lessons learned

Report: what other states can learn from NYC's data systems

Acknowledging that asking teachers to analyze student data has not fundamentally changed how they teach, Department of Education officials are beginning to change their approach. And other states just beginning to build their own student databases can learn from the city’s pivot, according to a report out today from Education Sector, a D.C.-based think tank.

The report recounts the brief history of New York City’s adventures with its own database known as ARIS, for Achievement Reporting and Innovation System. It also looks at schools’ gradual adoption of “data inquiry teams,” which about 65 percent of teachers were using at the end of last year.

Inquiry teams are groups of four or five teachers that select a small number of low-performing students to focus on. With information culled from ARIS, the teachers try and alter curriculum and teaching methods to improve the students’ performance. These teams are the DOE’s largest-scale reform that directly targets the instructional process. Officials hope to bring the participation rate up to 90 percent by the end of this year.

One DOE official notes in the report, “data analysis ‘is not yet leading to fundamental change in teacher practice or decision-making.” The reports states that some of the reason for that is that ARIS isn’t showing teachers as much data as they want to see as fast as they want to see it. But the city clearly expects that to change as it opens ARIS up to data that comes from teachers, not just to them. Here are some of the changes the city has in store:

  • Responding to complaints that ARIS’s data isn’t updated frequently enough and is too broad to really help inquiry teams, the city is creating ARIS Local, which we reported on last month. Though several years away, ARIS Local will eventually let teachers load their own data onto the city’s servers. This could eventually give teachers the ability compare how a student does on a test the teacher made herself to how he does on the state’s exams.

  • One drawback of ARIS that the city is beginning to look at is the fact that only teachers, administrators, and parents can access the data. Community and after-school organizations that work with students can’t see their attendance information, or whether they’re classified as English language learners. But that is changing, as Tucker writes:

    “Sophie Lippincott, former director of knowledge sharing in the Division of Performance and Accountability, sees the clear value of sharing ARIS information with community-based organizations, and she has been trying to begin a program to do so. “It’s obviously in our favor to have partner organizations using ARIS,” she says. The district has trained two organizations that are “gung-ho . . . and ready to go,” she says. But, here again, organizational silos are proving difficult to break. The developers of ARIS did not contemplate out-of-school use; because user authentication is based on the Education Department’s human resources databases, it is difficult for non-school employees to gain access. (The district has recently developed a temporary solution that enables schools to grant access to certain community partners.)”

  • Though the DOE hasn’t have the tracking programs it needs to know what parts of the site are getting the most use or how parents are viewing ARIS, officials do know that more parents are logging in. The report states:

    “A total of 62,000 unique users logged in to the ARIS educator tools from July 2009 to March 2010. As of August 2009, 340,000 different parent accounts had been accessed at least once, most often during parent/ teacher conferences.”

    The report gives examples of some ways the city has tried to get low-income families to check out their students’ scores.

    “Parent Link employed more strategies in a pilot effort to boost use by low-income families in 24 schools. Successful strategies include using parent and student volunteers; in one school, students train their parents and have them sign notes confirming they have logged in to Parent Link. Teachers have been trained in how to talk about data with parents. Another school opened its library early for ARIS workshops, and at another, a parent coordinator e-mailed parents who had not logged in. One school, located across from a homeless shelter, even created a resource room with a washer, dryer, and Internet access.”

that was weird

The D.C. school system had a pitch-perfect response after John Oliver made #DCPublicSchools trend on Twitter

Public education got some unexpected attention Sunday night when John Oliver asked viewers watching the Emmys to make #DCPublicSchools trend on Twitter.

Oliver had been inspired by comedian Dave Chappelle, who shouted out the school system he attended before he announced an award winner. Within a minute of Oliver’s request, the hashtag was officially trending.

Most of the tweets had nothing to do with schools in Washington, D.C.

Here are a few that did, starting with this pitch-perfect one from the official D.C. Public Schools account:

Oliver’s surreal challenge was far from the first time that the late-show host has made education a centerpiece of his comedy — over time, he has pilloried standardized testing, school segregation, and charter schools.

Nor was it the first education hashtag to take center stage at an awards show: #PublicSchoolProud, which emerged as a response to new U.S. Education Secretary Betsy DeVos, got a shoutout during the Oscars in February.

And it also is not the first time this year that D.C. schools have gotten a surprise burst of attention. The Oscars were just a week after DeVos drew fire for criticizing the teachers she met during her first school visit as secretary — to a D.C. public school.

Startup Support

Diverse charter schools in New York City to get boost from Walton money

PHOTO: John Bartelstone
Students at Brooklyn Prospect Charter School in 2012. The school is one of several New York City charters that aim to enroll diverse student bodies.

The Walton Family Foundation, the philanthropy governed by the family behind Walmart, pledged Tuesday to invest $2.2 million over the next two years in new charter schools in New York City that aim to be socioeconomically diverse.

Officials from the foundation expect the initiative to support the start of about seven mixed-income charter schools, which will be able to use the money to pay for anything from building space to teachers to technology.

The effort reflects a growing interest in New York and beyond in establishing charter schools that enroll students from a mix of backgrounds, which research suggests can benefit students and is considered one remedy to school segregation.

“We are excited to help educators and leaders on the front lines of solving one of today’s most pressing education challenges,” Marc Sternberg, the foundation’s K-12 education director and a former New York City education department official, said in a statement.

Walton has been a major charter school backer, pouring more than $407 million into hundreds of those schools over the past two decades. In New York, the foundation has helped fund more than 100 new charter schools. (Walton also supports Chalkbeat; read about our funding here.)

Some studies have found that black and Hispanic students in charter schools are more likely to attend predominantly nonwhite schools than their peers in traditional schools, partly because charter schools tend to be located in urban areas and are often established specifically to serve low-income students of color. In New York City, one report found that 90 percent of charter schools in 2010 were “intensely segregated,” meaning fewer than 10 percent of their students were white.

However, more recently, a small but rising number of charter schools has started to take steps to recruit and enroll a more diverse student body. Often, they do this by drawing in applicants from larger geographic areas than traditional schools can and by adjusting their admissions lotteries to reserve seats for particular groups, such as low-income students or residents of nearby housing projects.

Founded in 2014, the national Diverse Charter Schools Coalition now includes more than 100 schools in more than a dozen states. Nine New York City charter groups are part of the coalition, ranging from individual schools like Community Roots Charter School in Brooklyn to larger networks, including six Success Academy schools.

“There’s been a real shift in the charter school movement to think about how they address the issue of segregation,” said Halley Potter, a senior fellow at the Century Foundation, a think tank that promotes socioeconomic diversity.

The Century Foundation and researchers at Teachers College at Columbia University and Temple University will receive additional funding from Walton to study diverse charter schools, with the universities’ researchers conducting what Walton says is the first peer-reviewed study of those schools’ impact on student learning.