homeless help

Three things to know about the record number of homeless students in New York City schools

PHOTO: Alex Zimmerman
Deputy Chancellor Elizabeth Rose (center) answers questions from lawmakers at a hearing on Wednesday.

One in ten New York City students was homeless at some point last school year — a staggering number of vulnerable students who pose a special challenge for schools and city officials.

The rise in homeless students is tied to an overall increase in homelessness in the city, where a record number of people now stay in shelters. Mayor Bill de Blasio’s administration has scrambled to serve this growing population by creating more shelters and affordable housing — though critics say not enough — while his education department focuses on keeping homeless students in school.

At a City Council hearing Wednesday, lawmakers grilled city officials about their strategy for meeting the needs of students in temporary housing, who tend to do worse in class than their peers and miss many days of school.

Here are three big takeaways from the hearing about the city’s homeless students and the administration’s response to this crisis.

There are twice as many homeless students in New York City as total students in Boston

More than 111,500 public school students experienced homelessness last school year, according to state data released this week, or roughly one in ten students in the city’s district and charter schools. Those students may stay in homeless shelters, motels or crammed into friends’ or relatives’ apartments.

That represents a 6 percent increase over the previous year, and is the largest number since the state began keeping records. Overall, roughly one in eight of city students experienced homelessness at some point in the last five years, according to the Institute for Children, Poverty, and Homelessness.

“Homelessness is at a crisis level in this city,” said City Councilman Daniel Dromm, who heads the education committee.

The city is boosting resources at schools with the most homeless students.

The education department is deploying extra programs and services to accommodate more homeless students, but acknowledged there could be room for improvement, top officials said at Wednesday’s hearing.

Deputy Chancellor Elizabeth Rose said the city is dispatching social workers to 43 elementary schools with high rates of homeless students, an increase from last year. She also pointed to $10.3 million her department has spent on programs like shelter-based reading clubs and hiring staffers whose job is make sure homeless students make it to school.

The city has expanded its network of “community schools,” which are filled with social services for students and their families. It also launched a bus service last year for homeless students in grades K-6 so they can stay in the same school even if their families are relocated to distant shelters.

There have been “small signs” that the city’s programs are paying off, Rose told lawmakers after two hours of questioning — before adding that much hard work remains.

“We believe there is an enormous amount of work that still needs to be done,” she said.

The city is attacking the issue, advocates say — but not quickly enough.

Lawmakers peppered education department and homeless services officials with questions about whether the city’s plan is enough for students who struggle with the most severe effects of poverty.

They asked whether there are enough education department staff in shelters, why those staff members must only attain a high school diploma, whether the city could do more to make sure homeless students aren’t regularly bouncing between schools, and why the education department doesn’t offer bus transportation for preschool students in shelters.

At one point, after suggesting the city create a task force to study problems facing students in temporary housing, City Councilman Stephen Levin suggested the city wasn’t moving aggressively enough.

“What you’re describing is the status quo,” he said, “and the status quo is unacceptable.”

Randi Levine, policy director at Advocates for Children, said in an interview that the city is moving in the right direction — just not quickly enough.

As an example, she pointed out that more than 150 schools have populations where at least 10 percent of students live in shelters — yet the city is only sending 43 extra social workers to schools with high homeless populations. The city should raise that number to 100, she said.

“The city has taken considerable steps,” Levine said. “But the statistics show the significant need for the city to redouble its efforts.”

big plans

Four things you should know about the new Memphis plan to expand district support to all schools

PHOTO: Anthony Lanzilote

Shelby County Schools board members heard an ambitious plan Tuesday to expand district support for students across all its nearly 150 schools.

The proposal would expand the district’s flagship turnaround program, the Innovation Zone; test all first-graders for gifted education; give hand-held electronic devices to more high school students; and offer more advanced courses. The recommendations are the first from the district’s new chief academic officer, Antonio Burt, who was appointed in September.

“We’re really focused on system-wide equity,” he said. “We can really switch the conversation from equity to really focusing on equity in action.”

In recent years, Memphis has become a model in Tennessee’s school turnaround efforts. But district officials believe Shelby County Schools has not effectively scaled those lessons up to impact more students more quickly. Burt said his plan will fill in those gaps.

Burt did not break down how much these initiatives would cost, but incoming interim superintendent Joris Ray said the proposals would anchor the district’s budget priorities for the 2019-20 school year.

Here is what you need to know:

All first-grade students would be tested to see if they are eligible for CLUE, the district’s gifted education program.

Currently, teachers pick students to be tested for admittance into a program that promotes higher-level grade work for students from preschool to high school.

Burt said the way students are chosen has led to wide disparities in the racial makeup of the program. Though white students make up 7 percent of the district’s population, they make up 38 percent of the students in CLUE. Black students make up 77 percent of the district’s enrollment, but 45 percent of students in the program.

Nationally, black students are far less likely to be placed in gifted programs, even if they have the same test scores as their white peers, and especially if their teacher is white, according to a 2016 study at Vanderbilt University.

For the first time, all Memphis schools identified by the state as low performing will get additional money.

Eleven schools will be added to the district’s Innovation Zone, known for improving test scores.

The iZone pumps about $600,000 per school for teacher bonuses, for more resources to combat the effects of poverty, and for principals to have more say over which teachers they hire.

