Regents rundown

As elections approach, New York’s top education policymakers begin to outline legislative priorities

PHOTO: Creative Commons, courtesy JasonParis
Albany statehouse.

New York’s top education policymakers are gearing up to discuss their legislative wishlist for next year’s session, just as the political balance of the state legislature could turn on its head.

The state’s Board of Regents will kick off the discussion Monday by reviewing last year’s priorities — everything from bullying prevention programs to expanding access to advanced coursework — and propose tweaks and additions.

They’ll also discuss what to prioritize in their overall funding request for education across the state (the board has not yet requested a specific dollar amount). Last year the Board asked for a $1.6 billion increase, which is less than the $1 billion boost that was ultimately approved. But the if the state Senate, which has been controlled by Republicans for years, flips to Democrats, it could reshape the annual budget dance just as it kicks into gear.

Also on the Regents agenda: a discussion of state test scores that were released late last month. However, state officials have repeatedly said the results do not offer much insight about whether student learning is improving across the state because of changes to the test that make results hard to compare to previous years.

Here’s what you should know in advance of the meeting.

Legislative chatter

Officials are set to discuss last year’s legislative priorities and how close they got to their goals.

One priority from that cycle, for instance, was to address the yawning gap in access to advanced coursework in different school districts across the state, a top concern of New York City Mayor Bill de Blasio as well. Among wealthy suburban school districts, students were roughly five times as likely to have access to six or more Advanced Placement or International Baccalaureate offerings as students in New York City, according to a report released earlier this year. (The city is also launching a pilot program to allow virtual classes in advanced subjects at 15 high schools in the Bronx, under the new teachers contract.)

The Regents requested $3 million in grants to help expand offerings among high-needs districts, and wound up with $500,000, according to state documents. (Though the board doesn’t have any formal power over the legislature, they can help sway the outcome as the state’s top education policymaking body.)

They’ll also discuss a slew of other priorities, including how to support new intervention plans for New York’s lowest-performing schools that were developed as part of the state’s compliance with the federal Every Student Succeeds Act.

And the Regents will talk about progress on their efforts to support English learners; they have previously asked for funding to translate Regents exams into Spanish so students can better demonstrate skills beyond their proficiency in English.

Other issues, beyond these priorities, may surface in discussions Monday as well.

The board isn’t expected to approve a full set of legislative goals until December, and it’s possible that a wave election could give Democrats control of the State Senate. Regents Chancellor Betty Rosa previously told Chalkbeat said she hopes “the combination of the Assembly and the Senate will create leverage” in the budget process, a dynamic she hopes will lead to more funding.

Many of the Regents’ priorities — more support for vulnerable students, additional social services in schools, and other initiatives — would require significant additional investments.

Testing testing

State and local education officials have said it’s impossible to compare the newly released results on the state English and math exams to last year’s because the test was changed — it’s administered over just two days instead of three —  but several lingering issues could surface.

In New York City, there are still significant score gaps between white and black students. Almost 67 percent of white students passed their English tests, close to double the percentage of black students. And almost 64 percent of white students passed math, compared to about a quarter of black students.

And even though Regents reduced the number of testing days, opposition to the exams continued, with about the same percentage of New York students deciding to opt out as did the previous year. In New York City, where most kids usually take the test, there was a slight uptick in students who sat out.

This comes after the state agreed to soften certain penalties for schools where opt-out rates remained consistently high.

Some Regents remain committed to computer-based testing, and the state hopes to eventually expand the practice to all students. Some are concerned about the nature of the exams, whether they are fair to English language learners, and whether the tests help perpetuate disparities.

State education officials have shown some interest in different approaches to testing. Regents decided not to apply for a federal waiver to pursue “innovative” exams — involving essays, projects, and tasks — but they did form a work group that is partially focusing on testing.

Changing course

After pressure from school board members, University of Memphis middle school drops its academic requirement

PHOTO: Laura Faith Kebede/Chalkbeat
University of Memphis' elementary, Campus School, is one of the highest achieving schools in the state.

Leaders of a popular elementary school known for its high academic performance are changing the entrance requirements at a proposed middle school in hopes of creating a more diverse student body.

