out of the loop

As education officials negotiate the fate of a Bronx middle school, ‘everything is up in the air’

PHOTO: Alex Zimmerman
Nelson Santiago with his daughter, Savannah Torres, a sixth-grader at J.H.S. 162

When city officials submitted a proposal to the State Education Department this week about whether to close, merge or cede control of a Bronx middle school, one constituency was kept out of the loop: the school itself.

“Everything is up in the air,” said Yolanda Montalvo, who sits on the school leadership team at J.H.S 162 Lola Rodriguez de Tio, and is a member of the PTA. The school’s administration “doesn’t know what the last decision will be.”

J.H.S. 162 has drawn outsized attention for being the only school in New York threatened with a takeover under the state’s receivership program, which is supposed to create consequences for low-performing schools if they don’t show improvements within a year or two.

The school is the first in the state to face the prospect of a takeover under the 2015 receivership law.

State officials have said the city could propose a merger or closure in lieu of a takeover by an outside manager — and on Tuesday, the city sent a letter to the state with a proposal.

So far, that letter has been kept secret; city and state officials would not release it to Chalkbeat.

On Wednesday afternoon, some parents said they participated in meetings at the beginning of the school year focused on the consequences the school might face under the state receivership program. But they noted there had not been an effort to gather input from them to specifically inform the city’s proposal, and there were rumors the school could be shuttered.

That sense of uncertainty was evident among school officials minutes before a school leadership team meeting Wednesday that was abruptly cancelled. The school’s principal, Deborah Sanabria, declined to comment for this story.

“That’s not something they’ve brought to our attention as of yet,” said parent Nelson Santiago, referring to the city’s proposal. After picking up his daughter early from school Wednesday — because she’d been hit by another student, he said — Santiago explained that the school is headed in the right direction.

Despite the bullying his sixth-grade daughter experienced this year, he added, J.H.S. 162 was taken off the state’s list of “persistently dangerous schools.”

Still, if the state determined that the school was not performing, Santiago said it should be shut down. “If it’s not up to par, then that means my daughter’s education is not up to par.”

Rafael Capestany, who has two children at the school, agreed that there have been some signs of improvement, and said he hopes the school stays open despite its designation as among the worst in the state. “Whenever there’s a situation where students might fight, they handle it real fast,” he said. “I don’t see why they would have to close the school down.”

In addition to being part of the state’s receivership program, the school is also part of Mayor Bill de Blasio’s high-profile Renewal program, which is designed to be less punitive. Under the city’s approach, low-performing schools have been infused with resources and social services and are expected to show gains over time. In a surprising discrepancy, J.H.S. 162 hit 83 percent of its benchmarks in the city’s program — a sign of improvement — but was still singled out by the state for a takeover.

Eric Nadelstern, a former deputy chancellor in the city’s department of education and current professor at Teachers College, said it is odd that the city would keep the school out of the loop on its plans, especially because it has invested so heavily in it as a community school.

“If the idea is that the schools should be part of the solution,” Nadelstern said, “to deny the vital information they need to keep doing that job effectively is not a good strategy.”

Still, others pointed out that if the city does get approval from the state to merge or close the school, the city will be legally required to hold hearings and solicit public comment — a process parents will be able to influence.

“The community would have a full opportunity to give its input once state approval had been secured,” said David Bloomfield an education law expert at Brooklyn College and the CUNY Graduate Center.

City education department spokeswoman Devora Kaye emphasized that meetings were held at the beginning of the school year to inform families about the potential effects of the state’s receivership program.

“DOE officials have worked with [the State Education Department] as well as the superintendent — who knows the school best — to ensure the next steps for the J.H.S 162 community are best for kids,” Kaye wrote in an email.

“Starting next week, we will begin having a town hall forum and small group meetings to provide families with information and resources to make the right decisions for their child.”

The date and time of the town hall has not yet been announced.

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.