leadership change

After sparing Harlem’s storied Wadleigh middle school from closure, Richard Carranza shakes up its leadership

PHOTO: Christina Veiga
A Wadleigh graduate addresses the crowd at a rally outside the school. Students, parents and community leaders spoke against the city's plans to close the Harlem performing arts school.

In one of his first moves as chancellor, Richard Carranza saved a politically connected performing arts school in Harlem from closure. Now, the education department is moving forward with a leadership shakeup at Wadleigh Secondary School for the Performing Arts in a bid to turn the school around.

Starting Monday, Kyleema Norman — a former principal who now works with low-performing schools in Brooklyn through the city’s Renewal turnaround program — will take the helm of Wadleigh on an interim basis, replacing Daisy Fontanez.

Norman’s task is a steep one. The middle school has long been considered low-performing and has had difficulty attracting students — enrolling fewer than a hundred students in recent years. Since 2014, not a single one of its middle schoolers was considered proficient in math on state tests, and Carranza has said the school’s performance is “not acceptable.”

But despite the school’s performance, Wadleigh has survived at least two attempts to shutter it, owing partly to strong political backing from the NAACP, the Harlem Chamber of Commerce, alumni, and elected officials.

In 2011, when the Bloomberg administration targeted the school for closure, famed philosopher Cornel West and then-public advocate Bill de Blasio rushed to the school’s aid. As mayor, de Blasio’s education department targeted the middle school for closure last year, but Wadleigh was spared after pushback from local officials and members of the school community.

“Chancellor Carranza is very clear that [the education department] is supporting us,” said Norman, the incoming interim principal, adding that she hopes that she is ultimately selected to stay. “I hope to prove myself to be someone of record, and a lasting leader of Wadleigh.”

The decision to save Wadleigh’s middle school could offer a hint that Carranza is more apt to give long-struggling schools a second chance instead of closing them. The schools chief will have to make more of those decisions in the coming year, especially among the 49 other remaining schools in the city’s controversial Renewal turnaround program.

But given Wadleigh’s political history and the fact that Carranza doesn’t yet have a long track record of making closure decisions in New York, it’s difficult to know whether Wadleigh offers any real clues about how Carranza will approach school closures in the future.

As part of the shakeup, the school will join a network of schools supported by New Visions for Public Schools, a nonprofit that helps support and supervise a group of schools. A separate middle school in the same building, Frederick Douglass Academy II, also receives support from New Visions, which will help foster collaboration between the two schools, officials said.

The high school will also receive additional funding for its arts programs, and the school will continue to be in the city’s Renewal program, which gives struggling schools extended learning time, access to additional teacher training, and a collaboration with a nonprofit organization.

Less clear is what benchmarks Wadleigh will be expected to reach for the shakeup to be considered a success. Education department spokesman Doug Cohen pointed to goals the school is supposed to reach as a member of the Renewal program for struggling schools.

Last school year, though, those benchmarks were set so low that Wadleigh’s middle school could actually perform worse on measures including student attendance and reading proficiency and still hit its goals.

Cohen said last year’s goals would remain in place, and, “we’re working with the principal and community to review the metrics and develop new, shared short-and long-term accountability measures that work best for the school.”

Gigs Taylor-Stephenson, president of Wadleigh’s parent association, said the leadership change has left her feeling optimistic.

“We hope that this change is for the best for our children and for the school,” she said, adding that she hopes the new principal brings a more consistent sense of school discipline in managing student behavior. In terms of academics, Taylor-Stephenson said, “We didn’t think expectations were set high enough, and without expectations being set, it was mediocrity.”

Norman emphasized her track record turning around struggling schools. As principal of Brooklyn’s Academy of Urban Planning, she helped usher in double-digit percentage increases in graduation and attendance rates, officials said. And she also noted her arts background, which includes training on the viola and experience with modern, jazz, tap, and African dance.

Aaron Pallas, a professor at Teachers College who has studied the city’s school turnaround efforts, said the leadership shakeup could make a difference, but that might not be enough.

“I think they’re putting a lot of weight on the change in leadership and the idea that a new principal can change the school,” Pallas said. But whether the school would face closure if it doesn’t start improving is far from clear.

“There are some schools that are Teflon coated,” Pallas said.

First Person

We’re a middle-class black family. Here’s why we’ve skipped our local schools for now.

PHOTO: Saratu Ghartey

When we bought our two-family brownstone in the Bedford-Stuyvesant neighborhood of Brooklyn over 10 years ago, we were childless professionals unconcerned with the state of the area’s schools. Today we have an almost-4-year-old son eligible for pre-kindergarten and school options are a daily worry.

