exchange students

De Blasio’s district-charter partnerships start with a focus on school discipline

PHOTO: Patrick Wall
Deputy Chancellor Phil Weinberg.

Anthony Pirro has a vision for what discipline could look like at P.S. 54, the elementary school he runs in Bedford-Stuyvesant, Brooklyn.

Students who misbehave would be pulled aside to analyze their decisions. If they had disrupted class, they would apologize to others. Suspensions would be used only as a last resort.

But so far, the push toward restorative justice hasn’t worked, Pirro explained Thursday. Less than half of his teachers are on board, and trying to rally the parent-teacher association this year has been an “epic fail.”

His latest tactic: Getting advice from The Equity Project Charter School through a new program that pairs up New York City district and charter schools. The new partnerships — which the city expects to spend $18 million to support over the next four years — are one part of Mayor Bill de Blasio’s “Equity and Excellence” plan, a long-term agenda he outlined in September to reshape public schools.

Pirro visited The Equity Project in Washington Heights Thursday alongside a number of other city education officials for the program’s second meeting.

“It just might prod people to think a little bit more widely,” Deputy Chancellor Phil Weinberg said. “The original idea of why we would have charter schools was to innovate practice.”

These partnerships are also an extension of the collaborative learning approach championed by Chancellor Carmen Fariña, who has made her “Learning Partners” program a centerpiece of her plan to improve New York City’s schools. They are also designed to bring together two kinds of schools that often grab headlines for sparking tension, not sharing ideas.

So far, 20 district and charter schools are participating, with some of each designated as “mentor” schools and others as “learner” schools. Half are working to improve instruction for students learning English, while the other half tackle discipline issues.

On Thursday morning, school leaders bounced new ideas around for Pirro. Maybe he should focus his efforts on convincing teachers on the verge of supporting the new approach, one said. Another suggested his message would be more effective coming from fellow teachers.

The initiative mirrors past efforts in the city and across the country to foster charter-district conversations. The Gates Foundation gave $25 million in 2012 to seven different cities, including New York, to help charter and district schools share ideas about enrollment systems, metrics, and professional development. (Chalkbeat also receives support from the Gates Foundation.)

The city’s initiative is set to reach more partnerships over the next five years, but there is no concrete vision for what the program will look like over that time, Weinberg said. There is also no process for testing whether the conversations turn into action besides continuing the meetings.

“The best kind of supervision is self-supervision,” Weinberg said.

After the workshop, Pirro had already started compiling a list of about 10 ideas that he wants to bring to his school. Next time, he plans to have something he can report back.

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.