Bridging the divide

Even as political battles persist, more district and charter schools join partnership program

PHOTO: Stephanie Snyder

Recently, Dawn Brooks DeCosta, the principal of a traditional elementary school in Harlem, was looking for way to boost her students’ social and emotional skills. Her search led her to an unlikely event: a charter school assembly.

She watched as students at the Bronx Lighthouse Charter School publicly shared life updates. Some had lost a tooth, others celebrated a birthday, still others were earning A’s in math. Later, students competed to put the scattered lines of a poem back in order.

There was “a lot of cheering, a lot of excitement,” said DeCosta, the principal of Thurgood Marshall Academy Lower School. She was so impressed she decided to replicate the assembly at her school once a month.

“If it’s really good,” she said, “maybe we can do it twice.”

DeCosta was introduced to Bronx Lighthouse through the city’s District-Charter Partnership program, a city initiative kicked off in 2015 that brings together schools from both sectors to share ideas on topics ranging from classroom discipline to working with families to improving teaching.

While the political clashes between the charter sector and Mayor Bill de Blasio’s administration often grab headlines, behind the scenes there is a growing collaboration that — contrary to de Blasio’s occasional critiques of charter schools — his administration is trying to nurture.

“While there remain real policy disagreements,” said James Merriman, CEO of the New York City Charter School Center, “there is also a very positive attempt to work across them or around them.”

For de Blasio, the program may serve as an olive branch to the charter sector, and allow him to show his concern for all students — no matter the type of school they attend. For the charter sector, it’s a chance to learn from traditional schools while also sharing their innovations, which many consider a core purpose of charter schools.

“At the end of the day,” said Jane Martinez Dowling, head of programs for KIPP NYC, “we want all of our students to rise together.”

A growing number of schools are participating in the city’s district-charter partnership. This year, 36 schools are joining the program. And this past summer — through the program — 25 rising seniors from three district high schools took part in the KIPP charter network’s Through College Summer Bridge initiative, where they learned about the social, academic, and financial aspects of college life.

Melissa Harris — the education department official tasked with overseeing the district-charter program — may be uniquely qualified for the job: Her daughter previously attended a Success Academy charter school and now attends a district school. (Harris said she switched schools because her daughter was interested in programs at the district school, not because of any problems with Success.)

PHOTO: Photo provided by the Department of Education
Melissa Harris

Harris said that even though the political fights around charter schools attract the most attention, when it comes to actual schools, cooperation is the norm.

“When you hear about district and charters having tension, usually you hear about that on a very high level,” said Harris, the senior executive director of the education department’s Office of School Design and Charter Partnerships. “But once you get down to the ground, everyone’s working together.”

The partnership program has several components: Some are aimed at smoothing the relationship between schools that share the same building, while others are designed to get district and charter school leaders to share tips about math instruction, serving students who are still learning English, or adopting less-punitive discipline policies.

A program by Uncommon Schools — a network with 23 schools in New York City — has trained 172 district school educators last year, and 500 total, on everything from how to call on students to how to check if a student understands a problem.

Some of the partnerships sprang from the ground up, Harris said. For instance, the superintendent of Brooklyn’s District 16 organized a “crawl” across the Bedford-Stuyvesant neighborhood that encourages parents to visit the local district and charter schools.

The program has also been helpful to independent charter schools, which cannot lean on the built-in support group of a charter-school network or a traditional district. Richard Berlin, a founding member of Harlem RBI’s DREAM Charter School, which has a large population of students with disabilities, said the partnership allowed the school to compare its special-education program to that of other schools.

“As a non-network charter, we’re always looking for partners we can learn from,” Berlin said. “We have to create our own network.”

An indirect benefit of this collaboration is that it can break down charter and traditional school leaders’ preconceived notions about each other.

At the beginning of the partnership, principal DeCosta said she took part in an awkward conversation where she and some charter school leaders shared assumptions about each other. She told them she was under the impression they did not serve many students with disabilities, while they shared their negative perceptions of teachers unions.

“It was uncomfortable,” De Costa said. However, “It definitely did shift my perspective.”

Despite the ground-level collaboration, political battles continue — with most revolving around school space. Charter leaders have long argued that the de Blasio administration has made it unnecessarily difficult for charter schools to get space, while the administration argues that it is a complicated and inherently timely process.

Recently, it appeared the charter sector and de Blasio were headed for a truce after the mayor struck a deal with lawmakers this summer in exchange for their extending his control of the city’s schools. It included providing MetroCards to charter school students and streamlining the process for finding or paying for space for charter schools.

Yet, even after the deal, the charter sector is still demanding school space for this year and insisting that de Blasio hasn’t held up his end of the bargain.

Though Harris wants to focus on the relationship-building aspect of her job, she is also charged with carrying out the deal and responding to schools’ questions — and complaints — about building space. That involves acting as a liaison to Success Academy, the city’s largest charter network and the one that’s been involved in the most high-profile clashes over space with the de Blasio administration.

Harris said she is doing her best to respond to Success’ space requests, but added that the city is required to get input from community members before making space decisions — and that takes time.

“We’re in constant conversation,” Harris said, referring to her office’s interactions with the charter sector. “So I don’t think that anyone can say that we’re not meeting, answering the telephone, trying to be as honest as we can about what we can do to support their organizations.”

This story has been updated to clarify that Uncommon Schools trained 172 district school educators last year.

Sticker shock

In Illinois, child care costs eclipse rent, making it one of least affordable states  

The average annual cost of child care now outpaces what families spend on a year of rent in Illinois, according to a new report that examines child care costs nationwide.

Illinois is one of the 15 least affordable states in the country, according to the report from the Virginia-based nonprofit Child Care Aware of America. The nonprofit examined costs across the United States and adjusted them for median income and cost of living.