After the Shelby County Schools board raised concerns that the University of Memphis’ plans would continue a pattern of student enrollment from its elementary school, Campus School, that is mostly white, university leaders said last week they would drop the academic requirement for the middle school.

Most Memphis students do not meet state standards for learning. Under the revised proposal, students would need satisfactory behavior records and fewer than 15 unexcused absences, tardies, or early dismissals.

In addition, the school is meant to be a learning lab for teachers earning their degrees. School leaders hope these teachers will eventually return to the Memphis school system to work with children who live in poverty. But currently, the student body doesn’t reflect the population school leaders want to serve.

“We need to make sure that new teachers are getting everything they need. That way you then can learn how to be successful in a diverse community,” board member Miska Clay Bibbs said.

White students made up two-thirds of the elementary school in 2017, the highest percentage in the district. Only 8 percent of the students lived in poverty — the lowest in the district. By comparison, more than half of students in Shelby County Schools live in poverty while only 8 percent are white.

The Memphis district has added more speciality schools in recent years to attract and retain high-achieving students, including white students, who might otherwise choose a private school or schools in the surrounding suburbs. Campus School is one that attracts a lot of white families.

It wasn’t always like that, board member Michelle Robinson McKissack said. She and other board members urged university leaders to do more intentional outreach to the surrounding neighborhood that would have priority in admissions.

“It’s surprising to me that it did seem to be more diverse when I was a child going to Campus in the mid-70s than today,” she said. “And I want to ensure that University Middle looks like Campus looked when I was going to school there.”

Until recently, Campus School was the only school with a contract in the district. Compared to charter schools, contract schools have more say in how they choose students. That allows the University of Memphis to give priority to children of faculty and staff.

PHOTO: Laura Faith Kebede/Chalkbeat
University Middle would be housed in the former St. Anne Catholic School near Highland Street and Spottswood Avenue.

Paul Little and his wife chose their house because of its proximity to Campus School. If the university’s middle school had been open, he would have enrolled his oldest daughter there. He considered other public options, but ultimately decided on an all-girls private school.

“For a long time, I was against private schools in general because if people with high academic achievers pull their kids out of public school, you’ve left a vacuum,” he said.

Little, a White Station High School graduate, disagrees with the assertion that Campus School is not diverse, citing several international students who are children of University of Memphis faculty.

At a recent school meeting, “when I looked out over the cafeteria, I saw a lot of diversity there… That’s never been a concern for me,” he said. He said he was encouraged by the university’s outreach plans “to make the school as diverse as possible.”

Board members are expected to discuss the contract with University of Memphis on Tuesday night, vote the following week, and then open online applications to the school Jan. 30. The school would open in August with sixth-graders with plans to add one grade each year after that.

voices of the vote

Meet Denver teachers who voted yes to a strike, no to a strike — and just aren’t sure

PHOTO: PHOTO: Andy Cross/The Denver Post
Skinner Middle School math teacher Peter English walks out of the Riverside Baptist Church with his son, Landon, left, and daughter Brooke strapped to his chest after voting on whether to go on strike ()

Throughout the day, the parking lot of Riverside Baptist Church filled up as Denver teachers made their way into a meeting organized by their union, the Denver Classroom Teachers Association.  

Months of negotiations that failed to produce a deal between top leaders of Denver Public Schools and the union had given way to individual teachers facing a choice: To strike or not?

Along with reporting the news of the day — which you can read about here — Chalkbeat spent time visiting with teachers to get a sense of what was shaping their decision-making.

Most teachers we spoke with, both in depth and in passing, said they voted “yes” to strike. Union officials have said two-thirds of those who vote Saturday and in a second session Tuesday must sign off on a strike for it to proceed, and the prevailing wisdom among teachers we interviewed was that support is strong.

The decision, though, is far from black and white for many teachers, regardless of where they ultimately land.

Here are the stories of three teachers, all at different places:

Krista Skuce, Slavens K-8 school: Yes to strike

At the urging of teachers and parents, Slavens K-8 students turned out early on a few recent mornings to show support for their teachers. They wore red in solidarity and posed for pictures.

They also brought questions. “Why are you doing this?” was one.

