help wanted

Mayor de Blasio wants New York City’s next schools chief to be like Fariña — but finding a replacement won’t be easy

PHOTO: Rob Bennett, mayoral photography office
Chancellor Fariña and Mayor de Blasio at Queens' P.S. 239.

When Mayor Bill de Blasio announced a search for a new schools chief, he said he would look for someone very much like retiring schools Chancellor Carmen Fariña. But as the search intensifies, that approach could pose a dilemma for the mayor, and make it harder to find someone well-suited to running and improving a system that sees itself as a model for school districts across the country.

On the one hand, the search for someone in Fariña’s mold would make the position ideal for a proven leader from within the department. But some observers said there is a dearth of internal options, and that few of Fariña’s deputies have the right background or public persona to take on the role.

At the same time, looking outside the education department could present its own challenges, especially if the job will emphasize carrying out an existing agenda rather than encourage making key changes to a system that has made some incremental gains in recent years but still faces big inequities.

“If you’re just going to keep the trains running on time that’s not going to be a huge incentive to run an education system, even if it’s New York City,” said Josh Starr, a former schools superintendent in Connecticut and Maryland who was considered for the job four years ago. “The best person is probably someone who’s been a lifer in the [education department] who they trust.”

The appeal of running America’s largest school system — which is by itself the size of a large city — might seem obvious. It represents a chance to shape education policy in the national spotlight under a mayor who has shown an interest in ambitious education programs, including the widely-praised launch of free prekindergarten for every family.

But candidates might also be dissuaded by an arrangement where most major policy initiatives in recent years have been handed down from City Hall, there is a relatively short time frame to implement changes, and a job description that suggests the next chancellor will be tasked with continuing the existing blueprint rather than making his or her own mark.

Meanwhile, the next chancellor will have to tackle difficult problems that the current administration has struggled to address: how to serve a growing number of homeless students, yawning achievement gaps, and persistent requests from charter schools for more space to operate. On top of that, whoever takes the job might have less funding to tackle those issues.

“We’re in for some really horrible budget times with the new tax law and there’s going to be a lot of pressure on Washington to cut budgets,” said Clara Hemphill, director of education policy and Insideschools at the New School’s Center for New York City Affairs.

Still, whoever lands the job will inherit a school system that has enjoyed relative stability and progress: Test scores and graduation rates have incrementally climbed, and perhaps the mayor’s most ambitious education initiative — universal pre-K — has been widely hailed as a success. The relative calm means the next chancellor will be taking over a system many consider to be on the right track, though that could complicate efforts push through more ambitious — and potentially risky — changes.

In many ways, that legacy is exactly what de Blasio wanted from Fariña. In contrast with former Mayor Michael Bloomberg, who tried to systematically disrupt the system, Fariña was brought in to rebuild trust with educators and lend a steady hand. Some observers say she accomplished that mission — conducting legendary school visits to gauge the system’s health instead of leaning on reams of data, repairing the department’s relationship with the teachers union, and focusing on small-bore policies to encourage collaboration rather than competition between schools and educators.

But critics say the administration has never articulated a clear vision for improving the system as a whole, refused to tackle key equity issues like school segregation head on, and struggled with an expensive program to improve low-performing schools that has at best achieved mixed results — challenges a new chancellor must contend with.

Another legacy, some observers said, is that Fariña has not set up a natural successor. The New School’s Hemphill said that few of the department’s top deputies — including Dorita Gibson, Fariña’s second in command — have the visibility or political savvy to take on the job. And Josh Wallack, the deputy who helped execute the mayor’s signature pre-K expansion, does not meet de Blasio’s requirement that the chancellor must be an educator.

Finding an outsider to take the post could present challenges of its own. Not only is the chancellor’s salary is relatively low compared with some other school systems, which could give pause to the head of a higher-paying district, but also City Hall has engineered many of this administration’s high-profile education efforts.

Pedro Noguera, a UCLA professor who was reportedly floated for the role, said that the administration’s lack of a unifying vision for the system dissuaded him from considering the position.

“The items on their broad list – I have no objection to those,” he said in an interview. “But I don’t think they add up to the strategy that the system needs.” (Noguera said he was contacted by a third party about the job, but not directly by city officials.)

Still, many observers are optimistic about the mayor’s odds of fielding strong candidates. Fariña’s predecessor, Dennis Walcott, said running the nation’s largest school system will be difficult to resist — and there’s plenty of time for the next chancellor to make their mark.

“The person will be in charge of the largest municipal agency in the country,” he said. “The mayor is term limited, but he has a long four years in front of him.”

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.