Our neighborhood is rapidly gentrifying, but the public schools lag behind, with no obviously good choices available. While some newcomers — mostly white parents — seem willing to take a chance on these works-in-progress schools, we feel we have little room for error. After all, we are raising a little black boy in America.

Our school district has been in a state of neglect for years — its version of a school board was defunct until recently; student enrollment has dropped significantly, with many schools under-enrolled; and the students perform in the bottom 10 percent of the entire state on exams. The parents have voted with their feet — less than a quarter of Bed-Stuy’s children actually attend their zoned school. The students that do remain in-district mostly attend the newer charter schools, which have made inroads by focusing on a back-to-basics, traditional curriculum.

Young families like ours who have invested in Bed-Stuy’s homes are now facing the challenge of finding a suitable school. Private schools seem like an easy answer, but tuition can begin as high as $40,000, if spots are even available. So the new wave of local parents began to organize, a group formed, and a plan emerged to adopt one or two neighborhood schools in order to advance them from within. Then tensions grew — black vs. white, old timers vs. new timers, middle class vs. lower income, progressive vs. traditional — and the movement fairly quickly hit some pretty big rocks. Long-time neighborhood leaders and civic organizations felt the new group was ignorant of their own efforts regarding the schools and did not value them as partners. Some even felt the newcomers were out of line by naming the group after the neighborhood, especially since they were viewed as only wanting to fix the schools “for their kids.” And the newbies made some unfortunate tongue-slips, both privately and in public, further feeding the resentment.

I paid attention to the little movement, marveling at these mostly white parents who would send their kids to schools with dreadful scores in the middle of what was not so long ago a rough neighborhood, schools where their kid would likely be the only “other” in the room. Most of the middle-class black parents I knew were not willing to take that risk. It is all well and good to say that you will send your kid to a majority low-income, low-scoring school because you believe in public schools, and you are not a snob, but the stakes are higher for black kids. Disparities in academic achievement begin early for black children, and they persist.

And then there is the slippery issue of school culture, which begins to matter around the third grade, when kids start to decide what their values are, who they want to be like, what is “cool.” Many middle-class black parents are concerned that their children will fall into the wrong crowd, lose focus on academics, and begin to veer off the path their parents followed to success. This is a terrifying preposition for these parents, who may have seen firsthand the results when promising cousins failed to graduate high school, or dropped out of college, or made a wrong turn into the criminal justice system.

For all these reasons, many black middle-class parents seek financial aid at prestigious prep schools, or squeeze into small apartments in better school districts, or move to mostly-white suburbs to benefit from the school systems there.  We, however, wanted to see if we could keep our son in the diversity of New York City, in a quality public school. We were willing to consider the improve-your-school movement, but we also wanted to check out the more established Brooklyn public schools.

We visited seven pre-K options in total (four within our district) and it was illuminating. At some schools, we saw troubling things — signs declaring that children not picked up on time would be taken to the local police precinct, a principal who consistently used improper grammar during an open house, tour guides who explained that the kids sometimes watched videos rather than going outside at recess. Some schools simply suffered from a general air of tiredness.

But we found other schools more encouraging. At an established progressive school that prioritized low-income kids in its admissions, the library was bursting with books, there was robotics lab, and the teachers were seasoned and passionate about their social studies curriculum, which took an in-depth look at a different country each year. A “Unicorn” school just a neighborhood away was defying the odds and producing academically strong students while maintaining its majority black enrollment, with an unspoken theme of “black excellence.” I found an old law school classmate of mine serving as PTA president there, and many of our professional black friends have children enrolled.

We also observed big differences in schools’ priorities that seemed to map to what kinds of students they served. In New York City as in many places, Hispanic, African Americans and Asians apply to progressive schools at lower rates than whites, partially because there is a concern that progressive education does not work for black kids. On the tours we noticed that the majority-black schools were focused on “college readiness” and literacy “basics,” while “whiter” schools were heavy on progressive elements — project-based learning and child-led inquiries.

We also discovered that in more affluent neighborhoods after-school care options can be nonexistent. None of the pre-K centers by my workplace in lower Manhattan offered onsite after-school programs. This is not very tenable for a two-income home like ours.

And of course, we saw evidence of the segregation that has been so well documented in the city’s public schools. As soon as we crossed the Brooklyn Bridge into Manhattan, there were many fewer black and brown faces.

In the end we put the Unicorn school and the well-established progressive school as our top two choices on our lottery application.  The Bed-Stuy options just felt like too much of a gamble — the movement too new, some of the schools a bit too far gone, and a few of the locations rather dodgy.

