The Department of Education is proposing changes in existing policies, called Chancellor’s Regulations, regarding promotion standards, and the way in which principals and assistant principals are chosen. It is also proposing a new regulation governing procedures for locating or closing schools or changing current building usage. The Panel for Educational Policy will vote on these measures at the Nov.12 meeting at PS 128 in Queens; in the meantime the public is invited to review the proposals and weigh in on them.

The revised state law governing NYC schools renewed mayoral control of the city school system, but modified it in an effort to increase parent input. The law explicitly requires announcement of PEP meeting agendas at least 10 days in advance. In this case, the DOE provided the information more than a month in advance. However, it is not clear how public comments (which are not actually being made public) will make a difference in the proposals or the outcome of the PEP vote. (more…)

Lowering the amount of carbon dioxide your school emits is an important way to fight climate change. The amount of CO2 a school emits is called its “carbon footprint.” Replacing the filter on a heating and cooling system (HVAC) can reduce a school’s carbon footprint. So can letting the sun do its work and turning off lights when there is enough daylight that artificial light is not needed.

These and other ideas for energy management are on the Division of School Facilities’ website called DSF Green.The site also advises schools to set computers and other office equipment to save energy, such as sleeping when idle. Not to mention the energy savings from shutting off equipment like escalators and electric pool heaters when not needed.

Parents can help schools save energy by asking whether energy saving policies are in place, and by pointing out resources, such as DSF Green, where facilities managers can make sure best practices are being followed. (more…)

Parents of 5th-graders: Mark your calendars. The Department of Education posted the timeline for middle schools admissions for fall 2010 and the process is starting this month, six weeks earlier than last year.

This month there are middle school fairs in most districts - beginning on Oct. 13 - offering parents the opportunity to meet with school representatives. This is particularly important for districts that do not have zoned middle schools where 5th-graders have to fill out an application, ranking prospective schools. In other districts, students mostly attend their zoned, neighborhood school, although in every district, there are now unzoned or “choice” schools that require an application.

Even Staten Island, which historically has had almost no middle school choice, now has magnet (choice) programs in three middle schools, IS 61, IS 27, and IS 63, as well as a new middle school, the Staten Island School of Civic Leadership, open to students borough-wide.

Also available on the DOE’s website are links to middle school directories and other information which details options for families in all districts. (more…)

While GothamSchools joined Chancellor Klein on his annual five-borough, back-to-school tour, The New York Times’ City Room blog followed a few students as they embark on a new school year. We were particularly intrigued by the scene at PS 19 in Corona, Queens, where the Times said “confusion reigned.”

Though the K-5 school enrolls nearly  2,000 students and some classes are housed in trailers, the line of families hoping to enroll their children “extended down the better part of the block.” According to the post, the school is one of 27 that still had a kindergarten wait list in July.

What was the scene like at your  school this morning? Does your school still have students waiting to enroll? Let us know below.

In an announcement today at PS 171 in East Harlem, the mayor proposed ending “social promotion” for all students. His new promotion policy would require all students in grades 3-8 to score at least a “Level 2″ on state reading and math exams to move onto the next grade. (Exams are scored on a 1-4 scale where 4 is the highest.)

Five years ago, Mayor Bloomberg “rammed through” a controversial 3rd-grade promotion policy by summarily dismissing members of the Panel on Educational Policy (PEP) who opposed his plan. After the policy went into effect in 2004, it was later adopted for 5th, 7th, and 8th-graders, as well. Now, Bloomberg wants to extend the policy to include the 4th and 6th grades, so that it applies to all grades in which students take state-mandated standardized exams. (more…)

In a lively kickoff meeting last week, District 3 parents, Department of Education officials, and others met to see how to help their schools go green. The DOE announced a commitment to cutting schools’ carbon footprints in April when it joined the Green Schools Alliance. Since public schools consume 25% of New York’s municipal energy, greening the schools is the only way to meet the city’s goal of cutting carbon emissions by 30%.

Every school has a “sustainability coordinator” as of spring 2009; most are teachers whose chief role is to involve students in greening efforts. Most of the six schools represented at the meeting were already actively working on going green. Parents talked about the challenges of enforcing recycling and promised to share lists of green school supplies. John T. Shea, the DOE’s chief sustainability officer and head of the Division of School Facilities, came to answer questions. Liza Potter, community partnerships coordinator at the new Urban Assembly School for Green Careers (opening this fall in the Brandeis building) said her students could help produce information for a D3 Green Schools website. (more…)

The Daily News reported yesterday that five of the city’s schools that posted the lowest scores on state math exams this year had been  opened to replace  failing schools  closed by the Department of Education for poor performance. Additionally, the News reported, some of the schools slated for closure this year actually made test score improvements that were twice that of the citywide average . Other schools targeted for closure posted scores close to the citywide average when their student demographics (such as the special education population or number of English Language Learners) are taken into account.

The policy of closing schools is one of the most controversial initiatives launched since the state gave Mayor Bloomberg control of the city’s school system. What is your experiences with “replacement” schools in your neighborhood?  Do you support or oppose the policy?

The Department of Education announced today the soon-to-be-official appointment of Garth Harries as assistant superintendent of schools in New Haven, CT.

Harries had previously served as CEO of the Portfolio office at the DOE, where he supervised the wholesale closure of dozens of schools and the creation of hundreds of new schools in their wake. In February 2009, he was appointed to review special education services and programs, which was a controversial announcement because Harries did not have any experience with special education. His review is not yet complete, but he told advocates in an email this morning that he was committed to finishing the project before he begins his new job on July 6.

The special education team has lost most of its lead administrators in recent months: Deputy Chancellor for Teaching and Learning Marcia Lyles is leaving the DOE for a Delaware district, and Linda Wernickoff, who has dedicated her career to the special education community, is retiring this year as well.

The exodus leaves only District 75 Superintendent Bonnie Brown to (potentially) spearhead special education reforms. The changes of leadership at this critical juncture make it all too easy to understand why the community of special education parents, educators, children and advocates believe their cause, and their children, take a remote second place at the DOE table.

As yet, the DOE has not announced who (if anyone) will replace Harries.

Only 1,190 PTA officials out of an estimated 4,500 potential voters cast ballots this spring in the election for the 34 Community Education Councils, according to the Department of Education press office. Despite an extensive publicity campaign through the DOE’s Powertotheparents.org organizers and website, 18 councils will require another round of elections to break a tie or add an uncontested candidate. The district and citywide councils are considered to be the parent voice under mayoral control.

Only a school’s three PTA officials can vote for CEC candidates. During the first round of elections, PTA officials each had two votes to cast; during the second round, they will each have one vote.

Six CECs will hold an election for a candidate who received no votes during the first round of elections. “They were on the original ballot, but they just didn’t receive any votes,” said Nicole Duiginan, a DOE spokesperson. “[The chancellor’s regulation] requires an affirmative vote take place.” CECs must have at least six members to hold an official meeting, and several districts operated without a quorum for much of this school year. In the recent election, District 8 in the Bronx and District 16 in Brooklyn only elected five members, so they will each hold a second “election” to obtain one more member, chosen from the candidates who received no votes during the first round.
Eight CECs will have true tiebreakers, where several candidates all received the same number of votes. (more…)

Dear Judy,

We just got the results of my daughter’s middle school choice process and ended up with a school we did not choose. Is there any way to appeal this placement? Could it be a mistake?

