new era

‘All eyes are on Newark’: As the city regains control of its schools, a look at what’s to come

PHOTO: Newark Press Information Office
Newark children received a visit from Mayor Ras Baraka in March 2017.

For years, votes cast by Newark’s elected school board carried mostly symbolic weight. On Thursday, as the board reclaims full control of New Jersey’s largest school district after a 22-year state takeover, even its smallest decisions will acquire new significance.

A preview of that transformation was on display at a board meeting last week, as members debated when to hold their next round of elections. Moving them from April to November, when other local elections are held, could save the school district about $250,000 per election. But doing so could also politicize the board race, discouraging ordinary citizens from throwing their hats into the ring.

As they weighed their options, board member Crystal Fonseca urged her colleagues to choose carefully.

“Every decision we make reflects on what this board is doing with local control,” she said, moments before the board voted to keep the elections in April. “We’re totally responsible for every penny at this point on. We can’t point the finger anymore.”

The return to local control marks a watershed for Newark, a vote of confidence more than two decades after a state judge decried “failure on a very large scale” within its schools and “nepotism, cronyism and the like” among its school board. It comes as a number of states pivot away from takeovers — an extraordinary intervention whose outcomes have varied — and allow districts from Philadelphia to New Orleans to reclaim authority over their schools.

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In Newark, the state takeover had plodded on for years before a recent whirlwind of activity spurred by a $100 million gift from Facebook founder Mark Zuckerberg in 2010 and a bipartisan political alliance between former Gov. Chris Christie and then-Mayor Cory Booker. The aggressive changes thrust Newark into the national spotlight while inflaming local parents and activists who opposed the closure of some neighborhood schools, the expansion of charter schools, and the hiring of expensive outside consultants.

Now, as Newarkers again steer the course of their school system, towering questions loom on the horizon.

Will the district maintain its recent academic gains under a yet-to-be-named superintendent answering to board members representing separate constituencies? Will it manage to shield school budgets from cuts even as more funds flow to charter schools? And will its school board avoid the type of scandals that precipitated the state takeover in 1995, when its members were accused of spending public money on expensive meals and conferences in Hawaii even as the vast majority of the district’s mostly poor students of color failed to pass basic proficiency tests?

“This is a monumental task,” said Tave Padilla, the board’s vice chair. “All eyes are on Newark.”

The board’s first order of business will be to choose a permanent replacement for Superintendent Christopher Cerf, who will step down Thursday, several months before his contract expires, to make way for a new schools chief. (His deputy, Robert Gregory, will act as interim superintendent through June.) Cerf, whom Christie appointed as Newark’s schools chief in 2015, had promised to help Newark regain control of its schools — a years-long process that culminated in September when state officials signed off on the transition.

What’s shaping the conversation: years of sweeping change

Cerf was previously the state education commissioner, where he joined Christie and Booker in devising an overhaul of Newark’s school system that Cerf called “whole-district reform.” Funded in part by Zuckerberg’s gift and a matching amount from other donors, the changes would eventually include performance-based teacher pay, a downsized central office, a single enrollment system for district and charter schools, and the shuttering of 11 district schools. (Last school year, Newark had 64 district schools.) The share of students in charter schools also doubled, with charters now enrolling about a third of Newark’s over 50,000 public-school students.

The changes ignited bitter opposition from the local teachers union and many community members. At one point, several students staged a sit-in at the district headquarters after Cami Anderson, the schools chief who enacted the new policies, stopped attending board meetings where she was drowned out by protestors.

PHOTO: Newark Press Information Office
Mayor Ras Baraka cut the ribbon on the Newark Public Schools’ new headquarters in January, along with outgoing Superintendent Christoper Cerf and members of the Newark school board.

During a press briefing Monday with Booker, now a U.S. senator, Cerf defended the changes made over the past seven years. He said that while officials could have done a much better job explaining the policies and listening to the public’s concerns, “sometimes change has casualties.”

“The measure of success here is not the degree of peace, harmony, or consensus,” Cerf said.

After the reforms began in 2011, students’ annual growth on state tests declined for three years before rising again in 2015, according to a recent study led by Harvard researchers, which tried to measure the impact of the changes. By 2016, students’ annual gains in English, but not math, were higher than comparable students across New Jersey, the researchers found. (A review of the study questioned whether the recent improvements can be linked to the reforms, and said that other New Jersey districts also made gains in 2015 after the state adopted new tests.)

Newark officials note the study did not include 2017 test scores, which went up in both English and math. They also point to other measures of recent progress, including the district’s 78 percent graduation rate — a nearly 20 percentage-point increase from 2011. The district is also retaining more of its highly rated teachers and fewer of those with poor ratings.

Meanwhile, Cerf has managed to ease some of the tensions that flared under Anderson, developing a cordial relationship with the school board and Mayor Ras Baraka, a former principal who was elected in 2014 after fiercely opposing Anderson’s policies. Under Cerf, the district adjusted the new enrollment system based on public feedback, and launched a “community schools” program with Baraka to bring extra social services to several schools in the South Ward, the city’s poorest section.