Krista Skuce, a physical education teacher and 14-year Denver Public Schools employee, would tell students that she lives 40 minutes from the school because she can’t afford to live in Denver.

Krista Skuce

But there is more to her story. Her spouse, she said, is no longer able to work, beset by medical issues, unable to draw disability benefits, and in need of costly care including massage therapy, chiropractic appointments, neuromuscular therapies, and more.  

At the same time, Skuce said her pay “doesn’t seem to be going anywhere.” So she hustles, earning extra pay by driving across town to coach softball and basketball.

Skuce, like many teachers who stopped to talk about their votes on Saturday, believes the district can do more to boost teachers’ base pay — before bonuses and incentives.  

She said her salary has only increased $4,000 or $5,000 in the past 14 years, even though she has been teaching 27 years, has a master’s degree, and is National Board Certified.

Skuce said she knows that by voting to strike, she could very well end up taking money out of her own bank account. Striking teachers don’t get paychecks.

“I am hoping the district and the DCTA do the right thing and recognize the fact that there are some people here who are on the edge,” she said. “We are on the edge emotionally, financially. We know these are good people. And I think teachers are people who wake up every morning with forgiveness.

“You have to take a stand and say what you are for at some point in time in your life — and this is it,” she said. “I’m willing to do it, scary or not.”  

Jason Clymer, John F. Kennedy High School: No to strike

An English teacher at John F. Kennedy High School, Jason Clymer stands with his fellow union members in the belief teachers aren’t paid enough. He finds fault with what is asked of teachers through LEAP, the district’s growth and performance system for teachers.

“Teachers at my school feel extremely micromanaged and can’t catch a breath,” he said.  

But in the end, after being one of the first teachers in the door Saturday and attending an information session, Clymer said he voted against the strike.

“Going on strike is very hard,” said Clymer, whose wife works in human resources for the district’s central office. “And I think the agreement DPS came to was close enough.”

Clymer questioned picking a fight now because of the limited scope of the negotiations. That would be the current agreement governing ProComp, the pay system that provides teachers one-time bonuses for things like teaching in a high-poverty school, getting strong evaluations, having students who earn high test scores, or teaching in a high-performing school.

He said he’d like to save some political leverage to focus on other issues covered by the district’s main contract with the union.

“It’s really unfortunate these things can’t all be negotiated together,” he said. “If the district came out and said, ‘We want to give you more money, not as much as you like, but we want to devote more to things like mental health services,’ I really think that would be a winning argument.”

In opposing a strike, Clymer said that he did not want to divide his fellow teachers

“Although I voted no, I believe in the union,” he said. “And if the union voted to strike, I will absolutely support the union.”

Paula Zendle, Denver Green School: Undecided about strike

Paula Zendle is dreading the moment that is appearing increasingly likely: standing before her students at the Denver Green School and explaining why she won’t be there to teach them.

“I tell them constantly, ‘Don’t miss school, don’t miss school. Don’t be absent, don’t be absent, don’t be absent,’” said Zendle, her eyes welling up with tears as she waited on a friend. “I have been fighting to avoid a strike. I hate this. It’s utterly and totally agonizing to me.”

Paula Zendle

Zendle said she left a career in the corporate world for the classroom and has been teaching eight years. She teaches English language acquisition and Spanish at the Green School, a popular and highly-rated middle school option in a district that celebrates choice.

 Zendle said she has done her research and written to the district’s chief financial officer. What bothers her is a system she believes rewards younger teachers and underpays teachers in terms of the cost of living.  

The average Denver teacher currently earns about $51,000 in base pay and $57,000 with incentives, according to data from the state education department and the district. That’s less than teachers in districts like Boulder Valley, Cherry Creek, and Littleton.

District officials have agreed to put $20 million more into teacher compensation and defended their most recent offer on Saturday as “compelling.”

For Zendle, the prospect of facing her students — and that she works in a supportive school environment — is contributing to her struggle in deciding whether to vote “yes” to strike.

So if the moment does come, what will she tell her students?

“We have the right to protest unfair taxpayer spending,” she said. “This is not only unfair, it’s unconscionable. Their priorities have been wrong for 10 years.”

Then she paused and made clear that her decision had not been made. She considers herself a person of principle, and that will guide her in making a decision.