data preview

Researcher says city's charter schools aren't pushing students out, though other cities' are

PHOTO: Geoff Decker
Richard Kahlenberg discusses charter schools at the Hunter College's Roosevelt House in Manhattan on Tuesday.

A charter school researcher says an upcoming study will clear New York City charter schools from criticism that they systematically “push out” high-needs students.

“I can say there is definitive evidence of some cities in the U.S. of ‘pushout’ and that New York City is not one of them,” said Macke Raymond, director of Stanford’s Center for Research on Education Outcomes.

That takeaway was offered by Raymond on Tuesday night as she spoke about a CREDO study that she is overseeing. Raymond said the research, comparing the performance of charter schools in 45 cities, would likely be released in October. (Raymond also warned the audience that she hadn’t verified all of the data with the New York State Education Department.)

Raymond, speaking at a panel discussion about charter schools hosted by the CUNY Institute for Education Policy, didn’t offer other details about the study or mention the cities where charter schools were found to be the worst offenders. But the finding could become another significant data point in an ongoing debate about charter schools, which have long faced criticism for serving lower percentages of students with special needs.

As director of CREDO, Raymond has been researching charter school results for more than five years. Her work includes an influential 2009 study that found a majority of charter school students in 15 states and Washington, D.C. performed as well as or worse than their peers in traditional schools.

That study also found that New York City charter schools were an exception to that trend. An update to that study, in 2013, upheld that finding and found charter schools had surpassed traditional public schools in reading gains and pulled even in math, progress that Raymond attributed in part to charter management organizations.

Raymond let the detail about her latest comparisons slip toward the end of the 90-minute discussion on Tuesday night, which included Century Foundation fellow Richard Kahlenberg, Hunter College Professor Joseph Viteritti, the state’s former charter school chief Sally Bachofer, and John Witte, a professor at the University of Wisconsin-Madison.

More broadly, panelists agreed that the city’s charter sector would continue to grow in the short term. A new state law virtually ensures that the sector will continue to add schools without past restraints around funding for space, and dozens of new schools are in the pipeline to open in the next several years.

Where there was less certainty was how Mayor Bill de Blasio will confront that growth. Viteritti said that however de Blasio has felt about charter schools in the past, he won’t be able to ignore the specifics for much longer.

In particular, Viteritti said, de Blasio needs to offer a clear plan for tackling controversial issues like how charter schools share space with traditional schools. The department has announced small changes to the way the school building space is allotted, but city officials have promised more sweeping changes to the way decisions are made about dramatic school-space changes.

“If Bill de Blasio has a better policy on co-location, which he seems to have, he needs to say what it is,” Viteritti said.

The panelists agreed that charter schools had come up short in acting as laboratories for new ideas that could be spread to other schools, as former union chief Albert Shanker first imagined charter schools. (De Blasio has spoken frequently of that vision for charter schools, too.)

But they disagreed on whether that was a bad thing. Bachofer, who reviewed hundreds of charter applications as head of the State Education Department’s charter schools office, said she was never impressed when school leaders said they prioritized intraschool partnership.

“I’d rather have a great school than a school that collaborates” but whose students aren’t being well-served, Bachofer said.

Viteritti said public schools haven’t proven to be much better at learning from one another, but he hoped that de Blasio could change that. Kahlenberg said one way they could work together is to do a better job of diversifying the city’s charter school student population, which is mostly made up of low-income black and Hispanic students. The ability to set aside seats for certain student populations in admissions lotteries, Kahlenberg said, offers “great opportunity.”

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.