At a ribbon-cutting last week at the district’s new offices, Baraka said Cerf had done “awesome work.” But he also suggested that it is time for a change.

“Today marks a new day in the district,” he said. “Not just from an old building to a new building, but to a new perspective, a new journey, a new road that we all start out on here in the city of Newark.”

What to watch: the two-year transition ahead

As Newark regains control of its schools, it will be guided by a two-year transition plan created by the state with input from Newark officials.

The 73-page document details actions the district must take — including holding a public vote in November to determine whether the board will continue to be elected or appointed by the mayor. The plan also calls for a state-appointed monitor who will advise the district and track its progress until 2020. (The state selected Anzella King-Nelms, a retired Newark deputy superintendent, for that role.)

The plan also stipulates that several of the district’s current policies should remain in place for at least another year or two, including its approach to teacher evaluation and the joint district-charter enrollment system. “The details in the plan really dictate more of the same,” said Christopher Tienken, an associate professor of education administration at Seton Hall University who has been critical of the state takeover.

For now, while a firm hired by the school board conducts a national search for a new schools chief, the person in charge is Robert Gregory, Cerf’s former deputy.

The son of a Newark educator and the founding principal of American History High School, Gregory said he will devote special attention to recruiting and supporting strong educators. “I’m a people, not a programs, person,” said Gregory, who hopes to be considered for the permanent superintendent job.

The Newark Teachers Union negotiated a contract renewal with the district last year that maintains the performance bonuses while giving teachers more planning time. But recruitment remains a challenge, with fewer than two educators applying for each job opening. Teacher absenteeism is also high: Last school year, the average teacher missed nearly 17 work days, excluding family or medical leave, compared to an average of eight missed days due to illness or personal leave in most districts, according to a 2017 study.

But Gregory’s most daunting task may be helping the district set its budget.

State funding has been flat even as enrollment has grown in recent years, leading the district to sell off buildings, switch health-insurance providers, and relocate its offices to cut costs. The growth of the city’s charter-school sector has also drained district funds: During the current fiscal year, the district transferred $237 million of its $930 million budget to charters schools, a 160 percent increase over 2010.

As Gregory steps into his new role, he’s been meeting with regularly with the board, including at an all-day retreat Saturday. The test for him — and the permanent superintendent who will begin July 1 — will be to serve the board and partner with parents, the teachers union, civic groups and others without being distracted by conflicting demands, said Kenneth Wong, an education policy professor at Brown University who studies school governance.

“Oftentimes, it’s kind of a policy competition,” in districts with elected school boards, he said. “If you don’t have a clear vision, it’s very easy for the district to be pulled apart by all these competing interests.”

As they left last week’s school board meeting shortly before it ended around 10 p.m., Stephen and Tonya Outing seemed to grasp the enormity of the task facing Gregory — and all of Newark.

Two of their children attend the large Lafayette Street School and an older daughter graduated from American History High School while Gregory was in charge. (Stephen called him the “MVP” — most valuable principal.) While they feel the district is headed in the right direction, they ticked off a long list of improvements they hope to see under the new superintendent: better reading instruction, more teacher training, high-performing schools for families to choose from.

“He has a lot of work to do,” Tonya said.

Chalkbeat Newark is coming this March. For more Newark coverage, sign up for our newsletter — also coming soon — here. Finally, we’d love to hear what stories you’d like us to cover. If you have ideas, please drop me a line or fill out this brief survey

the aftermath

What educators, parents, and students are grappling with in the wake of America’s latest school shooting

Kristi Gilroy (right) hugs a young woman at a police check point near the Marjory Stoneman Douglas High School where 17 people were killed by a gunman in Parkland, Florida. (Photo by Mark Wilson/Getty Images)

It’s hard to know where to start on days like this.

The shooting at Marjory Stoneman Douglas High School in Parkland, Florida, that left 17 people dead on Wednesday has elicited both terror and anger — and raised debates that are far from settled about how to keep American students safe.

Here are a few storylines we noticed as the country again grapples with a tragic school shooting:

1. You’re not wrong to think it: There have been a lot of mass shootings, and many recent ones have been especially deadly.

Data on school shootings specifically, though, is notoriously murky. As the Atlantic recently noted, varying definitions can contribute to either “sensationalizing or oversimplifying a modern trend of mass violence in America that is seemingly becoming more entrenched.”

But by NBC News’ count, 20 people have been killed and more than 30 have been injured in school shootings this year. That’s a lot — and more news organizations are now trying to keep a careful tally.

2. The consequences of traumatic events like the shooting at Stoneman Douglas are likely to be felt for some time.

A number of studies have found that violent and traumatic events in and outside of school do real damage to student learning, as we’ve reported — particularly among students who are already struggling. Here are some resources for teachers who need to talk to their students about trauma.

3. The tragedy is already renewing debates over whether or how to arm teachers.

Education Week gathered some of those calls from politicians Thursday. “Gun-safety advocates say that teachers can’t safely and quickly move from the mindset of teaching to being asked to fire a gun at an active shooter,” the story also notes.

