the new space wars

As charter sector continues to swell, a space dilemma grows for de Blasio

PHOTO: Jackie Schechter

City education officials aren’t backing away from a pledge to not force additional schools to share space, even in the face of a new law that will make that a pricey proposition.

This week, a top city education official said that Chancellor Carmen Fariña has given orders not to make any space-sharing plans until the city has come up with better ways to get feedback from community members. Fariña wants future co-locations to happen only when they “come from the community and are not imposed on them,” Deputy Chancellor Kathleen Grimm said at a City Council hearing.

The statement from Grimm, the department’s longtime school facilities chief, signaled that the de Blasio administration remains committed to limiting future co-locations. (A department spokeswoman later said that a new process would solicit more community feedback, but that the city would still come up with its own proposals.)

Together, the statements outline the difficult position that Mayor Bill de Blasio will soon find himself in, given the continued growth of charter schools—which city officials do not control—and new charter school legislation, which will make co-locations financially advantageous.

“The governor has presented the mayor with a Hobson’s choice: spend money on facilities or disrupt schools daily through co-location,” said Brooklyn College Education Professor David Bloomfield.

The new law requires the city to provide new charter schools with free space inside the city’s own buildings or public funding to cover rent in a private facility. The legislation is a rebuke from state lawmakers of de Blasio’s criticism of charter schools during the mayoral campaign and his early months in office.

One challenge the law poses for de Blasio is that it makes financial sense to keep charter schools in city buildings. If the city doesn’t provide space, the law provides for charters to receive an extra funding allowance for each student, which in 2015 would be $2,775, from the city.

Thirteen charter schools have already been approved to open that year, serving 2,000 students at first and 5,800 at full capacity. Private space for those schools would cost as much as $5 million in the 2015-16 school year and $16 million once they are all at capacity, based on enrollment estimates.

In addition, the city is planning to spend $5.4 million next year for three displaced  Success Academy schools, which will have fewer than 500 students next year, to operate in Catholic school buildings.

Many of the schools approved to open in 2015 originally told their authorizers that they were planning to find, and pay for, private space, but the new legislation is likely to change those calculations. Vasthi Acosta, head of Amber Charter School, said the school’s board will consider requesting city space or funding for their newly approved second school.

The other option for de Blasio—siting all of the new charter schools in public school buildings—is likely to be a hard sell to communities.

Charter school co-locations, which make up about 10 percent of co-locations citywide, have frequently stirred resentment from parents and staff members at traditional public schools—some of which have been required to downsize to make room in their buildings. Bloomberg’s critics saw the encroachment as symbolic of his eagerness to supplant the traditional public education system with privately-run charter schools.

Some co-locations also cause major inconveniences. Schools have had to use auditoriums for storage and closets for classrooms, conditions that may violate students’ state constitutional rights, the Campaign for Educational Equity argued in a new research brief.

But supporters of the co-location policy also see it as an innovative—albeit imperfect— way to deal with New York City’s unavoidable space-crunch. And they point to a body of research that links the small schools and charters, which co-locations often made possible, to improved academic outcomes for students.

David Umansky, CEO of Civic Builders, a nonprofit that helps develop private space for charter schools, said he believes there is enough space in the system’s 1,200 buildings to responsibly add new schools. The question is, he added, how much the administration is willing to “deal with difficult issues with the communities.”

For a mayor who has promised to build consensus around major school planning decisions, and wants to keep money in the traditional school system, neither option is a clear win.

That leaves de Blasio and Fariña focused on changing a co-location decision-making process they have said is in serious need of repair.

To fix it, they have created two working groups whose members include several charter school leaders, including KIPP Founder Dave Levin. (Umansky is part of one.) Their charge is to identify ways to change to how school space is measured and allotted in the city’s yearly building utilization report, known as the “blue book,” and improve the public review process.

Some cosmetic changes are coming soon. Lorraine Grillo, CEO of the School Construction Authority, said at the hearing this week that it would be released earlier to give officials more planning time and be more “user-friendly” than previous versions. Substantive tweaks to the way school space is calculated won’t happen until next year, Grillo said.

Still, not all charter school co-locations are contentious. At the John F. Kennedy Campus, the two New Visions charter schools are seen as good neighbors by people working in the building’s six other high schools.

“People say, how do the charter schools and the district schools co-habitate so happily?” Karalyne Sperling, a principal in the building. She says it’s because most of the schools are associated with New Visions, a non-profit that also provides support to district schools.

“We have so many people that we know in common that it makes us more friendly toward each other and work things out,” Sperling added.

