transparency report

City has released only scarce data from early special ed reforms

A slide from a Department of Education presentation shows only limited information about the effects of the pilot of special education reforms.

Advocates for students with disabilities who have been defending the Department of Education’s special education reforms in the face of mounting criticism are coming to the end of their rope.

They have been calling on the city for years to integrate more students with special needs in mainstream classrooms and were cautiously optimistic in 2010 when the department launched a pilot aimed at doing just that.

But two years into the pilot, with the ambitious initiative set to scale citywide this fall, no one outside of the Department of Education has any solid idea how the initiative has worked so far. Even after extending the pilot for a year, the department has released scant information about what has happened to the schools and students involved in it.

“We’ve been asking for more information forever, essentially,” said Maggie Moroff, who heads the ARISE Coalition of special education advocates, which this week sent a letter of concern to top department officials.

Details have come out in dribs and drabs. One slideshow that department officials have presented shows that attendance and test scores for students with special needs in the pilot schools did not improve. The data points the department touts most often is that students in the pilot schools were referred to special education less frequently and moved into less restrictive environments more often than in comparable schools not participating in the pilot.

But those data points say only that schools did what they were asked to do: aim for placing fewer students in special education classes, for less time. When it comes to more complex and, according to advocates and special education experts, more meaningful data points, the department has been mum.

Has the move toward inclusion affected all kinds of students equally? the advocates have asked. Have suspensions of students with disabilities declined in the pilot schools? Are parents more satisfied with their children’s placements? How have teachers in the pilot schools been trained? What is the department learning about instruction for students with special needs? How has implementation varied from school to school?

So far, they have not gotten answers. The silence is one of the chief reasons that the ARISE Coalition formally informed the department this week of its concerns about schools’ readiness to handle new expectations about how they serve students with special needs. Among the requests in the letter is for a thorough and public review of the initiative’s first phase.

“There are certain questions that we have asked again and again and again,” Moroff said. “The members of the coalition are really concerned and they really need to have these questions answered.”

Moroff said multiple meetings with top department officials have given her confidence that the special education reforms were conceived with students’ best interests at heart. And she said the department has responded to some of the coalition’s suggestions, for example setting up an information hotline for parents of children who are turning five and entering the public school system for the first time.

But she said coalition members are growing increasingly alarmed that the next phase of the reforms is approaching and the department has not come forward with more substantive results.

Department officials say a detailed review of the pilot’s second year is underway and that a review of the first year’s results suggested that changes to how students with special needs are evaluated had resulted in students who might mistakenly have been classified as having a disability in the past not being placed in special education classes.

“We know that when students with disabilities have greater access to the general education curriculum and their non-disabled peers, they have a higher likelihood of succeeding academically,” said Deidrea Miller, a department spokeswoman, in a statement.

But some special education advocates say they suspect the department’s silence masks bad news.

“Knowing this administration, if they had something something good to report they would report it,” said Carmen Alvarez, the UFT’s vice president for special education. The UFT is one of the ARISE Coalition’s 45 members.

Alvarez said teachers are reporting widespread confusion about what they will be expected to do differently this fall as more students with special needs begin to enter their classes. Elizabeth Truly, another UFT official who works on special education issues, said the department would not even tell the union how many schools have sent teachers to special education training sessions at Columbia University’s Teachers College.

Members of the Citywide Council on Special Education, an elected parent group, are hearing similar concerns from families who have gotten mixed messages and, sometimes, incorrect messages from schools, according to member Lori Podvesker.

“So many of the teachers don’t know what’s going on,” Podvesker said. “There is lots of rhetoric out there that’s not correct because they’re not getting information from central.”

The advocacy community is torn about what to do about the department’s silence. On the one hand, advocates have long pushed the city to include students with disabilities more robustly in general education settings, and they are hesitant to derail that shift once it has begun. The elected parent council for Manhattan’s District 2 has alone formally asked the department to slow down the reforms until more information is available about their impact and schools’ readiness to move forward.

But advocates are also concerned that the department is rushing headlong into change and not examining whether the special education reforms could be implemented in a way that’s better for students with special needs.

“We’re worried that schools don’t get what’s expected of them and that they have not gotten the support they need — and that they are not going to get the ongoing support that they need,” Moroff said.

The City Council’s education committee is holding a hearing about the special education reforms June 12.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”