5th grade parent

Dear 5th grade parent:

You are not alone, we have heard from many parents with the same problem. Mistakes happen. We know a parent whose daughter was matched with a school she didn’t apply to out of her district, yet she was not “accepted” at any of the district schools she applied to. This was clearly an error. My advice? If you think this could be a mistake, check with your elementary school guidance counselor now; ask her to contact the school that “accepted” your daughter to see if her name is on their list. When in doubt, double check with the local enrollment office and finally, with the middle school enrollment office at Tweed, headed by Sandy Ferguson.

If it is not a mistake, but just bad luck, you have until June 10 to appeal the placement, according to Department of Education spokesperson Andy Jacob. This goes for schools in districts that have middle school choice. Ask your guidance counselor for an appeal form. She can review your daughter’s situation and help fill out the appeal application. You might have a guidance counselor who knows your child well enough to go to bat for her. She may know middle school guidance counselors; she may know which schools are still open to applicants. Jacob said that “Appeals are granted based on seat availability and the selection criteria of the schools listed on the application.” He cautioned that ” Submitting an appeal does not guarantee admittance to a specific school, or even that a new placement will be offered.” You’ll be notified about appeals decisions by the end of June, according to Jacob.

Also consider checking out the few new schools that are opening next fall – they may still have openings.

Be as patient as you can. Late in summer there will be special enrollment offices to deal with unsettled admissions problems, and often the schools do not have an accurate count of who is actually attending until September. If you have applied and been endorsed by the guidance counselor, you might get an open spot.

Meanwhile, another piece of advice: don’t deride the school to which your daughter has been assigned. Do look for bright spots and emphasize them. She might just end up there!

Judy

Correction: Previously we reported, as per Jimmy Bueschen of the Manhattan enrollment office, that children  could only appeal  to schools that they had already applied to. According to parents who have copies of the appeal form, and Andy Jacob of the DOE’s press office,  children can apply to any choice program or school to which they are eligible and whose admissions are handled by the Office of Student Enrollment. That includes schools to which a child may have previously applied and new middle schools opening in September. 

 Have a school question for Judy?  Search archives | Contact Judy

Forty years after David Rogers published the landmark study, 110 Livingston Street, considered a major catalyst for decentralizing the school system, he revisits this debate in his latest book, Mayoral Control of the New York City Schools. As the state legislature debates whether to continue the law which gave New York City’s mayor control of its public schools, Roger’s books provides a deep analysis of the pros and cons of mayoral control through a historical lens. Although part of a scholarly series, Rogers’ prose is generally accessible to ordinary folk.

Rogers’ book analyzes the steps the Department of Education took to arrive at its current administrative structure. Rogers concludes that without mayoral control important changes could not have been accomplished. These include a new citywide curriculum and methodology with emphasis on teacher training, standardized access to citywide programs, including admission to gifted and talented programs; bolstering school leadership, leading to principals’ autonomy in budget and other decisions made at the school level.

Rogers details how these and other changes were pursued through corporate management techniques, with an emphasis on data and top down managerial  decisions. He also points out that the alienation of teachers, principals, parents and other stakeholders engendered by the aggressive business model approach, may undermine long term sustainability of the mayor’s reforms. He suggests that mayoral control should be retained but its effectiveness depends on finding a way to “… establish a relationship of trust between city hall and the educators (teachers and principals) and between it and parent and community groups.”

Whether or not you agree with its conclusions, Mayoral Control of the New York City Schools is a valuable history of the Bloomberg-Klein era and an equally valuable basis for further discussion of the issues.

A big budget hurdle for charter schools was just lowered.

“Despite a prohibition on using state funds to build charter schools, the city has quietly expanded available funding for charter school construction to as much as $3.8 billion,” writes the New York Post. The extra money is part of a provision in the capital construction plan.

To date, charter schools have not received public funds for facility expenses. Many charter schools in New York City have been able to survive because Mayor Bloomberg has allowed them to use Department of Education buildings rent-free. Charter school advocates have long lobbied for the ban on state funds to be lifted, since depending on who controls the school system next, charter schools could have to start paying steep city rent prices.

The most recent update from the Department of Education lists schools that are newly closed today and others that will reopen. It also itemizes certain specific programs — for disabled students, for example, or for kindergartners registered at one school who share a site with another school — which will close, while the schools that host them will remain open.

It’s not clear why decisions were made to close parts of specific buildings — and even less clear how flu viruses may be contained across arbitrary, human-imposed borders in a single physical structure. To this non-epidemiologist, closing part of a school seems baffling: the virus can’t discern which students it affects, or where they attend school, or which program is theirs. Viruses don’t ask questions; ask any parent with more than one child what happens when one gets sick.

If the contagion is sufficient to warrant protecting some of the students in the building, why not protect them all?

A close analysis in today’s Times confirms what seems to be basic logic: For the most part, principals with more experience fare better than younger, less-seasoned school leaders, even those groomed by the city’s Leadership Academy to take over, and often turn around, troubled or failing schools. The observation is particularly acute given the relative inexperience of New York City’s public school principals; nearly 80 percent have been school leaders for eight years or less. (For more on principal training, visit New Leaders for New Schools, a national leadership-training program, and read this Q&A with Leadership Academy head Sandra Stein.)

But even with budget control and other elements of autonomy, all principals do not control or direct their school’s enrollment, a critical management lapse, according to families of pre-K students and those currently waiting for middle school results (and placement offers) for district and citywide gifted and talented programs.

Principals’ job descriptions continue to expand: “You’re a teacher, you’re Judge Judy, you’re a mother, you’re a father, you’re a pastor, you’re a therapist, you’re a nurse, you’re a social worker,” Maxine Nodel, principal of the Millennium Art Academy in the Bronx, told the Times. “You’re a curriculum planner, you’re a data gatherer, you’re a budget scheduler, you’re a vision spreader.”

What you’re not, apparently, is a source of enrollment information for parents in your community. That power rests with the DOE — and parents are caught in the gap, waiting for information while the clock ticks toward DOE-imposed deadlines.

Sean Keaton, the controversial principal of PS 20 in the Fort Greene/Clinton Hill neighborhood in Brooklyn, was arrested Thursday after allegedly knocking a kindergarten teacher off a chair, kicking him in the head, and stomping on him. The teacher, Robert Segerra, is the teachers’ union representative at PS 20, and, at the time of the assault, had been in Keaton’s office, discussing the case of a special education teacher who had been accused of using corporal punishment against a student.

“Every time I said I’m not hitting you, I got another hit in the head or another punch in the neck or another scrap or another drag me across the floor,” Segerra told WABC. (For Segerra’s full account of the incident, click here.)

Keaton was charged with misdemeanor assault and reassigned to administrative duties while the investigation is pending, according to the Department of Education.