This doesn’t even get at the debate about whether anyone should have access to the kind of gun the shooter used. Students from the district, for their part, told Broward schools chief Robert Runcie Thursday “that the time is due for a conversation on sensible gun control,” the Miami Herald reported.

Whether other technology and infrastructure can help keep students safe is a topic of ongoing discussion in communities across the country. Colorado lawmakers are considering a bill to help schools buy communications systems that would allow them to talk directly to police and other emergency responders. Officials from districts that already use this equipment described them as a way to increase safety without “turning our schools into prisons,” even as they also assured lawmakers that the radios were just as useful for serious playground injuries and broken-down buses as for the much rarer active shooter situations.

In Tennessee, one school district near Nashville announced plans to close schools next Monday to review all safety plans with school staff and local law enforcement.

4. In some places, the shooting is unlikely to change the school safety debate at all.

In New York City, for example, conversations about school safety in recent years have revolved around discipline policies and metal detectors (though police have seized an increasing number of weapons from city schools). There’s little appetite there to arm teachers.

5. But all across America, the shooting and others like it have added a frightening tone to what it means to teach and learn in schools today.

“I know you are waking up this morning to a nightmare,” a former educator wrote in a “love letters to teachers” on Teaching Tolerance. “I know you are frustrated, tired and weary of the news. I know you are wearing your coat of bravery today.”

“I’m so, so angry and I’m having a hard time today looking at my students and not thinking about what happens when it’s my school’s turn,” wrote one commenter on the Badass Teachers Association Facebook group.

getting to graduation

New York City graduation rate hits record high of 74.3 percent in 2017

PHOTO: Christina Veiga
Mayor Bill de Blasio announced the 2017 graduation rate at South Bronx Preparatory school.

New York City’s graduation rate rose to 74.3 percent in 2017, a slight increase over the previous year and a new high for the city.

The 1.2 percentage point increase over the previous year continues an upward climb for the city, where the overall graduation rate has grown by nearly 28 points since 2005. The state graduation rate also hit a new high — 82.1 percent — just under the U.S. rate of 84.1 percent.

The city’s dropout rate fell to 7.8 percent, a small decline from the previous year and the lowest rate on record, according to the city.

“New York City is showing that when we invest in our students, they rise to the challenge and do better and better,” Mayor Bill de Blasio said in a statement Wednesday.

More graduates were also deemed ready for college-level work. Last year, 64 percent of graduates earned test scores that met the City University of New York’s “college-ready” benchmark — up more than 13 percentage points from the previous year. 

However, the gains came after CUNY eased its readiness requirements; without that change, city officials said the increase would be significantly smaller. But even with the less rigorous requirements, more than a third of city students who earned high-school diplomas would be required to take remedial classes at CUNY.

Phil Weinberg, the education department’s deputy chancellor for teaching and learning, noted that CUNY’s college-readiness requirements are more demanding than New York’s graduation standards — which are among the toughest in the country.

We will work toward making sure none of our students need remediation when they get to college,” he told reporters. “But that’s a long game for us and we continue to move in that direction.”

The rising graduation rates follow a series of changes the state has made in recent years to help more students earn diplomas.

The graduation-requirement changes include allowing students with disabilities to earn a diploma by passing fewer exit exams and letting more students appeal a failed score. In addition, students can now substitute a work-readiness credential for one of the five Regents exams they must pass in order to graduate — adding to a number of other alternative tests the state has made available in the past few years.

About 9,900 students used one of those alternative-test or credential options in 2017, while 315 students with disabilities took advantage of the new option for them, according to state officials. They could not say how many students successfully appealed a low test score; but in 2016, about 1,300 New York City students did so.

The news was mixed for schools in de Blasio’s high-profile “Renewal” improvement program for low-performing schools. Among the 28 high schools that have received new social services and academic support through the program, the graduation rate increased to nearly 66 percent — almost a 6 percentage point bump over 2016. Their dropout rate also fell by about 2 points, to 16.4 percent, though that remains more than twice as high as the citywide rate.

However, more than half of the high schools in that $568 million program — 19 out of 28 — missed the graduation goals the city set for them, according to a New York Times analysis based on preliminary figures.

Graduation rates for students who are still learning English ticked up slightly to 32.5 percent, following a sharp decline the previous year that the state education commissioner called “disturbing.” City officials argue that students who improved enough to shed the designation of “English language learner” in the years before they graduated should also be counted; among that larger group, the graduation rate was 53 percent in 2017.

Meanwhile, the graduation-rate gap between white students and their black and Hispanic peers narrowed a smidgen, but it remains wide. Last year, the graduation rate was about 83 percent for white students, 70 percent for black students, and 68 percent for Hispanic students. That represented a closing of the gap between white and black students by 0.4 percentage points, and 0.1 points between whites and Hispanic.

Asian students had the highest rate — 87.5 percent — a nearly 2 point increase from the previous year that widened their lead over other racial groups.

Christina Veiga contributed reporting.