeffries said his organization would not be dissuaded by those tactics.

“If our intra-party opponents would prefer counter-productive family warfare as opposed to unity around shared values, this should be clear too: We stand with the millions of families across our country demanding access to high-quality public schools and the thousands of elected Democrats who fight tirelessly to ensure they get it,” he said. “We are not going anywhere.”

You can read Jeffries’ entire statement here.

get out the vote

Can schools encourage students to be more involved citizens? A new study suggests yes they can.

Democracy Prep charter network superintendent Seth Andrew at a 2012 admissions lottery event.

In a city of roughly 1,800 schools, many have names that have little to do with what students experience.

Not so for Democracy Prep, a network of charter schools that a new study concludes makes students far more likely to vote once they turn 18.

The study, conducted by independent researchers commissioned by Democracy Prep, took advantage of New York City’s charter school admissions rules to examine the impact of applying to, getting accepted to, and enrolling in the network’s schools on later civic participation.

Looking at more than a thousand students who applied between 2007 and 2015 who were old enough to vote in 2016, the researchers found that just being selected in the admissions lottery was correlated with a slight increase in voting rates. Students who were chosen voted 6 percent more often than students who were not.

The impact was much greater on students who were chosen and actually enrolled: They voted 24 percent more often than students who applied but never got a chance to attend.

The findings suggest that Democracy Prep is achieving its explicit goal of promoting civic participation. They also offer one answer to the question of whether charter schools, which are publicly funded but privately managed, undermine democracy.

“Democracy Prep provides a test case of whether charter schools can successfully serve the foundational purpose of public education—preparation for citizenship—even while operating outside the direct control of elected officials,” the researchers write. “With respect to the critical civic participation measures of registration and voting, the answer is yes.”

Seth Andrew, who started the network with a single middle school in Harlem in 2006, said he was pleased by the findings — and unsurprised, because the network has baked civic participation into its culture and academic program. Students must take on a personal “Change the World” project and pass the U.S. citizenship exam to graduate.

“This idea of ‘change the world’ was very central to what we were trying to get our kids prepared and excited to do,” he said.

Creating more engaged citizens takes more than just adding a civics class, said Katie Duffy, the CEO of Democracy Prep. Schools have to make democracy a part of the daily culture, she said.

“The more you talk about the importance of voting, the importance of elections, the importance of advocacy,” she said, “the more it becomes ingrained in our kids.”

The network has also long used Election Day — when district-run schools are often closed so their buildings can be used as polling stations — as a teachable moment.

In 2008, Democracy Prep students spent the day working to get out the vote in their neighborhoods. Four years later, Democracy Prep schools were among the few housed in city space that got special permission to stay open — and the network sent students out to advance the “Vote for Somebody” campaign it had kicked off in a catchy viral video. The next year, students promoted a different message — “I can’t vote but you can” — in an effort to boost the city’s 11 percent primary election voter participation rate.

The network’s influence extends far beyond its students. In 2012, six years into the network’s existence, officials estimated that students had helped 5,000 New Yorkers register to vote. Now, the network runs 22 schools in five states.

Andrew said the study’s findings about the impact of the network — which he left in 2012 to work on other civic engagement initiatives, including at the White House — offer only a start at a time when the United States lags behind other developed countries in voter turnout.

“I was thrilled with the outcome,” said Andrew. “But the as the guy that founded Democracy Prep I feel like there’s a whole lot of room to grow.”