Keaton has taught at the school since the 1990s and served as principal since 2005, but parents have been sharply divided over his leadership. While test scores have risen, enrollment has declined, and now only 27 percent of eligible kindergarten students in the zone are attending PS 20.

One of the three new citywide gifted and talented programs is scheduled to open as part of PS 20 next fall, which will be under the purview of the PS 20 principal. Parents whose students scored at the 97th percentile or higher on the gifted and talented exam were able to rank the PS 20 program on their forms, which were due on Tuesday. We are following up with the DOE to see if there will be an opportunity for parents to reconsider their choices after new leadership is announced.

The debate over Keaton’s administration turned particularly vehement on the New York Times Local Fort Greene/Clinton Hill blog this spring. Yesterday, the Local described the debate’s racial and class undertones: “The community conversation about him [Keaton] often seemed to break down along class lines, with new-to-the-neighborhood, more affluent parents finding him difficult to work with and working-class parents defending him. There was often a racial component to the debate as well (Mr. Keaton is black).” (more…)

May is one of those poignant and bittersweet months for 5th-grade parents, who are in the early stages of the difficult and lifelong parenting process called Letting Go.

The changes are small now. Ten and 11-year-olds may be more reluctant to hold hands with their parents, especially in public.  They may covet teen trappings — cell phones, instant messaging, or even video chats.

Parents sense that long-established elementary school relationships and habits are about to change, so naturally there is some anxiety about the future. And once again this year, that anxiety is compounded by the Department of Education’s failure to send out timely middle school notifications.

So while parents and teachers are busy planning yearbooks, end-of year concerts, and elementary school graduation ceremonies, they are still coming home to empty mailboxes. They still cannot tell their children where they will be going to school next year. And that is not okay.

Last year at this time, I had to comfort my now 6th-grader that news would be arriving soon, and that he’d be fine wherever he ended up. Yet like many parents around me, I couldn’t quite calm my own jumpy feelings every time I searched the mail. I hated not knowing.

The DOE vowed to fix the process this year, but without any specific reason, they have pushed back the date for notification again. Parents who are trying to figure out if they have to move – or forfeit deposits to private school – are particularly annoyed, as comments this week on Insideschools  have shown. Given that the supply of top-notch middle schools citywide nowhere near meets the demand for them, it’s understandable that parents want some answers.

The last few weeks of elementary school should be filled with sweet reminders of the beautiful and elusive nature of childhood. After all the bewildering touring, ranking, and interviewing the students did last fall to find a middle school, they deserve timely answers – and so do their parents.

The Department of Health and the Department of Education have announced that eight additional schools will close starting today, Friday May 22nd, in Queens, Brooklyn and the Bronx. The eight schools, which occupy six school buildings, together serve over 6200 children.

These schools will be closed, beginning today:

Department of Education spokesman Andy Jacob this evening confirmed that families of students applying to middle school for September 2009 will receive placement offers by mail “during the week of May 26.” 

When asked why the news was delayed — DOE’s middle schools calendar originally stated parents would get news in mid-May — Jacob replied, “We’re mailing the offers next week because they will be ready next week. ” 

The DOE website has been updated to reflect the revised timeline.

Today, Chancellor Joel Klein previewed budget cuts at the city’s schools in a message sent to all principals. The news is good or bad, depending on your point of view — and your school’s fiscal status, he said.

“In aggregate,” Klein wrote, “the total dollars in school budgets will be reduced by 3.8 percent.”

In specifics, which he described at a briefing today at Tweed, more than 40 percent of schools may experience cuts of 4.9 percent, while others, such as the approximately 80 schools with large Title I populations, might “get a slight bump” in funding, Klein said.

Schools that managed to save and “roll over” funds from Fiscal Year 09, which ends on June 30th, will experience less severe cuts than those who spent their budgets down, said Klein.

“To be clear: if you rolled over money, the good news is you will be able to spend that money. We are not cutting the money you rolled forward,” he wrote in his letter to principals. Schools were cautioned to save money from this year to plan for the next, although the rate and ability to save varies from school to school. The cut is designed to save approximately $318 million in the coming fiscal year, in addition to the $100 million in midyear cuts.

Principals will be responsible for making decisions about whether to cut programs — Saturday school, after school programming and professional development were three options the Chancellor mentioned — or to trim staff.

“Most schools will be able to find significant portions of this in OTPS [Other Than Personnel Services].” But school leaders are free to lay off staff, “if an aide or a para that they feel is more cuttable than a program,” Klein explained.

At LaGuardia High School, our student blogger writes that upper-level math courses will be snipped.

Specific budgets for each school will be presented to principals tomorrow, and according to the DOE, posted to the DOE website.

When Lydia Bellahcene’s son “E.E.,” who struggles with a reading disability, was picked from a lottery to attend Williamsburg Charter High School, she was elated. “I thought my son could be successful. He would be given the support he needed. I had no red light, yellow light to be cautious because they had an IEP team [a group of administrators who ensure special education students receive services].” Although her son worked with a special education reading instructor every day for 45 minutes beginning in 3rd grade at a regular Department of Education school, when he began 9th grade at Williamsburg Charter in 2007, the specialist was promised, but never appeared. As a result, he failed 9th-grade English, became depressed, and was forced to continue to wear the 9th-grade green uniform the following year, while his friends wore the gold 10th-grade Williamsburg Charter shirt, said Bellahcene.

Charter schools, which operate outside the city Department of Education and select students through a lottery, have become increasingly controversial as their numbers have grown. This fall an additional 24 charter schools are expected to open, bringing the total in New York City to more than 100 schools. As charter schools proliferate, and in many instances, post higher test scores than neighboring regular schools, some parents and advocates claim the schools are “creaming,” enrolling only the best students and ignoring disadvantaged populations.

“Those charter schools are not serving the main population,” said Aixa Rodriguez, a Spanish teacher who worked at International Leadership Charter School in the Bronx. She said students requiring extra services were pushed out. “They’re serving a boutique population…You’re not going to have a whole line of parents on welfare whose kids are PINS,” referring to the warrants parents place on run-away youth.

Charter school advocates disagree. “When somebody says a charter school is creaming, what they’re not telling you is there’s no way on God’s Earth you know who you’re getting,” said Jeffery Litt, superintendent of the Carl C. Icahn charter schools.

Charter schools claim they outperform neighborhood schools while enrolling the same student demographic. Opponents argue that charter schools only attract children whose parents are involved and invested in their education, since the parents had to seek out a charter school and fill out an application by the April 1 deadline. Additionally, because charter schools operate independently of the city DOE, opponents say there is no oversight to protect the most vulnerable students – those who don’t speak English or require special education services.

An analysis of student data involving some of the most challenging students to educate, students who are homeless, special education students, and English Language Learners (ELL), shows that charter schools don’t serve or enroll the same students as local public schools. Homeless students

In New York City, 51,316 public school students are homeless, and only 111 of them attend a charter school, according to Jennifer Pringle, director of NYS-TEACHS, a state-funded group that provides assistance to schools, social service providers, and families about the educational rights of homeless students.

