school safety

As de Blasio pushes fewer suspensions, advocacy group attacks school safety record

An advocacy group known for its opposition to Mayor Bill de Blasio’s education policies says the mayor misled the public when it trumpeted a drop in violence in New York City schools.

The criticism and an accompanying report mark a new tactic for the group, Families for Excellent Schools, and highlight de Blasio’s potential vulnerability on the issue of school safety. His administration has been mounting an effort to overhaul school discipline, urging schools to give out fewer suspensions and use alternative approaches.

In a report released Thursday, Families for Excellent Schools points to state data showing that violence in schools is increasing. Almost 16,000 violent crimes were reported in schools in 2015 — almost 3,000 more than the previous year — and the highest number of incidents since at least 2005, according to the report.

At the same time, city data — which is collected and submitted in a different way, and has long differed from the state’s numbers — show a decrease in the total number of safety incidents since last year and over the last decade.

City officials said that the state’s metric is deceiving because it not distinguish between minor interactions and severe altercations.

“This data is misleading; the total number of incidents at NYC public schools decreased nearly 8% last school year to historic lows, and crime, arrests and summonses are down across the board,” said Toya Holness, a spokeswoman for the education department.

State officials implied that the metric can be problematic, since schools report their own data, and said the education department has already convened a task force to revise the system. The group’s objective is to make it less complicated to report incidents and emphasize violent offenses, state officials said.

“The Department’s ultimate goal is to ensure that we are able to report the most accurate school safety data possible,” said Jonathan Burman, spokesman for the education department.

Even as de Blasio’s critics say his discipline-policy changes have made schools less safe, advocates have raised a different set of concerns. They support the shift to a less punitive approach to discipline, but say the city has done too little to help schools make the transition. On Wednesday, the group Educators 4 Excellence-New York held a demonstration at City Hall to call for more guidance counselors and de-escalation training for teachers.

De Blasio’s push for alternative discipline strategies is part of a national shift away from “zero tolerance” policies, which called for harsh penalties even for nonviolent infractions. Such policies have been shown to disproportionately affect students of color, while doing little to improve student behavior.

Last year, the city required principals to begin getting approval before suspending students for insubordination, and de Blasio convened a task force to make policy recommendations around school safety and discipline. The mayor’s budget for next school year includes funding for some schools to be trained in “restorative justice,” which pushes students to repair any harm their behaviors have caused.

As some schools are just beginning to make the switch to this new discipline approach, critics of the shift are looking for signs that it is backfiring. One student caught with seven bags of marijuana was given only a warning card, according to a recent New York Post article.

Families for Excellent Schools, which has previously been critical of the administration’s stance on charter schools and its “Renewal” school program, is now joining the fray.

But others said say their claim has little backing. Dawn Yuster, the social justice project director at Advocates for Children, said she has seen little evidence that de Blasio’s reforms hinder school safety.

“[The NYPD] are the last people that want to risk safety of anyone and they have been real supporters of trying to make change,” she said.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”