By the numbers

Charter sector says 50,000 children were turned away this year

SHUPERT
Shubert Jacobs, principal of the Bronx Charter School for Better Learning, spoke at a press conference today on the steps of City Hall to announce the number of students who applied to — and were turned away by — city charter schools this year.

Students who were turned away from city charter schools this year could fill some of the city’s grandest landmarks, according to the New York City Charter School Center’s final tally of charter school applications.

According to the center, more than 69,000 students applied for 18,600 seats at the city’s soon-to-be 183 charter schools for next year. After filling their seats in lotteries last month, the schools had to turn away more than 50,000 students, the center said today, noting that this year’s wait lists contain more students than Yankees Stadium or the Great Lawn in Central Park could hold.

The center held a press conference today on the steps of City Hall to tout the numbers, which reflected a slight increase in the number of families applying to charter schools since last year as 24 new schools prepare to open this fall.

Citywide, the number of students applying to charter schools is rising less quickly than the number of seats in charter schools, so the odds of admission actually rose this year. But that wasn’t true at every school.

“Our demand is always high, but this year it’s higher than ever before,” said Shubert Jacobs, principal of Bronx Charter School for Better Learning, which he said had received 1,500 applications for 50 seats. The mother of two children at the school, Nadine Graham, appeared at the press conference and said her family was “truly fortunate” to have won spots in the school’s lottery.

Charter school wait lists are both politically significant and hard to pin down. The charter sector points to the size of wait lists as evidence that the public wants more charter schools. But charter school advocates in other districts have come under fire for counting students who apply to multiple schools twice on districtwide wait lists.

The city’s numbers count individual students, not applications (there were 181,600 of them, according to the center, mostly submitted online). But even so, because applicants are automatically added to wait lists if they are not selected in schools’ lotteries, it is unclear how many students on wait lists are unhappy with the schools they end up attending.

The tally announcement came days after several Democratic candidates for mayor said at the teachers union’s spring conference that they would not support raising the limit on the number of charter schools that can operate. The limit was last lifted in 2010 after a bruising legislative battle and now stands at 214 for New York City, which this fall will have 183 charter schools in operation.

Department of Education Senior Deputy Chancellor Marc Sternberg said the latest application numbers showed that the candidates are out of touch with families in the city want.

“While some want to turn back the clock to when New York had only a handful of public charter schools, these record application numbers show parents overwhelmingly demand them,” Sternberg said. “We believe in giving them those choices.”

James Merriman, CEO of the New York City Charter School Center, which recently launched an ad campaign aimed at building support for charter schools, said the press conference highlighted three independent charter schools in part because mayoral candidates have aimed their fiercest criticism at networks that manage multiple charter schools.

In addition to criticizing charter schools, leading Democratic candidates have also taken aim recently at high-stakes testing and policies that curb teachers’ creativity in the classroom.

In his comments, Jacobs touted his school’s low student attrition rate, the fact that it allows teachers to write their own lessons, and its emphasis on measures of student learning other than state test scores.

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.