“With many charter schools, you have an application process. It’s not just you can show up at the school on September 1st and register your child,” Pringle said, “and many families in crisis aren’t in a position to see that process through.” Although most city charter schools are located in low-income neighborhoods, 34 charter schools enroll no homeless students. In East New York, Brooklyn, a politically-forgotten neighborhood with decrepit buildings and the infamous Pink housing projects, nine homeless shelters are located near Achievement First East New York Charter School. The school does not enroll any homeless students.

(more…)

Taking a page from the District 3 playbook, yesterday parent representatives of Manhattan’s District 2, joined by the United Federation of Teachers, filed a lawsuit against the Department of Education and schools Chancellor Joel Klein, charging violations of state law by DOE reconfiguration of neighborhood schools and programs without Community Education Council consultation or approval.

State education law mandates CEC participation in decisions that affect local schools. Yet “the DOE fails consistently to consult with the CEC,” according to the lawsuit’s lead plaintiff, District 2 CEC president Rebecca Daniels. “CEC members have an obligation to take action to right this wrong, to ensure that the voice of New York City public school parents is never silenced.”

The DOE backed down from the District 3 lawsuit in April, backpedaling on its plan to close traditional zoned public schools in Harlem and replace them with charters. The current suit lists a litany of DOE actions at elementary, middle, and high schools in the district; click here for more information.

Heads-up, pre-K families: The Department of Education announced today that it will email or snail-mail placement results to city parents late this week. Although they’re not saying precisely when communications will go out, “the end of this week” sounds pretty committal. Families who applied online will receive word by email and letter; others will receive word just by USPS.

If you choose to accept an offer, you’ll need to register between Tuesday, May 26 and Monday, June 8 at the school your child will attend. Families whose children would have gone to pre-K at PS 3 or PS 41, we’re asking where you’ll register (the schools or the new program site) and will report details. For all families, we’d suggest calling the specific school to confirm their registration hours, to minimize time away from work (and frustration).

Failure to register means giving up the offer of a pre-K seat for your child.

Questions, concerns, and comments on the pre-K process are invited by the DOE at ES_Enrollment@schools.nyc.gov. If you write in, please let us know whether and when there’s a response to your email; last year, communications shortfalls plagued the process, which we hope, for everyone’s sake, will not be the case this year.

Space for pre-kindergarten classes shut out of PS 3 and PS 11 in Greenwich Village because of kindergarten over-crowding will be available next fall at 27 Barrow Street, the home of the Barrow Street Nursery School, according to City Council Speaker Christine Quinn and Department of Education officials who have been working this week to find a home for the displaced students.

Speaking to an auditorium packed with parents at the District 2 Community Education Council meeting last night, John White, of the Department of Education, said that the siting is a temporary solution “that will allow the [kindergarten] waitlist to completely disappear.” There are 79 kindergarteners now on the waitlist for the shared PS3/41 zone, he said, and moving the pre-K classes will allow one new class at PS 41 and two new classes at PS 3. White also anticipates that many of the 63 zoned students who qualified for gifted & talented programs would choose that option, freeing up more space in the crowded neighborhood schools.

Regarding a new site for a new PS 151, White indicated that the Our Lady of Good Counsel school would be the likely site; a formal announcement is expected on Monday.

White also said that new sites will be found for two middle schools now sharing elementary-school buildings, Greenwich Village Middle School and the Clinton School for Writers and Artists, for the 2010-2011 school year.

Parents fired questions at White and DOE enrollment chief Elizabeth Sciabarra about kindergarten waitlists and challenging DOE statistics. A CEC member asked parents: “Are you happy with what you are hearing tonight?” Parents, some carrying placards, responded with a resounding “NO!” (more…)

How gerrymandered can an election get? Parents inquiring why the Community Education Council advisory vote results were not yet posted have discovered — once again — that the Department of Education has unilaterally decided to change the rules of CEC elections midstream.

Originally, the result of the parent advisory vote was to be posted publicly on the powertotheparents website in early May, according to that site’s home page. Instead, last week the DOE instructed the election vendor to withhold results of the parent advisory “straw poll” vote, which was intended to guide the real vote, until after the official selectors cast their votes, according to a Power to the Parents staffer.

The official CEC voting process is already convoluted: three PTA officials from each school each cast only two votes for candidates for the 12-member CECs. Deadlines for candidate sign-up, the straw poll, and the official voting have all been changed repeatedly this year at the DOE’s direction. In the latest change, the CEC voting deadline was extended to midnight tonight.

Still, I look forward to finding out who will be elected to my CEC for the coming two-year term. As the new mayoral control law is considered, it will be up to next year’s crew to promote parents’ voices in the system. Preventing the DOE from manipulating community elections is one of many reasons why parent advocates would like to see administration of the CECs be made independent from the DOE — perhaps placed under the Public Advocate’s office.

As part of the rewrite of mayoral control legislation, CEC3 supports a public November CEC election held alongside other public elections. The current system is devised, controlled, and constantly changed in a murky and undemocratic manner by DOE. “Power to the parents,” it’s not.

EDITOR’S UPDATE: Representatives of other CEC’s are also speaking out about issues surrounding the election. Here is a letter sent on May 19 from the District 31 CEC to Jacqui Lipson, the CEC administrative coordinator at the DOE, raising concerns similar to those Jennifer wrote about in this post:

(more…)

After days of scrambling and searching for about 60 missing gifted and talented program tests for students at PS 9 in Manhattan, Department of Education spokesman Andy Jacob said yesterday that the test company, Pearson, found the mis-marked box — but that the tests everyone thought were there, weren’t.

“We’re going to retest the students whose tests we can’t locate,” Jacob said after a letter went out to PS 9 families explaining the process. Do-overs will begin this weekend at the DOE headquarters, Tweed Courthouse, and continue through Thursday at PS 9. Department of Education officials will hand-score the tests and have promised that families “will receive score reports by Tuesday, May 26″ — with applications due Friday, the 29th. Jacob also said that “turning in their applications later won’t affect their chances of being placed in a particular program.”

“There’s nothing we can do to fully make up for the inconvenience and frustration of this situation for the affected families,” said Jacob. “The best thing we can do is retest the students and get them their results as quickly as possible.”

The students will not repeat the full OLSAT exam that was offered in the fall, but will instead take a “breach form of OLSAT,” according to the DOE’s letter to parents, which is the “alternate form used in all retesting situations.”

Parents at PS 9 wonder why their kids have to retest at all. Natalie Redmond, whose daughter’s test was lost, asks why last year’s test scores can’t be used in lieu of a new test. Redmond points out that DOE will use old tests to place some children in G&T programs – if it’s “good enough for kids in the outer boroughs,” Redmond asks, why isn’t the option of using last year’s scores open to PS 9 parents as well?

Whether the missing-tests kids will gain a competitive edge by repeating a familiar test hasn’t been broached. It seems clear, though, that the DOE could mandate practices to prevent this kind of crisis: Why aren’t schools required to photocopy test papers before they’re sent? Seems as simple as a fail-safe can be.

As the mayoral-control debate escalates here and in Albany, a parallel conversation is simmering locally, about the city’s recent rise in standardized test scores.

