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NAACP's Dukes defends suit: "I'm not against charter schools"

Hazel Dukes, the president of the NAACP of New York, said last night on NY1 that she supports charter schools but wants equal conditions for children attending district schools.

In a television interview last night, the president of the NAACP of New York insisted that she does not oppose the opening of charter schools or the closure of failing schools — even as she defended her organization’s role in a lawsuit that would reverse planned school closures and slow charter school growth.

Speaking to NY1 Inside City Hall host Errol Louis, Hazel Dukes said that she only wanted district schools to have the same conditions as charter schools, which she praised. “Let’s make it an equal playing field,” she said. “That’s not hard to do. We can do that with the stroke of a pen.”

She added, “My motive is not to keep any failing schools open. My motive has never been to say that teachers who can’t teach need to be in schools. My motive is two things: justice and equality.”

Hazel Dukes said she her goal wasn’t to prevent charters from opening but that the process was hurried. The biggest effect, she said, was overcrowding in school buildings, which she said has a disproportionate — and negative — impact on district school students. “Mr. Louis, tell me why all children can’t have the same amount of library time. Tell me why all children can’t have access to a playground,” she said.

The lawsuit, which the NAACP co-filed with the United Federation of Teachers and a host of elected officials and parents, aims to halt the closure of 22 district schools and plans to co-locate 20 charter schools inside district space. City school officials have said that a victory could disturb high school admission plans for the fall, and charter school leaders have said that, without the city space that they were counting on, they would not be able to open schools that children already plan to attend.

The appearance was less provocative than Dukes’ previous statements in the last several weeks. At a rally on Friday, Dukes suggested the closures and co-locations amounted to modern-day segregation. Earlier this month, she reportedly accused charter school parents of “doing the work of slave masters.”

On Tuesday evening, Dukes was more conciliatory. She described an effort by former chancellor Joel Klein to take her to visit successful charter schools and praised the schools overall, calling out two charter school networks by name: the Harlem-based Success Academies and Democracy Prep. She said that those schools do a “great job.”

“I’m not against charter schools. Parents have a right for choice,” Dukes said. “What NAACP has been about in its advocacy role has been to ensure that justice and equality is done for everyone. Not just black and brown, but every person, regardless to race, creed or color.”

Louis, who described himself as a life member of the New York NAACP, repeatedly pressed Dukes on her characterization of the lawsuit and the NAACP’s position on charter schools. He pointed out that some students are likely to be displaced from the school they planned to attend if the suit is successful. “I feel like the lawsuit is actually intended to stop the opening of the charters,” Louis said.

“Well, that’s what you feel,” Dukes replied. “Well, let me tell you —”

“And I think a fair reading of it would support that,” Louis said. “I understand what you said about what your intentions and what your goals are. I don’t know if this lawsuit is going to bring that about, but we will see.”

“It can assist in bringing it about,” she said. “I’m sure it will. And all those children that you say will be deprived of an education, they will not,” she said.

“Mr. Louis, you are losing the point about justice and equality,” Dukes said earlier in the exchange.

Later in the program, Louis interviewed two charter school parents from the Success and Uncommon Schools networks, who presented their opposition to the lawsuit.

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.