“Families are seeing that child care is a significant portion of the bill they have to pay,” rivaling the cost of college tuition, rent, and even sometimes mortgage payments in some areas of the country, said Dionne Dobbins, senior director of research at Child Care Aware.  

The average annual cost of center-based care for an infant in Illinois has reached $13,474 — which is a staggering 52 percent of the median income of a single-parent family in the state and nearly 15 percent of the state’s median married couple’s income.

That figure put it 13th among the least affordable states, which were ranked by the percentage of a single-parent family’s income spent on child care. Massachusetts topped out at nearly 65 percent of a single-parent family’s median income for center-based infant care.

In Illinois, care for toddlers and older children before and after school also consumed a greater percentage of a family’s income compared with other states. Illinois ranked 14th for toddler care as a percentage of median income, with an average cost of $11,982 for full-time toddler care at a center.

The state was among least affordable for the cost of three months of summer care.

 

Illinois offers a child care subsidy intended to offset the costs of care for low-income working families, but that program has been rocked by shifting eligibility requirements and compliance issues. Participation in the program has dropped by a third since 2015, when Gov. Bruce Rauner’s administration changed eligibility requirements.

Dobbins said that, across the United States, child care subsidy programs are under pressure as states tighten compliance and lower reimbursement rates. In some states like Illinois, rising minimum wages have rendered some families ineligible for subsidies or staring down co-pays that they can’t afford.

Dobbins said that nationally, only one in six children eligible for subsidized child care actually ends up using it.

 

words of advice

Here’s advice from a social worker on how schools can support transgender students right now

PHOTO: Getty Images
A flag for transgender and gender noncomforming people is held up at a rally for LGBTQ rights at Washington Square Park.

Soon after news broke that the Trump administration could further roll back civil rights protections for transgender students, one New York City teacher sent an email blast to her fellow educators.

She was searching for materials to use in biology class that reflect people of different gender identities, but couldn’t find anything.

Many city educators may similarly grapple with how to support transgender students after it was reported that the Trump administration is considering whether to narrowly define gender based on a person’s biology at birth — a move that could have implications for how sex discrimination complaints in schools are handled under federal Title IX.

Olin Winn-Ritzenberg — a social worker at the Lesbian, Gay, Bisexual and Transgender Community Center — has some tips for navigating the questions and emotions this latest proposal might surface. He runs a support group for transgender teens and their peers who want to be allies, and says the most important advice is to just be willing to talk and listen.

“I don’t think it’s the kind of thing that you want to wait until somebody is in crisis,” he said. “By bringing it up ourselves, we’re modeling support.”

Here’s what he had to say about recognizing transgender students, the protections that New York City and state offer, and some mistakes to avoid.

This interview has been edited for length and clarity.

What are your tips for how to explain the news to students and young people?

If it’s news like this, that’s hard to maybe pin down what it exactly means (this was a memo, and does it have teeth? What does it mean?) I would look to them for the feeling of it. That’s what’s really important and a lot of what’s going on is just fear mongering, and a denial of trans existence. And that is something our young people will be able to speak to, to no end, and that they’re not strangers to — especially under this administration.

I would want to help ground things and offer some reassurance that a memo doesn’t have teeth and that we can look to our local New York City and state protections — that we’re lucky to live in a place that has such strong protections, especially for students.

What kinds of protections should New York City students expect to have in schools?

A student in New York City could expect to use the facilities that align with their identity, and could expect to possibly see all-gender facilities in their schools — as there are more and more of those being converted. They can expect to be able to file or register a complaint of discrimination against other students or even staff, and can expect to have an LGBT liaison within the Department of Education. They can expect to have their name and pronoun respected and utilized, and come up with a plan with a staff member around, if they’re transitioning socially or in any form at school, how they would like to be supported and how that looks in each unique situation.

It doesn’t always happen. But the fact that we do have it in policy means that there’s a means to pursuing it and that the institution is on the side of the trans or gender non-conforming student and would help to rectify any situation that’s feeling unsafe or unsupportive.

How can teachers and adults show support for their transgender students right now?

I don’t think it’s the kind of thing that you want to wait until somebody is in crisis. It shouldn’t be necessarily on any student to bring it up. By bringing it up ourselves, we’re modeling support. Even though this is a memo and we’re all waiting to see what they’re going to try to do with it, we know the intentions behind it…

I think we can speak directly to that and not make the debate about, ‘Is there or isn’t there a trans experience?’ That’s maybe one of the most powerful things. Yes, we exist. And if you’re an ally: ‘I’m a witness. You exist. You’re valid and as valid as anybody else.’

What would that validation look like in a school setting, say, if you’re a math teacher?

I think that making things visible is powerful. So if there’s a public bulletin board in a hallway and it says, ‘We stand with our trans staff and students,’ and then people have an opportunity to sign it.

I really think it can be an individualized response by a school depending on that school’s culture and if there is leadership by students, say, ‘We would like to be vocal and explicit in our support. You come up with the idea.’ Or, not to put it on them but say, ‘We’d love to be guided or get input from you on how to do that,’ so it is, wherever possible youth and trans-led.

Say, ‘What do you need and what can we provide?’

What should teachers and adults avoid saying or doing at a time like this?

I think a common, misguided mistake — that’s not necessarily hateful, but is really harmful nonetheless — is propping up a debate that’s going to hinge on ‘Do trans people exist?’ Or, ‘Defend or argue against sex being a binary, scientific, biological basis to view narrowly.’  

If a teacher wanted to engage with this but the assignment were more like, ‘What are your thoughts,’ there is so much education that needs to be done first — and that can put a person’s very identity and being up for debate in a classroom setting.

Another really bad thing would be just to ignore it because people are maybe scared of going there or don’t know what to do.