Two Daily News articles set a strong counterpoint: Last week, columnist Juan Gonzalez challenged the gains touted by the Department of Education, asserting that poor children lack the opportunity for achievement that many others have — and that charters, which enroll far fewer English language learners and special-needs students, benefit from their exclusionary policies. Gonzales concludes, “…when something looks too good to be true, it usually is. ”

Today, big jumps in reading scores are celebrated in the News — but a principal’s explanation of how her school improved test scores is chillingly revealing: “What really helped us was looking at our data and driving the instruction based on that,” Principal Lillian Catalano, a 23-year public school veteran, told the News. School officials “spent hours scouring” students’ work on previous assessments to figure out “where they needed help … on the statewide reading test,” the article explains.

Simply put, this principal and her faculty embraced the data — and upped their scores by ‘teaching to the test.’ They figured out what kids needed to know to do better, and they taught it. But teaching to the test necessarily takes time from other subjects; it limits what a school can offer, and what a teacher can teach. And it doesn’t mean kids are actually learning to think for themselves or master content outside the testing area. Historically, teaching to the test was universally considered a bad thing, but tables turn, and today, it’s lauded. Schools that do the best job of sussing out what the testers want gain the most praise and public recognition; progress reports, based largely on a school’s test scores, can determine a principal’s tenure and even a school’s survival.

It’s hard to argue with a principal who sees the importance of raising scores. The bigger question is what’s lost when the focus-field narrows — when data, scores, and testing outpace content in the classroom.

City Council Speaker Christine Quinn has joined the search for new pre-K locations in Greenwich Village, after news leaked last week that the pre-K classes would be bumped from overcrowded PS 3 and PS 41. An emergency task force has been assembled and, according to an email from Quinn sent this morning, they have been busy scouting locations for the Department of Education. Last Wednesday, Quinn showed up briefly at the protest on the steps of City Hall and spoke with a little boy and several parents. Two days later she met with Chancellor Klein and formed the task force.

The full text of the Speaker’s email, and a second email from task force member Rebecca Daniels, after the jump:

(more…)

Last week, we asked what you thought the Department of Education should do if the swine flu continued to spread. Most voters agreed that the system should keep running, with 36 percent of voters advising that only children and teachers with symptoms should stay out of school and 30 percent of voters suggesting that individual schools with confirmed cases should be closed. Twenty-two percent of voters, however, thought that the whole school system should be shuttered until the threat passed. See the full poll results here.

This week we are wondering about pre-K. After the news leaked that the Department of Education might close pre-K programs at some overcrowded elementary schools, parents began debating whether pre-K in elementary schools is a right, privilege, or drain on elementary school resources. What do you think? Add your comments here.

This afternoon at 1 p.m., the Department of Education will present results of the State English Language Arts exam for New York City public school students in grades 3 through 8.

These scores help to determine a school’s Progress Report score — and, in some cases, its survival.  Principals and teachers can be rewarded handsomely for large gains — but outcomes for fourth- and seventh-grade students are higher still, as the standardized scores children earn in those grades help determine middle- and high-school placement.

We’ll post details after the briefing.  

Solidarity was the buzzword at City Hall Wednesday afternoon, when parents, children, teachers, and elected officials pressed a range of complaints against the Department of Education’s kindergarten admissions policy. They chanted “build more schools” and “hey, hey DOE, G&T is not new seats.”

After learning that their children were assigned to waitlists at PS 3 and PS 41, parents got together at a Community Education Council meeting and formed a group called Kids Shut Out to share contact information, develop strategies, and connect with like-minded parent groups across the city.

Parents like Katie Fleischer, who has two sons on the PS 3/41 waitlist, showed up in force. “You start panicking,” she said. “I have twins. That is $60,000 a year for private school. I literally was in shock when I got that letter. They didn’t even send me a letter for my second son, just my first.”

The DOE’s decision on Tuesday to move the pre-K programs from PS 3 and PS 41 to make room for the kindergarten students was criticized by several of the politicians and parent leaders an attempt to undermine the rally. (more…)

As we await word from the Department of Education on first-grade G&T eligibility, a succinct, cogent analysis of kindergarten G&T testing, in a GothamSchools comments string, is well worth considering, especially set against DOE claims of gains in historically underserved communities. The author is Jennifer Jennings, an education blogger, grad student, and recent coauthor, with Leonie Haimson, of a report indicting the DOE for dubious high-school pushout practices.

Jennings notes that last year and this year, three districts (of 32 citywide) were the source of 40 percent of all students qualifying for gifted programs - districts 2 and 3 in Manhattan, and District 22 in Brooklyn.

Adding in districts 15, 20, and 21, all of Brooklyn, which are the next three largest contributors to the G&T student pool, 56 percent of all admissions, this year and last, went to students from just six districts.

So even though the numbers are up, the basic landscape of gifted education “has not changed in any meaningful way,” Jennings writes. She continues, “expressing the growth in number of seats in terms of percent changes is extremely misleading given that the poor districts had a tiny number of students participating to begin with.”

A Times analysis attempted to raise similar, if less pointed, questions, but DOE spokesman Andy Jacob said he couldn’t provide an official “definitive explanation.” Let’s hope that changes, and quickly, too.

[Ed Note: New details from DOE added in Update at end of post.]

The Department of Education has gathered and analyzed kindergarten waitlist data for Manhattan districts 2 and 3, according to a message sent by DOE spokesperson Andy Jacob at 5 p.m. today. Data on other districts are not yet complete, Jacob wrote, but will be available “within the next two weeks.”

There are fewer children waitlisted than has been reported, according to the DOE’s count, which shows a total of 273 students waitlisted at seven schools in districts 2 and 3 combined. For the numbers-hungry: 31 students are waitlisted at PS 166; 90 students are on a combined waitlist for PS 3 and PS 41 (which share a zone); and 152 students are waitlisted on the Upper East Side (25 at PS 6, 40 at PS 59, 30 at PS 183, and 57 at PS 290).

“Waitlists will disappear or be greatly reduced,” Jacob wrote, as gifted and talented program enrollment siphons off students, and as families choose “non-public school options for children zoned in schools with waitlists.”

At PS 166, “we expect the wait list…to disappear after students accept gifted placements in June,” he writes. In the West Village, 26 students zoned for PS 3 and PS 41 qualified for G&T programs (but it’s not known whether they will accept). There’s no official mention of the impending cut to pre-K at both schools — just an allusion to “details within the next few days.”

On the Upper East Side, “almost all students on a waitlist at these four schools [PS 6, PS 59, PS 183, and PS 290] will receive a placement in their zoned school by the end of next month,” according to the statement. As 182 students zoned for those four schools qualified for G&T, “waitlists at these schools will shrink or even disappear,” Jacob anticipates. (more…)

Our most recent poll, on school safety officers, showed a sharp split in Insideschools’ online community — 37 percent of parents said they understood and appreciated why school safety officers are in the schools, while nearly as many, 33 percent, said they’d prefer schools without safety officers at all. The Student Safety Act was taken up by the City Council some months ago yet seems moored in committee for the present, despite the urgency of the issue and the lack of clarity on safety officer supervision.

