calling out

Chancellor Fariña implies some charter schools boosting scores by pushing out students

PHOTO: Geoff Decker

Chancellor Carmen Fariña implied Thursday that some city charter schools prop up their state test scores by encouraging students to enroll elsewhere late in the school year.

“There shouldn’t be a whole movement out of charters the month before the test,” Fariña told reporters on Thursday morning. The well-timed attrition is not happening at all schools, she said, adding, “It happens in some places.”

Though she has expressed concerns about charter schools in the past, Fariña’s comments were perhaps the most provocative she has lobbed at the charter sector since taking over the school system. Her comments echo longstanding critiques of charter schools — which serve a smaller percentage of students with disabilities and English language learners than district schools do, and aren’t required to take new students mid-year — though higher-than-average student attrition from charter schools hasn’t been borne out by recent research.

[Update: Charter Center CEO says Fariña has ‘obligation’ to release enrollment data after push-out claims]

Fariña made the comments after speaking to Partnership for New York City President and CEO Kathryn Wylde at a conference on Thursday. In her conversation with Wylde, Fariña ticked off ways she supports charter schools, including school visits, inviting them into her Learning Partners Program, and inviting them to the city’s professional development sessions.

“Where we need to do more work is better transparency,” Fariña said.

Asked to elaborate after the talk, she said she was concerned that charter schools look to replace students who leave with only students with top test scores.

She said she wants “to ensure that, as there are openings in upper grades, that the kids that are accepted in are not just kids who get postcards because they’re level 3s or 4s to come to the school.”

Fariña doesn’t oversee most of the city’s charter schools, which are independent from the Department of Education and enroll students through lotteries. But she serves on the board of the New York City Charter School Center and, as the city’s top education official, her public statements on the issue are closely monitored.

Fariña isn’t the only high-ranking education leader to say that more attention should be paid to charter schools’ enrollment practices. Last year, Board of Regents Chancellor Merryl Tisch urged state education officials to create a “stability index” that would flag suspicious trends like high student discharge rates right before state testing. (A spokesman for the State Education Department could not immediately say whether that metric had been developed.) Earlier this month, Tisch agreed with Fariña’s calls for more transparency on a panel with State Education Commissioner John King.

When students leave charter schools in the middle of the year, many end up in district schools, which can put a new burden on the school charged with getting the student adjusted. Whether charter schools lose students at a higher rate than district schools has been the subject of a number of recent analyses.

A 2012 SchoolBook analysis looked at three years’ worth of student discharge data and found that average student mobility rates were lower for charter schools than they were for traditional public schools, though turnover was higher in some charter-heavy districts. Last year, the Independent Budget Office looked at attrition in lower grades for all city schools and released similar findings.

Another study, released in 2013 by the Center on Reinventing Public Education, looked at 25 charter elementary schools and concluded that the special-ed gap was caused by parents’ enrollment choices, not students being pushed out.

None of those studies looked at when during the year students exited a school.

If Fariña is serious about probing charter schools’ enrollment data more deeply, she could make it happen as the city schools chancellor, said Ray Domanico, the director of education research at the IBO. The department tracks student discharges from district and charter schools by date, he said.

The debate over charter schools will be amplified in the coming months with the state legislature expected to consider lifting a cap on the number of schools allowed to open in the city. As in 2010, when the cap was last lifted, the conversation is likely to include calls for schools to enroll more high-needs students.

On Thursday, Fariña said she wants to see more attention on those issues.

“We need to make sure that, when you say that these are the kids that are enrolled through the lottery,” Fariña said, “that these are the kids you graduate.”

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.