New York

Walcott: Turnaround will happen even without federal funding

When members of the Panel for Educational Policy vote on more than two dozen school closure proposals later this month, they won't know whether the city will get federal dollars to fund the schools that replace them. Speaking to state lawmakers today, Education Commissioner John King said he does not plan to respond to the city's applications for federal School Improvement Grants until "early June" — well over a month after the PEP is scheduled to vote on closure plans for 26 schools. The panel has never rejected a city proposal. The closures are part of an overhaul process known as "turnaround" that the city devised in large part to win the funds. When Mayor Bloomberg announced the turnaround plans in his State of the City speech in January, he cited the availability of the federal funds — about $2 million per school each year — as a key motivator. But lately, the city's rhetoric has changed. When the Department of Education published details about its school closure plans last month, it explained that the turnarounds would happen with or without the federal dollars. Deputy Chancellor Marc Sternberg also told GothamSchools that new principals wouldn't have to replace half of their staffs when the schools reopened, a provision that could disqualify the schools from receiving SIG grants. Walcott told reporters at the hearing today that closure was the best move forward for the 26 low-rated schools with or without the supplemental grants. The schools are eligible for more than $150 million over a three-year period, but Walcott said the city's plans could be implemented without the extra funding. "If we have the money, that's great," he said. "But money should not drive policy. The policy should be, how do we benefit the students in the long run, and that's my overall goal."
New York

Funding for no-longer-turnaround schools still an open question

Rejoice is turning to concern about funding at schools newly spared from an aggressive overhaul process. The seven schools — all with top grades on the city’s performance metrics — pulled from the Department of Education’s “turnaround” roster on Monday were positioned to receive about $15 million in federal School Improvement Grants next year. Being taken off the turnaround list means the schools won't have to replace half of their teachers, lose their names, or get new principals. But it also means that they might not receive the funds: A letter distributed by the Department of Education to students at the schools on Tuesday states, "We regret that this [change] may result in the loss of federal resources for your school." The funds could make the difference between continued improvement and backsliding for the schools. Five of the seven schools had received SIG funds in 2010 and 2011, enabling them to pay for enhancements that their principals said led to quick improvements. At Brooklyn's School of Global Studies, nearly $1 million received under "transformation" allowed the school to buy new technology and hire expert teachers. William E. Grady Career and Technical High School paid for tutoring, college trips, an extended program, and Saturday school for students who had fallen behind. Both schools scored B's on their most recent city progress reports after years of low grades. "If we don’t get the money we wont be able to finish what we started," Geraldine Maione, Grady's principal, said this week. "We started out on the premise that we were getting this money for three years because that is what we were told."

Might Colorado's school funding picture change?

Paul Teske is Dean and University of Colorado Distinguished Professor at the School of Public Affairs at the University of Colorado Denver. (These views represent the personal opinions of the author and may not reflect the position of the University of Colorado Denver or the University of Colorado system). As we start summer – the real, post-Memorial Day, school is out, summer – it is worth reflecting on the near-term future of education funding in Colorado. The legislature recently finished its session, which focused mainly upon budget cuts.  Both higher ed and K-12 took cuts, but in the end, these cuts were somewhat less than some feared (higher ed), or less than the original level of cuts (for K-12).  Remarkably, as the session ended, the fact that that cuts could have been worse seems to have been spun as mainly good news. EdNews recently linked to new U.S. Census data that ranks Colorado’s per pupil K-12 spending (all revenues divided by number of students) as 40th among the 51 states (including DC).  That 2008-9 data is now two academic years behind  – two years, by the way, full of deeper cuts in Colorado (and some cuts in some other states, too, to be sure).  Consistent with other data on this subject, the Census Bureau shows Colorado spending about $2,000 per pupil below the national average. I will leave it to others to figure out more precisely what $2,000 per pupil could buy.  It would seem, in a single class of 25 students, even if only two-thirds of funds were spent in the classroom, it would buy $33,000 worth of extra instruction for the students in that single classroom – a para-professional, lots of useful technological aides, or whatever students need most. READ THE REST OF THIS STORY IN THE BLOG ARCHIVE
New York

