Grady High School students gathered in the classroom that has been used by Good Shepherd Services, a nonprofit group that has provided support to the school. The end of a grant program means the services and partnership will end.
A month ago, administrators at William E. Grady Career and Technical High School had no reason to think the school's after-school and enrichment offerings were at risk.
A year after getting the surprising news that the city would try to close the school, nine months after learning that the closure plan was off, and five months after reopening with a dramatically reduced student body and budget, the school was finally back on firm footing.
Administrators expected a new round of funding for extra services to kick in this fall. Since 2008, the school has offered after-school programs with the support of a state 21st Century Community Learning Center grant secured through a partnership with Good Shepherd Services, a youth and family development agency.
But last week, the school learned that in the next round of the grant, Good Shepherd wouldn't be working with Grady, and the funding — at least $150,000 a year according to Good Shepherd — would no longer flow. The news came too late for the school to sign on to a different organization's grant application.
A Fort Hamilton High School student held up the back of a program card she was required to bring to school earlier this year. Until recently, Fort Hamilton students who forgot or lost their program paid $1 to have a new one printed out.
The price of admission for forgetful students at Fort Hamilton High School is finally falling.
Under new leadership, the school has put an end to an unusual and unpopular policy that for years required students who did not bring a paper copy of their schedule to school to pay a fine.
Like all large high schools, Fort Hamilton faces a daunting task of keeping track of thousands of students' whereabouts each day. At some schools with advanced technology, administrators can scan students' plastic identification cards to check their schedules. Most schools instead require students to carry a program card, a sheet with their official schedule printed on it, to prove that they are where they are supposed to be.
But unlike many other schools, Fort Hamilton had for years enforced the rule by charging $1 to students who came to school without their program cards. Students and teachers at Fort Hamilton, which enrolls 4,000 students, said the policy was strictly enforced.
"I've wasted a good $30 during my entire four years here," senior Matthew Cora said.
One teacher estimated that as many as 50 students per day had to wait in a separate line before they could go to their first-period classes, suggesting that the school likely took in thousands of dollars a year through the fine.
Grady Principal Geraldine Maione stands in front of a mural painted by students in a "transformation"-funded arts program.
In a normal year, William E. Grady Career and Technical Education High School would be preparing to enroll a ninth-grade class of about 350 students. But this hasn't been a normal year.
The high school directory distributed to eighth-graders in September listed the school as having a "D" on its city progress report, even though Grady's 2010 grade would be updated to a B in October. In December, the school's federal funding was cut off after the city and teachers union failed to agree on new teacher evaluations. The next month, Mayor Bloomberg surprised school staff by announcing that Grady would be one of 33 schools to close and reopen under an overhaul program known as "turnaround."
Then, in April, after months of raucous protests and appeals to the state's top education leaders, Grady was yanked from the turnaround list, along with six other schools that had top grades on their city progress reports. The school would open this fall as usual.
Except that it won't. Grady has just 150 students on its ninth-grade roster for the fall, and fewer students means fewer dollars to spend — in Grady's case, about $3.5 million. Officials at Grady are planning to cut teachers loose, cancel after-school programs, and dismantle some of the supports that Principal Geraldine Maione said helped the school improve enough to stay open.
No longer will there be after-school clubs in robotics and chess, and teachers won't be able to be paid to work an extended-day program for students who want to take additional courses in music and dance. With a career and technical education focus, Grady has never been able to offer a full complement of arts courses, so the clubs offered students a rare chance for a rounded education, Maione said.
When members of the Panel for Educational Policy vote on more than two dozen school closure proposals later this month, they won't know whether the city will get federal dollars to fund the schools that replace them.
Speaking to state lawmakers today, Education Commissioner John King said he does not plan to respond to the city's applications for federal School Improvement Grants until "early June" — well over a month after the PEP is scheduled to vote on closure plans for 26 schools. The panel has never rejected a city proposal.
The closures are part of an overhaul process known as "turnaround" that the city devised in large part to win the funds. When Mayor Bloomberg announced the turnaround plans in his State of the City speech in January, he cited the availability of the federal funds — about $2 million per school each year — as a key motivator.