This week, however, the conversation around “keeping students safe” has been focused on swine flu. The issue has dominated the news landscape, with 24/7 coverage that we worry may add more fuel to the fires of anxiety than real substance to this important conversation. Still, we wonder what readers think about strategies to contain or prevent infection — and what the Department of Education should do, going forward, if the outbreak continues in our area.

Take the poll, share your thoughts, and remember: Wash your hands.

The Department of Education is “discharging” an increasing number of students, who are not counted in the graduation rates but may have dropped out of school, according to report released today by the Public Advocate’s office. Up to and above a quarter of all children of color and with special needs, including students who are English language learners, are documented as high-school discharges, as are 21 percent of students overall. That works out to one in five students who start high school and then are ostensibly ‘discharged’ to other schools or other locations, with little precision or transparency on causes and outcomes. These numbers are on the rise since a seminal report in 2002.

The Times offers a cogent analysis; internet education wonks will recognize one of the report’s authors, Jennifer Jennings, as the “unmasked” Eduwonkette, whose anonymous columns, supported by careful, meticulous research, challenged the DOE on a regular basis.

One particularly troubling observation documented in the report is the high discharge rate for students in the first year of high school — before they’re 17, the legal age at which students may elect to end their public education and drop out. It is unclear what this surge represents, but the report charges that younger, struggling students are being pushed out of high schools that are trying to improve Progress Report grades. Without these students being counted, school statistics may increase, which offers schools “perverse incentives to discharge students,” according to the report. Regardless, what is crystalline is that far too many kids are unaccounted for, and that graduation rate calculation and reporting is undoubtedly influenced by this practice.

Journalist and occasional Insideschools blogger Lauren Young comments on kindergarten admissions:

What if your child didn’t get into kindergarten at your local public school? As reported here, the waiting list for a spot at highly lauded P.S. 41 or P.S. 3 has reached 90 children. My son’s best friend Ben is among those shut out in the West Village; he’s No. 79 on the wait list. Ben’s mom is worried that he will start asking if he did something “wrong” because he wasn’t accepted to kindergarten at P.S. 41. “I so resent New York for all this,” she says. “They’ll place him ’somewhere,’ but…I just don’t want him ’somewhere,’ you know? Ugh.” The problem seems most severe on the Upper East Side, where 350 children cannot get into kindergarten at their local schools, according to Class Size Matters. and Department of Education planners are considering siting a new kindergarten in the basement of a crowded, popular East Side middle school.

On Tuesday, May 5 at 3:30 pm, Ben’s mom and other concerned parents will rally on the steps of City Hall to protest school overcrowding. (The rally is sponsored by Class Size Matters, Manhattan Task Force on School Overcrowding, Community Education Council of District 2, Parent Leaders of Upper East Side Schools, Public School Advocacy Committee, Community Board 2 and other groups.)

This madness probably feels familiar to veterans of New York City’s preschool admissions scramble. Indeed, Nursery University is a new movie about the insanity of landing a coveted spot at a desirable private-school, pre-kindergarten program. (It’s more competitive than getting accepted to an Ivy League school!) I see a sequel in the works: Kindergarten Wars, coming to theaters, and Netflix queues, all too soon.

While the official mayoral control debate continues ahead of the State Assembly vote in June, activists both in and out of government are taking up the issue, in print and at a panel in Brooklyn yesterday afternoon, chaired by GothamSchools‘ Elizabeth Green. The “neat thing” about Sunday’s panel,  Green wrote prior to the discussion, was the anti-mayoral control, pro-reform stance of the panelists, including UFT VP-at-large Carmen Alvarez, Assembly member (and former principal) Inez Barron, and representatives from the Parent Commission on School Governance and DC 37’s Local 372, opponents of both mayoral control and this particular Mayor. (The “Mend It or End It” meeting was sponsored by Education Voters of New York.)

Coming up this week, on Thursday April 30, Public Advocate Betsy Gotbaum and State Assembly member Linda B. Rosenthal will host a Town Hall on the topic; call 212-873-6368 to reserve a seat.

Former New York Sun education reporter Andrew Wolf’s editorial in Saturday’s Daily News compares the lack of oversight at the current Department of Education to Enron pre-debacle. He  cites concerns about outsize education spending, standardized testing,  graduation criteria, and the high remediation rate at the CUNY schools, where many New York City grads continue their education. About three-quarters of incoming CUNY students require remediation, he writes,  forcing questions as to what kind of proficiency  a New York City high school diploma truly confers.

New to the issue of mayoral control of the schools ? Get up to speed with Gail Robinson’s excellent recap and analysis, posted on Gotham Gazette.

Stories today in the Daily News and on the Huffington Post highlight parent frustrations with kindergarten enrollment; chatter we’re hearing describes hundreds of children waitlisted for the most desirable Manhattan primary schools. Up to 90 children are waitlisted at PS 3 and PS 41,popular schools that share a zone in Greenwich Village; Department of Education spokesperson Andy Jacob cautions patience as this plays out. Parents on the waitlist received letters from the DOE outlining the process.

Many forces are at play in kindergarten admissions. Changes this year to an application process that allows families to apply to multiple schools, along with what’s widely perceived to be increased demand for public schools, have caused their share of confusion. Here’s what we’ve learned about the two schools in question:

PS 3 and PS 41 each had more than 100 kindergarten students in 2007-08, according to the most recent data posted on the DOE website. It’s too early to say whether either school will open new classes to permit zoned children to enroll, or if class sizes will increase.

Because there were more applicants than seats available, the schools held a lottery and some families in the zone are waitlisted for both schools. The schools themselves maintain the lists, Jacob says, and families can call the schools to learn their place on the list.

Jacob says that much of the process is still incomplete — for example, gifted & talented test results go out late next week, with placement decisions anticipated in early June. “There are several schools in Manhattan and other boroughs that have wait lists for zoned students,” he said, noting that every year there are wait lists.

The DOE is gathering wait list information this month and will be looking at ways for schools to absorb as many zoned students as possible, Jacob said. Options could include increasing kindergarten class size, opening new classrooms (which could involve converting art studios or science labs to make room), and — as a last resort — capping a school’s enrollment and directing children to another school in the same zone.

The familiar honk of a fabled New York City mayor coursed across tens of thousands of telephone lines yesterday, as robocalls voiced by former Mayor Ed Koch reached out to parents to encourage them to vote in the straw-poll Ccommunity Education Council elections. Whether Hizzoner was pressed into service before or after the deadline was extended, from April 22 to April 29, isn’t clear. We’ve asked the group that organized the get-out-the-vote campaign, powertotheparents, about the telephone campaign and will report back with details on how much was spent — and how they got the telephone information for New York City public school parents.

But even with phone calls and extended deadlines, turnout at meetings has been painfully slim, as we reported two weeks ago and Beth Fertig reports on WNYC today, and actual votes to date, which the News‘ Merideth Kolodner cites as just under  12,000, represent a tiny sliver of the 750,000 households considered eligible to vote.