PHOTO: Caroline Bauman
Antonio Burt became assistant superintendent in 2017 over the Innovation Zone and other struggling schools within Shelby County Schools. He is now the district’s academic chief.

Some of the schools Burt wants to add have been languishing on the state’s list since it was first created in 2012, but have not received substantial support.

As some schools are being added to the iZone, others have improved their performance, and are no longer eligible for additional state funding. Shelby County Schools, which has covered the reduction in funding, for the first time plans to gradually wean 13 schools off that extra support. Burt vowed to monitor those schools to make sure they don’t slip again.

Scroll down to the bottom of the story to see which schools will be affected.

Burt’s plan also would combine Hamilton Elementary and Hamilton Middle into a K-8 school next year, and separate Raleigh-Egypt Middle/High into two schools again after a charter operator moved out the neighborhood. The Hamilton school proposal is also part of outgoing Superintendent Dorsey Hopson’s recommendation to consolidate some schools.

Every student in nine high schools would get a hand-held device or laptop this fall, with a goal to expand to every school by the 2024-25 school year.

The district hasn’t decided whether it would be laptops, tablets, or some other device, but officials say students should have more access to technology.

“I think about children in the municipalities and across the nation… they have a device in their hand,” said Ray. “All their textbooks, they’re loaded to one device. So we need to in Shelby County Schools increase technology and give our students the opportunity to compete worldwide.”

But board members cautioned the district should have a robust learning plan for those devices.

“It’s more than just putting a device in hand,” said board member Miska Clay Bibbs.

Every high school will have two Advanced Placement courses for college credit by school year 2020-21.

Students from poor families are more likely to attend a high school with fewer advanced courses, according to a 2018 district report. Burt wants to change that.

The plan calls for more teachers in every high school to be trained to lead an honors, Advanced Placement, or pre-Advanced Placement class.

Below are the schools that would be added to and removed from the iZone. Read the district’s full presentation below.

The schools that would be added to the iZone are:

  • LaRose Elementary
  • Dunbar Elementary
  • Getwell Elementary
  • Hawkins Mill Elementary
  • Woodstock Middle
  • Georgian Hills Middle
  • Craigmont Middle
  • Wooddale High
  • Sheffield High
  • Oakhaven High
  • Manassas High

These schools would be cycled out of the iZone:

  • Cherokee Elementary
  • Treadwell Elementary
  • Lucie E. Campbell Elementary
  • Ford Road Elementary
  • Westhaven Elementary
  • Douglass K-8
  • Chickasaw Middle
  • Treadwell Middle
  • Sherwood Middle
  • Hamilton Middle
  • Douglass High
  • Mitchell High
  • Melrose High

text skills

‘My reminders are not spam!’: Teachers and parents protest Verizon over new texting fees

Hell hath no fury like teachers who are told that their direct line to students and parents might soon be cut off.

That’s what Verizon is learning after a text-messaging service used by teachers and parents to share updates about homework assignments and snow days announced that the company would soon make messaging prohibitively expensive.

The service, Remind, emailed users late Monday to tell them that Verizon had decided to treat their messages as spam — a move that would make it impossible to continue distributing messages for free. The change would affect 7 million of the service’s 31 million users, a spokesperson said.

“The Verizon fee will increase our costs of providing text messaging by 11X—pushing our annual costs into the millions of dollars,” the company said in the letter. “This isn’t financially feasible for us to support, and it’s forcing us to end Remind text messaging for everyone who has a wireless plan with Verizon.”

The letter urged teachers and families to download Remind’s app instead — and to lobby Verizon to change its policy.

“If there’s one thing we know, it’s the power of communication,” Remind’s website read. “If Remind’s made a positive impact on how you teach or learn, please call Verizon and ask them to #ReverseTheFee.”

Overnight and into Tuesday, countless educators and parents followed Remind’s lead, posting on Twitter and calling Verizon to explain why free text messaging is essential to their work. Two million educators use the service monthly, and the company says it is used in about 80 percent of U.S. schools.

“My reminders to students and their parents are #NotSpam!!,” wrote Phillip Cantor, a high school teacher in Chicago.  “My district allows ONLY @remind101 to communicate with students via text because it’s safe and free.”

“I bet you didn’t know that 29% of the students that attend the school I teach at rely on the translation tool built into @RemindHQ,” tweeted Beth Small. “Please don’t silence parent/teacher communication!”

“The Remind service is invaluable with my students,” wrote David Bell. “As a high school counselor it helps me build a rapport with my students that wouldn’t otherwise exist.”

Remind officials said the company had been trying to negotiate with Verizon since last summer, when the company first announced the rate increase. (They also said they are locked in a similar conflict with a telecommunications company in Canada.)

Those negotiations are complicated. According to a Verizon spokesperson, Remind contracts with another messaging company, Twilio, that contracts with a firm that has a contract with Verizon, and Remind is not the only service to be caught in a dragnet meant to reduce the number of spam messages that cell phone users receive.

Several of those companies met throughout the day Tuesday with the goal of preserving free text-messaging for teachers and schools. But the night ended without a resolution, and with the social media protest continuing to take aim at the phone company.

“As a student, I use Remind daily and by charging teachers for using its features, that experience will be cut off for me,” tweeted Keegan Ator. “What’s more important, future generations of hard-working students or a few extra pennies in the bank?”