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.

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.

Meet the new standards

‘Common Core’ no more: New York moves to adopt revised standards with new name

New York's Board of Regents voted in committee Monday to replace the Common Core standards with the "Next Generation Learning Standards."

It’s official: New York has moved to adopt a revised set of learning standards that, among other changes, ditches the politically charged “Common Core” moniker.

New York’s Board of Regents voted in committee Monday to accept the Next Generation Learning Standards, capping off a nearly two-year revision process. The new standards include a number of changes to what students must learn, but they also serve a political purpose of distancing the state from the controversial Common Core brand.

“For two years we have been working and getting feedback,” said State Education Commissioner MaryEllen Elia. “So we’re very excited to bring this to you now.”

The new standards — which spell out the knowledge and skills students should acquire at each grade level — try to ensure students are learning the right skills at the appropriate grade level and clarify vague or confusing wording in the previous standards.

For instance, in an earlier draft of the revised standards, the state swapped the words “grade-level” text in a third-grade reading standard with “a variety of texts,” presumably to meet the needs of students who can’t yet read material written for students their age. In another example, a Common Core geometry standard read “Prove theorems about triangles,” while New York’s revised version lists the specific theorems students had to prove.

The Common Core standards have become a national lightning rod, with critics on the right saying they represent federal overreach (even though they were created by a consortium of states) and some educators insisting they made unrealistic demands of young students. Many states across the country have dropped the name Common Core and started their own revision processes.

In New York, the standards became closely linked with the high-stakes annual exams that students take. After one in five students boycotted those tests in 2015, Gov. Andrew Cuomo called for the standards to be revised.

The state convened committees that included many teachers to review the standards. When the initial revisions came out, State Commissioner MaryEllen Elia said the state was not “just tinkering around the edges” and noted that more than half the standards were changed. But the updates range from small wording tweaks to eliminating some standards entirely.

Stephen Sigmund, executive director of High Achievement New York, a coalition formed in support of the standards, said on Friday that the revised standards were similar enough to the Common Core that adopting them would signal that New York remains committed to tough standards.

“It’s an important moment to ensure that high expectations and high standards are enshrined into New York’s education system,” Sigmund said. “There’s been an effort to undermine and get rid of high standards and if, in fact, the Regents vote for the Next Generation Standards as they exist, that effort will have failed.”

Those who pushed against the standards were displeased with the result. Lisa Rudley, a founding member of New York State Allies for Public Education, which helped lead the movement to boycott state tests, said on Friday she thought much more work needed to be done to the early-grade standards.

Rudley said she is part of a large group that includes many educators who believe the early standards are “nowhere where they should be and they’re not appropriate.”

The standards for younger students remain a major sticking point for critics who say they are too rigid and don’t provide enough wiggle room for students who aren’t ready to tackle them, particularly students with disabilities or English learners. At one point, a group of educators called for the state to delay rolling out the early-grade standards until they had been revised further.

In order to address some of those concerns, the state education department added an Early Learning Standards Introduction, which provides more guidance on how to teach students, including English learners and those with disabilities. However, some of the Regents seemed concerned Monday that the revised early-grade standards may still not be totally appropriate for young students.

“I have been hearing and reading over the past several months the concerns about the … early childhood [standards],” said Regent Kathleen Cashin. “It bothers me because I would like to have a consensus” among the public about whether the standards are appropriate, she said.

It will still be awhile before the new standards make it into classrooms. Assuming the full board approves them at its meeting Tuesday, they are not expected to be in full use in classrooms until 2020. And students will not be tested on them until 2021, according to state officials who released a timeline on Monday.

The new standards are available here.