students say

Convened by de Blasio to talk school safety, New York City students tell him his latest solution is misguided

PHOTO: Ed Reed/Mayoral Photography Office
A student asks Mayor de Blasio a question during Thursday's town hall meeting about school safety.

When it was Andrea Colon’s turn to ask a question at Mayor Bill de Blasio’s town hall meeting on school safety Thursday, the high school senior got right to the point.

Why is the city “prioritizing police and metal detectors instead of ensuring we have enough social-emotional and mental health support in our schools?” Colon asked the mayor, who had invited roughly 100 students to talk about gun violence and school safety at the Vanderbilt YMCA in Manhattan.

Student after student grilled Mayor Bill de Blasio about metal detectors, just weeks after the mayor said all middle and high schools would be subjected to random screenings. De Blasio made the decision to expand random screenings after a school shooting in Florida that killed 17 people — and ignited a student-led movement for gun control that the mayor has endorsed.

“I don’t think we are making that mistake, honestly,” de Blasio said in response to Colon, noting that he supports programs that target mental health issues.

“I believe we need some police inside and outside of schools at times,” the mayor added. “I think the idea is to create a different relationship” with school police.

Different versions of that back-and-forth played out multiple times during the mayor’s nearly two-hour town hall meeting, highlighting the tightrope de Blasio is trying to walk on school safety.

On one hand, he is sympathetic to advocates who have long raised concerns about the way students of color are policed in schools, and under his leadership, suspensions have declined (though they are still disproportionately issued to students of color). But on the other hand, he has resisted calls to withdraw metal detectors and faced a consistent drumbeat of critics who say schools have become more chaotic under his watch. Those critics seized on a fatal school stabbing in the Bronx earlier this year to make their point.

One Staten Island student, Joe Silverstein, voiced that criticism, asking the mayor to add metal detectors and police officers to more schools. “This would have saved a child’s life in the Bronx a few months ago,” he said.

Still, many more students argued that the city’s metal detector policies make them feel like criminals; school safety officers don’t make them any safer; and there are too few guidance counselors. At one point, the mayor polled the audience, asking if school safety agents created “openness and an environment for dialogue.” Few hands went up.

“We got some work to do, that’s not a shocker,” de Blasio acknowledged.

On multiple occasions, de Blasio tried to steer the conversation away from metal detectors, which he noted are permanent in just 93 of the city’s 1,500 school buildings. After his wife, Chirlane McCray, who co-hosted the town hall, asked what mental health services students wanted to see in schools, the mayor insisted students answer that question before raising their own.

The mayor’s answers didn’t satisfy Ayobami Olabode, who attends Scholars’ Academy in Rockaway Park, Queens. During the town hall, Olabode told the mayor that while a small fraction of schools across the city have metal detectors, most of the high schools in his neighborhood — which serve many students of color — have them.

“He said it’s not a color thing, but I think that it is,” Olabode said after the meeting. “I feel like he tried to brush it off.”

Christina Veiga contributed reporting.

awards season

For the first time in two decades, New York’s Teacher of the Year hails from New York City — and West Africa

PHOTO: New York State Education Department
Bronx International High School teacher Alhassan Susso, center, is New York State's 2019 Teacher of the Year.

An immigrant from West Africa who teaches social studies to immigrant students in the Bronx is New York State’s newest Teacher of the Year.

Alhassan Susso, who works at International Community High School in Mott Haven, received the award Tuesday, becoming the first New York City teacher to do so since 1998.

As the state’s Teacher of the Year, Susso will travel the state to work with local educators — and will represent New York in the national competition at a time when federal authorities are aggressively seeking to limit immigration.

A decorated teacher with significant vision impairment since childhood, Susso came to New York from Gambia at 16 and had a rocky experience at his upstate high school, which he chronicled in an autobiography he published in 2016. Assuming that he would struggle academically because he was an immigrant, even though English is the official language of Gambia, his teachers assigned him to a remedial reading class. There, he found a compassionate teacher who was attentive to the diverse needs of her students, who came from all over the world.

Now, Susso is playing that role at his school. International Community High School, part of the Internationals Network for new immigrants, has a special program for students who did not receive a formal education before coming to the United States.

