one on one

In interview, Eva Moskowitz addresses backfill and test prep critiques

PHOTO: Geoff Decker
Eva Moskowitz at a parent rally in Albany in 2015

After staying behind the scenes for months as a statewide debate over education and charter schools heated up, Eva Moskowitz waded into the fray on Tuesday.

In a lengthy interview on the Brian Lehrer Show, her first since 2011, the Success Academy charter-network founder defended the authenticity of her schools’ lofty test scores, distanced herself from a recent political campaign that has matched the teachers union’s might, and gave her most extensive public comments yet on the “backfill” debate that has divided the charter sector.

Moskowitz also offered a measured take on the role her 32-school network should in play in the larger school system. An expansion to 100 or 200 top-quality schools was possible, but “unknowable,” she said, though she has previously set a goal of getting to 100 schools in the next decade.

“We need lots of different solutions and I think Success has one potential solution to offer,” Moskowitz said. The entire interview can be heard here.

The comments came one day after her top ally in state government, Gov. Andrew Cuomo, indicated that increasing the charter school cap was no longer an immediate priority as state budget negotiations enter their final days. Raising the cap to allow more charter schools to open in the city would enable Success to continue expanding in New York City and has been a top priority for charter school advocates.

Moskowitz didn’t talk about that in the interview, and she also deferred to the advocacy group Families for Excellent Schools, which organizes rallies for Success parents, when asked about recent political fights that’s been waged in recent months. The former city council member, who has expressed interest in running for mayor in the past, also didn’t give a direct answer when asked whether she had ruled out a run.

“I am focused on schools right now and that’s the only thing I am focused on,” she said. “It takes all of the energy I have, other than of course motherhood and my family.”

She did respond to many of the most common criticisms of Success Academy. She denied that her schools focus on test preparation, she said, emphasizing the 13 weeks of training that principals and teachers get every year and on efforts to “design an entire school around creative thinking.” (Chalkbeat has chronicled Success’ extensive test-prep strategies in the past.)

She also defended the network’s commitment to serving high-needs students, while noting that traditional district schools also sometimes move students with the most severe learning needs to other settings, like District 75 programs.

Success schools are among the most sought-after charter schools in the city. The network said Monday that it had received more than 19,000 applications for 2,688 open seats this fall. When ranked by performance on state tests, its schools also rank highly — in the top 1 percent of all schools in the state in math and the top 3 percent in English.

That metric has come under increasing scrutiny, including from other charter-school leaders, because Success Academy has historically stopped accepting new students after early elementary grades. District schools and many other charter schools “backfill” seats that open after students leave the school, allowing them to serve more students who might be needier or be further behind their peers.

Moskowitz described backfill as a “long, complicated debate,” and noted that Success schools now accepts new students through fourth grade. If they backfilled older grades, she said, the incoming students’ lower relative academic preparation would adversely affect the schools’ other students.

“We have an obligation to the parents in middle and high school, and the kids in middle and high school, that until the district schools are able to do a better job, it’s not really fair for the seventh grader or high school student to have to be educated with a child who’s reading at a second or third grade level,” Moskowitz said.

The interview included an unusually critical line of questioning for Moskowitz, whose influence in public education has grown rapidly in recent years. Her schools will serve over 11,500 students next year, more than any other charter network, and she has been a driving force behind a larger political movement, to reform the city’s public school system.

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.