cradle to college

New York City aims for diversity, easier enrollment as education department moves to oversee programs starting in infancy

PHOTO: Christina Veiga
Schools Chancellor Richard Carranza visited a pre-K class inside the education department headquarters on May 9, 2018.

New York City is moving closer toward an overhaul of its early child care system that will put the education department in charge of some programs for children as young as six weeks old — a consequential shift that signals learning begins at birth.

Among the changes the education department is proposing: a universal enrollment system that could ease the burden on parents looking for child care, and an explicit focus on racial and economic integration from the earliest ages.

The moves are outlined in a white paper released Monday that serves as a roadmap for what families and providers might expect as responsibility for early child care programs transitions from the Administration for Children’s Services to the education system.

Along with an expansion of pre-K to eventually serve all of the city’s 3-year-olds, Mayor Bill de Blasio announced in 2017 that the education department would begin to oversee early child care programs that receive public funding, such as Head Start. (Oversight of voucher programs for subsidized care will not shift to the Department of Education.)

The first steps in the transition will begin this winter, when the city releases contracts for child care services to be delivered beginning in 2020. More than just a bureaucratic shift, how the education department oversees those contracts could have far-reaching consequences for families and providers.

Shael Polakow-Suransky, president of the Bank Street College of Education, said the transition is “very promising” for creating a more unified system, one that could help lead to an expansion of services for young learners when their brains are growing most. But it’s crucial that the change goes smoothly for providers who often operate on thin margins, he said.

“There is a risk that you disrupt or destabilize good, strong programs that are out there. I think that is the thing the Department of Education needs to be careful and guard against,” he said.

The white paper lays out how the new contracts will be parceled out and launches a 30-day window to collect comments on the contracts.

“We really appreciate that DOE understood, in such a complex transition, that it’s important to provide a written version of their vision as well as an opportunity for providers to provide feedback,” said Gregory Brender, co-director of policy and advocacy at United Neighborhood Houses, a federation of settlement houses that pushes for affordable child care. “We think it’s a great step in the right direction.”

With the transition, Brender said the education department will also take on added responsibility for the thorny issue of pay parity. Pre-K teachers in city-administered programs make far more than their counterparts in community-based programs.

“If we’re going to have a truly unified system, there has to be parity,” Brender said.

In an effort to boost diversity, the education department’s roadmap says programs may be required to set up classrooms that include children from low-income families alongside children from more affluent ones. For example, organizations would be encouraged to serve side-by-side children who enroll through the city’s Pre-K for All program, which is open to families regardless of economic status, and students who enroll through programs specifically for low-income families.

New York schools are among the most segregated in the country, and recent research has found pre-K classrooms are even more segregated than kindergarten. More integration could have a major benefits for children: Studies have shown that preschool students in diverse classrooms are less likely to show bias, and students from all socioeconomic backgrounds show learning gains in mixed classrooms.

For parents, bringing more programs under one roof could make it easier to navigate their child care options. Currently, low-income families who qualify for Head Start programs must fill out applications on-site and admissions are first-come, first-served. That can be a disadvantage for parents who struggle to pay for transportation or have inflexible work schedules.

Instead, the city is proposing a common enrollment system that will be run and managed by the education department. Such a system is already in place for the city’s pre-K programs, and 85 percent of families with 4-year-olds get matched to one of their top three choices, according to the education department.

“I’m excited to continue working with our community-based providers to build on the success of 3-K for All, Pre-K for All, and EarlyLearn and support greater quality, equity, and student integration throughout the early childhood system,” Deputy Chancellor Josh Wallack said in an emailed statement.  

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?”