“Alhassan Susso exemplifies the dedication and passion of our 79,000 New York City teachers,” city Schools Chancellor Richard Carranza said in a statement. “Using the obstacles he’s overcome and lessons he’s learned in his own life, Alhassan has changed the trajectory of students’ lives and helped them pursue their dreams.”

New York City teachers make up nearly 40 percent of the state’s teaching force but have won the Teacher of the Year honor only six times since 1965, the last in 1998. This year’s winner had a strong chance of ending the two-decade shutout: Two of the three finalists teach in the Bronx. In addition to Susso, Frederick Douglass Academy III chemistry teacher William Green was up for the award.

regents roundup

Regents support a new way of evaluating charter schools and soften penalties for schools with high opt-out rates

PHOTO: Monica Disare
Chancellor Betty Rosa, center, at a recent Board of Regents meeting.

New York’s top education policymakers tentatively approved new rules Monday on two hot-button issues: the penalties for districts and schools where many students opt out of state tests — and how nearly 100 charter schools across the state will be evaluated.

Here’s what you need to know about the new policies that the state’s Board of Regents set in motion.

Potential penalties for high opt-out rates were softened

After criticism from activists and parents within the opt-out movement and pushback from the state teachers union, the Regents walked back some of the consequences schools and districts can face when students refuse to take state exams.

Among the most significant changes, which state officials first floated last week, is that districts with high opt-out rates will not be required to use a portion of their federal funding to increase their testing rates.

“I do not ever want to be the person who takes money away from children,” State Education Commissioner MaryEllen Elia said.

The regulations are part of the state’s plan under the federal Every Student Succeeds Act and stem from a federal mandate that 95 percent of students take the state’s annual reading and math exams.

The Regents tweaked other rules requiring schools to create improvement plans if they fall below the 95 percent threshold. Schools with average or higher test scores will not have to come up with those plans.

Still, some parents who support the opt-out movement and who attended Monday’s meeting said the changes don’t go far enough and that schools with lower test scores should also be exempt from coming up with plans to boost participation rates.

“There’s still so much left to be addressed,” said Kemala Karmen, a New York City public school parent who attended the meeting.

The new regulations will likely not have a major effect in New York City, where opt-out rates have remained relatively low. Although New York State has been the epicenter of the test-boycott movement — with roughly one in five students refusing to take the tests, according to the most recent data — less than 4 percent of the city’s students declined to take them.

The Regents unanimously approved the changes, although their vote is technically preliminary. The tweaks will still be subject to a 30-day public comment period and will likely be brought to a final vote in December.

New criteria for evaluating charter schools

The Regents also narrowly approved a new framework for evaluating the roughly 100 charter schools that the board oversees across the state, 63 of which are in New York City.

The new framework is meant to bring charter schools in line with how the state judges district-run schools. Under the new federal education law, the Regents have moved away from emphasizing test scores as the key indicator of a school’s success.

In keeping with that shift, the new charter framework will require schools to have policies covering chronic absenteeism, out-of-school suspension rates, and other measures of school culture to help decide whether they are successful enough to remain open.

And while the new framework does not spell out specific rates of chronic absenteeism a school must fall below, for example, it does explicitly add those policies to the mix of factors the Regents consider. (Officials said that test scores and graduation rates would still remain among the most important factors in evaluating charter schools.)

At Monday’s meeting, discussion of the charter framework prompted broad complaints about the charter sector from some Regents. The state’s framework for evaluating charters was last updated in 2015; the board has added several new members and a new chancellor since then.

The current board has repeatedly sent mixed messages about the sector, approving large batches of new charters while also rejecting others and raising questions about whether the schools serve a fair share of high-need students.

“We’re giving money away from our public schools to charters,” Regent Kathy Cashin said, emphasizing that she believes the state should more deeply probe when students leave charter schools and survey families to find out why.

Charters receive some freedom from rules governing most district-run schools, but in exchange the schools are expected to meet certain performance benchmarks or else face closure.

State officials said the new framework does not include new standards for how New York judges enrollment and retention. Under the current rules, schools must enroll a similar number of students with disabilities, English learners, and low-income students as other nearby district schools. If they don’t, they must show that they’re making progress toward that goal.

Ultimately, the new framework was approved eight to five in a preliminary vote and will be brought back to the full board for approval on Tuesday.