Update:  Grassroots Intiative organized the phone campaign for a total cost of $15,000, according to Power to the Parents, which added “DOE provided the call lists directly to the call vendor. The lists included all households with kids in NYC public schools. Grassroots Initiative was not given access to any parent information.”  (Except for the telephone numbers, that is.)  Over 700,000 calls were placed. 

Our question about the Community Education Council vote drew an anemic response — in itself, perhaps a reflection on the Department of Education’s fledgling effort at online parent engagement. About half of the respondents said they planned to vote, but the next largest group said they flat-out wouldn’t, because they didn’t know enough about the CECs or about the process.

This week, we ask about an issue that affects every child in every school in the city: School safety officers, who are often the first faces students and parents see when they enter the school building. Uniformed safety officers are a fact of life in the city’s schools. Many find their presence controversial (to put it politely) and advocacy groups like the New York Civil Liberties Union have proposed the Student Safety Act, which seems, for the moment, to be stalled in the City Council.

What do you think of the uniformed officers that guard our school doorways? Take the poll - and as ever, share your comments here.

The Department of Education has earned a reputation for making under-the-radar announcements in school ’slack times’ — often, just as a vacation begins. In its recent announcement of a $ 2.5 million donation by the Eli and Edythe Broad Foundation to two charter school networks, made on the first day of spring break, the first day of Passover and the day before Good Friday, the news of the philanthropists’ support for the charter networks barely made a ripple in the local press: None of the city’s three big dailies published stories on the donation, although Javier Hernandez posted a report on the Times‘ City Room blog — and the Post has run two education opinion pieces in the past few days (an anti-union editorial today and a vitriol-stoked, anti-Weingarten op-ed last week).

Broad has donated more than $ 30 million to school reform since 2002, including $ 5 million to Children First and $ 4 million to the Leadership Academy, which trains principals to become leaders in struggling schools. The current donation will be shared by Uncommon Schools ($ 1.5 million) and the Success Charter Network ($ 1 million), to fund expansion of both networks in the New York City area. At present, Uncommon Schools’ six Brooklyn schools serve 1000 students; they plan to grow 14 new schools over the next half-decade. The Success Charter Network, founded by former Council member, former Education Committee chair, and frequent UFT nemesis and media darling Eva Moskowitz, enrolls 1000 students in four Harlem schools, plans to increase its reach to 40 schools in the next 10 years.

Broad, who made the announcement at Harlem Success Academy 2 on Thursday, told the educators gathered to listen, “you are the very best in public education,” and celebrated the success of the two charter networks, over and above other charters and the public schools in general. (Classes were in session through Good Friday.)

Broad also encouraged the practice of offering charter schools rent-free space in public school buildings, the subject of a recent lawsuit (and DOE change of heart), an unresolved issue taken up in the City Council last week. The fact that dozens of charters slated to open in September still lack locations increases the real-estate pressure with every passing week.

The bigger question: Is charter-school development displacing investment in the city’s traditional public schools? Advocates and adversaries support and rebut both sides of the conversation — but one thing’s certain: It’s a question that’s not going away.

It’s Friday, and time for the Insideschools community poll. This past week, we asked about bullying in school, and the majority voice was clear — zero tolerance for any kind of bullying, actual or virtual, with strong consequences and required parent meetings for students involved in bullying. That’s one kind of parent involvement — the kind few parents ever desire.

This week, we’re curious about the Community Education Council straw poll vote. Response to the Department of Education’s initiative — and maiden cyber-efforts at recruiting potential candidates — has been less robust than the planners hoped. Has it inspired you to step up as a candidate, or to take the time to vote on the upcoming CEC nominees? Let us know if you’re in or you’re out. And let us know why, too, in your comments.

Happy Passover and Happy Easter to our readers and their families — and happy vacation to the 1.1 million schoolchildren of New York City. (We hope their teachers and all who work with the city’s kids enjoy a good week off as well.)

When Community Education Councils (CEC) candidates walked into school cafeterias and auditoriums across the city this month to declare why parents should vote for them, they got a shocking reality — few parents showed up. During the past two weeks, public school parents were invited to meet the CEC candidates who would represent them as the parent voice within the Department of Education bureaucracy .“Who are we talking to? Nobody’s here,” said District 12 CEC Candidate Winifred Coulton, looking out at only five parents in a large school auditorium. This sentiment was echoed at a District 13 meeting in Brooklyn, attended by about 12 parents. “Are there any PTA presidents, secretaries, or treasurers here? They ain’t here. We don’t see any of them here. That’s a problem,” said the Rev. Robert Townsley. Only votes from PTA officers count toward electing a CEC member, however, this year, all public school parents can vote at an online straw poll, April 6-22, to advise their PTA officers on how to vote.

In 2002, when Mayor Mike Bloomberg took control of city schools, he abolished community school boards. One year later, he created the Community Education Councils to be the new parent voice. Critics say they have far less authority than the old school boards. “The word out there is that the CEC has no power,” said Carmen Taveras, a District 12 CEC member appointed by the Bronx Borough President. “They think, ‘for what? Why would I go out there [to a CEC meeting]?’”

(more…)

At a jam-packed and raucous meeting on Monday night, the Community Education Council of District 28 in central Queens passed a unanimous resolution recommending the immediate removal of Dr. John Murphy as principal of MS 8 in South Jamaica. The resolution came at the end of the monthly meeting, attended by upwards of 150 parents, teachers, and community members. They crowded into the makeshift basement auditorium of PS 182, which quickly became a standing-room-only venue. The CEC voted on the resolution minutes after Rev. Charles Norris read a litany of complaints against Murphy, ending each with a rousing declaration of  “where there’s smoke, there’s fire.”

Although a recent incident thrust MS 8 into the media spotlight, the press (WCBS, Daily News, Queens Chronicle, and the New York Teacher) reports that there is a long history of abuse by Murphy at MS 8, as well as at other schools. CEC member Emily Ades spoke from the stage, saying she issued her own report in November 2008 after performing a walk-through of the middle school, which she likened to a detention center.

Ades, a former elementary school teacher in the district, said she received no response from the Department of Education about her report, which detailed a school where “there was no School Leadership Team, the principal made all decisions, there were numerous safety issues, and the children were on lockdown,” she said.

Martine Guerrier, Chief Family Engagement Officer from the DOE Office for Family Engagement and Advocacy (OFEA), came late to the meeting after notifying the CEC that she would not be attending, and sending two representatives in her stead. Her arrival was unexpected and was not met with a warm reception.

Both parents and CEC members said they had reached out to her office to no avail. Kenneth Williams, one of the CEC vice presidents, spoke of his dissatisfaction with OFEA after he sought their support following negative experiences with the principal of PS 30. “[The community has] been left out in the cold for two years. Not just MS 8. Not just PS 30. It’s the whole district,” he said.

Guerrier said, “A number of issues were raised to me today that have not been brought to me before.”

In a telephone conversation with Insideschools.org, Department of Education spokesperson Ann Forte said that there is an “ongoing investigation” of the principal.  “We don’t believe that his removal is warranted,” she said, noting that he “sent a letter home to parents a week ago trying to reach out and push to try to communicate better.” She said concerned parents should reach out to District 28 Superintendent Jeanette Reed. The superintendent’s office is ultimately responsible for the hiring of principals and for their dismissal.