But lately, the city's rhetoric has changed. When the Department of Education published details about its school closure plans last month, it explained that the turnarounds would happen with or without the federal dollars. Deputy Chancellor Marc Sternberg also told GothamSchools that new principals wouldn't have to replace half of their staffs when the schools reopened, a provision that could disqualify the schools from receiving SIG grants.
Walcott told reporters at the hearing today that closure was the best move forward for the 26 low-rated schools with or without the supplemental grants. The schools are eligible for more than $150 million over a three-year period, but Walcott said the city's plans could be implemented without the extra funding.
"If we have the money, that's great," he said. "But money should not drive policy. The policy should be, how do we benefit the students in the long run, and that's my overall goal."
Rejoice is turning to concern about funding at schools newly spared from an aggressive overhaul process.
The seven schools — all with top grades on the city’s performance metrics — pulled from the Department of Education’s “turnaround” roster on Monday were positioned to receive about $15 million in federal School Improvement Grants next year.
Being taken off the turnaround list means the schools won't have to replace half of their teachers, lose their names, or get new principals. But it also means that they might not receive the funds: A letter distributed by the Department of Education to students at the schools on Tuesday states, "We regret that this [change] may result in the loss of federal resources for your school."
The funds could make the difference between continued improvement and backsliding for the schools.
Five of the seven schools had received SIG funds in 2010 and 2011, enabling them to pay for enhancements that their principals said led to quick improvements. At Brooklyn's School of Global Studies, nearly $1 million received under "transformation" allowed the school to buy new technology and hire expert teachers. William E. Grady Career and Technical High School paid for tutoring, college trips, an extended program, and Saturday school for students who had fallen behind. Both schools scored B's on their most recent city progress reports after years of low grades.
"If we don’t get the money we wont be able to finish what we started," Geraldine Maione, Grady's principal, said this week. "We started out on the premise that we were getting this money for three years because that is what we were told."
Renaissance students organized a protest against the freeze in their budget.
Staff at a Queens charter school that is represented by several city labor unions are growing frustrated with the unions, which they worry sat quietly by while state lawmakers slashed charter school budgets two weeks ago.
The school, Renaissance Charter School in Jackson Heights, is expecting a cut of between $500,000 and $600,000 from what was projected for next year after state lawmakers froze planned funding increases to charter schools two weeks ago.
Charter school activists have said that they're hopeful that Senate Majority Leader Malcolm Smith, who founded another unionized charter school in Queens, will yet restore the extra funds to charter schools, but no deal has been struck yet.
That leaves teachers at Renaissance planning for possible teacher layoffs and big program cuts. (The $500,000 cut from the increase the school was expecting is especially hard to shoulder given that pension costs are skyrocketing by $300,000 next year and teacher salaries are slated to go up.)
A main frustration, a Renaissance administrator said, is that the unions to which Renaissance's staff belong did not give them a heads up about the cuts — even though staff repeatedly asked union leaders if they should expect a cut. "Our members here feel shafted," Nicholas Tishuk, Renaissance's director of programs and accountability, said. "We were told that this charter school cut was mentioned two months ago, and it hasn’t been on anyone’s lips. And then we find out the Sunday night before the vote on Tuesday that not only was it on everyone’s lips; it’s actually happening."
Most charter schools in New York City are not represented by teachers unions, since the schools operate outside of the Department of Education and therefore do not see their staffs unionize automatically. But the union has fought to bring charter schools teachers into its fold. Their slow but steady inclusion has put the union in the tricky position of on the one hand lobbying for limits on charter schools, while, on the other hand, representing some charter school staff.
Students who are still learning English need twice as much funding as other students, says a policy brief released yesterday by the New York Immigration Coalition. The brief was based on a new, as-yet-unreleased study the Coalition commissioned from research and advocacy organization Multicultural Education, Training, and Advocacy, Inc. (META).
At present, funding for English Language Learners (ELLs) is approximately 1.5 times that of regular education students.
While the brief does not say how much additional funding the state should provide per pupil, EdWeek blogger Mary Ann Zehr estimated it at about $6,500 more for each ELL student than what is spent today.
Adding that much per student would be expensive. The study calculates that New York State would have to spend a total of $3.64 billion on ELLs, about 17% of total state aid to schools.
This sounds like a lot given looming state budget cuts, but the brief's authors say it's reasonable.