final exam

As Walcott watches, AP stats students scrutinize school metrics

Schools Chancellor Dennis Walcott listens to a student presentation on their school's progress report.
Schools Chancellor Dennis Walcott listens to a student presentation on their school's progress report.

Statistics students at a Brooklyn high school took an unusually high-profile final exam today: They presented an analysis of the city’s school report cards to an audience that included their principal and Schools Chancellor Dennis Walcott.

Their teacher, Eleanor Terry, had invited the Chancellor via email, hoping to put together an official audience for her Advanced Placement statistics students at the High School for Telecommunication Arts and Technology.

The school earned an A on its most recent progress report. But that didn’t stop students — who wore buttons depicting their statistics class mascot, the “normalcurvasaurus” — from scrutinizing the way their school was graded. They examined technical issues including bias in survey questions, the way students are broken into deciles by their eighth-grade test scores, and how different scores were weighted to come up with their school’s final grade.

The students peppered their presentations with recommendations for Walcott, ranging from offering the student surveys online to factoring a school’s size into its grading.

Walcott spent more than an hour scribbling notes during the presentations. When students described difficult experiences in freshman physics classes and adjusting to high school, which they said could affect the student progress section of the report, Walcott asked, “Should we be doing something different freshman year?”

“The kids were unbelievably impressed that he said he would come. And I can’t say my reaction was any different,” Principal Phil Weinberg said.

Walcott also asked the students for their thoughts about expanding some math classes to be taught over three semesters, rather than two, to reduce what he said was “hopping from topic to topic.”

“I’m not sure if I’m biasing the question,” he joked as some students, like Christian Sanchez, quickly agreed.

“I got by, but there’s a lot more I could have learned,” Sanchez said of his 10th-grade trigonometry class.

Telecommunications’ parent survey response rate was 24 percent below the city average, which the students said might be fixed by using the same tactics used on students: lotteries for rewards, like tickets to baseball games, movies, or SAT-prep classes.

Rifat Kaynas said that the parent survey should also be expanded to cover more of the school environment, since teachers often only see part of the picture.

“I was bullied once, but I don’t go tell the dean, I just go home. Parents can see those bruises and cuts. So how can that be used to improve the quality of safety at the school?” Kaynas asked.

“It’s a good tool, but there are a lot of kinks,” he said.

Asked what they would change to influence the way their school would be graded next year, the students answered nearly unanimously: not cut January Regents exams. The state Board of Regents voted in May to eliminate the January test dates, used mostly in large cities, in order to cut costs.

No January exams will mean fewer students passing, leading to more students falling behind, lower graduation rates, and eventually lower report card grades, the students said.

“When the students say, ‘I have friends who can’t get these credits,’ that’s what the chancellor is here to see, what it feels like to be looked at in this way,” said Terry, a sixth-year teacher and Math for America teaching fellow.

The students pointed out that one flaw in the peer schools index, which calculates how schools compare to similar schools, is that it doesn’t account for enrollment. Telecommunications, with over 1,300 students, is considered a peer school with Civic Leadership Academy in Queens, which has just 323 students.

Walcott asked how the DOE could take school size account without focusing solely on enrollment. The students weren’t sure, but they were emphatic about another suggestion: making the progress report data easier to read and understand.

“If you haven’t taken statistics before, you might struggle,” Eman Toom said.

“Even if you had,” Walcott quipped.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”