The lottery ultimately assigned us our fifth choice, an in-district school with a young principal who has a lot of energy and ideas. But the school has a long way to go academically, and we were nervous, especially after our attempts to find other families attending the program failed. By August we were stressed out waiting for the waitlists to move, and I began calling the schools to check on where we stood. When I learned there was an open spot in one of the lower Manhattan programs by my office — a lovely little program in the same building as a new school on the waterfront — I snatched the spot. We had visited the site but ultimately not listed it high because of the commute and because it was only a one-year option (the pre-K spot does not lead to any priority preference for kindergarten in that school or district). Now, however, we felt it was a better backup while we waited for Unicorn school to come through. It never did. There were 200 kids on the waitlist for pre-K, and no one gave up a slot.

This month our son started pre-K at the program in lower Manhattan. It’s early days but we are impressed so far. The teachers and administrators are warm, professional and prepared. We receive regular communications from the program — starting in the weeks leading up to the first day of class. The other families are racially diverse — white, black, Asian, South American, multiracial —although I cannot yet tell how socioeconomically diverse they are (the neighborhood is fairly affluent but there are some “commuters” like us). The important part is everyone is friendly. And of course, all the 4-year-olds are adorable.

So in the end, I guess we chickened out on the neighborhood school experiment, at least for pre-K. We have friends who did enroll in the “adopted” schools, and we are watching carefully. Kindergarten is a whole new application process, and our son likely cannot stay in lower Manhattan because he does not live in the school’s zone. So we will be back in the game shortly.

Saratu Ghartey is an attorney who lives in Brooklyn.

Test Results

Newark’s PARCC scores inch up, setting baseline for new superintendent

PHOTO: Sol de Zuasnabar Brebbia/Getty Images

Newark students made process on the state English tests this spring, while growth stalled on the math tests, according to results released by the district. The results provide a new baseline that the district, which is back under local control after decades of state oversight, will likely be judged against in coming years.

Just over 34 percent of Newark students who took the 2018 PARCC English tests met or exceeded state expectations — a 3.1 percentage point increase over the previous year. Students in grades 3 to 11 took the computerized tests; every grade except for fifth and eighth made gains in English.

In math, 23.2 percent of students hit the state’s benchmark. That is 0.6 percentage points higher than in 2017 — a smaller growth rate than in previous years. The results were uneven: While some grades made gains, students in grades 3, 6, and 8 saw declines, as did students who took the geometry test.

Statewide, 55 percent of students met grade-level expectations in English and 42 percent did so in math. Students must score at a level 4 or above on a 1-5 scale to be considered performing on grade level.

In February, after 22 years of state control, Newark’s local school board was put back in charge of the district, just weeks before students sat for the tests. The results will now become the yardstick against which observers will measure student progress under local control and assess the new superintendent, Roger León, a veteran Newark education who took over in July.

“We have a lot of work to do,” León said at a board meeting in August where officials shared some highlights from the results. (Chalkbeat filed a public-records request to get the district-wide pass rates.)

In a recent public radio interview, León added that the test scores show that teaching needs to improve.

“The instruction in the classroom can’t be the same,” as it has been, he said on WBGO. “Because our student achievement data is suggesting that that’s not really good.”

State policymakers are currently debating the future of the PARCC tests, which students first took in 2015. Gov. Phil Murphy has vowed to replace the controversial tests, but some lawmakers have expressed concerns about his plan.

The state sent this year’s PARCC results to districts, which have shared them with families, but it has not yet posted them online. Last year, they were available to the public on Sept. 28. A state education department spokesman said Wednesday that he expects the school and district-level results to be posted “in a matter of days.”

After the results were published last year, Newark sent out a press release touting the district’s progress. The release noted that Newark made larger gains in math and English than the state overall. This year, the district’s gains were larger than the state’s in English but smaller than the state’s in math.

Newark’s test scores have become the site of a proxy battle between critics and defenders of the controversial policies that transformed the district in recent years. Under former state-appointed superintendents Cami Anderson and Christopher Cerf, some neighborhood schools were shuttered, more charter schools were opened, and a new teachers contract that tied teacher pay partly to student test scores.

Last year, a team of Harvard researchers tried to measure the impact of those changes. They found that Newark students’ annual growth on the state tests initially declined after the reforms kicked off in 2011. By 2016, however, students were making greater gains in English than they had before the reforms. In math, their growth was no better or worse than before the changes.

Whatever factors drove Newark’s test scores to where they are today, Superintendent León will now be expected to move them higher. Indeed, along with perfect attendance, León has set a goal of every student passing the state tests — an impossibly high bar that no large urban district has ever cleared.

As León tries to boost scores, he must contend with wide achievement gaps between groups of students. For instance, on the English tests, white students outperformed black students by 26 percentage points, general-education students outperformed special-education students by 29 points, and English-proficient students outperformed those still learning the language by 26 points.

“We actually have a strategy on how to reduce the gap and improve achievement,” León said at the Aug. 28 board meeting. “We’re not afraid of the data.”

Graphics by Sam Park.