Meanwhile, protestors gather each morning before MS 8 begins its school day. They hold signs and photos of Murphy and often cheer “get rid of the rat.” A rally will be held Wednesday at 6 p.m. at the Jamaica branch of the NAACP.

Yesterday, the City Council members called on state legislators to establish a process by which charter schools are sited in public school buildings. Charter schools, which receive public money but are not managed by the Department of Education, are not entitled to space rent-free in DOE buildings, but Chancellor Klein’s administration has tried to accommodate charters in public school buildings whenever possible. This spring, when the DOE announced that it was closing PS 194 in Harlem and replacing it with a charter, the controversy erupted, a lawsuit was filed, parents screamed at each other in a hearing, the DOE eventually backtracked, and then newspapers blamed the teachers’ union for “condemning” students to failing schools.

At City Hall yesterday, council members questioned many of the players involved (teachers union representatives, parent groups, charter school leaders, Department of Education officials), and introduced a resolution urging state legislators to give communities more of a voice in charter school sitings. DOE officials who testified did not think the resolution was necessary.

Eva Moskowitz, the founder and leader of the charter school network Harlem Success, testified before the committee, which she used to chair when she was a city council member. It was her fourth charter school that had been slated to replace P.S. 194, and her former colleagues on City Council held her responsible for any role she may have played in the ensuing controversy. See a video from the Moskowitz testimony on GothamSchools.

Meanwhile, many of the city charters have been holding their lotteries this week. The number of applicants to charters more than doubled this year to 39,200 from last year’s 18,672. Democracy Prep Charter School, which is also in Harlem, held its lottery last night to pick 100 students out of 1,500 who applied (making the odds “harder than Harvard’s” according to the school). Tonight, at least 27 more charters will hold their lotteries and thousands of families will show up to see if their child’s name is called.

April’s a busy season for New York City’s 78 charter schools, which currently serve 18,000 students. This coming school year, 24 new charters will open, and charter-school advocates tout high demand. Since most of the city’s charters receive more applications than they have seats, the law requires public lotteries to determine offers. April 7th is lottery day or “super Tuesday” for at least 27 city charters, and a stressful process for thousands of city families. Many parents feel that participating in the charter school lotteries is a high-stakes spin of the education wheel that could shape their child’s future. (See the list of schools holding lotteries tomorrow after the jump.)

Charters are “open to ALL students, regardless of race, religion, ethnicity, income or location,” and are mandated to serve all students, regardless of disabilities, according to New York Charter Center VP for Communications Jeff Maclin. This means that students with special needs can’t be excluded from charter lotteries, although Maclin couldn’t say if or how schools review applications to be certain the students who apply can be served by their school’s resources — for example, can the needs of a student who uses a wheelchair or requires a special, self-contained class be met by an individual school. Charters don’t wholly reflect city norms, as far as high-need students: According to Department of Education statistics, charters enroll many fewer students who are English Language Learners (3.7 percent at charters, compared with 13 percent citywide) and fewer students with special needs (8 percent at charters, 14 percent citywide). (more…)

Parents who responded to our high-school choice poll have strong opinions on the matter: More than half say there aren’t enough good schools for students and families to choose from, with demand strongest for progressive, rigorous high schools.

About 20 percent of responders say the system only works well for kids who are lucky enough to have strong adult guidance. Over 15 percent would welcome a return to zoned schools (and less choice). Less than 10 percent of parents say the system works just fine as it’s now constructed — a sharp counterpoint to the Department of Education’s claim of 86 percent satisfied customers.

This week, we’re asking about schools’ role in addressing online bullying. Weigh in; we welcome your thoughts.

The Department of Education has decided to back down on its planned closing of three neighborhood schools and creation of charter zones without Community Education Council approval, the subject of a recent lawsuit filed by the United Federation of Teachers and the New York Civil Liberties Union. (Details and analysis here.)

This is a great first step toward better DOE compliance with parent engagement laws in the future. But more than that, the DOE should be curious: why do so many parent leaders think that there are problems with how charters are sited? Might there be something legitimate to our concerns? Wouldn’t it be interesting to find out, by holding a public discussion (whether or not such a discussion is mandated by law)?

I look forward to seeing some signs that the DOE is prepared to be a better listener, because it’s not very efficient to play out our disagreements in court.

The Post, the Times cityroom blog, and GothamSchools all highlight Comptroller (and mayoral hopeful) William Thompson’s testimony on outsized Department of Education budget overruns, which he outlined at a crowded, consistently adversarial City Council hearing yesterday afternoon. At issue, in addition to overspending, is the DOE’s position as an agency that’s neither bound by the local laws that govern other city agencies nor beholden to state governance: The current mayoral control law effectively sets the DOE outside both structures.

Also under close Council scrutiny were no-bid contracts, like a $170 million contract awarded because the contractor was already engaged, hired by private money — “the intertia was there,” according to DOE’s Chief Procurement Officer David Ross — and book-purchasing contracts that deny local minority- and women-owned businesses and reward multi-million-dollar Midwestern publishing giants Ingram and BookSource. (See this NY1 clip for more.)

No vote was taken at this initial hearing, but many Council members expressed a desire to bring the DOE to heel, under the contract and procurement rules that govern all other city agencies, as part of a possible revision of Mayoral Control.

While thousands of parents and students showed up at the supplementary round high school fair on Tuesday, many of the schools on the Department of Education list of available seats were not represented. We asked a few schools how many seats they actually have available. This is what they reported:

-The new, long-awaited Sunset Park High School has 25 seats left.

- The new, selective Cinema High School has only filled 15 out of their 80 seats. They will not hold another audition for applicants but will instead consider grades and test scores. The principal said they would look at applications with fresh eyes, so students who applied in the first round and didn’t get a seat at Cinema can apply again.

- The acclaimed Dual Language and Asian Studies High School has only 10 unfilled seats.

- Manhattan Business Academy has 58 seats left.

Some families at the fair were hopeful that they would get a good match in the second round, others remained very angry. Several families protested the process outside, refusing to enter the building.

A family from the Bronx said their son has good grades, but his middle school counselor “isn’t competent at all.” They described the process as “disappointing. It’s a public education- why all the rejection?”

Families have until Friday, April 3 to hand in new applications to their school’s guidance counselor. Those unhappy with the match they get in this round may appeal.

Before and after school tomorrow, parents and education advocates will rally outside PS 125 in Harlem to protest the Department of Education’s exclusion of the community (and the Community Education Council) from local zoning decisions, which CECs are legally bound to review and approve. PS 125 currently enrolls student in grades 3 through 6, receiving students from PS 36, which covers pre-K through grade 2. The DOE has decided that PS 36 will expand to include older students, curtailing the stream of students that has long fed PS 125, and that PS 125 will lose its sixth grade.

That block of West 125th street is one of the most school-dense zones in town: PS 125 shares its building with the Columbia Secondary School for Math, Science and Engineering, which will eventually span grades 6 through 12 — and its next door neighbor is the well-regarded KIPP Star College Prep Charter School.