Follow Chalkbeat on Twitter for the latest New York City schools news. 

student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.

testing testing

McQueen to convene third task force as Tennessee seeks to get testing right

PHOTO: Creative Commons/timlewisnm

For a third straight year, Education Commissioner Candice McQueen will convene a task force to examine Tennessee’s testing program in the wake of persistent hiccups with its TNReady assessment and perennial concerns about over-testing.

McQueen announced Monday the members of her newest task force, which will assemble on Dec. 11 in Nashville and complete its work next July. The group includes educators, lawmakers, and parents.

At the top of the agenda: evaluating the first full year of TNReady testing for grades 3-8 and the second year for high schoolers, the latter of which was marred by scoring problems for a small percentage of students.


Five things to know about the latest brouhaha over TNReady


The group also will look at district-level “formative tests” that measure student progress to help teachers adjust their instruction throughout the school year. The goal is to support districts so those tests align with TNReady and the state’s newest academic standards.

The transition to online testing and concerns about over-testing will be on the minds of task force members.

This marks the first school year that all high schoolers will take TNReady online since 2016, when a new platform buckled on its first day. State officials are more confident this time around under a phased-in approach that began last school year with 25 districts. (Middle and elementary schools will make the switch in 2019.)

PHOTO: Laura Faith Kebede
Candice McQueen

On over-testing, McQueen has highlighted 11th-grade as a concern. The junior year of high school is intense as students explore their post-graduation options while taking the ACT college entrance exam, the state’s end-of-course exams, and for some, Advanced Placement tests. All are high-stakes.

McQueen told Gov. Bill Haslam earlier this month that the upcoming task force will seek to strip away tests that don’t align with Tennessee’s priorities.

“We’re looking for testing reductions … but also setting a path toward (our) goals, which is a new test that’s aligned to new standards that really matter,” she told Haslam during budget hearings.

During its first two years, task force work has led to a number of changes.

Recommendations in the first year resulted in the elimination of a test for eighth- and tenth-graders, as well as the shortening of TNReady tests for math and reading.

In the second year, the task force contributed to Tennessee’s education plan under a new federal law and slimmed down science and social studies assessments for third- and fourth-graders.

Members of the third task force are:

  • Candice McQueen, Tennessee commissioner of education
  • Sara Morrison, executive director, State Board of Education
  • Sen. Dolores Gresham, chairwoman, Senate Education Committee
  • Rep. John Forgety, chairman, House Education Instruction and Programs Committee
  • Rep. Harry Brooks, chairman, House Education Administration and Planning Committee
  • Rep. Mark White, chairman, House Education Administration and Planning Subcommittee*
  • Wayne Blair, president, Tennessee School Board Association*
  • Barbara Gray, president, Tennessee Education Association
  • Dale Lynch, executive director, Tennessee Organization of School Superintendents*
  • Sharon Roberts, chief strategy officer, State Collaborative on Reforming Education*
  • Audrey Shores, chief operating officer, Professional Educators of Tennessee
  • Gini Pupo-Walker, Tennessee Educational Equity Coalition and senior director of education policy & programs, Conexión Américas*
  • Lisa Wiltshire, policy director, Tennesseans for Quality Early Education*
  • Shawn Kimble, director, Lauderdale County School System*
  • Mike Winstead, director, Maryville City Schools
  • Jennifer Cothron, assessment supervisor, Wilson County Schools*
  • Trey Duke, coordinator for Federal Programs and RTI2, Rutherford County Schools*
  • Michael Hubbard, director of performance excellence, Kingsport City Schools*
  • LaToya Pugh, iZone science instructional support manager, Shelby County Schools*
  • Bill Harlin, principal, Nolensville High School, Williamson County Schools
  • Laura Charbonnet, assistant principal, Collierville High School, Collierville Schools*
  • Tim Childers, assistant principal, L&N STEM Academy, Knox County Schools*
  • Kevin Cline, assistant principal, Jefferson County High School, Jefferson County Schools*
  • Kim Herring, teacher, Cumberland County High School, Cumberland County School District*
  • Jolinea Pegues, special education teacher, Southwind High School, Shelby County Schools*
  • Stacey Travis, teacher, Maryville High School, Maryville City Schools*
  • Josh Rutherford, teacher, Houston County High School, Houston County School District*
  • Cicely Woodard, 2017-18 Tennessee Teacher of the Year, West End Middle Prep, Metro Nashville Public Schools*
  • Virginia Babb, parent, Knox County Parent-Teacher Association
  • Jennifer Frazier, parent, Hamblen County Department of Education*
  • Student members will be invited*

*new members