A unionized charter school says it was betrayed by the unions

Renaissance students organized a protest against the freeze in their budget. Staff at a Queens charter school that is represented by several city labor unions are growing frustrated with the unions, which they worry sat quietly by while state lawmakers slashed charter school budgets two weeks ago. The school, Renaissance Charter School in Jackson Heights, is expecting a cut of between $500,000 and $600,000 from what was projected for next year after state lawmakers froze planned funding increases to charter schools two weeks ago. Charter school activists have said that they're hopeful that Senate Majority Leader Malcolm Smith, who founded another unionized charter school in Queens, will yet restore the extra funds to charter schools, but no deal has been struck yet. That leaves teachers at Renaissance planning for possible teacher layoffs and big program cuts. (The $500,000 cut from the increase the school was expecting is especially hard to shoulder given that pension costs are skyrocketing by $300,000 next year and teacher salaries are slated to go up.) A main frustration, a Renaissance administrator said, is that the unions to which Renaissance's staff belong did not give them a heads up about the cuts — even though staff repeatedly asked union leaders if they should expect a cut. "Our members here feel shafted," Nicholas Tishuk, Renaissance's director of programs and accountability, said. "We were told that this charter school cut was mentioned two months ago, and it hasn’t been on anyone’s lips. And then we find out the Sunday night before the vote on Tuesday that not only was it on everyone’s lips; it’s actually happening." Most charter schools in New York City are not represented by teachers unions, since the schools operate outside of the Department of Education and therefore do not see their staffs unionize automatically. But the union has fought to bring charter schools teachers into its fold. Their slow but steady inclusion has put the union in the tricky position of on the one hand lobbying for limits on charter schools, while, on the other hand, representing some charter school staff.
New York

Weakening economy kills plans for middle school at 75 Morton St.

Last month, after an extended campaign to relieve overcrowding in Greenwich Village schools elicited a commitment from the DOE to try to use a state-owned building on Morton Street as a new middle school, families and elected officials held a festive rally. But as the economy falters, it appears now that the celebration was premature. City Council Speaker Christine Quinn at the August rally The Empire State Development Corporation, the state agency that owns the building, has withdrawn plans to sell the building, at least for now, citing the too-low bids it received from private developers while the building was on the market, the Villager reports today. The state agency currently occupying the building will stay there for the time being, making it impossible to renovate the building for use as a middle school in the fall of 2010, when neighborhood activists had hoped a new school could open. In early August, the city said it would formally ask the state to use the Morton Street building as a public school rather than auctioning it off to private developers. But the Villager reports that ESDC officials say the city did not submit any request in writing by the time the bidding process closed on Aug. 13. Asked by District 2 activists at the Panel for Educational Policy meeting on Monday about the city's apparent failure to lobby for the building's use as a public school, Chancellor Klein said the situation was fraught with behind-the-scenes complications. “If there is a way for us to successfully navigate those waters, we will be interested in doing that,” he said. And according to DOE press officer Marge Feinberg, the DOE hasn't given up on building new schools in overcrowded areas.
New York

Former NYC teachers aim to "revolutionize educational philanthropy"

Two former New York City schoolteachers have taken to heart Teach for America's intention to create innovators who maintain a commitment to educational equity even after they leave the classroom — they've started a nonprofit organization designed to facilitate individual giving to public schools. Jessica Rauch and Eli Savit, who now live in Michigan, recently won $10,000 in start-up funds in the August competition on, which pits new business ideas against each other in public voting. Their initiative, The Generation Project, aims to "revolutionize educational philanthropy" by facilitating connections between schools and individuals who want to donate to them. From 2005 to 2007, Rauch taught English language learners at PS 86 in the Kingsbridge section of the Bronx; Savit taught 8th-grade social studies at IS 339 in the South Bronx. "As a new teacher, my time was very limited; between lesson planning, after-school tutoring, and graduate school, I didn't have as much time as I would have liked to find individualized opportunities for all of my students," wrote Rauch in an email to GothamSchools. "Although my administration was great and tried hard to expose students to various enrichment activities, I wished there was an easy way to further expand my students' horizons." For example, Rauch wrote, one of Savit's students who had developed an interest in domestic affairs could have attended a program in Washington, D.C., if Savit could easily have found a way to pay for it. Motivated by their own experiences, Rauch and Savit are working to create a database of prepaid gifts, "shaped by [funders'] own passions and priorities," that schools and teachers can apply to receive. This approach represents an inversion of the one taken by the popular website, where potential donors browse funding requests from teachers who have identified particular needs for their classroom. "DonorsChoose is awesome, but it serves a different role for under-resourced schools than we propose," Rauch wrote.